Well I have many different people that helped influence my like and motivation to move forth in this world. I have many teachers that I look up too and my parents but most importantly I had my grandmother. Mrs. Lucille Jeter has a lot to do with where my career is headed she always said I could do whatever/ be whatever she always believed in my aspirations and me. Many people don’t know this but before I worked with special education children I was a radio announcer at 96.8 TheWU radio station I was also the station manager, then Dayton Public Schools hired me and I feel in love with trying to help special education children. Mainly because a lot of the children in our district that are special needs have parents that don’t fully understand that there child will not have a normal life like the regular kids so certain aspects that there child needs more help with they lack knowledge to help them.

I think, first of all, that the best leaders have high personal standards.  I learned to expect only the best of myself from an early age.  My mom was a EDI Director at WellPoint and she worked long days.  She set a wonderful example for my sister and me, establishing in us a determination to give the best of ourselves to every endeavor to succeed. My dad was a engineer, who believed that his children could become whatever we wanted to be.  These childhood influences were important.  And have stayed with me throughout my career. Having these high standards meant I had to make some trade-offs, particularly when it came to my time.  Anyone who aspires to become a leader must be willing to make sacrifices to get there.  You will not have as much time as you would like to devote to interests outside of your work.  You will have to be disciplined about how you use your time.  You will have to make some difficult choices about balance.  This is not easy.  You learn that time is your most precious asset.

“John Dewey Quotes”

"In a word, we may reasonably hope for the virtual abolition of education when I’m as good as you has fully had its way. All incentives to learn and all penalties for not learning will vanish. The few who might want to learn will be prevented; who are they to overtop their fellows? And anyway the teachers—or should I say, nurses?—will  be far too busy reassuring the dunces and patting them on the back to waste any time on real teaching. We shall no longer have to plan and toil to spread imperturbable conceit and incurable ignorance among men. The little vermin themselves will do it for us.

Of course this would not follow unless all education became state education. But it will. That is part of the same movement. Penal taxes, designed for that purpose, are liquidating the Middle Class, the class who were prepared to save and spend and make sacrifices in order to have their children privately educated. The removal of this class, besides linking up with the abolition of education, is, fortunately, an inevitable effect of the spirit that says I’m as good as you. This was, after all, the social group, which gave to the humans the overwhelming majority of their scientists, physicians, philosophers, theologians, poets, artists, composers, architects, jurists, and administrators. If ever there was a bunch of tall stalks that needed their tops knocked off, it was surely they."

WK 4 Reading - "The Art of Possibility"

WK 4 Reading - "The Art of Possibility"

Enrollment is a great way to motivate others in visualizing the spark I am promoting and all of the possibilities that accompany this spark. The first thing that comes to mind are the students participating in my music program. As musicians their possibilities are endless. They have the ability to utilize their musical talents to meet an endless amount of goals they choose to set. But, in order for this to occur, students needed to visualize the strong possibilities in participating in the program for all four years of high school. Zander specified that enrollment nothing but a life force at work, lighting sparks from person to person, scattering light in all directions. It is up to me to deliver that spark to motivate my students to become enrolled. In delivering that spark, I have to remove myself from placing blame and focus on analyzing factors that’s placed on my board. Becoming the board allows one to become the structure of all events in life. The journey of life places you in different positions to place blame in every direction. Participating in the blame game can only lead you into more negativity. How do we overcome placing blame? We have to remove our calculating selves and analyze why certain questionable issues are placed on our board. Then we can carefully analyze the proper procedure to learn from the situation and move on. Telling The We Story really stuck out to me the most of all chapters in this book. It really struck home now that I’ve just recently entered a binding relationship with my wife. Even though it is a process, removing the “You/I factor from our relationship is something that takes time. We are now considered the “We”, which means we are now one. We have to arrive beyond the blame factors to over come the “Revenge” creature that lurks to tear us apart. This point becomes evident even with my program. Everyone participating must have the mindset to reach a common goal and envision an excellent performance. The only way to accomplish this goal is by removing the You/I factor and focus on “We”. We have to ultimately work together to reach all goals we strive for to produce top-notch performances. 

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

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.

