And, community should not be understood as teams where someone at the top decides the agenda and what is to be achieved. Community also suggests that there are multiple communities which influence members and each other.
Sometimes, the young and ambitious ones become frustrated as they see the world and face the reality. But don’t you get demotivated yet! I have three words to change your life: create, big, and defy. Have you got three minutes?
Gallup has found that one of the most important decisions companies make is simply whom they name manager. Yet our analysis suggests that they usually get it wrong. In fact, Gallup finds that companies fail to choose the candidate with the right talent for the job 82% of the time.
Bad managers cost businesses billions of dollars each year, and having too many of them can bring down a company. The only defense against this massive problem is a good offense, because when companies get these decisions wrong, nothing fixes it. Businesses that get it right, however, and hire managers based on talent will thrive and gain a significant competitive advantage.
Chris Argyris identified many things overlooked in corporate culture, big and small. In education, there is too much management. Many of the building managers would benefit from spending time in classrooms teaching and figuring out what brought them into education.
'Inspiration and ideas often arise seemingly out of nowhere and then fail to show up when we most need them, and creative thinking requires complex cognition yet is completely distinct from the thinking process.'
Innovation and creativity are complex processes. There may be more than 18 things, but this is a good start. It would be interesting to consider some of the practices as they apply to education. Do we allow daydreaming and solitude?
The article called "If not for those Darn Kids" is interesting. I would take it one step further and suggest that many teachers are not that keen about teaching. It could be that a lack of meaning has bred cynicism in many.
Karthik Subburam, a five-year veteran in his first year teaching in the "inquiry-driven, project-based, technology-infused" style of Philadelphia's nationally acclaimed Science Leadership Academy, runs his fingers through his hair.
As a follow-up to my earlier post about the brain and gut decisions, I want to share my conversation with Erica Ariel Fox for my Leadership: A Master Class about how intuition can factor into good decision-making. Erica Ariel Fox is a lecturer on Law at Harvard Law School, and part of the internationally acclaimed Program on Negotiation at Harvard Law School.
“Let’s look at Malcolm Gladwell’s concept of thin-slicing. My interpretation: you are in fact cognitively perceiving data, it’s just that you’re doing it so quickly. With pattern recognition from past experience, what you experience as intuitive is actually just unbelievably quick cognitive processing.
There are also arguments that when the emotional part of the brain is damaged, people can’t make decisions: you need the right and left hand side of the brain, the cognitive and the emotional. I think that is right for certain kinds of decisions, such as when you’re gathering information and trying to make meaning or make sense out of information.
But these approaches to decision-making don’t address what might be called direct knowing: I know this, but I don’t know how I know it. I didn’t read it in a book. Nobody told it to me. I didn’t have an Excel spreadsheet that laid it out for me. Nonetheless, I know it.
I think we have a set of skills that coaches and leaders who work with teams might call “reading the room.” Others call it attunement or discernment. It’s not data processing and thin-slicing, and it’s also not having an emotional evaluation of decisions. It’s a sensing. When I work with a team in crisis, tuning in to the group’s feelings and emotions really helps me ask the right questions about what’s happening.
People will be shocked when they think back over the course of their lives, ‘when I made that decision, I actually knew it was wrong, but I didn’t trust the part of me that was telling me not to do it.’ Or they say, ‘It was the craziest thing. I made this decision. Everyone in my life thought I was insane, but I just knew it was right, and it turned out it was the best decision I ever made.’”
How does this concept resonate with you? How would you explain intuition in relation to decision-making?
The core of the argument is sound and draws on seminal thinking about student assessment. The addition that might be made is that thinking was based on considerably more teacher autonomy and local community involvement in their schools. I think the two go hand-in-hand. We need teachers to be teaching students and that includes effective assessment which can be communicated to students and their parents.
Here’s another way of looking at the role of education. The author is thinking of schools but I have something broader in mind. More about that below. First, here are the opening paragraphs of “Unp...
Ivon Prefontaine's insight:
Education is about the big topics and not narrow learning. This post refers to Neil Postman's work which suggests schools are a cultural thermostat. It would be nice to get back to that kind of thinking. Educators can become subversive by asking the big questions with no easy answers. These questions keep us coming back for more. Isn't that what education could be?
In this part of the Peeragogy Handbook, we “peeragogues” have summarised the most important and applicable research and insights from two years of inquiry and discussion. Although there’s been no shortage of experimentation and formal research into collaborative, connective, and shared learning systems in the past, there is a new rumbling among education thinkers that suggests that when combined with new platforms and technologies, peer-learning strategies as described here could have a huge impact on the way educational institutions evolve in the future. We’ve also seen for ourselves how peer-learning techniques can help anyone who’s interested to become a more effective informal educator.
Teaching is not producing. It is an act of praxis which involves forming. We do not produce students as finished products. They and teachers are always forming. This is much closer to Dewey and Vygotsky than it is to Plato and other Greek philosophers.
A system of teacher development linked to the needs of hiring entities that awarded licenses based on demonstrated competence would provide personalized development pathways for teachers and ensure well-trained teachers for schools.
I find it interesting that we want to prepare good citizens. Preparing good people with strong character leads to good citizens. I will take the latter over the former, because I will get the former. Plato had a theory of educating for good citizens. It was very narrow. Is that what we want?
It’s the semifinal round of the county debate tournament. The prize: a ticket to the county debate championship and a trip to Washington DC for nationals. Our varsity debate team went 4-0 in the preliminaries and smoked the competition in the...
An article I recently read pointed out that leaders entrain themselves and see what they expect to see. An effective way to overcome this can be writing reflective journals and asking direct questions about process. We are often surprised by the little things we overlook and how important they are.
Here is something radical that takes beyond the criticism of accountability and tests. What if we provided classroom teachers with more voice in the curriculum being delivered in their classrooms with live students?
This article points out that nothing has changed as much as things change. The author draws on Piaget's work, but many of the deep educational thinkers would agree with the conclusions. We need to teach rather than expect just letting kids explore on their own will work.
Two words that get used a lot these days are micromanagement and harassment. The two concepts come from different sources, but they converge in the extreme case. This article dissects the two conce...
Ivon Prefontaine's insight:
Managers often justify their micromanagement as staff who are unable to do the work. They use code like "this is better than the alternatives" suggesting dire circumstances which bring us in line. It does for some, but, for others, it just makes the more resentful. Either way, it is a loss.
I worked in school jurisdiction that talked about win-win, whatever that is, but rarely did I see staff winning. It is all a one-sided position.