This morning we heard from a woman who works in curriculum development and implementation on the characteristics/qualities of an effective change leader. Interspersed within the presentation were some group activities that made us analyze our own tendencies, figure out what works, and determine how to build on those strengths and better support our weaknesses so that they, too, can become strengths. We honed in on what we expect a school culture to look like, and how best to support one another in a quest to be a cohesive learning environment.
Below are some notes I took, in snippet form; they are recreated here in the hopes that I’ll continue to reflect back upon them as the year progresses. [Additionally, I’ll likely lose the piece of paper on which they’re jotted, but the Internet forgets nothing].
- Own your actions, regardless of result
- Celebration is only authentic when you have something to show for it – don’t build expectations of success before success has actually been realized
- Sometimes the STATUS QUO needs a WAKE UP CALL
- The concept of impressive empathy means:
understanding the perspective which others have
being able to think “in someone else’s shoes” to determine understandings
modeling respect even and *especially* when respect is not reciprocated
realize that behavior is often situational; to change the behavior, first address the situation in which it occurs
- Practice working against your own distorted brain – by
practicing humility & admitting/owning mistakes
create/foster a climate of openness and feedback of the critical kind
focus on your core priorities, of which there shouldn’t be many – the key is *focus*, after all
- The implementation dip is real and research bears out that truth – figure out a strategy before implementation to address the recovery period, minimize the amount of time spent in the recovery period, and explaining how you’re moving forward and improving to concerned stakeholders (who may not have the benefit of all the information re: implementation of something new within your school/organization/subculture)
- Understand that: You will be judged. Judgement does not have to take the form of negativity. Constructive feedback trumps backhanded compliments – be direct and avoid belittling others if you want your feedback to be heard and taken to heart.
Any thoughts? Is it too jargon-y to make sense? Anything that stands out to you as a great idea in the midst of that rambling?
I’m reading through this blogpost/article/web-hosted-thing-of-words that discusses the implications of a recent study on students preferences when it comes to reading text, print or digital. I thought others might appreciate it. There’s a link to download the study which the author refers to, for further research, if you’re interested.
I’m finding myself very conflicted (unsurprisingly) on the whole debate, between what I think I need versus what my students need. Additionally, there’s this whole “projecting our own needs or ideas onto our students and presuming that’s what they want” mentality that I’ve run into a few times (and I’m certainly not a fan of it). So! Here’s the link, if you’re interested.
I think this potentially affects all of us, regardless of what age level we teach. I know the high school I’m currently at is straddling this divide and still figuring out what direction to go… what do you think?
Dear goodness. This day came upon me way too quickly. Or perhaps quickly enough. Either way… I can’t believe it. Starting year 2 of grad school. A year from now I’ll be… well, hopefully I’ll be, although where or doing what remains to be seen.
A few quick thoughts, because I don’t have time for a proper reflection (shame, shame):
- This year will be harder and more labor-intensive than last year. Oh gracious… I’ll try not to think about that. But in addition to 5 more classes, I have 50h of elementary fieldwork, 240h of practicum, and a bevy of tests and training sessions and other required hoopla for certification.
- We students often talk about our ‘learning style’, and then there is the ongoing, never settled debate of “how do you prefer to learn?” when it comes to on-campus/online styles. Myself, I’ve come to prefer online if a flipped classroom approach can be successfully integrated and used. It’s not always possible or likely. At this point, however, I have no choice, as my remaining classes (save one) are offered only in an online format. It made me wonder – what do our professors prefer? Some of them, without doubt, aren’t given a choice either… hmm.
- I think there must be a mathematical equation for determining stress in grad school. It goes something like…
Start with number of classes. Multiply by number of projects. Multiply by number of group projects (because they count extra). Multiply by number of group members, total. Stare at total. Gape at total.
Divide by number of weeks in a semester. Stare at total. Gape at total. Realize that work is never spaced evenly throughout the semester. Continue staring and gaping. Close eyes, breathe deeply, #facepalm. Open eyes, multiply by Planck’s constant to prove your brain is intact, ignore total. Close eyes again, breathe deeply, and get your calendar and multicolored pens out…
- I may or may not have already completed the above assignment. On the first day of classes. Yes, that’s a sign of something…
Good luck, fellow library school-ers and fellow schmedians. Carry on, keep the faith, and remember that December isn’t TOO far away. If that sounds too stressful, remember – the Mayans said it’s all over in 2012, so go out with your bells on and projects done!