MAC/ Week 4, Leadership Role Model Reflection

Grady

My leadership role model is one of my mentors from high school. Grady was in charge of operating the local origination television station that was required from the law that cable operators had to give back to the community. We had a small television studio that was run by students from the two high schools in Pacifica, California. We televised the city council meetings live, and high school football games live as a remote operation.

We, as students, created original programming, in television and radio broadcasts as well as many community involved people. It opened up my worldview and gave me a focus and direction when my life was falling apart. Grady is gifted in handling people and has a wonderful worldview. His experience in varied careers at that time was impressive. Oh my, that was 43 years ago. He wasn’t tied down to a straight path.

My mom, and me!

I was accepted to Ringling Bros. Clown College and he gave me the best advice, “Go and learn, enjoy and find out who you are and if it doesn’t fit, don’t worry about it. Nothing has to be forever.”

He taught me how to hold life together under extreme circumstances and looking back I see how much he gave to us as students, to the community and to his family. He gives and doesn’t take. I pay it forward now. I try to give without wanting back. He is one of the reasons I became a teacher. Oh yeah, that clown thing did work out for a while too.

Grady's Company

You can do ANYTHING you want to. There are no limits, Grady showed me that. Grady has a really successful online company, Audio Editions, books on cassettes and CD’s. www.audioeditions.com/. 


His journey through life has a great payoff. He earned it and deserves everything he has now. Karma is a good thing.

Image Sources; my own photos & audioeditions.com

MAC/ Week 4, Response to Cherylee Gruber's Blog

Cherylee Gruber, you are so talented, invested in your students, and creative. You go so far beyond what is necessary because you really enjoy doing this and you inspire me to do my best.

I can relate to having to teach something that you don’t connect to and having to do a total mind-shift. You took Animal Farm to a wonderful creative level. I wish I could conjure up quick ideas like you do in the moment; it would have made this year much easier to live with.

You state, “I also think it is important to allow other to ignite yours, (the spark), and that we tend to shutout the “sparkers” because of the flames that they might ignite. Ignition means work.” I know that with my students, if I ignite them, the room bursts with energy and it gets loud which in my current school wasn’t allowed or understood.

You have certainly not only ignited my spark, but you have helped me continue to let it spark when at times, I really wanted to snuff it out. To rise above the system also requires much work and gets tiring. Thank you.

Image Source; Microsoft Office Clipart, MP900437381

Cherylee Gruber

Chapter 9 - Lighting the Spark

In Chapter Nine, Lighting the Spark and Enrollment are the key points.  Zander’s theory is that the universe is alive with sparks. Passion rather than fear is the abundant force. Once you realize the spark exists it is like playing catch in a field of light.  Offer others the spark you carry. I appreciate the analogies especially being a teacher.  I have observed several other teachers in action, and it is always very obvious who is carrying a spark, who is smoldering, and whose fire has long ago died. 

I have always tried to convey my passion for English Literature.  I show excitement about what we are about to read.  My one area that always concerned me was Animal Farm.  I don’t like it, yet it was district required.  My outlook however, was trying to make it exciting for the students.  I never walked in and said, “We have to read this book.”  Instead I have tried several projects to “spark” the book for my students and myself.  Once I held a “meet-and-great” where all students pulled the “Hi my name is” tag out of a bag with a historical figure or party member on the tag.  They had time to research their roles and then attended the party.  It was quite funny to see how they would interact with one another based on research.  

The point is lighting the spark.  I also think it is important to allow others to ignite yours.  Sometimes in a hectic and chaotic life, we tend to shutout “sparkers” because of the flames that they might ignite.  Ignition means work. 

MAC/ Week 4, Response to Vee Winston's Blog

Vee Winston, I just love your words. You sound so developed and present. You state, developing a mind state of being present in the way things are, is a powerful lesson. Accepting that-things are what they are involves a different level of understanding and application.

The application of all of this mind-awareness process is the key to changing how you view and live in the world. One needs to be ready to read and absorb material such as this book. That requires being ready to receive and open-up to the world of possibilities. Not everyone is ready to do that when someone else tries to expose them to a different world view.

This plays into resistance-to-change because of that individual’s level of readiness. That is the struggle of self-realization and how we move in the world. We all want to be the best we can be, but sometimes, until it echoes back to you in some other form, often we think we are on a lone journey and are confused about why the world is the way it is.

I believe human consciousness accepts new ideas en masse. WE all move TOGETHER in this reality dance that changes as we change our view of the world. As Dr. Wayne Dyer says, “If you change the way you look at things, the things you look at change.” 

Image Source: wordle.net based on Dr. Wayne Dyer's quotes.

