Tag: Change

Journeys and Transitions

While the very nature of an international community is one of transience, it is important not to diminish the challenges and opportunities associated with the transitions themselves. As the departure of valued colleagues and dear friends are accompanied by the arrival of new families and the promise of new friendships, we also find ourselves managing pandemic-induced vicissitudes. But, with every challenge, we also seek to learn from our experience and embrace new opportunities.

Could anyone have imagined last semester that campuses around the world would be closed from one day to the next, that over one billion students would spend several months learning from home and connecting with teachers online? As we know, this is exactly what happened. It was remarkable to see how quickly our community transitioned to a new reality and incorporated creative, and, in several cases, better ways of doing things. It was also affirming to witness what can be accomplished when real or perceived barriers are removed. 

Our life journeys will include the need to face adversity, when our character and values are tested, when we are transformed for the better. We know that real growth comes from overcoming setbacks and challenges. We tend to learn much more from our failures than our successes. We face our crucibles, learn from those experiences, and emerge transformed in a fundamental way, though transitioning through these stages is not always easy. The author, William Bridges, makes a key distinction between the impact of change and transition on our lives:

“…change is situational. Transition, on the other hand, is psychological. It is not those events, but rather the inner reorientation and self-redefinition that you have to go through in order to incorporate any of those changes into your life. Without a transition, a change is just a rearrangement of the furniture. Unless transition happens, the change won’t work, because it doesn’t ‘take’”.

The pandemic has challenged us in ways we could not have previously imagined. And, while it has not always been easy, our families, teachers, and staff have all inspired and emboldened us. Our students have been heroic throughout this journey, showing us how to flourish with grace, class, and good humour during a time of uncertainty and change.

Looking ahead, we will continue to prepare and plan for a school year using design principles that are adaptable and flexible in nature. We are committed to embracing transitions, learning from our experiences, incorporating new opportunities, and advancing a learning programme designed to help every student turn their learning into action, and stretch themselves further and achieve more than they believe possible [ISZL Vision].

Photo Credit: Photo by Jeremy Thomas on Unsplash

A Framework for Education

In a recent conversation with an International School of Zug and Luzern (ISZL) parent, he commented on how much he values ISZL’s approach to education and the school’s learning process. When pressed for specifics, he highlighted an appreciation of the achievements associated with academic success, such as impressive IB test scores, but, even more importantly, he values the focus on holistic development. He further elaborated by sharing how much he holds in high regard ISZL’s emphasis on social development, emotional intelligence, confidence levels, independent thinking, and communication skills, among others. I share these sentiments, both from my personal and professional perspectives but also based on the feedback I have received from staff, parents, and students during last semester’s transition interviews. One of ISZL’s greatest strengths is our teachers’ abilities to personalise learning in a manner that enables our students to realise their potentials in individual and unique ways.

This approach to teaching and learning also corresponds with the Organisation for Economic Co-operation and Development’s (OECD) recent report on The Future of Education and Skills 2030. The document is guided by a shared vision stating, “We are committed to helping every learner develop as a whole person, fulfil his or her potential and help shape a shared future built on the well-being of individuals, communities and the planet.” With a broad focus on global challenges that are economic, social, and environmental in nature (excuse the pun), the 2030 vision maps out an educational view that is framed by five distinct but related approaches.

The first frame is a belief in the need for broader education goals that encompass individual and collective well-being. The concept of well-being goes beyond material resources to include quality of life as defined by, for example, health, civic engagement, social connections, education, security, and life satisfaction.

The second frame is related to learner agency and the ability of our students to navigate through a complex and uncertain world. This focus involves both the building of a solid academic foundation and an approach to personalised learning.

The third frame is the ability to apply a broad set of knowledge, skills, attitudes, and values. This focus is about students’ abilities to mobilise their learning to meet complex demands.

The fourth frame is about taking responsibility for our society and future, in addition to the corresponding and necessary student competencies. These competencies will require that students be innovative, committed, and aware with respect to creating new value, reconciling tensions and dilemmas, and taking responsibility.

