Wk 4 - response to Dena

Dena-
I, too, have read the book Chrysanthemum, by Kevin Henkes. I read it to my class each year and we discuss how each of us are different. In reading this section, I did not initially see the resemblance to the book by Henkes, but it is clearly there.
I have a dear friend who is undergoing chemotherapy and has recently lost all of her hair. I began to focus on this aspect of the book, but that is my story and not the focus of the book.
Thank you for helping me to see this passage how it was truly written.
~Alicia

Henry's photo taken by Alicia Welch

Dena's original post...
A Spark

Passion rather than fear is the igniting force.  Abundance rather than scarcity is the context.  Enrollment is about giving yourself as a posibility to others and being ready in turn, to catch their spark.  These are all powerful statements.  I think the message was : Believe in yourself and go for the park.  Afford yourself the opportunity of possibilities if you have the passion.   Don't fear what might happen.

The word"no" can be daunting but if we look at it differently it may provide another opportunity.  It was mentioned that education is important and we shouldn't just focus on the academic person.  I agree fully with this statement because not everyone is academic but I do believe that everyone has the gift of opportunity.  I also believe that everyone has something to offer if given the opportunity.

Being the Board
It does't make sense to pass the blame because it isn't going to fix things.  It is a difficult task and I think it comes with maturity.  Somethings you may have made a fuss over ten years ago wouldn't be worth your time and energy today because as individuals you would have grown. Fussing, complaining and arguing are not going to solve the problem.

Creating Frameworks
This section reminds me of the book Chrysenthemum  by Kevin Henkes.  Chrysenthemum was teased because she was named after a flower.  Her music teacher was named after a flower as well and when the teacher told the students that she was named after a flower as well their attitude changed.
We need to use the framework of possibilities  to  opportunities and offering a new way of doing or seeing things.

Telling the We Story
This basically tells the story of  "we" not "me".  How can we fix the problem.  What is  best for us.  Not I want or it is all about me.  That does not provide opportunities.  This section suggest that we offer suggestions and work things out.  Often in a disagreement it is about me or I and the tension is still there.  If the situation is approached differently with the "we" approach the outcome would be more positive.

I have really enjoyed these readings.

Wk 4 - response to Les

Les-
I also enjoyed the final chapter and how it turned the focus from 'I' to 'we'. I think I have even been to a workshop where it placed the focus on that. Allowing us to ask the question - How can "we" work together to fix this?
It is always so good to read your reviews because of your obvious excitement for this book. I am glad that you are ready to bring this book to your school. Your enthusiasm will definitely play a large part in the professional development that you have planned for your teachers.
~Alicia

photo taken by Alicia Welch

Les' original post...
Chapter 9 Lighting A Spark
I laughed so hard at the example of sitting behind someone at the tollbooth because they do not have the exact change. Thank God for Sunpass an automated pay system. I know this wasn’t the point; I haven’t reached perfection yet, oh well. Lighting a spark (enrollment) is what I believe teaching is all about trying to be a catalyst to student’s passions. It takes time to develop this skill but is worth it. This book keeps bringing me back to my passion and central calling in education.

Chapter 10 Being the Board
When blaming we give away our power to change the situation the authors say because” there is nothing I can do about your mistakes” (p.151). WOW, It’s official this book is challenging me. It is there fault. I know it is. Yet the author suggest I am the framework for everything that happens in my life. Doesn’t mean you’re at fault but you acknowledge your participation. Stop messing with my pity party we just bought chips and soda. 2 great reflections Questions are offered: How did I get on the board that I am and how have I become a context for that to occur? This reflection brings great clarity to choice made rather commission or omission. Not that we blame our selves but we see how we have given the power to change it away. Gaining control versus making a difference and the boss example was like they were at my school. I get a will approach our principal differently. Bing the board will take a lot of practice!!!!

Chapter 11 Creating Frameworks for Possibilities
I am going to purchase this book for our principal and see if I can do a series of mini sessions for our community of practice group.
I enjoyed the practice questions. I think they would make a power full reflections and action session. They are found on page 163:
1. Make a NEW distinction in the realm of possibility on that is a POWERFUL substitute.
2. Enter the territory and embody the distinction
3. Keep distinguishing what is on track and what is off tack.

The clarification on vision is great and challenging. I can’t pin point why. I will have to read this several times. I think I might still be I the world of measurements and judging the success of vision this way.

