Wk 4: post #2: free post--the possibility of tears!

As I watched a video that my children showed me on YouTube about the reaction to the USA’s soccer win in last Wednesday’s “do or die” match before Saturday’s game, I was just moved to tears for the second time in two days. Why am I so emotional? I also cried watching “Toy Story 3” last night! What is it about the exciting, patriotic, life-changing moments that do this to me? I am constantly on a roller coaster in this way. When my sone walked out of elementary school for the last time this year, I was moved to tears when I know that the possibilities are nothing but open for him.

Possibilities at this point are such an eye opening way to look at life. This has been the theme of all of my blogs this month. I am truly amazed that this has been so impactful. I realize that the tears are tears of happiness and even uncertainty of the unknown. I hope that I can continue that vision as life goes forward.

wk 3 post--MAC--The way things are

Why have I been so negative for the past two years? Why couldn’t I just have said “Rule #6?” Each school year always brings about “new beginnings.” Yet, somehow, the negative talk seems to wear me out. The downward spiral and conversations for possibility always got the best of me. It almost wishes I had stuck with it. But, I can now see a positive outcome of that situation.

I had to find what I really liked about my “present” situation. I really liked technology. I liked learning and teaching about it too. I also enjoy research and writing. I thought at first that I might go into law school. That was just too many hurdles and too costly. But the EMDT program was the answer and is the answer to “the way things are.” How can I make my present situation something amazing? I incorporated all of the new ideas and technologies into my teaching. I felt like they were cutting edge ideas and that my students would be excited as I was about all of the new, cool stuff out there.

So, maybe they weren’t. But that didn’t stop me from pursuing other avenues of my inner geeky self. I found a pathway out and grabbed it! Now the way things are --are the way things “should be.”

And finally, two passages that really spoke to me from this chapter seven were: 
“...separate our conclusions about events from our description of the event themselves until possibility opens up.” It’s really hard to do this, I realize. I need to work on this.

The other passage was, “...speaking in possibility springs from the appreciation that what we say creates a reality; how we define things sets a framework for life to unfold.” I should be more careful with my words--in particular how I speak with my children.

wk 2 post #1 MAC--Contributing & transformations

The chapter 4 about being a “contribution” was so freeing. This book has somehow changed my attitude about several negative ideas and feelings that I have been experiencing for the past few months. I almost have permission not to feel those things anymore. Here are some changes in thought that I have shifted--like a paradigm shift just recently:

THEN: not doing enough as a mother for my children
NOW: I have contributed by preparing meals in advance for my kids, I have arranged for activities for them, I am starting a new job so that I will be in a better frame of mind for them (all in the past week).

THEN: I am not being a happy, productive worker (teacher)
NOW: I can make a better impression within a smaller (new) workplace and exercise new skills and gifts

THEN: I have had little time for friends and don’t have time to do much of anything because I am so busy
NOW: Even with a new job, time in the evenings and weekends will soon be mine to devote to others again, especially as I finish this degree.

I already feel freer about transforming my train of thought in this process. This book could not have come at a better time in this program. This program has brought so much value to my life and my career that I just want to pass it on. That is the subject of chapter 5--”Being a leader from any chair”--the subject of my next blog post.

"Why is your dog in the picture?" Because I am contributing to his happiness by taking him to Starbucks with me and giving him whipped cream more often!

wk1 response: Chuck Mills/stay in the lines "NOT"

I don’t read much at all. Though I enjoy reading, my life is so busy I find it difficult to find the time. Over the years I have read very few books with the exception of the bible. Many of my friends can’t understand this because their perception of the bible is that it is a book of rules, of do’s and don’ts, of penalties and judgment (hell, fire and brimstone), and weeping and gnashing of teeth (as one professor recently alluded to in a Wimba session). These things are not what stand out to me. I see hope, redemption, forgiveness, compassion, love, and the fact that though I could never “measure up”, I am an “A”.