The fifth frame is about the design principles needed to move toward an eco-system in which a students’ different competencies are inter-related in nature and application.

While the challenges for schools to adapt to this philosophical shift are not insignificant, it is encouraging to see a movement among schools to embrace these design principles. ISZL has made important progress in these areas, though the fifth frame is, perhaps, the most challenging as the inherent structures of schools, including our physical spaces, do not necessarily lend themselves well to the concept of inter-related, cross-curricular learning and the application of competencies in a holistic manner. As with any change, this is a process that takes time and commitment, which will also continue to build on past developments while furthering current initiatives and implementing future strategies.

Fortunately, the OECD provides a framework to guide learning programme development through concept, content, and topic design that includes a focus on student agency, rigour, coherence, alignment, transferability, and choice. This framework also relies on process design and the related importance of teacher agency in which teachers are empowered to use their professional knowledge, skills, and expertise to develop an authentic, inter-related, flexible, and engaging learning programme. It is these design principles that ISZL embraces as we continue our work to ensure our students are benefiting from the most relevant and meaningful learning programme possible.

Reference: Organization for Economic Co-Operation and Development (OECD). (2018). The Future of Education and Skills 2030. Retrieved from http://www.oecd.org/education/2030/oecd-education-2030-position-paper.pdf

Photo Credit: OECD

Transitions

“Light precedes every transition. Whether at the end of a tunnel, through a crack in the door or the flash of an idea, it is always there, heralding a new beginning.” — Teresa Tsalaky

I have been thinking a lot about transitions lately. We recently hosted the incoming Head of School for a one-week transition visit. I am also preparing to transition to Switzerland and the exciting changes associated with working at a new school and living in a new country. Like other international schools, we are preparing to say goodbye to beloved teachers, students, and families as they transition to other parts of the world, while also looking ahead and confirming the details for new teacher and family orientations. It can sometimes feel that life in an international school setting is one of constant transition where change in the norm and not the exception. While this seemingly perpetual state of transition is inherently filled with challenges, the opportunities for growth and new experiences are significant when we are able to effectively manage our transitions.

When a thoughtful colleague, David Chojnacki, heard that I would be transitioning to another school, he recommended I read William Bridges’ book, Transitions. I am grateful for this reference as Bridges’ book is a must read because, in some form or another, we are all going through a transition! The book’s main message is that all of life’s transitions embody a similar pattern and, by recognizing and accepting these patterns, the tough times associated with a transition will not only make sense but will be more bearable. To that end, it is important to differentiate between “change”, which is what happens to us, and “transition”, which is how we manage our feelings while we work through these changes throughout our life journey.

Transition is an internal, emotional, and psychological process. In contrast, change is external, situational, and does not require those affected to transition. Transitions are longer processes that require those affected to gradually accept the new situations that result from the changes. Bridges’ frames all transitions in terms of a three-phase process involving an Ending, a Neutral Zone, and a New Beginning.

An Ending recognizes that a transition begins with letting go of the pre-change reality. In international schools, a significant number of teachers, students, and parents begin the process of letting go each semester as they prepare to move on to new endeavors. Depending on each individual, Endings are usually characterized by emotions such as denial, shock, anger, frustration, and stress. Emphatic listening and open communication for all involved are important strategies for getting through and supporting those who are experiencing an Ending. Recognizing that an Ending is about letting go is an important step towards what the author calls the Neutral Zone.

The Neutral Zone represents the bridge between the old and new in which we can still be attached to the past but also looking ahead to the future. The Neutral Zone is a place of uncertainty where people wonder about how they will adapt to the change they are currently experiencing. It is during this time that we can experience feelings of self-doubt, fear, anxiety, and skepticism. In contrast, the Neutral Zone can be a time of real growth and represent an incredibly rich time in our lives, as is beautifully illustrated through Danaan Parry’s trapeze metaphor.

The New Beginning phase is one where new understandings, values, attitudes, and identities are established. It is during this time that we emotionally and psychologically commit to the new reality that has been created through the change process. This commitment is usually accompanied by feelings of acceptance, importance, hope, and enthusiasm. This is also a good time to recognize and celebrate the third phase of the transition process.

