MAC 4 – Week 4 – Response to Daniel Brown

MAC 4 – Week 4 – Response to Daniel Brown

Daniel,

I too became emotional at the failing school project in London.  I think the thing that attracted me to the story instantly was the term, “Failing”.  They were already labeled and I had already made certain assumptions about the students or “them”.  The fact that the students overcame those assumptions and became engaged with the Orchestra is the plotline that fills the reader with emotion.  In a way it is much more meaningful to realize that response in us.  It is true that we were moved by there response?  I would prefer to think of myself as not being moved.  I would like to change my perspective to the story that it is not moving because it is expected.  I will work on that.

I also find Zander’s student letters inspiring.  I believe every teacher has a box or drawer somewhere with these mementos of hope.  I found the NASA student letter and the idea of discovery equally interesting, especially under the light of a previous chapter on measurement.  So often our “framework” involves terms of measurement and discovery in and of itself is not as highly valued.  In public schools it seems as if we must constantly balance on the thin line between Measurement/Assessment and Discovery/Learning?  Perhaps one day I will fall…

Original Post:  Week 4 - The Art of Possibility, Chapters 9-12 - Daniel Brown

While I enjoyed some of the stories, and even felt a bit emotional when I learned about Zander's project with the failing schools in London, I think the vast majority of this material is "brain fluff" and is written to help people other than myself find a way to look at the world like I already do. There were only two paragraphs from this last reading that truly had a positive impact on me. The first started on page 174 and the second was on page 175.

The first paragraph is the lead to the section called Environments for Possibility and invokes an image of the sort of person I want to be. It creates for me a vision, within the framework that Zander sets out for what a vision should be, of the kind of person I feel like when I'm at my best. I've been in that situation before, when I'm feeling vibrant and passionate and people are following along. Sometimes I catch myself in them and realize that this is what being a leader means, but I never get there by trying to be a leader. That part just happens.

I most often find myself in these situations when I'm involved in my coaching. Fencing can be a very passionate sport. Unlike racing or team sports, it's one person pitted against another. In other sports, like olympic rowing, it's really you against yourself. The other boats are there, but they're not stopping you from getting to the finish line. In team sports, like basketball, the other team opposes you, but your victory or defeat is shared with the team. Not so in fencing, where the glory or defeat is yours alone, and to win you've got to be better, fight harder and want it more than the other guy.

As for the second paragraph, it was actually a letter from one of Zander's students, one she wrote to NASA, that inspired me. As a Science teacher I have a deep appreciation for discovery for it's own sake. I also understand that the value of a discovery that hasn't been made can be hard to measure, so I give a great deal of credit to those who dedicate themselves to finding something, not knowing what that something is. It doesn't have to be NASA. I think we can all be explorers in our own way, within our own little, wonderful universes.

Link to Original Post:  http://poweracademic.blogspot.com/

Photo Source: http://www.flickr.com/photos/benrmatthews/3453232283/  

MAC – Week 4 – Response to Melinda, Maui & Middle School

MAC – Week 4 – Response to Melinda, Maui & Middle School

Melinda,

It appears that “Being the Board” had a far more personal meaning to you.  I found it sobering that the example in the book could be very real for one of our cohort.  I also found it very courageous that you chose to share.  I hope you found some valuable advice in Zander’s writing.

As for your response to the “Frameworks” chapter, I too have had students that “can be extremely challenging. Either in academically challenged or problems with the student’s behavior.”  I know it is difficult to believe, but yes, I can relate.  I have found that the quest to “spark” or “ignite” them has usually turned these “challenging” students into some of my finest memories.  It seems as if sometimes they feel you trying to reach them and they in respond in return.  I wish I had documented my experiences through the first few years of teaching.  I think they would bring back moments of inspiration or “spark” that I may have long forgotten.

Original Post: - Week 4 Reading Post-Art of Possibility – Melinda Lyle-Javier

“Lighting a Spark”

Very cosmic, I give myself to others and generate a spark. INTERESTING! This is really powerful if one can be that positive and put out something and then be ready for it to return. I feel that most of us experienced this “spark” as we completed and reflected on our AR Projects.

“Being the Board”

Don’t have a victim mentality. Many people experience tragedies in their life. Some big and some small. The way these tragedies or challenges are faced makes an enormous difference. I know personally it can be easy to fall into the victim mentality. A drunk driver killed my husband when our daughters were very young. I had moments of “poor thing me.” Thank goodness I realized that being the poor thing would help no one, especially our daughters.

