Okay, so I started writing for our Month 12 discussion board and I couldn't stop. I looked back at the assignment and saw that there is a 500 word limit .... I went a little over :-) Well, I didn't want to merely erase everything that I had written, so I have posted it here. I will have to rewrite what I have here into a much shorter version before the Thursday due date. Until then, I hope that you enjoy my rants about our entire journey thus far.
A year is a long time and when you jam it full of fun and learning, you make it hard to remember the fine tuned details. Month One, Media Literacy and Research Methodologies, is where we began our literature review process. The perfect intro class. I really enjoyed learning how to research for information and I was able to apply some of that knowledge to my Cycle 2 implementation. The only thing that I felt was unclear about month one was that we were working on our actual Action Research Literature Review. At such an early state, many of us did not know what we were going to do for our action research project. I liked having the bulk of our research completed by the end of month one.
In month 2, Multiple Learning Theory Applications, I learned a lot about how people learn new information. I liked that we did not focus on only one way of learning. We had to learn about all ways of learning and then pick the one that applied to our Action Research project. I did not like how much reading we had to do this month, but that is a personal problem (I am working on the speed of my reading :-) ). However, I do feel like some of the reading could have been covered via multimedia. If I am remembering correctly, this is also the month we were introduced to Prezi! What an amazing tool!!
Month 3, Training and Motivational Development, the presentation zen book was amazing. I already knew about most of the techniques that we read about, but I was able to apply everything that I learned from that book to my Action Research Project, especially Cycle 2. This month was the first time that I had ever videotaped myself, which I did not like (but who does?). I loved that we critiqued each other on these videos. Even though we started using SecondLife in Month 1, I feel like this month was the first month of use. We had to tell how we could use a specific location in SecondLife for education purposes. I look forward to one day being able to take my class on a virtual field trip via SecondLife.
Month 4, Emergent Technologies in a Collaborative Culture, I only have one word... iGoogle! What an amazing tool. Not only did I plan on teaching Google to my teachers in Cycle 1, but my principal has hired me to teach my teachers technology this summer. Number one on the agenda is iGoogle. I don’t think I would be able to find anything if it wasn’t organized on my iGoogle page. Ahhh... and Lynda.com. The training that I received through Lynda.com in Month 4 is still being used today, not just in my Action Research Project, but also in my professional career as well. I learned about blogging and found a plethora of new technologies to use in the classroom.
Month 5, Education Design and Evaluation, where we didn’t just learn about the ADDIE model, but we put it to work. We used everything that Google has to offer us in the process. This experience really inspired my Cycle 1 implementation. The school where I was teaching used Google as their email provider and therefore had access to everything that I used in month 5. I think ADDIE was the most important thing we learned about in month 5. I loved collaborating with my classmates!! This was our first real chance to collaborate using Google. We used Google hangouts, Google chat, Google Docs and Google Drawings.... not to mention that our project was to make a website using Google sites.
Month 6, Digital Media and Education Applications, WOW.... Flash is intense! The only dislike that I have is that the tutorials that were necessary to watch were very boring. I could not have done it without the videos, but they were very hard to make it through without falling asleep. I loved using Flash animation. It is on my list to watch the lynda tutorials to learn even more about Flash and the cool things you can do with it. As much as I loved learning about Flash, it had no connection to my Action Research project. We had to place our Literature Review on our WordPress site which was a helpful piece of the overall Capstone website.
Month 7, Music Theory and Education Applications, I can’t believe that I wrote my own song!! I will probably never use music created by someone else again. Everything has been my own since month 7.
Month 8, Filmmaking Principles and Education, The best thing about this month was our mentor for the course, Kathy Kellen. I met a new life long friend through this course. The 48 hour challenge video was fun to make and truly a challenge.
Month 9, Game Strategies and Motivation, Again, I can’t believe that I have created my own game. My students asked me on the last day of school if they were going to be able to play “Matherstermind” like the kids a few month ago. I already used games in my classroom, but I learned the do’s and don'ts of games for educational purposes.
Month 10, Learning Management Systems and Organization, I really enjoyed learning about learning management systems (LMS), because my only experience was with Blackboard and my teachers only used it for final grades. I can’t wait for the day when I am in an environment that is more conducive to using an LMS.
Month 11, Media Asset Creation, I’ve never been to a conference so I am ecstatic about the opportunity to present at one. Creating a presentation was easier than I thought it was going to be and I got to use one of my favorite tools... Prezi!
Month 12, Education Media Project Development, The End! I can’t believe that my journey to achieve my masters as come to an end. This month will like a show and tell session for all that I have been able to accomplish in the last 11 months.
Tuesday, May 29, 2012
Sunday, May 27, 2012
Wk 4 Leadership Post: Role Model Reflection
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| My Mom and I at... Chick-Fil-A |
The first leader that I would like to talk about here is... my mom. I know that this sounds weird and childish, but everything I learned about leading people I learned from her. My mom, Angela Cormier, has worked for Sam’s Club for over 20 years. She started when I was only a toddler. She worked really hard and everyone around her respected her because of her hard work and dedication. It was this respect and her own dedication that gave her the courage to apply for the management program when I was in high school. It came as a shock to her and was no surprise to everyone else that she was accepted right away. She moved away from her hometown and her beloved daughter to pursue her dream of leading her own department. She has since been transferred back home and is working as a manager under the same man as when she was a mere employee. In watching her lead and speaking with those that she leads, I have found that what gives her such respect with the people she is in charge of.... she hasn’t forgotten what it is like to be in their shoes. She isn’t afraid to get her hands dirty and do the work with them instead of simply watching them do it. There exists a high level of accountability and expectation between her and her team. I think that this is because they know that she expects it because she can make it happen herself, but trusts them to do it just as good. She has taught me that people will live up to your expectations.... so why not set them high. Her love for the company and her expectation of success has gained her respect all the way up to the top of her management chain. She has now gained enough confidence in herself that she is striving for the top and would love a club of her own. As much as I look up to her as a leader, I am also just as proud of her for her courageous leadership style.
I have taken what I have learned from her into every job that I have worked. I give 110% and expect the best out of the people that answer to me. I think that this is why my students have excelled so
much under my tutelage.
