Spencer Lunsford's Comment to Art of Possibility- Ch. 9-12
EDM613 - WK 4 Reading - The truth hurts sometimes
For me, being the board has all kinds of difficulties that come along with the notion. I have been able to find solace in the blame game for my entire teaching career. The students that come to me are usually several grades behind in their mathematics knowledge. Much of this is due to (here comes the blame) teachers being "run off" by the bad acting children. In fact the students brag about how many teachers they have been able to get to leave. Having to accept responsibility of how I react to the situation will make me a better teacher from here on out. Instead of being able to write off the students that are not understanding what they ought to have learned in the past, I now have sparks to light. The students are on my board and I get to bring them to new places with new learning experiences. I can fight the facts that they are behind, or I can find out where they are and bring them as far around my board as possible in the time we have together. I can be just another voice telling them what they can't do, or I can be a refreshing fountain of encouragement. The art of possibility is just that, an art. Some people are naturals, others have to work hard at it. The great thing about the art of possibility is that everyone can grow.
My Response to Spencer Lunsford-
Wow- I love your last line, "The great thing about the art of possibility is that everyone can grow." As educators, we know that we must be forever changing our philosophy of thinking and ways to implement those thoughts to others.
I can understand the frustration level of wishing and wanting your students to be on grade level. I am impressed that you are changing your philosophy of on grade level students. Because you and I both know that year after year, we see the same kinds of students fall further and further behind, and all we can do....IS OUR BEST!!!
My best is:
Come to work every day with a positive attitude.
Provide my students with a positive atmosphere.
Have them understand that working hard really does pay off.
And that I really do care for them.
Students will respond, they may not jump grade levels, but at least they are learning.
Wednesday, May 25, 2011
Wk4- Art of Possibility- My Response to Jamie Steele
Jamie's original post:
Every time I think I have reached the pinnacle in this book, I am again amazed by the words that I read and seem to enlighten me. “Lighting a Spark” really spoke to me this week. The story itself is something I will revisit right after Spring Break every year from this point on. Why? It’s inspirational core. How it speaks to the idea of enrollment and “having no doubt that others are eager to catch the spark” (pg. 126). The faith that Zander put in his audience and the musicians he conducted to capture said audience, is not the norm. This behavior gives us a glimpse of what is possible when we have a passion for something and invite others to share in this emotion.
It also brings up another interesting point. I personally don’t believe that anyone can create such a transformative experience as we read about in this chapter. Everyone has gifts and Zander seems to have a gift of creating these types of experiences in those around him thanks to the experiences, he himself has taken part in. Thankfully, he is gracious enough to share his ideas with the rest of us so we can try and learn some of the techniques to enhance our own learning environments, whatever they may be.
My response to Jamie Steele
Hey Jamie,
I too will be digging the book out after spring break. I am glad to know that I am not the only one that needs to see the spark in others, as well as myself.
The Zander's provide an inspirational approach to human mankind. This book came at a pivotal point in my teaching career. I have been contemplating on leaving the profession. After reading this literature, I am second guessing my decision. I still want to teach, and will find a position that will showcase my students' potential to full capacity.
Every time I think I have reached the pinnacle in this book, I am again amazed by the words that I read and seem to enlighten me. “Lighting a Spark” really spoke to me this week. The story itself is something I will revisit right after Spring Break every year from this point on. Why? It’s inspirational core. How it speaks to the idea of enrollment and “having no doubt that others are eager to catch the spark” (pg. 126). The faith that Zander put in his audience and the musicians he conducted to capture said audience, is not the norm. This behavior gives us a glimpse of what is possible when we have a passion for something and invite others to share in this emotion.
It also brings up another interesting point. I personally don’t believe that anyone can create such a transformative experience as we read about in this chapter. Everyone has gifts and Zander seems to have a gift of creating these types of experiences in those around him thanks to the experiences, he himself has taken part in. Thankfully, he is gracious enough to share his ideas with the rest of us so we can try and learn some of the techniques to enhance our own learning environments, whatever they may be.
My response to Jamie Steele
Hey Jamie,
I too will be digging the book out after spring break. I am glad to know that I am not the only one that needs to see the spark in others, as well as myself.
