Presentation draft
Though is still a work in progress my presentation draft is located at:
http://www.someassemblyrequired.net/fullsail/goins_billy_PubLeadProject.ppt
Sunday, December 19, 2010
Wk4 Blog 6: Publishing/Leadership Presentation 3
Presentation draft
Though is still a work in progress my presentation draft is located at:
http://www.someassemblyrequired.net/fullsail/goins_billy_PubLeadProject.ppt
Wk4 Blog 5: Publishing/Leadership Presentation 2
Possibilities for presenting
As the saying goes ”Changes begin at home” which is why my first choice for presenting my project is with the Illinois Computing Educators (ICE) organization. As a member, I’ve attended many conferences and having received so much assistance and knowledge, I feel slightly obligated to give something in return. The other advantage is that it is more likely to occur, since there are several opportunities and would be much closer and cost effective than other alternatives.
http://www.iceberg.org/professional_development/events
My second choice would be utilizing the virtual world of Second Life. I learned about Second Life at a technology but my account essentially remained stagnant until returning for an early course in the EMDT program. Since then I have create a network of friends and organizations mostly through the International Society for Technology in Education (ISTE). Within ISTE, there are several special educator interest groups that hold discussions and workshops within the Second Life environment.
http://www.iste.org/connect/special-interest-groups.aspx
Plus my avatar is much better looking.
Wk4 Blog 4: Publishing/Leadership Presentation 1
Presentation or Publication
As an essentially qualitative form or research, I felt my project is more suitable as a presentation. My target audience of teachers will also be better served in an atmosphere that allows interaction and quick response. I feel it’s also a better venue for further discovering what others are doing to improve technology integration and gain new ideas from others that might be doing something similar.
For myself, I tend to be more effective communicating my ideas verbally and visually than I am simply writing.
Wk4 Blog 3: Comments 2
Original student post: Michelle Plank
Wk4 Reading Response
It took a while for the idea of “being on board” to sink in. But when I think about it, it is easier to deal with a situation when you are not playing the blame game. It is a way to see things for what they are without emotions getting in the way. The second idea that caught my attention this week was distinguishing if you are on-track or off-track. And if you find yourself off-track, make the necessary adjustments to keep yourself focused.
“Sound can explore the soul, coax out dreams and possibilities that before were lost in inky blackness.”
Whenever I am frustrated or not feeling the creative juices flowing, I always turn to music for motivation. It has a way of changing my mood within minutes and I am able to think more clearly and with more energy. It is definitely a powerful tool.
My comments: Wasted time
Michelle,
My mom and I love about 8 hours apart and I call a couple of times a week just to see how things are going. Each time I call she’ll ask me if I remember somebody that I may or may not have met when I was 6 weeks old or something like that and we spend time going back and forth as to why I should and don’t remember the person. The point is for whatever reason, I don’t remember. The why I don’t’ remember doesn’t change that fact and in the end it would have just been quicker if she had told why the person was mentioned in the first place. My point is once the facts are presented, blame really doesn’t do much more than waste time. In the classroom when things happen, my approach is simply to simply say what happen, what were the results, and what can be done to correct the issue.
Wk4 Reading Response
It took a while for the idea of “being on board” to sink in. But when I think about it, it is easier to deal with a situation when you are not playing the blame game. It is a way to see things for what they are without emotions getting in the way. The second idea that caught my attention this week was distinguishing if you are on-track or off-track. And if you find yourself off-track, make the necessary adjustments to keep yourself focused.
“Sound can explore the soul, coax out dreams and possibilities that before were lost in inky blackness.”
Whenever I am frustrated or not feeling the creative juices flowing, I always turn to music for motivation. It has a way of changing my mood within minutes and I am able to think more clearly and with more energy. It is definitely a powerful tool.
My comments: Wasted time
Michelle,
My mom and I love about 8 hours apart and I call a couple of times a week just to see how things are going. Each time I call she’ll ask me if I remember somebody that I may or may not have met when I was 6 weeks old or something like that and we spend time going back and forth as to why I should and don’t remember the person. The point is for whatever reason, I don’t remember. The why I don’t’ remember doesn’t change that fact and in the end it would have just been quicker if she had told why the person was mentioned in the first place. My point is once the facts are presented, blame really doesn’t do much more than waste time. In the classroom when things happen, my approach is simply to simply say what happen, what were the results, and what can be done to correct the issue.
Wk4 Blog 2: Comments 1
Original student post: Cherie Park
Wk 4-Reading CH. 10-12
I love how the author took the blame for the mistake during a performance. I had a professor in college who when the class did poorly on a test tell us, "I am sorry. I must not have taught this particular curriculum well. I will reteach it and again, my apologies." That has stuck with me through the years and I have had to say that to my students. It is important to not place blame on everyone else but to accept some of it as your own. It is not us (teachers) vs them (students), it is we as a class and we as a school. So I will try to be the whole board, not just a game piece.
My comments: Fuel on the fire
Cherie,
I think the simple fear that spawns from blame or assigning fault is one of the reasons that teachers hesitate to implementing technology. Some are afraid to make mistakes or lose a little bit of authority by simply asking someone in particular a student for help. I think in many cases we should simply admit that we don’t have all the answers and that we are learning as well.
Wk 4-Reading CH. 10-12
I love how the author took the blame for the mistake during a performance. I had a professor in college who when the class did poorly on a test tell us, "I am sorry. I must not have taught this particular curriculum well. I will reteach it and again, my apologies." That has stuck with me through the years and I have had to say that to my students. It is important to not place blame on everyone else but to accept some of it as your own. It is not us (teachers) vs them (students), it is we as a class and we as a school. So I will try to be the whole board, not just a game piece.
My comments: Fuel on the fire
Cherie,
I think the simple fear that spawns from blame or assigning fault is one of the reasons that teachers hesitate to implementing technology. Some are afraid to make mistakes or lose a little bit of authority by simply asking someone in particular a student for help. I think in many cases we should simply admit that we don’t have all the answers and that we are learning as well.