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| Principal Jeri Michie Gateway Academy |
Another leader that I am striving to be like is my principal, Jeri Michie. She leads in such a way that you know that she has your back. Her love of learning is contagious and trickles all the way down to every student in the school. As a teacher, I knew that I could not only come to her for professional advice but also classroom teaching advice. She is another leader that started at the bottom and worked her way to the top. Every time I went to her she not only shared ways that worked for her, but also ways that had worked for other teachers as well. She never cared which option was chosen as long as the student’s needs were put first. I have read and heard about awful dictator like principals and I have been blessed to work with a fellow teacher, who happened to also be the principal. If I ever reach the point in my life where I become a principal, I hope that I can lead as well as she does!
Unfortunately in some ways, I try to keep myself sheltered and naive. I haven’t really accepted the fact that I am a grown up and should be paying attention to grown up things. Because of this, I do not know of any leaders outside of my little “bubble.” I like the way the Steve Jobs ran Apple, but I don’t know any details about what/how he did it. I like the wasn’t afraid to take risks when he knew that it was a good idea. I also love that Chick-Fil-A has managed to stay true to its Christian believes. I can’t think of any other major restaurant that closes on Sunday. My closest Chick-Fil-A also plays Christian music all day long.
I wish I knew of more leaders out there in the “real world,” but it is something that I am striving to learn more about. I am finally starting to “feel” like a grown up and I am sure that sooner rather than later I will become more aware of what is going on in this crazy world that we live in.
Wk 4 Comment # 2: Rodolfo Fernandez
Rodolfo’s Blog
Yes, I put or should I say quote REO Speedwagon on my title, but that's how I looked at this week reading. Chapters 9-12 explain so much about opening the world of possibilities to those who share this world around us. How we can motivate, engage, inspire students, friends, co-workers, to approach problems, obstacles or difficulties with a different view, taking advantage of having a difficult situation to a positive, productive moment.
I believe that this week's reading sums up what we can do to work with "our board", our lives. It teaches us that this world is a community, not a race that we had to win. We must deal as "we" and not as "I". I was impressed how Ben storm into Cora's coaching and how sarcastic he was when speaking to her as missing the rehearsal. He forgot Rule No.6 and it cost, not him, but the orchestra the resignation of Cora. After admitting his mistake, he did what he taught to his students. He wrote a letter to Cora, giving himself an A. This humble act of reflection improved and strengthen his relationship with Cora. He lit the spark himself, looked at his board and approach the situation as a "we" instead of "I"...
How fascinating!!!!
My Response to Rodolfo’s Blog:
Well put Rodolfo! We must keep the fire burnin’ and what better way to keep a fire burning than with a spark. It is hard sometimes to view the world as the board instead of just our own lives on the board. When we view the board with more than just ourselves on it, we find that there are more sparks to be lit than meets the eye. You ask a great set of questions: How can we motivate, engage, and inspire those around us.
How fascinating that Ben himself forgot about Rule Number 6! It was a great way for him to show how to handle what happens when you slip up and forget such an important rule. We are human and therefore not perfect. I’m glad that Ben included a story that shows that though we are not perfect, we do have the power to make up for the mistakes we make in life. Life is about making mistakes and learning from them. Ben did just that in his story with Cora.
Wk4 Reading: The Art of Possibility: Keep the Fire Burnin'
Hi my fellow cohorts and professor:Yes, I put or should I say quote REO Speedwagon on my title, but that's how I looked at this week reading. Chapters 9-12 explain so much about opening the world of possibilities to those who share this world around us. How we can motivate, engage, inspire students, friends, co-workers, to approach problems, obstacles or difficulties with a different view, taking advantage of having a difficult situation to a positive, productive moment.
I believe that this week's reading sums up what we can do to work with "our board", our lives. It teaches us that this world is a community, not a race that we had to win. We must deal as "we" and not as "I". I was impressed how Ben storm into Cora's coaching and how sarcastic he was when speaking to her as missing the rehearsal. He forgot Rule No.6 and it cost, not him, but the orchestra the resignation of Cora. After admitting his mistake, he did what he taught to his students. He wrote a letter to Cora, giving himself an A. This humble act of reflection improved and strengthen his relationship with Cora. He lit the spark himself, looked at his board and approach the situation as a "we" instead of "I"...
How fascinating!!!!
My Response to Rodolfo’s Blog:
Well put Rodolfo! We must keep the fire burnin’ and what better way to keep a fire burning than with a spark. It is hard sometimes to view the world as the board instead of just our own lives on the board. When we view the board with more than just ourselves on it, we find that there are more sparks to be lit than meets the eye. You ask a great set of questions: How can we motivate, engage, and inspire those around us.
How fascinating that Ben himself forgot about Rule Number 6! It was a great way for him to show how to handle what happens when you slip up and forget such an important rule. We are human and therefore not perfect. I’m glad that Ben included a story that shows that though we are not perfect, we do have the power to make up for the mistakes we make in life. Life is about making mistakes and learning from them. Ben did just that in his story with Cora.
Wk 4 Comment # 1: David Mouri
David’s Blog
My Response to David’s Blog Post:
David,
I think that it must be an amazing feeling to be able to watch your students grow into independence. Where most teachers only see their students through one year.... you have the opportunity to help them over the course of many years. How fascinating! Your personal stories were true to the nature of our reading and just as delightful. Real stories make learning more meaningful. I have been told by many higher education teachers that I must have a lot of patience to work with young students.... but I see it the way you do with your own students. We must go for the possibilities within each student. If we can ignite a spark within them for a love of learning.... their future will be full of endless possibilities. I have made it my personal goal to ignite a love of reading in my students and I think I have been successful in doing so in the last two years. This past year, my class alone read over 20 million words (via Accelerated Reader Quizzes). Although I am proud of my students accomplishments.... they can’t come close to the pride you must feel for all of your students, especially the two that you wrote about here. Keep up the great work!!
Thursday, May 24, 2012
MAC Wk 4 Reading Entry Chapters 9 - 12
This weeks reading for me centers on Chapter 12 and the prompt offered in FSO, Telling the WE story. I have been in the classroom for 23 years, and in that time I have worked with students ages 5 to 21, and they represented a huge range of disabilities cognitively and physically. My whole teaching career has been focused on paying it forward, giving as much as I can so my students can lead successful more independent lives as an adult with a disability.
