On to part two of George Couros’ book, “The Innovators
Mindset.” The first part of the book outlined what innovation is and what it is
not, as well as why it is important. In part two, Couros details how innovation
can be used to create an environment of empowerment. There is an emphasis on
building relationships and sharing ideas and experiences to both unite people
and accelerate innovation.
I was surprised at an experience that Couros recounts that sometimes
administrators will not allow a teacher to run with a good idea not because it
is risky or may have unknown consequences, but because they fear that other
teachers will be expected to do the same thing and possibly add more work or
stress to their lives. An example was given of a teacher who created a social
media page for the class posted videos, photos, and comments about what the
students were learning so that the parents could have a better idea of what
their child was doing throughout the day. The administrator denied the teacher
from continuing the page as they felt that parents would want other teachers to
do the same thing and thus create more work for the other teachers. Couros
comments, “The fear that drives leaders is not always about failure. Sometimes,
the real fear is of success.” To be honest, I had never thought about this as
an obstacle to innovation. I understand that leaders don’t want to create more
work and stress for the already very busy teachers, but I think the author
makes a perfect argument when he says, “If what is best for our learners is our
primary concern, equity of opportunities will be created at the highest levels,
not the lowest.” I agree with Couros. The young people that step into our
classrooms deserve the best teachers and to stunt teachers’ creativity and
desire to create learning experiences that will engage and empower not just the
students, but their families and the community, would be a grave disservice to
everyone.
Another subject that George Couros writes passionately
about, is the difference between engaging students and empowering them. He
explains that engagement is getting the learners excited about what is being
taught and that is great, but not enough. Couros continues that empowering learners
is helping them develop the capacity to pursue their passions, interests and future. It is not enough to entertain
the students in our classroom, if after the “show” is over they don’t know how
to pursue their own passions and obtain knowledge that is important to them. The
authors states that, “It is imperative that we teach learners how to be
self-directed and guide their own learning, rather than rely on others to
simply engage them.”
I am left with both excitement, to get into the classroom
and put into practices what I am reading and what seems to align so closely
with my own teaching philosophy, and at the same time doubts, concerning my
ability to create an environment, a culture, in which my students have a desire
to actively pursue their own interests and become self-directed learners. I
suppose that it will come with experience and perseverance.