Life on the other hand can cause me to lose faith when I lose sight of the right perspective. I refer to not only spiritual faith, but faith in others…like faith in my students! When I consider my teaching career, with all its ups and downs, I can clearly see how I have allowed myself to be boxed in and consequently, have drawn boxes for my students to operate within. It reminds me of an auto commercial that came out several years ago of a young driver being instructed to “stay between the lines”. When the “lines” ran into a roadblock (traffic), the driver turned and went off road…and did just fine! I rationalize drawing boxes for the purpose of “safety”, careful to protect my students and me. Most of it is because of a few minor mistakes made when some “liberties” were taken with video projects. Reflecting on the reading and considering my classes, I see that I have become judgmental and am limiting possibilities for my students. Time to step outside some of the lines I have drawn and open my eyes to a world of possibilities for my students.

Sheryl Floyd
Chuck,
I understand what you mean about limiting our students. I feel like I have to squelch projects because they just aren't appropriate. I had to ask students the other day "How is 'What would you do for a Klondike bar?' a story?" In retrospect, it probably would have been fine and humorous. I really didn't give them a chance to show me how it could be worthy for production.

I wonder if I (or teachers in general) have been programmed to stay in the lines? I, for one, am a rule follower. I do what I am told. I follow rules. I just do what I am asked to do. But I realize I limit everything around me by creating and staying within those boundaries.

Thankfully, this EMDT program has taught me alternative ways to stimulate others and modernize my meaning of lines. I have assessed students in whole new ways. But what I need to still work on is maintaining that level of possibility day in and day out. That will probably also take more stamina!

http://web.me.com/cmills5/MAC/Blog/Entries/2010/6/2_%22Stay_Between_the_Lines%22...NOT!.html#

wk1 response 1: wk1 reading; thoughts on chpt. 2

Thursday, June 3, 2010

Wk 1 Reading--Thoughts on Chapter 2

This chapter leads to another thing that I do. I read a lot and have a fairly big vocabulary, but sometimes I just cannot come up with the perfect word--so I make one up. I grew up watching my relatives do this so it was really nothing new. However, after a while, I forget if words are real or ones that I have made up. At the same time, though, as long as everyone understands what you mean, does that really matter?


As I read through this chapter, it seems to me that this world of possibility is where most young children live. When they are excited to come to school and have a great time there, they seem to be living in this world of possibility. As we write our birthday books, they see nothing wrong with “giving” each other very large gifts and sometimes ones that seem odd to an outside observer. For instance, this little girl is giving a friend a house, a cat, and a person for his birthday. Most five year olds couldn’t afford to give a house and none that I know could give a person, but this did not dampen the enthusiasm in the least. The gift was accepted in the spirit in which it was given--freely.



However, as they move into the world of measurement, they often become less and less eager to come to school. It is as if they don’t find joy in it anymore. When something really cool happens, though, like an experiment succeeding or “the lightbulb going off”, you can glimpse that joy from the world of possibility just for a moment again. Maybe that is the reason that a child comes to school at age 4 or 5 almost too excited to learn and within just a few short years seems bored and disinterested.

Sheryl Floyd
Tia,
I see the results of that measurement world everyday at the high school level. I wonder where that joy of learning goes. Why isn't school cool everyday? I incorporated new technology and lessons this year. I did not give one scan tron or question/answer type of test. I did alternative assessments. I gave choices on how projects could be produced and turned in. Did it matter to the students (9th-12th grade)? No.

So, how do THEY find that realm of possibility? Their fires apparently burned out sometime in middle school. By 9th grade, they are jaded, guarded and cynical. Appreciation and openness to possibility is nowhere to be found. I hope future chapters help us help others to find possibility.
http://web.me.com/auntsissy00/MediaAssetCreationBlog/Week1/Entries/2010/6/3_Wk_1_Reading-Thoughts_on_Chapter_2.html#