Leadership Role Model (wk4)

Showing posthumous respect, the person whose leadership skills I respect would be Steve Jobs.  I know it's a little cliche, especially since I am typing this post on a Mac, but he deserves respect for driving Apple Inc. into the 21st century.  I'm not entirely sure how much of the current Apple lineup was born from his brain, but he had to wrangle the teams responsible for it's production.  Most of what I like about Jobs has come from watching him speak at conferences.  No, I have never been lucky enough (or wired in enough) to see him speak live, and I never will, but the sentiment comes across effectively in the videos.  To the right is Jobs presenting the first generation iPad.  It was this revolutionary product that blew people away, and his presentation of it was on point.  This company makes beautiful products, but most of them are things that people could easily do without.  Yet Jobs made people want and need and crave Apple products.  He got us addicted, and all Apple has to do now is keep their supply up.

Jobs was this dynamic speaker because he was excited about and invested in his product.  I think about this tactic for public speaking when I step foot in my classroom every day.  If I am not excited about what I am doing or teaching, the students should not be asked to be either.  So, I choose lessons that I will be excited about.  I never have to fake it, and my genuine enthusiasm, like Jobs', comes across.  

As I leave this program, and quite possibly branch out with my career, I think about how I will become an even more effective leader.  Here are some facts about me:  I love being in the classroom.  I love teaching at-risk youth.  I think I teach boys more effectively than I teach girls (not being sexist here, I just think I deal with boys' behavioral issues more effectively).  I would not ever want to become an administrator.  I don't deal well with know-it-alls or tattle tales.  I want to be a stronger teacher.  I am not sure how I am going to use this fancy new degree of mine, and it scares me when I think about how much money I now owe for it. 

These facts are meant to hide the fact that I do not know how I am going to apply my capstone and new leadership skills to what I am currently doing.  I do know that I have a huge tool box that makes my current job easier and more fun and exciting.  I guess that fact alone makes the whole year worth it. 

Leadership Project Hub

 What follows is all of the required components for my month 11 Leadership Project. 

Component 1:  Introductory Paragraph

In my Leadership Project, I take you through the journey from beginning to end, including changing teaching assignments 4 months into the program, the hardships I faced with my new teaching assignment, the challenges I faced with data collection, and the surprising and uplifting results I found.  This journey has been incredibly meaningful and enlightening, and I hope I can convey all of the emotions I went through, as well as the data I poured over and collected along the way. 


Links to previous Leadership Project Blog Posts:  
Week 2:  http://cbrmotivation.blogspot.com/2012/07/week-2-leadership-project.html
Week 3:  http://cbrmotivation.blogspot.com/2012/07/to-publish-or-present.html
Feedback:  http://cbrmotivation.blogspot.com/2012/07/leadership-project-feedback.html
  

Leadership Project Google Document:  https://docs.google.com/presentation/d/1yd2Ev09EhohEULkK6K9iaKDKnye8U0ZHu187OoebDdo/edit

Wk. 3 Reading Post

This week's reading revolved around concepts that, if I master them, I will be the greatest teacher in the world.  So, I am trying.  Sure, sometimes I fail, but I don't take myself too seriously when I do.  That Rule #6 is the best advice anyone could ever give anyone, especially a teacher, and especially someone who teaches adolescent boys in a detention facility.  These boys notice everything.  If you have a bad hair day, they will tell you just how bad your hair looks.  If you wear jeans that make you look fat...well, you get the point.  Not taking myself too seriously has been most relaxing.  Now when one of my filterless students points out something negative about me, I just say, "I'll take your opinion into consideration," and move on.  Usually they just do it for attention anyway, not to actually hurt my feelings.  So this tactic works.  Thanks, Mr. Zander!

