David Middlebrook Week 4 Reading

Thursday, July 26, 2012

Week 4 Readings: The Art of Possibility Chapters 9 – 12

The final four chapters of reading for this week are entitled “Lighting the spark”, “Being the board”, “Creating the framework for possibility”, and “Telling the We story”. Each of these chapters had inspiring stories of how people are engaged in the enrollment process, where the light is spread from person to person through a single spark. Looking at life with different perspective, being the board, and telling the story with the We perspective are all ways to reframe how we look at life and dealing with others.

Chapter 9, “Lighting the spark”, was insightful for me because of how seemingly negative outcomes were looked at through a different perspective. Instead of letting downward spiral thinking ruin an outcome, positive aspects of events were brought out in the light, thus creating that spark.

Chapter 10, “Being the board”, really made me thing about how events and negative thinking in our lives tend to sometimes control the game. If we shift our perspective that we are the game board, and then when events and struggles arise that are not part of our game, we choose to not be the victim and remove them from our game.

Chapter 11, “Creating the framework of possibility”, a vision is created to be the frame of reference for possibility. The pursuit of the vision is a game of sorts that marks your territory. Playing the game allows us to see all of the possibilities available whether we fail or succeed.

Chapter 12, “Telling the We story”, draws on all the other practices from “The Art of Possibility” as we look away from “I” and more toward “We”. This practice is intended to help tear down the walls that divide us and allow us all to work together in harmony.

This book has great insight into living a life full of possibilities. The practices in this book are inspiring and have helped me begin the process of reframing possibility in my own life.

1 comment:

Blogger TracyMJuly 27, 2012 9:15 PM

David, I like the way you summarized each chapter. This book does bring a lot of insightful information to mind for living life full of possibility. I enjoyed each and every chapter of this book because it gave me something to consider in shifting my mindset to focusing on positivity. This book for me was really inspiring and gave new meaning for looking at realistic forward thinking.

Jena Wayt Week 4 Reading

Friday, July 27, 2012

WK4 Reading - The Art of Possibility

As teachers, we inspire creativity and individuality in our students. We create the framework of possibility in their lives. Is it a simple task? NO! Sometimes it is a very hard task to get students to step out of their “comfort zones” and try something new, challenging, different. This weekend I saw a couple of my old students. They have just completed their first year of college. I started teaching them their freshman year of high school as a substitute and followed them off and on as their sub through their Sr. year. It was during their 10^th grade year that I became their permanent substitute due to the original teacher becoming ill and passing away. It was a very traumatic year for them. One of the students was the teacher’s cousin. It was my first time to be in charge of everything in the classroom including lesson plans. I LOVED IT!! But the most important part was helping my students create a new framework of possibility. I made mistakes and they made mistakes, but we learned together. I was allowed to be their teacher from August to the end of October when a certified teacher was hired. I really missed seeing those students everyday and interacting with them, but I was still a substitute in the school and saw them almost every week. Our hearts had connected. In September of their 11^th grade year, their teacher became ill and I became their permanent sub again until December. I was so excited to be in their lives again on a daily basis and create a new framework of possibility with them. I supported them in their school activities, band, football, baseball, fund raisers, etc. They became my children. From time to time, I get to see them and visit with them. I so enjoy the big hugs and smiles exchanged during those brief moments. This weekend was one of them. I was leaving a movie and 3 of them were sitting on a bench waiting for their movie to start. I heard, “Mrs. Wayt!” and turned to see their smiling faces. We hugged and chatted about their first year of college and what the future holds. I could’ve stayed there talking to them forever, but had to go. As we parted, hugs were given again and “I love you, Mrs. Wayt! Your were my favorite teacher!” I don’t think it was because they learned a lot of book knowledge from me. I think it was because I inspired possibility, encouraged them to create new frameworks, realizing their dreams. When I think of those students, I always see the spark in their eyes, “shining eyes,” as we broke down the barriers the world had given us, dreamed, reached for the limitless possibilities, and soared. 

