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Gedragsadviseur Rona van der Dussen legt uit waarom scholen vaak te snel naar een oplossing grijpen, en hoe je als schoolleider weerstand gericht aanpakt met de ACDR-methode.",{"dimensions":839,"alt":5,"copyright":5,"url":842,"id":843,"edit":844},{"width":840,"height":841},6016,4011,"https://images.prismic.io/behavior-change-group/aiA2DQeQX7-eWqcI_KopievanOpleiding-POPO-L04.jpg?auto=format,compress","aiA2DQeQX7-eWqcI",{"x":147,"y":147,"zoom":148,"background":149},[846,860,870,987,994,1000,1011],{"variation":321,"version":322,"items":847,"primary":848,"id":858,"slice_type":859,"slice_label":5},[],{"title":849,"image":855,"has_margin_bottom":330},[850],{"type":327,"text":836,"spans":851,"direction":175},[852],{"start":853,"end":854,"type":174},19,36,{"dimensions":856,"alt":5,"copyright":5,"url":842,"id":843,"edit":857},{"width":840,"height":841},{"x":147,"y":147,"zoom":148,"background":149},"wide_hero$21bbaa05-06da-45ed-b267-876e37a09652","wide_hero",{"variation":321,"version":322,"items":861,"primary":862,"id":869,"slice_type":344,"slice_label":5},[],{"scroll_id":5,"content":863,"has_margin_top":32,"has_margin_bottom":330},[864],{"type":188,"text":865,"spans":866,"direction":175},"De basisvaardigheden van leerlingen in Nederland hollen achteruit. Om de onderwijskwaliteit weer op te krikken, zijn er nieuwe kerndoelen geïntroduceerd waar scholen aan moeten gaan voldoen. Maar als je dat curriculum daadwerkelijk wil veranderen, is er op de werkvloer flink wat beweging nodig. Rona van der Dussen, gedragsadviseur en docent van de opleiding ‘Gedragsverandering voor leiders in het onderwijs’, merkt in haar gesprekken met scholen dat die uitdaging vaak verkeerd wordt aangevlogen.",[867],{"start":147,"end":868,"type":239},499,"text_content$41a8b46f-a927-4fc8-926a-f5328749c22f",{"variation":321,"version":322,"items":871,"primary":872,"id":986,"slice_type":344,"slice_label":5},[],{"scroll_id":5,"content":873,"has_margin_top":32,"has_margin_bottom":330},[874,884,887,890,893,896,899,902,905,908,911,914,917,933,939,945,951,957,960,963,966,969,975,978],{"type":188,"text":875,"spans":876,"direction":175},"Vind je dit een interessant artikel? Check dan vooral onze opleiding ‘Gedragsverandering voor leiders in het onderwijs’.",[877,879],{"start":147,"end":878,"type":174},120,{"start":880,"end":878,"type":194,"data":881},69,{"link_type":432,"url":882,"target":883},"https://behaviorchange.group/academy/opleidingen/gedragsverandering-voor-leiders-in-het-onderwijs/","_blank",{"type":188,"text":885,"spans":886,"direction":175},"Zodra er nieuwe kerndoelen liggen, schieten onderwijsprofessionals meestal in de actiemodus. Er moet en zal snel een verandering komen. Rona ziet het regelmatig gebeuren: “De reflex is dat we meteen denken: we moeten een andere methode aanschaffen of een studiedag organiseren.”",[],{"type":188,"text":888,"spans":889,"direction":175},"Dat hoeft volgens haar niet te betekenen dat die oplossingen per definitie niet werken. “Maar het probleem is vooral dat er direct naar een oplossing wordt gezocht. Terwijl je bij dit soort grote veranderingen eerst wilt begrijpen: waar willen we eigenlijk naartoe en wat maakt dat dit nu nog niet lukt?”",[],{"type":168,"text":891,"spans":892,"direction":175},"Meer kennis is niet altijd de oplossing",[],{"type":188,"text":894,"spans":895,"direction":175},"Als voorbeeld noemt ze Expliciete Directe Instructie (EDI), een onderwijsmethode om gestructureerd les te geven. Veel scholen willen hiermee werken en organiseren specifieke trainingen zodra het nog