⚖️ How to Lead Change with the ADKAR Model (and Why It Works)

Dialogic #322

Leadership, learning, innovation

Your Snapshot

 A summary of the key insights from this issue

⬩ The ADKAR model of change consists of five elements: Awareness, Desire, Knowledge, Ability, and Reinforcement.

⬩ The model of change shows you how to move from awareness to intention, and from intention to implementation

⬩ The real challenge of leading change and transformation is how to balance between planning and adapting, between order and chaos.

explosion of creative ideas, duotone --ar 3:2 --v 5.1 --s 250

In today’s issue, we explore a model of change which begins with changing awareness.

I’ve had the opportunity to collaborate with several school teams over the past few weeks, discussing various areas of professional learning, including fostering a culture of feedback, creating conditions for innovation, and building a more effective cognitive toolkit.

Throughout these sessions, I’ve reflected on the transition from “I am aware…” [Awareness] to “I am going to change this…” [Intention], and the potential for encountering a stall in our growth efforts.

Hence, I was eager to explore models and frameworks of change that emphasise transforming awareness. Below, I have outlined the ADKAR model from Jeffrey Hiatt, a British author and change management expert.

This model encompasses five stages: Awareness, Desire, Knowledge, Ability, and Reinforcement. Incorporating the ADKAR model can provide a structured approach when leading new projects or addressing the question of “how do I get buy-in?”—though not my preferred phrase, it is a concept that often arises in educational change.

Additionally, the ADKAR model can be instrumental in personal growth and individual change endeavours, helping to overcome potential stalling points along the way.

Awareness

The first step is to create awareness of the need for change. This means communicating the reasons, goals, and benefits of the change to colleagues in a clear and compelling way. It also means addressing any questions, concerns, or objections that they may have. The aim is to help people understand why the change is necessary and desirable. What might be obvious to us, could be unknown to others – don’t make assumptions.

This step addresses the challenge of lack of understanding about the need for change. If individuals don’t understand why change is necessary, they may resist it or be apathetic.

Some strategies to create awareness are:

  • Use multiple channels and formats to communicate the need for change
  • Provide data and evidence to support the change (e.g., research findings, best practices, success stories)
  • Take your time and create spaces for feedback and dialogue

Desire

The second step is to generate a desire to support and participate in the change. This means motivating employees to embrace the change and commit to it. It also means addressing any barriers or risks that may prevent them from doing so. The aim is to help employees feel the change is in their best interest and aligned with their values.

Your focus on Desire tackles the issue of resistance to change. Even if individuals understand the need for change, they may not want to change. This could be due to fear of the unknown, comfort with the status quo, or disagreement with the change.

Some strategies to generate desire are:

  • Highlight the intended impact, positive outcomes and benefits of the change on personal or professional growth
  • Address the negative consequences and costs of not changing. The missed opportunities, student disadvantage, diminishing wellbeing or cultural stagnation.
  • Involve employees in the change process and empower them to build a rationale, co-design opportunities, pilot innovations, and share feedback.

Knowledge

The third step is to provide knowledge of how to change. This means educating employees on the skills, behaviours, and actions required for the change. It also means providing the necessary resources and support to learn and apply them. The aim is to help employees acquire the competence and confidence to change.

Address the challenge of not knowing how to change. Individuals may understand the need for change and desire to change, but if they don’t know what to do differently, they can’t change.

Some strategies to provide knowledge are:

  • Offer training and coaching programs that are relevant, timely, and accessible.
  • Provide tools and materials that are practical, user-friendly, and flexible.
  • Create learning communities that are supportive, collaborative, and diverse (e.g., peer groups, mentors, experts, etc.)

Ability

The fourth step in the ADKAR change framework is the ability to implement the change. This means facilitating employees to practice and perform the new skills, behaviours, and actions required for the change. It also means monitoring and evaluating their progress and performance.