Wk 4- Leadership Role Model Reflection

Mr. Chris Biffle

I spent lot of time thinking about a leadership role model person or organization that I admire. The person and organization that I believe exhibits the style I admire most is the Whole Brain Teaching of Chris Biffle.  Whole Brain Teaching classrooms are full of task-focused laughter, where, humor and games are used.  He offers teachers avenues to instruct utilizing the whole brain engaging student's emotions in a positive manner and provide additional opportunities for the students to build stronger memories of the material they are being introduced.

         I especially like how Mr. Biffle’s method of teaching incorporated the Gardner’s Multiple Intelligences.  He spent a lot of time reassuring that all students will have equal opportunity to learn and participate in their own learning in a fun engaging way.

     I can think of my own classroom years ago and remember how my teaching methods evoked response amongst my students. For the most part those were positive remarks but I feel it could always be better.  My students are deserving of my best that is why I am constantly pursuing more knowledge, and what I have found with   have been heck of a lot better if I had more of this learning methods.  Two weeks, two years, twenty years from now I want my students to remember how I made them feel.

         I am thankful for the opportunity that this program has given me because it has shown me that not only am I capable of dreaming but my dreams can come true.  It has often been a dream of mine to learn more about the programs used for the numerous conferences our school district pay for each year.  In my mind I would say to myself, “One day I am going to learn how to create this slideshows, video cast and do these conferences for my district.” I now feel more at ease about creating podcasts for my school district.

Week 4 Reading- Art of Possibility

My take away from the chapters this week- Chapter 9 Lighting a Spark- to inspire people to get on board with your ideas you must show a certain type of passion when meeting with them. Communicating this passion in your talking and actions demonstrates willingness for others to want to help in any way they can.   The energy will be magnetic and almost magical.  Chapter 10 Being the Board- accepting the choices I have made effect my life. Also realizing that life is a journey.  Playing the blame game does not help you it keeps you looking in the past.  Things that took place in the past you cannot change or have control over any more so you have to move forward with your life. Chapter 11 Creating Frameworks for Possibilities- creating a vision that stands around all possibilities.  Chapter 12 Telling the WE Story- This chapter was my absolute favorite from this week because it truly takes the focus off of “I” factor.  I like that the authors  centered the conversations to help us include ourselves in the problem solving for the issues that we face instead of pointing fingers or trying to be self centered (as we can sometimes be) by making everything all about “me”. 

      It use to be people genuinely cared about other people because you were raised that way, but as family dynamics have changed so has the cultures/values changed... too the selfishness. This is ever presently seen in the classroom with my students, in the office among my co-workers, staff/faculty (friends) even within the family dynamics.  Often when I reflect in my journal each day after work I notice that my observations of the day are quite different from my teammates.  I believe what contributes to those differences in our observations has to be from our personal values  and beliefs.  I look at the "We" in and my teammate often centers all situations around the "me" or "I" factor. I am more hopeful that situations can be resolved by working together to reach a resolution whereas my teammate can only see things from a pointed view. 

Week 3 Leadership Project Hub

      The purpose of my action research project was to find what avenues I could explore to help boost staff morale at my present school.  I also wanted to increase collaboration for new teachers by utilizing web 2.0 tools that will motivate and engage them so the idea of developing a mentoring program pop in my head.  So for my problem (boosting staff morale by increasing collaborating) my solution was to establish a mentoring program where new teachers would be paired with veteran teachers to collaborate using technology.  Now that my research was complete my next step was locating a journal that aligned closely with my action research.  I narrowed my search down to two journals.  I found both The Journalof Digital Learning in Teacher Education and Contemporary Issues in Technology and Teacher Education to meet the need for my action research project.  I choose these journals because both offer effective uses of technology. Each require a deep understanding of different content to ensure that future teachers are prepared to use technology effectively. The various tools used continue to advance and build upon prior work effort incorporating the new and emergent technologies of today. 