The Zander's provide an inspirational approach to human mankind. This book came at a pivotal point in my teaching career. I have been contemplating on leaving the profession. After reading this literature, I am second guessing my decision. I still want to teach, and will find a position that will showcase my students' potential to full capacity.
Tuesday, May 24, 2011
Wk4 The Art of Possibility Chapters 9-12
When I started teaching over ten years ago, I believe my whole body was filled with lighting ready to transfer to others. I wanted to relight a spark in my students, so they would be ready to take on the world. 
Recently, I think my inner light has fizzled, and I see a dying light in my students.
Maybe it is the end of the year. Maybe I feel a little burned out. But when I read these last few chapters, I realized, I need to make a change in my thinking. I can still make a difference in my students’ lives. I can still light that spark.
How do I rekindle that feeling of making a difference? I know myself. I need to make a change with my professional life about every three to four years. Do something different like changing schools, positions, or curriculum. This really helps me with keeping my ideas fresh and new.
However, what about the students that have that darkness inside, but don’t want to let in the possibility of light? Every year, I try to motivate a student that just doesn’t want to work with me. Usually it’s a student that just wants to goof off, play around, distract others, and try to be the “cool/bad” kid. You all know them…we all have at least one in our class. This year, I just so happen to have two of them in one class. This is how I overcame this type of behavior. I gave both students a lot of leeway.
I let them work on a multimedia project together that consisted of a rap creation they created in Garageband Loops. I saw the spark...they showed the light.
Instead of me running around yelling at them to get to work, saying, “stop this”, or “stop that”, I provided my students with endless possibilities. My students found new technology knowledge, created a content skill rap song, minimized distractions, and had fun. I was able to do my job…which is mold young minds. WE all learned from this experience.
Recently, I think my inner light has fizzled, and I see a dying light in my students.
Maybe it is the end of the year. Maybe I feel a little burned out. But when I read these last few chapters, I realized, I need to make a change in my thinking. I can still make a difference in my students’ lives. I can still light that spark.
How do I rekindle that feeling of making a difference? I know myself. I need to make a change with my professional life about every three to four years. Do something different like changing schools, positions, or curriculum. This really helps me with keeping my ideas fresh and new.
However, what about the students that have that darkness inside, but don’t want to let in the possibility of light? Every year, I try to motivate a student that just doesn’t want to work with me. Usually it’s a student that just wants to goof off, play around, distract others, and try to be the “cool/bad” kid. You all know them…we all have at least one in our class. This year, I just so happen to have two of them in one class. This is how I overcame this type of behavior. I gave both students a lot of leeway.
I let them work on a multimedia project together that consisted of a rap creation they created in Garageband Loops. I saw the spark...they showed the light.
Instead of me running around yelling at them to get to work, saying, “stop this”, or “stop that”, I provided my students with endless possibilities. My students found new technology knowledge, created a content skill rap song, minimized distractions, and had fun. I was able to do my job…which is mold young minds. WE all learned from this experience.
Friday, May 20, 2011
Wk4 Publishing/Leadership Project
PETE&C is also offered annually in Hershey, Pennsylvania. The next scheduled dates for this conference is February 12-15, 2012. Both conferences provide several opportunities for technology leaders to share their multimedia ideas and projects in a workshop setting. I chose FETC and PETE&C, since one of my strongest teaching strategies is technology implementation, and both of these conferences provide technology implementation in education.
Students in previous health classes appeared uninterested in participating in health class or demonstrate their newfound knowledge in various project and assignment endeavors. In evaluating the progression of student work, the submitted projects or assignments were mediocre to unacceptable. I began this ARP with wondering if I implemented technology in my curriculum if students would be motivated to complete projects that demonstrated higher quality of work. The following presentation explains my ARP journey at Full Sail University.
Publishing/Leadership Think Aloud Blog #1
Publishing/Leadership Project Think Aloud Blog #2
Neal_Janene_Publishing Leadership Project.ppt
Tuesday, May 17, 2011
Wk3 Publishing_Leadership Project Part 2 of 2: The Two Chosen Conferences
I have chosen two conferences to present my ARP. The first conference is Florida Educational Technology Conference (FETC), and the second is Pennsylvania Educational Technology Expo and Conference (PETE&C). I feel more comfortable with creating a project to present than submit a publication to a magazine or journal.