Chapter 9 Lighting a Spark

Certain things in life are better done in person. When you are trying to sell someone on an idea of yours or you want them to perform, you must make every effort to meet with them face to face. This type of commitment to your idea will demonstrate your passion for the project. In the face-to-face communication you, and only you, will create the same passion in the person that you are seeking to help you resolve your issue. You are "enrolling" the person, generating a spark of possibility for others to share. As they share with others you soon will create the fire to fuel your passion. To practice enrollment you must: Imagine that people are an invitation for enrolment; Stand ready to participate, willing to be moved and inspired; Offer that which lights you up; and, Have no doubt that others are eager to catch the spark. The life force for humankind is, perhaps, nothing more or less than the passionate energy to connect, express, and communicate. Enrollment is that life force at work, lighting sparks from person to person, scattering light in all directions. Sometimes the sparks ignite a blaze, sometimes they pass quietly, magically, almost imperceptibly, from one to another to another.

Chapter 10 Being the Board… the board where the whole game is being played:

I am the framework for everything that happens in my life. If I cannot be present without resistance to the way things are and act effectively, if I feel myself to be wronged, a loser, or a victim, I will tell myself that some assumptions I have made are the source of my difficulty. This practice helps us to remain on track. When things happen to us we are able to take a graceful journey through life. The grace comes from owning the risk for everything that happens in your life and leaves your spirit whole, with the ability to choose again. Instead of questioning all the bad things that happen in you life you change the way you look at those things and say that's just the way things are. Remember that to play the game of "should and ought’s" is a blame game that you might still have control over. Those things occurred in the past and you have no control over your past. Being the board requires courage and compassion. The rewards for being the board are self-respect, connection of the deepest and most vital kind, and a straight road to making a difference.

Chapter 11 Creating Frameworks for Possibilities

Inventing and framing the possibilities: It is about restructuring meanings, creating visions, and establishing environments where possibility is spoken… where the buoyant force of possibility overcomes the downward spiral. The steps to practicing framing the possibilities are: Make a new distinction in the realm of possibilities, one that is a powerful substitute for the current framework of meaning that is generating the downward spiral…enter the territory. Embody the new distinction in such a way that it becomes the framework for life around you… keep distinguishing what is "on the track" and what is "off the track" of your framework for possibility. The story of the second grade girl is my favorite way of remembering this practice. The little girl has had chemotherapy and comes back to school with no hair. The kids make fun of her and won't play with her. The next morning the teacher comes to school with her head shaved. All the students went home and begged their parents to let them shave their heads. The framework the students had functioned in changed when the teacher removed the downward spiral. The vision we have becomes our framework for possibility when it meets certain criteria that distinguish it from the objectives of the downward spiral. The criteria that enable a vision to stand in the universe of possibility are: The vision articulates possibility, A vision fulfills a desire fundamental to humankind, a desire with which any human being can resonate, It is an idea of which no one could logically respond, "What about me?", A vision makes no reference to morality or ethics, it is not about the right way of doing things. It cannot imply that anyone is wrong, A vision is stated as a picture for all times, using no numbers, measures, or comparatives. It contains no specifics of time, place, audience or product. A vision is free standing… it points neither to a rosier future, nor to a past in need of improvement. It gives over its bounty now. If the vision is "peace on earth," peace comes with its utterance. When "the possibility of ideas making a difference" is spoken, at that moment ideas do make a difference. A vision is a long line of possibility radiating outward. It invites infinite expression, development, and proliferation within its definitional framework. Speaking a vision transforms the speaker. For that moment the "real world" becomes the universe of possibility and the barriers to the realization of the vision disappear. This practice of framing possibility calls upon us to use our minds in a manner that is counterintuitive.

Chapter 12 Telling the WE Story

More often than not, history is about conflicts between an "us" and "them".

The WE Story defines a human being in a specific way. It says we are central selves seeking to contribute, naturally engaged, forever in a dance with each other. The WE appears when, for the moment, we set aside the story of fear, competition, and struggle and tell its story. The steps to the WE story are: Tell the WE story… the story of the unseen threads that connect us all… the story of possibility. Listen and look for the emerging entity. Ask: "What do WE want to have happen here? What's the best for US? What's our next step?" When we remove our “me,” “me,” “me” statements and turn them into the “WE,” “WE,” “WE” story, everyone wins. The goal of each of us is to remove those things that impede our progress forward as a great leader.

Wk 3- Reading-Buts Should be/Could be Ands

Wk 3- Reading-Buts Should be/Could be Ands

 As I’ve continued reading the Art of Possibility (chapters 5-8), I've considered how some concepts presented relate to the art and practice of teaching. Zander (2010) reminded me that as teachers, we teach no matter where we are positioned. I think this is really necessary with today’s boom in virtual learning and mobile technology. Teachers may or may not use a podium. In 21rst century engaged, personalized, and student centered learning, it’s most appropriate for teachers to step back sometimes. Often the teacher’s role is as a guiding facilitator, encouraging students to believe in and follow their own interests, passions, and questions for motivation as they learn the concepts necessary.