Chapter 12 Telling the We Story
Last, but very significant the we story, this chapter really invites everyone into the world of possibility. It starts with allowing everyone to see them selves as vital to the story and the possibilities. I know my post this time is a little long but I am enjoying this book. In November this will be my book of the month so I can begin to plan some PD Days around this books theme. Thanks Joe B!!!!!!! 

Wk 4 - The Art of Posibility (Chapters 9-12)

In reading through the final chapters of The Art of Possibility, it was something written in the final pages that seemed to sum up everything for me. The authors wrote "choose the practices that express yourself." This seems to incorporate each aspect of the book, each chapter, and combine it into one simple answer. An answer that many of us probably already know. That we need to chose what works for us.

photo taken by Alicia Welch

That simple statement can be true in many different instances. We have to find the theory, the plan, the style that works for us. We cannot do things simply because someone else has done it that way. We can not be held accountable to something that may work for you, because it just might not be what is best for me. In those simple lines, "choose the practices that express yourself," I have been given the freedom to take and use what I can. The author seems to recognize the individuality in each of us. In removing the stress of having to try everything, I have been given the power to know and understand myself.

Wk 3 - response to Les

photo taken by Alicia Welch

Les-
I liked what you had to say about how passion is such a driving force. As educators, we all know that we did not enter this profession to become rich and famous. At some point, we all had a passion for education. Some of my peers have lost that passion, for whatever reason, and have chosen to leave teaching.
With technology ever changing, I think it will definitely benefit us to continue to grow and develop a passion in this area. As technology continues to integrate education, we will be able to keep up!

Les' original post...
The author has a very profound perspective of leadership. The author says we should look for passion and commitment. The silent conductor the person who leads is one who recognizes the opportunity to lead from where they are. How can we have teachers arrive at this perspective of leadership from any chair? I believe exploring the 21st Century skill collaboration could easily help are students discover and model the silent conductor, wouldn’t this be nice?

Chapter 6 “Rule Number 6”.
I needed this chapter. I love to laugh and tend to do this quite often at work but more with the students that the teachers. As an administrator, I am going to practice taking myself less serious. I have a good relationship with the teachers but believe their perception of me is getter done. I want to enjoy the process more. I like the question, what would have to change for me to be fulfilled? (pg. 87) I know, me? No one else or anything has this power. I am rediscovering my Central Self and scaring the hell out of people around me.

Chapter 7 “The Way Things Are”
Own the reality your in, what I am doing that. No you’re in denial. I once learned a valuable lesson 2 + 2 = 4. I use this mathematical statement like the authors use the way things are. I use to live in the world of “should”, “should of”, and “could of,” what if”. The reality of 2+2=4 means, if you add all of the realities around you up the product is your reality. When you deal with what is real you can then begin to perceive the real options offered in the reality.

Chapter 8 “Giving Way to Passion”
BYTFI (pg.121) yes, I love this book. Sometimes we allow systems to systematically take passion from us. This is so tragic, the lost of passion. Passion is a driving force for creativity and living authentically. When passion is lost we are lost. Two suggestions appear on pg. 114. Discover where you are holding back and participate fully. I want to use these suggestions as it relates to technologies possible impact on learning. Let’s go big or stay home.

Wk 3 - response to Mike

Mike-
I like what you said about leaders. I think it does just come naturally for some people. I also agree that people can practice this skill and, therefore, become a leader.

photo taken by Alicia Welch

I used to get extremely nervous when standing up in front of parents at Curriculum Night. Over the years, through practice, I find it's not so bad anymore. I never though of myself as a leader, however, I am learning to become more comfortable in that role.

Mike's original post...
This is some of the best reading that I have have ever read. I have been challenged, disciplined, encouraged, inspired, and motivated all at the same time. I believe that everybody possesses leadership skills, some just have more than others. The difference between leaders is that some are more natural than others. Being a leader just comes natural for some. But that does not mean that everyone can not be a leader. They just need to find the are(s) in which they are gifted and let their talents shine there.

I love rule #6! I find myself there all too often, especially being a middle school teacher. It is easy for me to get all up-tight when things don't go my way or when I don't get the response I want. However, I have been working on this area. I am trying to let my guard down some and let my students have a good laugh at my expense more often. I have learned that if I do that, then it lets my students know that I not any more important than they are and that I, too, am human and make mistakes.