niet goed van de grond komt. “We veronderstellen dan dat er weer meer kennis nodig is, maar soms zijn er collega’s die inmiddels al vijf keer zo’n training hebben gevolgd. Dat is eigenlijk best wel zonde.”",[],{"type":188,"text":897,"spans":898,"direction":175},"Het probleem ligt namelijk lang niet altijd bij kennis of kunde. “Er kunnen nog heel veel andere gedragsbepalers zijn die voorspellen waarom het nog niet lukt,” legt Rona uit. “Het kan liggen aan gewoontes; dat je bij onrust in de klas toch vervalt in een andere manier van orde houden waar die EDI gevoelsmatig niet in past. Of het zit in een sociale norm of roostering.” Kortom: met grote transities heb je vaak ander gedrag nodig.",[],{"type":168,"text":900,"spans":901,"direction":175},"Verandervermoeidheid in het onderwijs",[],{"type":188,"text":903,"spans":904,"direction":175},"Daar komt bij dat leraren toch al onder druk staan. Op congressen heeft Rona veel over ‘verandervermoeidheid’ gehoord: “Er wordt best veel bij het onderwijs gelegd vanuit de overheid of maatschappij. Denk aan de Gezonde School, traktatiebeleid, burgerschap of het bespreken van nieuwsgebeurtenissen.”",[],{"type":188,"text":906,"spans":907,"direction":175},"En dat terwijl de basisvaardigheden achteruitlopen en scholen kampen met lerarentekorten. “Dat zorgt voor weerstand tegen weer een nieuwe verandering. ‘Den Haag komt wéér met nieuwe plannen’, hoor je dan in de teams.”",[],{"type":168,"text":909,"spans":910,"direction":175},"Maak het abstracte concreet",[],{"type":188,"text":912,"spans":913,"direction":175},"Wil je dat een verandering slaagt? Dan moet je als schoolleider het hele abstracte juist concreet maken. Zodra je doelen vertaalt naar concreet gedrag op de werkvloer, kunnen ook de daadwerkelijke weerstanden aan de oppervlakte komen. “Pas dan gaan mensen weerstand voelen,” geeft Rona aan. Ze merken dat ze het helemaal niet fijn vinden om een les op een specifieke manier te starten, of ze twijfelen aan hun vermogen in eigen kunnen. “Op dat concrete niveau ontdek je de echte drempels. Zolang je dat niet helder hebt, blijf je met hagel schieten.”",[],{"type":168,"text":915,"spans":916,"direction":175},"Weerstand aanpakken met de ACDR-methode",[],{"type":188,"text":918,"spans":919,"direction":175},"Zodra die weerstanden eenmaal boven tafel zijn, kun je ze gericht aanpakken. Hiervoor gebruikt Rona in de opleiding ‘Gedragsverandering voor leiders in het onderwijs’ de ACDR-methode. Deze kijkt naar Architecture, Competence, Drivers en Resistances.",[920,923,928,930],{"start":921,"end":922,"type":239},116,166,{"start":924,"end":925,"type":194,"data":926},170,182,{"link_type":432,"url":927,"target":883},"https://behaviorchange.group/insights/tools/acdr-quickscan/",{"start":929,"end":161,"type":174},200,{"start":931,"end":932,"type":174},237,249,{"type":188,"text":934,"spans":935,"direction":175},"Architecture: hoe is de omgeving ingericht?",[936,938],{"start":147,"end":937,"type":174},13,{"start":147,"end":937,"type":239},{"type":188,"text":940,"spans":941,"direction":175},"Competence: in hoeverre heeft je doelgroep de kennis, kunde en het zelfvertrouwen om het gewenste gedrag wel of niet uit te voeren?",[942,944],{"start":147,"end":943,"type":174},11,{"start":147,"end":943,"type":239},{"type":188,"text":946,"spans":947,"direction":175},"Drivers: welke motivaties, drijfveren en waarden spelen een rol?",[948,950],{"start":147,"end":949,"type":174},8,{"start":147,"end":949,"type":239},{"type":188,"text":952,"spans":953,"direction":175},"Resistances: hoeveel weerstand is er bij de doelgroep? En welke