Week 4 Reading Post-Art of Possibility

“Lighting a Spark”

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

 

http://office.microsoft.com/en-us/images/results.aspx?ex=2&qu=sparks#ai:MC900438720|mt:0|

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“Being the Board”

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

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

http://office.microsoft.com/en-us/images/results.aspx?qu=positive&ex=1#ai:MC900198108|

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“Frameworks for Possibility”

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

 

 http://office.microsoft.com/en-us/images/results.aspx?ex=2&qu=students#ai:MM900283679|mt:3|

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"Telling the WE Story”

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

http://office.microsoft.com/en-us/images/results.aspx?qu=students%20%2B%20collaboration&ctt=1#ai:MP900439560|mt:0|

 

Week 3 Reading Post-Art of Possibility AND MY COMMENTS ON REBECCA'S & PETE'S READING POSTS

“Leading from any chair”

My classroom does not have a teacher’s desk. I move around the room as I give lessons. A Montessori classroom teacher is called a “guide.” Hopefully, we guide the students or direct them. Zander’s book has so many aspects that really resonate with me.

My students eating lunch.

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“Rule number 6”

After reading this chapter I feel my challenge is to lighten up. I do agree that being able to lighten up enables one to be in a positive energy place. Whatever my energy is I can see how much it impacts my students. Every morning as I arrive at school I take a moment to leave behind my personal world and ready my body and spirit for my students.

http://office.microsoft.com/en-us/images/results.aspx?ex=2&qu=nature%20beauty#ai:MP900438627|mt:2|

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“The way things are”

The strongest point that resonated with me was being with the way things are by clearing judgments. I can be judgmental, and this is a negative trait that I continually work towards changing.

 

http://office.microsoft.com/en-us/images/results.aspx?qu=judgement&ctt=1#ai:MP900431333|mt:2|

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“Giving way to passion”

Dare to let go. This is great advice that everyone should follow. If we let go we can experience new ideas. Those ideas can take us many places. So date to let go.

 

http://office.microsoft.com/en-us/images/results.aspx?ex=2&qu=passion#ai:MP900407290|mt:0|

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MY COMMENTS ON REBECCA'S WEEK 3 READING POST
URL: 

http://engageandmotivate.blogspot.com/

Wk 3 - Reading Entry

Leading from any Chair, Rule #6, the Way Things Are, and Giving Way to Passion all present information that is true and helpful, but in no way unique or new to me.
I challenge my students every year to fully participate in class. I encourage them to question not just the scientific content, but the text itself and also my discussion and presentation. I want them to be empowered to fully participate in their learning and transition from elementary/middle school learning of reading, memorizing, and then repeating what they learned on a test. I hope to help them find ways to inquire, wonder, and explore their world and not just rely on another source to impart knowledge to them.
In order for me to truly welcome the questioning I encourage, I always need to remember not to take myself too seriously. I have become comfortable telling the students when I don't know the answer to a question. I give them ideas for resources for them to research the answer and ask them to share what they learn with the class. I do not find this a failure of teaching, rather I would have enjoyed having more teachers in my academic experience who could have admitted that they didn't know instead of dismissing my questions. I feel this demonstrates to my students that we are all still learning and working together to discover new information.
This give and take in my class keeps me interested and excited to teach the same subject year after year. The experience in my class is never the same and there are new scientific discoveries all the time. It is easy to be passionate about what I do. I love working with teenagers who are really craving to be engaged.

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

1. Rebecca I love your point of not taking yourself too seriously.I have been in my classroom and realized that I need to take a breath and let go of whatever it maybe. Challenging,supporting and building self-esteem in all students are my goals. At times that means I need to not take myself too seriously.
   
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   MY COMMENTS ON PETE'S WEEK 3 READING POST
   URL:
   

   http://petemonth11.blogspot.com/

   
   
   

   Monday, June 11, 2012

   
   

   Week 3 Blog Post on The Art of Possibility (5-8)

   

   The Toscanini reference in chapter 5 reminded me of a few leaders I have known and actally made me laugh out loud.  That said, the idea in this chapter, that a leader is transparent enough to be honest to those he or she leads is important.  While I believe the aged proverb that “only the fool vents all that is in his heart,” there is a place for being transparent about our mistakes.  This week’s readings also gave me images of Zander’s style as seen in portions of the TED video; especially in the way he quietly relates to his audience.

   As not taking yourself too seriously is always great advice, I appreciated the idea that the context of this admonition is also important.  I also related to the image of the child who “needs the care of competent people to make it through.”  In teaching, this is absolutely true.  The more competent the educator, the more thoughtful they are in dealing with the demands and “entitlements” of students.  Our audiences come with baggage from various journeys, don’t they?

