Week 4 / Blog 4 - Response to Paula Sanchez's Blog

My Reply to Paula Sanchez:

Paula, nicely put! "A Mission statement vs. a VISION Statement". The difference between the two makes a huge difference in garnering support and compliance from faculty and staff. If the philosophy of an institution is not constructed with grassroots involvement, then it will feel like we are helping achieve THEIR goal, not ours.

And wow! Your story about how your former student pursued a degree in Molecular Biology is so inspiring! It is stories like those that make it easier for me to wake up Monday morning, commute into the City, and listen to how students forgot their flash drive, lost their work, or didn't do their assignment at all. Because I know that somewhere in that classroom, there is going to be ONE student who will 'spark' :)

Paula Sanchez's Original Post:

The Art of Possibility – Chapters 9 – 12

Chapter 9 – Lighting a Spark

This chapter really sends a wonderful message – that we as educators, parents, mentors, and humans – have the ability to light the spark of interest, of enthusiasm, of change in other people.  I’m certain we all have those opportunities on a nearly daily basis – the magic lies in how often we choose to put forth the effort to make it happen.  Sometimes, we pass the spark and see immediate results.  Other times, it takes a while. 

I had a student five years ago, as an eighth grader.  He was struggling with his family, with school, with friends, with his sexuality, with nearly everything.  He sent a clear message to me that he hated science, did the bare minimum to pass my class, and was just pretty disagreeable in general.  On to high school he went, and I did not see him until just a few weeks ago. 

I was doing some shopping in the Target close to my school, when from behind me, I heard a low, booming voice say, “Hey, Mrs. Sanchez!  Are you going to be polite and say good morning?” (This was something I’d said to him, oh, probably 500 times when he was in middle school.)  When I turned around, I was enveloped in a hug by a nearly grown man with crazy long dreadlocks, flip flops, and the biggest, warmest smile I could imagine coming from the kid who had surely despised me!

We visited for the next twenty minutes.  He wanted to know what was going on at the middle school, how it had changed, who the new troublemakers were, if all of his old teachers were there.  He told me all about his four years of high school – the classes he’d taken (any and all of the honors science courses offered) and what he was planning to do after graduation in a few weeks.  He again gave me the smile, put his arm around me, and told me that he had been accepted to university, and would be pursuing a Biology degree, as he wanted to become a Molecular Biologist!  (Imagine my surprise!)  Unprompted, he added, “It was your class that really got me interested in science.  Remember the labs we used to do, like extracting DNA from strawberries?  You thought I wasn’t paying attention, but I was really interested in that stuff.” 

I guess he’d been carrying the spark around in his little tin box, just waiting for the right opportunity to light the fire. 

Chapter 10 – Being the Board

Being the board – although I understand the premise of this chapter, it was kind of a struggle to read.  Basically, what I’m understanding, is that we have to own our own “stuff”, not put blame on other people, and not put up obstacles to impede the forward movement of others.  Seems simple enough, right?  I think it would be simple for me if I could only remember to keep Rule #6 in my head and heart.  Sometimes, in my interactions with students, family, friends, and even strangers, it is difficult to not internalize and not “own” other people’s stuff.  In the heat of discussion or argument, it is equally difficult to step back, figure out why this moment of time is on your board, and figure out what to do or what to say without antagonizing others. 

Chapter 11 – Creating Frameworks for Possibilities

“A vision is an open invitation and an inspiration for people to create ideas and events that correlate with its definitional framework.”

From this chapter, I chose the above referenced statement because it is so clear, so concise, and so meaningful to me.  As I think about the school where I teach, I realize that part of the unhappiness, part of the unprofessionalism; part of the lack of cohesiveness may be due to our lack of vision.  We have a mission statement, developed by our principal and the site leadership council, made up of her, a group of parents, and possibly a couple of teachers.  Unfortunately, it is a mission, not a vision statement.  If it were a vision statement, and if staff felt motivated and inspired to create ideas and events to match it, I think we would have a much more satisfied staff.  Nobody likes to be forced to buy into something they didn’t help create, or that they aren’t asked to contribute to.  It is difficult to support!  I would love to share this chapter (and the entire book, for that matter) with my administrator.

Chapter 12 - Telling the We Story

I can work with this notion of “We” instead of “you” or “I”.  When I think about it, particularly in the classroom setting, where I typically have 36 faces looking to me for direction after face #37 has said or done something inappropriate, I have the responsibility to direct everyone in the room to understand the power of “We”.  I think the power of making something “our problem” instead of “your problem” is amazing…maybe it’s just the age of the students I have.  Eighth graders love to get involved in conversation about something they deem as “wrong” or “unfair”.  Making a problem the responsibility of “We” can lead to resolution everyone can live with, and remember longer than if I had awarded a consequence. 