Wk4 Reading: Blog 1 - Art of Possibility Ch 10-12
Response to questions: Heavy load
I tend or used to be a perfectionist at heart. Without getting very personal, I’ll just say recent events have tossed me into a sort of dust devil. What I’ve learned in the process is to do the best you can with the time and resources available at that particular time. On the occasion when the end results are less than ideal, learn what I so I can do better next, let the frustration go, and move forward. As mentioned in the reading there’s really nothing that can be done to change the past.
The good news is that difficult times require us to do more and give more in the way resistance builds muscle or iron sharpens iron. In the classroom, my difficulties serve as reminders and as points of reference and sources of compassion when my students or other staff members are struggling. I become more attentive. I look, ask, listen, and console.
Sunday, December 12, 2010
Wk3 Blog 4: Free post
Changing gears
In the video interview this week, Benjamin Zander mentions a condition that would no longer allow his fingers to develop calluses, a condition that made it impossible for him to continue his career as a cellist. It’s interesting to me how adversity often leads to opportunities. In Zander’s situation, he became a conductor, which lead to his additional role as speaker and author.
In the classroom, when students tell me they can’t accomplish a task, we explore the circumstances and alternative that will achieve the same or similar goals. It’s during these times that students take true ownership in their projects. My hope is that these small successes will serve as a sort of proving ground for larger success in the face of more difficult circumstances later on in life. Also letting them know that sometimes changing gears is much better than wearing our your breaks.
Wk3 Blog 3: Comments 2
Original student post: Ginger Shaw
The Way Things Are
I recently illustrated in a blog response to one of my classmates, how I feel that our organization gave up on moving our technology-in-the-classroom initiatives forward. Because it was so difficult to train our faculty on using a new and complex LMS environment, the solution for the organization was to just drop the project all together. A minor version of another LMS was then introduced to the faculty and it is neither fully functional, nor very useful for interactive assignments or student participation.
My own school taking this route was extremely disappointing for me. When I think of how many times I have been tempted to just maintain the status quo and stop fighting the uphill battle – it is disheartening to know that on such a large scale, this path was actually taken. Is it any wonder that the faculty are so resistant to any further technology innovations? The precedence has been set: simply resist and eventually the administration will give up and leave you alone.
As Ben Zander points out in The Art of Possibility, it is difficult to remain optimistic and positive in our competitive cultures when so much attention is given to our mistakes and everyone stands ready to criticize. Where are the cheerleaders to root us on when we succeed and boost us up when we are challenged? The naysayers’ club has way more members.
I have used the phrase “give ground to the negative and it will grow” for many years. It is an internal mantra I use on myself when I feel like everything is going poorly and my accomplishments are in short supply. It reminds me that I am in charge of my own thinking and my own results; that if I want to succeed, I simply need to state that I am succeeding – no matter how unusual it seems at the moment. I equate this to Ben Zander’s statement: “How fascinating!”
Giving Way to Passion
I recently embraced Zander’s concept of letting go and releasing the barriers of control I have placed on myself. While I consider myself a fairly good teacher, I have noticed over the years that I am not necessarily a warm, human type of teacher. Not the counseling or mothering type – I have always considered myself the drill sergeant type in the classroom. Everything organized, ordered and under control - much to the unhappiness of my students sometimes.
I have been making an effort lately to break down my controls without sacrificing classroom management. I have come to believe that I can become more human and less of an automaton in the classroom without sacrificing the integrity, dignity or learning experience within the classroom setting. I want my students to feel my passion for our field of expertise by lessening the bonds of the personal controls on my emotions. I think this will truly separate the wheat from the chaff and allow my students to ensure that they are moving into the right profession and that they truly understand the sacrifices of the field.
Pay-It-Forward
During this festive time of year, when we are overly busy and bustling about to attend to family holiday activities, we sometimes forget to pause and think about those less fortunate. I recently saw an encounter that brought tears to my eyes and made me think exactly about the pay-it-forward truth in life.
As I was leaving a local store and sitting at the traffic light to turn, I noticed the passenger in the car in front leaning out the window and appeared to be talking to “someone”. As I looked to the grass at the side of the road, I saw a middle-aged woman suddenly rise up out of the grass from where she was laying. She was thin, worn and unsteady on her feet. My immediate thought was - homeless. She wavered around on her feet, talking to the passengers in the car in front. She gesticulated a bit wildly and I thought she might be under the influence of drugs or alcohol. As I watched the scene unfold, I checked to make certain my doors were locked.
As the light changed, the car in front of me moved forward as the occupants continued talking to the homeless woman and then suddenly, the car veered to the right and up onto the grass. I moved up to the light and waited again for it to change. As I sat at the light, I now had a perfect view of the occupants of the car and the homeless woman. The driver, a woman, exited the car and seemed quite calm and intent. She continued calling and speaking with the homeless woman as she opened the back door of her car and began rummaging around. By this time, the homeless woman had rounded the car and was standing next to the driver. The driver touched the homeless woman gently on the arm from time to time as she spoke and touched her shoulder when she pointed beyond us to a point up the road. I understood that she was trying to convince the woman to go to a shelter that was just a mile up the road from us. The homeless woman shook her head ardently many times and I got the sense that she was afraid. It was cold outside. I couldn’t understand why she resisted.
The driver reached into her back seat and emerged with a bag in hand and I watched her fill it with food goods and give it to the homeless woman. They continued talking as she reached into the car again and came out with a large, down-filled coat and handed it to the homeless woman. From my spot behind the homeless woman, I watched her shoulders sag and her head drop forward. The driver began hugging her and I knew the misfortunate woman was crying. It was a tender and expressive moment. My eyes welled up with tears and I wished I could be as generous and spontaneous as the driver of that car.