The "we" comes from two opposites in the spectrum of disabilities. David a tall, thin, happy child with Autism, and Brandy a young trouble teenager who used drugs, was oppositional, and was a runner. David from the first time he joined our Life Skills program as a freshman said that he wanted to be a Car Detailer. As a freshman David had very low self-esteem, and he lived the life of a student with autism. He had to eat the same lunch every day, he had to have certain items in his backpack. He hated to be wrong, and he had no social skills. He would blurt out answers, or stand two inches from you. He would eat super fast. That meal had to have a can of Ensure, a fusion yogurt drink, and a tuna fish sandwich. He would refuse to try any new food. Changes of schedule had to be explained to him a week a head of time if possible. Remember he wanted to be a car detailer.
Brandy was a typical teenage girl, who was cute, and had a very outgoing personality, but she was hiding! She was hiding all of the hurt that had come her way with her dysfunctional family. Like many teenagers she would challenge authority to not only get her way, but to just push anyones buttons. What was he future going to be? I had no clue, I had my hunches. Did I think she was going to screw her life up along the way? YES I did.
As David grew older and became more confident it was clear that this young man was really going to go after his dream. He was able to live through his parents divorce, and he took on living with mom, and seeing dad on weekends. He proved that he take some regular education classes as long as he had a para with him that could keep him on task and organized. David was a visual learner, and reading fluency was not his strong point. If material was read to him, and gone over slowly with a fine tooth comb, he would get it. He joined our NJROTC program, and proved that he could learn how to be disciplined in study as he learned training manuals that would bore any of us. The auto mechanics course had MATH in it, OH NO Math. His connection with his para, teacher, and his mom got him through it. Mom was a wreck, but he made it through. He also took on a training job that paid him sub minimum wage at a local car dealer. It was there he learned how the professionals detailed a car. By the time his senior year rolled around he was detailing cars on his own in his garage. He was slow at it, but he was trying. He graduated and returned to us to take more auto shop classes. Classes at the local community college.With his para in tow they both learned the art of body work on an automobile, from dents to painting. His dad stayed in the picture, and provided him with funds to start his business, tshirts, and business cards brought Dave's Detailing into reality. David reached age 21 and soon it was the day before his 22nd birthday. He was about to age out of our services provided to him as a public school. A small business license was applied for, and a local car dealer provided him with a work space and cars to detail. It was a car port attached to the used car dealership. Today it is an enclosed garage and his business is thriving! My co-teacher and I are proud that we paid it forward by sticking with him, and teaching him as many functional life skills as possible.
I met Brandy when I was teaching computers and history in a residential treatment facility for students who had severe conduct disorders, and juvenile sex offenders. She was a hurt confused young lady that at the same time was very witty, sarcastic and foul mouthed. She used drugs and running away as her form of escape. She had issues with authority, lying, being inconsiderate to herself and those around her. I taught her in class, where her general attitude was I don't care. It was a rough start for both of us. I decided to put in extra hours and work on the residential units when they were short staffed. Each teacher was part of a treatment team, because school was considered part of their therapy. Working on the unit proved to the students that I cared, and was willing to put up with what ever they could dish out. I was called names, spit on, hit, and in the end they learned that I could physically restrain them if it was called for. It turned out that I was the only male trusted to work on the girls unit. Brandy and I slowly established a relationship. She figured out that I was a male that was going to respect her, help her and not try to be physical with her. It blossomed into a relationship built on trust. I could just look at her and she knew if I was approving of her behavior or not. Brandy left the program after working on her issues for almost 3 years. She became a leader on the residential unit and she left with her head held high. She would write to me from time to time and check in, then I lost track of her after that, until Facebook came along. She typed in my name one day and found me! We reconnected and I visited her home with her future husband and two kids. It was a tiny house, and seemed to have lots of problems, but it was a house. I asked her how she did after she left the treatment program. She said she had struggled but my letters helped keep her on track, and she admitted that the treatment program called Positive Peer Culture really did teach her a lot. YES I had paid it forward, and she was living proof.
What do I do from here? I keep going, I keep teaching. People who are not Special Education teachers often say to us that you have so much patience, your a special person. I don't think about it in those terms. I think that we are passionate, and we look for those sparks to ignite, we push ourselves to think out of the box to help our students to succeed. We go for the Possibilities!
My Response to David’s Blog Post:
David,
I think that it must be an amazing feeling to be able to watch your students grow into independence. Where most teachers only see their students through one year.... you have the opportunity to help them over the course of many years. How fascinating! Your personal stories were true to the nature of our reading and just as delightful. Real stories make learning more meaningful. I have been told by many higher education teachers that I must have a lot of patience to work with young students.... but I see it the way you do with your own students. We must go for the possibilities within each student. If we can ignite a spark within them for a love of learning.... their future will be full of endless possibilities. I have made it my personal goal to ignite a love of reading in my students and I think I have been successful in doing so in the last two years. This past year, my class alone read over 20 million words (via Accelerated Reader Quizzes). Although I am proud of my students accomplishments.... they can’t come close to the pride you must feel for all of your students, especially the two that you wrote about here. Keep up the great work!!
Friday, May 25, 2012
Wk 4 Reading Entry
This week’s reading is hard to summarize. I feel like these last few chapters were more of a wrap up than new info. You know... How to use the previous chapters knowledge. I love the being the board chapter. Its always good to step outside of your current situation to “see” the bigger picture. This is what I pictured as I read the Being the Board chapter. Okay, here is the board in which my game of life is being played.... what happened to make my current situation come about?
There are a few parts of this week’s reading that stood out to me:
In chapter 11, a lady said unkind words to her brother and then never saw him again. It is a little cliche but I tell my students all the time, “If you don’t have anything nice to say, then you have nothing to say at all.” I would love to find an easy way to tell my students, “Say things like its the last thing you’ll ever say to that person. Would you want to say something positive or negative?”
How awesome it is that there are actual student letters to NASA floating around in space. It must be truly inspiring for them to read letters from children that have such powerful meaning.
I have loved this book! I hope to be able to pass this book around so that others may find the possibilities in their lives. This quote inspired me.... I hope that it can inspire you too.
