WK4 Leadership Post: Role Model Reflection

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Her name is Susan. I was 19 years old when I met her. She was a Kindergarten teacher, and I was her aide. She was kind, loving, compassionate, gentle, and a great teacher. Her specialty was special needs children. She had a way of reaching them that I had never seen before. It was my first time to work with special needs children in a blended classroom. There was one boy who was autistic. He didn’t really like me very much (and still doesn’t to this day). It didn’t matter what I said or how I said it, I would send him into one of his ‘fits.’ Susan was quick to act. She would pull him aside and talk to him in this still, quiet voice. It was like she cast a spell on him. I watched in amazement. Susan loved to teach and sing. She was very creative and always tried new things in her classroom. She always showed LOVE to those around her. Susan was also my Youth Pastor’s wife. I learned so much about relationships from her. She explained what it was like to be married. It wasn’t at all like the fairy tales in books or in the movies. She was honest about struggles she had within her own marriage. At that age, I didn’t think that ministers ever had trouble. I will never forget what she told me, “Loving your spouse is a choice. Every morning when I wake up, I make a choice to love my husband no matter what. It isn’t always an easy task. There are some days when I don’t like him very much, but I will always love him.” This was her secret to a happy marriage. LOVE…

She will always be an inspiration, a light, to me as I continue on my journey.

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WK4 Response to Paula Sanchez's Reading Blog Post: The Art of Possibility

The Art of Possibility – Chapters 9 – 12

Chapter 9 – Lighting a Spark

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

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

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

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

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

Chapter 10 – Being the Board

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

Chapter 11 – Creating Frameworks for Possibilities

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

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

Chapter 12 - Telling the We Story

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

1 comment:


    Jena Wayt July 28, 2012 12:32 PM



Paula, 
I enjoyed reading your interpretation of each of the chapters this week. How amazing that the young man is going on to pursue a career in Molecular Biology! It just proves Zander’s point about us being the spark and offering the things that light us up. You most definitely lit a spark in that young man. What a great testimony to you! Chapter 10 was a hard chapter, but a reminder that we need to incorporate Rule #6 more often. I am in a situation now that I have to employ Rule #6. It isn’t going to be an easy task, but a necessary one. Reading you thoughts on Chapter 11 made me think that you just need to go to your administrator and discuss exactly what you wrote, creating a “Vision” statement to go along with the “Mission” statement. Maybe your spark will light hers and in turn open up a world of possibilities to your campus. Remember it only takes one spark to start a fire.

WK4 Response to Kat Thoreson's Reading Blog Post: The Art of Possibility

SUNDAY, JULY 22, 2012

Wk 4 Reading: The Art of Possibility Ch 9-12

As I start this week's post, I'm hesitant because it is so personal. Let me share my FaceBook post: 

It's an understatement to say that I have carried the small spark that the authors were discussing. Here's the quote:

When exploring my avenues and exit strategies after my divorce several years ago, I was avoiding costly litigation to gain custody of my son. My ex-husband had taken my son, 5 years old,  to Oregon - three states away. Although not that far, 600 miles, it might as well have been in China to me. I had no money, a costly mortgage, a teenage daughter who had needs and was trying to get through high school. In addition, I drove an unreliable 1986 Camry and worked two jobs late into the evening. I was also trying to free-lance websites on the side and weekends.  We had no money to heat the house in those cold Montana winters. Frequently, my pipes would freeze and we would have no water. This is when the predators set in. If you've been in this situation, you know what I'm talking about. You are trying so hard to believe that there is goodness in the world, yet you are so shattered, that the reality you create is bleak. I looked at FullSail. I knew on-line education was the only option for furthering my skills. My ex-husband had his master's degree and was able to find an excellent job in Oregon. He recovered quickly and within a few weeks, found a suitable partner and they began building their dream home upon the banks of the river in Portland. This set heavy toil on me relationship wise. I felt trapped. I applied to FullSail. They offered me a teacher scholarship, but it would still be a heavy price to pay. Soon, I will graduate. I am reunited with my, now 9 year old son and am exploring career options. I'm here to tell you that I am walking testament of the book Art of Possibility. I look at things different, invest in myself, can recognize perpetrators, and have a new gained sense of self and confidence. Although not confident and secure all the time, I view my experience at FullSail as a launching pad to view the abundance and see possibility in the world instead of entrapment. I have much work to do. 

