If you disagree with the team, there may be a temptation to not participate in events or support a team's mission. Also if your ideas are not listened to, work unacknowledged, or support not forthcoming, you may get the feeling you're not valued and that leads you to not support team endeavor. Yet, contributing to the team and being a team player matters.
Ideally teams are inclusive, transparent, and welcoming by giving every member choice and voice. There's most often a continuum at play in this regard with teams that give little to no choice and voice to those teams that invite all members to the decision/idea table. Whatever the case, you have a choice as to your own efforts and membership in this regard? How do you support the team?
In schools, it's impossible for everyone to do everything given their personal and professional expectations, but if you contribute when you can, the whole team benefits. Even if you contribute in areas that you may not fully support, your effort and contribution matter.
As school communities continue to move from isolation to greater team, how can we distribute support so that it's manageable and that everyone has a chance to contribute where they can and when they can.
First, I think it's important to note the large array of efforts and endeavor at the start of the school year with a calendar. It's valuable for the team to look over the events, assess what's there and what may be missing, and then create support teams for every event so that all events enlist needed contribution.
Next, as events unfold, I think it would be great if the contributors had some voice and choice over the events with regard to how its managed and carried out.
Finally as the year ends, teams of contributors could assess the large array of events and outcomes--what events had significant impact with regard to the school's mission and vision, and what events are possibly ready for review and revision.
A holistic look at school events and endeavor will invite more choice and voice, and choice and voice, in return, will result in greater contribution and effect.
In the meantime, it's good to look at your own practice, and ask yourself if you're a team player. Where do you contribute and where can you contribute more? What does your contribution look like and how does that positively affect the event? The work you do to be part of the team matters, and the way the team invites your work and contribution also matters. The path to school contribution and effect is a two-way street that we all need to travel in order to build dynamic learning/teaching organizations.
Wednesday, April 15, 2015
Blogging: Free Share
When you blog, you share your thoughts, work, research, trials, and successes for free. Anyone, anywhere can use your work as a point of study, reflection, new ideas, critique, or endeavor. Publicly writing a blog, sharing it freely, and reading others blogs has served to forward my work in deep and meaningful ways. My classroom efforts are definitely better due to the reflective, public process of blogging.
Yet, when one blogs, there's a humility involved that's challenging at times. For example sometimes you'll note that a same post is read over and over again, and then you see the labors of that post come alive in real time by others, perhaps even others who at first downplayed the idea or endeavor. But, isn't it true that one reason why you blog in the first place is to bring new ideas, thought, and endeavor to the groups you live and work with?
Also when you freely share your trials and tribulations, it can be challenging in the face of those who rarely to never share their story and work, but instead quietly move forward without acknowledging the learning path, resources, inspiration, and endeavor that's part of their journey. Many however subscribe to the school of thought that says never share a challenge, only successes.
I wonder what others who blog have to say about this free share of ideas, resources, and endeavor? What fuels their continued share and strength when it comes to telling the true story of teaching and learning--a story that others may use at will and as needed?
For me, I'll continue to blog mainly because I like the way open share leads to better teaching/learning/living environments. I like the way transparency builds community and culture by inviting regular share, discourse, debate, and positive endeavor. And, as stated earlier, I also am happy to enjoy the fruits of blogging which are better work and endeavor at school and at home which makes a difference to the learning community I serve and people I love.
Yet, when one blogs, there's a humility involved that's challenging at times. For example sometimes you'll note that a same post is read over and over again, and then you see the labors of that post come alive in real time by others, perhaps even others who at first downplayed the idea or endeavor. But, isn't it true that one reason why you blog in the first place is to bring new ideas, thought, and endeavor to the groups you live and work with?
Also when you freely share your trials and tribulations, it can be challenging in the face of those who rarely to never share their story and work, but instead quietly move forward without acknowledging the learning path, resources, inspiration, and endeavor that's part of their journey. Many however subscribe to the school of thought that says never share a challenge, only successes.
