Rocking the Boat: How to Effect Change Without Making Trouble by Debra Meyerson
Task Zero: The Review
I really enjoyed reading Rocking the Boat: How to Effect Change Without Making Trouble by Debra Meyerson. I don’t normally think about being a tempered radical, being able to engineer change without making trouble, but after reading this, I have to reevaluate how I see myself. I appreciated the inclusion of the label, and the anecdotes that made it easier to understand what it really means to be a tempered radical. The anecdotes were very relatable, and it was actually a nice change of pace to read about corporations that are so different from my everyday experience. I enjoyed the fact that the book focused on a financial company and a Silicon Valley corporation; as teachers we generally focus on shared experiences, seeking out books about education, and it was a nice step away from that. This book made me reflect on my work ethic and the way that I work through obstacles. I am all for creating opportunities for change and improvement, but I hate stepping on the toes of my colleagues and being very outspoken. This book also made me reflect on being a leader in my organization. Leaders who are tempered radicals are very successful, especially if they are setting an example for other tempered radicals. This to me feels very manageable and reassuring; I can take on this mantle of leadership, especially since I’ve been a tempered radical this entire time.
Task One: How am I different?
Debra Meyerson discusses three primary ways that an individual can experience “difference” from the majority:
- Those who have different social identities from the majority and see those differences as setting them apart and excluding them from the mainstream
- Those who have different social identities and see those differences as merely cultural and not a basis for exclusion
- Those who have not cultural but philosophic differences, which conflict with prevailing values, beliefs, and agendas operating in their organizations.
I tend to be on the radical end of the spectrum with the integration of technology and new ideas into my teaching. I am generally the first to volunteer to pilot something new, which makes me stick out a bit from some of my colleagues. I also have strong beliefs in maintaining a healthy work-life balance, being efficient about my work but also leaving it at work and disconnecting. I know that my colleagues try to follow my example, but sometimes it can be a struggle for others.
Task Two: Becoming a tempered radical
Debra Meyerson includes a spectrum of strategies. The left hand side of the spectrum includes small personal actions that someone could take, generally only affecting themselves and maybe the people in their immediate vicinity. The right hand side of the spectrum includes strategies that involve other people, “collective action”, likely being felt by a large number of individuals.
Except for “organizing collective action”, I have spent time at all of the other points on the spectrum. I generally feel most comfortable somewhere between “resisting quietly and staying true to one’s “self”” and “ turning personal threats into opportunities.” I try to be ever vigilant about obstacles that I can turn into opportunities. One of the ways that I stay true to myself is with the way I dress. I make sure that while I look professional, I still dress my age (I am one of the youngest teachers in the building). My students always appreciate my way of dress but once in awhile I get an eyebrow raise from a colleague, though never my administration (whose opinions I really care about).
I really resonated with Meyerson’s chapter about defining negotiables and non-negotiables, staying true to what I feel is most important while being flexible enough to compromise. My non-negotiables? Taking work home on weekends, staying past 6:00 without a good reason, making decisions that take the fun out of my classroom. Everything else? We can talk about it.
In the future, I would like to move into that last category, but it would take an issue that I feel extremely passionate about. I have not yet experienced such a difference between my personal philosophy and the general idea of my organization. I would like to think that if such an event occurred, I would have the courage and fortitude to organize my colleagues to make a change.
I really resonated with Meyerson’s chapter about defining negotiables and non-negotiables, staying true to what I feel is most important while being flexible enough to compromise. My non-negotiables? Taking work home on weekends, staying past 6:00 without a good reason, making decisions that take the fun out of my classroom. Everything else? We can talk about it.
In the future, I would like to move into that last category, but it would take an issue that I feel extremely passionate about. I have not yet experienced such a difference between my personal philosophy and the general idea of my organization. I would like to think that if such an event occurred, I would have the courage and fortitude to organize my colleagues to make a change.
Task Three: Facing Challenges
Meyerson defines four challenges that tempered radicals face:
- Difficulties of ambivalence
- Incremental lures of co-optation
- Potential damage to their reputation
- Frustration and burnout
- Difficulties of ambivalence. While I love teaching, I hate the administrative busy work that seems to be increasing every year. There are days where I don’t remember to count the field trip money as it comes in, or to email all of the parents back within 24 hours. Thinking of all of those small tasks in the evening spikes my anxiety levels and I have to remind myself that I can get to them the next day.
- Frustration and burnout. There are times where mandates come through and I am expected to follow through on them. I don’t always have a say in what happens, though being on the ILT alleviates some of this powerlessness. It frustrates me when my students have to take yet another standardized test, or when I have to lose instructional time for something that I deem unimportant. However, my school is pretty amazing and I rarely feel this way.
Task Four: Instrumental and Missional Thinking
One of my short term goals is to foster more open communication with my colleagues. I tend to work very closely with my 8th grade partner teacher, but less so with the rest of the Upper Grade team. My aim is to bridge the curriculum and integrate all of the disciplines in a systematic and logical manner. There is so much overlap between math, reading, technology, and science, and I need to be better about showing my students how interconnected everything is. I also hope to continue to support my teaching with technology, and not use technology for its own sake. I have a small post-it with TPACK written on my computer, so I never forget about the sweet spot in the middle.
My long term goals include taking on a greater leadership role within my school, and also improving myself as an educator. My first long-term goal has many different facets; the first of which, being on the ILT, I have already accomplished. The ILT gives me a chance to share my ideas with my colleagues and to help drive change within my school. I would like to continue to be the Data Lead on the ILT, which gives me greater responsibility and also accountability at the meeting. With this, I will also take on more leadership roles in the different tasks assigned to the ILT. I will continue to improve myself as an educator with professional development seminars, classes, and my own research. I have already begun down this path by earning the Gifted Education endorsement from ISBE. I will continue to take classes and seek out opportunities for growth. I also hope to continue to evolve my curriculum to reflect 20th century learning.
My long term goals include taking on a greater leadership role within my school, and also improving myself as an educator. My first long-term goal has many different facets; the first of which, being on the ILT, I have already accomplished. The ILT gives me a chance to share my ideas with my colleagues and to help drive change within my school. I would like to continue to be the Data Lead on the ILT, which gives me greater responsibility and also accountability at the meeting. With this, I will also take on more leadership roles in the different tasks assigned to the ILT. I will continue to improve myself as an educator with professional development seminars, classes, and my own research. I have already begun down this path by earning the Gifted Education endorsement from ISBE. I will continue to take classes and seek out opportunities for growth. I also hope to continue to evolve my curriculum to reflect 20th century learning.