My previous Leadership Posts:
1.  Leadership Post 1: To Publish or Present
 http://myerstracy.blogspot.com/2012/06/leadership-post-1-to-publish-or-present.html
2.  Leadership Post 2: Where Do I Want to Share My Project
 http://myerstracy.blogspot.com/2012/07/leadership-blog-2-where-do-i-want-to.html


Link to my Leadership Project Document-
https://docs.google.com/document/d/1eIQDMEJ-IZFXQcRCy2qd-3sT3_yT54pYPUXNZiSzBNA/edit

Anthony Hunts Week 3 Reading

Ant Hunt's World

Thursday, July 19, 2012

WK 3 Reading "Art of Possibility"

Once again “The Art of Possibility” enlightened me. During Ben’s discussion in “Leading from Any Chair", I began to think about my approach to my program. His approach is very similar to mine as well as other directors I know. Our concept is to mode students to understand the interpretation of each piece for any performance. In no means am I specifying that this is a bad thing but I never once thought about if I were enabling students from performing to the best of their abilities.

I don’t think I have ever been in a rehearsal setting that did not allow engaging conversations between the director and ensemble. I make it a point to have meaningful discussions about music my ensemble is performing and about life in general. I always want students to have an enjoyable time learning about and performing music. They will also be the first to tell you that I will acknowledge any mistakes on my behalf and apologies without thinking twice. We are all humans and no one is perfect (Even though my students try their hardest to catch me on this since they think I know it all!).  I did enjoy the read about giving an individual with the precious knowledge of a particular craft an opportunity to lead. I occasionally try this with students whom I know are capable. And not just the leaders of the band; I’m referring to all with the burning desire to achieve. I do get some that are too embarrassed to come up to the podium, but those who accept are really appreciative. Maybe I will use that line on listening to the music from the back of the theatre to get more to participate. Oh, and the statement under the subtitle “Leaders Everywhere” fit perfectly with my Capstone Project. The Youth Philharmonic Orchestra had to “sight-read” a complex composition by a Cuban composer. If they did not properly prepare to sight read advanced music, they wouldn’t have been able to make it through the piece.

If Rule Number 6 isn’t one needed within my facility then I don’t know what is! One thing I can’t stand is friction in my program or in the building. I do like the fact that Zander mentioned humor as the best way to “give over ourselves”. As previously mentioned, we are all humans and we will make mistakes regardless. Instead of becoming unprofessional and acting outlandish, lighten up and laugh about it (Just venting). I can admit that during intense rehearsals preparing for a performance I can become a very rude obnoxious individual because I strive for perfection. It does somewhat stress the students out because they do not want to make any errors. Very recently have I begun to tell jokes and make a fool of myself to give them something to laugh about and ease the tension. Doing so has actually allowed them to perform better and enjoy doing so. I do appreciate the stories associated with the chapters to give personal accounts on how they approached scenarios. I don’t think I’ve been this excited about reading a book in a while.

In the chapter “The Way Things Are”, Zander expresses the need find ways to overcome negative aspects by introducing positive pathways. I try to bring this example to the table when dealing with my program. You hear so much about the Arts being underfunded; I can tell you that this statement doesn’t explain half of how much funding our programs actually receives. It becomes frustrating when we have to sustain a program with instruments purchased 3 to 4 decades before you were born. Of course, instruments that old may be beyond repair. Instead of concluding that those instruments would become doorstoppers, we find home remedies to repair them to the best of our abilities. Even though they may not be the best quality once repaired, students would still have something to use in order to participate with the rest of the class. As an educator, we have to find pathways to deliver us from certain negative aspects, which would prevent students success.

1 comment:

Blogger TracyMJuly 20, 2012 5:04 PM

Anthony I couldn't have said it better.. I do not like misunderstandings either however in this field in which we have the pleasure to work that seems to be the leading issue among our staff. I too think that the Remembering the Rule Number 6 can help enlighten a lot of staff friction. My only concern is how do you address those staff members who are not really approachable. I am sure every school district has one or two. The one that never agrees with any form of change be it good or bad for the overall climate of the district, I just wonder if the Rule Number 6 would offend that person.

Justin Fishel Week 3 Reading

It's 0-Fish-al: A blog by Justin Fishel

This is a blog that has been set up and will be a growing process for my Master's Degree program through Full Sail University.I am constantly learning new and exciting platforms and techniques in which I can and will utilize within my adventure of teaching. Please follow me and my journey hope you can keep up! Hope you all enjoy!

