As I was reading the last of the book, I was intrigued by chapter 9's message. Better to do things in person. The author conveyed that this was not out of social reasons but much much more. By enrolling individuals into joining the venture through passion igniting passion, it appeared that No's become Yes more often. It was interesting to read how manipulation, cajoling, bribery, threats, or promises were not the basis of enrolling others into the action desired. Wouldn't it be so wonderful if more people could read this book and do what is right, not what is easy ( politicians perhaps?).
Chapter 10 quickly reminded me of a poem that I have always remembered from high school- Invictus ( movie of same name)
INVICTUS
by William Ernest Henley
OUt of the night that covers me,
Black as the Pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.
In the fell clutch of circumstance
I have not winced nor cried aloud.
Under bludgeonings of chance
My head is bloody, but unbowed
Beyond this place of wrath and tears
Looms but the horror of the shade
And yet the menace of the years
Finds, and shall find me, unafraid.
It matters not how strait the gate,
How charged with punishments the scroll
I am the master of my fate:
I am the captain of my soul.
Chapter 10, for me, is about being Active, the maker of my own course. Don't be the victim.
The framework for possibility is mentioned in chapter 11. My favorite part is about the teacher who also shaves their head to show support for the child. What a beautiful selfless act. This teacher became a part of the solution, not a part of the problem. The vision of possibility as well as action started with the act of doing, not watching.
At the end of the book, Chapter 12 was about the WE factor. So many times, people in our lives want to use the blame sentence - YOU did this, He made me, THey were....As an educator, I hear frequently- but teacher- he made me talk. Parents say to me- but teacher, you don't give me kid enough attention.
I loved how We becomes a part of the conversation. Own the problem. Let's fix it together. What do WE both want out of this - the satisfaction of everyone'e needs becomes a priority instead of a one sided emotional crisis.
Most of all- The Art of Possibility puts everything on the table. There is not subliminal messages or closely guarded secrets priviaged to only a few. This book opens living and life up to everyone.
Showing posts with label Art of Possibilities. Show all posts
Showing posts with label Art of Possibilities. Show all posts
Sunday, February 27, 2011
Friday, February 18, 2011
EDM613 MAC Week 3 The Art Of Possibility Chapters 5-8
Okay, as I delve into this book further, i am noticing some things. First, Chapter 5 is a little more about the author and the orchestra. I was really focused on a few things. Engagement- something teachers want 100% of the time. And if we don't get it, we get mad or complain or toss a kid outta class. Roz and Zander said, "The eyes never lie ",.... isn't that the truth. I can always tell the faraway look on a child's face when they stop processing what I am teaching. I thought the conductor who traded seats with a player was very good. Each of them could see how both sides work. As a teacher back in school, I understand how easily it is to be distracted by noise, sites, sounds, internet cruising while I am working. I can only imagine what professors at Full Sail think when they really get a piece of work that is not even close to the directions....
As I have gotten older, I have probably applied Rule 6 a lot more when I was younger and more serious. I have to be appropriate all day and when i am at home relaxing- inappropriate things make me laugh!!! I have tried to incorporate that into my workplace with little quips or humorous videos/quotes, etc. I am not sure about the calculating or central self. I imagine that for the most part, all of us are made up of both. ( I could be totally off on this)... Like I said- Don't Sweat the Small Stuff. In the grand scheme of things, it may not be so bad!!!
Chapter 8 for me could be summed up with the saying- It is What it is. I was thinking of a boy taught in 2nd grade....He was so different- definitely marched to the beat of his own drummer. He was brilliant but his behavior was a little lacking- he would blurt out answers, answer the question with something totally off base, and draw answers instead of writing them and he knew everything about Lord of The Rings and Star Wars.He had a history of always being in trouble. I accepted that this child was like this and when I came to the understanding that I was not going to change him, I enjoyed him immensely. He was funny and creative and he gave me ideas of ways to teach that I never thought of ( Desert climate was like Tattooine). I think about him often and hope he is doing well.
I would like to suggest this book for my school's book studies. More teachers should have possibilities opened up for them with a new venue of thinking...
Sunday, February 13, 2011
EDM 613 MAC Week 2 Reading- The Art of Possibility
This week's reading was a little different than most of the other works used in my Full Sail program. This was not a text book per say or even a how to manual. This book was almost like a collection of thoughts, stories, and experiences from which the authors drew from (rafting, Picasso, photographs in an African Tribe) to illustrate their intentions...Rosamund and Ben Zander's book, for me and my line of work, could have almost been a door leading to the world of Autism. As I read through each chapter, i found myself thinking a lot about my students ....