The light changed and I drove off, but I knew I had witnessed a true miracle of Christmas and the generosity and goodness of the human heart. I sent a grateful prayer to the driver of that car and wished her God-speed. I was thankful that I had the good fortune to witness that human transaction.
I made a new plan in that moment by the road – to search out opportunities to pay-it-forward and give to those less fortunate in myself. And...I crave that human interaction. Not just a few dollars in the Salvation Army red pot, but the kind of close, enduring human kindness that the driver of that car demonstrated to all of us that night. Life is hard...and then, we live it. The universe of possibility is not done with us yet.
My comments:
Ginger,
I truly understand your frustration. Last week we did a last minute scramble to complete required documentation that could potentially provide laptops for nearly every student in our school district. Many complained about taking surveys and made comments along the lines of “if they get them, they’ll just tear them up.” Even our technology support staff resisted the idea anticipating the long-term cost and commitment to such a large initiative. Despite the negativity, we were able to complete and submitted the documentation. The grant will be highly competitive and it isn’t likely that we will actually be awarded the grant. I just hate the idea of letting a few problems block enormous possibilities.
As I consider the reading and your comments, I see this same resistance to students that are problematic within the school. Many times student problems, such as behavior issues, cause us to overlook their potential and possibilities. That doesn’t mean allowing or ignoring the issues but simply seeing where we and the students are and as the reading mentions, what other possibilities are here with us.
The Way Things Are
I recently illustrated in a blog response to one of my classmates, how I feel that our organization gave up on moving our technology-in-the-classroom initiatives forward. Because it was so difficult to train our faculty on using a new and complex LMS environment, the solution for the organization was to just drop the project all together. A minor version of another LMS was then introduced to the faculty and it is neither fully functional, nor very useful for interactive assignments or student participation.
My own school taking this route was extremely disappointing for me. When I think of how many times I have been tempted to just maintain the status quo and stop fighting the uphill battle – it is disheartening to know that on such a large scale, this path was actually taken. Is it any wonder that the faculty are so resistant to any further technology innovations? The precedence has been set: simply resist and eventually the administration will give up and leave you alone.
As Ben Zander points out in The Art of Possibility, it is difficult to remain optimistic and positive in our competitive cultures when so much attention is given to our mistakes and everyone stands ready to criticize. Where are the cheerleaders to root us on when we succeed and boost us up when we are challenged? The naysayers’ club has way more members.
I have used the phrase “give ground to the negative and it will grow” for many years. It is an internal mantra I use on myself when I feel like everything is going poorly and my accomplishments are in short supply. It reminds me that I am in charge of my own thinking and my own results; that if I want to succeed, I simply need to state that I am succeeding – no matter how unusual it seems at the moment. I equate this to Ben Zander’s statement: “How fascinating!”
Giving Way to Passion
I recently embraced Zander’s concept of letting go and releasing the barriers of control I have placed on myself. While I consider myself a fairly good teacher, I have noticed over the years that I am not necessarily a warm, human type of teacher. Not the counseling or mothering type – I have always considered myself the drill sergeant type in the classroom. Everything organized, ordered and under control - much to the unhappiness of my students sometimes.
I have been making an effort lately to break down my controls without sacrificing classroom management. I have come to believe that I can become more human and less of an automaton in the classroom without sacrificing the integrity, dignity or learning experience within the classroom setting. I want my students to feel my passion for our field of expertise by lessening the bonds of the personal controls on my emotions. I think this will truly separate the wheat from the chaff and allow my students to ensure that they are moving into the right profession and that they truly understand the sacrifices of the field.
Pay-It-Forward
During this festive time of year, when we are overly busy and bustling about to attend to family holiday activities, we sometimes forget to pause and think about those less fortunate. I recently saw an encounter that brought tears to my eyes and made me think exactly about the pay-it-forward truth in life.
As I was leaving a local store and sitting at the traffic light to turn, I noticed the passenger in the car in front leaning out the window and appeared to be talking to “someone”. As I looked to the grass at the side of the road, I saw a middle-aged woman suddenly rise up out of the grass from where she was laying. She was thin, worn and unsteady on her feet. My immediate thought was - homeless. She wavered around on her feet, talking to the passengers in the car in front. She gesticulated a bit wildly and I thought she might be under the influence of drugs or alcohol. As I watched the scene unfold, I checked to make certain my doors were locked.
As the light changed, the car in front of me moved forward as the occupants continued talking to the homeless woman and then suddenly, the car veered to the right and up onto the grass. I moved up to the light and waited again for it to change. As I sat at the light, I now had a perfect view of the occupants of the car and the homeless woman. The driver, a woman, exited the car and seemed quite calm and intent. She continued calling and speaking with the homeless woman as she opened the back door of her car and began rummaging around. By this time, the homeless woman had rounded the car and was standing next to the driver. The driver touched the homeless woman gently on the arm from time to time as she spoke and touched her shoulder when she pointed beyond us to a point up the road. I understood that she was trying to convince the woman to go to a shelter that was just a mile up the road from us. The homeless woman shook her head ardently many times and I got the sense that she was afraid. It was cold outside. I couldn’t understand why she resisted.
The driver reached into her back seat and emerged with a bag in hand and I watched her fill it with food goods and give it to the homeless woman. They continued talking as she reached into the car again and came out with a large, down-filled coat and handed it to the homeless woman. From my spot behind the homeless woman, I watched her shoulders sag and her head drop forward. The driver began hugging her and I knew the misfortunate woman was crying. It was a tender and expressive moment. My eyes welled up with tears and I wished I could be as generous and spontaneous as the driver of that car.
The light changed and I drove off, but I knew I had witnessed a true miracle of Christmas and the generosity and goodness of the human heart. I sent a grateful prayer to the driver of that car and wished her God-speed. I was thankful that I had the good fortune to witness that human transaction.
