EDM613 Wk3, post 3: Response to Everett Jones

@ Follow me and learn - Wk3 Reading: Art of Possibilities Chapters 5 – 8 (original post by Everett Jones on April 11, 2011)

Photo by Jason Peglow

Everett: Your awareness that you want to restructure your life and relationships for the better is always a great step in the right direction. These kinds of books that inspire people to become more aware of their surroundings and to veer from their current negative actions and directions are fantastic. I wish you all the best in staying on the path to positivity. It is a hard path to follow and is often obscured by a lot life's challenges and other people's negativity. 

You comment about chapter 5 and the conductor who is so far removed from the orchestra that he doesn't hear the questions from people directly, but rather through others is one I find many teachers can relate to. How often do teachers stand at the front of the room and lecture and instruct for months and never really know who his or her students are or hears what they have to say? I know there are times I have been so caught up in the politics of education or my own life dramas that I forget that these kids have just as many (if not more) issues that impact their learning and involvement in my room. If we take the time to get to know them, often times their productivity blossoms because they know that we know who they really are. 

Thanks for your post. 

Wk3 Reading: Art of Possibilities Chapters 5 – 8 (Posted by Everett Jones on Monday, April 11, 2011) 

These chapters are really geared towards myself and friendships that I have.  The example in chapter 5 about the conductor that doesn't know his members of the orchestra personally, but would like to.  The members hold him in such a high esteem that they send messages to him through those in the hierarchy.  He receives all praise for how the orchestra sounds, yet he does not perform and instrument at the concert.  I think it is important to acknowledge all that are part of the larger picture.  Especially if they are all working towards a common goal.  The results tend to have a better outcome.  When people are acknowledge, they tend to have a personal stake in the goal and perform better.


Chapter 6 gave an example of how when we lift away our personal judgements of people, that we may see them in a more positive manner.  I honestly think that each person no matter how evil some may seem to be, possess at least one thing that is positive.  Sometimes focusing on that, brings out a person that we never thought we'd see.


I learned from reading these chapters that I have to set up my life and relationships so that positivity embraces them both.  My daily decisions and choices not only effect myself but those around me.  Focusing on those things that make me happy in life, can hopefully overshadow those obstacles that do not.

EDM613 Wk3, post 1: Reading - Art of Possibility chp 5-8

Photo by Jason Peglow

Although all of these chapters provided me with numerous quotes of wisdom that I have written down to be blown up later and placed on my walls at school, for this week’s reading it is chapter five (Leading from Any Chair) that resonated with me the most. Throughout this entire chapter, although the words on the page were the Zanders, I kept hearing my own. With all humility I can say that I know I am very good at my job. Ever since my days as a student teacher I have found ways to engage my students in the material and enjoy coming to my class. But, I have also always known that not every unit is spectacular and there are times when the class drags and is dull and useless for both the students and myself.  This has always bothered me. “Who am I being that they are not shining?” (p. 74).  This question from the book is the reason I am now in the process of completing my third master’s degree. I have always been in pursuit of what I can do to be better to make my kids and my lessons dynamic. In my first master’s degree my capstone project was on what makes an effective teacher effective. “Who am I being that they are not shining?” (p. 74).  My second master’s degree was on streamlining and improving curriculum. “I began to shift my attention to how effective I was at enabling the musicians to play each phrase as beautifully as they were capable” (p. 69). Now, at Full Sail, I have focused my Action Research on the motivating factors of students and how to get them more engaged in the material. “I began to ask myself questions like “What makes a group lively and engaged? Instead of  “How good am I?” (p. 68). As this current degree begins to come to an end, I am so excited to know that I will have the time now to look at all this knowledge I have acquired and finally be able to piece it all together in an effort to reassess my teaching, my lessons, and my students. “A monumental question for leaders in any organization to consider is: How much greatness are we willing to grant people?” (p. 73). On a side note I must say that I am REALLY enjoying this book.

Zander, B. & Zander, R. (2000). The art of possibility: Transforming professional and personal life. Boston, MA: Harvard Business School Press. 

