Presentation on theme: "√ “JUST LIKE ME” PURPOSES FOR OUR WORK TOGETHER zTo create greater awareness and clarity of the role of teacher leaders in facilitating others’ continued."— Presentation transcript:
PURPOSES FOR OUR WORK TOGETHER zTo create greater awareness and clarity of the role of teacher leaders in facilitating others’ continued learning, self-direction and the achievement of excellence in teaching and learning.
WORKSHOP I PURPOSES: To understand our own identity and to choose congruent behaviors. To become more aware of our own and to understand others’ style preferences, belief systems, representational systems. To enhance our capacities to work effectively with others whose preferences may be different than our own.
1.Persistence Leaders remain focused. They have commitment to task completion. They never lose sight of their own and their organization’s mission, vision and purposes.
2.Listening Leaders strive to understand their colleagues. They devote enormous mental energy to comprehending and empathizing with others’ thoughts and ideas.
3.Managing Impulsivity Leaders think before they act; remaining calm, thoughtful and deliberative. Leaders often hold back before commenting, considering alternatives and exploring the consequences of their actions.
4.Thinking flexibly Leaders are adaptable. They can change perspectives, generate alternatives, and consider options. They see the big picture and can analyze the parts. They are willing to acknowledge and respect other’s points of view.
5.Thinking about your thinking Leaders are aware of their own thoughts, strategies, feelings and actions and their effects on others. Leaders “talk” to themselves as they evaluate their plans, monitor their progress and reflect on their actions.
6.Striving for Accuracy & Precision Leaders are truth-seekers. They desire exactness, fidelity and craftsmanship. Leaders do not accept mediocrity.
7.Questioning & Problem Posing Leaders have intellectual curiosity, a need to discover and a need to test ideas. They regard problems as opportunities to grow and learn.
8. Applying Past Knowledge Leaders draw on their rich experiences, access prior knowledge and transfer knowledge beyond the situation in which it is learned. They learn from their “mistakes”.
9.Gathering Data Through All Senses Leaders have highly tuned observational skills. They continually collect information by listening, watching, moving, touching, tasting, smelling.
10.Thinking & Communicating with Clarity & Precision Leaders articulate their ideas clearly in both written and oral form. They check for understanding and monitor their own clarity of terms and expressions.
11.Creating, Imagining, Innovating Leaders try to conceive problems differently examining alternatives from many angles. They project themselves into diverse roles, use analogies, take risks and push the boundaries of their own limits.
12. Responding With Wonderment & Awe Leaders find the world fascinating and mysterious. They are intrigued by discrepancies, compelled to mastery and have the energy to enjoy the journey.
13.Taking Responsible Risks Living on the edge of one’s competence, leaders are courageous adventurers. They dare to take calculated risks.
14.Finding Humour Leaders have such high self esteem that they do not take themselves too seriously. They are able to laugh at themselves and with others. They are capable of playfully interpreting everyday events.
15.Thinking Interdependently Leaders recognise the benefits of participation in collaborative efforts. They seek reciprocal relationships both contributing to and learning from interaction with others.
16.Remaining Open to Continuous Learning Leaders resist complacency about their own knowledge. They have the humility to admit their weaknesses and display a sincere desire to continue to grow and learn.
HOMEPLAY: SELF ADMINISTER THE AWARENESS INVENTORY on Pp. 7-8 WHAT DID YOU FIND OUT ABOUT YOURSELF?
DEVELOPING ONE’S IDENTITY AND CAPACITY AS A TEACHER LEADER
IDENTITY JIGSAW IN GROUPS OF FIVE: Read Nested Objectives. Identity Belief Systems Capabilities Activities Behaviors What meaning are you making? What are some implications for your work as teacher leaders?
Role Play: Scenario #1 You are mentoring a 1st year teacher, whom you think has a great deal of potential. One day she comes to you and says, “I’m quitting teaching. I think I’ve chosen the wrong profession.”
Role Play: Scenario #2 A colleague says to you, “We’ve done everything we know to do and and we’re still not making AYP.”
Role Play: Scenario #3 A colleague sees you at a meeting and loudly complains about the overload of forms and paperwork that is piling up.
Role Play: Scenario #4 A parent comes to the you and says, “I’ve had it with that teacher! I want my child taken out of her class TODAY!”
A MEDIATOR IS ONE WHO: Is alert to the mediational moment—usually when a colleague is faced with a problem, a complex task, dilemma, discrepancy, or conflict. Often, the colleague exhibits tension and anxiety, the resolution of which is not immediately apparent.
A MEDIATOR IS ONE WHO: Facilitates the mental processes of others as they understand more completely their own challenges, monitor their own strategies, make their own decisions, and generate their own creative capacities.
A MEDIATOR IS ONE WHO: Invites the colleague to reflect on and learn from the problem-resolving process to find applications in future challenges.
A MEDIATOR IS ONE WHO: Helps others become continuous self-directed learners.