I made a new plan in that moment by the road – to search out opportunities to pay-it-forward and give to those less fortunate in myself. And...I crave that human interaction. Not just a few dollars in the Salvation Army red pot, but the kind of close, enduring human kindness that the driver of that car demonstrated to all of us that night. Life is hard...and then, we live it. The universe of possibility is not done with us yet.
My comments:
Ginger,
I truly understand your frustration. Last week we did a last minute scramble to complete required documentation that could potentially provide laptops for nearly every student in our school district. Many complained about taking surveys and made comments along the lines of “if they get them, they’ll just tear them up.” Even our technology support staff resisted the idea anticipating the long-term cost and commitment to such a large initiative. Despite the negativity, we were able to complete and submitted the documentation. The grant will be highly competitive and it isn’t likely that we will actually be awarded the grant. I just hate the idea of letting a few problems block enormous possibilities.
As I consider the reading and your comments, I see this same resistance to students that are problematic within the school. Many times student problems, such as behavior issues, cause us to overlook their potential and possibilities. That doesn’t mean allowing or ignoring the issues but simply seeing where we and the students are and as the reading mentions, what other possibilities are here with us.
Wk3 Blog 2: Comments 1
Original student post: Kevin McAllorum
Thoughts on the readings this week. In chapter 7, the idea of resistance was prominent. I like the analogy of mistakes are like ice. The more was resist ice we slip, so the more we resist change we fail.
In chapter 8, we find ourself giving in to our passions. This is something I do enjoy. I have a little more freedom in my life as a telecommuter and can go beyond the grind and the restrictions that I was given at the office. It encourages my passion on a day to day basis and I can find different ways to accomplish things that others that are nose to the grind and burnt out have found.
In chapter nine, we have to have that spark of life. We have to learn to find something that will allow us to grow and learn and take that to the next level.
This week’s reading really encourages learning from mistakes, giving in to the passions and finding that life spark that keeps us going.
My comments:
We just had a nice snowfall in our area, so the comments about resisting the ice are very relevant to me today. I know my drive to work is going to take longer and there is chance that my vehicle may slide and at times the tires may spin. The key is to anticipate, be prepared, and not slam on the brakes at the first sign of trouble. In the classroom, we know that mistakes are going to happen and there will be times when for nothing goes as planned. When that occurs, it’s better to reflect on the conditions, focus on the goals, and enjoy the ride.
Thoughts on the readings this week. In chapter 7, the idea of resistance was prominent. I like the analogy of mistakes are like ice. The more was resist ice we slip, so the more we resist change we fail.
In chapter 8, we find ourself giving in to our passions. This is something I do enjoy. I have a little more freedom in my life as a telecommuter and can go beyond the grind and the restrictions that I was given at the office. It encourages my passion on a day to day basis and I can find different ways to accomplish things that others that are nose to the grind and burnt out have found.
In chapter nine, we have to have that spark of life. We have to learn to find something that will allow us to grow and learn and take that to the next level.
This week’s reading really encourages learning from mistakes, giving in to the passions and finding that life spark that keeps us going.
My comments:
We just had a nice snowfall in our area, so the comments about resisting the ice are very relevant to me today. I know my drive to work is going to take longer and there is chance that my vehicle may slide and at times the tires may spin. The key is to anticipate, be prepared, and not slam on the brakes at the first sign of trouble. In the classroom, we know that mistakes are going to happen and there will be times when for nothing goes as planned. When that occurs, it’s better to reflect on the conditions, focus on the goals, and enjoy the ride.
Wk3 Reading: Blog 1 - Art of Possibility Ch 7-9
Crossing bridges
Chapter 7. The Way Things Are: Sometimes settling for the way things are is a lowering of expectations, sometimes it’s finding a starting point so that one can make things better. Where are you in this continuum?
Response:
For me, each day is a new starting point. In life and in the classroom, I take a look at where I am presently; compare that with where I was yesterday, and where I want to be tomorrow. Then I zoom out and apply that same perspective on a large continuum of 1 year, 5 years, 10 years, and farther out. In each instance, I think about the time, knowledge, and other resources that I presently have and what I my need on the journey to tomorrow.
Chapter 8. Giving Way to Passion: Control says that the only way to avoid disappointment and frustration is to not care at all. No hits, no runs, but most importantly, no errors. What are you doing in your daily life that expresses your passion or the things you are passionate about?
Response:
As I consider my passions, I find myself to be very simplistic. My desires revolve around my family and the students in my classroom. In both situations, I want to provide a caring, memorable, and safe environment, create connections, provide positive and purposeful guidance, and lead both toward a fulfilling life.
Chapter 9. Lighting a Spark. It’s not about us. It’s about them. What are you doing to pay-forward from your universe of possibility?
In my classroom, lighting the spark is all about creating tangible connections. These connections form bridges between myself, my students, the curriculum I teach, and the potential successes within each student. Each lesson I teach in the classroom is flexible and considerate of the talents and needs of my students. I encourage them to offer alternative ways to achieve our goals. One of my favorite expressions to hear is "what if." This phrase tells me students are considering other possibilities.
Sunday, December 5, 2010
Wk2 Blog 4: Free Choice
Digital ghost towns
As I was searching for podcasts this week, I kept running into blogs and podcasts that haven’t received updates in quite a while and in some cases nearly a decade. So I was wondering, what can be done with all those digital ghost towns and the dead-end dried up data buried there. What kinds of digital detour signs exist to guide information seekers away from all the abandoned bulletin boards, blogs, wikis, podcasts, social pages, and all the haunted shadow links that lead us there in the first place? Granted some off the information may be a bit timeless and relevant, like a good song perhaps but most contain information that has been superseded many times over.