This step tackles the inability to implement the change. Even if individuals know what to do differently, they may not have the skills, resources, or support. Our focus here is on capacity and capability building.

Some strategies to enable ability are:

  • Provide safe opportunities to apply and experiment with new skills, behaviours, and actions. Test and tinker together.
  • Offer feedback and celebrate the efforts and achievements teams have made.
  • Provide coaching and ongoing support in building capacity. Respond quickly to difficulties and challenges.

Reinforcement

The fifth step is to ensure reinforcement to sustain the change. This means reinforcing the new skills, behaviours, and actions. It also means celebrating and sharing their successes and learnings.

This final step addresses the challenge of change not sticking. Even if individuals have successfully implemented the change, they may revert to old behaviours if the change is not reinforced.

Some strategies to ensure reinforcement are:

  • Create stability and certainty in the messaging by maintaining focus on core areas of change. Don’t jump to something else!
  • Offer regular reminders and cues for consistent adoption and integration. Share and highlight stories of change and success.
  • Create opportunities and resources for ongoing learning and development. Invest in reminders, refreshers and retraining.

⏭🎯 Your Next Steps

Commit to action and turn words into works

⬩ Use the ADKAR model to reflect on the current level of awareness, desire, knowledge, ability, and reinforcement of your change experiences.

⬩ Analyse the results and identify the gaps and barriers that might prevent change and innovation.

⬩ Tap into the history of change in your organisation. What works? What’s missing?

🗣💬 Your Talking Points

Lead a team dialogue with these provocations

⬩ Why do we need to change and innovate? What are the goals and benefits of doing so?

⬩ How do we feel about the change and innovation? What are the key motivations for change?

⬩ What does co-design look like for us?

🕳🐇 Down the Rabbit Hole

Still curious? Explore some further readings from my archive

⟶ 3 Mental Models From Economics For Educators To Enhance Your Innovation – Tom Barrett (edte.ch) My article introduces three mental models from economics that can enhance innovation in education: the network effect, the sunk cost fallacy, and compounding.

⟶ Adapting education innovations and their ‘knock-on effects’ in the time of COVID | Brookings
The article from the Brookings Institute argues that adaptations not only address the direct challenges but also trigger other changes and effects that alter the larger system. Some of these effects are positive, some are negative, and all will continue to evolve.

⟶ The ADKAR Model: Why it works
This article highlights the benefits of using the ADKAR model, such as being easy to learn, outcome-oriented and applicable to any type of change. The article emphasises that change happens one person at a time and that the ADKAR Model is a powerful tool for supporting individuals through change.

From Awareness to Action: A Complete Guide to Reflective Practice Cycles for Teachers

Reflective practice is a process that helps educators explore their decision making and professional experiences. Reflecting on your teaching can give you valuable insight into your strengths and weaknesses.

It also helps you see the effect of different pedagogical approaches on students’ learning, allowing you to choose methods that are most effective for your students.

John Dewey advocated for reflection as a critical element of the learning process.

we do not learn from experience, but from reflecting on experience.

Dewey, 1938

Reflective thinking is not a single event to tick off, nor an isolated experience. Reflection is most effective when it is a series of connected phases of thinking. These phases of thinking are often outlined in a cycle as we return to an initial starting point or the habit continues.

Reflective practice is:

learning through and from experience towards gaining new insights of self and practice

Finlay, 2008

The cycle of reflection is an integral part of reflective practice, and it’s not always easy to know where to start. That’s why I’ve created a comprehensive guide that will walk you through all the steps involved in a range of reflective practice examples so that you can get started right away.

I have put together this guide to bring together a range of reflection models and approaches. In this guide, we will explore the following reflective thinking cycles and approaches:

  • Gibbs Reflective Cycle
  • Rolfe et al, Reflective Practice Model
  • Four Lenses Approach by Brookfield
  • Experiential Learning Reflection by David Kolb
  • Retrospective, Introspective, Prospective Thinking
  • ‘Reflection-in-action’ and ‘reflection-on-action’ by Schön
  • Frequently Asked Questions about Reflective Practice
  • Summary and Conclusion

Although there are many different approaches and research methods, the fundamental principle of reviewing the teaching and learning experience is to improve the outcomes for the teacher and students.


