Leadership Blog Post - Week 4

Ever since I can remember, I have been amazed, enthralled, and encouraged by Jacques Cousteau.  He was  such an amazing individual!  I remember being a little kid, maybe 6 or 7 years old, and telling my mom that as soon as I could, I was leaving and going to work with him.  This fantasy continued throughout my life - I frequent the official webpage, check out education opportunities through National Geographic, and just can't seem to let go of the idea of how cool it would have been to spend some time with this amazing scientist, researcher, author, inventor, and photographer.  His persistence, his passion, and his childlike curiosity about anything oceanic, inspires me to inspire my students.  Because of individuals like him, I encourage my students to question, to be curious, to be problem solvers, to be inventors.

Here is the link to the official site:
http://www.cousteau.org/

(Photograph from Wikipedia)

Week 4 WIMBA Post

In this post, I want to share two thoughts.  First, thank you for the preview of Month 12 - it has been stressful not having a clue as to what the final project/presentation will be.  You reduced my stress level with the information shared.  Thank you!

As to our reading for this month from the Art of Possibility - I feel like this was the most positive and affirming text in any course during this program.  In each chapter, there was some point to relate to, some connection to be made, some reaffirmation of something I know and believe and practice.  Not taking myself so seriously (rule #6) will be my conscious practice next year.

Response to Jena's Week 4 Post

Jena's Post:

FRIDAY, JULY 27, 2012

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. 

My Response to Jena

Paula SanchezJuly 29, 2012 4:05 PM

Jena,

My favorite sentence in your entire blog post; "Our hearts had connected." Isn't that just the truth with students? I don't think it matters if you are a short or long term substitute, a full time teacher, or a parent. I fell in love with my children when they were born. It became my life's mission to guide them, to pass the sparks on to them, to help them identify and realize their passions. I fall in love with my students every year, as well. For me, it really isn't that different than parenting - I guide them, I pass the sparks to them, and I help them identify and realize their passions. Jena, our personal stories from this week are very similar - I so appreciate hearing about your connection with your students!

My Response to Justin

Justin's Week 4 Blog

Wk. 4 Reading Blog Post: The Art of Possibility (9-12)

This weeks reading was in regards to finishing up Benjamin and Rosamund Stone Zander’s The Art of Possibility. This read has been easy and full of ways in which individuals can begin to make personal adjustments to enlighten themselves with new, never experienced before possibilities. Here is the breakdown of what I believed to have been the most enlightening ideas presented within the final chapters.

Chapter 9- Lighting a Spark                                              

What I received most about this chapter was that its message was about trusting in people that they are that ‘A’. By doing this, you as an individual are allowing their spark to enlighten you. If we do not allow this to occur then we are subjecting to the word ‘no’ that in turn places us in the downward spiral. This downward spiral does not lead to possibility.

Chapter 10- Being the Board

What I learned most about this chapter’s reading was that we are in control of ourselves. We are the board of the game of life in which we are participating. When unwanted occurrences happen, we will tend to self reflect and determine what steps we took that led us to the position we are currently in. If we can learn how to be the board, we are able to keep track of the path in which we wish to stay on in life.

Chapter 11- Creating Frameworks for Possibility

This chapter stood out the most with me through these final chapters. Creating Frameworks for Possibility points out that we as individuals must create and maintain these ‘visions of possibilities’. By doing this, we are able to keep our own lives and dreams on track along with creating possibilities for others, even those we do not personally know.

Chapter 12- Telling the WE Story

This heading could easily be used within the elementary classroom. Telling the WE Story suggests just that. Instead of being so fixated on ourselves and our own dreams and aspirations…lets shift from I to we. This message is also reinforced within the Coda of The Art of Possibility.

My Response to Justin

Paula SanchezJuly 29, 2012 1:54 PM

Justin,

I'm relating most to what you wrote about from Chapter 11. You mentioned that we must create and maintain the visions for possibilities. I think this is the challenge in life for most of us, at least, for me. I find that I can keep an upbeat attitude and accomplish anything when I put my mind to it. The struggle comes when you are trying to get others to join you in your attitude and sense of accomplishment. People have to find their own way to create and process their visions. I think maybe this is somehow tied into the art of teaching - we keep trying to positively impact our students and get them to see the "vision" - their future!

The Art of Possibility - Chapters 9-12 Blog Post

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. 

Leadership Blog Post 4 - Who do I respect and admire?

I think the man, the leader, that  I admire most is his Holiness the Dalai Lama.  He is a promotor of basic human values, a fosterer of religious harmony and welfare of the people of Tibet.  The things that amaze me most are his endurence, his perserverence, and his love of life and people.  I am not a religious person, but I admire and sometimes envy people who are.  I believe there is some force greater than myself out there...maybe it is the combination of all people doing good deeds.  I don't know.  What I do know, however, is that this man of peace, this man of knowledge, this man of kindness, this man of simplicity, inspires and encourages me to be a better person.  I try to live the statement, "Be the change you want to see in the world", because of his example.