W3 Response to Ann Cannizzaro
Week3_Reading_The Art of Possibility
Reading again from the Art of Possibility by Benjamin and Rosamund Zander, chapters 5-8, we are encouraged to “lead from any chair”. Each of us wears a variety of leadership hats within the time of a day, week, month, year, even a lifetime. As parents, we lead our children; we are role models for how to behave within and outside of the family structure. As teachers, we model for our students how to embrace the learning process and to achieve it’s intended goals. As community members we work to integrate with and invite others to come together for the greater good. Active participation is the key. Participation is only a first step. Being active is vital to effective leadership.
Mr. Zander describes how he began to give “the floor” over to his musicians, to better listen to and understand what they might add to the process of playing and performing music. He presented them with permission to access the leadership position. I find myself in this situation in the classroom too. I try to recognize the best moments to maneuver students into position such that when they “take the floor”, their classmates are waiting to hear what they have to say, and respond with the expectation of leadership from the student. This is a means of promoting positive self-esteem and confidence for students.
Successful attempts at leadership in the classroom, whether reading a sentence correctly, or explaining a definition, helps students realize their potential for leadership. With ample opportunities to shine, they may increase participation in activities in other classrooms, or out in their community. As teachers, we help to determine “who is present” when we have the expectation and allow the opportunity that all students can and will “take the floor” from time to time.
Response to Ann Cannizzaro
I love it when I see students interacting with each other. I also love when students make a point to tell me something they know, even though I know the answer. For instance, when they know something that pertains to any kind of technology, they really make a big case of demonstrating their knowledge about the tech topic. I just let them explain. When I say, "I didn't know that. Wow!!" They are so please with themselves.
Reading again from the Art of Possibility by Benjamin and Rosamund Zander, chapters 5-8, we are encouraged to “lead from any chair”. Each of us wears a variety of leadership hats within the time of a day, week, month, year, even a lifetime. As parents, we lead our children; we are role models for how to behave within and outside of the family structure. As teachers, we model for our students how to embrace the learning process and to achieve it’s intended goals. As community members we work to integrate with and invite others to come together for the greater good. Active participation is the key. Participation is only a first step. Being active is vital to effective leadership.
Mr. Zander describes how he began to give “the floor” over to his musicians, to better listen to and understand what they might add to the process of playing and performing music. He presented them with permission to access the leadership position. I find myself in this situation in the classroom too. I try to recognize the best moments to maneuver students into position such that when they “take the floor”, their classmates are waiting to hear what they have to say, and respond with the expectation of leadership from the student. This is a means of promoting positive self-esteem and confidence for students.
Successful attempts at leadership in the classroom, whether reading a sentence correctly, or explaining a definition, helps students realize their potential for leadership. With ample opportunities to shine, they may increase participation in activities in other classrooms, or out in their community. As teachers, we help to determine “who is present” when we have the expectation and allow the opportunity that all students can and will “take the floor” from time to time.
Response to Ann Cannizzaro
I love it when I see students interacting with each other. I also love when students make a point to tell me something they know, even though I know the answer. For instance, when they know something that pertains to any kind of technology, they really make a big case of demonstrating their knowledge about the tech topic. I just let them explain. When I say, "I didn't know that. Wow!!" They are so please with themselves.
W3 Response to Tom Turner
Wk3 Activities Blog Post 1 - Rule #6
The first thing that I thought of when I saw the title of Chapter 6 in "The Art of Possibility" was a saying on a t-shirt that my wife owned when we first met. After all these years it has stuck with me. The slogan was "Life's a Journey, Not a Guided Tour."
This slogan is right in line with the theme of Chapter 6 and its suggestion that we all need to "lighten up" (Zander & Zander, p. 80). As I walk around campus I encounter teacher after teacher who is stressed out. Stressed out because of poor student performance on standardized tests. Stressed out because of mandates passed down from administrators. Stressed out because of what seems to be a lack of support by a government that doesn't really understand what teaching is all about, yet continues to try to reform it.