   As chapter 7 focused on the way things are and our next step, I jotted down the idea that “Mistakes are like ice.  If we resist, then we may keep slipping into a posture of defeat.”  The other option of including mistakes in our definition of performance I heartily agree with.  I think technology courses must include the option of trying and failing as a part of the process.  There is a time and place for assessment as last week’s posts indicated.  I liked the image of “gliding” when we don’t resist and include failing as a part of the process.

   Finally, the image of the “one buttock” technique came back to me from the TED video.  When applied to leading and instructing, this tends to pull the audience into what we are passionate about.  The different ways of interpreting a musical line at different ages of life was also a great picture of how we mature into this way of “performing.”

   

   MelindaJune 14, 2012 6:10 PM

   Great comment about mistakes and ice..just can't really resist making mistakes or walking on ice. The image of gliding is awesome.

     

Week 3 Leadership Project Hub Post

Action Research Project:

After observing that my students were not engaged and motivated I knew I needed to determine something that would inspire them. My project integrated Web 2.0 tools, emergent technologies, with core academic assignments. I want to present my data at a conference. I am submitting my project to the North America Montessori Teacher Association. (NAMTA) The organization has four conferences each year. I would like to present at the spring 2013 conference. The topic at that conference will be the adolescent student. I will also be submitting my project to the Hawaii International Conference on Education This conference takes place in Honolulu, January 6-9, 2013.

One of my students creating music using Garageband.

Week 1 Leadership Post Choices to Present or Publish
scroll down past the copyright post and there it is, the Leadership Post!

Week 2 Leadership Post     Which Conferences?

Links to Leadership Documents: 

Link to Leadership Project Document

Link to Leadership Project Keynote Presentation

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 Rebecca's Week 3 Leadership Post-My Comments

URL: http://engageandmotivate.blogspot.com/2012/06/wk-3-leadership-post.html?showComment=1339778304102#c1452003392702617693

Wk 3 - Leadership Post

Action Research Project Description:

Teachers face many challenges including the lack of time and training, which are paramount to successful incorporation of technology into lessons.  My AR project sought to engage the faculty at my school through Introduction of simple to use, high impact Web 2.0 tools. Cycle 1 showed that consistent training increased self-efficacy, which in turn encouraged the faculty to devote more time and energy into incorporation of new tools. One hundred percent of teachers involved in Cycle 2 rated face-to-face training as very or vitally important. Data from both cycles supported that opportunities to allow colleagues to gather while they are creating so that collaboration and technical support can be given increased motivation and implementation of new tools.

Format and Where I Will Present:

Pete Episcopo and I have been discussing our AR projects in depth since discovering that we were interested in deploying almost identical projects with our colleagues. Finally after 8 months of collaborating, we have an incredible opportunity to design and present our data together. The inclusion of both projects as one presentation will bolster our message and demonstrate the transferability of our work to other schools. We will be applying to present at the MacWorld/iWorld Conference in San Francisco, January 31-February 2, 2013 (http://www.macworldiworld.com/speakers/) and the Sloan Consortium Webinars (open dates) (http://sloanconsortium.org/webinar_listing).

We decided to apply to two conferences to give us a chance to present both in person and through a webinar format.  Both of these venues reach individuals who are interested in both technology and education. I am looking forward to getting the experience of presenting through a webinar format since I have attended a few and have been immersed in online education through EMDT. I am so glad that if I am to present at a conference like MacWorld, I will have a colleague and great supporter on stage with me!

Week 1 - To Publish or Present?
Week 2 - Where to Present?
Leadership Document - Storytable of Presentation 

Melinda June 15, 2012 9:38 AM

Rebecca, I am so excited for you and Pete. I think you maybe become a very busy lady. I guess you already are busy! Your project has some much information to offer and inspire others. You and Pete will do amazing presentations.

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Tracy's Week 3 Leadership Post-My Comments
URL:  https://twintechblog.wordpress.com/2012/06/11/wk-3_leadership-project-hub/comment-page-1/#comment-10

Wk 3_Leadership Project Hub

Posted on June 11, 2012

My Capstone Project: Technology Integration for Lifelong Learners is Action Research geared toward solving the dysfunctional technological habits of lifelong learners.   Emerging digital technology research has primarily focused on digitally fluent student populations.  Very limited research has been devoted to the lifelong learner with dysfunctional technology habits.  Recent studies have emerged which considers fostering digital literacy among lifelong learners.  The Technology Integration for Lifelong Learners (TILL) Capstone Project has been developed to address this digital literacy gap.  A Pre-Technology survey was used to determine technology usage and to develop individualized technology plans.  A Post-Technology survey was carried out to determine what technology integration strategies were effective to the lifelong learner.  Results revealed that dysfunctional technology habits are more pervasive than previously considered.  This indicates that no assumptions can be made about digital dysfunction and instructional strategies are practical for lifelong learners.