The second concept that resonated with me was that of the "silent conductor."  I think this is the perfect metaphor for a well-run classroom.  The teacher should not be the talking head in the front of the class.  This is useless and meaningless, not to mention boring.  My students would fall asleep if all I did was present to them.  For me, the vision of a teacher facilitating action from her students is the most effective way to conduct learning (pun intended).  I go back to work tomorrow after a whole week off (my site goes year round, so I work all summer with periodic, optional breaks), and I am going to keep this vision in my head all day to remind me that I am not supposed to be the one making all the noise.  I do not have to be noisy all day to facilitate meaningful learning.  I am going to keep track of who makes the most (relevant) noise tomorrow. 

Third, the idea of turning buts into ands was very enlightening.  I took this section to mean that instead of saying no, or being negative, or overlooking a chance to do something great, I should redirect myself, opening up to new discoveries.  I also took this to mean take teachable moments where you can get them, even if you are in an unconventional place.  I have to remember that I am not just a teacher in the confines of my classroom, but everywhere I go.  This does not mean that I butt in and give unsolicited lessons to strangers.  It means I am there to listen, console, help, educate, and be kind to people wherever I am.  I think this last idea will help make me a more compassionate and caring person as well as a better teacher. 

Wk. 3 Response to Charlene Swoboda

 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.

What is key for Zander's concepts to work in classrooms?

<--more--!>

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?

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.)

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).

Wk 3 Response to Jena Wayt

 Here is Jena's original post:

It is my responsibility to awaken the possibility in other people. I like the way that sounds! I find that I have certain people I go to when I need encouragement and just someone to listen to me express my thoughts and feelings out loud. I am pretty sure that I have friends that come to me when they need the same thing. Listening is very important to help others see the possibility right before them. I get very excited when I get the opportunity to do just that. But, shouldn’t I be doing that with everyone I meet? Do I do that? If I am being honest, I will have to say no. The first people that come to mind are my children. Are their eyes always shining? Do I awaken possibility in them? No, I don’t always. Why? Because I take my desires and myself too seriously! Downward spirals are everywhere at times. I need to start saying, “How fascinating!” every time my children/people and I make mistakes. I need to begin to use the words – How about? What if? What are we looking for? What’s next? More often! Zander says, “The leader is the one who can distinguish the downward spiral and then has the power to take people from the downward spiral to radiating possibility.” That is my new goal for this year! I want to empower people to radiate with possibility, to have a vision. How do I do that? I will use Zander’s key:

1.  It’s all invented.

2.  Standing in possibility.

3.  Rule #6 – Don’t take myself so seriously.

I watched an interview with Roz and Ben. This is what Ben said at the end:

“Possibility is always only one sentence away. Whenever things get tough or difficult or the mountain seems too high climb, remember that possibility is always only one sentence away. So, come up with a sentence and think what it is we can say and physically manifest that will take us into possibility. It can be something very simple. It is always there. You can never fail to find it.”
Zanders Art of Possibility Introduction

The Art of Possibility: Transforming Professional & Personal Life 

by Rosamund Stone Zander, Benjamin Zander

Here are my comments to Jena: 
Your honesty is refreshing.  I think people tend to get wrapped up in the "self help-ness" of readings such as these, and get a little too overzealous for their own good.  Really, people start to think they are better than they actually are.  This is not realistic, and I am so glad you stayed away from that.  I'm sure it was difficult to realize that you do not always inspire possibility and greatness in your children.  I have a feeling, though, that you do more than you credit yourself.  Someone who is so open and honest is someone who inspires possibility in me, so you must do the same with your children and students.  I have found that students thrive when their teacher is honest with them.  Or, like Zander says, when someone doesn't take themselves too seriously.  I think you are succeeding.  Keep it up. 

Leadership Project Feedback

Since I missed the Wimba session where we got the opportunity to present our project and receive feedback (because I was in my summer tutoring session), I sent my presentation to two of my co-workers.  They are both Alternative Education teachers whose opinions I value greatly.  Below you can find their responses to my presentation. 


Feedback #1--Niki R.