A MEDIATOR IS ONE WHO: Maintains faith in the human capacity for continuing intellectual, social, and emotional growth.
A MEDIATOR IS ONE WHO: Possesses a belief in his or her own capacity to serve as an empowering catalyst for others’ growth.
PROPOSITIONS OF MINDFUL MEDIATION All Behavior is produced by Thought & Perception Teaching is Constant Decision Making To learn something new requires Engagement & Alteration in Thought Humans continue To Grow Cognitively MM Mediates
MINDFUL MEDIATION IS UNIQUE …… A Mindful Mediator is concerned with the mental processes
How do these concepts about mediation match your understanding and relate to your personal experience? THINK - PAIR - SHARE
MEDIATION is …..a dynamic interpersonal interaction; between two persons; one who is engaged and participating and the other who is experienced and intentioned and who interposes him/herself between the client and the external sources of stimulation and response.
OR…to put it another way: An individual (0) A stimulus, problem or event (S) encounters A response (R) and produces
In A Mediated Learning Experience… An individual (0) A stimulus, problem or event (S) encounters A more thought-full response (R) and produces A skillful person intervenes (M)
A SELF-MEDIATED LEARNING EXPERIENCE IS… …when you deliberately draw upon your own resources as you manage, monitor and modify your own behavior in difficult situations.
MINDFUL MEDIATION: IN TABLE GROUPS: ÜWhat intrigues you? ÜIn what situations might you apply mindful mediation? ÜWhat questions are you raising? ÜWhat skills/knowledge/habits would you need to enhance your capacities as a mediator?
SELF-MANAGING: 4Knowing the significance of and being inclined to approach tasks with clarity of outcomes, a strategic plan, and necessary data, and drawing from past experiences, anticipating success indicators, and creating alternatives for accomplishment.
SELF-MONITORING: ðBeing aware of our own and others’ use of thinking skills, strategies and dispositions and their effects on others and on the environment.
SELF-MONITORING: 4Having sufficient self-knowledge about what works, establishing conscious metacognitive strategies to alert the perceptions for in-the-moment indicators of whether the strategic plan is working or not and to assist in the decision-making processes of altering the plan and choosing the right actions and strategies.
SELF-MODIFYING: 4Reflecting on, evaluating, analyzing, and constructing meaning from experience and making a commitment to apply the learning to future activities, tasks, and challenges.
THINK - PAIR - SHARE Self-managing Self-monitoring Self-modifying DISCUSSION: How do these descriptions compare to what you know about self- directed individuals?
FOUR SUPPORT FUNCTIONS Coaching Collaborating Consulting Evaluating
THE CONVERSATION SOUNDS LIKE…… Coaching: Mediating, listening, questioning, pausing, paraphrasing, probing, withholding advice, judgments or interpretations “What might be some ways you could approach this?” Collaborating: Mutual brainstorming, clarifying, advocating, deciding, testing, assessing “How should we approach this?” Consulting: Giving rationale, advice, suggestions, demonstrations “Here are several ways to approach this.” Evaluating: Judgments, encouragements, advice, direction, goal setting. “Your approach to this was good. Here is why.”
FILTERS OF PERCEPTION Filters shape and color reality for each of us—we filter in and filter out. Each person has his/her own styles. Therefore we need flexibility in repertoire and approach.
REPRESENTATIONAL SYSTEMS Visual Auditory Kinesthetic
KEY POINTS Rep systems are a physiological filter; Links to rapport and developing sophistication within paraphrasing and questioning
REPRESENTATIONAL SYSTEM PREFERENCES School Personnel General Population Kinesthetic5%40% Tactual25%10% Auditory35%10% Visual35%40% Gould, Pat. Marching to Different Drummers. Alexandria, VA: Association for Supervision and Curriculum Development.
Visual Talk zHow do you see yourself? zIt’s a bit hazy right now zWe see eye to eye on the subject. zIt’s a bit vague. zI see what you’re saying zHe’s such a colorful character. zA sight for sore eyes. zLet’s get some perspective. zWe’re a company with a vision. zBeyond a shadow of a doubt. zSee you later. zCan you imagine? zLet me make this clear. zCan you shed some light on this? zWe have a bright future.
Auditory Talk zSounds familiar. zTell me more. zI didn’t like his tone of voice. zDoes what he said ring a bell with you? zTell me how. zLet me tell you. zShe’s a scream. zIn a manner of speaking… zHe gave a satisfactory account of himself. zAt last we have harmony at home. zThey granted me an audience. zShe had me completely tongue tied. zThese colors are really loud. zI want everybody in the room to voice an opinion. zHe received thunderous applause. zThat’s clear as a bell. zHold your tongue!