For a potential solution, consider a graveyard and the tombstone. What if our digital data contained a date of birth and expiration? While searching, I noticed a few results that included a last post date but the majority of didn’t include this helpful information. I think it would be a very simple process to include these dates or other types of metadata into the process of creating and organizing content on the Internet. Then when the information is set to expire, the content creator could choose to extend the data life or categorize and archive the information. In each case, search and connected links could be updated to reflect the changes.
Wk2 Blog 3: Comments 2
Original student post: Jessica Kolibas
Wk 2 - The Art of Possibility Chapters 4-6 Reflection
Chapter 4: Contribution has no other side. I love this statement. There is no opportunity cost to contribution. There is no "what did you achieve" or "what did you fail at" when it comes to contributing something. I tend to wander this world wondering if I have done enough and if I were somewhere else would I be doing more, accomplishing more, and fulfilling more of my life? Being consumed by the What Ifs of life is not fun. I'm my own worst critic and always attempt to see the glass as half full, but more often I'll see if half empty. Eternal pessimist, woe is me participant? Not exactly. I just think I'm just too harsh on myself and the world around me. I foresee the negative so when the opposite happens, I'm pleasantly surprised by it. I've been working on changing this outlook. I related very much to the author when he suggested he was always looking for the next best thing, something better, something more. Throughout the "turbulent 20s" I have asked myself those questions thousands of times. Perhaps if I stopped looking for the better, the something more, I could focus on the now and present and learn to be happy with the circumstances that I have now, which, according to many people I talk to are actually very positive.
This game of contribution the author talks about is refreshing. I like when he stated, "there was no better orchestra than the one I was conducting, no better person to be with than the one I was with..." I have wanted to say and mean those words for a long time.
What will I contribute today? I'd like to say that I'm going to contribute a positive attitude to my friends and family and work towards fixing a situation that has gone bad in a long-term relationship. I'd like to make that person smile and realize he is something special and meaningful. Hopefully, this contribution will bring him happiness.
Chapter 5: How can we make a difference in the people we influence each day? How do we listen to those who make help us make our dreams a reality?
I think people need to stop focusing on what they can get out of what they do to help people and just help people. How can I be the "silent conductor" to my students? The entire anecdote about being a conductor and not only realizing he made a mistake, but apologized for it seems very interesting to me. I never realized the dynamic of an orchestra before. The way certain conductors are is much like some teachers in my school. Certain conductors are rigid, always blaming, never taking fault while others are so lackadaisical that they constantly apologize, even if they are right in their actions. I think the way to make a difference in a person is to be fully vested in that student, not for personal gain, but for the benefit of the student.
I think the best way to listen to someone who is helping you achieve your dreams is to simply that... just listen. Do not look to what you can take from the advice right then, just listen and really understand what the person is saying because whoever it is, truly wants to see you succeed and the ultimate contribution to that person is to listen and succeed. When that happens there isn't a need for thank you’s because the person has witnessed your success. The greatest compliment is that success.
Chapter 6: Rule Number 6: Don’t take yourself so GD seriously. What are the other rules... there aren't any. I love this! I don't follow this rule AT ALL, but I love this chapter. The world would be a much happier place if everyone could follow Rule Number 6. We all need to get over ourselves. So true. This rule isn't about telling people to "chill out" and "relax" it's much more about telling people to look at what they are freaking out about and think for a second how silly and trivial it might be to the big picture.
This rule is much easier said than done. The ever present "measurement world" and "competitive world" we all live in. The "calculating self" is the survival of the fittest, flight or fight mentality that happens after the rose colored glasses of innocence come off. The calculating self is defined as the way a child is taught to think of himself/herself based on the recognition they got throughout childhood. I'm currently looking for my central self to shine through, but I do like the Best ____ Ever game. The story about June and her husband was very interesting. I thoroughly had the intention of just skimming through the story but was caught up in every word. It's nice to see people who are willing to "work" at things in relationships and not just throw the towel in a run away.
My comments: contributing my two "sense" worth
Jessica,
I think the common theme in your comments and the reading is to simply do our best, enjoy the moments, and our contributions will be meaningful. Sometimes our best is limited by outside factors but it’s all we can do with what we have at the time we’re doing it.
In my own life, a home renovation and an early childbirth, has meant temporary displacement for my small family. As I open the back passenger door of what has become my closet on wheels, I have to remind myself, if I did nothing then nothing would have changed and though its difficult our house will be safer, more comfortable, and a home again soon, so laugh and enjoy the time moments.
I think we can view the classroom from the same perspective and encourage our students in the same manner. Give them challenges that push their best efforts, allow them to grow in the process, and to take pride in the job they’ve done.
Wk 2 - The Art of Possibility Chapters 4-6 Reflection
Chapter 4: Contribution has no other side. I love this statement. There is no opportunity cost to contribution. There is no "what did you achieve" or "what did you fail at" when it comes to contributing something. I tend to wander this world wondering if I have done enough and if I were somewhere else would I be doing more, accomplishing more, and fulfilling more of my life? Being consumed by the What Ifs of life is not fun. I'm my own worst critic and always attempt to see the glass as half full, but more often I'll see if half empty. Eternal pessimist, woe is me participant? Not exactly. I just think I'm just too harsh on myself and the world around me. I foresee the negative so when the opposite happens, I'm pleasantly surprised by it. I've been working on changing this outlook. I related very much to the author when he suggested he was always looking for the next best thing, something better, something more. Throughout the "turbulent 20s" I have asked myself those questions thousands of times. Perhaps if I stopped looking for the better, the something more, I could focus on the now and present and learn to be happy with the circumstances that I have now, which, according to many people I talk to are actually very positive.
This game of contribution the author talks about is refreshing. I like when he stated, "there was no better orchestra than the one I was conducting, no better person to be with than the one I was with..." I have wanted to say and mean those words for a long time.
What will I contribute today? I'd like to say that I'm going to contribute a positive attitude to my friends and family and work towards fixing a situation that has gone bad in a long-term relationship. I'd like to make that person smile and realize he is something special and meaningful. Hopefully, this contribution will bring him happiness.