There are a few parts of this week’s reading that stood out to me:
In chapter 11, a lady said unkind words to her brother and then never saw him again. It is a little cliche but I tell my students all the time, “If you don’t have anything nice to say, then you have nothing to say at all.” I would love to find an easy way to tell my students, “Say things like its the last thing you’ll ever say to that person. Would you want to say something positive or negative?”
How awesome it is that there are actual student letters to NASA floating around in space. It must be truly inspiring for them to read letters from children that have such powerful meaning.
I have loved this book! I hope to be able to pass this book around so that others may find the possibilities in their lives. This quote inspired me.... I hope that it can inspire you too.
Our deepest fear is not that we are inadequate,
Our deepest fear is that we are powerful beyond measure.
It is our light, not our darkness, that most frightens us.
We ask ourselves, who am I to be brilliant, gorgeous, talented,
and fabulous ----
Actually, who are you not to be?
You are a child of God.
Your playing small doesn’t serve the world.
There is nothing enlightened about shrinking so that other
people
Won’t feel insecure around you.
We were born to make manifest the glory of God within us.
It is not just in some of us: it is in everyone,
And as we let our own light shine, we unconsciously
Give other people permission to do the same.
Marianne Williamson, A Return to Love (New York: Harper Collins, 1992)
from the Art of Possibility
Sunday, May 20, 2012
Wk 3 Leadership Project Hub
My project is designed to not only share the findings of my action research project but to also share how to use the web 2.0 tools that I used throughout my action research. My action research goal was to positively integrate technology into the classroom. I found that my teachers were unmotivated but my students loved it! It is important for people to know that a portion of the blame for lack of technology integration has to fall on the educator. It is not solely the fault of the administration or budget cuts. Educators must be willing. I hope that in sharing to a group of teachers that care enough about technology to come to this particular conference, I will be able to show them what a difference one person can make. Many of the teachers at my school are becoming more willing to use technology in the classroom now that they have seen my students in action.
I have chosen to present at the Florida Education Technology Conference (FETC). FETC is hosted in central Florida every year. I have been longing to go to this conference and I hope to be allowed to go next year whether I present or not. I chose this Florida conference because one of their focus areas is about Integrating Web 2.0 tools. Based on this focus area, I have tried to focus my presentation on how I integrated technology at my school and in my classroom, as well as the results of this technology integration.
Week 1 Leadership Post: Present or Publish
Week 2 Leadership Post: Where do I share?
Leadership Document
I have chosen to present at the Florida Education Technology Conference (FETC). FETC is hosted in central Florida every year. I have been longing to go to this conference and I hope to be allowed to go next year whether I present or not. I chose this Florida conference because one of their focus areas is about Integrating Web 2.0 tools. Based on this focus area, I have tried to focus my presentation on how I integrated technology at my school and in my classroom, as well as the results of this technology integration.
Week 1 Leadership Post: Present or Publish
Week 2 Leadership Post: Where do I share?
Leadership Document
Week 3 Comment # 2: Mary Wilson
Mary Wilson's Week 3 Reading Post:Friday, May 18, 2012
week 3 reading: moving on to rule number 6
this book was well worth the wait, the book is like opening a door where you are suddenly blinded by bright light, at first it is so bright you cant see anything you just close your eyes and take in the new feeling, as you stand there longer you start to acclimate to this new environment and try to figure out how you can share this amazing feeling with others.
this is where i am with this book, i was amazed by the first few chapters. now my head is spinning on how and where to use these new found ideas. i have already told my mom, my sister and two teachers about this book. i have restructured my final so that the students will be able to express themselves in a way that is more comfortable for them instead of how i wanted it.
i had assigned a project as their final exam because most of my students do not do well on traditional tests and i thought a project would be a better way for them to express their creativity. i had one student who seemed really bummed about the project and really was not doing anything. when i asked him what was wrong he said he would rather just take a test, i immediately said no and got kind of mad that he had even asked, i mean i spent a lot of time designing a project that i thought the students would enjoy and excel at, so i told him to try the project and left it at that. lucky for him i read over the art of possibility and reflected on my decision and thought maybe i should not take my decision so seriously, maybe i should ask him what he thought of the whole thing. we had a discussion and we decided that i would make him a test and that would stand in for his final project. after the conversation i noticed he was smiling, he said mrs. wilson i probably look really happy on the outside right now, but on the inside i am ten times happier, i am jumping around and screaming, you have made me so happy. thank you for listening to me.
these are the moments i live for as a teacher. it is one i will hold on to and cherish, not just for the happiness of the students but for the lesson i learned.
this is where i am with this book, i was amazed by the first few chapters. now my head is spinning on how and where to use these new found ideas. i have already told my mom, my sister and two teachers about this book. i have restructured my final so that the students will be able to express themselves in a way that is more comfortable for them instead of how i wanted it.
i had assigned a project as their final exam because most of my students do not do well on traditional tests and i thought a project would be a better way for them to express their creativity. i had one student who seemed really bummed about the project and really was not doing anything. when i asked him what was wrong he said he would rather just take a test, i immediately said no and got kind of mad that he had even asked, i mean i spent a lot of time designing a project that i thought the students would enjoy and excel at, so i told him to try the project and left it at that. lucky for him i read over the art of possibility and reflected on my decision and thought maybe i should not take my decision so seriously, maybe i should ask him what he thought of the whole thing. we had a discussion and we decided that i would make him a test and that would stand in for his final project. after the conversation i noticed he was smiling, he said mrs. wilson i probably look really happy on the outside right now, but on the inside i am ten times happier, i am jumping around and screaming, you have made me so happy. thank you for listening to me.
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| Drawn by: Alinn |
these are the moments i live for as a teacher. it is one i will hold on to and cherish, not just for the happiness of the students but for the lesson i learned.
Week 3 Comment # 1: Katie Ross
Katie Ross's Week 3 Blog Post:
TUESDAY, MAY 15, 2012
Wk3 Reading: Up, Up, & Away!
I’m not sure that I believe that we are all leaders. I do think we have the ability to make a difference in people. We can easily do this just by being nice and being opened minded to the fact that we don’t know all the hardships that we all have in our lives. We listen to people by opening our ears and really paying attention to what each one of us is telling each other. Sometimes we get so carried away in ourselves that we have a hard time stepping out and really paying attention to the people around us.
