Charlene Swoboda's Original Post:
As I’ve continued reading the Art of
Possibility (chapters 5-8), I've considered how some concepts presented relate to
the art and practice of teaching. Zander (2010) reminded me that as teachers,
we teach no matter where we are positioned. I think this is really necessary
with today’s boom in virtual learning and mobile technology. Teachers may or
may not use a podium. In 21rst century engaged, personalized, and student
centered learning, it’s most appropriate for teachers to step back sometimes.
Often the teacher’s role is as a guiding facilitator, encouraging students to
believe in and follow their own interests, passions, and questions for
motivation as they learn the concepts necessary.
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| What is key for Zander's concepts to work in classrooms? |
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In order to do that effectively, teachers need to, as the
book mentioned, grant greatness to our students. The book asked, “How much
greatness are you willing to grant?” (Zander, 2010, p.104) which I think is a
great checkpoint question for educators. It’s important to ask ourselves why we
don’t give students more charge in their learning and address those issues. For
instance, do we tend to “stay in charge” as teachers, not relinquishing our
perceived control, because we’d be threatened of losing control? What might that
look like and would it definitely be a bad thing? (In order to let go we need
to operate from a balanced central self as the book called it rather than a
calculating one that operates defensively in survival mode.) Do we believe
students will take charge of their own learning as we expect them to? Are our
expectations fair or even accurate? How do we know or can we? Are there ways to
ensure a commitment from the students to take charge as we encourage autonomy? How
do we know if we don’t try?
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| How much greatness are you willing to recognize? |
Expectations are mentioned since part of becoming a dynamic
teacher involves what the book referred to as “throwing out the shoulds”. Essentially, it suggested that conflict
resolution happens more easily when leaders shift focus from what should have
been (with blame and denial) to what could have been. While I agree, I
envisioned applying this in my own practice. As a teacher we must hold certain
expectations of our students just as our students hold certain expectations
from us. If this is true, then how can there not be “should haves” as a
by-product of that? Then, like Zander
recommended changing the word but to and, I extend that thinking to try
changing the words “should have” to “could have”. Then it’s possible to
consider alternate paths as a reflection for the better good instead of
non-productively pointing fingers.
To make this work in the classroom, we
need to lay clear expectations for specific student actions, due dates,
detailed responsibilities, but when it comes to the larger, broader outcomes of
lessons, labs, and projects, we need to be open to how it may evolve,
implement, and pan out. It may not be as we expected if we do invite students
to act as their own guides more often.
Then expectations of the teacher would have to include
checking to make sure students know how to develop their thinking and
implementing as they work toward the comprehension of concepts even as its
personalized. Checking that those curricular concepts are hit within the
students’ implementation processes or making connections evident to ensure they
recognize that what they’ve done ties in relatively to what they need to know.
(as declared by State Board of Education.)
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| What is key for Zander's concepts to work in the classroom? |
Finally, my favorite, most applicable suggestion from
Zander’s book recommended supplanting the word “but”, which grammatically and inherently
sets up a contradiction, with the word “and”. We’ve been taught to
grammatically set up sentences this way since childhood. It supports a very
narrow, polarized way of considering the world categorizes opposites in a
childish black/white fashion. This in turn lends itself easily to the survivalist’s
thinking mode of the calculating self. This and that, as well as us and them,
are opposites on polarized sides. It is the way many of us have become used to
thinking about things, as if everything is fighting or debating.
I was surprised at how liberating it is to simply remove the
word but and substitute it with and. Then the contradictions falls away and
everything just is the way it is. From there we can operate in a much more
productive manner for problem solving and innovation moving forward. Is this
important? On a personal level I say, yes! On a national level, considering
education has become so political in a dichotomized political system of
perceptions and affiliations, I say another resounding yes!
This week, I challenge you to try making buts into ands and should haves into could haves to see for yourself, but
you don’t have to-I mean- and you don’t have to! That's what I should have-no could have said and now did!
Sources
Zander, B. & Zander R. (2000).
The Art of Possibility: Transforming Professional and Personal Life. Boston: Harvard Business School Press.
Key pic obtained from: http://www.freeimageslive.com/galleries/home/general/pics/key0001.jpg
Star pic obtained from: http://www.freeimages.co.uk/galleries/light/index.htm
My Response to Charlene's Post:
I took your challenge! Okay, it was more Zander's challenge, but I took it nonetheless. I am often more reserved and private in public (not the classroom), but this weekend I was at Sea World and had the opportunity to give up being silent and standing idly by, and grab a teachable moment by the shoulders. I was standing in line for Turtle Trek (yes, it is as amazing as it sounds), and a little girl was asking her mom about the sea life we were observing. Her mom did not speak English, and did not understand some of the terms her daughter was using. I know some Spanish, so I asked the mom if it was okay if I answered her daughter's questions. She said yes, and I had a wonderful conversation with this girl of about 8 or 9. She was articulate and smart, and amazed me with what she already knew. The point is, I could have just stood by and let the child's questions go unanswered. But something about this week's readings moved me to engage with these strangers. I taught from where I was. It was one of my more memorable teaching moments, too. One that would go undiscovered had I not turned the but (but she doesn't speak English...but she won't appreciate what I have to say) into an and (and we both learned something that day).