Chapter 5: How can we make a difference in the people we influence each day? How do we listen to those who make help us make our dreams a reality?
I think people need to stop focusing on what they can get out of what they do to help people and just help people. How can I be the "silent conductor" to my students? The entire anecdote about being a conductor and not only realizing he made a mistake, but apologized for it seems very interesting to me. I never realized the dynamic of an orchestra before. The way certain conductors are is much like some teachers in my school. Certain conductors are rigid, always blaming, never taking fault while others are so lackadaisical that they constantly apologize, even if they are right in their actions. I think the way to make a difference in a person is to be fully vested in that student, not for personal gain, but for the benefit of the student.
I think the best way to listen to someone who is helping you achieve your dreams is to simply that... just listen. Do not look to what you can take from the advice right then, just listen and really understand what the person is saying because whoever it is, truly wants to see you succeed and the ultimate contribution to that person is to listen and succeed. When that happens there isn't a need for thank you’s because the person has witnessed your success. The greatest compliment is that success.
Chapter 6: Rule Number 6: Don’t take yourself so GD seriously. What are the other rules... there aren't any. I love this! I don't follow this rule AT ALL, but I love this chapter. The world would be a much happier place if everyone could follow Rule Number 6. We all need to get over ourselves. So true. This rule isn't about telling people to "chill out" and "relax" it's much more about telling people to look at what they are freaking out about and think for a second how silly and trivial it might be to the big picture.
This rule is much easier said than done. The ever present "measurement world" and "competitive world" we all live in. The "calculating self" is the survival of the fittest, flight or fight mentality that happens after the rose colored glasses of innocence come off. The calculating self is defined as the way a child is taught to think of himself/herself based on the recognition they got throughout childhood. I'm currently looking for my central self to shine through, but I do like the Best ____ Ever game. The story about June and her husband was very interesting. I thoroughly had the intention of just skimming through the story but was caught up in every word. It's nice to see people who are willing to "work" at things in relationships and not just throw the towel in a run away.
My comments: contributing my two "sense" worth
Jessica,
I think the common theme in your comments and the reading is to simply do our best, enjoy the moments, and our contributions will be meaningful. Sometimes our best is limited by outside factors but it’s all we can do with what we have at the time we’re doing it.
In my own life, a home renovation and an early childbirth, has meant temporary displacement for my small family. As I open the back passenger door of what has become my closet on wheels, I have to remind myself, if I did nothing then nothing would have changed and though its difficult our house will be safer, more comfortable, and a home again soon, so laugh and enjoy the time moments.
I think we can view the classroom from the same perspective and encourage our students in the same manner. Give them challenges that push their best efforts, allow them to grow in the process, and to take pride in the job they’ve done.
Wk2 Blog 2: Comments 1
Original student post: Cherie Park
Wk 2-Reading CH. 4-6
As with a musical conductor, teachers are not all knowing and never wrong. Teachers also need to be able to admit mistakes to their students. This makes them appear more human if you will. Also students feel more comfortable and willing to learn when they have a teacher who guides not leads. Students should be given the lead in the classroom to make them feel a part of the class. Peers sometimes learn better from each other and by working as a group rather than the teacher doing nothing but lecture. When you let yourself be questioned, you yourself learn how to improve. So let loose once in awhile and turn the baton over to your students. You never know what you might learn yourself.
My Comments:
Keyboard failure – press any key to continue. (Microsoft error message.)
Great point Cherie! My AR project involves classroom technology integration. While working with students and teachers, I noticed that the teachers that weren’t afraid of making mistakes or asking students for assistance actually used the technology more often and improved their competency much quicker than the other group. Along with being helpful to teachers, students were more relaxed and more willing to participate.
Wk 2-Reading CH. 4-6
As with a musical conductor, teachers are not all knowing and never wrong. Teachers also need to be able to admit mistakes to their students. This makes them appear more human if you will. Also students feel more comfortable and willing to learn when they have a teacher who guides not leads. Students should be given the lead in the classroom to make them feel a part of the class. Peers sometimes learn better from each other and by working as a group rather than the teacher doing nothing but lecture. When you let yourself be questioned, you yourself learn how to improve. So let loose once in awhile and turn the baton over to your students. You never know what you might learn yourself.
My Comments:
Keyboard failure – press any key to continue. (Microsoft error message.)
Great point Cherie! My AR project involves classroom technology integration. While working with students and teachers, I noticed that the teachers that weren’t afraid of making mistakes or asking students for assistance actually used the technology more often and improved their competency much quicker than the other group. Along with being helpful to teachers, students were more relaxed and more willing to participate.
Saturday, December 4, 2010
Wk2 Reading: Blog 1 - Art of Possibility Ch 4-6
Changing channels
Especially this time year as the holiday movies old and new fill TV schedule, I watch and wonder about what became of their cast members and not necessarily the leading roles. The small children broadcasted in black and white, are they grand or great grandparents now. How did they spend the days of their lives and what did they accomplish? For some their success continued in films, for others maybe a quiet family life was their personal mark for success. Considering my students, I think the educational system is sometimes lacking in terms of how success and contributions are measured.
Borrowing themes from this weeks reading, the public education chair as well as many communities as a whole, place more value on some achievements while overlook the talents and efforts of others. I think standardize test are fine but may schools systems divvy financial and other key resources solely on whether a curriculum area is subject to state testing. Likewise, I’ve seen celebrations and awards for sports related accomplishment while artistic, musical, or other less mainstream achievements receive little to no recognition. Greatness comes in many forms and so does the ability to reach it.
With that in mind, I’m not advocating the abolishment of standardized tests or competitive sports, but simply suggesting taking them less seriously. Give other forms of learning and expression a chance to develop and succeed. Provide opportunities for students and educational professionals to contribute and fulfill their learning and teaching potentials.