Rule number 6, I think is going to become my saying to myself. Sometimes at work I get so absorb in the task at hand or what needs to be discussed, that in a meeting I get upset when the meeting gets side tracked and people start telling jokes. I need to obey rule number 6. After reading this chapter I promised myself that when these types of situation pop up during my meetings to laugh with my team instead of look annoyed. We can all use a good deep belly laugh everyday and I need to start taking advantage of all the ones that are presented in front of my. So Rule number 6 welcome to my life!
I do a good job of being content with the way things are and also knowing when it’s time to push to make things better. I have a very positive outlook on life so it’s very hard for me to focus on the negative. Sometimes after watching documentaries about food and the earth I can sometimes feel “ well I can’t make a difference” but my positive attitude always speaks to my brain and reminds that sometimes one person can make a difference. Sometimes we have to settle because we can’t change the situation and that doesn’t mean lowering expectations to me. To me that means just stepping back and focusing my energy on something that I can make better.
I express my passions by talking, breathing, and being a walking example of them. I think it’s great not to care about some things and to just let go and let the universe do it’s job. I find that when I give something up to the universe it always does the right thing for that situation.
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| Just a reminder to stop and smell the flowers! Picture from Creative Commons. |
My response to Katie's blog:
Katie,
You commented that you are "not sure that I believe that we are all leaders." Someone is always watching what you do. The actions that you do, as they watch, serve as a way of leading them without either of you knowing. According to the Merriam-Webster dictionary, to lead is to have charge of. Is there anything or anyone that you are in charge of? Do you ever have a lead position in the meetings that you mentioned? So many times people associate "leaders" with the top, like their boss, president, or director, but a leader is anyone who leads. I think at some point we have to step up and lead something. Now, ... some people are better at leading than others but that doesn't change the fact that they are leaders.
I too will be taking Rule Number 6 with me wherever I go! I also have a situation at work where I am going to do my best to take the annoyed look off my face and embrace what is happening.
I think that with the positive attitude that you have described here and that I have heard in your voice in class .... you are more of a leader than you think.
You commented that you are "not sure that I believe that we are all leaders." Someone is always watching what you do. The actions that you do, as they watch, serve as a way of leading them without either of you knowing. According to the Merriam-Webster dictionary, to lead is to have charge of. Is there anything or anyone that you are in charge of? Do you ever have a lead position in the meetings that you mentioned? So many times people associate "leaders" with the top, like their boss, president, or director, but a leader is anyone who leads. I think at some point we have to step up and lead something. Now, ... some people are better at leading than others but that doesn't change the fact that they are leaders.
I too will be taking Rule Number 6 with me wherever I go! I also have a situation at work where I am going to do my best to take the annoyed look off my face and embrace what is happening.
I think that with the positive attitude that you have described here and that I have heard in your voice in class .... you are more of a leader than you think.
Friday, May 18, 2012
Week 3 Reading Entry
Chapters 5-8:
5-leading from any chair
6-Rule Number 6
7- The way things are
8-giving way to passion
Yet another week of eye opening reading. Chapters 5 and 6 dealt with some of the same topics. I have to say that “rule number 6” is AMAZING: “Don’t take yourself … so seriously.” When you allow yourself to not be the center of attention, you give others the opportunity to shine from wherever they are. The best takeaway I have from chapter 5 is the white sheets of paper on the music stands.What an amazing idea! It gives each member a voice and communication is key to any group’s success.I am going to try to think of a way to incorporate this in my classroom. During my internship, my classroom teacher had a real mailbox in the room. She was not using it at the time so I asked the students to put anything they wanted to tell me in the box and I’d check it when the flag was up. They could put a name on their paper if they wanted me to know who it was from, but it was not required. Looking back on this now, I see that it was kind of like the white sheets idea. I miss the mailbox and I have been looking for a cheap one ever since I graduated. The notes included how they felt in class, speaking up about inappropriate behavior, and of course the occasional kind message of thanks.
The way things are... I realized that I kinda have this viewpoint on life. I embrace the way things are so that I can move forward. I didn’t realize I did this, but in reading the stories of the chapter I saw myself. I love the story of the wall. We are all guilty of building walls but I've never stopped to consider how my walls were built. Was I hurt and therefore put up a wall or did someone assume one was there and create one that I didn't even know about? Very interesting food for thought. I’ll have to ponder that some more.
One last thought... if you have never played an orchestral instrument then the One-Buttock Playing section in chapter 8 was just another chapter. To me, it brought back fond memories of my H.S. Concert band days. Playing the clarinet as a two-buttock player is simply not playing at all. Music is all about emotions and the best way to “feel” the music is to move with the music. My very first section leader played every song with such visible feeling you would have thought she was dancing. This chapter made me smile because life is what you make it..... with endless possibilities!
Sunday, May 13, 2012
WK 2 Leadership post: Where Do I Want To Share My Project
I really want to present close to home. I have never been to a conference and I've been longing to go to the Florida Educational Technology Conference (FETC). Now, I actually have the opportunity to not only go, but to be one of the presenters... Amazing! In looking at the different focus areas, I believe my research could be presented under Digital Content and Productivity Tools. Here is what their site has to say about this focus area:
Digital Content & Productivity Tools
Presentations that address electronic content and digitized materials for students, as well as instructional technologies and digital toolkit enabling instructors to customize learning materials, introduce content and engage students with Web 2.0 creativity tools. Presenters will demonstrate how to leverage growing online resources, web tools and burgeoning digital knowledge base.
The Program Selection Committee is looking for proposals including, but not limited to the following topics:Web 2.0 Integration, Online Tools and Resources, Apps for all subjects, eText/eMaterials, eBooks/ePublish, Open Resources, Video Production, Blogging Tools, Digital Storytelling, Google Education Applications, Simulations and Learning Games, Digital Portfolios and Creativity tools.
Another conference that I found is the Association for Supervision and Curriculum Development (ASCD). The best part about submitting to the ASCD is they have a specific section for research and action research is listed in the description. I found this to be really interesting and I would be interested in sharing specifically how my research went down. Direct quote from their web-site:
Research SessionsThese are evidence-based practice in education sessions from invited researchers. This group is made up of sessions that are based on research that has been juried/peer-reviewed, are viewed as action research, or have been part of an impact evaluation study.