Here is a link to his official site:  http://www.dalailama.com/

WIMBA Post - Week 3

Because I was traveling Wednesday evening, I was unable to attend the WIMBA session.  I instead asked two of my critical friends, my husband and my friend of many years, Shawn, to read my article draft, and offer comments.  Both my husband, a regional sales manager, and Shawn, an insurance agent, have experience reading fairly technical documentation, so I felt I would receive thorough feedback from them.  I emailed each of them the draft of my paper, and they had similar comments.

David, my husband, commented that although the topic is interesting (and he's lived through it for the last 10 months with me), the article is dry.  He said it doesn't sound like me at all - that it is too formal.  He also added that some images would help the reader to understand exactly what I was trying to say. I've looked back at some of the articles in Science Scope, and mine is probably too formal.

Shawn, my friend, commented that she was not surprised by the results of my research.  She thought that I had written clearly and she understood what I had done.  She asked about the format I was supposed to use for my final draft - when I reviewed my draft I realized I had not yet put it into APA format - something I will do before my final submission.  She also commented that it sounded formal, and that some images would be helpful to the reader.

Leadership Post - Week 3

My leadership project revolves around sharing information from my Action Research (AR) project.  I wanted to find out, through completing my AR project, whether or not creating Cornell note templates would assist my English Language Learners (ELLs) in understanding and retaining information they'd read.  The templates were made available to students through Google documents, both during school at from home.  The reason I'm choosing to share this information is because I think anyone who teaches ELL students knows how they sometimes struggle to read textual information, take notes, and retain the information.  Based on the data I collected and feedback from the students, this strategy is well worth employing.

I have chosen to attempt publication with Science Scope, a publication for middle school teachers, providing information about current trends, hands on activities, and best practice.  I feel strongly that students need to be able to read and take comprehensive notes at the middle school level.  This skill will enable them to be more successful in high school and beyond.  Through sharing information about my project, I hope to encourage teachers to encourage their students to practice and perfect their note taking skills.


Here are links to my previous week's Leadership Posts:


Week #1
http://www.blogger.com/blogger.g?blogID=8545998065174408654#editor/target=post;postID=9078806271785156499


Week #2
http://www.blogger.com/blogger.g?blogID=8545998065174408654#editor/target=post;postID=1582943399686567983


Link to my Leadership Document:


https://docs.google.com/document/d/1kb06nys3hNLSccFPXdS2D6GdR9xvozFZMKwQrGTjhWQ/edit

Link to NSTA National Science Teachers Association web page:

http://www.nsta.org/publications/journals.aspx#authors

Link to specifics regarding writing manuscripts for NSTA:

http://www.nsta.org/publications/journals.aspx#authors

Response to Jena Wayt

Jena Wayt's Reading Response

FRIDAY, JULY 20, 2012

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

My Response to Jena

Paula SanchezJuly 22, 2012 10:40 AM

Jena - I, too, watched the interview with Roz and Ben. I, too, am embracing the notion that possibility is only one sentence away. Every year, I try to come up with a new "sentence" to send my students out the door with, without recycling any from previous years, and without blatently stealing them from somewhere else. That is a challenge! As an AVID teacher promoting college preparedness, I was watching a video of an instructor using specific strategies to engage his students. One of his strategies was a choral response, a cheer, a mantra at the end of each class. He, and all students, simply said, "Be excellent today!" to each other as they departed class. I love it, and will have to blatently use it next year.

Response to Kat Thoreson

Kat Thoreson's Week 3 Reading Response

FRIDAY, JULY 20, 2012

Wk 3 Reading: The Art of Possibility - Upward spiral

Toscanini: Read more about him here.

This is some good ammunition that I’m going to add to my cookbook of resiliency and coping techniques. Although Toscanini, the great Italian maestro, was, more than likely pompous and mildly narcissistic, I love his line. The story goes as this: once, in a fit of anger, Toscanini fired one of his orchestral members. The member, on the way out the door, hollered at Toscanini, some profanity. Toscanini replied “It’s too late for an apology!” What a perfect response. The recipient of this response is dumbfounded. What can one respond?

As a teacher for the better part of twenty years, we learn to respond quickly to adolescent temperament while maintaining a level of respect and, yes, a hierarchical structure intact. 

The text The Art of Possibility, by Rosamund Stone Zander and Benjamin Zander

gives us insight on flipping situations, or more aptly, directing the energy of a situation or event using insight and asking the question: what do we want to become of this situation? What do we want the outcome to be? And How can all participants, willing or unwilling, benefit? 