Monday, November 29, 2010
Wk1 Blog 4: Free Choice
LOL in class
Along with key points, I really appreciated the humor I found in the Bejamin Zader video. His presentation was masterfully done and I quickly recalled a recent two-day regional teachers conference. On the first day the first speaker was very direct and matter of fact during the presentation, after about 15 minutes a wave of restlessness and distraction filled the auditorium. Later in the day, I talked with a few of the other teachers and very few could recall the theme or key points of the presentation. The second day another speaker took the stage and engaged the audience through humorous stories. The time went quickly and at the end the crowd responded with loud applause and a feeling of excitement. Talking the second day with nearly the same group of teachers, I found that most were able to recall the key points and were still laughing at the stories and gestures. Humor in the classroom is an effective tool. It increases attention and retention, creates positive emotions, is effective when teaching difficult subject matter, and contributes to a healthy learning environment (Skinner & Fowler, 2010). In my own experience, laughing with my students creates a connection that I can build on to present more difficult news or material. Not to mention, reducing the pressure by simply laughing at my own mistakes.
Reference
Skinner, M., & Fowler, R. (2010). All joking aside: Five reasons to use humor in the classroom. Education Digest, 76(2), 19-21.
Wk1 Blog 3: Comments 2
Original student post: Michelle Plank
Week 1 reading
After finishing my AR project, I found myself doubting what I had done. My project was different from everyone else in the class because I was not in the classroom or working. Was it good enough? Did I get enough data? After receiving my literature review feedback in month 9, I thought my fate was sealed. They would not accept my project and I would not graduate. I realized that I had given myself an F all on my own.
When I took a moment to analyze the project, I realized how much I had gained from it along with a couple of the other participants and I gave myself an A. I felt a sense of pride and relief and with that came the drive to succeed. I took the suggestions for my literature review and began to make the necessary changes and it was approved in month 10. I could see the feedback for what it was, helpful tips to improve my paper. And they were right, it needed improvement. I began thinking of different ways to improve my project and how I could reach more people. I was able to think more clearly knowing my project was an A.
Giving an A to others or those we teach is important. But, in my opinion it is more important to give it to yourself. Then, you will be more open and willing to give it to others.
My Comments: From here to there
Michelle,
Whenever I’m traveling to some place new, whether it’s a store or a vacation spot, I find that the most stressing part is getting there. Like you mentioned with your AR project, printing and planning a road map is essential and a necessary guide but the actual road traveled isn’t the same as the blue and black lines on the paper. Sometimes even when I’m watching the mile markers, the exit I need seems to just appear out nowhere and I stress trying to change lanes before I’ve missed the exit, sort of the way you described giving yourself an F. The funny thing is that while my wife and I are stressing, my little boy is behind us in the car seat either sleeping or just gazing at all the sites as they pass and new ones emerge. Giving ourselves an A, begins by looking at the world around us and though we use the guidance given, we have to see the world outside our windows and the road we’re on more than the printed page.
Week 1 reading
After finishing my AR project, I found myself doubting what I had done. My project was different from everyone else in the class because I was not in the classroom or working. Was it good enough? Did I get enough data? After receiving my literature review feedback in month 9, I thought my fate was sealed. They would not accept my project and I would not graduate. I realized that I had given myself an F all on my own.
When I took a moment to analyze the project, I realized how much I had gained from it along with a couple of the other participants and I gave myself an A. I felt a sense of pride and relief and with that came the drive to succeed. I took the suggestions for my literature review and began to make the necessary changes and it was approved in month 10. I could see the feedback for what it was, helpful tips to improve my paper. And they were right, it needed improvement. I began thinking of different ways to improve my project and how I could reach more people. I was able to think more clearly knowing my project was an A.
Giving an A to others or those we teach is important. But, in my opinion it is more important to give it to yourself. Then, you will be more open and willing to give it to others.
My Comments: From here to there
Michelle,
Whenever I’m traveling to some place new, whether it’s a store or a vacation spot, I find that the most stressing part is getting there. Like you mentioned with your AR project, printing and planning a road map is essential and a necessary guide but the actual road traveled isn’t the same as the blue and black lines on the paper. Sometimes even when I’m watching the mile markers, the exit I need seems to just appear out nowhere and I stress trying to change lanes before I’ve missed the exit, sort of the way you described giving yourself an F. The funny thing is that while my wife and I are stressing, my little boy is behind us in the car seat either sleeping or just gazing at all the sites as they pass and new ones emerge. Giving ourselves an A, begins by looking at the world around us and though we use the guidance given, we have to see the world outside our windows and the road we’re on more than the printed page.
Wk1 Blog 2: Comments 1
Original student post: Mollie Sterling
Week 1 Post 4: The Art of Possibility Chapters 1-3
Chapter 1: It’s All Invented
Let me kick off this post by saying I’m so excited this book is our required reading for this month. I love books that challenge me to change my thoughts and actions. I know that Prof. Bustillo’s asked us to blog about our personal interaction with the reading (which I’m going to do) but I’d also like to use my blog as a place where I can keep a running outline of my notes and the passages that sparked my interest, so from time to time you might see me included references or recaps from the text.
In Chapter 1, the idea of getting over pre-conceived notions is the main theme. This is serendipitous to my professional life right now. I work in sales, and just came back from an annual sales meeting where the idea of “selling to the opportunity” was the main theme. This fits exactly with the practice outlined in Chapter 1. As a salesperson, it is very easy to get in a rut and be in a place where you know your customer and accounts so well that you go in assuming you’ll “only sell 100 units.” Because of that assumption, you don’t take the extra time to ask a few more questions, or put together a proposal for 500 units. You might make your quota of selling 100 units, but you miss the larger opportunity.
Chapter 1 Practice
Ask yourself:
What assumption am I making,
Than I’m not aware I’m making,
That gives me what I see?