In the first chapter, The First Practice, the authors basically ask- How do you see things? Most individuals have a perception or a predetermined point of reference in their heads.It's either this or that, nothing else. I hear teachers say all the time, " I can't re-invent the wheel". And when a student comes along that does not fit the middle of the road learning style or accepts a lesson for what it is, the teacher becomes angry or frustrated, blaming the learner for the problem. But what if a teacher could use each student they meet as a reference point? Possibilities would be endless the different ways to teach a lesson. As a teacher of students with Autism, my knowledge has been opened up and my teaching strengthened by the different ways my students learn. I am always amazed at the ways a child will interpret information and then apply that to their learning. Sometimes the ordinary and the mundane become incredible and sometimes the incredible becomes mundane. One of the students in my class sees the finite detail of things, the focus of his eye is uncanny. On the old penny, there is a teeny Abraham Lincoln in the Monument on the back. What if the way I taught the penny was to have the child always look for the Abe Lincoln, not that it was copper, or 1 cent, or any other basic description that defines "penny".
In chapter 2, Roz and Ben discuss the world of measurement. For children with autism, routine and identification and order of things provides security. For many people, this is a truth. There is a security in prediction. I thought it was interesting that examples given for integration in the world were experiences on an emotional level. For my students, pleasure is derived form sensory input- the feel of a swing, spinning, certain surfaces, pressure, and visual/auditory stimulation. I measure student's behavior based on observational data. This book is more intrinsic than what my teaching experience has shown. As for that matter, many adults are still motivated by extrinsic rewards as well. So this is probably the hardest part of The Art of Possibility.
Chapter 3, The Third Practice. Now this is where it gets interesting and connects the reader on a more personal level. Being an A student is a "possibility". This makes the assumption that everyone is the best at what they do. I reveled in the story about the Taiwanese student. I recently read and article, both on NPR and in Time or Newsweek (I get both so I am not sure) about Asian parents and what they expect from their children. The article went on and on about the strict educational practices, drill and skill methods and the education system that promotes hard work and discipline. The standard is A. Anything less then that is shameful for the family. I was thinking about students in my class. Many parents of children with disabilities want to keep them in a child like state forever. Responsibilities or maturing is not expected because they are special. I argue at meetings that this student in 1st grade, at 8 years old, will be an adult in 10 years ( 10 years goes quickly!!!). One of the things I do as a teacher is treat my special needs students like students. I expect the same level of learning as anyone else just in a different way. I measure success with what they can do...raise the bar and the students will increase abilities.
Finally, in Chapter 4, being a contributor is enveloped. But do not confuse this with success. My students contribute to my ability to be a better teacher. I contribute my knowledge and experience with other teachers. Each child in my class contributes to our classroom in different ways- laughter to lighten up the mood, working independently so I can help another child, or even
showing me where I put something that I forgot where I put it. Something is always better than nothing. Everything counts.
I noticed a sub title in this chapter- Ripples in a Pond. This was the name of a Diigo group site used by a Full Sail teacher. Rena Hanaway . I wonder if she read this book and saw a connection ...
In the first chapter, The First Practice, the authors basically ask- How do you see things? Most individuals have a perception or a predetermined point of reference in their heads.It's either this or that, nothing else. I hear teachers say all the time, " I can't re-invent the wheel". And when a student comes along that does not fit the middle of the road learning style or accepts a lesson for what it is, the teacher becomes angry or frustrated, blaming the learner for the problem. But what if a teacher could use each student they meet as a reference point? Possibilities would be endless the different ways to teach a lesson. As a teacher of students with Autism, my knowledge has been opened up and my teaching strengthened by the different ways my students learn. I am always amazed at the ways a child will interpret information and then apply that to their learning. Sometimes the ordinary and the mundane become incredible and sometimes the incredible becomes mundane. One of the students in my class sees the finite detail of things, the focus of his eye is uncanny. On the old penny, there is a teeny Abraham Lincoln in the Monument on the back. What if the way I taught the penny was to have the child always look for the Abe Lincoln, not that it was copper, or 1 cent, or any other basic description that defines "penny".
In chapter 2, Roz and Ben discuss the world of measurement. For children with autism, routine and identification and order of things provides security. For many people, this is a truth. There is a security in prediction. I thought it was interesting that examples given for integration in the world were experiences on an emotional level. For my students, pleasure is derived form sensory input- the feel of a swing, spinning, certain surfaces, pressure, and visual/auditory stimulation. I measure student's behavior based on observational data. This book is more intrinsic than what my teaching experience has shown. As for that matter, many adults are still motivated by extrinsic rewards as well. So this is probably the hardest part of The Art of Possibility.
