Week 4 Leadership Role Models

Do you ever daydream about a possible life?  I bet you do.  At times I often think how amazing it would be to take certain pieces of people and mold them into the perfect person.  This may be a celebrity of sorts, but mostly I look at the people around me who inspire me. 

As I started my teaching career I would look at the ones who seemed such experts at what they were doing.  My librarian is so great at coming up with lessons on the spot with all the teachers in the building if he needs to.  He is also great at technology and loves to experiment with new programs.  Mold that with my old instructional coach whose organization and passion were amazing to watch.  Then add in a bit of my old principal who never gave up and knew the IB program inside and out.    A touch of my teammate who has been teaching for over fifteen years and always has a good way of looking at things and we are on a roll. 

Pieces of all of these people would turn me into the absolute best teacher I could ever be.  While that may not exactly happen in real life it makes me thankful to be with such a diverse and amazing group.  Thinking about the leaders in my building and the leaders that everyone has a chance to look up to is a great thing.  This reminds me that leaders don’t have to be the ones we see on TV, or the ones sitting in the big buildings making the big checks.  They are the ones that we work with each day and help us to continue and make a difference.  

Week 4 Response to Valencia Winston

1. 
   Jessica BistramJune 20, 2012 11:47 PM

   Vee I had to laugh a little at how many times a one year old is told no in a day. I can’t believe it is 400 times a day! Then again my nephew is getting to that age and I can see all the things that we already say no about. I like your thought of re-learning ideas when we are older. There are so many times that we tell our students and children no. Sometimes I think it is just because we feel we should. Not even because we want to. At times I feel even I accept things too soon and need to realize that pushing the boundaries may be a good thing. Like you said it is all the small stuff that adds up. Maybe there is something that we stop quickly when we should be moving forward. It is time for all of us to light a spark and maybe try the unexpected.

   
   

   Valenica's Original Post:

   Wednesday, June 20, 2012

   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.

Week 4 Response to Pete Episcopo

Jessica BistramJune 20, 2012 11:34 PM

Hey Pete. I think that “We” piece is important too. I like that you included JFK since he is a good one to look to for positivity. When it comes to my students I always like to talk about the class as our class, our room, our work. It is not them. It is not me. We are a group going through the year together. I think that this is a small yet powerful message for children to hear. That personal connection lets them know that we are a team and even when things are not going well we can make it.
I can tell that from everything you do you will make sure to light a spark in the world of may people. I feel so lucky to have met such a great group of people and think we have all done a great job at sharing with each other. That is almost more inspirational than all of these books combined.

Pete's Original Post:

RIDAY, JUNE 15, 2012

Week 4 Blog Post on The Art of Possibility (9-12)

The idea that enrollment, the practice of chapter 9, is the art of generating a spark instead of cajoling resonated very much with me.  As a department chair, one of my jobs is to relay information from administration to my teacher colleagues.  They are well skilled in spotting manipulation and I would agree with them on their point of view in this area.  I resent it, too.

The quote from Zander’s father, “Certain things in life are better  done in person,” is a great quote to live by.  I recall a United Airlines commercial that hit on this theme as it presented a man who had to be inconvenienced from his life because he needed to change a customer’s perception about his company’s proposal.  As you looked at the eyes of the business traveler throughout the ad, he was as engaging to the ticket agent as he was to the customer.  I think this encapsulates this point of Zander’s; you can have a spark that ignites in a positive way or you can light no flame in others.  It is always in connecting with others that we change attitudes and thus move others from where they are.

As the next 2-part practice of realizing “I am the board,” (ownership of my life’s actions) begins the practice and asking “how did this get on my board,” follows, it seems Zander promotes that we own the outcomes.  The way things are, compromise, and enrollment don’t always produce the results we’d expect.  So owning and assessing are a logical response.  I would think that following this, we also understand our audience.  It is rare, but I have run into the immovable, excuse-maker who spends much energy missing an opportunity.