I myself subscribe to the "Life's a Journey, Not a Guided Tour" mentality. Life's way too short to get worked up over stuff that I have no control over. I've resigned myself to the fact that the state legislature is not going to be calling me for my opinion any time soon with regards to education reform. That doesn't mean I won't do what is necessary to try to exact change.
I also subscribe to the premise that part of my job is to provide a little levity to my campus. It is my belief that a happy and jovial workplace is a very good place to work. All too often people get too wrapped up in what they are doing and forget to see that their stresses can be relieved with a joke and a smile. I know the students that I taught were always appreciative that I ran my classroom in a way that learning was peppered with humor.
The other thing that I thought about wen reading Chapter 6 was CBS show "NCIS". I know, it seems a little silly. One has little to do with another. But as a NCIS junkie I've taken to living my life by some of Gibb's Rules. Many of the rules revealed through various episodes of the show have no bearing to real life. It seems a bit funny that the Gibbs Rule that I subscribe to the most is also #6: Never apologize, it's a sign of weakness. The way I interpret this particular rule is to live my life with no regrets. The decisions I make in life I need to stand behind with confidence.
Response to Tom Turner
Your right Tom! I have educators at my school that walk around stressed out. I know that I am one of them. I wish I could say that it would be easy to just let things slide off my back. But...sometimes life is just way to hectic. For instance, yesterday my day started at 6:45 and didn't end until 11pm. I literally didn't stop for one second until I laid my head on the pillow. Was I stressed...probably. I tried to slow down, but my life just wouldn't. I know, i need to say no to a few things. But...I just can't.
I understand that you like Gibbs rule of never apologizing. Just think, if more people had that philosophy, what would happen to human man kind? No one would know how to say "I'm sorry" and that those two words really can impact and make a difference. Come on, you can't tell me you have never said those two words to your wife, Meg?
The first thing that I thought of when I saw the title of Chapter 6 in "The Art of Possibility" was a saying on a t-shirt that my wife owned when we first met. After all these years it has stuck with me. The slogan was "Life's a Journey, Not a Guided Tour."
This slogan is right in line with the theme of Chapter 6 and its suggestion that we all need to "lighten up" (Zander & Zander, p. 80). As I walk around campus I encounter teacher after teacher who is stressed out. Stressed out because of poor student performance on standardized tests. Stressed out because of mandates passed down from administrators. Stressed out because of what seems to be a lack of support by a government that doesn't really understand what teaching is all about, yet continues to try to reform it.
I myself subscribe to the "Life's a Journey, Not a Guided Tour" mentality. Life's way too short to get worked up over stuff that I have no control over. I've resigned myself to the fact that the state legislature is not going to be calling me for my opinion any time soon with regards to education reform. That doesn't mean I won't do what is necessary to try to exact change.
I also subscribe to the premise that part of my job is to provide a little levity to my campus. It is my belief that a happy and jovial workplace is a very good place to work. All too often people get too wrapped up in what they are doing and forget to see that their stresses can be relieved with a joke and a smile. I know the students that I taught were always appreciative that I ran my classroom in a way that learning was peppered with humor.
The other thing that I thought about wen reading Chapter 6 was CBS show "NCIS". I know, it seems a little silly. One has little to do with another. But as a NCIS junkie I've taken to living my life by some of Gibb's Rules. Many of the rules revealed through various episodes of the show have no bearing to real life. It seems a bit funny that the Gibbs Rule that I subscribe to the most is also #6: Never apologize, it's a sign of weakness. The way I interpret this particular rule is to live my life with no regrets. The decisions I make in life I need to stand behind with confidence.
Response to Tom Turner
Your right Tom! I have educators at my school that walk around stressed out. I know that I am one of them. I wish I could say that it would be easy to just let things slide off my back. But...sometimes life is just way to hectic. For instance, yesterday my day started at 6:45 and didn't end until 11pm. I literally didn't stop for one second until I laid my head on the pillow. Was I stressed...probably. I tried to slow down, but my life just wouldn't. I know, i need to say no to a few things. But...I just can't.
