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Lighting a Fire:

Motivating Reluctant Teachers

Carrie NagelGA Reading First

June 19-20, 2007

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“If you want to make enemies, try to

change something.” -Woodrow Wilson

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There are teachers who:

• Don't want to change

• Don't understand the necessity for change

(WHY);• Want to, but don't understand the mechanisms

of change (HOW);

• Would like to, but don't try (postpone trying)

because of constraints;• Try to, but aren't very successful and give up

(and feel guilty).

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5 Stages of Change

NCREL.org

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Homer Simpson 

(explaining the secret of success to neighbor Ned Flanders)

"You're a 'but' man.

That's the difference

between success and

failure…the use of the

word 'but’.” 

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 What’s something you’ve

wanted to change for

yourself?

• Examples:

 – Weight

 – Going back to school

• Write your answer on a post-it note

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Why did it happen or nothappen?

Share your experience with a tablemate!

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Think about your reluctantteachers… 

• Think of 1-3 words to describe your

reluctant teachers.

• Write each word on a separate post-it note

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How would you feel?

• Examine the words in

front of you.

•  As a table fill out the

2nd column on the

chart. Be prepared to

share out!

Word What would

cause you (as

an educator)

to feel this

way (word)?

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Reflect back on your words… 

Word What would

cause you (as

an educator)

to feel thisway (word)?

What would

make you feel

better?

1. If you felt the same way,

what would make you feel

better?a. Ex: left alone, praise,

quiet recognition, pat

on the back, reward

b. Place your answers inthe 3rd column of your

chart

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Coaching Support

• How could you use

some of these

“change supporters”

listed in column 4 tohelp motivate your

teachers?

Word What would

cause you (as

an educator)

to feel thisway (word)?

What would

make you feel

better?

Coaching

Support

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Top 10 Tips 

• Think of 3 or more ways you’ve been able to

work/help a reluctant teacher(s).

 – Share with your tablemates

• Create a Table Top 10 List

 – Be prepared to share with the large group!

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Some Things to Keep in

Mind… 

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Body Language Of what you say and how you

say it, this is what is

communicated:

53% is body language

40% is tone,voice inflection

7% is actual words

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CHARACTERISTICS OF EFFECTIVE FEEDBACK

1. Amount The quantity of feedback is appropriate (too much

or too little can limit effectiveness)

2. Communication Feedback is given in a manner that promotes

understanding and action

3. Specificity The feedback is specific enough to provide a plan

of action for the teacher to follow (what to do

more of and what to do less of).

4. Frequency Feedback is provided at appropriate time intervals

5. Timing Timing of the feedback is designed to have

maximum impact