I wonder what others who blog have to say about this free share of ideas, resources, and endeavor? What fuels their continued share and strength when it comes to telling the true story of teaching and learning--a story that others may use at will and as needed?
For me, I'll continue to blog mainly because I like the way open share leads to better teaching/learning/living environments. I like the way transparency builds community and culture by inviting regular share, discourse, debate, and positive endeavor. And, as stated earlier, I also am happy to enjoy the fruits of blogging which are better work and endeavor at school and at home which makes a difference to the learning community I serve and people I love.
Change Happens
If you're a fan of growth and change, it can be discouraging sometimes.
It may be difficult to relay ideas for new study, tools, and process when those who you live and work with are reluctant to move in the direction of change. However, over time, the change you envisioned, if it has merit, does take place.
Change takes on a life of its own.
Usually change like this starts with a few who see the promise of that change. Then there's disruption as the change makes its way into the main stage of activity. After that early adopters join forces with regard to the change, and then down the road the change that was so disruptive becomes an expected element of your environment.
This has been the case with educational technology. It is finally finding its way to the center of activity in many schools, though I know there are still some who have yet to meet the challenge of ready access and facile infrastructures.
Now that tech is here, how will that change the way you advocate, support, and utilize the equipment? What will that mean for curriculum planning and development? What patterns and routines will change? This is something to think about as you move towards the reflective end of this year's teaching/learning and onto next year's curriculum.
It may be difficult to relay ideas for new study, tools, and process when those who you live and work with are reluctant to move in the direction of change. However, over time, the change you envisioned, if it has merit, does take place.
Change takes on a life of its own.
Usually change like this starts with a few who see the promise of that change. Then there's disruption as the change makes its way into the main stage of activity. After that early adopters join forces with regard to the change, and then down the road the change that was so disruptive becomes an expected element of your environment.
This has been the case with educational technology. It is finally finding its way to the center of activity in many schools, though I know there are still some who have yet to meet the challenge of ready access and facile infrastructures.
Now that tech is here, how will that change the way you advocate, support, and utilize the equipment? What will that mean for curriculum planning and development? What patterns and routines will change? This is something to think about as you move towards the reflective end of this year's teaching/learning and onto next year's curriculum.
Tuesday, April 14, 2015
Healthy Mind, Healthy Body, Healthy Heart
How do we create environments that promote a healthy body, healthy mind, and healthy heart?
This is my initial list, a list I'll continue to develop over the summer as I think about the learning/teaching community I'll continue to grow and foster.
Healthy Body
This is my initial list, a list I'll continue to develop over the summer as I think about the learning/teaching community I'll continue to grow and foster.
Healthy Body
- Exercise and Movement
- Good furniture and learning spaces
- Healthy food and snacks
- Lots of water
- A clean environment
- Learning about what your body needs to be healthy
- Mentoring and Modeling
Healthy Mind
- Learning to Learn Skills and Behaviors
- High quality teaching/learning materials, resources, coaching
- A right balance of standards-based instruction and passion/interest based learning
- Respect for students' learning/living diversity
- Modeling and mentoring related to successful learning mindsets and behaviors
Healthy Heart
- Social competency and emotional intelligence
- Caring, kind, compassionate communities
- Peaceful strategies for conflict resolution
- Engagement and empowerment
What's On The Teaching/Learning Menu?
I am always interested in the goals and direction of the school system. As I think of the focal areas, I have the following thoughts, ideas, and questions.
Health and Wellness
As I think ahead I want to think about how I can support the development of a healthy heart, healthy mind, and healthy body with regard to my students. There's lots we can do in this regard, and I will continue to collect ideas and spend some summer time thinking about this.
Closing the Achievement Gap
In this regard, I want to start with the work I did to untangle powerful words. I want to embed this analysis into my classroom work.