William Bridges’ writings remind us to recognize that life’s transitions follow a similar pattern and to embrace our endings, neutral zones, and new beginnings. As we look ahead and begin to prepare for the end of another semester, I would like to wish everyone and all of our schools the very best as we embrace the positive changes and transitions that are such an integral part of international communities.

Reference:

Bridges, W. (2004). Transitions: Making sense of life’s changes. Da Capo Press.

Portuguese / Português

Transição

“A luz precede toda transição. Seja a luz no fim do túnel, pelas frestas nas portas ou no brilho de uma ideia, ela está sempre lá, anunciando um novo começo.” – Teresa Tsalaky

Ultimamente, eu tenho pensado muito sobre transições. Recentemente, recebemos o próximo diretor geral da EAB, Allan Bredy para uma visita de transição. Eu também estou me preparando para mudar para a Suiça e para as mudanças animadoras associadas ao trabalho em uma nova escola e a mudança para um novo país. Como em outras escolas internacionais, estamos nos preparando para dizer adeus aos nossos amados professores, alunos e famílias que também irão se mudar para outras partes do mundo, mas também nos preparando para a orientação de novos professores e famílias. É comum sentirmos que a vida em uma escola internacional é uma constante transição onde a mudança é algo normal e não exceção. Embora este estado, aparentemente perpétuo, de transição seja cheio de desafios, as oportunidades de crescimento e novas experiências são significativas quando somos capazes de gerenciar de forma efetiva nossas transições.

Um colega atencioso, David Chojnacki, soube que eu estaria me mudando para outra escola e me recomendou a leitura do livro de William Bridges, Transitions.Sou grato por esta referência, já que o livro de Bridges é um dos tipos obrigatórios de leitura, porque de alguma forma estamos todos passando por algum tipo de transição! A principal mensagem do livro é que todas as transições da vida incorporam um padrão semelhante e, reconhecendo e aceitando esses padrões, os tempos difíceis associados a uma transição não só farão sentido, mas serão mais suportáveis. Para isso, é importante sabermos a diferença entre “mudança”, que é o que acontece conosco, e “transição”, que é a forma como gerenciamos nossos sentimentos enquanto percorremos essas mudanças ao longo da nossa jornada de vida.

A transição é um processo interno, emocional e psicológico. Já a mudança é externa, situacional e não necessariamente ligada à transição. As transições são processos mais longos que exigem que os afetados aceitem gradualmente as novas situações resultantes das mudanças. Bridges enquadra todas as transições em um processo de três fases: Final, Zona Neutra e um Novo Começo.

O Final reconhece que uma transição começa com o abandono da realidade de uma pré-mudança. Nas escolas internacionais, um número significativo de professores, alunos e pais começam o processo de abandono do semestre ao se prepararem para ingressar em novos empreendimentos. Dependendo de cada indivíduo, o término de algo geralmente é caracterizado por emoções como negação, choque, raiva, frustração e estresse. Ouvir ativamente e uma comunicação aberta com todos os envolvidos são estratégias importantes para obter e apoiar aqueles que estão experimentando um Final. Reconhecer um Final é abrir mão, um passo importante em direção ao que o autor chama de Zona Neutra.

A Zona Neutra representa a ponte entre o antigo e o novo, no qual ainda podemos estar ligados ao passado, mas também olhar para o futuro. A Zona Neutra é um lugar de incerteza onde as pessoas se perguntam sobre como se adaptarão à mudança que estão experimentando atualmente. É durante este tempo que podemos experimentar sentimentos de auto-dúvida, medo, ansiedade e ceticismo. Em contraste, a Zona Neutra pode ser um tempo de crescimento real e representar um tempo incrivelmente rico em nossas vidas, como é lindamente ilustrado através da metáfora do trapézio de Danaan Parry.

A fase do Novo Começo é aquela onde novos entendimentos, valores, atitudes e identidades são estabelecidos. É durante esse período que nos comprometemos emocionalmente e psicologicamente com a nova realidade que foi criada através do processo de mudança. Este compromisso é geralmente acompanhado por sentimentos de aceitação, importância, esperança e entusiasmo. Este também é um bom momento para reconhecer e celebrar a terceira fase do processo de transição.

