Week 4: Free Choice: Publishing Project

This week we are presenting our publishing piece to the class or a small group of peers. I am certain this experience will be interesting and hope that it will be fun. I know that I am not excited to stay up late but I also know that I want good feedback. So I need to do unto others I would have them do provide the same level of feedback from beginning to end. For my publishing assignment I have chosen to do a presentation at a conference. I am pursuing the VTEEA Summer conference in August of this year. Im a member and plan to submit my presentation to them by the end of next week with the hopes that they will allow me to present. I am very excited that publishing is a part of this ARP. Many times I have great ideas but I am such a hard critic of myself that I never share them on a large scale. I let them work for and that is the end of the story. For this project I will be promoting and sharing and trying to get others to use my Schoology course to learn more about Promethean products. Maybe one day Promethean will hire me! I wish...

Week 4: The Art of Possibility 9 - 12

This week’s reading has really hit home with me. I am all about action and not talk. I feel that people who talk also blame and nothing every changes. This weeks reading is of the contrary. In chapter ten he talks about the choices I can make to change my world of possibility and untimely anything. I remind myself of this everyday. In fact when growing up anytime we had a tough time or an unexplainable thing would happen that was hard to deal with, my mom would say, “Let go and Let God.” Now I know this is a simple thing but when you really think about it or better, actually DO it, you realized that letting go and not worrying opens up lots of time to DO other things. And doing is what this week and life is all about. If you don’t like something do something to change it or change your opinion about it. Nothing else can happen and you can never expect others to change it for you.

It is from my mom that I also have that same drive to help others. Paying forward moments of opportunity by stepping aside and letting others shine is how I live my life! I am a foot washer. I put other before myself even when it hurts. I try hard to help those around me. In turn, and this is no joke, I am the happiest man in the world. I have not a single complaint in the world. I have a beautiful girlfriend, I have my dream job, I travel, I own real estate, I am fit. I have everything in life I want and I have no complaints about anything. I give credit to paying forward happiness to others for my own happiness. This is a perfect example of how this author is not telling me anything new but instead phrasing it in a way that is new and eye opening. I love it.

In response to creating a framework practice I have found that little notes about big ideas all over my life are perfect reminders of the things I need to hear to keep me in the right state of mind. A note about turning the other cheek in my car helps prevent road rage. A note about accepting everyone at my desk helps remind me that every student is different not wrong (and other teachers just have other ideas). After seeing these notes over and over in the same places the actions they evoke become habit and need no reminders.

The last practice is what I think I do best. I constantly find myself in the position of networker or connector. I seems to know someone who can do something for every situation in my life. Need an oil change, I know a guy. Need a banner, I know a guy. In some situations I am simply the missing piece to a more complicated puzzle and I am always will to fit myself into that puzzle. Someone needs a logo design, I can do it or I know a guy. You need a sign made, you want a website, show me how to photoshop this into that. These things to me are easy and readily available in my life but to others it is a large obstacle on the path of their quest in life. I help them pass it and they are able to move on. I have not done this for others many times but have had this done to me many times. In some situations I meet with someone that seems to be on my path for longer than just one favor and we begin to work in trade together. I do this and you do that. We become a team of strengths that work towards something bigger.

This image is from Creative Commons and was found on a Google Image search.

Week 3: The Art of Possibility 5-8: Response to Joanna

Joanna Puello writes:
MAC, Week 3, BP1 Reading: The Art of Possibility

I had a good laugh as I read through Chapter 4: “Leading From Any Chair” (The Art of Possibility by Rosamund & Ben Zander)! Ironically, the same day I read the chapter, my boss at the ESOL language center where I teach called me into her office. “I’ve gone by your classroom recently, and I’ve noticed you sitting a lot while you teach. None of the students have complained, but…try to stand more. You can always lean on your chair if necessary. But other than that, everything is fine!”

I nodded and said, “Ok.” (Not going to pick that one to battle!) Then I proceeded to ask her about my current group of students. When I got them, they had just failed Level 3, so I was assigned to re-teach the material. Some of the new students were ready to re-take the test even though we hadn’t finished all of the material because I had tailor-designed the classes so that their test taking would be more successful (and ultimately so that they would learn more English). “Can they re-take the test on Monday?” I asked.

“They don’t re-take the test,” she said, surprised at my question.

“They don’t?” I asked, even more surprised.

“No,” my boss responded, “Because what if they don’t pass the second time?”

Then they have a pretty rotten teacher! I thought to myself. I didn’t say anything but finally understood how my students got to Level 3 when they didn’t know many things that Level 2 students had mastered.

