Our Passion is Making People Feel Special
Cultural Beliefs:
Feedback's Priceless
I see more through your feedback
Own It
I own, drive, and achieve desired results
Win Together
I work across boundaries to achieve results
Trust Matters
I act in a manner that cultivates trust in others
Thinking Forward
I think and act in a manner that achieves balanced results.
If a restaurant like Chili's can be this focused on vision and culture, then education should be able to a thousand times over as education is infinitely more important than food. Do we? What would it look like?
Perhaps something like this.
Our Passion is Helping Students Achieve
Cultural Beliefs:
Feedback's Priceless
I can help you succeed when I know what you desire to succeed at and where you are having trouble getting there.
Own It
I am responsible for knowing my students' needs and desires so that I can help them reach their desired results.
Win Together
I work across generational, cultural, gender, and technological boundaries to help my students achieve results.
Trust Matters
I teach, mentor, and lead in a manner that cultivates trust in my students.
Thinking Forward
I prepare and plan in a manner that prepares for successful data driven student results.
Tuesday, March 1, 2011
Monday, February 21, 2011
Legislators and Teachers, Focus on the Student Learning Trampoline of Healthy Learning Lifestyle!
Today I am inspired by the political actions happening in states around the U.S. as it relates to state budgets and teachers unions. They are embattled, but they don't realize they actually agree. The problem is, the root of their energy is misplaced due to misdiagnosing the cause of inadequate growth within student achievement.
The states are seeing that they are spending tons of money, money they don't have, so they must cut budgets. They think they are spending money improperly because they feel that bad teachers can't be fired and the unions have negotiated attrociously high retirement funds, benefits packages, and salaries.
The teachers are defensive as they feel like they are working very hard, and despite lack of results by some students, they deserve to be paid for their hard work. I heard once that teaching is the lowest paying career that requires a college education. Doesn't suprise me if it is true.
Are there bad teachers? Yes, but not a high percentage of teachers are bad. Can teachers be highly educated, highly trained, qualify as "highly qualified" by NCLB and yet have students that don't perform? Yes. Then why is that?
Is a doctors job to heal people or is it to diagnose them and help them live healthier lifestyles? Perhaps both. But we don't hold doctors accountable for people being overweight, getting cancer, or getting sexually transmitted diseases. We do, however, expect the doctor to use their best professional judgment to run multitudes of assessments to diagnose what is wrong then make recommendations for how to improve the patients health. But the patient must want to change their lifestyle. If a patient continues unhealthy behavior, that is their choice and their health will suffer accordingly.
Teachers are the same as doctors. We are not responsible for bad learning habits and bad learning lifestyles. We are, however, responsible for using our best professional judgment to run multitudes of assessments to diagnose areas where students need help with thinking skills, knowledge, and social behavior, then make recommendations for how to improve their mental and social health as related to these areas. But, the student must want to change their learning lifestyle. If a student continues unhealthy learning behavior, that is their choice and their learning health with suffer accordingly.
So, the question becomes, where does student learning lifestyle motivations come from? Is it from parents? Is it completely intrinsic? Is it feeling connected at school? Perhaps all of these.
So, legislators, you are focussed on the effect, time to start focussing on the cause. So teachers, you are focussed on the effect (the results), time to start focussing on the cause. How do we help families motivate their children toward education? How to we help students change their learning lifestyle intrinsically? How do we help students become connected at school?
Wheatley refers to fields, such as gravitation or electromagnetics, to help us understand fields. She has the right idea. If the student learning lifestyle is a person sitting in the middle of a large trampoline, then the fields that affect the student are any influences that are also on the trampoline, pulling that student off the center. If an influence is heavier or closer, it will pull the student off center. But the heavier the student learning lifestyle is, the harder it is for the student to be pulled off center.
Then, the trick becomes, how do we minimize influences that pull the student off center while at the same time increasing the students learning lifestyle? With this metaphor, the student become heavier, harder to move, more stable, through parents nurishing the child with intellectual vitamins, through teachers diagnosing unhealthy learning lifestyles, helping the students become intellectually healthier and thereby stronger, and by teaching students how they can be intellectually healthy if they choose a balanced healthy intellectual diet.
Rather than federal tax deductions and rather than a federal child tax credit (adding to approximately $2500 to $4000 per child), give families coupons they can spend on their child's education based on socioeconomic status, and standardized test results and improvement, weighted toward the low socioeconomic and toward steps of improvement. Included with the low socioeconomic, provide coupons that will be able to be used to increase parent's health and knowledge how they can improve their child's intellectual health.
Decrease state budgets on education? Yes, because it is federally supplemented with the federal tax money.
Increase federal spending? No, because the money is already being given to families with no strings attached to whether the parents are actually spending that money on their children's well being.
Help close the achievement gap? Yes, as it helps bring up the low end while not robbing from the top. It helps every family achieve the American dream.
Motivate students? With families being educated on how to help their child, with families being educated on how to help students feel connected to school, with students seeing real results for the hard work they put in, yes, student motivation will increase substantially.
The field of learning is the trampoline. The student is at the center. Decrease the size and proximity of pulling forces while increasing the size, health, and stability of the student in the center. When a students becomes so big, so healthy, so stable, others that come near that student will be pulled toward her/his success.
Sunday, February 20, 2011
Students Assessment Based Tax Brackets
In light of all the news lately about federal budgets, state budgets, unions, etc... the two sides are actually fighting over the same thing but don't realize it. The budget leaders see that it costs way too much to educated children today. It is too much of a chunk of the state budget. When standardized test scores are low, these are the people that say fire the bad teachers and make it easier to do so.
On the other side, are teachers who are highly educated, highly trained, and qualify according to the NCLB act (or now knows as the Reauthorization of the Elementary and Secondary Education Act) as "highly qualified" as they are trained professionals and experts at teaching methods, classroom management, individualized instruction, an project based learning to name a few. These teachers are also frustrated at the low test scores because no matter how good of a teacher they are, no matter how much time they put in for free over and above their paid salary hours, no matter how much continuin education they have, some students still don't perform well on standardized test, still don't pass classes, still don't do homework or study for tests, still don't listen in class, still don't participate in projects, and still don't adhere to classroom management policies and structures put in place.
Don't you see it? Education is too much of the state budgets because it costs too much on average per child. It costs too much per child because of all the extra interventions and supports that are necessary, not because most students actually need those (as do students with disabilities), but because most of the students that struggle and fail do so by choice.
Any child without a learning, mental, or physical disability can choose to learn. Every child CAN learn, but only if they want to. The question becomes, how do we make them want to learn? Spend more money? Hire more teachers? Require even more professional training for teachers?
You see, the legislators and teachers actually agree. The teachers agree that they are trying their damnedest, yet some students still struggle. They shouldn't be fired for that. They are not bad teachers. The legislators agree that spending must come under control.
So, I have the solution! Rather than point the finger at the teachers, rather than pour more money at a system that isn't working, look at the families.
Research shows that one of the most influential factors in student achievement is families. Who is responsible? The families. Who should be rewarded when students do well? The families. So, I recommend a change in the tax system. No more giving a straight tax credit for having children. No more throwing money at the problem in more and more interventions in schools.
Instead, give tax credit based on standardized achievement. But wait, this will give more money to the rich and less to the poor because wealthy kids on average do much better than low socio-economic students. So make tax brackets where incentives for lower brackets are higher percentages of tax credit and factor into the formula improvement. Weigh improving from a 2 (lowest) to a 3 higher than from a 4 to a 5. This will financially encourage parents to get on top of their kids. And for kids in those lower socio-economic brackets, and for kids who score 1 or a 2 (which are below proficient scores), require supplemental programs that will help them increase their scores.