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Week 4 / Blog 3 - Response to Justin Fishel's Blog

Response to Justin Fishel's Blog:

“If we can learn how to be the board, we are able to keep track 

of the path in which we wish to stay on in life.”

Justin, I cannot tell you how poignant that statement is! Some people, for one reason or another, get stuck in a rut in life. They spend a good portion of their lives blaming everyone and everything. It is not until they get sick and tired of being sick and tired that they realize they have the power to relinquish control from ‘whatever’. Yes, be the board! Set your own rules! Define your life goal!

Justin's Original Post:

This weeks reading was in regards to finishing up Benjamin and Rosamund Stone Zander’s The Art of Possibility. This read has been easy and full of ways in which individuals can begin to make personal adjustments to enlighten themselves with new, never experienced before possibilities. Here is the breakdown of what I believed to have been the most enlightening ideas presented within the final chapters.
Chapter 9- Lighting a Spark
What I received most about this chapter was that its message was about trusting in people that they are that ‘A’. By doing this, you as an individual are allowing their spark to enlighten you. If we do not allow this to occur then we are subjecting to the word ‘no’ that in turn places us in the downward spiral. This downward spiral does not lead to possibility.
Chapter 10- Being the BoardWhat I learned most about this chapter’s reading was that we are in control of ourselves. We are the board of the game of life in which we are participating. When unwanted occurrences happen, we will tend to self reflect and determine what steps we took that led us to the position we are currently in. If we can learn how to be the board, we are able to keep track of the path in which we wish to stay on in life.
Chapter 11- Creating Frameworks for PossibilityThis chapter stood out the most with me through these final chapters. Creating Frameworks for Possibility points out that we as individuals must create and maintain these ‘visions of possibilities’. By doing this, we are able to keep our own lives and dreams on track along with creating possibilities for others, even those we do not personally know.
Chapter 12- Telling the WE StoryThis heading could easily be used within the elementary classroom. Telling the WE Story suggests just that. Instead of being so fixated on ourselves and our own dreams and aspirations…lets shift from I to we. This message is also reinforced within the Coda of The Art of Possibility.

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Week 4 / Blog 2 – Leadership Role Model Reflection

I remember back in 2006 after I got my iPod Touch, I discovered a weekly video podcast called “Photoshop User TV” hosted by Scott Kelby, Dave Cross, and Matt Kloskowski. Back then, no one was teaching Adobe Photoshop on that level. Not only were their tutorials amazing (I always managed to learn something new), but they also made it SO MUCH FUN!!!

Those guys inspired a lot of my classroom teaching techniques, and they proved that if you genuinely have a passion for something, it will show in the atmosphere your presence creates.  They also inspired me to dream big. Every now and then, they would have a guest on their show that would share a tutorial, or showcase a new photography gadget. I would often say to myself, “You should be doing that!” But then I quickly shot down the idea with negative obstacles.

I am grateful for this EMDT program because it has shown me that not only can I dream big, but I can also DO big. In the past, I’ve attended many conferences, read countless industry-related blogs by tech ‘experts’, and sat in many professional development workshops. Yet I never imagined I would one day have the opportunity to present at a conference, be that tech expert blog writer, or lead the training workshops. The Photoshop guys may not know it, but they are my tekkie-geek heroes. And who knows, maybe one day I WILL get a chance to guest host on their show.

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Week 4 / Blog 1 – “The Art of Possibility” (Chap. 9 – 12)

"We"

This segment of Chapter 12 caused me to pause and reflect on how selfishness has infiltrated many aspects of society over the decades. Years ago, people genuinely cared about other people, and the concept of humanitarianism wasn’t a concept – it was an embedded character. Nowadays, it’s every man for himself, and the selfishness has made its way into the classroom. A few weeks ago, I showed my students how Evernote can help them take more effective notes in the classes. Later that week, as I lectured on information that would be on an upcoming quiz, I noticed quite a few students were absent. I then stated to the class that perhaps they could share their notes, via Evernote, with students who missed the lecture.

You would think I asked them to share toothbrushes by the response I got.

There was no sense of ‘WE’ or teamwork – “let’s make sure WE all do well on this test” – nothing! I have found that students are initially reluctant to perform in ways that contribute to the sense of community. It’s often “these are MY ideas”, “this is how I will design it”, or “MY work is better than yours!”