Digital Content & Productivity Tools
Presentations that address electronic content and digitized materials for students, as well as instructional technologies and digital toolkit enabling instructors to customize learning materials, introduce content and engage students with Web 2.0 creativity tools. Presenters will demonstrate how to leverage growing online resources, web tools and burgeoning digital knowledge base.
The Program Selection Committee is looking for proposals including, but not limited to the following topics:Web 2.0 Integration, Online Tools and Resources, Apps for all subjects, eText/eMaterials, eBooks/ePublish, Open Resources, Video Production, Blogging Tools, Digital Storytelling, Google Education Applications, Simulations and Learning Games, Digital Portfolios and Creativity tools.
Another conference that I found is the Association for Supervision and Curriculum Development (ASCD). The best part about submitting to the ASCD is they have a specific section for research and action research is listed in the description. I found this to be really interesting and I would be interested in sharing specifically how my research went down. Direct quote from their web-site:
Research SessionsThese are evidence-based practice in education sessions from invited researchers. This group is made up of sessions that are based on research that has been juried/peer-reviewed, are viewed as action research, or have been part of an impact evaluation study.
Now, my biggest hurdle is which conference do I choose, because I feel that they would be two very different presentations of the same material. Not to mention the due dates. The FETC conference due date is May 31st and the ASCD conference due date is May 15.... and Yes, I know that that is this week!
I am still excited to see where this new adventure will take me!!
Wk 2 Comment #2: David Mouri
David's blog post:
Wk 2 Reading - Art of Possibility Chp. 1-4
In reading the first four chapter of The Art of Possibility by Roz and Ben Zander I found myself thinking about my own life, with family, and my teaching environment. I also found the Ted video with Zander very enlightening because I saw my life through him. The Piano video as I watched it made me feel that wam fuzzy feeling inside, because both of my children took piano for a number of year. The stages of development where right on as I reflected on my own children learning the piano. My children are grown up now, daughter who is a teacher, and son who is graduating at the end of this month. Each of them showed the "normal" stages a student goes through, and I think those growing steps took place later in their lives too. Each of my children played a second instrument, flute and french horn. The stages of learning took place again, only faster I think. It became clear to that Zander was allowing students to find their own way along the learning path. Allowing students to do this allows them to grow at their own pace and therefore feel successful. The Art of Possibility really made me think of my teaching environment with special needs students. Chapter one talks about it all being invented. There are many assumptions that come up when people look at a class of special needs students. One of those would be how can they succeed in life, aren't they destined not to? I always assume that my students will succeed at something, even though it may not be what society thinks that should be. There really is not a set curriculum that I use to teach LIFE SKILLS to my students. That very thing really offeres up a lot of opportunities to teach students skills they need and can do as they become an adult with a disability. I am not just talking about a physical disability, but cognitive delays as well. This masters program and my action research project should give my students more choices to learn these LIFE SKILLS as they spend time with me as a student. I have mixed feelings about measuring my students. There really is no standardized way to do that, because each individual and each disability effects them differently. I can only go by what society considers to be "normal" and give my students the tools to perform tasks as close to what "normal" is. Society will just have to accept that my students are trying their best and that is all we can ask of them. Giving yourself an A - I really found this to be a great concept and I think with "regular ed" students it could be a great tool. I personally always give me students an A as they start any new task or class. I really would not like to give grades at all, and just do a pass fail grading system. If a student participates and tries, then he/she is going to get an A. There is a time when getting an "A" for participating causes problems, and that is with siblings that do not have a disability. They are held up to different standards and sometimes have difficulty accepting that their sibling was earning and "A" but under different criteria. A pass/fail system would eliminate this issue. I hope I contribute to the success of my students every day. If I can help them live a more independent life at home, and then as an adult then I have done my job. The LIFE SKILLS I teach are they best contribution I can make to my students. The only other thing I would say is Patience, to wait, to change, to adapt, to modify as we move on through their school life.
My response to David's post:
David,
I agree that the giving an A concept could be a great tool in regular education classrooms. However, I think that it's most effective use would be in your situation. There are so many standards and expectations for elementary students that I don't think the giving an a concept would go over well. I'm not surprised to hear that you are already practicing the giving an A concept in your current environment. I'm surprised that you have to actually give a grade for all of your subjects. I can see where the frustration would come from. On paper you are studying the same thing but in the classroom a completely different set of lessons are being taught. A pass/fail systems seems like it would make more sense to me.... But what do I know. :-) I found it difficult to place some of his situations into my own curriculum practice because I've never taken music. I was in band and I would have loved the challenge of living up to the grade that has already been given to me. It is really cool that you could make a personal connection to your life and your children! One last thing, it is all invented. I believe that students with special needs can be able to do most of the same tasks when given the proper support. I know that is not always the case, but I do my best to never judge a book by its cover.
Thanks for sharing!!
Wk 2 Reading - Art of Possibility Chp. 1-4
In reading the first four chapter of The Art of Possibility by Roz and Ben Zander I found myself thinking about my own life, with family, and my teaching environment. I also found the Ted video with Zander very enlightening because I saw my life through him. The Piano video as I watched it made me feel that wam fuzzy feeling inside, because both of my children took piano for a number of year. The stages of development where right on as I reflected on my own children learning the piano. My children are grown up now, daughter who is a teacher, and son who is graduating at the end of this month. Each of them showed the "normal" stages a student goes through, and I think those growing steps took place later in their lives too. Each of my children played a second instrument, flute and french horn. The stages of learning took place again, only faster I think. It became clear to that Zander was allowing students to find their own way along the learning path. Allowing students to do this allows them to grow at their own pace and therefore feel successful. The Art of Possibility really made me think of my teaching environment with special needs students. Chapter one talks about it all being invented. There are many assumptions that come up when people look at a class of special needs students. One of those would be how can they succeed in life, aren't they destined not to? I always assume that my students will succeed at something, even though it may not be what society thinks that should be. There really is not a set curriculum that I use to teach LIFE SKILLS to my students. That very thing really offeres up a lot of opportunities to teach students skills they need and can do as they become an adult with a disability. I am not just talking about a physical disability, but cognitive delays as well. This masters program and my action research project should give my students more choices to learn these LIFE SKILLS as they spend time with me as a student. I have mixed feelings about measuring my students. There really is no standardized way to do that, because each individual and each disability effects them differently. I can only go by what society considers to be "normal" and give my students the tools to perform tasks as close to what "normal" is. Society will just have to accept that my students are trying their best and that is all we can ask of them. Giving yourself an A - I really found this to be a great concept and I think with "regular ed" students it could be a great tool. I personally always give me students an A as they start any new task or class. I really would not like to give grades at all, and just do a pass fail grading system. If a student participates and tries, then he/she is going to get an A. There is a time when getting an "A" for participating causes problems, and that is with siblings that do not have a disability. They are held up to different standards and sometimes have difficulty accepting that their sibling was earning and "A" but under different criteria. A pass/fail system would eliminate this issue. I hope I contribute to the success of my students every day. If I can help them live a more independent life at home, and then as an adult then I have done my job. The LIFE SKILLS I teach are they best contribution I can make to my students. The only other thing I would say is Patience, to wait, to change, to adapt, to modify as we move on through their school life.