See, it's still schools teaching kids. It's still teachers getting jobs. It's still interventions put in place. But with a twist. A financial incentive that makes parents want to be involved, because it rewards them for making sure their child is attending, is doing the work, is paying attention, is on time, is motivated. The parent is making sure the child is motivated! For parents of students who choose to not work, to not listen in class, to not want to learn, pay for their "personal day off work" so that they can attend school with their son or daughter and continue to motivate their child further.
You mean if I don't do well in school, the state will pay for my mom or dad to take the day off work and escort me to class and make sure I am attentive, on task, and motivated? I think I'll just do well instead. I don't want my parent at school.
On the other side, are teachers who are highly educated, highly trained, and qualify according to the NCLB act (or now knows as the Reauthorization of the Elementary and Secondary Education Act) as "highly qualified" as they are trained professionals and experts at teaching methods, classroom management, individualized instruction, an project based learning to name a few. These teachers are also frustrated at the low test scores because no matter how good of a teacher they are, no matter how much time they put in for free over and above their paid salary hours, no matter how much continuin education they have, some students still don't perform well on standardized test, still don't pass classes, still don't do homework or study for tests, still don't listen in class, still don't participate in projects, and still don't adhere to classroom management policies and structures put in place.
Don't you see it? Education is too much of the state budgets because it costs too much on average per child. It costs too much per child because of all the extra interventions and supports that are necessary, not because most students actually need those (as do students with disabilities), but because most of the students that struggle and fail do so by choice.
Any child without a learning, mental, or physical disability can choose to learn. Every child CAN learn, but only if they want to. The question becomes, how do we make them want to learn? Spend more money? Hire more teachers? Require even more professional training for teachers?
You see, the legislators and teachers actually agree. The teachers agree that they are trying their damnedest, yet some students still struggle. They shouldn't be fired for that. They are not bad teachers. The legislators agree that spending must come under control.
So, I have the solution! Rather than point the finger at the teachers, rather than pour more money at a system that isn't working, look at the families.
Research shows that one of the most influential factors in student achievement is families. Who is responsible? The families. Who should be rewarded when students do well? The families. So, I recommend a change in the tax system. No more giving a straight tax credit for having children. No more throwing money at the problem in more and more interventions in schools.
Instead, give tax credit based on standardized achievement. But wait, this will give more money to the rich and less to the poor because wealthy kids on average do much better than low socio-economic students. So make tax brackets where incentives for lower brackets are higher percentages of tax credit and factor into the formula improvement. Weigh improving from a 2 (lowest) to a 3 higher than from a 4 to a 5. This will financially encourage parents to get on top of their kids. And for kids in those lower socio-economic brackets, and for kids who score 1 or a 2 (which are below proficient scores), require supplemental programs that will help them increase their scores.
See, it's still schools teaching kids. It's still teachers getting jobs. It's still interventions put in place. But with a twist. A financial incentive that makes parents want to be involved, because it rewards them for making sure their child is attending, is doing the work, is paying attention, is on time, is motivated. The parent is making sure the child is motivated! For parents of students who choose to not work, to not listen in class, to not want to learn, pay for their "personal day off work" so that they can attend school with their son or daughter and continue to motivate their child further.
You mean if I don't do well in school, the state will pay for my mom or dad to take the day off work and escort me to class and make sure I am attentive, on task, and motivated? I think I'll just do well instead. I don't want my parent at school.
Tuesday, February 1, 2011
Organizational Development
Jackie and I are nearing the time when we will embark on our first Organizational Development opportunity. I am excited!
We will be visiting with a local winery in order to learn the culture, the structure, and the true essence of their business. We have done extensive research and reading about their business from an outsiders perspective, getting an understanding of what they present themselves to be. These provide great insight as to who they want us to think they are.
But who are they really? Do their employees "feel" the same essence they are trying to portray? Does the image they portray allign with the family's vision who created and still owns the vineyards? How has hiring a professional winemaker and caretaker of the vineyard affected the image, direction, and vision of their business? Do they see themselves in the same way that other local wineries see them?
I look forward to using my background in sales, marketing, human resources, and public relations as I hear the owners and employees tell their story. I look forward to using this experience in the business world to apply these methods and techniques to the business of education.
To be honest, this has sparked an interest in me of a direction I might consider going with my doctorate in Educational Leadership. Many corporations, non profits, charter schools, churches, academies, military, and other entities have education programs within their organization. I can see myself becoming an Organizational Development Consultant with a potential specialty in Educational Programs. I spoke at a conference in November, and am again speaking at a conference this March and this July. I thoroughly enjoy this aspect as well and can see myself starting my own consulting business.
In the midst of today's economic changes and in the midst of educational reform, I see a great opportunity and have a passion for Organizational Re-development, Organizational Reform, Educational Reform. This is why I am so passionate about California Partnership Academies, about alternative methods of reaching those students who are not being reached, and about STEM-equity.
But, it all starts with this casual visit to a local winery.
We will be visiting with a local winery in order to learn the culture, the structure, and the true essence of their business. We have done extensive research and reading about their business from an outsiders perspective, getting an understanding of what they present themselves to be. These provide great insight as to who they want us to think they are.
But who are they really? Do their employees "feel" the same essence they are trying to portray? Does the image they portray allign with the family's vision who created and still owns the vineyards? How has hiring a professional winemaker and caretaker of the vineyard affected the image, direction, and vision of their business? Do they see themselves in the same way that other local wineries see them?
I look forward to using my background in sales, marketing, human resources, and public relations as I hear the owners and employees tell their story. I look forward to using this experience in the business world to apply these methods and techniques to the business of education.
To be honest, this has sparked an interest in me of a direction I might consider going with my doctorate in Educational Leadership. Many corporations, non profits, charter schools, churches, academies, military, and other entities have education programs within their organization. I can see myself becoming an Organizational Development Consultant with a potential specialty in Educational Programs. I spoke at a conference in November, and am again speaking at a conference this March and this July. I thoroughly enjoy this aspect as well and can see myself starting my own consulting business.
In the midst of today's economic changes and in the midst of educational reform, I see a great opportunity and have a passion for Organizational Re-development, Organizational Reform, Educational Reform. This is why I am so passionate about California Partnership Academies, about alternative methods of reaching those students who are not being reached, and about STEM-equity.
But, it all starts with this casual visit to a local winery.
Friday, January 14, 2011
Organizational Culture
This blog update is less inspired thoughts and abstract connections, but rather more an organization of observations and experiences within my current organization. The following bullets are elements of an organization's culture. My observations and experiences are documented after each bullet.
Stated and unstated values.
Overt and implicit expectations for member behavior.
Customs and rituals.
Stories and myths about the history of the group.
Shop talk—typical language used in and about the group.
Climate—the feelings evoked by the way members interact with each other, with outsiders, and with their environment, including the physical space they occupy.
Metaphors and symbols—may be unconscious but can be found embodied in other cultural elements.
- Stated: "The Power of One: let it begin with me" vision statement. P is prepare for graduation. O is open minds and think critically, W is work to improve our school and community, E is effectively communicate, and R is respect. With the above poster posted in each classroom, we do not talk about or connect this vision within staff or department meeting. Staff meetings are focussed on pacing calendars, objectives, adherence to curriculum, increasing reading and writing literacy and mathematics, and checking for student understanding. No electronic devices allowed during class time.