I like the chapters 7 & 8, speaking the possibilities and having passion. I think it is easy for everybody to find limitations in everything. It is easy for us to begin something and, after we encounter one road block, when completely shut the project down and say "this will never work." That no only takes away from any possibility that we have for success and completion. We need to try to always keep the most positive aspects about everything that we do or are involved in. 

Wk 2 - response to Dena

photo taken by Alicia Welch

Dena- I agree. Having the actual letters written to the teacher was a nice touch. It allowed the reader to see how actually giving students the A played out in the real world. So many times books offer suggestions, yet this one provided the examples of how the concept actually played out.

Dena's original post...

Wow!  I really enjoyed the reading.  I made so many connections, it was great.        It's All Invented The first paragraph told me a lot.  It's amazing how we can do or look at the same thing but perceive it differently.  That's what makes individuals unique.  I believe there is possibilities in every situation.  It is like students in our class.  We create possibilities for them regardless of their academic ability, race or gender.  How we perceive things makes the difference.  It also reminds me of how Bermudians complain about traveling from one end of the island to the other.  The island is only 21 square miles long.  It takes an hour at the most to drive from one end of the island to other end.  On the other hand we would travel overseas and drive for hours without complaining.  It is was how you perceive the situation.           Stepping into the Universe- Possibilities The way we look at possibilities depend on our situation.  In some instances it a can cause people to be selfish because they want to get as much as they can.  On the other hand they may not even see the possibilities awaiting them.        Giving This section of the reading really perked my interest.  Verbal or written feedback is more rewarding and meaningful compared to a grade.  I agree with Michaelangelo's statement, "inside every step of stone or marble dwells a beautiful statue; one needs only to remove the excess material to reveal the work of art within."  Everyone has strengths but we just need to find them.  I enjoyed the letters written to Mr. Zander.  They were great!  It is ok  to make mistakes as long as you learn from them.  Grades are invented.  I found that interesting.  I never looked at it that way but I agree with that statement.  That is the same as attaining degrees.  If you can't do your job effectively, your degree is useless.  It just means that you are paper smart and this has been a big issue here.  People can talk the talk and they get away with things.  Reading this chapter had me reflect on many situations in life.  In Bermuda the focus is on young black males.  It seems to be a connection with this chapter.  It was mentioned that people did not feel valued therefore negative things happened. This could be the same situation with some of the black males.  They may not feel valued therefore negative things happen.  This does not only apply to this situation but that is what I connected with immediately.   Contribution Society has programmed us therefore it may seem as if you don't know who you really are because you have to live up to others expectations.  They infringe on you and have you questioning yourself.  Even if you have contributed you are still asking, was that ok etc.  I have done that throughout this course if I am uncertain of the expectation.  I think that is a normal reaction because you want to be successful.  To see yourself as a contibutor is much more rewarding and it seems to alleviate some stress. I think I need to pay more attention to trying to make myself and my students think of ourselves as contributors.

Wk 2 - response to Heather

Heather -
I agree with what you said about student grades. I think that is why I prefer kindergarten. Our grades, essentially, consist of a yes or no - S or N. However, in meeting with the parents I am able to explain all of the skills required for promotion. I can show what their child is capable of doing in the classroom and how many of the state required skills they have mastered. There are some grey areas, however, for the most part it is usually rather simple. They can either identify the letters or they can not. They can either count objects in a set or they can not. I enjoy being able to sit with my parents and show them work their child has done, not just a number on a page.

Heather's original post...

In the first chapter I can totally relate to people seeing two sides of situations.  My fiancée is a complete pessimist (he says realist) and I am a hopeless optimist.  He will see the negative in every situation…everyone is out to get everyone else.  I, however, have this complete naïve trust of people and think people are genuinely good people who occasionally have poor judgment.  I think this is one of the reasons we compliment each other so well. 

I was intrigued by the idea that we produce reasons for our actions that are plausible in our own minds.  When working with children (or even adults for that matter), I frequently ask “why did you do that?” and the answers don’t always make sense to me.  I have been told on more than one occasion that I am a person that “has an answer for everything”.  My dad tells me it makes me argumentative, but in my mind, I am just trying to express why it seems like a good idea to me.  Now I can tell him that it is my own interpretation of what is going on around me.

