1. Mark K. Bartmas

    Change equates to growth. I have changed from being the kid that was always in the principal’s office to being in the principal’s chair. Our students need to see the growth mindset modeled.

  2. I like the simplicity in the question, but I fear for the ways in which it can be abused to direct and subvert changes to our classrooms that may prove harming down the road. More to the point, the question that might better be asked, and even simpler is “why?”

    With enough data, research, and anecdotal evidence almost any reform, innovation, or change to a process can be linked to that “yes” answer. Depending on what side of the political, socioeconomic, or pedagogical spectrum you’re on, I’d like to believe that most people have students’ best interests at heart. So yes, I agree the question is simple, and it should be. But if you don’t fully explore the second question of “why”, you can easily have organizations, teachers, and communities working against one another, sometimes without even knowing it.

    My “fear,” for lack of a better word, is in the educators, policy makers, and others that stop at the first question without providing a well reasoned “why,” and end up working in ways that only perpetuate change for change’s sake.

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