The next practice of creating frameworks for possibilities are not new in my opinion.  We must create frameworks of how we will advance.  As Zander puts it, we basically identify the problem (downward spiral), jump in, and monitor what is “on track” and “off track.”  I tend to do this constantly with the digital academy I am part of.  There are those who would like to move it in many directions but we have a clear idea of what is “on track” and “off track” when it comes to our culture.  I totally agree with this idea.  The vision drives the culture.

Finally, the “We” approach is always a good idea.  I remember JFK using “we” in his famous speeches about America supporting the “space race” with Russia.  “We” alienate no one and includes everyone in the initiative.  The final William James quote says it all, as well.  “Big plans” and “great things” are not always the approach.  Personal connection that spreads like a “root” and feeds other initiatives goes viral in a good way.  I see the work we are doing after this program as a good example of that visual.

Week 4 Reading 9-12

In the last chapters of this book I found more inspiring stories, and was able to look at things from a different perspective.  Again I think that a lot of these concepts are ones that we hear about often, and should remember to work into our lives.  The Zander’s stories and words make me think of my own experiences and my family and students.  I think of ways that their stories could help others and how one person can actually make a difference. 

Something that stood out to me was that some things are better done in person.  With the technology that we have now there are a lot of things that are left to computers and phones.  People barely have to go outside if they don’t want to.  There are times in life when doing something in person is the better way. This shows that you actually care and are willing to take the extra mile to make something work. 

Another piece I liked was when Ben Zander brought students from the US to England to study for a year.  I thought this was such a great way for them to learn.  The stories they heard from his father and other experts in the field will be something they will likely remember their entire lives.  What a great experience for students to be able to share with others!  I think if more students were able to learn in this authentic way they would have a larger passion for learning and continue on into adulthood. 

Ben and Roz Zander are great at sharing experiences in their lives that are easy to relate to.  From the teacher who shaved her head for a student, to the last words of a fifteen year old girl to her brother, they are inspiring and good reminders of what we should strive to be.  

Week 3 Leadership Blog Post

Action Research Project:
My action research project was focused on increasing student's reading fluency through additional technology and working in groups.  As students reach higher grades there is less focus on fluency and students who are already behind fall further back.  In order to help students and to engage them in their work students used short plays to practice within their reading groups.  Students would practice with their group each week and record their plays onto the computer using different forms of technology.  This practice provided students with instant feedback on their reading and allowed them to become more confident in their skills.  In further cycles students added pictures to their work through Pixie and were able to work on their comprehension skills by depicting what was happening in each scene.  All students were able to increase their fluency through the two cycles and their progress was evident in their work.  


I would like to share this project through The Reading Teacher.  This journal collects articles that are used to give advice and new strategies to teachers K-12.  This is a great way to share ideas and learn from each other.  


Links:
Week 1 Leadership Post- To Publish or Present: http://jmbistram.blogspot.com/2012/06/to-publish-or-to-present.html


Week 2 Leadership Post- Where to Share:  http://jmbistram.blogspot.com/2012/06/where-do-i-want-to-share-my-project.html


Leadership Document:  https://docs.google.com/document/d/1-XsDfrGbYvP76Mkc6svuoJnxvPM_TyZBzcTN9UFOJFQ/edit

Week 3 Reading Response to Rebecca Girard

Jessica BistramJune 15, 2012 1:07 PM

Rebecca it was good to hear about students jumping out of their seats to answer questions. I think it is easy to get stuck in the routine where we make our students quietly raise their hands to give an answer. I know that I do it. I don't think I even mean to but it feels like what is to be expected. It is good to think that our students are so excited to give an answer that they can't stay still. Something that makes me laugh is the response that students have had drilled into them from kindergarten up. "Friends give friends time to think." While this is important since not all students are open enough to shout out the answer, it is good to have times when students can be thrilled to respond and not have to keep it inside any longer. This is the passion we should be teaching to our students.

I also liked that you talked about not knowing all of the answers. I love to be able to send students to find their own inquiries. We talk about the fact that even though I am a teacher I don't know all the answers. It is the joy of being a life long learner. I try to turn it back to them and let them know that as good inquirers they can step up and find the answer. Then they have the joy of sharing it with the class and teaching the teacher something.

Rebecca's original post:

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.