Thankfully, one of the benefits of using Edmodo for my classes is that it allows students to share ideas, thoughts and resources. Students get a sense of belonging that empowers them to shift from an ‘I-centric’ mindset to a “WE-centric” mindset. I love the three questions posted by this chapter. My hope is to refer to them as I help my students build the teamwork skills that are essential to the creative industry.

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Week 3 / Blog 4 – Leadership Project Hub

My leadership project is a presentation that showcases highlights from my Action Research Project. The AR project is entitled “Using Edmodo and Video Podcast to Increase Engagement Among DMA Students.” It focuses on the how a social learning management system and customized videos helped to increase retention of core design concepts, provided a place for students to network and collaborate with each other and the instructor, and offered 24/7 access to assignments, grades, calendars, and discussion posts. This experiment in blended learning demonstrated what proposed in the Literature Review – that students prefer a blended learning experience and that teachers could make more efficient use of class time when blended learning is incorporated into the curriculum.

My plan is to present this project at the Georgia Educational Technology Conference or at the Christa McAuliffe Technology Conference. These two conferences are still in line with my interest in 21^st century educational technology, but allow for submission of presentations. In my earlier leadership posts, I had chosen other conferences because my initial project was a paper. Here are the links to my previous Leadership Project posts:

• Week 1 Leadership Post: "To Publish or Present"
• Week 2 Leadership Post: "Where Do I Want To Share My Project?" 

You can access my

Leadership Project Presentation via Google Docs here

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Week 3 / Blog 3 – Response to David Middlebrook’s Blog

My Response to David Middlebrook's Blog:

David, you had a serious Dr. Phil session here J What you say is so true. We all have been advised or came to the self-realization that we simply cannot take ourselves so seriously. Who appointed society as the Assessment Team of our lives?? Many years ago, I decided to lighten up. I laugh…..A LOT. Where I teach, classes are held once a week. So when my student walks into my classroom, I have no idea what kind of week they had – what bills weren’t paid, where the baby-daddy is, why there was no hot water that morning, etc. But for the three hours I have them in that classroom, I try to make sure they smile and exhale, even for a moment. I think there is so much we can take from that chapter!

David Middlebrook's Original Post:

In reading chapters 5 through 8 of “The Art of Possibility” there were many emotions that surfaced in me as I read. Most of them were happy emotions as I read how others were inspired to be more than their environment or their thoughts and emotions allowed them to be. In some ways it could have been me in some of the instances as I was able to relate to them.

Here’s what I gleaned from each chapter.

Chapter 5: Leading from any chair
This chapter helped me see that there are leaders everywhere. We have to be willing and vulnerable, as educators, to allow those leaders to rise up in the ranks and have the chance to prove themselves. I remember being given this opportunity in band when I was in Jr High. This allowed me to develop the confidence needed to break out of my awkward teen issues and become a student leader.

Chapter 6: Rule Number 6
This chapter was a big slap in the face. I’ll be the first to admit that I take myself too seriously. The main thing that I took from this chapter is that I need to lighten up, smile, and look at life with a different pair of glasses. Those glasses are ones that help me see that there are endless possibilities and I just need to take hold of them by letting the central self shine through.

Chapter 7: The Way Things Are
This chapter was exercises in learning how to not only coexist with the way things are, but how to use it to our advantage and rise above our circumstances.


Chapter 8: Giving Way to Passion
A couple of thins that struck me as funny and sobering at the same time was the concept of giving way to passion. The authors presented a concept that I had experience somewhat when I was a voice student in college. I remember singing in a voice jury where my professors critiqued my vocal presentation and gave me comments and grades for the semester. When I reviewed the critiques with my vocal coach she commented that it seemed that I had an outer body experience while singing. She was right. In the midst of performing, I forgot about all of the technique and control, which I had practiced and practiced, and just sang the music with passion. Practice engrains technique, but passion drives a pure and free performance.

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Week 3 / Blog 2 – Response to Tracy Myer’s Blog

My Response to Tracy Myer's Blog:

Tracy, I found your blog entry to be very inspiring. We have ALL been there – in that moment when your teacher hat comes off and the street hat comes on. (I keep a few street hats in my back pocket.) Nevertheless, few teachers have the humility to admit to acting in wrong judgment or apologizing. This becomes especially problematic in this digital age of email and social media. I sometimes find myself preferring NOT to reply to a student email simply because I know my tone is going to be misinterpreted. You have taught your students a valuable Life101 lesson that they will remember far beyond the school year. 

Tracy Myer's Original Post:

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 1st 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.

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