Friday, July 20, 2012

Wk 3 reading – The Art of Possibility (chapters 5-8)

Within The Art of Possibility, chapters 5 through 8, I found several of these chapters to be quite interesting and substantial to my every day work and personal environments. Here are my takes on this weeks reading.

Within Chapter 5 (Leading From Any Chair) of The Art of Possibility, I found that this chapter was about the fact that leadership can in fact come from anybody who possesses greater self-sufficiency. Mr. Zander’s consistently praises that individuals are able to shine when they are given the opportunity. As an educator is can be sometimes difficult to let go and allow your students ‘to prove you wrong’ so to speak. This method is becoming quite popular within my classroom because of my personal experiences as a student, I enjoyed to be challenged and really enjoyed proving my educators that I could do it and exceed their expectations.

Chapter 6 (Rule Number 6) within The Art of Possibility spoke itself quite strongly towards me. Many times I am criticized for being to laid back, easy going and should take things more seriously. Mr. Zander discusses several different aspects that we as individuals can do to see the different possibilities that surround us in our daily lives.

While reading chapter 7 (The Way Things Are), I noticed several aspects that encourage individuals to see things for what they are and move on with life. I am a firm believer for moving on and when less time is spent dwelling on the past, the chances for new possibilities becomes an illusion and not reality.

Reading chapter 8 (Giving Way to Passion) spoke to me in such a way that it expressed to me to be free and passionate about what I do within my everyday life. Individuals must allow themselves to be free and passionate and not so attached to the ways in which other people may view or judge them. If they can achieve this, then high levels of achievement will be reached.

1 comment:

Blogger TracyMJuly 20, 2012 4:53 PM

Justin I really like how you broke down each chapter. Your insight is very on point especially as an educator. It is very difficult to let go and give students a chance to prove you wrong but it is very rewarding when they can because at that moment you know they have reached the next level. We also share the same opinion about spending little time dwelling on past and moving forward. I see it as opening the door to new and better possibilities.

Week 3- Reading- Art of Any Chair

         Once again I found several interesting points that apply to my everyday personal and work environment while reading this week. These are my take away points or “ah ha” moments from Chapters 5 through 8 of The Art of Possibility. We are all…human and are capable of making mistakes. 

         I can relate to the story of the conductor apologizing openly to the percussion section for the error he made. This past school year I had several visitors in my class observing my students as well as me.  My students are encouraged to talk and interact with one another often so its expected to be loud during class time.  However one particular day a few of my students were off task (or so I thought) so instead of me going over to the group I yelled out to them to get to work as I continued with my reading group.  I realized very shortly that not only were all of my students working, they were on task and actually creating a debate for their challengers.  I stopped the groups brought everyone to circle and apologized to my class 1) for yelling out and 2) for assuming that the group was off task.  I discussed with my students the importance of admitting when you make a mistake and apologizing when you are wrong.  I can remember telling my students that we are all human and we will make mistakes in life but the important thing is to learn from those mistakes and try not to make those same mistakes again.  

         For me that was a teachable moment because I had so much remorse about yelling at my students.  I had never done that before- the moment those words came
out of my mouth in that tone I could immediately see my 1^st  grade teacher wagging her ruler at us screaming to the top of her lungs. The truly sad thing about her class was she never treated us like we were human and she never apologized.  I never felt good in her class and I made a promise to never treat my children like that and here I am sounding and behaving just like Mrs. Such-In-Such.  So I had to make the needed change within me and I had to do it fast because I never want my students to have that mental image or feeling about school that I once had.    

Leadership Post 2 - Where Do I Want To Share My Project

            As I looked through the publication list of potential journals to submit my article to I became increasing overwhelm with the endless possibilities that I found. This list was full of great resources my problem was narrowing down now growing list of possible journals to consider for my submission. As I suspected most frown on you trying to submit your work to anyone else so I have to choose wisely. Which makes my decision a very difficult task.  The two journals I have narrowed my search down to are listed below.  I am focusing very heavily on these two because of the specific areas of benefits to my action research.

