In roller derby, wheels are an important part of the game. Skaters change their wheels based on how much stick or slide they want as they play, adjusting for different surfaces like polished concrete, wood, or pavement. Terms like sticky and slippery are commonly used to describe skating conditions, though not everyone agrees on how a surface feels at any given time.
Some skaters are faithful to one setup, while others swap wheels as often as sneakerheads change shoes. Some mix and match, creating a checkerboard cocktail to provide the perfect blend of traction and glide.
After three years of derby, I finally felt confident on my own wheels. I could skate forward and backward, and quickly transition from front to back without thinking or falling. I could stop in many different ways—plow stops, hockey stops, and even the once-elusive turning-toe stops were now in my muscle memory. I was strong and sturdy on my feet, my wheels an extension of me.
Each spring, our league moves from a wooden-floored roller rink to an iceless hockey rink for practices. Many people, myself included, stay with our current wheel setup and plan to adjust if necessary. On the first night in the new space, I struggled. I couldn’t effectively slide, turn, or stop. While some teammates grumbled and others adapted with ease, I floundered. It felt like more than a wheel problem; it felt like a ME problem. The next day, my knees ached from the extra force I had applied trying to gain traction with the floor. The confidence I felt going into our new location took a massive hit.
As I limped through the next day, I thought about how my struggle with the floor mirrored the challenges we often face as educators. We are confident in our practice—until something changes. A new curriculum, student, or change in leadership or personnel throws us off balance and makes us question our footing, and sometimes even our worth.
Derby has taught me many lessons, but the most important is to always get back up after I fall. (Notice I didn’t say if—because just as change is part of education, falling is part of the sport.) After that discouraging practice, I wondered, What do I need to navigate this new environment? Is it just my wheels, or do I also need more coaching and practice? I decided it was likely a combination of all three.
The three things I needed for derby mirrors what we need as educators when facing change: resources, supportive coaching, and time to practice, reflect, and refine our craft.
I started by making one small change at the next practice—I swapped one wheel for a harder one in hopes of gaining a bit more slide and therefore the ability to stop. When I noticed the positive impact of that small change, I swapped out another wheel. I reached out to my coach and told her I needed help. She took extra time with me and offered targeted feedback to improve alongside some needed encouragement. Just as students need independent practice to grow, I needed time and practice to adapt to this new environment. I also gave myself permission to feel uncomfortable as I relearned a set of skills.
What’s shifting in your life—your classroom, school, or community? Are things feeling sticky, like you’re stuck and can’t move forward? Or slippery, like you can’t gain traction? When I faced this on the roller derby track, I had to adjust my wheels, ask for help, and set aside extra time to practice. In the face of change, what might help you move forward?
Resources: Is there a tool, supply, or strategy that could make your work easier? Here are a few places to start:
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Professional Texts: I often browse new releases from Heinemann, Stenhouse/Routledge, ASCD, and Corwin Press. Online stores’ “Customers also liked…” suggestions have helped me discover related titles.
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Articles: I subscribe to the professional journal that most closely matches my current job. These have included The Reading Teacher, and School Library Journal. A subscription to Choice Literacy gives me quick boosts of needed professional development and connection to other practitioners grappling with issues similar to my own.
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Podcasts: Two of my go-to listens are Cult of Pedagogy and Sticky Hope.
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PD sessions: My district is part of an educational collaborative that offers PD, and we can suggest topics and speakers. I pay attention to publishers’ websites to see when authors will be in my area. I’ve had good luck with online sessions from edWeb.net.
Extra support/coaching: This work is too important to do alone. Who can offer guidance, encouragement, and perspective?
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Do you have an instructional coach, a supportive administrator, or a trusted colleague to turn to?
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Are you part of a professional learning community in your district—or even across districts?
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Have you tapped into online educator communities? Social platforms like Facebook often host groups for teachers centered on specific topics, grade levels, or even professional book studies.
Have you given yourself time and permission to live in the uncertain while you adapt to your change?
Just as I began by changing one wheel, identify one small thing you can change and then test the impact. If you need more support, change the next thing, and focus on building your confidence as you go. Ask for help in the form of resources or support. Just as I rely on my derby teammates when I’m on the track, you need a team to support your work with students.
The path won’t remain smooth, and you may slip and get stuck as changes come your way, but with the right combination of resources, coaching, and time, you will roll forward… and after several more practices, so did I.