Later that day, I read “Leading From Any Chair”. I remembered my ESOL training through Cambridge University and how in one practice round, the trainer corrected me because I was towering of my students instead of crouching down to their desks. So which way is better? Do I stand or do I sit? Well, I stand while I teach when I need to write on the board or when the class activity naturally requires it. Otherwise, I feel honored to be “at the same level” as my students. What’s so important about standing? Is it to exert an aurora of leadership? If I’m an effective teacher, can’t I teach well from any part of the room? Evidently, standing up = effective teacher or energy or good communication or established authority for my boss. I, on the other hand, measure my success “from the twinkle in their eyes” (Ben Zander). I know that relating to my students (who are often far more accomplished or wealthy than I am) and respecting them as individual people gives me a connection with them and opens the gates to their hearts so that they will be motivated to listen to me talk about the fundamentals of English grammar. I also don’t need to stand to get control or to grab their attention. I can whisper, and they’re all ears because in the midst of the most complex grammar formula, I can insert content that touches their hearts and arouses their curiosity…and makes the keep coming back for more.

To keep my job, I’ll be sure to stand every time my boss comes around and CERTAINLY when the content inspires it. To keep my students, I’ll keep making their eyes twinkle.

David Hotler writes:

I love how you took this chapter and found a connection in your own life. Ironic that it is such a direct connection to the wording and ideas. You boss tells you to stand and you read a chapter called Leading from Any Chair. I find it interesting that your supervisor did not comment first on your ability to teach. I think focusing on this positive aspect of your classroom would have been at least the right thing to do from the beginning.

It is most encouraging to hear you say that you find getting to the level of the students to be the most effective what to teach them. I find that sitting next to students or crouching down and lowering my voices helps create a safe environment when we are speaking one-on-one. I also have a software on my Mac that enables me to control the mouse of my student and project their screen on the board. Many times when sitting at my desk I can answer several questions at once instead of individually. Great work deducing your own theory and staying true to your own teaching style.

Week 3: The Art of Possibility 5-8: Response to Ginny

Virginia Holm writes:
Week 3 Reading Blog Post

Chapter 5: Being a leader doesn’t mean being a dictator. I enjoyed this chapter because the authors learned that from experience. When you are good at something and want to teach others you don’t have to boast or make them feel inferior because they aren’t up to your expected skill level. I admire leaders who treat people as equals and mentor with honesty and integrity. I also like people who really know what they are doing. I try to put myself in my student’s seat when I teach. I don’t want to talk down to them or make them feel stupid for not learning or being as excited about learning as I expect them to be. You should know your audience and try to find a common ground. As for listening to people who can help you succeed, the key word is “listen”. Few people do that anymore. They think of a response as you are still speaking to them. Listening is a huge factor in success.

Chapter 6: I totally wrote down Rule number 6 – don’t take yourself so seriously. My husband used to tell me when we worked in sales together and I got so upset when a delivery went wrong, or someone cancelled an order “don’t sweat the small stuff, and it’s all small stuff.” A calm voice from a friend, coworker or a gentle inner reminder can often help a situation go from drama to calm and professional. Avoiding conflict and strife, whether it’s caused directly or indirectly allows you to pursue goals more clearly and successfully.

Chapter 7: Most of us want to succeed and advance yet only some of us will actually get there. Getting there is part luck, part knowledge, timing, and patience. While you shouldn’t accept your fate like the cow, having a good attitude like her is key. Panic and frustration reflect in your work and personality. Taking the time to learn how things flow, who everyone is and what role they play before pursuing your road to the top can make it a much smoother ride. It also would be wise to seek out a mentor from the “barn” that your are joining. You may be overlooked, but with the right attitude, good work ethic, and a few barn fans you’ll get there eventually.

Chapter 8: Sometimes it’s easier to shut out how your feel so you don’t get hurt. Even in the classroom you can come in on some days and are just off. Your defenses are up and it projects in your presentation. I’ve done that for whatever reason. A day gone bad, the cafeteria menu was not what I expected, my students didn’t do their homework… and every time my students pick up on it and ask “Mrs. Holm, are you in a bad mood today?” That totally snaps me out of it. There is no reason to bring your negative attitude to work or to the classroom. Your performance will always suffer and so will the respect of your peers and students. That being said, sometimes my students just don’t care. It would be easy to not care back, but I tend to do the opposite and work harder to find an element in the lesson that will spark their attention. The enthusiasm and energy I feel toward the topic will usually win them over. I try really hard to not let anyone leave my classroom with a negative experience.