What is key for Zander's concepts to work in classrooms?

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In order to do that effectively, teachers need to, as the book mentioned, grant greatness to our students. The book asked, “How much greatness are you willing to grant?” (Zander, 2010, p.104) which I think is a great checkpoint question for educators. It’s important to ask ourselves why we don’t give students more charge in their learning and address those issues. For instance, do we tend to “stay in charge” as teachers, not relinquishing our perceived control, because we’d be threatened of losing control? What might that look like and would it definitely be a bad thing? (In order to let go we need to operate from a balanced central self as the book called it rather than a calculating one that operates defensively in survival mode.) Do we believe students will take charge of their own learning as we expect them to? Are our expectations fair or even accurate? How do we know or can we? Are there ways to ensure a commitment from the students to take charge as we encourage autonomy? How do we know if we don’t try?

How much greatness are you willing to recognize?

Expectations are mentioned since part of becoming a dynamic teacher involves what the book referred to as “throwing out the shoulds”.  Essentially, it suggested that conflict resolution happens more easily when leaders shift focus from what should have been (with blame and denial) to what could have been. While I agree, I envisioned applying this in my own practice. As a teacher we must hold certain expectations of our students just as our students hold certain expectations from us. If this is true, then how can there not be “should haves” as a by-product of that?  Then, like Zander recommended changing the word but to and, I extend that thinking to try changing the words “should have” to “could have”. Then it’s possible to consider alternate paths as a reflection for the better good instead of non-productively pointing fingers.

To make this work in the classroom, we need to lay clear expectations for specific student actions, due dates, detailed responsibilities, but when it comes to the larger, broader outcomes of lessons, labs, and projects, we need to be open to how it may evolve, implement, and pan out. It may not be as we expected if we do invite students to act as their own guides more often.

Then expectations of the teacher would have to include checking to make sure students know how to develop their thinking and implementing as they work toward the comprehension of concepts even as its personalized. Checking that those curricular concepts are hit within the students’ implementation processes or making connections evident to ensure they recognize that what they’ve done ties in relatively to what they need to know. (as declared by State Board of Education.)

What is key for Zander's concepts to work in the classroom?

Finally, my favorite, most applicable suggestion from Zander’s book recommended supplanting the word “but”, which grammatically and inherently sets up a contradiction, with the word “and”. We’ve been taught to grammatically set up sentences this way since childhood. It supports a very narrow, polarized way of considering the world categorizes opposites in a childish black/white fashion. This in turn lends itself easily to the survivalist’s thinking mode of the calculating self. This and that, as well as us and them, are opposites on polarized sides. It is the way many of us have become used to thinking about things, as if everything is fighting or debating.

I was surprised at how liberating it is to simply remove the word but and substitute it with and. Then the contradictions falls away and everything just is the way it is. From there we can operate in a much more productive manner for problem solving and innovation moving forward. Is this important? On a personal level I say, yes! On a national level, considering education has become so political in a dichotomized political system of perceptions and affiliations, I say another resounding yes!

This week, I challenge you to try making buts into ands and should haves into could haves to see for yourself, but you don’t have to-I mean- and you don’t have to! That's what I should have-no could have said and now did!

Sources

Zander, B. & Zander R. (2000). The Art of Possibility: Transforming Professional and Personal Life. Boston: Harvard Business School Press.

Key pic obtained from:  http://www.freeimageslive.com/galleries/home/general/pics/key0001.jpg
Star pic obtained from: http://www.freeimages.co.uk/galleries/light/index.htm

Reading for Week 3

Reading for Week 3

Favorite/ Key points that I pulled from this week's readings: (My two FAVORITE chapters were 5 and 6)

Chapter 5- I sincerely appreciated the comments made by the author in chapter 5. Luckily, in my line of work as an Agricultural Education teacher, I get to chat with my students often... not necessarily in the confines of the classroom. We talk about any number of things, but I often turn the talk to what they think of school/ how they would change the world of education, etc. One of the number one things that they say influences their engagement in a class or subject is the relationship they have with the teacher. Do they feel like they can talk with the teacher? Do they feel like the teacher is approachable? Does the teacher respect them? Each of these points has been brought up time and time again. This reminded me of the stories of the conductor and musicians...especially the comments about the myth of the inability of the musician to add to the well of knowledge. Such a sad thought that our students often feel like they are too "low" to contribute or that they cannot engage in a conversation with a teacher in a mutually enriching conversation- one in which the student is contributing to the conversation as well!