My response to David's post:
David,
I agree that the giving an A concept could be a great tool in regular education classrooms. However, I think that it's most effective use would be in your situation. There are so many standards and expectations for elementary students that I don't think the giving an a concept would go over well. I'm not surprised to hear that you are already practicing the giving an A concept in your current environment. I'm surprised that you have to actually give a grade for all of your subjects. I can see where the frustration would come from. On paper you are studying the same thing but in the classroom a completely different set of lessons are being taught. A pass/fail systems seems like it would make more sense to me.... But what do I know. :-) I found it difficult to place some of his situations into my own curriculum practice because I've never taken music. I was in band and I would have loved the challenge of living up to the grade that has already been given to me. It is really cool that you could make a personal connection to your life and your children! One last thing, it is all invented. I believe that students with special needs can be able to do most of the same tasks when given the proper support. I know that is not always the case, but I do my best to never judge a book by its cover.
Thanks for sharing!!
Wk2 Comment # 1: Bill Harris
Bill's Blog Post:
Friday, May 11, 2012
Week 2 Reading: The Art of Possibility in Application
Amazingly enough I encountered a situation on the day of this entry in which I was able to share the Zanders’ enlightened wisdom by consulting a former student. I had responded to a phone message in my office to return a call to one of the school districts I served. The voice on the other end answered with the standard polite greeting of the office title, her name, and “may I help you”. I thought I recognized the secretary’s name but thought to myself, “Nah! This couldn’t be one of my former students who I taught in middle school and now working at a district office. I’m not that old!” Well, it was and she recognized my name and voice. After addressing the business of the call, she politely asked me if I minded if she asked me some questions about career, being successful, and the disillusion of education as a means to “get ahead”. She expressed how disappointed she was that after receiving her bachelor’s degree, her masters, work experience in many human-service related areas, and a minimum wage salary, she has nothing to show for it. She did not feel successful. Having read the first few chapters of The Art of Possibility, I asked her by whose standards did she feel unsuccessful? I explained to her as Zander puts it, that her thoughts and actions…where reflections of the measurement world. I explained to her that that meant she was living up to the standards of the world and not hers.
In the “Giving an A” chapter Zander gives account of his use of the giving an “A” to a group of music students at the beginning of the course and tells them to earn it they must explain in writing how they earned the “A” as if they were telling it in the future. The simple psychology of that says that by imagining, seeing, or projecting yourself into success will cause you to establish a focused goal in which to work toward. Using Zanders section titled “The Practice”, I asked the young lady the questions more or less and she came up with her own conclusions. She was not focused, she had not really set goals for herself, and no one ever told her that she could set her own level of success. In other words she had no one to give her an “A” so she could move to the next level. She did tell me that it was because of my influence in teaching computers that she went on to get her B.A. in Computer Science. If I remember I did her an “A”.
I could go on about that conversation with my former student but then this entry would be so long my readers might not come back. By the way, I’m passing her off to be mentored by some successful women I know and I recommended “The Art of Possibility” for her to read.
I think that it is great that you have already been able to use the knowledge that we have gained from this week's reading in your work setting! I am going to recommend this book to all of my teachers for some summer reading. The "Giving an A" chapter was one of my favorites so far. It really spoke to how we view ourselves verses how we think others view us. This is how we shape the world around us. I tell my students that they can be anything that they want to be. The way that they view the world around them will effect how successful they feel in the long run (like the example you gave of your former student). It would be interesting to know how your former student views her success after reading the book... I have always believed that life is what you make it and now I'm learning how to make it so. Thank you for sharing!!
Friday, May 11, 2012
Week 2 Reading Entry
Chapter 1 It's all invented.
Wow, this book is amazing! Chapter one was about how we invent things about situations in our lives that are automatically fulfilled because we believe them. However, if we change our view to a positive one, we begin to see the situation in a whole new perspective. This chapter really caused me to pause and think about the things that I may have invented about my situation at work and the students in my room. I found that I have been inventing things for the past two years that were not as bad as I made them out to be.
Chapter 2 Stepping into a Universe of Possibility. This chapter is hard to sum up. It prepares you to step into the world of possibilities. We create measurements in our own world that we aren't even aware of. The chapter asked you to ask yourself, " how are my thoughts and actions...a reflection of the measurement world." When you can ask yourself this question honestly, you have stepped into the world of possibilities.
Chapter 3 Giving an A. I absolutely love this chapter. So many students put soo much emphasis on their grade that they loose track of what is important. The authors seem to both be music instructors of some type, so it was a little difficult to relate their stories to something that would actually happen to me. I love the idea of giving the grade and then the student telling/ describing why they deserve that grade. This gives them ownership of their grade and it takes their mind off their grade so that real learning and creativity can happen. I have been searching my brain for a way to incorporate this into my fourth grade classroom. Maybe a project? Let me know if you think of something. However, what I did think of is how to give them an A in my head and what them live up to my expectations.