Week 3 Reading Response to Vee Winston

While the messages in these chapters are something that we hear all the time I thought they were said in a great way.  It is nice to hear the stories of how others have tried to change their perspective.  I think the "always do your best" speech is one that we often hear, but might need to remember during difficult times.    And for some of the people in the stories they had to learn to sit in the background and know that their contribution was still important even if they didn't feel it at the time.  I also liked the way they looked at the challenges in life and how we have to find a way around them.  Sometimes we have to move beyond those boundaries in order to get what we want.  This may seem hard at the time, but in the end hopefully it is worth it.  


Valencia's Original Post:


This week's reading dealt with how the reader views himself/herself under certain conditions . The story of Ben Zander's friend and fellow musician, Eugene Lehner illustrated the beauty of humbleness. I believe that the author was delivering the famous "Always do your best" message that parents constantly tell their children.  Lehner's example of contentment led him to be satisfied, although he was never given the opportunity to lead, never stood out,  and was never called upon.  Zander describes Lehner as a "Silent Conductor."

Valencia Winston absorbing "Rule number 6."

"Rule number 6," is subtle reminder to not "sweat" the small stuff. Enough said.

The Zander's spoke of giving up the "calculating self," which is self righteous and centered in ego, for the "centered self," which is based on the truth and openness. This perspectives asks the reader to be present and accepting of the "now." This is to be done regardless of the appearance of current situations, or to the feelings about what is happening. Viewing circumstances from the perspective of the "central self," allows one to simply wait patiently on the outcome, while the "calculating self" looks for the nearest exit. This is the difference between "downward spiral" thinking and communicating, and a centered mindset that is looking for the next direction, in which to travel.

"Giving Way to Passion," was the final chapter of this week's reading. This chapter focused on two main steps: Noticing what is holding the reader back, and participating completely in life's passions. It reminds the reader that like nature or a beautiful piece of music cannot be viewed in singular terms, we too must remember that individual lives are but small piece of the whole. When this practice is forgotten, life becomes a blur, with no real defining points. The Zander's encouraged readers to ride the waves of life's circumstances and conditions, in order to go beyond where boundaries have been set.

Week 3 Reading 5-8

Microsoft Word

While reading these chapters I found myself relating a lot of the information to what I do in my professional life, and in my personal life.  These messages are ones we hear often.  As Ben Zander spoke of the conductor not making a sound in front of his orchestra I thought about the life of a teacher.  It is our job to guide our students in the right directions, but I feel we need to make sure to step back and let students take the lead.  He spoke of making groups lively and engaged.  It can be difficult to get all students to take their learning into their hands and find it exciting.  I was thinking about the ways that as we give students the power they are then led to be excited.  We need to make learning fun and make it connect to their lives in order to get the most out of it. 

I also liked when he wrote about giving the players a chance to conduct.  This reminded me of times when students like to take the time to be the teacher.  The way this new role opens up their eyes to new possibilities and shows them what they can do.  I think it is great to give students a chance to be the teacher.  Not only does it help them to respect your role, but also it is a great way for others to learn. When students help teach their peers they see things from a different perspective.  This is such an empowering skill for students.

One last thing I really liked was the chapter on not taking life so seriously. The stories of Rule Number 6 were great.  I love that those simple words were enough to make people stop in their tracks and calm down.  I know I can’t make a plaque that says exactly what that means for my students, but the thought of don’t take life so seriously can be used.  

Where Do I Want To Share My Project?

One of the fist publications I looked into submitting is The Reading Teacher.  This magazine provides articles, lessons and other information aimed at elementary teachers.  This publication matches closely to what I have been working on with my students in our AR project.  My students are focusing on using different genres and pieces of literature to increase their fluency rates.  With the information I have collected and the data that I have found this would be a great way to provide possible techniques to other teachers. 

A second possible publication I looked into was TechTrends.  One of the main focuses in my AR project was to see the effects that technology have on engaging students and helping to increase their fluency.  Since many students do not do the extra practice at home we were using technology such as Audacity to increase interest and to provide instant feedback.  This was a great way to excite students by allowing them to learn new tools on the computer, and letting them work with their groups.  With TechTrends I will be able to give information to others about the results we found.