Gibbs Reflective Cycle

In the Gibbs reflective practice cycle, there are multiple steps to help structure your reflection. It involves an examination of the facts, emotions and analysis of the details. The process concludes with a review of improvements and setting the next steps.

The Gibbs Reflective Cycle has six different stages:

Gibbs reflective practice cycle diagram

1 – Description

What happened?

Outline the details of a lesson or event. Record the sequence of events, the context and any relevant information. Stick to the facts and low inference details, so you are not jumping to conclusions or making assumptions.

2 – Feelings

What were you thinking or feeling?

Record your thoughts, feelings and emotions. Reflect on how you felt before the event or lesson took place. How did this help with teaching? How did it affect your students? It is essential to connect with our emotions as they can affect our teaching and learning performance.

3 – Evaluation

What was good and bad about the experience?

Reflect on the positive elements of events, lessons or interactions with students. Try not to focus too much on negative points, as this may make you feel disheartened. If any critical moments during a lesson or event need further exploration, jot them down.

4 – Analysis

What sense can you make of the experience?

What is your interpretation of the episode or lesson? What questions do you have after reflecting on this experience? This step helps educators consider alternative perspectives to look for connections between different parts of their experiences. It also allows them to explore underlying motives that may influence their judgement.

5 – Conclusion

What do you need to improve on?

In this phase of the Gibbs Reflective Cycle, you consider what you have learned from the experience. What insights can be gained? How will this affect your next steps or plans? Review your notes and look for patterns and connections. What areas of your teaching practice require more attention? Which parts need to be improved upon in the future?

6 – Action Plan

How will you improve?

The final reflection in the cycle focuses on your next steps and shifting from thinking to action. Write down a range of small steps you can take to move closer to your goals. You might also record notes on what you need to learn or where further research would be beneficial. Make sure these changes are realistic and achievable in the short term so they don’t overwhelm you.

Benefits of the Gibbs Reflective Practice Cycle

  • Individual steps make the process clearer and easier to begin.
  • Separate steps allow you to focus on separate types of reflection.
  • Splits up description from evaluation, which encourages a deeper reflection.
  • Includes the importance for teachers to connect with the emotional experience.

Next up, we explore Rolfe’s reflective thinking model.


What, So What, Now What?

Rolfe et al Reflective Thinking Model

Ladder of Inference + Rolfe et al Reflective Practice Thinking Model

Three simple questions that pack a punch when explored together. Use this method when reflecting on a shared experience.

The precise split between what is observed and why it might be meaningful is powerful. It helps you not get lost in the swamp of interpretation, too soon at least!

The outline of the steps below is from Liberating Structures.

  1. If needed, describe the sequence of steps and show the Ladder of Inference (see below). If the group is 10–12 people or smaller, conduct the debrief with the whole group. Otherwise, break the group into small groups.
  2. First stage: WHAT? Individuals work 1 min. alone on “What happened? What did you notice, what facts or observations stood out?” then 2–7 min. in small group. 3–8 min. total.
  3. Salient facts from small groups are shared with the whole group and collected. 2–3 min.
  4. Second stage: SO WHAT? People work 1 min alone on “Why is that important? What patterns or conclusions are emerging? What hypotheses can I/we make?” then 2–7 min. in small group. 3–8 min. total.
  5. Salient patterns, hypotheses, and conclusions from small groups are shared with the whole group and collected. 2–5 min.
  6. Third stage: NOW WHAT? Participants work 1 min. alone on “Now what? What actions make sense?” then 2–7 min. in small group. 3–8 min. total.
  7. Actions are shared with the whole group, discussed, and collected. Additional insights are invited. 2–10 min.