Link to Leadership Post Wk 1:

http://twintechblog.wordpress.com/2012/06/13/wk-1_leadership-post/

Link to Leadership Posts Wk2: http://twintechblog.wordpress.com/2012/06/05/wk-2_comment-2/

Leadership Keynote Presentation in Google Docs: https://docs.google.com/presentation/d/1X2sceOI9C2lcdAFxjjM3aIv-YV3weFc9fea6bioHqEU/edit#slide=id.gdfa0b7e_2_84

1. melindalylejavier says:

   Your comment is awaiting moderation.
   

   June 15, 2012 at 4:46 pm

   Tracy, Thanks for presenting your AR Project on lifelong learners. While listening to your presentation during Wimba I learned so much. You have decided to publish and I know that your research will be able to reach many people and impact their lives.

   
   

Week 2 Leadership Post

The North American Montessori Teachers' Association has four conferences during each year. I received my Montessori Adolescent training through NAMTA. Having the opportunity to present my AR Project at a NAMTA Conference would be amazing. I know that information that I have documented throughout my project would give teachers additional information about integrating emergent technologies with core academic work. Montessori teachers balance the pedagogy of Dr. Maria Montessori with new educational tools. My presentation at this conference would inspire others to implement emergent technologies in their classrooms. I have contacted David Kahn, who was my Professor during my training. He is also the director of NAMTA. I requested the forms to participate at a conference. I am awaiting a reply.

The Hawaii International Conference On Education has a conference in Honolulu. The conference will be held in January 2013. I think presenting in Honolulu at a conference that is for an international audience would be a great experience.

Week 2 Comment on Pete's Blog Post

The answer to the question, how can we think outside the box we live in was illustrated by the “join all nine dots” example.  We truly “struggle” in our assumptions when we fail to invent.  We tend to limit our solutions to problems by drawing the square first, fencing in any hope of what’s possible.  The idea of inventing a new solution is so engaging, too.  In a recent initiative I’m involved in at our school district, I’ve been privileged to work with a team who’s culture is to “invent” solutions.  We do this by mapping our the problem, then innovating a new map, solutions included.  That’s one way we invent in order to gain more choices.

While measurements have their place (I would readily want to fly with a pilot who has passed his flight simulator tests), our thoughts and actions are affected by the assessments that surround us.  The need to survive is certainly at the core of this thinking, as the Zanders indicate.  Yet, the idea that is presented in chapter 2, that developing an attitude that life does not depend on achieving a certain mark, but values connecting with our goals (eg. people), we tend to think bigger and broader.  Here, thoughts and actions break through the constricting reflection of the measurement world and open up the “universe of possibility.”

I’m always for getting an “A.”  That said, I understand the concept behind the Zander’s experiment.  The letters received by the students after receiving the “A” and then being free to become more complete individuals made them better students.  The removal of the “measurement world” gave them unlimited possibilities to repair and modify their thinking in many areas (as indicated in the above letters).  As he concluded the chapter about his father, I related to this a lot in having a similar situation.  (The note falling out of the book that his father wrote him was particularly touching.)

To begin, asking yourself the question, “Will I be a contribution is essential.”  I’ve been challenged by this as I find myself on more and more committees in education.  I have to say that I connected something from the video and the book in this chapter and that was the reference in the video to the “bird who flies over the field and doesn’t care about the fences underneath.”  That’s how I seek to be a contribution.  I would rather fly over the challenges and boundaries in order to contribute something fresh and valuable to the discussion.  I run into many people who only look at the walls instead of fly up and get the 30,000 foot view.  So the combination of a willful decision to contribute along with a big picture approach help me to participate in the solution to a difficulty.

http://petemonth11.blogspot.com/

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Melinda said...

Hi Pete, I love your final paragraph where you state....you will fly over challenges..yes that is the attitude to have. I so believe that challenges are simply situations for us to solve. It is really exciting to hear both during Wimba and in your post about the work you are doing with the school district. The aspect that you are working with solution oriented people gives me hope that change will come to education.This was an interesting few chapters and you summarized them well.

Week 2 Comment on Rebecca's Blog Post

Wk 2 - Reading Entry

Giving the A

Start from a place of believing that all are working to do their best. This certainly makes a difference when working with students!  It also reminds me of month 2 with Beth when she gave us our first "No Risk" assignments. I worked so hard on those assignments despite the fact that as long as I completed the work, I would receive an A. I have to say they are still products of which I am truly proud and I completed them at the beginning of the program when I was completely new to tools like iMovie and GarageBand.