Chapter 4 Being A Contribution. When you begin thinking that you are a contribution, you see the world in a whole new way. I realized that I was putting too much pressure on myself at work. Now that I have begun to see what I do as simply a contribution, I have been much more content with my situation. I also tried looking at each one of my students as a contribution and found that together we can do great things. When you begin to see yourself as a contribution, more than just your own life will be affected! I am really loving this book! I think that this book should be a requirement for all teachers to read. It has opened my eyes to the way that I sometimes view the world. I am beginning to see life as an endless sea of possibilities!!!
Chapter 2 Stepping into a Universe of Possibility. This chapter is hard to sum up. It prepares you to step into the world of possibilities. We create measurements in our own world that we aren't even aware of. The chapter asked you to ask yourself, " how are my thoughts and actions...a reflection of the measurement world." When you can ask yourself this question honestly, you have stepped into the world of possibilities.
Chapter 3 Giving an A. I absolutely love this chapter. So many students put soo much emphasis on their grade that they loose track of what is important. The authors seem to both be music instructors of some type, so it was a little difficult to relate their stories to something that would actually happen to me. I love the idea of giving the grade and then the student telling/ describing why they deserve that grade. This gives them ownership of their grade and it takes their mind off their grade so that real learning and creativity can happen. I have been searching my brain for a way to incorporate this into my fourth grade classroom. Maybe a project? Let me know if you think of something. However, what I did think of is how to give them an A in my head and what them live up to my expectations.
Chapter 4 Being A Contribution. When you begin thinking that you are a contribution, you see the world in a whole new way. I realized that I was putting too much pressure on myself at work. Now that I have begun to see what I do as simply a contribution, I have been much more content with my situation. I also tried looking at each one of my students as a contribution and found that together we can do great things. When you begin to see yourself as a contribution, more than just your own life will be affected! I am really loving this book! I think that this book should be a requirement for all teachers to read. It has opened my eyes to the way that I sometimes view the world. I am beginning to see life as an endless sea of possibilities!!!
Sunday, May 6, 2012
WK1 Leadership Post: To Publish or To Present
Week 1 Leadership Project
To present ... or not to present?
The idea of presenting at a conference is both intriguing and terrifying. In reviewing my overall Action Research project, I find that a User-Friendly approach would work best to present my material. Although the User-Friendly approach can be done via published work, I feel that this would not be truly challenging. I understand that writing for a publishing company is not the same as writing a paper... however, I feel that it would "feel" the same for me. What an awesome accomplishment it would be to have your work published for all to see! On the other hand...how cool would it be to share your work, face to face, with fellow educators? I am not terribly comfortable talking in front of people, but you can’t get any better without practice. :-) I have started looking at conferences and I’m not sure how to tell if they would accept a user-friendly presentation. Most of them seem to be presentations for new products or web 2.0 tools. This has put a damper into my enthusiasm of presenting my work at a conference. I'm still searching and am very anxious to know if I can pull off a presentation. I took on this masters from Full Sail to challenge myself... I'm not going to stop challenging myself now :-)
To present ... or not to present?
The idea of presenting at a conference is both intriguing and terrifying. In reviewing my overall Action Research project, I find that a User-Friendly approach would work best to present my material. Although the User-Friendly approach can be done via published work, I feel that this would not be truly challenging. I understand that writing for a publishing company is not the same as writing a paper... however, I feel that it would "feel" the same for me. What an awesome accomplishment it would be to have your work published for all to see! On the other hand...how cool would it be to share your work, face to face, with fellow educators? I am not terribly comfortable talking in front of people, but you can’t get any better without practice. :-) I have started looking at conferences and I’m not sure how to tell if they would accept a user-friendly presentation. Most of them seem to be presentations for new products or web 2.0 tools. This has put a damper into my enthusiasm of presenting my work at a conference. I'm still searching and am very anxious to know if I can pull off a presentation. I took on this masters from Full Sail to challenge myself... I'm not going to stop challenging myself now :-)
WK1 Comment to Classmates Post 2
Response to Katie's Week 1 Blog
Katie's actual blog post:
Wk1- Reading:Copyright Issues, Parts 1-3
I feel like at this point we should all be well aware of what is copyright and what is fair use. I know my industry (education) and my company takes both of these subjects very serious and frowns upon anyone who violates the policy. As an educator if we don’t uphold the rules regarding copyright and fair use why would our students want to uphold the same policies? I love that my place of work takes these 2 things very serious and even holds continuing education classes about these 2 topics to keep all of the staff and faculty up to date on the rules. So this in not a topic that just gets swept under the rug in my environment, and no one turns their head and looks the other way if they see another teacher breaking the policy. What is it like in your environment?
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| Photo from opensourceway's photostream via flickr. |
Another reason why I think the company I work for takes these policies so seriously is because we have a lot of material that is copyrighted and we don’t want anyone else to try and steal our copyrighted material, such as our school logo, which is very unique to us. We always say in my office “ we have to protect the brand” whenever we our designing something that would require us to use the school logo.
One thing that I think is a growing concern is the ReMix culture. Don’t get me wrong I love some of those videos on YouTube that are remixed. I get a kick out of them, I post them on Facebook for other people to view, maybe I shouldn't be doing that. I also think, as the presidential election gets closer we will see more and more of those types of videos being created. At some point we will have to decided how far is to far, what is the time limit one can use a video clip to remix something.
Very interesting food for thoughts!
Katie Ross
Comment:
Katie,You ask what it is like in our environment? Well, it is non-existent in my own environment. I think that this is due to the lack of technology. This year as our older students have had the ability to do some research, we have begun teaching them about copy right and citing sources. The topic has never been brought up to the faculty at large nor is it a requirement for us to teach it to our students. However, my other upper grade teacher that uses technology and I both agreed that it was imperative that we begin teaching our students the importance of citing where you got your media and/or information. We told them (4th & 5th graders) that if they did not personally create or write what they are using, then they must tell who actually did. I too wonder when we will decide how far is too far when remixing work...
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What an amazing story!! My mind is still trying to wrap around how I can use these new found truths in my classroom. However, I have noticed that I have a new appreciation for my students. It is the end of the year and they are going crazy...and driving me crazy too. In stead of going crazy, I took a step back and applied both Rule Number 6 and The Way Things Are. So instead of freaking out at them for being unruly, I embraced the way things are and found a new way to move forward. The students were great all day and I left feeling happy for the first time in weeks. I have learned many lessons through EMDT and this book is confirming all of those things and more.