Benefits of Rolfe et al’s Reflective Practice Model

  • The obvious benefit is how simple this approach is. The three-part reflective practice model is easy to remember and apply.
  • The first two questions help to split the low inference and evaluation phases of reflection.
  • So What? Is a great short provocation to keep us connected to what is important.

In the next section, we explore the Four Lenses Approach by Brookfield.


The Four Lenses of Critical Reflection by Brookfield

One of my favourite ways to reflect on an experience is to use vantage points to help me get a broad sense of perspective. Stephen Brookfield outlines The Four Lenses of Critical Reflection. These lenses help educators understand the context of an experience.

440 1

Self
Colleague
Student
Theory

Autobiographical lens

When we spend time in this perspective, we consider our own experiences. What were the conditions that led to this episode? How did I feel about it at the time, and how do I feel now? Consider your thoughts, feelings and emotions throughout the experience.

Colleague lens

Shift your thinking and perspective to consider the views of those around you. What would a colleague say about this experience? How have they reacted to it, and what lessons can be learnt from their point of view? Try to be as impartial and objective as possible.

Student lens

By considering the viewpoint of your students, you begin to see a whole new dimension. How would they describe this experience? What did they learn from it, and what advice could be given for improvement? This perspective can help educators understand their role in a lesson or event through a different lens.

Theoretical lens

Relate your understanding to the other approaches and lenses. What is the theoretical framework that explains this experience? What theory of learning or teaching can help to provide a relevant explanation? This perspective will draw upon your knowledge and understanding from training.

Each type of lens offers something unique for educators to consider, so try using all four lenses in one cycle of reflection. You might start by writing about an experience using your autobiographical lens, then move to your colleagues’ views. You can follow this with the students’ viewpoint and finish by drawing upon theoretical perspectives.

Benefits of Brookfield’s Four Lenses of Critical Reflection

  • Provokes us to consider multiple perspectives.
  • Enhances our understanding of the context and circumstances of an event.
  • Promotes a sense of fairness when considering different points of view.
  • Frames reflection beyond ourselves and our own experiences.
  • Allows us to draw upon the knowledge and understanding we already possess.

Experiential Learning Reflection by David Kolb

David Kolb’s model of reflective practice involves four stages: concrete experience, reflective observation, abstract conceptualisation and active experimentation.

The model is based on Kolb’s Learning Cycle, which suggests that we learn by engaging in an activity or ‘experience’. This experiential learning leads to certain feelings about our subject matter.

By reflecting upon these emotions and the emotions of others involved, educators can strengthen their understanding of the experience.

Reflective Practice - David Kolb's Reflective Practice Cycle

Concrete Experience

The concrete experience is what you did and felt at the time. What emotions were involved? How did others think about it? Was there conflict or tension in any way? By focusing on your own experiences, educators can use this reflection to explain their actions during an event. Record your observations, feelings and emotions during the time of this experience.

Reflective Observation

Reflective observation allows us to reflect upon our thinking processes during the actual encounter through questioning strategies like: “What was I trying to accomplish?” “How successful was my attempt?” This stage helps us understand how we took action and why we made certain decisions when faced with a challenge or problem. It also encourages critical learning from that particular episode by asking ‘what if?’ questions such as: “If I had known then what I know now..”

Abstract Conceptualisation

Abstract conceptualisation is the third stage of Kolb’s model, and it allows us to analyse our thinking processes. This phase helps you to develop new strategies to deal with similar situations in the future. Some questions that help at this stage are: “What would I do differently, if given the chance?” “How could this experience be improved on next time?”.

Active Experimentation

Active experimentation involves planning an alternative route forward based on what we have learned from past experiences. It provides educators with opportunities for growth by applying new knowledge acquired through the reflective thinking cycle in a real-life scenario. Experimenting with new ideas closes the reflection cycle, as the experiments become concrete experiences that start another process.