1 comment:

1. 
   Jena WaytJuly 28, 2012 11:57 AM

   This is a very moving post, Kat. Perseverance and walking with possibility have been a key factor in your life. You carry your spark with you at all times like the quote. I can’t imagine how hard this journey must have been for you. You truly are a walking testament to the book The Art of Possibility. I have always been impressed with your work at the Tribal College. From some of the videos you have created, I can see that you are passing on the spark as you open up pathways of possibility to those young adults. You have allowed them to hold on to their rich culture and at the same time learn about new ideas. What a testament to your son that you keep your promises. I know this reunion is long over due. Full Sail University is a launching pad for me also. There is much work still to be completed but - Possibility is everywhere.

WK4 Wimba Reflection Blog Post

This week's Wimba discussion of Art of Possibility was inspiring. I have to admit that I have not read the other two books - Power of Positive Thinking or The Secret. So, I cannot objectively express the difference between all 3 books. Chapter 9, "Lighting a Spark," brought great reflection on what my role is in helping others 'catch the spark.' Ben says, "The practice of enrollment is about giving yourself as a possibility to others and being ready, in turn, to catch their spark. It is about playing together as partners in a field of light" (Zander, 2000). There were 4 steps to practice:

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1. Imagine that people are an invitation for enrollment.
2. Stand ready to participate, willing to be moved and inspired.
3. Offer that which lights you up.
4. Have no doubt that others are eager to catch the spark. (Zander, 2000)

Just think what our students, the world would be like if we began to practice these steps daily! I love #2!! "STAND READY TO PARTICIPATE, WILLING TO BE MOVED AND INSPIRED."
Wow! How often we walk around waiting for someone else to inspire us when it is us who should be ready to inspire others. Do we do this now in our classrooms? At home? To people we meet in the grocery store? We are to offer to all these people "that which lights us up." Maybe we don't because we don't know what "lights us up." If you don't, that is where you should begin - finding what lights you up. It could be anything: books, music, art, teaching, learning, movies. How can we light a spark in our students and others around us if we don't first have that spark? Simply, we can't.
This has been an inspiring book, especially as I am at the end of my journey at Full Sail. Thank you, Joe, for giving us the spark we need to continue and finish strong. Now, it is our turn to pass on that spark.

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

WK4 Reading - The Art of Possibility

As teachers, we inspire creativity and individuality in our students. We create the framework of possibility in their lives. Is it a simple task? NO! Sometimes it is a very hard task to get students to step out of their “comfort zones” and try something new, challenging, different. This weekend I saw a couple of my old students. They have just completed their first year of college. I started teaching them their freshman year of high school as a substitute and followed them off and on as their sub through their Sr. year. It was during their 10^th grade year that I became their permanent substitute due to the original teacher becoming ill and passing away. It was a very traumatic year for them. One of the students was the teacher’s cousin. It was my first time to be in charge of everything in the classroom including lesson plans. I LOVED IT!! But the most important part was helping my students create a new framework of possibility. I made mistakes and they made mistakes, but we learned together. I was allowed to be their teacher from August to the end of October when a certified teacher was hired. I really missed seeing those students everyday and interacting with them, but I was still a substitute in the school and saw them almost every week. Our hearts had connected. In September of their 11^th grade year, their teacher became ill and I became their permanent sub again until December. I was so excited to be in their lives again on a daily basis and create a new framework of possibility with them. I supported them in their school activities, band, football, baseball, fund raisers, etc. They became my children. From time to time, I get to see them and visit with them. I so enjoy the big hugs and smiles exchanged during those brief moments. This weekend was one of them. I was leaving a movie and 3 of them were sitting on a bench waiting for their movie to start. I heard, “Mrs. Wayt!” and turned to see their smiling faces. We hugged and chatted about their first year of college and what the future holds. I could’ve stayed there talking to them forever, but had to go. As we parted, hugs were given again and “I love you, Mrs. Wayt! Your were my favorite teacher!” I don’t think it was because they learned a lot of book knowledge from me. I think it was because I inspired possibility, encouraged them to create new frameworks, realizing their dreams. When I think of those students, I always see the spark in their eyes, “shining eyes,” as we broke down the barriers the world had given us, dreamed, reached for the limitless possibilities, and soared. 