I’ve given some thought to the idea of scarcity thinking. I have been a victim and conscious participant of this type of thinking, sometimes out of necessity and poverty, and sometimes out of survival.  I’ve found a quote that I would like to share on the status of victimization: 

This quote adequately addresses the conscious shift that the authors allude to in their book. It is the idea of thinking in scarcity and the downward spiral. If you feed thoughts into the downward spiral, it gains momentum and grows in size. This is a brutal combination. 


I am reminded of the holocaust story of the small girl who, in the camps, found a small raspberry and carefully wrapped it and placed it in her pocket for the day. At the end of the day, she gave it to her friend. What if the most beautiful possession that we had, we instead gave it to our friend? 

I would like to suggest and experiment with the idea of the upward spiral. Perhaps this reaches out like rays of sunshine, lighting those in its path. . . . .

My Response

Paula SanchezJuly 22, 2012 8:29 AM

Kat - Your statement, "...we learn to respond quickly to adolescent temperament while maintaining a level of respect, and yes, a heirarchical structure intact", echoes my thoughts exactly. As educators, we are bombarded with both love and hate actions and statements. We have to develop thick skins and enormous hearts to maintain the level of professionalism required. I love the Survivor Psalm. Do you know the author? This is something that I woud like to have on hand to pass on to students who are in difficult situations, something I encounter all too often in my school. Having no school counselors results in teachers often listening to the stories students 

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!

Week 2 Wimba Reflection

It's funny how repetition of a topic helps clarify.  As I watched the WIMBA archive for week 2, partly on my cell phone sitting in the Milwaukee, Wisconsin airport, I gained more clarity on the topics of copyright, creative commons use, and issues around fair use.  I surfed as I listened to the information again, and was amazed at how many sites there are that give advice, some legal and some not, on copyright issues.  The topic of copyright even caused me to go back to my capstone trailer video, and redo the music I'd added.  Somehow, I had a nagging feeling that the "small portion" I'd used was not that small, so I reworked music in Garage Band and changed it.  I appreciate the additional information about our leadership projects, as well.

To Publish or Present?

I am somewhat disappointed that most conferences that would apply to my interests and information have come and gone. I had originally thought I would enjoy doing a presentation of my project, but the timing is just off.  Since we are mid year, it is also premature to apply to present at most 2013 conferences.  I will resort to publication!

The first option for publication would be Science Scope.  It is a magazine that I receive and actually read, tear pages out of, and file with my curricular materials for future reference.  I think the information I've gathered from my Action research project could be valuable for other middle school teachers who are also involved in the AVID program.  

My second option, also for publication, would be Tech Trends.  This is a publication for educators, and contains articles about best practice as it pertains to technology.  Since my AR project involved using Google Documents and laptops, my data may be valuable to other middle school teachers looking for ways to reach their  ELL students.

Response to DeDe's Blog Post

Dede's Week Two Blog Post

Friday, July 13, 2012

WK 2: Blog Post #1 - Readings on "The Art of Possibility" Chapters 1-4

Posted by msdedej at 7:33 PM

Reading Chapters 1-4


Chapter 1: It's All Invented 

Zander’s expression “It’s All Invented” refers to the idea that we literally invent our life as we choose to see it.  Like the two British salesmen sent out to Africa to find out about business opportunities, one coming back saying no Africans wear shoes and the situation is hopeless versus the other coming back and saying no Africans wear shoes and glorious opportunities abound, we can choose in every life circumstance a downward spiral or a land of unbridled opportunity.

Chapter 2: Stepping Into the Universe of Possibility

The universe of possibilities is the place you seek after you have discovered that it's all invented. This universe…like a page that displays…extends beyond the borders that confine us to everyday reality. Our current world that we survive in is made up of measurements… measurements of achievement that we compare and contrast ourselves to. Our goal is to get up in the morning and instead of trying to figure out how to survive, we need to arise and yell out to everyone to look at how different things appear when you see them as possibilities. In this new world you make all things possible by creatively thinking and giving… producing new life, creating new ideas, consciously endowing with meaning, contributing, yielding to the power of contexts. How do you practice this step? Ask yourself; “How are my thought and actions, in this moment, reflections of the measurement world?” Just keep asking yourself this question until one day you wake up and someone asks you how you are doing and you reply, "Perfect" in light of all the problems you may face.