All four stages provide valuable professional knowledge of how we learn best which will help you become more confident in your ability as an educator.

Benefits of David Kolb’s model of reflective practice

  • Orientated towards taking action and experimenting.
  • Helps educators understand their own learning processes.
  • Encourages self-reflection and an ability to explain our actions during challenging experiences.
  • Challenges us to consider new ideas and alternative ways of thinking.

Retrospective, Introspective and Prospective Thinking

This three-part model of reflective practice is designed to help educators look back on their work. This reflection cycle considers the past, present and future of an educator’s work to shape effective strategies in the future.

Reflective Practice - Introspective Retrospective Prospective

It also helps teachers deliberately tune into their inner-self with Introspective thinking to become more self-aware.

Retrospective Thinking

Look Back

This first stage of the cycle is retrospective thinking when we look back on what happened. What worked? What didn’t? Retrospective thinking focuses on learning from your experiences by looking at how you have done something previously or why a particular solution has been successful in the past.

Educators can use this information when faced with a similar issue in the future as it allows them to predict what is most likely to occur next time they meet that challenge again.

Introspective Thinking

Look Inward

In this second stage, introspective thinking allows us to look inwardly. Educators can use self-observation and reflection to understand their feelings about a particular situation by asking themselves questions such as: “How did I feel during that time?” Introspective questioning encourages educators to consider new ideas from the perspective of their inner-self and own beliefs.

Prospective Thinking

Look ahead

The final stage, prospective thinking is when we consider the future and how our current work impacts that outcome. Educators are encouraged to plan for change by considering different perspectives, which can help shape new learning experiences moving forwards. Proposing alternative strategies and change management through prospective thinking is particularly useful when educators face new challenges.

Benefits of Retrospective, Introspective and Prospective Thinking

  • Supports our planning for change.
  • Shifts our perspectives along a timeline.
  • Look inward for inspiration when presented with a new problem.
  • See the bigger picture of teaching practices to shape future strategies and goals.

Grab a month of prompts to kickstart your reflective practice

For more prompts and questions for these three thinking modes, download a copy of my month of reflective practice prompts and explore my Reflection Workbook.

Next up is Donald Schön’s model of reflective practice.


‘Reflection-in-action’ and ‘reflection-on-action’

Donald Schön’s model explores the difference between reflection-in-action and reflection-on-action. You can tell from these two phrases that the difference relates to the time the reflection occurs.

 Schon Reflective Practice - reflection in action - eye and focus illustration

Reflection-in-action

Reflection-in-action is when you reflect during a task to help complete it. For teachers, this might occur during a lesson when you are trying to solve a problem with your students. You reflect-in-action by pausing and reflecting on what is happening, which helps you deal with an issue at hand.

For example, if a colleague asks you for your opinion about something and instead of just answering straight away, you spend some time reflecting on what could be said to give the best possible response.

That would be reflection-in-action because you are thinking carefully so that any action can have its desired effect without causing harm or offence.

Reflection-on-action

In contrast, reflection-on-action occurs after completing a task and helps us understand our actions better by looking at them from different perspectives.

Reflection-on-action occurs when you pause after completing your task or activity to make sense of it all. Educators might use this time after lesson planning, teaching sessions, planning for assessment or preparing resources to think about how they can do better next time.

Reflections that occur post-work help us understand if our actions were successful, why we made particular choices and consider alternative approaches moving forward.

Expanded Version of Schön’s model of reflective practice

My riff on this approach would be to substitute the word ‘action’ for ‘learning’. We are familiar with this model when considering assessment ‘for’, ‘of’ and ‘as’ learning. We might similarly use reflection.

Reflection-of-learning

Reflection-of-learning is when you reflect on your own practice. For example, if you are writing a new lesson plan for the next week of teaching sessions, you might sit down at the end of this session and think about what worked well in terms of structure or content.