- Unstated: .Athletics and electives are at least equally as important as core academics. Electronics can be used educationally by modern teachers. Teach to the CST, then have fun after the end of April. Counselors believe GPA should be higher so kids can get into college, teachers believe GPA should reflect student understanding and/or work. In the midst of economic reduction, teachers and the union want cuts to not affect teachers. Classified union (support staff) should focus more on supporting students and teachers and less on self. They exist because of the students, not vice versa.
- Overt: Gang paraphanalia "hidden" from teachers (they change it up often so we teachers can't keep up, but they know what means what). Only certain teachers enforce B's being covered (I, as a male teacher, won't tell a female student to cover her breasts). Better to be there and late than not there at all. Work together, help each other out. Teammates help teammates make grades, even if it means allowing teammate to copy. Do work to get the grade, not to necessarily learn or understand material. Take AP classes to get higher GPA but not interested in doing AP level work, then complain as an entire class so administration and parents claim course is too hard.
- Implicit: Students may not wear gang paraphanalia. Keep the B's covered (butt, belly, and boobs). Be on time. Practice homework at end of period and at home. Do your own work. English instruction only (except foreign language classes). Learn for the purpose of passing an exam. Take necessary courses for credit to graduate from high school and be on track for UC/CSU college acceptance.
Monday, November 29, 2010
Thursday, November 25, 2010
Paint away!
Thanksgiving! A day with tradition. Turkey, favorite side dishes, favorite deserts, football, cold weather, warm drink, and family.
But what do you think of when I say Thanksgiving? We all seem to have similar traditions, but not the same. It reminds me of the difference between equality and equity. Our traditions have the same value (equity) but are not necessarily the same (equality).
Today is our first blended family Thanksgiving with me and my kids and Denise and two of hers. We are thankful for what we have. We are thankful we are together as a family. We are thankful for God's provisions in our lives. But, we are also blending our traditions. We put lights up before Thanksgiving and are decorating the tree today while all together. These are Denise's traditions. We went to a u-cut tree farm, have photos of each of us cutting down the tree we picked as a family, and have the movie Elf on while decorating the tree. Those are my traditions. As we created these new blended traditions, new memories, we are forced to face the old as well. We remember previous holidays, the way we used to do things, with people we used to spend them. When digging out the ornaments, we find ones that belong to people we used to spend the holidays with. The meaning we already have coming into this year's Thanksgiving was created in the past, which brings up old memories, old laughs, old hurts. And, we are creating new memories, new laughs, and trying to prevent new hurts.
And we miss family we aren't able to be with on this Thanksgiving, and hope to see them soon. We are thankful we are together, and we are sad we are apart. Same level of feeling, but different result.
Equitable, but not equal. We all have equitable value, equitable traditions, equitable memories. But they are not equal. They are different. Blending is quite a challenge. It requires a ceremonial paintbrush to blend and paint the new vision, new memories, new traditions.
Paint away!
But what do you think of when I say Thanksgiving? We all seem to have similar traditions, but not the same. It reminds me of the difference between equality and equity. Our traditions have the same value (equity) but are not necessarily the same (equality).
Today is our first blended family Thanksgiving with me and my kids and Denise and two of hers. We are thankful for what we have. We are thankful we are together as a family. We are thankful for God's provisions in our lives. But, we are also blending our traditions. We put lights up before Thanksgiving and are decorating the tree today while all together. These are Denise's traditions. We went to a u-cut tree farm, have photos of each of us cutting down the tree we picked as a family, and have the movie Elf on while decorating the tree. Those are my traditions. As we created these new blended traditions, new memories, we are forced to face the old as well. We remember previous holidays, the way we used to do things, with people we used to spend them. When digging out the ornaments, we find ones that belong to people we used to spend the holidays with. The meaning we already have coming into this year's Thanksgiving was created in the past, which brings up old memories, old laughs, old hurts. And, we are creating new memories, new laughs, and trying to prevent new hurts.
And we miss family we aren't able to be with on this Thanksgiving, and hope to see them soon. We are thankful we are together, and we are sad we are apart. Same level of feeling, but different result.
Equitable, but not equal. We all have equitable value, equitable traditions, equitable memories. But they are not equal. They are different. Blending is quite a challenge. It requires a ceremonial paintbrush to blend and paint the new vision, new memories, new traditions.
Paint away!
Thursday, November 18, 2010
The Guy in the Glass
When you get what you want in your struggle for pelf,
And the world makes you King for a day,
Then go to the mirror and look at yourself,
And see what that guy has to say.
For it isn't your Father, or Mother, or Wife,
Who judgement upon you must pass.
The feller whose verdict counts most in your life
Is the guy staring back from the glass.
He's the feller to please, never mind all the rest,
For he's with you clear up to the end,
And you've passed your most dangerous, difficult test
If the guy in the glass is your friend.
You may be like Jack Horner and "chisel" a plum,
And think you're a wonderful guy,
But the man in the glass says you're only a bum
If you can't look him straight in the eye.
You can fool the whole world down the pathway of years,
And get pats on the back as you pass,
But your final reward will be heartaches and tears
If you've cheated the guy in the glass.
The poem above has had special meaning since college when I was given an opportunity to do some self reflection after reading this poem.
Twenty-one years later, I still look back on this poem time and time again. As I reflect on the process of growth and change as I become a member of the academy of folks that call themselves "doctors of education", I see this imagery of a mirror, of reflection, as a reminder to keep focus and priorities in line.
In the next two weeks, we have a practicum due, a final video due, and a PDD due, all in groups. Sometimes these groups work smoothly, sometimes there is conflict. Conflict that comes from a difference in direction, a difference in importance, a difference in ability, a difference in priorities, a difference in culture. In addition to this, I have final work due as well for my dissertation which I am working on solely.
So, looking in the glass mirror, I am saying to myself, Todd:
Stay focused and on track, never mind all the rest,
your family is your mission to the end,
keep priorities straight, pass that final test
then the guy in the glass is your friend
You can fool the whole world down the pathway of years,
and get pats on the back as you pass,
your family will walk with you through heartache and tears
standing beside the guy in the glass
Selfishness brings solitude, loss of vision,
integrity and honesty are my advice
selflessness blesses beyond imagination
your mission is a life of sacrifice
Thursday, November 11, 2010
Pomp and Circumstance: Wear your hood, robe, stars, stripes, badge, and medals proudly!
On this Veteran's day of 2010, I want to thank all who have served. You deserve the pomp and circumstance!
What does that mean...pomp and circumstance? According to dictionary.com it means a "splendid celebration with ceremony and fuss; also, the title of several military marches played at ceremonies, such as graduations".
We completed our last class at Dr. Deal's house on Monday for the quarter with a discussion about how we began with symbol and ended with symbol. Yet I found it ironic that after class when I introduced Denise and Breanna to Dr. Faverty and Dr. Deal, they downplayed the title of Dr., introduced themselves as Patrick and Terry, and even joked about how impressed Denise and Breanna must be to be introduced to doctors.
I am not much into titles either, but I did begin to wonder about the symbolic meaning the title has. I found it ironic that the experts on symbolism were humbly downplaying it when it came to them. Dr. Deal, Dr. Faverty, I want to encourage you to accept the pomp and circumstance. The title Dr. is a daily reminder and celebration of the hard work you have put forth and the contribution you have made to education.