In every circumstance professionally or personally take your energy and challenge yourself to move in a positive direction. I know it is not easy, however it will work.

“Frameworks for Possibility”

Such an interesting chapter, and again try to manifest positive thinking. The “spark” can lead to awesome things. As teachers there are times that one student can be extremely challenging. Either in academically challenged or problems with the student’s behavior. We always have to try to determine how to inspire that student, how to help that student achieve their academic goals. Not an easy task. If we use “frameworks for possibility”, and think outside the box possibly we will find the answer. As a teacher one of the most effective ways for me to really look at classroom situations with a clear vision is though my journals. I try to write notes on each of the students daily. This information really provides me with a direction when I have questions about a particular student.

"Telling the WE Story”

Our school community is a WE story. Focusing on my classroom…. What is our next step? For some students they graduated from the 8th grade and the next school year they will enter high school. For others it is the common experiences shared during this school year that will shape our classroom community. I have my students for 2 years during they’re the 7th and 8th grade year. The returning 7th grade students will be the leaders for next year. They will help the incoming 7th grade students learn about our classroom community. They will be mentors, and this cycle continues every year.

Link to Original Post:  http://melindaonmaui.blogspot.com/

Photo:  Flickr Commons

MAC - Week 4 - Leadership Project: Leadership Role Model Reflection

MAC - Week 4 Leadership Project: Leadership Role Model Reflection

When the word “leadership” comes to mind, immediately I am taken back to my days of the electronics and home entertainment industry.  Leadership was primarily a synonym for manipulation.   We became professionals in the craft of sales.  I lead this life for ten years, before switching my life into a far less lucrative path, education.

In academia, leadership tends to take on a sour connotation.  After all, leadership is administration.  Who hasn’t head one horror story or another of “THEM” trying to “get you” or “make your life miserable”?  But really, who would want to make a profession out of making others miserable.  Not I. 

My ideal definition of leadership is one where one leads by example.  I think leaders are hard working, inventive, and above all giving to the community at large.  If giving provides the example to ignite others to give, we would truly transform the world.  My ideal leadership models come from two very different men, Steve Jobs and Bill Gates.  If only they had combined forces…  Steve Jobs was the incredibly inventive and creative leader.  A leader that is able to connect with the masses with a personal ease and the well-crafted “Everyman” persona.  His company and products fit seamlessly into our lifestyles.  Jobs was a true renaissance man that will continue to inspire others to follow his methods. 

On the other side of the personality coin, we have Bill Gates.  Mr. Gates is a more calculating and logical leader.  His methods of integration and global domination have successfully catapulted him in the leadership ranks.  He uses his name and success to run the largest private foundation in the world. As a leadership team, with his wife, the base their foundation on four key values:  Optimism, Collaboration, Rigor, and Innovation.  Every endeavor the foundation pursues fits into these core values. The provide assistance globally and in the United States they assist the field of education and fund the goal of providing access to technology for all students. 

Bill and Melinda Gates Community Project


It is this type of leader that is grounded in values of optimism, collaboration, rigor and innovation, which I aim to structure my goals after.  In my life after EMDT, I would like to follow their example and assist those without access to technology.  Although I may not have the same financial backing, I have expertise, time, and the desire to allow access to information to all.

Sources:

Bill & Melinda Gates Foundation - http://www.gatesfoundation.org/Pages/home.aspx

Photos – Wikipedia Commons

http://en.wikipedia.org/wiki/File:Steve_Jobs_Headshot_2010-CROP.jpg

http://en.wikipedia.org/wiki/File:Bill_Gates_in_WEF_,2007.jpg

MAC – Week 4 – Reading Blog – CH 9-12 – The Horse

MAC – Week 4 – Reading Blog – CH 9-12 – The Horse

I am continuing to read Zander’s book, The Art of Possibility.  As I read, I take notes on parts that stand out to me or analogies that I wish to reiterate.  Here are my gems from chapters 9-12.

Chapter 9 - Lighting the Spark

In Chapter Nine, Lighting the Spark and Enrollment are the key points.  Zander’s theory is that the universe is alive with sparks. Passion rather than fear is the abundant force. Once you realize the spark exists it is like playing catch in a field of light.  Offer others the spark you carry. I appreciate the analogies especially being a teacher.  I have observed several other teachers in action, and it is always very obvious who is carrying a spark, who is smoldering, and whose fire has long ago died. 

