The Slow Secret: How to Make Lasting Changes in Your Life

“Wisely, and slow. They stumble that run fast.” – William Shakespeare

POST WRITTEN BY LEO BABAUTA. FOLLOW ME ON TWITTER.

How many times have you rushed into making changes in your life — a habit change, learning a new skill — only to have it flop?

It’s not just the New Year’s Resolution Syndrome — it happens too often at all times of the year, that we run out of steam or get discouraged and give up.

But here’s the secret, and I won’t charge you $29.95 for it: go slowly.

This little change has more power than most people realize. It will help to learn any skill, from martial arts to art to computer activities. It will help form habits that are long-lasting. Slowing down will help you become more effective and ironically, help reach goals faster.

If you’ve ever tried T’ai Chi (or Taijiquan), famous for its series of slow movements and poses, you’ve felt the power of slow. The slower you go in T’ai Chi, the better, for many reasons. One effect of this slowness is that you perfect the movements. And your body adapts, forming muscle memories that will last when (and if) you decide to speed up the movements.

It’s as if your body and mind are forming a groove through continual repetition of the movements. If you move quickly, you’ll be erratic, and the groove will be much more difficult to form. If you move slowly, you can learn to move in exactly the same pattern, in a more precise way, and a groove will form. Once the groove is formed, it becomes easier. It’s now habit, unconscious memory, and automatic.

This is habit formation, and usually it’s done without thought. When we drive home and our minds are on something else, but we make the right motions to get home anyway … this is habit, this is our minds and bodies going in a groove we’ve formed by doing these actions so many times before.

The groove is best formed by going slow, at first.

This applies to anything: exercise, eating healthy, creating art, becoming a patient parent, carpentry, reading. Slow is the secret to making it last. And no, that’s not meant to be dirty.

Some of the reasons slow works, besides forming a groove:

1. Mindfulness. When you do something slowly, you can pay more attention to what you’re doing. I highly recommend that when you make changes, you do them mindfully, with full concentration. This increased awareness is necessary in the beginning, when you’re still forming the groove. Later, it’ll become automatic, but at first it’s anything but. You need to pay attention, and you can do this better when you do it slower.

2. You hold yourself back. Holding ourselves back is often considered a bad thing, but it’s not. It’s the best thing we can do, if we want changes to last. When we start a new change, often we are full of enthusiasm. But then we go all out and use up all of that enthusiasm, and run out of motivation or energy or get distracted by something else. But when you hold yourself back, you build up enthusiasm and keep it going for much longer — through that dreaded 2-3 week barrier when people often quit. So even if you want to run 3 miles at first, start with walking and then run-walking (in intervals), and only do a mile or so. You’ll want to do more, but stop yourself. Save that enthusiasm for next time.

3. You learn it right. Doing something slowly means you can learn to do it correctly, without being erratic, and later as it becomes second nature you’ll do it the right way. The importance is obvious in something like martial arts, but it’s also true in any physical activity. And every activity is physical (and mental).

4. Increased focus. When you do something slowly, you tend to do just one thing. It’s hard to multi-task and do something slowly — they don’t mix well. When you single-task, you can focus, instead of always being distracted. This leads to increased effectiveness.

5. Calm. Slow is calmer. Fast is hectic. Go slow to get rid of the chaos, and find peace.

“Slow down, everyone. You’re moving too fast.” – Jack Johnson

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The Integration of ICT into Classroom Teaching

The use of information and communication technology (ICT) such as Internet applications, CD-ROMs, video technology and various computer attachments and software programs have caused many changes in society. These changes have not just been of a technical nature but more importantly of a structural nature. Many of the major institutions of our society have changed and the way we live our daily lives have been impacted. However, the impact on education may just beginning to be felt as teachers integrate this new technology into their teaching. In the early stages of the use of ICT in teaching, looking at the experiences of teachers at a high school in the forefront provides some clues as to what possibilities and problems may be presented with this new technology. The purpose of this study is to answer the following research questions: 1) How does the use of ICT change the work of teachers?, and 2) What problems or concerns do teachers identify in relation to the introduction of ICT?

