Five Characteristics of the Divergent Teacher
The idea of divergence is occasionally envisioned as two paths diverging in the wood, perhaps thanks to our friend Robert Frost. However, the idea of divergent teaching is much more than choosing the road less traveled. To clearly define what a divergent teacher is, I (Mandy) adapted the psychological definition of divergent: (of thought) using a variety of premises, especially unfamiliar premises, as bases for inference, and avoiding common limiting assumptions in making deductions. Therefore, the definition I’ve developed for divergent teaching is:
The ability to recognize our own assumptions, look for limitations, and challenge our own thinking in regards to teaching and learning. It’s taking an idea and creating new thinking that will facilitate student learning in new, innovative directions for deeper understanding. It is diverging from the norm, challenging current ideas, looking for a variety of solutions, and being willing to fail and grow. (The Divergent Teacher, 2018)
Divergent teachers create experiences that encourage learners to consider and explore new ideas within a culture where all individuals (educators and students) are supported to step beyond their zone of comfort by developing new ways of thinking, and promoting more in-depth learning. In education, we often place emphasis on convergent as opposed to divergent thinking. Although both are critical to the process of learning, fostering divergent thinking promotes the creation of new ideas or unique wonderings, while convergent thinking is necessary for engaging in critical thinking and being able to analyze problems using information and logic. More than ever, in today’s world, we need to empower learners to explore new possibilities and ideas by fostering divergent thinking, expanding on creativity. Carving out time for learners to ponder their curiosities and explore their wonderings inspires our youth to stretch their thinking to ideate. Following ample time to consider various ideas, learners then benefit from reflecting and retooling their work which entails convergent thinking. In my (Elisabeth‘s) book, Take the L.E.A.P., Ignite a Culture of Innovation (to be released in January 2019), we will explore this concept more deeply in addition to how we can foster the conditions to empower learning and inspire a culture of innovation.
We (Mandy and Elisabeth) came together as a result of our shared passion for challenging conventional thinking and sparking innovation through fostering a growth and innovator’s mindset within a supportive culture that embraces responsible risk-taking, deep reflection, and the ability to demonstrate tenacity as we experience and overcome failure, leading toward improvement.
Divergent teachers have certain characteristics that differentiate them from others. While the definition requires them to challenge current ideas and their own assumptions, there are additional qualities that are ingrained in their divergence. The combination of these attributes results in a well-rounded, innovative and divergent thinker.
1. Deeply Reflective – Divergent teachers recognize that significant growth cannot happen without taking time for deep reflection. They know how they reflect best, whether it’s through writing, meditating, or driving quietly in their car on the way home. They have strategies in place to allow them to take the time and hold reflection in high regards as one of the reasons they are who they are professionally. Deep reflection goes beyond what could go differently in a recent lesson. It also leads an educator down the path of discovering how their own beliefs and assumptions affect what they do in the classroom or how they perceive and communicate with others. Understanding the difference between surface-level reflection and deep reflection is an integral part of divergent thought. Once you understand what you believe, how it affects what you do and how you are perceived, it is easier to change your behavior and push yourself forward.
2. Courageous – Divergent teachers understand the importance of taking thoughtful risks. However, just because they understand the unmatched learning that can occur when risks are taken doesn’t mean that they don’t fear taking risks. They may still feel anxiety (especially if they work in a compliance-based culture) but they are courageous to move forward anyway because they understand the the reward outweighs the risk. This characteristic often has the potential to spark courage in others too. When we are transparent and demonstrate the risks we’re taking, along with our vulnerabilities, we inspire others to join hands with us, collaboratively creating enhanced learning experiences for our youth.
3. Tenacious – Tenacity is a hallmark of anyone who assumes risk and is passionate about moving forward. To fail and repeatedly get back up and try again takes the kind of tenacity that requires a significant amount of strength, reflection and personal growth to achieve. Sometimes failing can be difficult especially if what we tried is particularly far out of our comfort zone or something we really wanted to go right. This trait of a divergent teacher keeps them moving forward when others might quit. Demonstrating tenacity inspires others to understand that just because something is challenging, it doesn’t mean that it isn’t worth our continued effort. Our goal is to persevere while lending encouragement and support to others as well.
4. Voracious Learner – At all stages of our journey, we embrace learning as an ongoing process. There is no finality, but instead continuous growth. Divergent teachers learn in multiple ways; through reading, reflective writing, peer observations, collaborative conversations, seeking meaningful feedback, and considering how they can improve through goal setting. They are cognizant to learn from their mistakes and retool to move toward growth. With the understanding that transformation doesn’t happen overnight, they frequently immerse themselves in opportunities that foster deep learning and then employ new findings to the classroom. In doing so, they identify what works best for their learners and share with colleagues to contribute to the culture of learning.
5. Mentor – Divergent teachers have a sincere appreciation for uplifting and adding value to others to elevate education. They grasp that it’s essential to inspire collective efficacy, producing a positive, long-lasting impact on learner achievement. In addition to providing support through developing trusting relationships, they demonstrate help-seeking as well, contributing to the understanding that we all have strengths to contribute. We often reference collaboration as a necessary component of effective teaching and it is. However, collaboration should be the baseline expectation. Mentorship brings an additional quality to collaboration that focuses on not only the give-and-take of collaboration, but also the guidance, support, and high expectations that only a mentor can provide.
Bios for Mandy and Elisabeth:
Mandy Froehlich is the Director of Innovation and Technology for the Ripon Area School District in Ripon, Wisconsin where she supports and encourages educators to create innovative change in their classrooms. She consults with school districts and post-secondary institutions around the country in the effective use of technology to support great teaching, as a Google for Education Certified Trainer, and has presented on similar topics at conferences such as CUE, TIES, FETC and ISTE. Her first book, The Fire Within: Lessons from defeat that have ignited a passion for learning, discusses mental health awareness for teachers. Her book based on an organizational structure she developed to support teachers in innovative and divergent thinking, Divergent EDU: Challenging assumptions and limitations to create a culture of innovation (#divergentEDU), is set for release late 2018.Read more from Mandy by visiting her website.
Elisabeth Bostwick is a teacher who’s passionate about sparking curiosity and unleashing creativity to empower learning. She continues to be a leader in education as she avidly seeks alternative methods to innovate in the classroom and support systemic change for learners to thrive. Driven to elevate education and support educators in their journey, she consults with school districts to support cultivating the maker mindset, leveraging technology to enhance learning, and fostering a culture of innovation. Elisabeth presents on these topics and more at conferences including ISTE, NYSCATE, and Model Schools. Her first book, Education Write Now Volume II, Top Strategies for Improving Relationships and Culture, co-authored with nine other passionate educators, will release in December 2018. In early January 2019, her second book, Take the L.E.A.P., Ignite a Culture of Innovation (#LEAPeffect) will be released. Read more from Elisabeth by visiting her website.