EDM613 Wk2, post 4: Free Write - ARP Pgph 2

 The following was the opening of my cycle 1 plan and also is intended to be my second paragraph for my final paper for the Full Sail EMDT ARP. I welcome any and all comments and critiques:

 

     There are many poignant opinions about high-stakes testing and whether or not it has done more harm than good for the students who are subjected to these testing situations. But, no matter what the opinions are, for teachers and students in today’s educational system, standardized and quantitative testing are a reality that cannot be ignored, circumvented, or avoided. For this reason the research conducted in this project focuses on two areas of concern in assessment of state writing tests. The first area of concern is in the shortcomings of the many students at the Middle School level who are failing to achieve a proficient score on state writing tests. "Why are our students scoring so poorly? Certainly there are a number of factors out of our immediate control (e.g., second language issues, poverty, lack of parental involvement). Dwelling on these issues, however, is counterproductive and a waste of time and energy. We are better served by focusing on what we can control—namely, our teaching" (Gallagher, 2003, p. 26).
     This ARP investigated the root causes of students performing at basic or below basic writing proficiencies at the middle school level and what teaching practices could be utilized to enhance student writing skills, motivation, and interest. "Writing is an activity that is as much emotional as cognitive. Affective factors influence all phases of the writing process. A strong need exists for researchers and educators to explore the affective factors that contribute to students' writing performance. Motivation, with its conspicuous influences, is important among those affective factors" (Lam & Law, 2007).   
     Secondly this ARP  investigated those students who were capable of providing proficient standardized responses in response to writing prompts, but consistently fall short in achieving the advanced writing scores. 

 - - - - - - - 

Gallagher, K. (2003). Righting our writing wrongs: Ten concerns about writing instruction. California English, 8(5), 26-28. Retrieved from Education Research Complete database.

Lam, S., & Law, Y. (2007). The roles of instructional practices and motivation in writing performance. Journal of Experimental Education, 75(2), 145-164. Retrieved from ERIC database.

EDM613 Wk2, post 3: Response to Sarah Baker-Dykes

Photo by Jason Peglow

@ Sarah Baker-Dykes (original post by Sarah Baker-Dykes on April 8, 2011)

Sarah: My head was also spinning after reading these chapters. Like you, I felt there was so much inspirational wisdom and I immediately wanted to go upgrade all of my current teaching practices and fill my class with the essence of perfection the Zanders put forward. It is wonderful to hear that you are so anxious to apply these lessons to your classroom as well and I wish all the best on doing so. However, remember what they explained in their forward, that it takes time and lots and lots of practice. I think just by trying to apply some of the Zanders' ideas to your practice is a "contribution" in itself.    

Sarah Baker-Dykes Blog: Week 2 Blog 1 Response to Reading

(Posted by Sarah Baker-Dykes on Friday, April 8, 2011) I have really enjoyed reading the first four chapters of The Art of Possibility.  Chapters 3 and 4 really struck a chord with me. The ideas of “giving yourself an A” and “being contribution” are so inspiring.  When I was finished reading, my brain was spinning with new ideas to bring to my own classroom.

Zander so clearly showed how one’s outlook on people and situations can change the outcomes and our emotions.  By beginning each situation or each relationship by giving an A, we automatically treat it with so much more respect.  Because of the invented game and what an A stands for in our minds, when we start off a relationship by giving the other person an A, we are opening up a world of possibilities.  Rather than focusing on the negatives and picking things apart, we can view others as a masterpiece.  Zander likened this to Michelangelo and how he described a block of stone that has a beautiful statue dwelling inside.  The excess material must be removed to reveal the beauty inside.  I found this to be such a wonderful illustration for how teachers approach students.  Zander quite perfectly stated that, “this A is not an expectation to live up to, but a possibility to live into.”

The most intriguing idea I’ve gained so far is that of being a contribution.  This idea of trying to make a difference each day is very inspiring.  In the book, Mr. Zander had his students tell a way they made a contribution each week in any avenue of life.  What a great idea! I think it’s the goal of most educators that we see our students grow into responsible and caring citizens.  By embracing this idea and showing students how they can make a difference just by one small thing they do, can have a huge impact on their lives.

This idea can be adapted by anyone at any age. I’m quite confident that my third grade students would take hold of this idea and run with it.  I can’t wait to introduce this to my class.  Likewise, applying this principle to my personal life can have a great effect. If I greeted every relationship and circumstance with the question, “What contribution can I make and how can I make a difference today?” my life may be very different.  Even now as I type this, I’m still inspired by these questions.  My hope is that I’ll be able to apply this idea to my students.  To look at them and think, “what can I do to make a difference in your life?”  It’s such a powerful thought.  The idea that this question could be embraced by my students is exciting.  I would love for them to look at their classmates and community and think, “what contribution can I make?”