The section about your Literature Review is a little confusing for someone who has no previous knowledge of your paper, so maybe expand that just a little.  I would go into more detail on this section.  Your findings seem conclusive, but do a little more reflection.  Explain the pre- and post-surveys a little more.  Remember, this project is for people who have no idea what you have been doing, and need to be clued in.  Overall, good job.  Just expand those sections, and I think you will have a very nice presentation. 


Feedback #2--Carol S.  
So, this is why you  had your students working with those computer applications so much!  How exciting to see something that involves our school.  I'm pleased to see that your thesis was pretty much proven, despite the obvious snags that come with teaching at our site.  It is hard to get consistent data in any capacity, so I understand some of the problems you faced.  Regarding the project, I think you need to clarify it and be very specific about what your process was and what happened.  I think you assumed people would just know what a challenge based research project is.  You should explain that a little more.  I would have liked to read more about what you found in your readings for your literature review, too.  The slides look really put together, so good job on that front.  Just make everything a little more specific.


Conclusion
From this feedback, I realize that I need to tighten up several aspects of my presentation.  I got used to writing for an audience who knew what was going on, what the process was.  Writing for my website and writing for this presentation are two drastically different undertakings.  I am going to work on clarifications and making everything more specific and precise.  I appreciate this feedback immensely.  

To Publish or Present?

For my Leadership Project, the main question is whether I should publish a paper or present my Challenge Based Research project at a conference.  Given how much I struggled with writing my Literature Review in month 1, I am going to opt to present.  I think this would give me an opportunity to open people's eyes about the situation at learning environments such as mine.  My students are incarcerated, so it makes for an interesting subject, and their plight (lack of funds and materials, lack of reform in the system itself) will make for an interesting topic.  People not only need to hear how technology did indeed boost motivation in this detention center, with my at-risk teen boys, but also how there was not one single conflict in the classroom while technology was being utilized (granted, there was only one actual conflict in the classroom all year, but I credit my interactive teaching style and calm demeanor for this success).  People need to hear how technology made learning fun for students who are not used to learning at all.  To see a total of about 45 adolescent boys not only become engaged with a task, but actually commit to finishing the task was extremely rewarding.  I cannot possibly keep their success a secret, and I do not want to rely on other educators reading about in a journal. 

Week 2 Leadership Project

My Capstone focus was increasing motivation by incorporating technology into my curriculum, but my target audience became my true focus.  I currently teach high school boys in a juvenile detention facility in Orlando, FL.  Motivating this population of students has proven extremely difficult, but rewarding when progress is made.  That being said, I would like to present my Capstone Project to an audience who would not only be knowledgable of this type of facility, but sympathetic as well.  On Dr. Bedard's list of conferences and publications, only the general education publications stand out to me.  I would appreciate if anyone had any other suggestions.  It seems as though there is a publication out there for just about any specific need in education, and alternative education should be no exception.  I will keep scouring the list and the publications' websites, but if anyone has specific recommendations, I would greatly appreciate the help.

As of now, these are the conferences I am interested in, as they seem relatively relevant:

International Society for the Social Studies (http://www.theisss.org/)

Learning and the Brain Society (http://www.learningandthebrain.com/)


And these are the journals:

Computers and Education (http://www.journals.elsevier.com/computers-and-education/)

Journal of Adolescent and Adult Literacy (http://www.reading.org/General/Publications/Journals/JAAL.aspx)

Voices from the Middle (http://www.ncte.org/journals/vm)


I personally subscribe to "Voices from the Middle," and have enjoyed their articles for some time.  I always gain new insight into teaching from their articles.  However, this is the only constant exposure to peer reviewed journals I have, aside from what I used for my Literature Review.


This is a video I found on You Tube.  What I have found so interesting through my work with my target audience is that they rely heavily on technology when they are not incarcerated, but then are almost completely devoid of it while they are.  So when you integrate technology into the curriculum, they respond positively.