Reflection-for-learning

Reflection-for-learning involves reflecting on your work before undertaking it. This often happens for new challenges and may include planning time to gather resources, create assessments or think of ways to implement a change in approach.

Reflection-as-learning

Finally, reflection-as-learning relates to the learning gains and growth from engaging with reflection. This is the process of learning about your learning by looking for patterns in your thoughts and identifying how reflection changes us.

Benefits of Schön’s model of reflective practice

  • A simple two-part model that is easy to remember and engage with.
  • Allows for more directed reflective practice.
  • Encourages educators to reflect on their actions both during and after completing tasks or activities.

FAQ about reflective practice for teachers

Q: What is reflective practice?

A: Reflective practice means reflecting on our work to improve in the future. We take time to think deeply to understand our actions and our own practice behaviours better. It’s a self-reflective process that often takes place after some event or classroom practice decision has been made.

Q: What is reflective thinking?

A: Reflective thinking is an approach where one thinks deeply about past experiences or events to gain insight into what happened so you can make decisions moving forward. It’s based on cycles of thought that help individuals gain new perspectives through introspection and contemplation. This type of deep reflection usually occurs after some experience has occurred, such as attending class, watching a documentary or just having dinner with friends.

Q: Why are reflective thinking and consistent practice important?

A: Reflective practice helps educators grow and learn, which in turn benefits their students. It’s not enough to learn new things, but you need to implement them into your practice if you genuinely want lasting results. This means taking time to reflect on what you’ve learned and then making an effort to apply it.

Q: Who benefits the most from reflective practice?

A: Many groups can benefit from reflective practices because it helps them develop critical thinking skills. For instance, students trying to learn about themselves can use reflective practice when they’re in school. At work, employees often benefit from the process because it helps them see their strengths and weaknesses, making for more success overall.

Q: How can I incorporate reflective thinking into my classroom practices?

A: Reflectives cycles are beneficial when part of continuous learning and professional development. Reflect on something that has happened or plan for something that will happen. You can use these reflective cycles to evaluate your teaching skills and your own teaching methods and then make changes if need be. There are many reflective practices that you can choose from depending on your specific needs.

Q: How do I get started with reflective practice?

A: The first step to reflective practice is to reflect on experiences you’ve had both in and out of the classroom. This helps you gain more insight into who you are as an educator, which means it’s easier to make changes moving forward if necessary. You can also seek assistance from others, including your peers or mentors, so they support your reflection process. Reflecting alone isn’t easy, but it is beneficial for educators to grow their skills even further!


Summary and Conclusion

Reflective practice is a process that can be applied to nearly every aspect of your life, from work to school and even social activities. It’s an essential skill for any reflective practitioner and to develop critical thinking.

This article outlines reflective practice cycles in detail with examples of how educators can use each cycle successfully in their classrooms or schools.

  • Gibbs Reflective Cycle
  • Rolfe et al, Reflective Practice Model
  • Four Lenses Approach by Brookfield
  • Experiential Learning Reflection by David Kolb
  • Retrospective, Introspective, Prospective Thinking
  • ‘Reflection-in-action’ and ‘reflection-on-action’ by Donald Schön

Reflective practice cycles are valuable because they help us learn, facilitating professional growth and learning gains.

For those who may not be sure where to start this journey toward greater reflection as an educator such as yourself, I have a Reflective Practice Workbook available in the online store.

I hope this article has been a valuable resource for your reflective practice, and I wish you luck on your journey toward greater self-reflection!

What are some ways you have used reflective teaching? Which of these processes do you plan to implement into your classroom practices in the future? Let me know what resonates by commenting below!

5 Tips To Get Started with Reflective Journaling

Put Down Your Phone And Write

For the past few years, I’ve been documenting my reflections and experiences in a journal.