Another example of when pomp and circumstance is so important to me is why I won't attend the high school graduations at Lompoc High. During this what should be wonderful celebration of the graduation of hard working high school students, not only does their behavior offend me (beach balls, throwing panties, passing around a blow up sex doll, ...) but worse than that is how the ceremony is setup.
In addition to the stage, the graduates, and the band, there is a section of school board members who have been dressed with graduation robes and master's degree hoods....hoods that they have not necessarily earned. Then, sitting next to the graduates, teachers have been asked to sit and supervise, wearing a graduation robe, but not allowed to wear their master's degree hood if they have earned one.
I find it degrading to the ceremony to put a hood, a badge, a star, a stripe, or a medal on someone's uniform who has not earned it. I find it equally degrading to ask someone to not make another of lesser rank look bad by not wearing the hood, the badge, the star, the stripe, or the medal that they have earned. When I have completed my doctorate, will they begin dressing the board members in doctoral robes to show they are of higher rank than I?
On this Veteran's day 2010 I am reminded of my appreciation for sacrifice and service. For those of you who have earned hoods, robes, stars, stripes, badges, and medals, wear them proudly. You have earned them. And when anyone asks you to wear a lesser uniform than the one you represent, and the one you have earned, stand firm!
You have earned the pomp and circumstance. Receive it. Take it in. For when you do, you remind others of what they can too accomplish, and you provide them hope. Thank you for giving me hope. Thank you!
What does that mean...pomp and circumstance? According to dictionary.com it means a "splendid celebration with ceremony and fuss; also, the title of several military marches played at ceremonies, such as graduations".
We completed our last class at Dr. Deal's house on Monday for the quarter with a discussion about how we began with symbol and ended with symbol. Yet I found it ironic that after class when I introduced Denise and Breanna to Dr. Faverty and Dr. Deal, they downplayed the title of Dr., introduced themselves as Patrick and Terry, and even joked about how impressed Denise and Breanna must be to be introduced to doctors.
I am not much into titles either, but I did begin to wonder about the symbolic meaning the title has. I found it ironic that the experts on symbolism were humbly downplaying it when it came to them. Dr. Deal, Dr. Faverty, I want to encourage you to accept the pomp and circumstance. The title Dr. is a daily reminder and celebration of the hard work you have put forth and the contribution you have made to education.
Another example of when pomp and circumstance is so important to me is why I won't attend the high school graduations at Lompoc High. During this what should be wonderful celebration of the graduation of hard working high school students, not only does their behavior offend me (beach balls, throwing panties, passing around a blow up sex doll, ...) but worse than that is how the ceremony is setup.
In addition to the stage, the graduates, and the band, there is a section of school board members who have been dressed with graduation robes and master's degree hoods....hoods that they have not necessarily earned. Then, sitting next to the graduates, teachers have been asked to sit and supervise, wearing a graduation robe, but not allowed to wear their master's degree hood if they have earned one.
I find it degrading to the ceremony to put a hood, a badge, a star, a stripe, or a medal on someone's uniform who has not earned it. I find it equally degrading to ask someone to not make another of lesser rank look bad by not wearing the hood, the badge, the star, the stripe, or the medal that they have earned. When I have completed my doctorate, will they begin dressing the board members in doctoral robes to show they are of higher rank than I?
On this Veteran's day 2010 I am reminded of my appreciation for sacrifice and service. For those of you who have earned hoods, robes, stars, stripes, badges, and medals, wear them proudly. You have earned them. And when anyone asks you to wear a lesser uniform than the one you represent, and the one you have earned, stand firm!
You have earned the pomp and circumstance. Receive it. Take it in. For when you do, you remind others of what they can too accomplish, and you provide them hope. Thank you for giving me hope. Thank you!
Tuesday, October 26, 2010
Prejudice and Tech21ism
A white woman was being interviewed about her job and place of employment. During the interview, she was asked about her coworkers. In these questions, she was asked how many black people she worked with. She answered, "none".
When she went to work the next day, she went to one of her closest friends at work and told her about the interview. Her friend looked at her funny......then said, "I am black".
The woman paused, then responded, "oh yeah, but you're just like me."
A point has been made in a few of our classes that culture is often about identifying where people are different, then trying to make the other person more like you, or demeaning that person for how they are different. Sadly, this is often true.
However, Drs Cherry and James Banks, worldwide leaders in multiculturalism, have described that understanding someone else requires you to identify how they are different first, it is in this identification of differences that you can find strengths, then find common ground. Ignoring those differences is prejudice. Causing conflict because of those differences is racism, sexism, etc...
In order to look at similarities you must identify differences and celebrate them. It is in the celebration that you make relationships stronger and you acknowledge someone for who they are. Once those differences are identified, you can then identify common ground because those things that are not different, are therefore common. By looking at the commonalities but ignoring the differences, we risk what happened to the woman in the interview. We risk not acknowledging the entire person, their culture, their ancestry, their legacy.
Today we prepared for decorating for our Chemistry Magic Show which is this Thursday. A local farmer donated pumpkins and we hollowed them out and carved them with eyes and smiles. I asked them to put the "guts" of the pumpkin in one bowl, then put the seeds in another. It was intriguing to see the responses when I asked my class who had never carved a pumpkin before and who had never had roasted pumpkin seeds before. Many of my Hispanic students, and a few others, had never participated in this odd cultural tradition. For this holiday, I am inviting my students to join me as I share some of my culture with them, and they are enjoying the new experience.
However, at Christmas time, the MECHA club, a group of Chicana/o students on campus, put on the annual MECHA Posada. I join them in feasting, singing, and listening to stories together. In that holiday, students have invited me to join them as they share their culture with me, and I enjoy the new experience.
By year end, our cultures are slightly more blended than they were before. In this process, our cultures have become more relevant to one another and our understanding of how our ancestry influences where we come from, how our families influence who we are today, and how our legacy will be influenced by who we become. Our cultures become more relevant to one another, because now our cultures are influencing one anothers legacy.
Technology is another example of cultural differences. 20th century students have a 20th century literacy, a 20th century technological culture. That 20th century technological ancestry influence where we have come from, which influences who we are today.
21st century students have a different literacy, a different culture, a different ancestry all together. My roots are influenced by the scientific calculator, the Apple 2e, the Atari, and Windows 3.0. Their roots are influenced by X-Box, i-Pods, cell phones, and the internet. Our cultures are different.
How often do students get invited by teachers to experience their 20th century technological culture? How often do teachers accept their student's invitation to experience their 21st century technological culture?
Are you surprised that students often don't feel welcome?
When their culture is ignored, it is prejudice.
When their culture is demeaned, it is an ism. Not racism. Not sexism. But it is tech21ism.
In what is supposed to be the most tolerant time in America's history, our schools are awfully prejudiced and tech21ist.
When she went to work the next day, she went to one of her closest friends at work and told her about the interview. Her friend looked at her funny......then said, "I am black".
The woman paused, then responded, "oh yeah, but you're just like me."
A point has been made in a few of our classes that culture is often about identifying where people are different, then trying to make the other person more like you, or demeaning that person for how they are different. Sadly, this is often true.
However, Drs Cherry and James Banks, worldwide leaders in multiculturalism, have described that understanding someone else requires you to identify how they are different first, it is in this identification of differences that you can find strengths, then find common ground. Ignoring those differences is prejudice. Causing conflict because of those differences is racism, sexism, etc...