Chapter 3: Giving an A:

Zander conducts his musical class in Boston entirely differently.  He gives everyone an A from the moment the class begins.  All he asks of his students who enroll in his class to get the A is for each of them to write a letter in the first two weeks of class dated at the end of May of the following year that begins, “Dear Mr. Zander, I got my A because…” He does not ask for the student to extol his or her musical accomplishments (although that is allowed).  He wants to hear how the student has developed as a person over the year and whom that student has become over the year, writing the letter despite the future date in the past tense.  He wants the student to fall passionately in love with who he or she has become as a person. We need to give another person an A in life.  He explains that the reason for the Arab-Israeli conflict is that the Arabs have failed the Israelis and the Israelis have equally given a failing grade to the Arabs. 

Chapter 4: Being a Contribution

Every situation can be a reflection of our negativity, pettiness, and narrow worldview or it can reflect a broader beauty.  This is what comes to mind when I think about the starfish story. I will make a difference… Life is often an obstacle course that we spend a lot of time trying to figure out how to maneuver through and still remain hopeful. If we take away the element of measurement we experience a life where we are contributors to it. Not because of what we have done, but because of the story we tell. Remember the lady who was throwing back the starfish and the gentleman told her how useless this action was? She still helped each starfish she threw back into the water. The purpose of this section is to help us to invent ourselves as a contributor. Here's how: Declare yourself as a contributor. Throw yourself into life as someone who makes a difference, accepting that you may not understand how or why.

The TED video of Benjamin Zander was an awesome video. Benjamin Zander is a great speaker.  He has a very wonderful way of connecting to the audience also thru his writing as well.

My Response...

Paula Sanchez said...

Dede - You wrote, "Life is often an obstacle course that we spend a lot of time trying to figure out, how to maneuver through, and still remain hopeful." Well said and deeply felt! I think the magic is being able to continue jumping through the hoops, dodging around the barriers, and tunneling through the piles of stuff thrown at us. I feel like this book secretly planted seeds of optomism in my brain...I can relate best when authors use real life examples and stories to prove their points. The stories demonstrated the power of optomism and self-invention, which, in this difficult time we live in, is very empowering.

Response to Anthony Hunt's Post

Anthony's Blog Post

Ant Hunt's World

Friday, July 13, 2012

WK2 Reading - The Art of Possibility

It is amazing to find out that the perceptions of human beings are selective in order to survive within different settings. Regardless of or financial status, we have adapted to view only the necessities to overcome struggles in life. Now I wonder what I am missing because of my selective vision. During the chapter “Its All Invented”, Zander brought me to a brief point of enlightenment when he specified that if we factor out our own interpretations of reality then maybe we will be able to focus on actual truths. I never looked at my perception of the world as a negative aspect that’s holding me back from discovering the actual. Deep!

It is now become a clear understanding that, as a race, we live in a typical realm of assumptions without focusing “outside of the dots”.  Our competitive nature as human beings construct a mentality that pushes us to reach for top and survive the struggles of life regardless of how we make it. Living in a world of measurements (mine is more expensive, or status) pushes the competitive desire to have more in order to survive and get ahead in the world. I fall victim to this life of measurements and having the ultimate competitive nature to win. I sometimes view myself within the category of scarcity- thinking because of my strong desire to become successful. The only time I actually realize that I am opening to the universe of possibilities is when I study Astronomy.  Infinite space in the universe allows me to view into the heavens, far beyond the realm of whats measurable.

Giving an A has to be the most relatable read within this book. During my fourth year I awarded each student with an A at the beginning of the semester. The response was instantly observed from students facial expressions. Almost as if a burden was removed from their lives. I did have an understanding that allowing everyone to begin with an A would motivate them to strive to keep it, but after reading I have a better understanding of why it should be done. A lot of excellent points were made as well with student performances. It never dawned on me that students become so competitive with their performances that they don’t take the necessary risks to improve. I think this chapter would be an excellent read and discussion lesson for my students during this up coming semester.

Contribution has always played a key role in my music program. I’ve always depended on students to contribute at the top of their musical abilities. I never thought about developing a game from it. I think this may be a great way to witness through their eyes how they would contribute to their peers on a weekly basis. How they would use their talents to improve those within their sections. This may take the competitive/selfish edge away and build more of a collaborative environment. I think this is a great idea. 

This book has become too good to put down. I will continue reading..............

My Response...

Paula SanchezJuly 14, 2012 11:41 AM

Anthony - I appreciate your addressing the issue of competition. The terms measurement and competition should be and probably are used synonymously in our daily lives. The whole nature of earning the "A" is based on competition - either with yourself, with your classmates, or in the work place. Because I am an incredibly uncompetitive person, the angst of sports, politics, and even grades can be lost on me. I do, however, understand the competative nature of my students, and often wish all of my students would be more competative, at least to the point of completing their work. I agree with Kat, as well, that the notion of students working collaboratively may decrease the stress of competition, and have seen it work to students' benefit in my classroom.