I understand that you like Gibbs rule of never apologizing. Just think, if more people had that philosophy, what would happen to human man kind? No one would know how to say "I'm sorry" and that those two words really can impact and make a difference. Come on, you can't tell me you have never said those two words to your wife, Meg?
Monday, May 16, 2011
W3- Readings- Ch. 5-8 from The Art of Possibility
I like to create a connection between my life and with whatever literature that I am currently reading. For instance, when I read Gone with the Wind, I was of course, Scarlett O'Hara, and with any of the True Blood series...just call me Sookie Stackhouse.
With this week's readings, I am not June from Chapter 6, but...I do like how Zander and Zander create this feel good connection with the reader. Here is what I gathered from each chapter.
Chapter 5- Leading From Any Chair
Letting my students shine and allowing them to show others what they know. I don't always have to be standing in front of the room teaching, I can have my students help each other.
Chapter 6 Rule
Rule number 6 is a great way to look at life in general. Of course everything that we do is important, but I think it is in our nature to “reach for the stars” and “do the best job". With all of the chaos and craziness in our life, why can’t we just slow down and take a deep breath? That we all should slow down every once in awhile and stop and smell the roses.
Chapter 7 The Way
If we can accept the way things are, then the life that surrounds us will be easier to accomplish.
Chapter 8 Giving Way
If we participate with our surrounds, we will be much happier with our surroundings. No one likes to be around a grouch. So having everyone participate, will create happiness among everyone.
So basically accept the things that we have, keep a positive outlook on life, participate with our surroundings, and share the spotlight. Wow...that sounds like the lectures I got from dad every time I got in trouble.
I'll Think About Tomorrow image courtesy of Soaptree from Creative Commons.
More Old Books image courtesy of Guldfisken from Creative Commons.
Zander, R. & Zander, B. (2000). The Art of Possibility. Ch. 5-8. Penguin Books. New York, NY.
Tuesday, May 10, 2011
W2- Prezi is the Answer
Last week I pondered on the question of: to create a presentation, or to just write a paper for the final MAC project. Talking over with one of my classmates, at this moment, I plan to design a Prezi for this project. (I think.) Prezi is easy, simple to use, eye-catching, something different besides the same old keynote, or PPP, and Oh did I mention that it's simple and easy? I think I am talking myself into using the tech tool. I am glad I still have a few more days to figure how I am going to complete this task.
Photo courtesy of SMJJP's photostream
W2 Reading Response to Pat Ort
Pat Ort's Original Post-
SUNDAY, MAY 8, 2011
Week 2 Discussion: Reflection on the Art of Possibility
The Art of Possibility, written by Rosamund Stone Zander and her husband, Benjamin Zander, is turning out to be better than I first thought. Initially, the title intrigued me. However, it took me until page 12 to really start to connect with what the author's were saying. By the end of the fourth chapter, I liked what I was reading so well that I ordered two more copies of the book to share with the two other teachers in my alternative high school program.
I especially liked giving people an A (including yourself). I think perception is really important. I could relate this idea with our approach to our alternative ed high school students. What if we did this with them? How would it transform our relationship with our students if we did that? The authors address the image of the teen, sitting in a resigned posture - as our alternative ed kids often do - and speculate how that would change if the students were treated like A students from the start. If we treat them like A students, and they treat themselves like A students, what would happen? I think I'd like to find out.
I appreciated the author's thoughts on our "world of measurement." This was especially thought provoking for me because I have been deeply frustrated by my work situation. I actually have been doing a lot of surviving, especially over the past four years. I found the ideas in this book rather liberating. Now, if I can just maintain that mindset! I am imagining my future just one year from now. What would I write if I were writing one of those A letters?
I liked the idea that "...resources are likely to come to you in greater abundance when you are generous and inclusive and engage people in your passion for life." I think this is true. It actually goes well with my own conviction that you make your own luck. True, there are random circumstances and people I can't control, but I choose how I respond to them, and if I am positive and keep pressing forward, I will be ready when opportunity presents its self.