In order to look at similarities you must identify differences and celebrate them. It is in the celebration that you make relationships stronger and you acknowledge someone for who they are. Once those differences are identified, you can then identify common ground because those things that are not different, are therefore common. By looking at the commonalities but ignoring the differences, we risk what happened to the woman in the interview. We risk not acknowledging the entire person, their culture, their ancestry, their legacy.
Today we prepared for decorating for our Chemistry Magic Show which is this Thursday. A local farmer donated pumpkins and we hollowed them out and carved them with eyes and smiles. I asked them to put the "guts" of the pumpkin in one bowl, then put the seeds in another. It was intriguing to see the responses when I asked my class who had never carved a pumpkin before and who had never had roasted pumpkin seeds before. Many of my Hispanic students, and a few others, had never participated in this odd cultural tradition. For this holiday, I am inviting my students to join me as I share some of my culture with them, and they are enjoying the new experience.
However, at Christmas time, the MECHA club, a group of Chicana/o students on campus, put on the annual MECHA Posada. I join them in feasting, singing, and listening to stories together. In that holiday, students have invited me to join them as they share their culture with me, and I enjoy the new experience.
By year end, our cultures are slightly more blended than they were before. In this process, our cultures have become more relevant to one another and our understanding of how our ancestry influences where we come from, how our families influence who we are today, and how our legacy will be influenced by who we become. Our cultures become more relevant to one another, because now our cultures are influencing one anothers legacy.
Technology is another example of cultural differences. 20th century students have a 20th century literacy, a 20th century technological culture. That 20th century technological ancestry influence where we have come from, which influences who we are today.
21st century students have a different literacy, a different culture, a different ancestry all together. My roots are influenced by the scientific calculator, the Apple 2e, the Atari, and Windows 3.0. Their roots are influenced by X-Box, i-Pods, cell phones, and the internet. Our cultures are different.
How often do students get invited by teachers to experience their 20th century technological culture? How often do teachers accept their student's invitation to experience their 21st century technological culture?
Are you surprised that students often don't feel welcome?
When their culture is ignored, it is prejudice.
When their culture is demeaned, it is an ism. Not racism. Not sexism. But it is tech21ism.
In what is supposed to be the most tolerant time in America's history, our schools are awfully prejudiced and tech21ist.
Tuesday, October 19, 2010
Schools, Teachers, and Students Need to Disappear!
The Bob Marshal wilderness lies in western Montana and is vast and wild. One can hike miles and miles into the wilderness and find themself alone, except for the deer, moose, elk, grizzlies, and occasional grey wolf. The lakes you can hike to are crisp and cold melted glacier water filled with fish. And at the western boarder of this beauty is a boarding school.
This school was created by five psychologists for girls who need a paradihm shift in their life. Girls who are in trouble with the law, are addicted, or are self abusive are sent to live at this school year round, without parental contact. They do not have a classroom, yet they learn the subjects required for school. They do not work as individuals, they work as a community. All ages help each other with certified teachers hired to assist.
Each morning, before studies, they do their chores together, such as feeding the pigs, collecting eggs, and cleaning and cooking. They eat breakfast together then study together. Each day after their studies, they have other chores such as milking the cows and feeding the horses, mending the fences, and weeding the garden. Their meals are cooked from the meat they raise and vegetables they grow.
On the weekends, they set out for a what seems to be impossible trek. It might be a 30 mile up the mountain bicycle ride, or a 10 mile snow-shoe trip in the winter, or a backpacking trip with a 30 pound backpack of their supplies into the wilderness. The psychology is that each girl will at some point quit. When they have quit, the rest of the group must wait for them. In this moment, the group encourages her to continue and eventually they do. This is when the real paradihm shift happens. It is a psychological shift away from the individual and toward the group. It is a shift away from the "I can't" and toward the "nothing is impossible".
It is once this shift has happened that the leaders say the studies make great strides. It is once this shift has happended that in the evening group therapy sessions that the girls begin to work through their past demons that have lead them to the self destructive behavior they are exhibiting.
Schools, Teachers, and Students, as we know them, need to disappear. Language is a funny thing. It is made of words, which are made of symbols. Those symbols have meaning to each of us, a meaning that is often different in each of our minds.
I believe each of us agrees that the school system needs to see change. However, we each have preset notions of what the words mean that are used within education, such as school, teacher, and student. Perhaps you picture a school as buildings. Perhaps you picture a teacher as an adult standing at the front of a classroom. Perhaps you picture a student as a child listening and taking notes.
If we continue to use the old language, then the system will never change because we have 20th century meaning applied to those terms. We need to create a new vision, which will require new words.
I appreciate the converstation last night that we must mourn the old first. The analogy of the changing of the command in the military was a great example. In the past, I have used a fire ceremony to get rid of the past where I have asked youth group members of mine to write down their past regrets. We ceremoniously tossed those old regrets into the fire and released them. Only then could we move forward.
Here's another example. What if car companies continued looking at the gasoline engine as their mode of change for the future? They spend all their time and effort into trying to improve the gasoline engine. But in the end, they are still burning fossil fuels, they still don't get good enough gas mileage. We are experiencing a paradihm shift toward biofuels, electric vehicles, and hydrogen fuel cells. What I am arguing is that we need to stop trying to improve the gasoline engine known as schools, teachers, and students, but rather we need to focus our energy, our time, or money on the future, not the past.
Or, what about technology. A computer was a new and powerful tool at one time. The first computers did not have the internet, and did not have wireless technology, and did not have USB ports, and did not have bluetooth, and did not have cameras, and did not even have more than one color. What if the hardware companies focussed all their energy on improving the old, but didn't even imagine these new technologies? I believe we are in the middle of a paradigm shift where in the next 5-10 years, computers will be obsolute. I believe this because now we have newer technologies that can do all of this in the palm of our hands. Who will need a computer anymore?
Now, imagine schools, teachers and students are the gasoline engine or the computer. Yes, they were great for their time. But, there needs to be a shift. Not a focus on making those things better. We need new terms, new language, new meaning that seperates us from the old. With i-Phones, the i-Pad, and the Droid, we don't use the terms monitor, hard drive, ethernet cable. With the fuel-cell or electric vehicles, we don't use the terms catalytic converter, fuel injector, spark plugs, or carburator.
Ironically, I visualize that as we move forward, we also become in touch with our past. As we move toward learning in new ways, utilizing new technologies, that we also need to bring back the days when we broke bread together and learned while doing....together. What if a group of 15 people were at Starbucks, learning together, writing, composing, typing? What if a group of 12 people were on a boat together, using their technology, documenting and learning about the ocean, about marine-biology? What if a group of 14 people were in the hospital laboratory, wearing white lab coats and goggles, observing technicians performing chemistry on blood, urine, and stool samples collected by nurses to diagnose disease?
Approximately 2000 years ago, thirteen people traveled the land, talking and learning together. They broke bread together. There wasn't a classroom. There wasn't a school. But learning happened. And they called their leader, "Teacher".
<New Addition to Post Above>
These were found today in our library archives from 1898. How much has school changed in 112 years? One thing I do notice is less labs. Labs aren't tested on standardized tests. More theory, less hands on. More of the same old, less positive change.
This school was created by five psychologists for girls who need a paradihm shift in their life. Girls who are in trouble with the law, are addicted, or are self abusive are sent to live at this school year round, without parental contact. They do not have a classroom, yet they learn the subjects required for school. They do not work as individuals, they work as a community. All ages help each other with certified teachers hired to assist.