I also really liked the examples of peer teaching and the "silent conductor" as well as the realization that a a student can make a difference no matter where they are seated (example letter).

Chapter 6
Ok, so Rule # 6 is great! I think that the realization of this rule is one that MANY people should do. I could make a list a thousand miles long of people that I know that take themselves much to seriously, myself included. I think this rule goes along with the KISS rule. I think that society and their "needs" are in complete violation of rule #6 and the KISS rule.

I am on an unexpected trip to a very suburban city and I think this chapter could not be much more timely. i am appalled by the constant barrage of stores and signs around boasting their ability to meet the needs of the residents. "Get the latest styles here", "We have THE best______", etc. This place is COVERED in stuff. Just STUFF. It is as if the peoples' absence in the REAL world around them (nature and other things that really matter) has distorted what really matters- as if they are taking THEMSELVES way to seriously. It is as if the need for things has become more of a priority that it should and then they become wrapped up in all the drama and concerns that come with these things that don't really matter anyway! (Ex. Must have the best new appliance available, but in order to have it they must have their house rewired to accommodate the energy needs. The increased energy consumption stresses their wallet and they begin to fuss about the cost of energy. If they didn't get a fridge the size of New Hampshire...they wouldn't be using so much energy!) On this trip, I attended my grandmother's funeral. As I drove too and from the services and functions associated with it, I watched as all the family members fussed over things that really didn't matter. Where the flowers were placed, where the services were held, who was allowed to do my grandmother's hair for the viewing, what they should wear and why flip flops were disrespectful. These people were obviously not following rule #6. If they had been following this rule, I think they would have realized that all their actions were not to celebrate my grandmother's life... but to fill their needs and desires for the correct event. In all honesty... my grandmother wasn't there to care what color flowers were on the tables... maybe it was people taking things a little too seriously. Or... maybe this chapter just had different meaning to me because of when I read it.

Professionally, I can think of tons of times where I needed to tell myself this rule. I think I will post it above my desk next week. My school year tends to be VERY stressful... partly because of the stress that I place upon myself. Maybe it also relates to mycalculating self....

Unfortunately, I can see myself in the story of the two executives working on the contract. I see myself as the senior executive. I think the anxiety that my former teaching partner caused for me for the past 5 years sounds a lot like the story...with one difference- I did not/ do not see the ability to take over the "company" from this individual. This fear of loosing everything almost drove me from teaching and made my life miserable on multiple occasions. It robbed me of happiness. This is definitely my own fault. I wish I had read this chapter 5 years ago. At least then, I could have understood why I was having such a hard time with my teaching partner and my own inner feelings. If I had only known. I hope to not let my feelings stress me so badly in the future.

Chapter 7

Being ok with the way things are and understanding or challenging the way things could be. Interesting. I think I will reread this one. I  think there is more that I could get from this chapter at later times as well. I love the movie Babe- despite it's inaccurate agricultural views!

Chapter 8

OMG!!! This chapter starts with a thought that I think I think of constantly. Urbanization versus nature. I understand the need for basics and that by a society achieving those basic needs it allows them to meet other needs... I just think there are extremes at both ends of the spectrum and that society gets lost in what is important and GOOD for the greater good. Such an interesting thought..giving way to passion.

The purpose of my action research project is to find out what strategies can be used to increase the knowledge in the classroom with special education students by using technology. I want to increase their learning using web 2.0 tools, to help motivate them and keep them engaged as they learn how to use web based learning tools.

I began by asking what would happen if children were more involved with technology?  How would it affect their abilities? I feel as a teacher, it would benefit special education children to use different technology to help them learn and different music approaches.

I hope to demonstrate how I am improving my practice, as well as how I can contribute to the body of literature by researching different learning strategies using technology to assist special education children in the classroom.

Links to my past Leadership Blogs:

http://msdedej.blogspot.com/2012/06/wk-1-blog-post-2-leadership-post-to_29.html

http://msdedej.blogspot.com/2012/07/wk-2-blog-post-2-leadership-post-where.html

Here is the Link to my Leadership Project: 

Presentation:

https://docs.google.com/open?id=0B9T3GSxJEN6EeFJyY1Rsb1RlMnc