Technology
I want to continue to advocate for one-to-one for my elementary school students. The time has come. I also want to advocate for a more open, fluid system for piloting new software and tech use. I have many ideas and experience as to how to integrate technology into standards-base units and I will look for ways to do this well in the curriculum areas I will be responsible for next year.
Math Scope and Sequence and Teaching
I want to consider the State's decision with regard to PARCC and students' scores and work related to the chosen test service for next year before analyzing our math scope and sequence. I also want to think about the blended program I implemented this year and analyze what worked well with relation to student surveys, scores, and project work. In this regard, I also want to think deeply about our successful RTI efforts including what worked well and what could still be improved to engage, empower, and educate children.
Writing Curriculum
As everyone knows, I love to write--it's a sport for me. So I'm very interested in the system-wide thought and ideas related to writing. There are so many ways for students to build writing knowledge, concept, and skill. Most of all, the more you write, the better you write. And one-to-one is a key ingredient when it comes to invigorating a writing curriculum which actually is better named a "communications" curriculum today since good writing is part of the overall need to teach children to communicate well with words, action, speech, and multimedia composition.
Science, Tech, and Engineering (STE) Standards
I studied these standards last year and created a website, Sensational Science, to host related research, projects, and efforts. Students love science and the subject lends itself well to interdisciplinary study. I look forward to greater work and study in this area.
Anchor Texts
Good literature and text matters. Identifying a varied palette of online/offline books leads student to deep and rich learning. Over the years, I've used many deep texts for student learning, the kind of books that are life-changing and life-enriching. This too will be a wonderful and positive area of study.
The system I work in always has a timely, worthy list of curriculum goals and mission--that's one reason why I've remained in this school system for so many years. For now, I'm looking forward to the learning ahead.
Health and Wellness
As I think ahead I want to think about how I can support the development of a healthy heart, healthy mind, and healthy body with regard to my students. There's lots we can do in this regard, and I will continue to collect ideas and spend some summer time thinking about this.
Closing the Achievement Gap
In this regard, I want to start with the work I did to untangle powerful words. I want to embed this analysis into my classroom work.
Technology
I want to continue to advocate for one-to-one for my elementary school students. The time has come. I also want to advocate for a more open, fluid system for piloting new software and tech use. I have many ideas and experience as to how to integrate technology into standards-base units and I will look for ways to do this well in the curriculum areas I will be responsible for next year.
Math Scope and Sequence and Teaching
I want to consider the State's decision with regard to PARCC and students' scores and work related to the chosen test service for next year before analyzing our math scope and sequence. I also want to think about the blended program I implemented this year and analyze what worked well with relation to student surveys, scores, and project work. In this regard, I also want to think deeply about our successful RTI efforts including what worked well and what could still be improved to engage, empower, and educate children.
Writing Curriculum
As everyone knows, I love to write--it's a sport for me. So I'm very interested in the system-wide thought and ideas related to writing. There are so many ways for students to build writing knowledge, concept, and skill. Most of all, the more you write, the better you write. And one-to-one is a key ingredient when it comes to invigorating a writing curriculum which actually is better named a "communications" curriculum today since good writing is part of the overall need to teach children to communicate well with words, action, speech, and multimedia composition.
Science, Tech, and Engineering (STE) Standards
I studied these standards last year and created a website, Sensational Science, to host related research, projects, and efforts. Students love science and the subject lends itself well to interdisciplinary study. I look forward to greater work and study in this area.
Anchor Texts
Good literature and text matters. Identifying a varied palette of online/offline books leads student to deep and rich learning. Over the years, I've used many deep texts for student learning, the kind of books that are life-changing and life-enriching. This too will be a wonderful and positive area of study.
The system I work in always has a timely, worthy list of curriculum goals and mission--that's one reason why I've remained in this school system for so many years. For now, I'm looking forward to the learning ahead.
Subscribe to:
Posts (Atom)