Each morning, before studies, they do their chores together, such as feeding the pigs, collecting eggs, and cleaning and cooking. They eat breakfast together then study together. Each day after their studies, they have other chores such as milking the cows and feeding the horses, mending the fences, and weeding the garden. Their meals are cooked from the meat they raise and vegetables they grow.
On the weekends, they set out for a what seems to be impossible trek. It might be a 30 mile up the mountain bicycle ride, or a 10 mile snow-shoe trip in the winter, or a backpacking trip with a 30 pound backpack of their supplies into the wilderness. The psychology is that each girl will at some point quit. When they have quit, the rest of the group must wait for them. In this moment, the group encourages her to continue and eventually they do. This is when the real paradihm shift happens. It is a psychological shift away from the individual and toward the group. It is a shift away from the "I can't" and toward the "nothing is impossible".
It is once this shift has happened that the leaders say the studies make great strides. It is once this shift has happended that in the evening group therapy sessions that the girls begin to work through their past demons that have lead them to the self destructive behavior they are exhibiting.
Schools, Teachers, and Students, as we know them, need to disappear. Language is a funny thing. It is made of words, which are made of symbols. Those symbols have meaning to each of us, a meaning that is often different in each of our minds.
I believe each of us agrees that the school system needs to see change. However, we each have preset notions of what the words mean that are used within education, such as school, teacher, and student. Perhaps you picture a school as buildings. Perhaps you picture a teacher as an adult standing at the front of a classroom. Perhaps you picture a student as a child listening and taking notes.
If we continue to use the old language, then the system will never change because we have 20th century meaning applied to those terms. We need to create a new vision, which will require new words.
I appreciate the converstation last night that we must mourn the old first. The analogy of the changing of the command in the military was a great example. In the past, I have used a fire ceremony to get rid of the past where I have asked youth group members of mine to write down their past regrets. We ceremoniously tossed those old regrets into the fire and released them. Only then could we move forward.
Here's another example. What if car companies continued looking at the gasoline engine as their mode of change for the future? They spend all their time and effort into trying to improve the gasoline engine. But in the end, they are still burning fossil fuels, they still don't get good enough gas mileage. We are experiencing a paradihm shift toward biofuels, electric vehicles, and hydrogen fuel cells. What I am arguing is that we need to stop trying to improve the gasoline engine known as schools, teachers, and students, but rather we need to focus our energy, our time, or money on the future, not the past.
Or, what about technology. A computer was a new and powerful tool at one time. The first computers did not have the internet, and did not have wireless technology, and did not have USB ports, and did not have bluetooth, and did not have cameras, and did not even have more than one color. What if the hardware companies focussed all their energy on improving the old, but didn't even imagine these new technologies? I believe we are in the middle of a paradigm shift where in the next 5-10 years, computers will be obsolute. I believe this because now we have newer technologies that can do all of this in the palm of our hands. Who will need a computer anymore?
Now, imagine schools, teachers and students are the gasoline engine or the computer. Yes, they were great for their time. But, there needs to be a shift. Not a focus on making those things better. We need new terms, new language, new meaning that seperates us from the old. With i-Phones, the i-Pad, and the Droid, we don't use the terms monitor, hard drive, ethernet cable. With the fuel-cell or electric vehicles, we don't use the terms catalytic converter, fuel injector, spark plugs, or carburator.
Ironically, I visualize that as we move forward, we also become in touch with our past. As we move toward learning in new ways, utilizing new technologies, that we also need to bring back the days when we broke bread together and learned while doing....together. What if a group of 15 people were at Starbucks, learning together, writing, composing, typing? What if a group of 12 people were on a boat together, using their technology, documenting and learning about the ocean, about marine-biology? What if a group of 14 people were in the hospital laboratory, wearing white lab coats and goggles, observing technicians performing chemistry on blood, urine, and stool samples collected by nurses to diagnose disease?
Approximately 2000 years ago, thirteen people traveled the land, talking and learning together. They broke bread together. There wasn't a classroom. There wasn't a school. But learning happened. And they called their leader, "Teacher".
<New Addition to Post Above>
Monday, October 18, 2010
Hybrid Online Learning
In the video, the audience will see my bio, including many ways of using technology to demonstrate a professional portfolio and resume. Next, they will see how students of mine are using many aspects of Facebook to learn in a social way that includes both real time and virtual time communication. I follow this up with examples of how students are using a blog to work in small groups and regularly reflect on their learning progress, just as I am here. All of that is embedded within a recording of computer activity through Camtasia, which took me ten hours yesterday to record and edit. My use of Camtasia shows how students can present the work they have done, but also demonstrates the intensive amount of time technology often takes. My explanation of that final product in this blog is an example of how to make that work public and published.
These are my personal growth goals. As a leader, and educator, and user of technology, I am living my goals. My life as teacher, as doctoral student, as master of education, and as learner of technology, my goal is not to see how I can teach using technology, but rather is to guide education that weaves the content of the information age and the methods provided with technology with the lives of students. The days where students were students at school, family members at home, and friends during the other times will be gone. The days when parents ask what the students learned in school and teachers assigning homework will be gone.
It's time for young adults to grow, improve, and accomplish their learning while with friends, with family, and with mentors, not in a classroom. It is a life of learning, not a building they go to five days a week, except holidays and breaks.
It's time to stop the seregation of split student personalities.
Wednesday, October 13, 2010
How often do teachers create common language when they thought they were constructing meaning?
The math teacher says, "Follow these steps", but the student doesn't understand why those steps are followed or in that sequence.
The science teacher says, "Know these parts of the cell, these parts of the atom, these equations", but the student doesn't understand how knowing those relates to the big picture of the world around us.
The english teacher says, "This is an adjective, this is punctuation, this is persuasive writing", but the student doesn't understand how knowing these helps in writing.
These teachers have all constructed common language, language that can be bubbled in on a standardized test, but there is no application, no meaning.
The teacher thinks they need to connect to the students. So they somehow try to bridge the gap by understanding hip hop, texting, or My Space. But this doesn't make a connection, it merely uses students' experiences to construct common language.
How then do students create common meaning? How does the teacher show the math student that the sequence is only one type of problem solving, critical thinking, logic. How does the teacher show the science student the connection that the atom, the cell, the formulas have for observing, analyzing, understanding the world around us, for applying prior knowledge in new and creative ways? How does the teacher show the english student how this all comes together to prepare a great speech, to explain difficult science concepts, to describe a logical sequence, to poetically describe something beyond words?
Since when did analyzing the world around us, communicating to others, and thinking logically begin between four walls with a text book? Does a carpenter learn by doing homework problems? Does a great scientist learn about the universe from a classroom? Does a great writer go to a classroom to compose?
Can we really construct meaning within a classroom? Or does meaning happen intrinsically within ones own mind? Does meaningful learning happen sequentially, or through reverse design, or both?
________________________________________________________________________________
Added--> "I was asked the other day to do a seminar at the Redmond office in regards to why I have such a high closing ratio and high quality of business. What you shared in this message is very similar to what I shared with the class. They can have a script or understand numbers but none of that means anything if they don’t feel and understand the big picture. The most important thing to do is to be able to transfer your feelings and experiences in a way so that the client can see the big picture. The same concept applies to leadership. A leader can lead and teach from a book, slide show or video but none of that means anything if the students are not able to feel and understand the big picture. A lot of that comes from sharing experiences that relate to the topic being discussed.
Little children respond and relate in a positive way to stories more than any other form of communication. And aren’t we as adults just grown children?"
The above quote is from an email response from my dad. Dad, I hope you don't mind I made this public as it answers what I was struggling with while connecting to the point Dr. Terry Deal and Dr. Patrick Faverty are making.