I have to say, I also enjoyed the Ted video of Benjamin Zander. My 19 year-old son is a college music major and wishes to be a composer. I shared the video with him, certain he would especially like it because he has a particular knowledge of music. I was right.
I am looking forward to reading the next part of the book. Reading it has also prompted me to do a lot of reflection. If all goes well, I should be getting my EMDT masters at the end of June. If I leave the survival mindset behind and change my way of thinking, what will my attitude be as I complete my degree? What new opportunities will present themselves? I look forward to the next year with anticipation.
Zander, R. & Zander, B. (2000). The Art of Possibility. Ch. 1-4. Penguin Books. New York, NY.
Posted by Pat Ort at 8:42 PM
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1 comments:
Janene Neal said...
Pat-
You have really taken the book to heart. I really like how you know you need to get out of that survival mode. Once survival mode sets in, it's hard to get out. I think the longer educators are in the teaching industry, they tend to get in that survival mode. Understandable. I think at times I am there myself. But like you, I too know that I need to change something in order to stay focused, positive....happy.
I did not get into the book until around the middle of the second chapter. I really enjoyed the A chapter. But I think my favorite story was the last one in Chapter 4, when the father was telling his sons there was treasure in the field. We all have buried treasure within us, but all it takes is something special to bring it to the surface.
May 10, 2011 2:40 PM
SUNDAY, MAY 8, 2011
Week 2 Discussion: Reflection on the Art of Possibility
The Art of Possibility, written by Rosamund Stone Zander and her husband, Benjamin Zander, is turning out to be better than I first thought. Initially, the title intrigued me. However, it took me until page 12 to really start to connect with what the author's were saying. By the end of the fourth chapter, I liked what I was reading so well that I ordered two more copies of the book to share with the two other teachers in my alternative high school program.
I especially liked giving people an A (including yourself). I think perception is really important. I could relate this idea with our approach to our alternative ed high school students. What if we did this with them? How would it transform our relationship with our students if we did that? The authors address the image of the teen, sitting in a resigned posture - as our alternative ed kids often do - and speculate how that would change if the students were treated like A students from the start. If we treat them like A students, and they treat themselves like A students, what would happen? I think I'd like to find out.
I appreciated the author's thoughts on our "world of measurement." This was especially thought provoking for me because I have been deeply frustrated by my work situation. I actually have been doing a lot of surviving, especially over the past four years. I found the ideas in this book rather liberating. Now, if I can just maintain that mindset! I am imagining my future just one year from now. What would I write if I were writing one of those A letters?
I liked the idea that "...resources are likely to come to you in greater abundance when you are generous and inclusive and engage people in your passion for life." I think this is true. It actually goes well with my own conviction that you make your own luck. True, there are random circumstances and people I can't control, but I choose how I respond to them, and if I am positive and keep pressing forward, I will be ready when opportunity presents its self.
I have to say, I also enjoyed the Ted video of Benjamin Zander. My 19 year-old son is a college music major and wishes to be a composer. I shared the video with him, certain he would especially like it because he has a particular knowledge of music. I was right.
I am looking forward to reading the next part of the book. Reading it has also prompted me to do a lot of reflection. If all goes well, I should be getting my EMDT masters at the end of June. If I leave the survival mindset behind and change my way of thinking, what will my attitude be as I complete my degree? What new opportunities will present themselves? I look forward to the next year with anticipation.
Zander, R. & Zander, B. (2000). The Art of Possibility. Ch. 1-4. Penguin Books. New York, NY.
Posted by Pat Ort at 8:42 PM
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1 comments:
Janene Neal said...
Pat-
You have really taken the book to heart. I really like how you know you need to get out of that survival mode. Once survival mode sets in, it's hard to get out. I think the longer educators are in the teaching industry, they tend to get in that survival mode. Understandable. I think at times I am there myself. But like you, I too know that I need to change something in order to stay focused, positive....happy.
I did not get into the book until around the middle of the second chapter. I really enjoyed the A chapter. But I think my favorite story was the last one in Chapter 4, when the father was telling his sons there was treasure in the field. We all have buried treasure within us, but all it takes is something special to bring it to the surface.
May 10, 2011 2:40 PM
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