            My first choice so far is the Journal of Digital Learning in Teacher Education- this is on my list because this journal offers a lot of what my action research focuses on with the use of technology.  The emergent technologies offer opportunities for students to understand concepts in deeper, often different, and more meaningful ways. However, this growth in understanding will occur only if teachers learn to use these technologies effectively. The most effective uses of technology require a deep understanding of content and related pedagogical strategies, a framework referred to as technology, pedagogy, and content knowledge (TPACK).  The goal of this initiative is to ensure that future teachers are prepared to use technology effectively by building upon prior work, such as Preparing Tomorrow’s Teachers to Use Technology and the Partners in Learning program, and continuing to advance this effort by incorporating new and emergent technologies.

            My second choice for submission is the Contemporary Issues in Technology and Teacher Education (CITE Journal) - a peer-reviewed publication of the Society for Information Technology and Teacher Education (SITE).  It is an interactive electronic journal, that can incorporate articles video, sound, animated images, and ongoing dialog about issues that advance the field of education.

Although many types of articles may appear, the key is that the study, theory, case, review, research, or education model described in the articles of this journal are grounded in the literature. The Current Practice section values promising ideas, implementations, and preliminary findings from research studies that may not be complete.

            As I continue to look at these options I also have to consider which one will help me reach an audience for this type of research and I feel confident that both will appeal to a massive group of individuals in the educational world.

Kathy Thoreson Week 2 Reading- Art of Possibility

media[by]design

Thursday, July 12, 2012

Wk 1 Reading: The Art of Possibility - Constructed Reality?

The idea of "flight paths to the eternal", a quote from the book The Art of Possibility written by Rosamund Stone Zander and Benjamin Zander generated some reflection on self-actualization. See the TED talk here.


At the college I teach at, I am continually preoccupied with the concept of establishing pathways for these predominately first generation college students. If the idea of higher education was not a path that was established in your brain as a child, then it is difficult to imagine what and why college education is and how can it benefit one. I've found that instead of preaching the benefits of higher education, I need to "show" rather than "tell". This is agreeable with the ideas in the book where the authors discuss the idea of "generating active practices that shift" rather than forcing or arguing. . . 


I apply this to my own life when I encounter obstacles. I think about my past self, my present self and my future self. Where do I want to be and how can I begin to grow and establish paths and "shoot" out tentacles to attach to success? 


Let's deconstruct the notion of "we create our own reality". The book establishes an more in depth exploration into this popular catchphrase. The authors call it "It's all invented." They make analogies between how a frog sees the world and how that idea can metaphorically be applied to our perceptions of reality. The frog, according to the book, has extremely selective perceptions that it needs for basic survival. Humans, although more complex, also perceive those attributes that we are programmed to receive. Therefore, we are not seeing all of reality. If we could "reprogram" what we see to create new pathways for perceptions, then we could possibly create our paths. 


Let me give an example of this at work. I'm testing my own hypothesis of how we create experiences of survival. The other day I was driving in a large major city. I am unfamiliar with driving in the city and am somewhat overwhelmed. After residing here for about a month, I figured out (learned behavior) that there are major arteries of "paths" or highways/interstates. Not unlike the human circulatory system, the minor arteries (side roads) feed into larger vessels/routes. I was trying to get across the Columbia River, which is a large river. I needed to cross a bridge. I figured it would be really obvious, plus there was a sign that said I5 (the major artery bridge) turn right 3/4 mile. Wow, ok that's easy. I was discussing the idea of the nine dots with my son. Ironically, this puzzle is about perception. The directions are to: connect all nine dots using only four lines: Here's some examples of how some folks have attempted to solve this problem. 

And so on, try it yourself. I will not give you the answer because I know that you can look it up. Here's a hint: like I said before, it has to do with being open to possibilities and thinking "outside the box". 


