Imagine trying to steer a six-ton elephant with a tiny rider. This analogy, from Jonathan Haidt (2006), perfectly illustrates the often-overlooked power of emotions in behavior change, a concept I’ve emphasized in my workshops for years. As we continue to debate the pros and cons of integrating technology into our classrooms, it’s crucial to remember a fundamental truth: our brains operate with both feeling and logic. Haidt described this using the analogy of the Elephant (emotion) and the Rider (rationale).

Chip Heath and Dan Heath (2010) clarify:

“Perched atop the Elephant, the Rider holds the reins and seems to be the leader. But the Rider’s control is precarious because the Rider is so small relative to the Elephant. Anytime the six-ton Elephant and the Rider disagree about which direction to go, the Rider is going to lose. He’s completely overmatched” (p. 7).

The Rider, though seemingly in control, is easily overpowered by the far more potent Elephant.

For me, I liken it to a never-ending battle of wits.

The following video provides a compelling visual representation of this dynamic:

The reason why I bring up this concept is that I have seen so many respected educators share their thoughts about whether to adopt AI, the role it should play in K12 education, and future implications. And, I’m not suggesting that they are wrong. But what I’m hoping is that people remember that emotions drive decision-making. And ultimately, it’s the teachers who make instructional decisions in the classroom. If teachers are uncomfortable with AI, their decision of whether or not to use that tool in their classroom will be driven by the emotions that they feel regarding AI.

So, if you’re a school leader and you envision the adoption of AI [or insert any new technology tool, curriculum, initiatives, etc.] in teacher practices or for student learning, I urge you to take a step back and consider the role that emotions play in teacher decision-making processes. Sure, you can mandate AI adoption, but I think we all know that mandates have a limited effect on lasting change.

If you want change to stick, then it is worth taking into account the voice of teachers — and I don’t just mean the ones who talk the loudest or are the squeakiest of wheels — I mean, take the time to talk with all of your teachers. Listen to what they have to say. Empathize with their concerns. Be open to thoughts and opinions that may not match yours. Understand that emotions play a significant role in whether the teacher will be onboard with the change or a saboteur.

If you want to learn more about the role of emotions in decision-making, I urge you to take a look at Hall and Hord’s (2015) framework, the Concerns-Based Adoption Model (CBAM). I have written about this concept and also shared it across the workshops I have done because there are a variety of factors that determine whether and to what extent change occurs. One of the easiest ways to put your finger on the pulse of how teachers are feeling about AI is to use Hall and Hord’s idea of the one-legged interview, named for a brief or spontaneous conversation that can take place in the time it might take to shift weight from one leg to the other. These informal conversations can reveal a lot about what teachers are thinking and feeling about a change initiative. If you can address the tension between the Elephant and the Rider, then your change initiative has a higher likelihood of success.

References

Haidt, J. (2006). The happiness hypothesis: Finding modern truth in ancient wisdom. Basic Books.

Hall, G. E., & Hord, S. M. (2015). Implementing change: Patterns, principles, and potholes (8th ed.). Pearson Education.

Heath, C., & Heath, D. (2010). Switch: How to change things when change is hard. Broadway Books.