Chapter 3, The Third Practice. Now this is where it gets interesting and connects the reader on a more personal level. Being an A student is a "possibility". This makes the assumption that everyone is the best at what they do. I reveled in the story about the Taiwanese student. I recently read and article, both on NPR and in Time or Newsweek (I get both so I am not sure) about Asian parents and what they expect from their children. The article went on and on about the strict educational practices, drill and skill methods and the education system that promotes hard work and discipline. The standard is A. Anything less then that is shameful for the family. I was thinking about students in my class. Many parents of children with disabilities want to keep them in a child like state forever. Responsibilities or maturing is not expected because they are special. I argue at meetings that this student in 1st grade, at 8 years old, will be an adult in 10 years ( 10 years goes quickly!!!). One of the things I do as a teacher is treat my special needs students like students. I expect the same level of learning as anyone else just in a different way. I measure success with what they can do...raise the bar and the students will increase abilities.
Finally, in Chapter 4, being a contributor is enveloped. But do not confuse this with success. My students contribute to my ability to be a better teacher. I contribute my knowledge and experience with other teachers. Each child in my class contributes to our classroom in different ways- laughter to lighten up the mood, working independently so I can help another child, or even
showing me where I put something that I forgot where I put it. Something is always better than nothing. Everything counts.
I noticed a sub title in this chapter- Ripples in a Pond. This was the name of a Diigo group site used by a Full Sail teacher. Rena Hanaway . I wonder if she read this book and saw a connection ...
Saturday, February 12, 2011
EDM 613 MAC Week 2 Response to Peers @Tim
Tim said:
To be honest I was really being bored to tears with this weeks reading, Art of Possibility, until! I came to a paragraph the just rang out to me. In this paragraph the topic of grades is discussed. I always had a problem with grades as a way of measuring mastery of skills, I just didn’t know why. Well the authors of this book gave me the answer I was looking for, letter grades just compare student against student, and say very little about the actual work completed by the student.
Every student is different and learns at a different rate and in different ways. Taking into account these differences, why should they all be measured on the same scale. How do we resolve this situation? I really don’t know, but it is definitely something that should be studied.
Reading the paragraphs in this book relating to grades had really opened my eyes to something that has been bothering me for a long time. Wouldn’t it be great to get a giant gathering of educators together and have a massive brain storming session and see what we could come up with? Makes me really wonder about the possibilities……
Elizabeth Said:
Tim, in some regular classrooms where special needs kids are mainstreamed, modified grades are given. So, if a special need kid does half the problems or a pared down list, the teacher gives the student a grade based on that, not in relation to the class grading scale ( for example- if a child has 5 spelling words and gets 4 correct, it is still an 80%) where as other kids have 20 words and they have to get 18 to be same percentage. On grade cards, these grades are asterisked so that parents understand that the student has a modified grade. The only problem I have seen with this issue was at the High School level. One of my former students GPA was 3.9 and he graduated top 5. Now, we all now that student did not take Advanced classes or even had all the required classes, but because of his modified grades in his special education classes, it appeared that he was an above average student. I have struggled how to make this a more fair and understandable issue
To be honest I was really being bored to tears with this weeks reading, Art of Possibility, until! I came to a paragraph the just rang out to me. In this paragraph the topic of grades is discussed. I always had a problem with grades as a way of measuring mastery of skills, I just didn’t know why. Well the authors of this book gave me the answer I was looking for, letter grades just compare student against student, and say very little about the actual work completed by the student.
Every student is different and learns at a different rate and in different ways. Taking into account these differences, why should they all be measured on the same scale. How do we resolve this situation? I really don’t know, but it is definitely something that should be studied.
Reading the paragraphs in this book relating to grades had really opened my eyes to something that has been bothering me for a long time. Wouldn’t it be great to get a giant gathering of educators together and have a massive brain storming session and see what we could come up with? Makes me really wonder about the possibilities……
Elizabeth Said:
Tim, in some regular classrooms where special needs kids are mainstreamed, modified grades are given. So, if a special need kid does half the problems or a pared down list, the teacher gives the student a grade based on that, not in relation to the class grading scale ( for example- if a child has 5 spelling words and gets 4 correct, it is still an 80%) where as other kids have 20 words and they have to get 18 to be same percentage. On grade cards, these grades are asterisked so that parents understand that the student has a modified grade. The only problem I have seen with this issue was at the High School level. One of my former students GPA was 3.9 and he graduated top 5. Now, we all now that student did not take Advanced classes or even had all the required classes, but because of his modified grades in his special education classes, it appeared that he was an above average student. I have struggled how to make this a more fair and understandable issue
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