Methods

            A qualitative case study research method was chosen because it would provide thick and rich descriptions of how these changes are being experienced by teachers. In the early stages of the use of a new technology it is useful to use a open ended research method which allows unexpected findings to emerge that might otherwise be missed. The school has 38 teachers and offers grade 10-12 to 650 students. With the permission of the School Board and Principal, a written request to conduct interviews were made directly to all teachers at the school. Thirteen teachers, from various subject areas, responded to the request and interviews were conducted in person at the school at a time suitable to the participants. The semi-structured interviews lasted from 45 minutes to one hour. All interviews were transcribed verbatim by the researcher, then coded by categories used in the interview protocols and other categories which were added as a result of information raised during the interviews.

Findings

Changing Teaching

            Teachers could give many different and specific examples of how technology had changed their work. A number of things were being done with Web sites, from giving students notes which one teacher described as a "low end thing," to getting students to create their own Web pages. One teacher was using a Web site to enhance an actual field trip. The Web site introduces students to the animals and tells them what they are going to be doing while on the field trip. It shows them techniques they can use to analyze the ecosystem and record the data. The prior preparation through the Web site helps students benefit from the actual field trip.

            Several teachers mentioned that they used Power Point and other computer programs to improve their presentation of material to class. Teachers explained that technology enabled teachers to deliver more material to students and it also eliminated several basic problems such as; poor hand writing, poor artistic skill, contrast, lighting, and visibility. Another teacher makes extensive use of software programs to help teach physics. The students go into the laboratory and collect their data using the computer. Then they use word processing programs along with Excel to do graphs and presentations. The software allows the students to collect different kinds of data using various attachments that are plugged into the computer. Using computer technology, students have more time to explore beyond the mechanics of counting dots and setting up the experiment. It actually lets them look at it and understand the concepts better. Another teacher made the point that resource-based teaching or resource-based learning is almost becoming "seamless, almost natural" in everything that teachers do because information is becoming easier to access.

Changing the Teaching / Learning Relationship

            Teachers reported that the relationship between teacher and learner is sometimes reversed with regards to information technology. Many teachers mentioned that they had students show them how to use technology. One teacher commented that when students could help teachers, it gave the students a big confidence boost. Some teachers went as far as to use terms like "co-learners" to describe the new relationship between teacher and student. Teachers also saw the potential for technology to be isolating and realized that classroom and other activities had to be arranged in a way that reduce the likelihood of isolation. Another point made, was that in some ways the use of new technology may be increasing socialization in some ways. People may be able to find someone who has interests similar to their own to converse with, through the Internet. One teacher put forth the idea that the use of technology in the classroom will mean the Arts and Music as areas where students interact, will increase in importance to increase socialization.

Teaching through visual aids

The use of ICTs help improve the quality of education

ICTs can enhance the quality of education in several ways: by increasing learner motivation and engagement by facilitating the acquisition of basic skills, and by enhancing teacher training. ICTs are also transformational tools which, when used appropriately, can promote the shift to a learner-centered environment.

Motivating to learn. ICTs such as videos, television and multimedia computer software that combine text, sound, and colorful, moving images can be used to provide challenging and authentic content that will engage the student in the learning process. Interactive radio likewise makes use of sound effects, songs, dramatizations, comic skits, and other performance conventions to compel the students to listen and become involved in the lessons being delivered. More so than any other type of ICT, networked computers with Internet connectivity can increase learner motivation as it combines the media richness and interactivity of other ICTs with the opportunity to connect with real people and to participate in real world events.

 The transmission of basic skills and concepts that are the foundation of higher order thinking skills and creativity can be facilitated by ICTs through drill and practice. Educational television programs such as Sesame Street use repetition and reinforcement to teach the alphabet, numbers, colours, shapes and other basic concepts. Most of the early uses of computers were for computer-based learning (also called computer-assisted instruction) that focused on mastery of skills and content through repetition and reinforcement.