For the rest of you, let me give a brief background. My father has been with the same company since I was a young boy. At one point, he owned the record in the entire United States for this national company and has managed the states of Florida, Washington, Idaho, Montana, Hawaii and the province of British Columbia. He is often requested as a key-note speaker at various regions throughout the nation.
As a highly successful business leader, he identifies the connection between successful leadership and stories. This is exactly Dr. Deal and Dr. Faverty's point.
Who doesn't listen closer and internalize better when they hear a story from a great story teller? A story teller with drama, with charisma, with experience?
A former colleague of mine teaches his English students to "show me" don't "tell me". Show me the picture, show me the passion, show me with words...don't tell me. This is why my first blog began with a story. We have lost the art of oral tradition in learning.
Are we mass manufacturing children in education? Have we lost the ability to take the time to intimately show the story? In my first year of teaching, I took several students and a couple chaperones from Los Angeles camping to Joshua Tree National Park. There, we showed them what we were learning in geology. A favorite moment was when we were hiking and a student made us all stop and be silent. Then after a few awkward seconds he said, "That is the first time I've ever heard quiet."
Unfortunately, especially with today's economy, we do not have support or funding to do many of things we would like, so we resort to textbooks and the internet. It's as if it's okay to mass produce cookie-cutter children.
I have heard teachers refer to themselves as glorified babysitters. Try this, I have. It works. Turn off the lights, put a flashlight on the ground in the middle of the room shining into the air and tell a story around the campfire. You'll be amazed.
The science teacher says, "Know these parts of the cell, these parts of the atom, these equations", but the student doesn't understand how knowing those relates to the big picture of the world around us.
The english teacher says, "This is an adjective, this is punctuation, this is persuasive writing", but the student doesn't understand how knowing these helps in writing.
These teachers have all constructed common language, language that can be bubbled in on a standardized test, but there is no application, no meaning.
The teacher thinks they need to connect to the students. So they somehow try to bridge the gap by understanding hip hop, texting, or My Space. But this doesn't make a connection, it merely uses students' experiences to construct common language.
How then do students create common meaning? How does the teacher show the math student that the sequence is only one type of problem solving, critical thinking, logic. How does the teacher show the science student the connection that the atom, the cell, the formulas have for observing, analyzing, understanding the world around us, for applying prior knowledge in new and creative ways? How does the teacher show the english student how this all comes together to prepare a great speech, to explain difficult science concepts, to describe a logical sequence, to poetically describe something beyond words?
Since when did analyzing the world around us, communicating to others, and thinking logically begin between four walls with a text book? Does a carpenter learn by doing homework problems? Does a great scientist learn about the universe from a classroom? Does a great writer go to a classroom to compose?
Can we really construct meaning within a classroom? Or does meaning happen intrinsically within ones own mind? Does meaningful learning happen sequentially, or through reverse design, or both?
________________________________________________________________________________
Added--> "I was asked the other day to do a seminar at the Redmond office in regards to why I have such a high closing ratio and high quality of business. What you shared in this message is very similar to what I shared with the class. They can have a script or understand numbers but none of that means anything if they don’t feel and understand the big picture. The most important thing to do is to be able to transfer your feelings and experiences in a way so that the client can see the big picture. The same concept applies to leadership. A leader can lead and teach from a book, slide show or video but none of that means anything if the students are not able to feel and understand the big picture. A lot of that comes from sharing experiences that relate to the topic being discussed.
Little children respond and relate in a positive way to stories more than any other form of communication. And aren’t we as adults just grown children?"
The above quote is from an email response from my dad. Dad, I hope you don't mind I made this public as it answers what I was struggling with while connecting to the point Dr. Terry Deal and Dr. Patrick Faverty are making.
For the rest of you, let me give a brief background. My father has been with the same company since I was a young boy. At one point, he owned the record in the entire United States for this national company and has managed the states of Florida, Washington, Idaho, Montana, Hawaii and the province of British Columbia. He is often requested as a key-note speaker at various regions throughout the nation.
As a highly successful business leader, he identifies the connection between successful leadership and stories. This is exactly Dr. Deal and Dr. Faverty's point.
Who doesn't listen closer and internalize better when they hear a story from a great story teller? A story teller with drama, with charisma, with experience?
A former colleague of mine teaches his English students to "show me" don't "tell me". Show me the picture, show me the passion, show me with words...don't tell me. This is why my first blog began with a story. We have lost the art of oral tradition in learning.
Are we mass manufacturing children in education? Have we lost the ability to take the time to intimately show the story? In my first year of teaching, I took several students and a couple chaperones from Los Angeles camping to Joshua Tree National Park. There, we showed them what we were learning in geology. A favorite moment was when we were hiking and a student made us all stop and be silent. Then after a few awkward seconds he said, "That is the first time I've ever heard quiet."
Unfortunately, especially with today's economy, we do not have support or funding to do many of things we would like, so we resort to textbooks and the internet. It's as if it's okay to mass produce cookie-cutter children.
I have heard teachers refer to themselves as glorified babysitters. Try this, I have. It works. Turn off the lights, put a flashlight on the ground in the middle of the room shining into the air and tell a story around the campfire. You'll be amazed.
Monday, October 4, 2010
Teach Students How to Fight!
I think it is safe to assume that every relationship that has ever existed has had its share of conflict. As for me, I know I have and it has taken many years and a few broken relationships, and a few restored relationships, to learn how to not only disagree agreeably, but also to more often communicate clearly, kindly, and empathetically. I am not referring to compromising. That would require sacrificing a belief system in order to not cause conflict. But rather, what I am referring to is two people, neither sacrificing their belief system, but rather learning to see the other's perspective and finding a common ground they both believe in....or in the case of a team, that many believe in. Again, I emphasize, this is not what they can live with, but rather what they can whole heartedly stand behind.
Imagine implementing these strategies when faced with conflict:
1) We pause and take the time to collect our thoughts. Perhaps we read from others that agree with our perspective and take the time to ask others as well. Once our thoughts are gathered, we organize them to be ready to share them with each other.
2) We share our thoughts without interuption. We each are heard. Our perspective matters and is important. We are respected because our voice is listened to empathetically by the other and are respectful because we empathetically listen to the other.
3) Once each person has argued their perspective without interuption, we then agree to discuss, still trying to convince the other to see our perspective. We don't attack the person, we defend our ideas, our feelings, our experience.
4) We then agree to sit in the other's seat, either literally or figuratively. We repeat step 2, but for the other's arguement. We give the best possible argument we can, without interuption, for the other person's perspective. In so doing, we demonstrate full understanding and empathetical listening to the other.
5) We then analyze all perspectives to find common ground. A new position is formed by all parties to create a new, integrated perspective that all parties can whole heartedy stand behind.
The above examples are techniques I have been taught in various counseling, relationship, and psychology situations over the years.....but seperately, not in this order nor combined.
Johnson and Johnson (2009) http://www.aera.net/uploadedFiles/Publications/Journals/Educational_Researcher/3801/37-51_02EDR09.pdf published their research on what they refer to as Constructive Controversies. Their description of this process is applied to students in the classroom as they take a stance on controversial topics and are demonstrated to enhance learning.