WK3 Response to Paula Sanchez's Reading Blog Post: The Art of Possibility

Week 3 Reading Blog

The Art of Possibility – Chapters 5-8

Chapter 5

The silent conductor.  I can apply this concept to many aspects of my life.  As a parent, I was able to guide my children to make (usually) appropriate decisions regarding their actions.  I did not need to raise my voice or get in their faces or make a big show of my authority.  I did a lot of waiting patiently (and silently) while they thought things through and made choices.  As an educator, I choose to allow students to make decisions and choices, while I am poised on my chair, ready to jump in and support them whenever needed.  I allow them to make mistakes and then try to figure out why they made them. I told my children and I tell my students that it’s OK to make mistakes, just not to make the same ones over and over. 

Chapter 6

I love Rule #6.  If only I could figure out how to live by it all of the time.  For me, the world we live on demands that we take our responsibilities and ourselves seriously, some if not most of the time.  The time to stand your ground (and take yourself seriously) and the time to make light of a situation often follows one after another, many times a day.  I think if I can just keep myself in check, and remember to think before I act, I can practice living by Rule #6 – and not take myself so seriously.

Chapter 7

The information I’m walking away with from chapter 7 is the reminder that when we are in a situation we don’t like, we tend to misplace our attention.  Instead of focusing on how things are, we instead shift to how we think things should be.  Maybe it’s just human nature – we try to analyze situations, even when they are not near and dear to us, and make conversation out of what is wrong with the situation and how it should be handled differently.  I appreciate the intention of the author, who, through examples, demonstrated accepting the way things are, and clearing away the “should”. I also appreciated the differentiation between talk in a downward spiral, and talk from a central point, with unlimited direction.  I need to remember these ideas when talking to my children and my students.

Chapter 8

As is the common thread throughout this book, the author is again, through examples, giving us permission to “let go”.  We’re encouraged to take notice of things that are holding us back, and make a conscious decision to change it.  I cannot tell you how many situations I’ve been in where I have been guilty of “holding back”, whether due to discomfort or unfamiliarity or upbringing!  When I do let go of inhibitions, the experiences in my life are much more full and enjoyable.  I need to remember that I cannot ask things of my students that I am not willing to do myself!

Posted by Paula Sanchez at 6:13 PM

My Response to Paula’s Post:

Paula,

I agree that not taking myself too seriously will be difficult to do all of the time. We get so caught up in our little world around us that we forget to stop and look at the big picture. I often find myself wondering why this or that is such a big deal to me. I especially had to do that when I first got married. You could say that I tend to be a little OCD about certain things. I know that most of the time those “things” don’t really matter as much as I think they do. When I got married, I didn’t realize that my husband was extremely laid back and “things” didn’t really matter to him as they did to me. One of those “things” was putting his clothes in the hamper instead of throwing them on the closet floor. This drove me crazy, and I let him know that every time he did it. As you can imagine, it caused a lot of stress and tension, especially for me. So, I decided that my marriage was WAY more important than clothes on the floor. At least they were in the closet and I could shut the door. I stopped complaining about the clothes and he eventually started to put them in the hamper. YAY!! I realized then and there, that I was taking my desires and myself too seriously! Did it really matter if the clothes were in the floor of the closet? No. I am still a little OCD, but not as much as I was. 

WK3 Respons to Charlene Swoboda's Reading Blog Post: The Art of Possibility

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


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

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

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

How much greatness are you willing to recognize?

Expectations are mentioned since part of becoming a dynamic teacher involves what the book referred to as “throwing out the shoulds”.  Essentially, it suggested that conflict resolution happens more easily when leaders shift focus from what should have been (with blame and denial) to what could have been. While I agree, I envisioned applying this in my own practice. As a teacher we must hold certain expectations of our students just as our students hold certain expectations from us. If this is true, then how can there not be “should haves” as a by-product of that?  Then, like Zander recommended changing the word but to and, I extend that thinking to try changing the words “should have” to “could have”. Then it’s possible to consider alternate paths as a reflection for the better good instead of non-productively pointing fingers.
 