I have always tried to convey my passion for English Literature.  I show excitement about what we are about to read.  My one area that always concerned me was Animal Farm.  I don’t like it, yet it was district required.  My outlook however, was trying to make it exciting for the students.  I never walked in and said, “We have to read this book.”  Instead I have tried several projects to “spark” the book for my students and myself.  Once I held a “meet-and-great” where all students pulled the “Hi my name is” tag out of a bag with a historical figure or party member on the tag.  They had time to research their roles and then attended the party.  It was quite funny to see how they would interact with one another based on research.  

The point is lighting the spark.  I also think it is important to allow others to ignite yours.  Sometimes in a hectic and chaotic life, we tend to shutout “sparkers” because of the flames that they might ignite.  Ignition means work. 

Three more key pieces of advice from chapter nine that I plan to incorporate in my life are as follows:

• Analogy of the service station – Changing a scene of all misery to one of possibility.
• Sometimes the best things are done in person.
• Practice giving an “A”, not as a type of judgment, but as a gift.

Chapter 10. Being the Board

If you are at wit’s end – This is the graduate study of the Art of Possibility. I am the framework of what happens in my life – Do not give away your power.  This also reminded me of my Conscious Discipline training. When working with students, it was advised that you accept your feelings and deal within yourself.  For example, if you tell a student, “You are making me angry.”  You are giving that student all of the power over yourself.  You are powerless to control the outcome. Once viewed this way, you world does change.  However, you might not want to openly share this theory with your 4-year-old.  It again changes your world, when your 4-year-old reiterates that she “can’t make me angry, unless I give her all my powers.”

Analogy of the chess set – A chess piece must only move by the rules.  The board creates the rules.  I thought about negative things that have appeared on my chessboard.  I thought about my past and feeling like I too could only rely on myself.  I needed control over every aspect of my life.  However, as the Zanders claim, this leads to a blame game.  If you are able to blame you feel in control.  I watch the news of the night and it never fails that something somewhere horrible happens.  After reporting on the incident, the next question is always, who is blame? 

After reading, Being the Board, I turned it into an icebreaker.  I asked several random people, the waitress, the store clerk, and another man pumping gas at a service station, “If you could be any piece on a chess board, which would you be?”  I am a very shy person, and the experience was very random.  I started with the waitress and randomly asked.  She asked me to repeat.  When I did, she selected the “horse”.  I asked why assuming she didn’t know the game and would respond with a “horse” reason.  However, she responded that the “horse was very tricky and could do quite a few special moves.  The responses varied.  The lesson I learned was normally these random people are silent or simply chat about the weather.  They all light up after thinking a few moments and responding.  Now I know this is off the point of the chess set.  It was simply a random exercise.  However, I think I will do it more often with different questions.  I had conversations with them all and I would never have. 

I imagine that I could have asked any of them for two quarters, and they would have been happy to oblige.

Chapter 11. Creating Frameworks for Possibility - TBA

Chapter 12. Telling the WE Story - TBA

Source:  Book Link:  http://www.amazon.com/The-Art-Possibility-Transforming-Professional/dp/0142001104 

Source:  Photo: Flickr Commons

MAC Week 3 - Response to Rebecca Girard

MAC Week 3 - Response to Rebecca Girard –

Every week I continue to read this book as per our assignment.  I procrastinate to late in the week before I pick up the book.   As with all of us, there is so much to do and so little time.  Learning about “unlimited possibilities” seems fruitless at the time.  However, once picked up, I usually don’t stop reading until the end of the assignment.  You bring up some interesting points.

First, telling your students that you don’t know the answer.  I am a firm believer in this.  I would always tell my students that I don’t know everything.  I would share that part of being “smart” is knowing how to use your resources.  If a concept came up and I didn’t know the answer, I offered some ideas on how we could gain more information.  Sometimes, delving into the unknown proved dangerous in a High School.  Let’s just say, I learned a lot as well.  Some things, I will never forget, no matter how hard I try.  Regardless, learning occurred.

I also appreciate keeping our teaching fresh.  I believe I have mentioned this before and I think we feel the same way.  It takes more effort, but it is far more fruitful.