Comment for Vee Winston

Week 4-Reading Entry Post 9-12

The idea of Enrollment sparks several viewpoints for me.  I often tell my daughter “Sometimes the answer is no,” when she is insistent about one thing or another. Children seem to naturally demonstrate Enrollment, from the time that they are able to talk. UCLA did a study a few years ago, which indicated that the average one-year old child hears the word “No” 400 times a day by their parents.  What may naturally begin as Enrollment, is drowned by the time we all hit adolescence. The rejected feeling of so many No’s can create the “dampened downward spiral “ feelings that are mentioned in the text. Unfortunately, we have to re-learn the idea of partnership and trust that exists in children.

Picture courtesy of torontoschoolofstrings.com

Developing a mind state of being present in the way things are, is a powerful lesson. I’ve often heard the phrase “Things are what they are.” Accepting that-things are what they are involves a different level of understanding and application. The author describes this “present” state of being, as a frame of mind that accepts what shows up willingly, and moves forward from that point. Thinking and reacting to life’s circumstances will surely help us avoid the “downward spiral” syndrome.

This week’s reading helped me to remember to focus on the larger beauty of life, and not the small stuff, that will interrupt an otherwise normal day.  My attention needs to be ever focused on what is happening now, and what I chose to happen next. Since I never know what will show up, I must remember that my attitude needs to remain one of gratitude, regardless of the circumstance. This mind-set, will ensure that I am “On Board.”

I am certain that we live in a world of illusions. It is written in the NIV Bible that “Now we see but a poor reflection as in a mirror; then we shall see face to face. Now I know in part; then I shall know fully, even as I am fully known.”(1 Corinthians 13:12). Many of us navigate the world, not realizing that we have created the framework for our experiences. I found that Chapter 12’s emphasis on the “We” was very profound. This lesson helps to remind us that our individual strengths, contributions, opinions etc., are useless without other people.  When we develop the ability to see ourselves as part of the whole, as opposed to separate from the whole, we are able to live a more realistic life.

MAC/ Week 4, Reading: The Art of Possibility: WE, US, THEM, oh MY!

As I finished reading this book, I was struck by the WE story. That is one of the current problems in my district. WE do not have a contract and WE are being picked on and bullied by OUR governor. WE are going into our third year without a contract. WE are state operated and final control lies with the governor that hates teachers. WE try to sit down and negotiate terms of the contract, but THEY won’t play with US.

WE won an award for back pay because THEY violated the block-scheduling clause in the contract. Now, THEY have to pay thousands of dollars in compensation to US.  THEY won ‘t let that go and are trying to find new language to change that part of the contract while holding up 3200 other people in the unit.

HOW do THEM, and WE get to US? WE have hired a mediator, again. Every contract year the union needs to do this to move the district to action and to develop a contract. The district has been state run for 22 years and it only gets worse. It is no wonder we are a failing district, although I believe all districts throughout the country were expected to fail under NCLB because of the business of charter schools and big business.

OUR children are the ones who are suffering. WE ask, WHERE are the parents? WHY aren’t THEY screaming foul when THEM, (the district), fired ALL world language teachers, art and music teachers, librarians, tech coordinators, and academic support teachers? ALL of US, do the downward spiral, yet WE are blamed. WE are held accountable and evaluated by test scores that are a poor judgment of how and what children really learn.

So, how do WE become US? At this point in time, WE don’t. THEY won’t let US be. What has happened here? How did it get so out of control? There is no happy ending here right now. THIS has to be played out with mediators, arbitrators, and patience. US, THEM, WE, OUR, I, it doesn’t matter, THEY are all unreasonable and ALL of US suffer. Oh MY!

Image Source: Microsoft Office Clipart: MP900309634

MAC-Week 3, Leadership Project Hub

I am a special education teacher in a large urban, economically depressed, state-run district in northern New Jersey. I decided to get my Master’s Degree in Education, Media, Design, and Technology, what follows is the journey of the Action Research Project I had to complete as part of my course work.

My Action Research Project focused on improving engagement of students with special needs to write successful simple sentences utilizing digital storytelling. This quantitative study utilized pre and post surveys to determine if digital storytelling would improve the students’ ability to use capitals and correct ending punctuation marks while writing simple sentences. The literature review determined that digital storytelling did increase motivation, engagement, writing skills, storytelling skills, grammar, punctuation, and built the students’ confidence. The results determined that the students with special needs did improve their ability to engage with the material and produced quality simple sentences with capitals and ending punctuation marks. In conclusion, digital storytelling had a positive impact on the students’ engagement and ability to write simple sentences.

I will try to share my project as a published paper in the Council for Exceptional Children’s journal, Teaching Exceptional Children. Teaching Exceptional Children is published six times a year, and features research-to-practice information and materials for classroom use, as well as current issues in special education teaching and learning.

Leadership Link to Week One

Leadership Link to Week Two

Link to Leadership Document

Link to the publication guidelines for Teaching Exceptional Children

Image Source: Council for Exceptional Children's Website 

MAC-Week 3, Response to Tracy Anderson's Blog

Tracy Anderson, I will comment on Chapter 7 with you on being present without resistance. The author states presence without resistance frees you and allows other pathways to begin to appear, presenting other possibilities. I get caught up sometimes in worrying about how things should be rather than accepting how they are.