While discussing this with my son, I completely missed the exit. How could this happen? I was astounded. There is not another exit for six miles. You would think I could see it as my vision is unencumbered by buildings - it's a river for goodness sakes! It's like the exit completely disappeared. There are three explanations for this: 


1. I was distracted with the discussion with my son, and 
2. My perception was askew. Let me give a more in depth explanation of this phenomenon. The exits are counter intuitive to a newbie like me. When you are expecting the exit to go right, it actually goes left and then 180 degrees merge. 

The final explanation: 

3. This is somewhat more nebulous and illusive. Perhaps we are unconsciously creating pathways, inventing realities. For someone who has no experience of the city, my mind perceives what I program it to receive (I know you are singing "Hotel California" at this point). Whoa! that's wild. And a little out there. . . .

1 comment:

Blogger TracyMJuly 13, 2012 9:47 AM

Kat I completely get what you are saying here with perception and possibilities. I have had this very thing happen to me when I lived in East Lansing. I was not sure of anything, but I what I found that worked great for me was making friends fast. It made my stay so much better and I didn't get lost quite as often as my first 2 or 3 months there. Really enjoyed your reflection here hadn't thought about living in East Lansing in about 20 or so years. It was good to bring back those memories.

Julia Hutchinson Week 2 Reading- Art of Possibility

• Julia Hutchinson's Week 2 Reading

Week 2 / Blog 1 – The Art of Possibility (Ch. 1-4)

I had no idea what to expect from this book, and was actually puzzled as to why this course was even assigned a textbook. Now that I’ve read the first four chapters, I am starting to understand the timing and relevance of this book. “The Art of Possibility” is my personal Oprah/Dr.Phil, causing me to take an objective, external look at Julia Hutchinson. Here’s a look at some of my “ah-ha” moments:

I can’t tell you how many times I’ve convinced myself that an opportunity was unattainable because of one reason or another. At one time, I had an idea to start a business. I didn’t. Why? Because I convinced myself I didn’t have the knowledge or the money to do it. When I got the money, I didn’t have the time. When I had the time, I didn’t have the….well, you get the idea. I kept pinning myself inside this box of limitations, rather than enlarging (or even removing) the box.

As a instructor, it is easy to position myself on the throne of rightful authority. What I say goes because I’m the teacher and you are the student. Why else would you enroll in my course? (And we wonder why students have attitudes.) Over the past few years, I have relinquished my total authority in exchange for a more democratic approach to student projects, even going as far as allowing students to set the criteria and choices for certain projects. What a difference it made! When I let go of the reigns, the truly creative students fly!

1 comments:

Blogger TracyMJuly 13, 2012 8:50 AM

Julia you said a mouthful..When I was younger I had so many ideas that I would tell myself I couldn't do because of this or because of that. I realized that the limitation I had placed on my self were because of my own reservations in my skills but once I removed those and broaden my scope the possibilities were endless for me. I wonder if these limitations we place on ourselves has anything to do what could have been relayed to us when we were younger. I am just thinking out loud...

Week 2 Reading - Art of Possibility

       

 When I first opened the book The Art of Possibility by Rosamund Stone Zander and Benjamin Zander, I didn’t know what to expect. I enjoy reading in fact its one of my hobbies however when it comes to course work I dread it for some reason.  However I am really enjoying reading these few chapters. What I got from my reading was a pure enlightenment on how I can approach my career differently.  Chapters 1 is centered on understanding that you break through barriers that has kept you in a box you may have created.  So the question I have to ask is “How can we think outside the box we live in?” 

·     Not doing the obvious

·     Moving in different directions from the crowd sometimes

·     Using every opportunity to learn something new that will help improve you

Chapter 2 deals with moving away from the small and looking at the world as an open place of opportunity for growth and prosperity.

1.  This can be accomplished by having an optimistic outlook on life

2.  Using an hourglass to see the meaning in life’s many avenues

Chapter 3 really focuses on being creative without worries.  Teachers and students are on equal playing fields and work together to produce greater possibilities with better results.  

·     I like to say you can achieve this by putting your best effort in everything you attempt

Chapter 4 centered a round making contributions that made differences in the lives of others and taking the focus off of self.

·     Perception is everything

·     Positive interactions to problems and circumstances