I work so hard with my AP students to get them to see that the grade does not define them as a person. I would love to not have to give grades, but the fact remains that I have to use some sort of widely accepted scale to rate my students. I do tell them that whether they spend 5 minutes or 5 hours on an answer and it is wrong...it is wrong. (You are correct if you imagine that they do not like this information.) I take comfort in knowing that I really want the doctors that take care of my daughters to have been top in their class and to have scored high on every medical school exam. (I don't actually know if this is true, but I am pretty certain that our pediatrician was top in her class since she is a rockstar!) It would not be the same if she received an A just because. I unfortunately found myself putting less stock in the authors' arguments because one of them was teaching music. I wholeheartedly apologize to my musician friends!

Yet, imagine if you could really embrace this at your school. Imagine that student who saunters into class unprepared, never turns work in on time and then days before the final exam asks for extra credit to raise their grade. Or imagine giving an A to that colleague who walks in just in time in the morning, complains about everything and yet will provide no solutions, and is mysteriously sick for important require meetings. For some reason I am more able to cut my kids slack than adults. I guess I expect some degree of immaturity from teenagers, but won't take it from the adults. This "giving the A" sure sounds like a challenge.

Posted by Rebecca at 11:24 PM 0 comments

 Melinda said...

Hi Rebecca, your first sentence when you comment...begin by believing that they are doing their best..I completely agree. As teachers one of the most important things we can do to influence our students is being positive. Everyday as I arrive at school I try to take a moment and put myself in a place to be open and positive to what will unfold. I am not a cosmic Maui type of person, however I know preparing my lessons,and my spirit sets the stage for a great day in the classroom. The give them an "A" idea is hard to understand, especially when we all know how much time and hard work it takes to work towards getting an "A". One more comment..it is so interesting that the assignments we have that are "No Risk" were new to me the assignments that I worked as hard as ever to do it well.

http://engageandmotivate.blogspot.com/

Week 2 Reading Post-Art of Possibility

Week 1 Blog Post- Art of Possibility

CHAPTER 1

Everyone has a different perspective of a particular event or situation.  This chapter reminded me to think outside the box. This is a skill that all educators should have. A classroom teacher needs to be able to look at situations and in a short period of time make adjustments. This could be a conduct situation or an academic situation. Look for different ways to deliver a lesson. Look for different ways to redirect a student that is not engaged or disrupting others in the classroom.

http://office.microsoft.com/en-us/i

mages/results.aspx?qu=box&ex=1#ai:MC900441930|

CHAPTER 2

Again with this chapter I am using the information to reflect on my classroom and how I can approve my teaching skills. Are there good students and bad students? Or do we give them that label? What are their possibilities? They are endless; I have to help them open the door to find these endless possibilities. During my time as a teacher I have met some remarkable people. These people are my mentors. They are “can-do” people and exude positive energy. Being around them or reading their books can bring me into their world of “can-do.” This is a gift to share with students they are “can-do” people. They need to be reminded of that and provided situations where they “can-do.”

http://office.microsoft.com/en-us/images/results.aspx? qu=success&ex=1&origin=HA101820576#ai:MP900449128|

CHAPTER 3

AN “A”

This was an interesting chapter. I am a teacher working at a Montessori school. We do not give grades. Progress reports indicate “capable” and “proficient.”  Middle school students want to know what grade they are receiving on their work. Rubrics have fulfilled this purpose. Rubrics give information to the student to guide them through an assignment. When the assignment is completed the score of the rubric is equivlant to a grade.

I am amazed with the class at USC giving specific grades to only certain students. Sounds like a psychology study. I am not sure how I would feel if I was one of those students.

My interest is in the class art the New England Conservatory. What a great idea to have students write letters explaining why they deserve an “A.”

http://www.google.com/imgres?imgurl=http://www.cartoonstock.com/lowres/aba0480l.jpg&imgrefurl=http://www.cartoonstock.

Chapter 4

From our earliest days, we understand that there are tasks ahead of us to accomplish and landmarks to achieve. Life often looks like an obstacle course. Zander & Zander (2000)

http://www.google.com/imgres?hl=en&client=firefox-a&hs=Lu5&sa=X&rls=org.mozilla:enUS:official&biw=1241&bih=736&tbm

I think we move along on our path in life with the ups and downs. The choice of the method used to deal with the ups and downs makes each one of us who we are. Trying to look at life in a positive manner is very important to me.