Right Livelihood is a key point. If we enjoy and find joy in our work, that is what makes it profitable. I found the points about "experts and specialists' interesting. I am reading Wendell Berry and he makes similar points. I wondered how this fits with teaching? Do we make teachers into specialists in ways that it becomes difficult to build relationships with students, families, colleagues, and the subject matter they teach? In the specialization, do we succumb to instrumental ways of teaching which create problems in learning? I am not sure instrumental and teaching fit that way.
It is interesting to note that the only reference to work is helping others. I found the isolation in teaching worked against helping the other adults in the building and I found it was not always appreciated. Helping the students and their families worked for many years.
94% of human resources people might say they prefer positive feedback, but that does not explain when they escort an employee of site. I find it useful to ask for examples. I once had a School manager suggest I was being unprofessional, but, when I asked for an example, he had none.
Feedback and criticism are necessary for growth. The relationship we have with employees and students is important in providing feedback and criticism. I eliminated giving marks on many activities and used rubrics as a way to guide learning. These were well explained to the students and became useful in student learning.
For the better part of my teaching career, these three existed. As School managers began to tell me what my work was without any sense of knowing what it was, these were eroded. We each need a job with a capital J and we need to stop doing the work of others.
Do you ever question the enforcement of schools “Zero Tolerance Policy” in relation to bullying and school violence? How much of it is enforced? To the hundreds of parents I have personally spoken ...
Ivon Prefontaine's insight:
Teaching is relational process. Learning is based on inputs and outputs. Students learn that they can bully and act violently against others by apologizing. I watched School managers accept apologies repeatedly from the same students with little evidence change occurred. The other part of in-school bullying is some of the worst bullies in schools are adults. A number of school Managers bullied staff saying they knew they had a particular personality issue they were working on, but again it never seemed to change.
Do we need to be stuck under a constant avalanche? I told a School manager several years ago that when something is added to my workload something has to come off the plate. They did not understand what I was talking about and did not get it when things I had previously done were no longer done.
These are interesting articles. The first link took me to a great article about creating lasting happiness. It is not about occasional experiences which end up being false happiness, but being present in each moment. This would seem to be important in classrooms for teachers and students.
I think this is an important article. The key point about a culture where adults bully other adults was and is evident where I taught. Would the School managers I worked for recognize their behaviors and those of others as bullying? No, but it often is.
The Guardian (blog) Should schools do more to protect teachers from cyberbulling? The Guardian (blog) The most common platform for abuse is Facebook, followed by Rate My Teacher and Twitter. A small number of teachers have also received abuse ...
Taking care of teachers is essential if we expect them to work well and in a healthy way with children. This includes dealing with adult-on-adult bullying which sets the tone and represents a model for children.
Want more productive and satisfied employees? A new study suggests that companies should consider mindfulness training for managers. (Former les #managers à la pleine conscience pour des employés plus #heureux ?
It would not be a given, but it certainly provides more possibilities for happiness. I found days I was stressed and less present for students were harder for them and, when I was more present, they were happier.
The short answer is yes. There is karma. Emmanuel Levinas writes about gift giving which does not anticipate any reciprocity. Teaching in its purest sense is gift-giving of that nature. We can never anticipate the rewards.
People who are agreeable are also more likely to make destructive choices, if they think doing so will help them conform to social expectations. That's the finding of psychologists, who suggest that disagreeable, ornery people may be more helpful than we think.
This is interesting. I don't think it means that good people cannot make good decisions. Good means something different than nice. Nice is about not rocking the boat. Sometimes being a good person requires rocking the boat. I know it does not go over well with School managers.
Not only do we hate work, we hate the commute to and from our work. I told colleagues I would teach for 1/2 the price. That was the wrong thing to say to other teachers. Apparently, even limited altruism is not welcome. When we work for money, it is inevitable that we will become unhappy. When we work for the love of what we do, we find ways to overcome the obstacles.
For the first 15 years of my teaching career, I loved to go to work. It actually was not work. For the last 5-7 years, I had to make sure that the bosses I worked for did not deny me the love of what I did. Healthy relationships are at the heart of work. It is rarely about money and perks.
The role of leadership has changed. It is no longer enough to merely plan and direct action, today we must inspire and empower belief.
Strategy in the 21st century has become less directed and more emergent. Even the military relies less on plans and more on commander’s intent. Corporate chieftains are following suit, experimenting with management structures such as holocracy. Yet we need to do more than simply change policies and practices, leadership itself must be redefined.
It is a slow process to change and one of the reasons may be that we still leadership as a top down process i.e. the use of terms like corporate chieftains.
One way to accelerate the process might be in school where children learn that there are other ways to lead. Holocracies might mean that the hierarchy is fluid and constantly shifting. Schools remain very rigid in their hierarchical structures and are managed as opposed to involving the complex interchange of leading-managing.