I have been practicing living in the now for a few years after listening to Eckhart Tolle when he did those podcasts with Oprah. I think I will listen to them again because it was freeing to be able to just accept and be. Life took on a new perspective and I was much more able to handle the now and not resist.

This has helped me immensely in my classroom this year. I had a tough group of students and I was placed in an environment that I wasn’t highly qualified for and it was sad, frustrating, at times maddening and I felt terrible that I couldn’t give the class everything that I was capable of because I had never taught the subjects I was trying to teach.

If it hadn’t have been for those audio books and podcasts, I wouldn’t have survived as well as I did. I would just take a breath, and say this too shall pass, accept where you are, be in the moment and find something about the situation that is positive and work from there.

That worked and I learned to pace myself differently and let go of mind traps. I have become a better teacher because of this year. I did ask for a transfer. My mind isn’t that strong.

That was my crisis and it really felt like where am I in my life now? Facing the unexpected that truly confuses and disappoints and as you stated, I will now follow my own connection to the possibility.

Image Source: Microsoft Office Clipart; MP900438964

Tracy Anderson

http://twintechblog.wordpress.com/

Metal sculpture titled” Spreading Peace on Butterfly at a Time” by David Kracov

In this countdown to month 12 in the EMDT program, I indulged myself with an audiobook version of The Art of Possibility.  My thinking was, at this stage of the game I really need to multi-task.  This is something I really do not favor, as it forces my attentions in far too many directions.  Like the conductor exclaimed in chapter 5, “They need me everywhere!”  Good grief, I hope that part of my life and thinking has passed.  I have no aspirations that are that grandiose.

Now that it seems deadlines are coming as if induced by some force beyond my control and I really need a way to say I have had some introduction to the assigned chapters.  Today, I actually managed to listen, for the second time, to chapters while walking 2.0 miles around the local neighborhood track.  The weather was cooperating, a pleasant 80 degree and not a cloud in sight.  I put in my ear buds and commenced my lap count whilst listening to the narration of possibilities.

My disclaimer, my comments are in no way a comprehensive study of the Zanders.  Just my own little quips and recollections of points that made an impact, or, better still, made me laugh.

Chapter 5 offered its own bit of salve. We all know tyrants and professional bullies. If you find yourself in the company of such a person, plan your exit. No point in posturing yourself against them. I do like the white paper practice Zander described.  It’s very much like the feedback we provide at the end of each course.  No harm, no foul, just a decent way to offer comments from a personal perspective.

Fast forward to chapter 7, on being present without resistance.  Now, let me just say that I have a problem with being present with resistance or just plain tuned out. It has taken years for me to take my interests or fears  (calculating self) out of the equation to lessen my resistance to a situation, good or bad. By developing that muscle of resistance I have found myself in some painful situations.  My piano teacher often asks, “Are you present today?”  Funny how that resistance comes through in any endeavor.  Thankfully, of late, I have been fully present.  Which leads into the next chapter, Giving Way to Passion.  This is where I need some remedial help!  Where am I holding back?  I am familiar with notion of the long line but I am far too familiar with the disorientation expressed by Amanda Burr.   How many times have I felt that I don’t know where I am in my life?  Let a crisis (bar line) present itself and all but for the Grace, there I go.  Now my more mature and cooler head has begun to prevail.  I think I must be taking my lead from someone close to me who shared that he hates the bar line in music because musicians react to it as if it were a stop sign.  It is time to follow the long line and my own connection to possibility.

Photo retrieved from http://www.spiritofspider.com/2012/01/spreading-peace-one-butterfly-at-a-time-metal-sculptures-by-david-kracov/

MAC-Week 3, Response to Rebecca Girard's Blog

Rebecca Girard, I really enjoyed reading your blog entry on your reading. “I have become comfortable telling the students when I didn’t know the answer to a question. “ Because I teach special education, I feel it is really important that the students know that no one knows everything and that is okay. What we really need to know is where our weak areas are and learn where to find the resources we need to assist us in getting the answer.

I totally agree with you that we should have our students bursting at the seams to blurt out an answer. My students seldom raise their hands; I prefer a dialog rather than the “sage on the stage”.

My Vice Principal has commented on my evaluations that I need to “teach” the students to raise their hands and wait to be called upon. Yuck! As you say, “I know how controlled chaos can crate a dynamic learning environment.” Besides, my kids are ADHD, they don’t have impulsivity control, (neither do I), why fight a losing battle?

It is because of them I have altered the way I was taught and now I teach in an authentic way with the excitement and joy of discovery. Why hold that back? 

Image Source: Microsoft Office Clipart; MC900439384

Rebecca Girard

http://engageandmotivate.blogspot.com/2012/06/wk-3-reading-entry.html#comment-form

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.