David Hotler says:

Great farm reference about Chapter 7! I am currently working to do exactly what you mentioned. I listen, think before I act and make strong relationships with all friends. I want to be sure that when the time is right I will have the support I need to climb higher. With that said I have to remember to focus on my students and judge success by the many factors of their success. In reference to chapter 8 I try to do the same. Sometimes I come to work and I have a bad attitude or am having a bad day. I agree that it is best to leave that at home and if you find it at work to get over it. But I also think that sometimes it is good for your students to see a grumpy side of you. They can connect with the fact that you are human and we all have bad days. I like that when they approach you, you make an effort to fix your attitude and make the day better. If a teacher allows themselves to keep the grump then they can never expect students to shrug it off when they are in a crummy mood too. Thank you for leading by example.

Week 3: Free Choice: Abstract Writing

This week the project is to write an abstract for our Action Research project. I am writing this blog to help others and myself remember/learn what an abstract is and how is should be written. Just about all the dictionary and answer sites I looked at say it is a summary of a book, article, or formal speech. Our course instructor this month stresses the importance that our abstract be 120 words or less. I think is is due in part to search queries and interest levels. We want people to be able to see the entire abstract while shuffling through search results and we also want to hold their attention just long enough to get out point across. Here is what Joe said he is looking for when he reads out abstract.

120 words. No more and not much less.

1st sentence: The research question. Make sure this is simple and can be related too by others not just yourself the expert.

2nd sentence: Note your literature review and the 3 subtopics you covered that support your project.

3rd sentence: Cover your methodology (this might be two sentences). How do you accomplish what you are teaching or doing? This one is tough.

4th sentence: What are the results of your research? What the heck happened?

5th sentence: What is the conclusion of the study?

Photo taken as a screen shot by David Hotler on a google search result.

Week 3: The Art of Possibility 5-8

First of all, what a great book! The light hearted and joyful expression of the Zanders makes reading this book a joy. I wish all books were just like this one. Now as I read I become more and more aware that this is not a book you read and put down but a manual you reference and then go and make a change. So every chapter I think of how I can use this practice in my own life. Here is what I have come up with for this weeks reading.

First and foremost Rule Number six should be rule number one for all teachers. I try to be sure not to take myself or my course too seriously. In the grand scheme of the world learning photography and photoshop is not that important. However, for some students my class is a doorway to a passion they never knew they had and leads to wonderful things. Taking things too seriously can make things no fun and who wants to spend the rest of there lives having no fun at what they do?

Next, I want to make the students the leaders. I admit from day one that I am still a student of photography and photoshop and will always remain that way. I am simply a student who has been doing it longer and with great intensity than the students just taking my course. I tell them that if they know something they should shout it out. If I am wrong they should shout it out. I want the students to realize that we are all in this together and they are just as powerful in the classroom as I am. This coming year I hope to take this one step further and have the students make their very own tutorial in photoshop. That means they need to create something and then walk the class through how they made in a way that everyone can understand. This makes them the leader and the expert and enables them to be that leader outside of their seat in my classroom.

Our work is never done. I tell me students all the time that the work they do in my class is never finished, it is always a work in progress. This leaves some students in distress so I do let them know that somethings just come to a nice stopping point but are never finished. As they work on Photoshop projects I want them not to think the assignment is to make theirs look like mine but to realize that the journey is the destination and creativity is not about conformity but about making something unique. As long as the student can show me they understand the given tool or technique we are learning I have no problem with them turning in something that looks different than my teacher example.

The last great thing that I have realized from this weeks reading and from my time at Full Sail is that passion is the most powerful motivator of students. If you allow students to work on something they are passionate about you will have to force them to stop (if you so choose). All of the projects that I assign are built in a way that allows students to incorporate a part of their personal life that they are passionate about. This might be a pet, a birthday invitation, or a photo retouch job for their grandma. No matter what when I allow student to work on something they care about they always work harder and to a greater degree of complexity. As this is true with my students it is also true with me. When I start to plan projects I pick something that interests me as well. Now this means creating something new each year and in turn more work but I find that I am more passionate when teaching if I am teaching something I really care about.

This image is protected under the creative commons license at http://creativecommons.org/
This image was found on Google Images.

Week 2: Free Choice: WIMBA

The WIMBA this week was admittedly a bit redundant. I spend a significant amount of time in Week One watching videos that introduced copyright, videos about copyright, and videos that reviewed everything we just heard about copyright. I wrote a blog about copyright, did some additional research, and then responded to other blogs about copyright. When WIMBA week two came around I was disappointed that what was covered was pretty much a review of week one and not deep thought into what was learned. I understand that we are trying to stay black and white about copyright because of the subjects depth but I felt like I was watching a live version of the same videos I had just watched. I would have enjoyed a deeper look into specific cases o

With that said however, I think the lesson on copyright was great! I feel as though I have a much better understanding of what I am permitted to do and use. I also feel better equipped to support my students as they navigate this increasingly stringent world in their pursuit to make money in a legal way.