Enhancing teacher training. ICTs have also been used to improve access to and the quality of teacher training. For example, At Indira Gandhi National Open University, satellite-based one-way video- and two-way audio-conferencing was held in 1996, supplemented by print-materials and recorded video, to train 910 primary school teachers and facilitators from 20 district training institutes in Karnataka State. The teachers interacted with remote lecturers by telephone and fax

Computers and the Internet use for teaching and learning

There are three general approaches to the instructional use of computers and the Internet, namely:

1)  Learning about computers and the Internet, in which technological literacy is the end goal;

2) Learning with computers and the Internet, in which the technology facilitates learning across the curriculum; and

3) Learning through computers and the Internet, integrating technological skills development with curriculum applications.

Learn about computers and the Internet

Learning about computers and the Internet focuses on developing technological literacy. It typically includes:

•        Fundamentals: basic terms, concepts and operations

•        Use of the keyboard and mouse

•        Use of productivity tools such as word processing, spreadsheets, data base and graphics programs

•        Use of research and collaboration tools such as search engines and email

•        Basic skills in using programming and authoring applications such as Logo or HyperStudio

•        Developing an awareness of the social impact of technological change.

Learning with computers and the Internet

Learning with the technology means focusing on how the technology can be the means to learning ends across the curriculum. It includes:

•Presentation, demonstration, and the manipulation of data using productivity tools

•Use of curriculum-specific applications types such as educational games, drill and practice, simulations, tutorials, virtual laboratories, visualizations and graphical representations of abstract concepts, musical composition, and expert systems

•Use of information and resources on CD-ROM or online such as encyclopedia, interactive mapsand atlases, electronic journals and other references.

Technological literacy is required for learning with technologies to be possible, implying a two-step process in which students learn about the technologies before they can actually use them to learn.

Learning through computers and the Internet mean

Learning through computers and the Internet combines learning about them with learning with them. It involves learning the technological skills “just-in-time” or when the learner needs to learn them as he or she engages in a curriculum-related activity.

Computers and the Internet used in distance education

Many higher educational institutions offering distance education courses have started to leverage the Internet to improve their programme’s reach and quality.

The use of ICTs help improve the quality of education

ICTs can enhance the quality of education in several ways: by increasing learner motivation and engagement by facilitating the acquisition of basic skills, and by enhancing teacher training. ICTs are also transformational tools which, when used appropriately, can promote the shift to a learner-centered environment.

Motivating to learn. ICTs such as videos, television and multimedia computer software that combine text, sound, and colorful, moving images can be used to provide challenging and authentic content that will engage the student in the learning process. Interactive radio likewise makes use of sound effects, songs, dramatizations, comic skits, and other performance conventions to compel the students to listen and become involved in the lessons being delivered. More so than any other type of ICT, networked computers with Internet connectivity can increase learner motivation as it combines the media richness and interactivity of other ICTs with the opportunity to connect with real people and to participate in real world events.

Facilitating the acquisition of basic skills. The transmission of basic skills and concepts that are the foundation of higher order thinking skills and creativity can be facilitated by ICTs through drill and practice. Educational television programs such as Sesame Street use repetition and reinforcement to teach the alphabet, numbers, colors, shapes and other basic concepts. Most of the early uses of computers were for computer-based learning (also called computer-assisted instruction) that focused on mastery of skills and content through repetition and reinforcement.

ICT and Raising Standards

Recent research also points to ICT as a significant contributory factor in the raising of standards of achievement in schools.

Schools judged by the school inspectors to have very good ICT resources achieved better results than schools with poor ICT.

Schools that made good use of ICT within a subject tended to have better achievement in that subject than other schools.

Socio-economic circumstances and prior performance of pupils were not found to be critical.

Secondary schools with very good ICT resources achieved, on average, better results in English, Mathematics and Science than those with poor ICT resources.

A range of research indicates the potential of ICT to support improvements in aspects of

literacy, numeracy and science.

Improved writing skills: grammar, presentation, spelling, word recognition and volume of work .

Age-gains in mental calculations and enhanced number skills, for example the use of decimals .

Better data handling skills and increased ability to read, interpret and sketch graphs Improvements in conceptual understanding of Mathematics (particularly problem solving) and Science (particularly through use of simulations)