I use the Bullet Journal method, which is a simple notation system for the different entries. I like how it is forgiving and flexible, adapting to my various needs or lack of motivation.

Journals and notebooks have always been a part of my professional life, and I have plenty of volumes of scribbles, drawings and sketches.

Let’s have a look at the benefits of a habit of journaling regularly.

Benefits of reflective journaling

Journal writing is a way to get in touch with our thinking, feelings, memories and sense of self.

It can be introspective or analytical. It can also act as an aid for reflection on the past and thinking about the future. Journals provide a space to record thoughts, dreams and insights throughout different times in our lives.

Without the pressure of a more formal thinking style, I often find it easier to relate to different experiences and see the links between them.

The benefits of writing regularly about our thinking can bring about:

  • An understanding of thinking patterns, both negative and positive, that we do every day.
  • There is a greater sense of control because we get to choose the direction and topic/theme for each journaling session.
  • Depth and flexibility of thinking.
  • The act of writing itself can affect thinking patterns positively.
  • There are clear links between regular journaling and increased self-awareness and understanding.
  • Reflective journaling can lead to greater emotional intelligence because we become more aware of emotions, the triggers that cause them and how they affect thinking patterns.
  • Journal writing enhances our introspection. It makes it easier for us to “know thyself”.
  • Writing about past experiences can help us to understand how we have reacted and learnt from those situations.
  • Journal writing can be a source of inspiration when future goals are being planned. It can also be a way to identify future opportunities that have been missed because we have not been attuned enough to our emotions, instincts or intuitions.

My Top 5 Journaling Tips for Getting Started

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Image by 愚木混株 Cdd20

#1 — Splurge on Stationery

Educators have a secret love for new stationery. A school stationery cupboard is a special place. There is something wonderful about finding just the right pen or the quality of the heavy paper.

Use a notebook you like. It can be a simple colour, size or design that makes you feel good about writing in it every day.

My weapons of choice are a Micron 01 pen and a Leuchtterm Bullet Journal.

#2 — Keep your notebook nearby

You want to reduce the friction, so it is easy to build a habit. I keep my notebook open and with me all day, so it is easy to add and jot ideas down.

My notebook is on my bedside table too. This way, journaling can act as a “pre-sleep ritual” where you let thoughts flow freely and record them before the day is over. It is all about reflective habits and routines.

#3 — Write freely and worry less

Don’t worry about how you phrase things or what future actions you should take due to what you write. Write to express yourself first and foremost. If future opportunities or action items present themselves, that is a bonus.

Worry less about if you are doing journaling ‘right’. It is up to you.

#4 — Relax and have a biscuit

Make time for yourself every day to write in your journal. It can be at the beginning or end of each day or just as the day unfolds. Reflect on what has happened, dream about future possibilities and record insights as they appear.

Don’t worry too much about it if you find that writing is difficult after a busy day. Try again tomorrow or another time when you can relax and focus more quickly on your thoughts and feelings. I always find biscuits to help.

#5 — Don’t expect miracles

Journal writing is not a miracle cure. It has to become part of your life before you start to see the benefits. Like any ritual, it takes time to get in the habit and feel comfortable with it.

I have journals that span years because I didn’t write in them for months or think my practices were consistent. The future benefits are worth waiting for, even if you need to force yourself at the beginning!

“We must learn to ask questions, not of our future selves but of our present lives; we must ask what is the future that I am laying out for this one person called me.” ~ Annie Dillard

Your Talking Points

  • What reflection framework suits your approach to journaling?
  • Journaling does not need to be perfect; it only needs to happen.
  • The benefits from journaling come from ongoing practice, so make it easy and flexible.
  • How might your mindset or environment affect how quickly or easily you write in your journal?

31 Days of Reflective Journal Prompts

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My new Reflection Workbook is available now.

Download a free copy of my 31 Days of Reflective Journal Prompts to help you build a habit of healthy thinking and compound some gains about reflective practice.