Zander, R. S., & Zander, B. (2000). The art of possibility. Boston, MA:  Harvard Business School Press 

EDM613 Wk2, post 1: Reading - Art of Possibility chp 1-4

Caesar's Palace - Photo by Jason Peglow

I really do love books like this although I always have such a hard time applying any of it to my actual life practice. For example, in the chapter on giving an A to others and to your self, all I could think about here was how could I give an A to my students? Every time the idea came into my mind while reading this chapter I thought of so many reasons why it wouldn't work, or the negatives that could result. It is funny how quick one's mind admonishes the self into thinking something new or risky is impossible. But, I have made it my goal that all summer long I am going to try to make this happen in my classes for next year. I mean...who am I to tell a student they are only a C? I will simply do my best to chip away at the marble to reveal the statue. My classes are enjoyable and the kids always seem to show growth in their writing while they are with me, but I always come away at the end of the year feeling like I wasted so much time doing things that were unnecessary or irrelevant for them. I am hoping I can find a way to change that for next year. I guess I am chipping way at my own block of marble as well. 

EDM613 Wk2, post 2: Response to Curt Isakson

Photo by Jason Peglow (2008)

@ Curt Isakson's AR Project blog (original post by Curt Isakson on April 5, 2011) 
Curt, before responding to your post I must admit that I felt this book would speak to you personally since you are a music teacher an one of the authors is a conductor and uses a lot of musical tales to help explain the meaning of the concepts presented in the book. In your response it seems that a lot of what was said resonated with you for just that reason. I wonder if you have seen a similar reaction in your students when the grades are not an issue and they are free and comfortable to make the mistakes? As a teacher, I too was most intrigued by the giving an 'A' chapter. But, I have a lot of trepidation in doing this in my classes. I think it is mostly out of fear that at the middle school level there would be less motivation to try like these authors had in college level courses. Maybe it is a control issue on my part,  Thanks for your post.

Curt Isakson's AR Project Blog: Week Two Reading - The Art of Possibilities

(Posted by Curt Isakson on Tuesday, April 5, 2011) One of the most compelling points bought across in this book, and what has stuck with me the longest, was the concept of giving an ‘A’ for a particular project to free one-self of the grade, and to let a person fully experiment, fail, or succeed without the worry of getting a bad grade.  I believe this can be a wonderful way of letting loose the chains that bind us creatively.

I find myself in this course having to make decisions about whether I do what I really want to do (which usually is more involved), or just make sure I fit the criteria for the grade.  Many times I have made the conclusion that I want the grade and have not taken it as far as I wanted to.  The projects I am most proud of though are the ones that I really didn’t care about the grade and did what I felt was right in my mind.

This course has used this concept many times, and I use this same idea in the classes I teach.  A ‘no-fail’ approach to some of my learning environments really brings out the best in my students. 

EDM613 Wk1, post 4: Free Write - ARP Intro

The following was the opening of my literature review and also is intended to be my introductory paragraph for my final paper for the Full Sail EMDT ARP. I welcome any and all comments and critiques:

Photo by Jason Peglow (2010)

In 2007, the Department of Education and its affiliates released a national report card detailing the results of student writing proficiencies in eighth and twelfth grades. Eighty-eight percent of students at the eighth grade level performed at or above the basic writing proficiency level, thirty-three percent scored at or above proficient, and only two percent achieved advanced in their writing proficiency (National Assessment of Educational Progress, 2007). Between the 2002 assessment and the 2007 assessment, the proficiency score had only increased one percentage point from thirty-two percent at or above proficient to thirty-three percent at or above proficient, and it remained fixed at two percent advanced.

The Department of Education noted that by 2014 every student must achieve academic proficiency (NCLB, 2001). With the demand for one hundred percent proficiency slated for 2014 and with sixty-seven percent of the nation’s students currently scoring below proficient in writing, there has been a pedagogical need to find effective techniques to implement in lessons and curricula to boost writing scores and raise student proficiencies. Lam and Law (2007) identified a direct correlation between low student interest towards the traditional writing process and poor writing performance. Clayton, Blumberg, & Auld (2010) explained that although the lack of student motivation negatively effecting student performance in academics was not entirely a new revelation, it did raise the question as to what factors were needed in the 21st century classroom to raise student interest in writing which would correlate to raising academic writing proficiencies as well.

Works Cited:

Clayton, K., Blumberg, F., & Auld, D. P. (2010). The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component. British Journal of Educational Technology, 41(3), 349-364. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?hid=113&sid=15efb7c7-4949-44f9-b518-9cc9b47b59fa%40sessionmgr110&vid=42

Lam, S., & Law, Y. (2007). The roles of instructional practices and motivation in writing performance. Journal of Experimental Education, 75(2), 145-164. doi: 10.3200/JEXE.75.2.145-164

National Assessment of Educational Progress. (2007). Writing report card. The Nation’s Report Card. Retrieved from http://nationsreportcard.gov/writing_2007/w0003.asp?tab_id=tab1subtab_id=Tab_1#chart

NCLB. (2001). No child left behind act. Retrieved from http://www2.ed.gov/nclb/landing.jhtml