Kinesthetic Talk zHow do you feel about…? zThere were a few stumbling blocks. zI’ll get in touch with her. zIt slipped through the cracks. zI’m all shook up. zI’m not following you. zLet’s sort things out. zGet a load of this! zCan you pull some strings? zShe came to grips with the problem. zGet over it. zI can’t handle the pressure. zHe’s a pain in the neck. zStay in touch. zHang in there. zI can’t put my finger on anything concrete. zStart from scratch. zWalk me through the ceremony one more time. zI felt cool, calm, and collected. zLet’s explore the possibilities.
GHOST ACTIVITY IN TRIOS: A,B and C. A sits or stands behind B and signals C to use/change rep system language. Pull on ear for auditory Put hand on heart for kinesthetic Point to eye for visual C employs language of that rep system B listens, identifies rep system and matches language
AS A LISTENER: "BE PATIENT” AND "BE QUIET” Auditory processors require 1 - 3 seconds of time to formulate a response Visual processors can require 3 - 6 seconds of time to ponder Kinesthetic processor may require 6 - 13 seconds of wait time.
COGNITIVE STYLES A little history: Herman Witkin Embedded figures test Complete Cognitive Style Inventory Score Inventory
COGNITIVE STYLES Field Dependent Field Independent High point totals to the left or right of center? 2 1 0 1 2 |_______|________|_______|________|
COUNT THE F’s FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS.
FIELD DEPENDENT INDIVIDUALS: Enjoy working with others Are collaborative, have mentor relationships Take in the overall scheme Can have difficulty with individual parts
FIELD DEPENDENT INDIVIDUALS CONTINUED— Work from intuition and gut reactions Like and need concrete experiences Like metaphor, analogy, relationships See things holistically
FIELD INDEPENDENT INDIVIDUALS: Like to work alone, get the job done Are task oriented, formal Perceive analytically, see parts to whole Logical, rational, impersonal orientation
FIELD INDEPENDENT INDIVIDUALS—CONTINUED Like to figure things out for themselves Like theoretical and abstract ideas Learn through books Are good at sequence and details
COGNITIVE STYLES Take and score the inventory again from the point of view of the person with whom you get along LEAST well.
COGNITIVE STYLES Field Dependent Field Independent High point totals to the left or right of center? 2 1 0 1 2 |_______|________|_______|________|
LEARNING STYLES AND PARAPHRASING Paraphrases that summarize or shift the logical level of discourse support and stretch different thinking styles. Field Dependent thinkers appreciate paraphrases, questions and clarifications that separate and organize “thinking in progress.” At other times the shift down in logical levels grounds global thinkers in specific examples and concrete details. Field Independent thinkers learn from the shift up to higher logical levels. This helps them explore a bigger picture and creates a wider context for thinking.
EDUCATIONAL BELIEF SYSTEMS Elliott Eisner and Eleanor Valance Conflicting Conceptions of the Curriculum, 1974 Goals of Education: Rank each statement 1(most important) to 5 (least important) according to your personal priorities and belief systems.
JIGSAW 1. Cognitive Process 2. Self Actualization 3. Technologism 4. Academic Rationalism 5. Social Reconstructism
GROUP TASK Describe a high-performing classroom in the view of that system—its goal, materials, and assignments. Given the belief system, what and how would you assess student learning?
BELIEF SYSTEMS PANEL Role play a dialogue: You have to develop an assessment system for your school district, with each member advocating from the perspective of her/his belief system. Group must engage in a dialogue, rather than having each person report to the group.
BELIEF SYSTEM GROUPS Group by belief systems and read text. As a group describe an ideal classroom. [15 min.] Pair up with someone from a different belief system and share your ideal classroom. [5 min.]
MISSION/VISION/VALUES Imagine you are an advisory committee for a new school. Answer the questions below from different belief systems. What might be in a mission statement to open a new school? What might be team core values or expectations statements for students?
LET’S PROCESS What are the implications for working with others? Given a person with an opposite belief system, would you: a) convert? b) broaden? c) help them articulate and execute their belief system with greater consciousness and craftsmanship?
SCENARIOS What are the implications for working with others? Think about others with whom you work who are giving you problems. Reflecting on your learnings, what might be some of the sources of difficulty in your relationships? What might you do to build a more productive, trusting and thoughtful relationship?
HOMEPLAY AS YOU WORK WITH OTHERS, TRY TO DETERMINE THEIR PREFERRED REPRESENTATIONAL SYSTEM, COGNITIVE STYLE AND BELIEF SYSTEM. RESPOND CONGRUENTLY CONDUCT A CONFERENCE WITH YOUR MENTEE IN WHICH YOU USE THE SKILLS OF A MEDIATOR. OBSERVE THEIR RESPONSE. THINK ABOUT OTHERS WITH WHOM YOU WORK WHO PERCEIVE THE WORLD DIFFERENTLY THAN YOU. REFLECTING ON YOUR LEARNINGS, WHAT MIGHT BE SOME WAYS OF DRAWING IN THEIR EXPERTISE?
IMPLICATIONS AND APPLICATIONS Based on your learning in this workshop, what will you: Stop doing Continue doing Start doing?