The universe of measurement is not where I dwell.  I have never been competitive, nor do I define success by “getting ahead” or “overcoming the odds”.  I do know several people who live in this universe and what always strikes me is that they are NEVER happy.  No matter how much they achieve or how much they have, they always want more…always have to be better than the guy next door/down the street/etc.

I was so inspired by the story of the teacher who gave everyone an A and then asked them to write about it.  The one thing I hate most about my job is giving grades.  In my mind I would rather meet with the parents and tell then the strengths and areas of improvement with their child.  Unfortunately we are in a place in our society right now where we need to rank students and therefore rank teachers in order to gauge success.  In essence we are saying that performance on an isolated task equates mastery.  Even as it’s written you can sense the idiocracy in it…yet it persists.

This book really has me critically thinking about my life both personally and professionally (as the title suggests).  I really want to be a contribution in my family and with my students and co-workers.  I think that sometimes it is easy to get lost in the negativity and the competitiveness that is out there.  It is only by taking this critical look at myself and my every day practices that I will be able to make that conscious effort to be a contributor, give that A, and see the good in the world.

I am totally recommending this book to everyone!

Wk 1 - response to Jon

photo taken by Alicia Welch

Jon~
I, too, enjoyed the Fair Use Fairy Tale. I feel as though it helped to painted the issue of Fair Use in a much clearer light.
I thought the video was created in such a clever way. It was definitely an interesting way to put Fair Use into perspective. I agree with what you said about allowing educators to utilize copyrighted materials. I know there are several times that I wished I could use something that I know would benefit my students. I suppose an argument could be that if we allowed our students to use copyrighted materials, they would continue this use in their daily life. And as you stated, creators do have the right to be compensated for their material. I believe that it's when people become too greedy that society tends to loose respect for the creators.

Jon's original post~
In Part I of this week's reading, I gained a far better knowledge of what a copyright actually was than I had previously. The Good Copy/Bad Copy documentary was simply awesome! From the stories of the artists known as Girl Talk and Danger Mouse, to the topics of The Pirate Bay and Creative Commons, I think that the overall message here was that regardless of what copyright laws exist around the world, it will not stop people from being inspired by the works of others and from using that inspiration to create their own works. I don't know if it was planned or not, but the ending of the documentary fascinated me, where the artist from Pittsburgh was creating a remix of a remix by a Brazilian producer. It all came together so perfectly, and this scene really drove home the point for me.

In Part II, I loved the Fair Use Fairy Tale! I found it to be a very creative way of explaining a complicated subject. It appeared as though the creator of this video was angry, and it always amazes me that such brilliant works can come from such emotions. As an educator, I sometimes wish that all uses of copyrighted materials in the classroom would be considered Fair Use, but I also try to see the reality of economy and the ability of creativity to yield enough money to support a comfortable life. Also, in Part II, the story of Shepard Fairey and the Obama Hope Poster was just crazy. I had seen this poster so many times, but I never knew the story behind it and the copyright battles that stemmed from this political piece.

Part III was the most enlightening!  Creative Commons is the place to go to see the beginnings of the future of creative licensing in our ever-changing world. The different license types that are available seem to be so simple, that it is a wonder that they have not caught fire in the educational world faster. This is such a perfect resource that all teachers should be aware of and teaching to their students. In his TED Talk, Larry Lessig made some very clear points, but the one that I really enjoyed hearing out loud was his closing message about how kids are different today because of technology, and that society has created a culture of corruption because everyday people are living against the law. Our country and many other democracies around the world are in desperate needs of makeovers, and I believe that the time for this to happen is not far around the corner.

Wk 1 - response to Daniela

Daniela~

photo taken by Alicia Welch

I agree with what you said about explaining copyright laws to elementary students. I think it is very similar to how we have to explain the reliability of the internet. There is so much that students of today need to be made aware of, yet technology is changing so rapidly that it is hard to keep our students informed.

Daniela's original post~
After watching the videos on Copyright and Fair use, I am more concerned about how much is NOT fair use. I never realized how small the widow is for all the media that is out there. I have been concerned about the copyright issues over the last 10m months, but was not sure about all the rules. I believe I too was under the top ten misconceptions. As, I believe, are most people. I find that these rules are most difficult to explain to our students, especially at the Elementary level.  However I am finding that we are going to need to educate them early so that they are aware of what the laws are since they are our 21^st century learners.  Which brings up the concern that if I am still confused about what the rules are exactly how do I get it across to the them? These lines are blurry are hard to explain...