Use the link below to visit the landing page and get your download.

Download A Month of Journal Prompts


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My Reflection on #28daysofwriting

It was in about early January when I began to mull over the idea of getting back into a writing habit. I wanted to renew the discussion and connectedness I enjoyed through my blog and get myself writing regularly again. The #28daysofwriting idea sprang from that desire.

I have managed a post every day – in case you missed any, here are my 28 blog posts (using OneTab). Here is the link to the #28daysofwriting blog category.

It has been a fascinating experience to be sharing it with over 100 other writers, educators and bloggers from around the world. Some of those who signed up didn’t manage to stick at it and others didn’t post everyday. But it doesn’t matter. To begin with there was lots of “I am not sure if that is breaking the rules” type comments, which made me smile.

However you participated and I am grateful to everyone, whether writer, reader or commenter, who took part, I just hope the challenge has made you think about what professional or personal writing means to you and you have learned something along the way. Here are some of my reflections.

Writing as Thinking

For me I have learned that this is a vital part of the way I think and the way I work. The month has challenged me to write and publish more frequently, and the effort has only strengthened my belief that writing is core part of my life. It is vital to me and I have enjoyed every moment. It has helped me share ideas that were swimming around and has proved the cathartic process I knew it was.

Forming the Habit

This challenge was a very personal endeavour to write more frequently and regularly, to dispel the blog guilt and begin to form a habit of publishing. I still think time will tell. This spike in activity will not continue for me and I will fall into a more mellow rhythm of posting I suspect. I have learned that I can find the time to do it. One of the reasons for this is that I value it. I have been able to find the time because writing is important to me.

Reading and Commenting

In the future I am keen to turn my attention to reading and commenting (#28daysofcommenting is all set for March) as the natural parallel to maintaining a blog. This month has been about writing, but for our education communities to remain strong we need habits of reading, commenting and discussion. If you are looking back on a month of writing like me, perhaps you will consider a month of commenting and discussion.

I maintain that it is a fading part of our professional communities and the longer form discussion is being replaced by micro engagements that barely scratch the surface of what is possible. Let’s rally round and show our support for those brave enough to share by leaving an encouraging comment or challenging question. Let’s show the community we are not just lurking but there with them. Let’s increase the frequency, depth and quality of educational blog comments and discussions.

Being Accountable to My Network

I stated I was embarking on this challenge for February to tens of thousands of people. It is quite a clarifying experience being accountable to that. Scott Belsky refers to it in his book Making Ideas Happen. It has been even better to share the month long writing experience with so many others also having a go. As I have already said, I am so very grateful to everyone who accepted the challenge and followed my crazy idea.

A Wise Crowd

I have been able to learn so much from the sharing of others. Throughout the month I have been able to read blogs from connections I made years ago as well as teachers I have not had the chance to meet with yet. It has been so refreshing to see blogging and professional writing alive and well and to share in the wisdom within these special networks. I have always advocated for this particular type of professional sharing and I hope it inspires more people to start a blog and begin to share.

What is Different and Next Steps

From the experience this month I am more confident about the structure of my writing, I know how long I need for certain types of posts, I know when I write best and in what conditions. I have a better sense of the types of posts I want to write about and the core topics I will be exploring in the future. I spent a lot of time this month studying the way content is being published online nowadays and I have better understanding of the technical requirements of generating great writing.

#28daysofwriting continues. There are many who will be still writing and posting so keep tabs on the hashtag. Another round starts for some in March and although I am not blogging I will be maintaining the mailing list I set up for those who signed up. I will be sharing more tips and ideas on writing, and general curiosities about professional blogging.

#28daysofcommenting begins in March. Please consider joining this challenge to complement the success in February with your own writing. Just comment on other people’s blogs, you can do one a day or 28 minutes of commenting each day – whatever you like. Tweet and share your comments using the hashtag.

Thanks again for your support and whatever you do, keep writing.