Os escritos de William Bridges nos lembram de reconhecer que as transições da vida seguem um padrão semelhante e abraçam nossos fins, zonas neutras e novos começos. À medida que olhamos para frente e começamos a nos preparar para o final de outro semestre, eu gostaria de desejar a todos e a todas as nossas escolas o melhor, ao abraçarmos as mudanças e transições positivas que são parte integrante das comunidades internacionais.

Featured image: cc licensed (CC BY 2.0) flickr photo Hernán Piñera: Niebla / Fog https://www.flickr.com/photos/boston_public_library/6554394361/in/photostream/

One Resolution at a Time

The start of a new year also brings with it a deluge of advice and commitments to guide our resolutions. Mick Walsh, author and coach, believes that most new year resolutions are not fulfilled because they are too short-term in nature (i.e. knee-jerk remedies) and more focused on meeting the expectations of others rather than our own dreams.

To realize higher degrees of fulfillment, self actualization, and happiness, it can be argued that resolutions should be based only on long-term, life pattern behaviors. Walsh refers to a publication by Regina Brett, a journalist who celebrated her first fifty years of life by publishing an article listing the fifty lessons life taught her.  The following sample statements from Brett’s article speak to the ideals associated with resolutions that could serve to frame our long-term, life pattern behaviors.

  • Life isn’t fair, but it’s still good.
  • When in doubt, just take the next small step.
  • Life is too short to waste time hating anyone.
  • You don’t have to win every argument. Agree to disagree.
  • Cry with someone. It’s more healing than crying alone.
  • When it comes to chocolate, resistance is futile.
  • Make peace with your past so it won’t screw up the present.
  • It’s OK to let your children see you cry.
  • Don’t compare your life to others. You have no idea what their journey is all about.
  • Take a deep breath. It calms the mind.
  • Get rid of anything that isn’t useful, beautiful or joyful.
  • It’s never too late to have a happy childhood. But the second one is up to you and no one else.
  • When it comes to going after what you love in life, don’t take no for an answer.
  • Burn the candles, use the nice sheets, wear the fancy lingerie. Don’t save it for a special occasion. Today is special.
  • No one is in charge of your happiness but you.
  • Frame every so-called disaster with these words ‘In five years, will this matter?’
  • Forgive everyone everything.
  • Time heals almost everything. Give time time.
  • However good or bad a situation is, it will change.
  • Don’t take yourself so seriously. No one else does.
  • Your children get only one childhood.
  • All that truly matters in the end is that you loved.
  • Get outside every day. Miracles are waiting everywhere.
  • If we all threw our problems in a pile and saw everyone else’s, we’d grab ours back.
  • No matter how you feel, get up, dress up and show up.
  • Life isn’t tied with a bow, but it’s still a gift.

So how does this connect to the start of a new school semester? One of the many facets that I appreciate about our profession is the opportunity to begin each semester afresh as part of a continuous cycle of renewal. The new relationships, new challenges, and new learning and growth opportunities offered during the school year bring us another step forward towards the self-actualization aspirations we set for ourselves, both as individuals and as an institution.  The ongoing processes of setting goals and establishing resolutions, particularly those that are long-term life pattern behaviors that further our own and collective self-actualization and happiness, are directly linked to the ideals expressed through EAB’s mission: Learners inspiring learners to be inquisitive in life, principled in character, and bold in vision.

Jack Layton’s words further articulate these thoughts and our work as educators:

“My friends, love is better than anger.  Hope is better than fear.  Optimism is better than despair.  So let us be loving, hopeful, and optimistic.  And we’ll change the world.”

So, let us work to change the world through education, one resolution at a time.

 

Uma Resolução de Cada Vez

O início de um novo ano traz também uma enxurrada de conselhos e compromissos para orientar nossas resoluções. Mick Walsh, autor e instrutor, acredita que a maioria das resoluções de ano novo não são realizadas porque são de natureza transitória (ou seja, soluções apressadas) e com foco em atender as expectativas dos outros, em vez de cuidar dos nossos próprios sonhos.