To make this work in the classroom, we need to lay clear expectations for specific student actions, due dates, detailed responsibilities, but when it comes to the larger, broader outcomes of lessons, labs, and projects, we need to be open to how it may evolve, implement, and pan out. It may not be as we expected if we do invite students to act as their own guides more often.
Then expectations of the teacher would have to include checking to make sure students know how to develop their thinking and implementing as they work toward the comprehension of concepts even as its personalized. Checking that those curricular concepts are hit within the students’ implementation processes or making connections evident to ensure they recognize that what they’ve done ties in relatively to what they need to know. (as declared by State Board of Education.)

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

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

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

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

Sources

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

Key pic obtained from:  http://www.freeimageslive.com/galleries/home/general/pics/key0001.jpg

Star pic obtained from: http://www.freeimages.co.uk/galleries/light/index.htm

My response to Charlene's Reading Post:

Charlene,

I agree that it is time that teachers step back and allow the students to believe in and follow their own interests, passions and questions for motivation as they learn. Over the years, I have learned that I can’t make everyone think in the same way I think. Everyone has his/her own way of processing information and then applying that information. It does not make them wrong if they do that differently than me or anyone else. I especially began to understand this as I homeschooled my son. He was always thinking “outside” the box, and I was trying to make him think like I was thinking. It never ended well. That is when I began asking him to explain how he would do something or why he did it that way. We both came up with the same answer; he just did it in a different way. It was hard for me to throw out “the shoulds.” It was even harder getting my husband to understand the concept and for him to allow our son to use his own pathway of thinking. Since then, I have enjoyed watching my son learn. He has taught me so much. By doing this, I granted greatness to my son. I will work on making my buts into ands and my should haves into could haves. Is that the same thing as saying, “I could have had a V-8?”

WK3 Leadership Post: Leadership Project Hub

When I began thinking about my project, my son had started going to Vision Therapy to help with his ADHD and Dyslexia. At that time, Vision Therapy was new to me and something I would call a bit "out there." I had a lot of questions that needed to be answered. As I began researching, I found that vision accounts for 80 to 90 percent of all information a person takes in daily. As a teacher, I have studied about Multiple Intelligences and how each student has a different way of learning. So, learning that vision is where the majority of our information comes in was a new concept and one that I wanted to learn more about. This past year I have been working for the same doctor that my son was going to for Vision Therapy. The doctor was an invaluable source for my research. I began asking myself what would happen if there was an alternative way educators could help students with learning difficulties become more successful. Therefore, I created a Prezi presentation, Vision: The Missing Link to Learning, to help bring about awareness of vision related learning problems.

In my Week 1 Leadership Post, I wrote about my thought process in deciding why I want to write an article instead of giving a presentation. In my Week 2 Leadership Post, I contemplated which two journals I would submit my article in hopes of being published. My Leadership Document brings all of my research together in one document.

WK 3 Reading - The Art of Possibility

It is my responsibility to awaken the possibility in other people. I like the way that sounds! I find that I have certain people I go to when I need encouragement and just someone to listen to me express my thoughts and feelings out loud. I am pretty sure that I have friends that come to me when they need the same thing. Listening is very important to help others see the possibility right before them. I get very excited when I get the opportunity to do just that. But, shouldn’t I be doing that with everyone I meet? Do I do that? If I am being honest, I will have to say no. The first people that come to mind are my children. Are their eyes always shining? Do I awaken possibility in them? No, I don’t always. Why? Because I take my desires and myself too seriously! Downward spirals are everywhere at times. I need to start saying, “How fascinating!” every time my children/people and I make mistakes. I need to begin to use the words – How about? What if? What are we looking for? What’s next? More often! Zander says, “The leader is the one who can distinguish the downward spiral and then has the power to take people from the downward spiral to radiating possibility.” That is my new goal for this year! I want to empower people to radiate with possibility, to have a vision. How do I do that? I will use Zander’s key:

1.  It’s all invented.

2.  Standing in possibility.

3.  Rule #6 – Don’t take myself so seriously.

I watched an interview with Roz and Ben. This is what Ben said at the end:

“Possibility is always only one sentence away. Whenever things get tough or difficult or the mountain seems too high climb, remember that possibility is always only one sentence away. So, come up with a sentence and think what it is we can say and physically manifest that will take us into possibility. It can be something very simple. It is always there. You can never fail to find it.”
Zanders Art of Possibility Introduction

The Art of Possibility: Transforming Professional & Personal Life 

by Rosamund Stone Zander, Benjamin Zander