Many will look at the topic of Constructive Controversies and debate their use in the classroom from the perspective of whether conflict can be used well to teach students. I,however, am choosing to look at it as not only a possible way of providing classroom content learning, but am arguing that their is more important learning happening. The importance of Constructive Controversies is teaching students how to fight fairly. Teach students how to take time to gather their thoughts. Teach students how to present their thoughts while listening empathetically to others. Teach students how to discuss opposing thoughts. Teach students how to demonstrate that they understood and listened empathetically. Teach students how to find common ground they can stand for, rather than soften their beliefs and compromise.
These are not only skills to learn content. These are not only skills to prepare students for higher education. These are skills to help students succeed in life with relationships. With their spouse. With their family. With their children. With their friends. With their coworkers. With random strangers they are blessed to meet.
Added-->In addition to my reflection above on the use of Constructive Controversy in the classroom, I have also been spending time thinking about how leaders in education can use CC to guide their staff and how they can use technology to enhance their use of CC.
As an educational leader, I agree with Dr. Deal and Dr. Faverty that all relationships, all schools are riddled with conflict. A great leader is one who can become the CC facilitator and help guide factions into partnerships. Not one who solves all problems and puts out fires constantly, but rather one who guides the parties through the CC process in order to find common ground.
Technology can be wisely used in this process. However, I am very cautious here. Through text, email, websites, blogs, etc... people often feel too comfortable saying things they wouldn't say in person. This can bring out the real conflict that needs to be addressed, which is a good thing. But, the proper protocols of defending and discussing ideas, and not attacking people, must be monitored and maintained.
I also prefer virtual time, rather than real time discussions. This allows one to take the time to read/listen empathetically and take the time to compose thoughts and ideas before they are spoken/typed. This also allows time to contemplate and soak in the others perspective before discussion, and eventually before integration of perspectives.
Imagine implementing these strategies when faced with conflict:
1) We pause and take the time to collect our thoughts. Perhaps we read from others that agree with our perspective and take the time to ask others as well. Once our thoughts are gathered, we organize them to be ready to share them with each other.
2) We share our thoughts without interuption. We each are heard. Our perspective matters and is important. We are respected because our voice is listened to empathetically by the other and are respectful because we empathetically listen to the other.
3) Once each person has argued their perspective without interuption, we then agree to discuss, still trying to convince the other to see our perspective. We don't attack the person, we defend our ideas, our feelings, our experience.
4) We then agree to sit in the other's seat, either literally or figuratively. We repeat step 2, but for the other's arguement. We give the best possible argument we can, without interuption, for the other person's perspective. In so doing, we demonstrate full understanding and empathetical listening to the other.
5) We then analyze all perspectives to find common ground. A new position is formed by all parties to create a new, integrated perspective that all parties can whole heartedy stand behind.
The above examples are techniques I have been taught in various counseling, relationship, and psychology situations over the years.....but seperately, not in this order nor combined.
Johnson and Johnson (2009) http://www.aera.net/uploadedFiles/Publications/Journals/Educational_Researcher/3801/37-51_02EDR09.pdf published their research on what they refer to as Constructive Controversies. Their description of this process is applied to students in the classroom as they take a stance on controversial topics and are demonstrated to enhance learning.
Many will look at the topic of Constructive Controversies and debate their use in the classroom from the perspective of whether conflict can be used well to teach students. I,however, am choosing to look at it as not only a possible way of providing classroom content learning, but am arguing that their is more important learning happening. The importance of Constructive Controversies is teaching students how to fight fairly. Teach students how to take time to gather their thoughts. Teach students how to present their thoughts while listening empathetically to others. Teach students how to discuss opposing thoughts. Teach students how to demonstrate that they understood and listened empathetically. Teach students how to find common ground they can stand for, rather than soften their beliefs and compromise.
These are not only skills to learn content. These are not only skills to prepare students for higher education. These are skills to help students succeed in life with relationships. With their spouse. With their family. With their children. With their friends. With their coworkers. With random strangers they are blessed to meet.
Added-->In addition to my reflection above on the use of Constructive Controversy in the classroom, I have also been spending time thinking about how leaders in education can use CC to guide their staff and how they can use technology to enhance their use of CC.
As an educational leader, I agree with Dr. Deal and Dr. Faverty that all relationships, all schools are riddled with conflict. A great leader is one who can become the CC facilitator and help guide factions into partnerships. Not one who solves all problems and puts out fires constantly, but rather one who guides the parties through the CC process in order to find common ground.
Technology can be wisely used in this process. However, I am very cautious here. Through text, email, websites, blogs, etc... people often feel too comfortable saying things they wouldn't say in person. This can bring out the real conflict that needs to be addressed, which is a good thing. But, the proper protocols of defending and discussing ideas, and not attacking people, must be monitored and maintained.
I also prefer virtual time, rather than real time discussions. This allows one to take the time to read/listen empathetically and take the time to compose thoughts and ideas before they are spoken/typed. This also allows time to contemplate and soak in the others perspective before discussion, and eventually before integration of perspectives.
Wednesday, September 29, 2010
Stories, Students, Learning, and Technology
A Tribal Chief approaches his thirteen year old son and says, "Walk with me." As the two walk and admire the beauty around them, the Chief asks the boy, "Why does the deer wave its tail, then run away?" The boy answers, "To signal the others that danger is near, then protect himself". They continue walking. The Chief pulls bark flaking off a white tree, puts some in his mouth and chews, asking, "Why do we chew the bark of the willow tree?" The boy again answers, "To get rid of a toothache, a fever, or a headache." They continue walking. The chief points to the forest of cedar and asks, why do we make our canoes from the cedar tree?" The boy answers, "The cedar tree is large and plentiful. When hollowed, it makes a strong and large canoe, able to carry supplies and people. It has arsenic in its oil so the canoe will not rot." They continue walking. The trail they follow ends at the edge of a crystal clear lake with a view of a snow-capped mountain in the distance and forest all around. The chief sits, the boy follows. They sit in silence for the same length of time it took them to reach the lake. The chief breaks the silence asking, "What is our relationship to the deer, the willow, and the cedar? What is our relationship to the lake, to the mountain, to the sky?" The boy does not answer. The Chief is pleased.
This story I wrote is a metaphor for how I have learned over the years. Much of my love for the outdoors has come from my desire to learn to live off the land. My understanding of the outdoors has come from first hand experience.
Using technology to show you a powerpoint of a deer, a willow tree, and a cedar tree would not teach you what I have experienced. Telling you a story helped us connect with my experiences, but they are still my experiences and I am the one who truly knows and understands them. Rather than using technology to teach you about the outdoors, this blog is one opportunity I have to use technology to share my understanding, my experience, my knowledge. The act of writing this post has given me one more opportunity to synthesize my experiences, to make connections to my past, and to construct my own knowledge from those first hand experiences.
Constructivism, Stories, and Technology. Experiences, Oral Tradition, Reflection. Learning, Symbols, Application.
This story I wrote is a metaphor for how I have learned over the years. Much of my love for the outdoors has come from my desire to learn to live off the land. My understanding of the outdoors has come from first hand experience.
Using technology to show you a powerpoint of a deer, a willow tree, and a cedar tree would not teach you what I have experienced. Telling you a story helped us connect with my experiences, but they are still my experiences and I am the one who truly knows and understands them. Rather than using technology to teach you about the outdoors, this blog is one opportunity I have to use technology to share my understanding, my experience, my knowledge. The act of writing this post has given me one more opportunity to synthesize my experiences, to make connections to my past, and to construct my own knowledge from those first hand experiences.
Constructivism, Stories, and Technology. Experiences, Oral Tradition, Reflection. Learning, Symbols, Application.
Subscribe to:
Comments (Atom)