After you have that answer, go on to this one:
What might I now invent,
That I haven’t yet invented,
That would give me other choices?
Chapter 2: Stepping Into a Universe of Possibility
This chapter looks at the idea that we all walk around with the assumption that life is about staying alive and surviving. I know that I personally fall prey to this way of thinking ALL THE TIME. Like so many others, I’m a busy, working mom. I’m a slave to my to-do list. I’m always on the defensive. I love this quote from the book and hope to retrain myself, at least to some degree, to think about setting the context for my life rather than measuring how many more boxes I need to check of my daily tasks!
“In the measurement world, you set a goal and stive for it. In the universe of possibility, you set the context and let life unfold.”
Chapter 2 Practice
Ask yourself:
How are my thoughts and actions, in this moment, reflections of the measurement world?
Chapter 3: Giving an A: Giving Yourself an A
I completely agree with the idea that the grades given in school are constructed simply to help society compare one student to another and tell us almost nothing about a student’s mastery or potential. I come from a musical background myself (went to college on a wind instrumentalist scholarship) so I really related to the anecdotal info Ben put forward in this chapter.
Mollie,
“Getting into a rut” is common among educators as well. Instead of sales quotas, the public education system is driven by standardized tests and annual yearly progress reports. Along side these confinements, I see teachers using the same lesson plans and resources over and over again. Which may explain to some extent why I’m seeing an resurgence of 80’s fashions in the student population.
Just as you described in missing potentially larger sales opportunities, I think the same is true in education. By funneling the lion’s share of resources and energy to standardized testing, we are missing possibilities. When discussing “giving the A” the author mentioned that standards help define a required range of knowledge for the sake of competency. This should not be the end all goal. I share your opinion that if we limit our possibilities, we limit the larger potential. If that is all that occurs, how then can new discoveries be made?
Week 1 Post 4: The Art of Possibility Chapters 1-3
Chapter 1: It’s All Invented
Let me kick off this post by saying I’m so excited this book is our required reading for this month. I love books that challenge me to change my thoughts and actions. I know that Prof. Bustillo’s asked us to blog about our personal interaction with the reading (which I’m going to do) but I’d also like to use my blog as a place where I can keep a running outline of my notes and the passages that sparked my interest, so from time to time you might see me included references or recaps from the text.
In Chapter 1, the idea of getting over pre-conceived notions is the main theme. This is serendipitous to my professional life right now. I work in sales, and just came back from an annual sales meeting where the idea of “selling to the opportunity” was the main theme. This fits exactly with the practice outlined in Chapter 1. As a salesperson, it is very easy to get in a rut and be in a place where you know your customer and accounts so well that you go in assuming you’ll “only sell 100 units.” Because of that assumption, you don’t take the extra time to ask a few more questions, or put together a proposal for 500 units. You might make your quota of selling 100 units, but you miss the larger opportunity.
Chapter 1 Practice
Ask yourself:
What assumption am I making,
Than I’m not aware I’m making,
That gives me what I see?
After you have that answer, go on to this one:
What might I now invent,
That I haven’t yet invented,
That would give me other choices?
Chapter 2: Stepping Into a Universe of Possibility
This chapter looks at the idea that we all walk around with the assumption that life is about staying alive and surviving. I know that I personally fall prey to this way of thinking ALL THE TIME. Like so many others, I’m a busy, working mom. I’m a slave to my to-do list. I’m always on the defensive. I love this quote from the book and hope to retrain myself, at least to some degree, to think about setting the context for my life rather than measuring how many more boxes I need to check of my daily tasks!
“In the measurement world, you set a goal and stive for it. In the universe of possibility, you set the context and let life unfold.”
Chapter 2 Practice
Ask yourself:
How are my thoughts and actions, in this moment, reflections of the measurement world?
Chapter 3: Giving an A: Giving Yourself an A
I completely agree with the idea that the grades given in school are constructed simply to help society compare one student to another and tell us almost nothing about a student’s mastery or potential. I come from a musical background myself (went to college on a wind instrumentalist scholarship) so I really related to the anecdotal info Ben put forward in this chapter.
Mollie,
“Getting into a rut” is common among educators as well. Instead of sales quotas, the public education system is driven by standardized tests and annual yearly progress reports. Along side these confinements, I see teachers using the same lesson plans and resources over and over again. Which may explain to some extent why I’m seeing an resurgence of 80’s fashions in the student population.
Just as you described in missing potentially larger sales opportunities, I think the same is true in education. By funneling the lion’s share of resources and energy to standardized testing, we are missing possibilities. When discussing “giving the A” the author mentioned that standards help define a required range of knowledge for the sake of competency. This should not be the end all goal. I share your opinion that if we limit our possibilities, we limit the larger potential. If that is all that occurs, how then can new discoveries be made?
Saturday, November 27, 2010
Wk1 Reading: Blog 1 - Art of Possibility Ch 1-3
Slam dunk
In my computer classroom, I have my new computers, which are in the middle of their fifth school year. There are my new old computers, which were donated after a local business upgraded their office. Then I have the old computers, which replaced a portion of the original old old computers. Each day, I juggle my students around trying to give them each time on the newest computers in hopes that simple media projects can be completed without crashing or loss of work. For my classroom, this is what the text might call our familiar “world of measurement.”
Within this perception, it’s easy to focus on just surviving, getting through the steps, giving a grade, and moving on the next assignment. The amazing thing is that despite the limitations and complications, my students often surprise me with their ingenuity and creativity. In a recent video project, a student showed me a clip of his slam-dunk. After we watched it a few times and discussed the different camera angles, he told me, “I always wanted to dunk” and his expression showed that through the video he had accomplished that task. His accomplishment was outside his 5’5” measurement because he was able to change the situation and let his dream unfold. As other students came up to see his work, his satisfaction and their support greatly overshadowed the A I placed in the gradebook.
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