Original Entry - Week 3 – Reading Log – Rebecca Girard

Leading from any Chair, Rule #6, the Way Things Are, and Giving Way to Passion all present information that is true and helpful, but in no way unique or new to me.
I challenge my students every year to fully participate in class. I encourage them to question not just the scientific content, but the text itself and also my discussion and presentation. I want them to be empowered to fully participate in their learning and transition from elementary/middle school learning of reading, memorizing, and then repeating what they learned on a test. I hope to help them find ways to inquire, wonder, and explore their world and not just rely on another source to impart knowledge to them. 

In order for me to truly welcome the questioning I encourage, I always need to remember not to take myself too seriously. I have become comfortable telling the students when I don't know the answer to a question. I give them ideas for resources for them to research the answer and ask them to share what they learn with the class. I do not find this a failure of teaching, rather I would have enjoyed having more teachers in my academic experience who could have admitted that they didn't know instead of dismissing my questions. I feel this demonstrates to my students that we are all still learning and working together to discover new information.

This give and take in my class keeps me interested and excited to teach the same subject year after year. The experience in my class is never the same and there are new scientific discoveries all the time. It is easy to be passionate about what I do. I love working with teenagers who are really craving to be engaged.

We start off as "one buttock" students...remember being that 5 year old who can barely keep their seat as your hand pumps in the air with an "oh, oh, oh" because you had the answer or a burning question? Over the years, we are taught to sit in our seat, raise our hand appropriately, and be quiet so you will be called upon. On the contrary, I want my students compelled to answer or ask questions. I love seeing their interest in a subject ignited so that they sit up straight and their hand shoots in the air...in many cases my students will blurt out answers or respond to each other directly. For many this may seem like chaos in a classroom, but in not taking myself too seriously, I know how controlled chaos can create a dynamic learning environment.

Source:  http://engageandmotivate.blogspot.com/

Source Photo - http://www.flickr.com/photos/leedslibraryandinformationservice/3941299056/ 

MAC - Week 3 - Reading Post (5-8) - BTFI

MAC – Week 3 – Reading Blog – CH 5-8 - BTFI

I am continuing to read Zander’s book, The Art of Possibility.  As I read, I take notes on parts that stand out to me or analogies that I wish to reiterate.  Here are my gems from chapters 5-8.

Chapter 5. Leading from Any Chair 

I really enjoyed the piece on how Zander had changed his perception on his own leadership.  His original motive was to convey his interpretation and possible be more successful at conducting.  Instead, he began to focus on having each band member perform to their own potential.  It is an excellent analogy of how a teacher can refocus on the students, instead of their own careers. 

The leader may be any one of us.

Chapter 6. Rule Number 6

Lighten Up – And others will lighten up around you.  Humor is the best way to get over ourselves.

Lessons I learned in this chapter were “Rule Number 6” and how to have the best sex ever.  Wow, the curriculum scope &sequence of Full Sail is very far reaching.  In reality, the key to The Best Sex Ever – Is learning to live life in the realm of possibility. – You can imagine there are three steps to reach all goals. – You can change the steps as often as you want to meet your goals.  Play the - “Have the best ____ ever.” – Game.  “Have IT” – Be fulfilled.

Chapter 7. The Way Things Are

ATTENTION makes things grow.  You shine attention on something you get more of it.  If you pay attention to problems, they grow.  I have heard very similar advice before.  It may have been from my Concious Discipline.  As a teacher, I have used it and it really works.  In the beginning I would focus on Katrina’s slow reading speed, poor math skills or obnoxious behavior. Remember, I was trying to help these problems, but in reality they grew.  Instead I began to focus on what I wanted more of.  I would focus on Katrina’s instances of good behavior, her skill at previous levels of math and reading.  Just focusing on the positive attributes helps not only Katrina, but the whole class by example.  When used, it seems almost as a miracle.  However, it is very easy to slip into the old stand-by, “that is the third time this week you have not completed your homework.”  It is more of a lifestyle shift than a simple rule change.

Chapter 8. Giving Way to Passion

Three key pieces of advice from chapter eight that I plan to incorporate in my life.  All three seem to unlock potentials in exponential ways. 

One buttock playing = One buttock teaching

BTFI – Beyond The “F” It – Just thinking about it, makes me feel “FREE”.

Participate!

Sources:

Book Link - Amazon - http://www.amazon.com/The-Art-Possibility-Transforming-Professional/dp/0142001104/ref=sr_1_1?s=books&ie=UTF8&qid=1339628634&sr=1-1&keywords=art+of+possibility 

Photo - Flickr Commons - http://www.flickr.com/photos/avpiedra/3815253020/