Connection not Compliance: The Engine of Lasting School Change
Years ago, Seymour Sarason challenged educators to create environments that foster productive learning. Productive learning means creating conditions that stimulate student interest, curiosity, and the desire to keep learning. My take on what Sarason was pointing to was how to activate intrinsic motivation for every student.
Sarason went further, declaring that student learning would flourish only in systems where teachers themselves felt empowered to bring their creativity and intrinsic motivation to their work. He was pessimistic about educational reform. Anyone who has lived through enough reform cycles knows he wasn't wrong.
Over the years, I have taken Seymour’s challenge and his skepticism to heart as I have worked to influence effective change in schools. Asking, “How can I set a context for productive learning?” led me to the ACT Matrix and to a broader insight: that connection, not compliance, is the engine of meaningful and lasting change in schools.
The research on productive learning today points to engagement. When students are asked what makes a difference for them, they say that having teachers who help them feel excited about their future, value their work, help them pursue their goals, and make them feel their work matters. This also means that teachers have to feel that their work matters.
At the end of the day, connections and relationships are the keys to productive learning.
Join me in May at the NJPSA workshop, Leading Behavioral Change: Building Connection-Based Systems That Work, where I'll share practical strategies to help school leaders foster connection for meaningful change.
If you are ready to create more connection-driven change in your school, register for the workshop—I look forward to seeing you there!
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