soort weerstand?",[954,956],{"start":147,"end":955,"type":174},12,{"start":147,"end":955,"type":239},{"type":168,"text":958,"spans":959,"direction":175},"Erken de weerstand en maak de stap kleiner",[],{"type":188,"text":961,"spans":962,"direction":175},"Docenten hebben het gevoel dat het klaslokaal tot hun eigen domein behoort. Bij nieuwe werkwijzen komt daarom hun autonomie in gevaar, waardoor er weerstand ontstaat. Dan is het erkennen van die weerstand de eerste stap. Rona: “Als je daar als schoolleider aan voorbijgaat en zegt ‘dit moeten we nu eenmaal doen’, dan levert alles wat je daarna zegt alleen maar irritatie op. Weerstand erkennen werkt omdat je laat zien: ik verplaats me in jouw positie. Dat haalt de angel eruit.”",[],{"type":188,"text":964,"spans":965,"direction":175},"Bij gebrek aan competentie of vertrouwen in eigen kunnen helpt het om haalbare en concrete eerste stappen te formuleren. “Zo’n eerste stap is veel beter te overzien en geeft minder onzekerheid,” legt Rona uit. Is er scepsis over het nut van de verandering of de afzender? Dan kun je de boodschapper veranderen naar iemand die dichter bij de leraren staat, of gewaagde keuzes minder definitief maken. “Je kunt garanties bieden of een proefperiode afspreken. Zeg bijvoorbeeld: we proberen dit een maand, en als het inderdaad niet werkt, gaan we terug naar de tekentafel. Je biedt ze een weg terug naar zekerheid, waardoor het minder spannend wordt om de stap te zetten.”",[],{"type":168,"text":967,"spans":968,"direction":175},"Vergeet de omgeving niet",[],{"type":188,"text":970,"spans":971,"direction":175},"En soms zit het probleem in ingesleten routines en de waan van de dag. Dan moet je als leidinggevende praktische randvoorwaarden oplossen. Lukt het bijvoorbeeld niet om collega’s bij elkaar in de klas te laten kijken? Wellicht is het dan nodig om de roostering aan te passen, de Architecture dus: “Het klinkt vanzelfsprekend, maar toch worden dit soort omgevingsfactoren nog vaak over het hoofd gezien.”",[972],{"start":973,"end":974,"type":174},279,291,{"type":188,"text":976,"spans":977,"direction":175},"Gedragsverandering vraagt om een scherpe analyse en een doordacht totaalplaatje. “Het is altijd maatwerk,” benadrukt Rona. “Daar kun je niet zomaar één ding op loslaten. Pas als je echt begrijpt waar de drempels zitten en hoe je die ontmantelt, gaat het gedrag vanzelf volgen.”",[],{"type":188,"text":979,"spans":980,"direction":175},"Wil jij ook leren hoe je met een gedragsbril naar jouw school kijkt en grote veranderingen rondom de kerndoelen echt van de grond krijgt? Bekijk dan onze opleiding ‘Gedragsverandering voor leiders in het onderwijs’.",[981,983],{"start":147,"end":982,"type":174},215,{"start":984,"end":982,"type":194,"data":985},164,{"link_type":432,"url":882,"target":883},"text_content$7094045f-dc32-4bf3-ba36-a617cccb7d91",{"variation":988,"version":322,"items":989,"primary":990,"id":992,"slice_type":993,"slice_label":5},"aboutAuthor",[],{"title":991},"Over de auteur","about_team_members$5bafa1f9-cd89-4ddb-97a0-5ea4db277e73","about_team_members",{"variation":321,"version":322,"items":995,"primary":996,"id":998,"slice_type":999,"slice_label":5},[],{"label":997,"has_margin_bottom":330},"Delen","delen$08b51370-fd3e-436c-8005-baaf8b770987","delen",{"variation":321,"version":322,"items":1001,"primary":1002,"id":1009,"slice_type":1010,"slice_label":5},[],{"image":1003,"title":1004,"text":1005,"button":1006,"has_margin_bottom":330},{},"Meer weten over dit artikel?","Wij gaan graag hierover met je in gesprek. 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