Para alcançarmos um grau de satisfação maior, felicidade e termos consciência do nosso potencial, podemos afirmar que as resoluções devem ser baseadas apenas em longo prazo, nos comportamentos padrões de vida. Walsh fala de uma publicação de Regina Brett, uma jornalista que comemorou seus primeiros cinquenta anos de vida publicando um artigo com 50 lições que a vida lhe ensinou. Os exemplos seguintes do artigo de Brett falam dos ideais associados às resoluções que podem servir para estruturar o nosso padrão de comportamento a longo prazo.

  • A vida não é justa, mas ainda é boa.
  • Quando estiver em dúvida, dê somente o próximo passo, pequeno.
  • A vida é muito curta para desperdiçá-la odiando alguém.
  • Você não tem que ganhar todas as vezes. Concorde em discordar.
  • Chore com alguém. Cura melhor do que chorar sozinho
  • Quanto a chocolate, é inútil resistir.
  • Faça as pazes com seu passado, assim ele não atrapalha o presente.
  • Não há problemas em deixar suas crianças verem que você chora.
  • Não compare sua vida com a dos outros. Você não tem ideia do que é a jornada deles.
  • Respire fundo. Isso acalma a mente.
  • Livre-se de qualquer coisa que não seja útil, bonito ou alegre.
  • Nunca é muito tarde para ter uma infância feliz. Mas a segunda vez é por sua conta e ninguém mais.
  • Quando se trata do que você ama na vida, não aceite um não como resposta.
  • Acenda as velas, use os lençóis bonitos, use a sua roupa íntima chique. Não guarde isto para uma ocasião especial. Hoje é o dia especial.
  • Ninguém é o responsável pela sua felicidade a não ser você.
  • Enquadre todos os assim chamados “desastres” com estas palavras ‘Em cinco anos, isto importará?’
  • Perdoe tudo de todos.
  • O tempo cura quase tudo. Dê tempo ao tempo.
  • Não importa quão boa ou ruim é uma situação, ela mudará.
  • Não se leve muito a sério. Ninguém faz isso.
  • Suas crianças têm apenas uma infância. Torne-a memorável.
  • Saia de casa todos os dias. Os milagres estão esperando em todos os lugares.
  • Se todos nós colocássemos nossos problemas juntos em uma pilha e olhássemos os dos outros, nós pegaríamos os nossos de volta.
  • Não importa como você se sente, levante-se, vista-se e apareça.
  • A vida não está amarrada com um laço, mas ainda é um presente.

Então, como isso se conecta ao início de um novo semestre letivo? Uma das muitas facetas que eu aprecio sobre a nossa profissão é a oportunidade de começar de novo a cada semestre, como parte de um ciclo contínuo de renovação. As novas relações, novos desafios e novas oportunidades de aprendizado e crescimento oferecidas durante o ano letivo nos colocam um passo a frente nas aspirações de crescimento que estabelecemos para nós mesmos, como indivíduos e como instituição. Os processos de estabelecer metas e resoluções, particularmente as que são modelos de comportamento em longo prazo, que estimulam a nossa felicidade e consciência do nosso potencial e do todo, estão diretamente ligados aos ideais expressados através da missão da EAB: Aprendizes inspirando aprendizes a serem inquisitivos na vida, firmes em seu caráter e com uma visão audaciosa.

As palavras de Jack Layton estimulam a articulação desses pensamentos e o nosso trabalho como educadores:

“Meus amigos, o amor é melhor do que a raiva. A esperança é melhor do que o medo. O otimismo é melhor do que desespero. Por isso, vamos ser amorosos, esperançosos e otimistas e, assim, vamos mudar o mundo”.

Então, vamos trabalhar para mudar o mundo por meio da educação, uma resolução de cada vez.

 

Featured image: cc licensed (CC BY-NC-ND 2.0) flickr photo by Toni Verdú Carbó:The Passage of Time; https://www.flickr.com/photos/tonivc/2283676770/