Tuesday, April 20, 2010
Changes I'm Seeing... For Better? or Worse?
Noticeable:
Distractions are significantly increased simply by the uncovered window. Even I find myself looking up at the motion and peripheral vision of someone walking by the window.
The sheer amount of fluorescent light in the room is overwhelming. Not that I'm a fan of darkness, but the brightness creates a totally different feel to the room.
The number of times my students ask, "Why?" and say, "THIS is NOT our room." is staggeringly high.
The quote cutting straight to the heart of me: "It felt like home and then [when everything was gone] you felt empty."
Distractions are significantly increased simply by the uncovered window. Even I find myself looking up at the motion and peripheral vision of someone walking by the window.
The sheer amount of fluorescent light in the room is overwhelming. Not that I'm a fan of darkness, but the brightness creates a totally different feel to the room.
The number of times my students ask, "Why?" and say, "THIS is NOT our room." is staggeringly high.
The quote cutting straight to the heart of me: "It felt like home and then [when everything was gone] you felt empty."
Friday, March 12, 2010
Peaceful Warrior: Here and Now
Quote:Take out the trash. The trash is anything that's keeping you from what matters - here, now. And when you truly are in the here and now you'll be truly amazed at what you can do and how well you can do it.
Today's task:
In your period 7/8 class, or sometime over the weekend, be truly present in the here and now.
- What was the experience like?
- What was different than how things normally are?
- Was it difficult to keep "the trash" out of your mind?
- Do you think it takes practice to be able to do this?
- Is there anything else you'd like to share? Did you make any other observations?
Reminders:
When you leave your comment, be sure to write using complete sentences and correct punctuation. Be honest with your responses and share your experience based on the questions above. I hope you will ask some questions of your own, or talk about other observations you've made.
For any visitors who are joining us on our journey, please refer to Dan Millman's Peaceful Warrior to understand the above quote. Your questions and comments are welcome, but if you comment on the quote, please be sure to have read and contemplated the relative reading before doing so. Thank you.
I'm looking forward to reading your comments!
Sincerely,
Mrs. Murphy
Tuesday, March 9, 2010
There is no stopping and starting... only DOing.
Another quote from Millman's "Peaceful Warrior".
Still on a high from the CUE conference and ready to push my students even farther, I walked into my classroom this morning energized and full of excitement.
As I began setting out materials for the day I noticed little pieces of crayons in odd places. Looking more closely, I saw them nearly everywhere around the room. Confused and a little dismayed, I gathered them up and took them to the supply shelf and to my great disappointment I realized that there were no "whole" crayons. Every single crayon that I had brought to the room was broken.
I put the crayon bits away and continued to set things up for the morning. When I got to the side of the room by the front door I stopped. A beautiful green pot that holds one of our ponytail palms was in pieces. Pebbles from the bottom of the planter were piled onto one of the cracked pieces. Disappointment turned to anger. Anger at the lack of respect for the environment that we have created in the room. Anger at myself for spending money on things to make the room beautiful that will never be recovered, nor will the pottery be replaced by anyone other than me. Anger at myself for not listening to all the other teachers who chastised me for bringing things into the room and trusting the kids to take care of them.
Why? I keep asking myself. What makes students, who are respectful and thoughtful and kind while I'm present, have a complete disregard for the very items that they thank me for on any other day? What makes them misbehave and break things when I'm gone? Why? What's the point of it?
Yes, I understand they're children. Yes, I understand they're middle school children.
What I don't understand is - I greet them at the door with a smile; I speak respectfully to them; I do not ridicule or speak with sarcasm in a demeaning way; I always use "please" and "thank you"; and yet, what I am given is rudeness, disrespect, meanness, defiance, disregard, profanity and this... Certainly this does not apply to ALL of my students - but just a handful of students with these behaviors and demeanor can drain the goodness and energy from the rest so very quickly.
Students were on a field trip today. I remained behind with those who were not invited to attend due to their behavior choices, as well as students who simply did not turn in a permission slip.
"Am I going to get my money back?" a student asks as I walk past him to my desk.
"Well," I begin, "when you pay for something, but then choose behaviors that prevent you from attending, it doesn't warrant the return of your money. For example, if I purchase concert tickets and then get a traffic ticket and have to go to court on the day of the concert, TicketMaster is not going to refund my money. Do you understand?"
"Then, I'll just smash in the windows on their car," the student laughs.
Truly, I don't understand this train of thought. I know it's a result of his own experiences and the world that is uniquely his. I am saddened that he has had no other examples of personal responsibility and accountability.
So, I breathe deeply and try to "take out the trash" in my own mind. Be present in the here and now and tell myself, "I can be a model of respect now, here, in this moment."
Still on a high from the CUE conference and ready to push my students even farther, I walked into my classroom this morning energized and full of excitement.
As I began setting out materials for the day I noticed little pieces of crayons in odd places. Looking more closely, I saw them nearly everywhere around the room. Confused and a little dismayed, I gathered them up and took them to the supply shelf and to my great disappointment I realized that there were no "whole" crayons. Every single crayon that I had brought to the room was broken.
I put the crayon bits away and continued to set things up for the morning. When I got to the side of the room by the front door I stopped. A beautiful green pot that holds one of our ponytail palms was in pieces. Pebbles from the bottom of the planter were piled onto one of the cracked pieces. Disappointment turned to anger. Anger at the lack of respect for the environment that we have created in the room. Anger at myself for spending money on things to make the room beautiful that will never be recovered, nor will the pottery be replaced by anyone other than me. Anger at myself for not listening to all the other teachers who chastised me for bringing things into the room and trusting the kids to take care of them.
Why? I keep asking myself. What makes students, who are respectful and thoughtful and kind while I'm present, have a complete disregard for the very items that they thank me for on any other day? What makes them misbehave and break things when I'm gone? Why? What's the point of it?
Yes, I understand they're children. Yes, I understand they're middle school children.
What I don't understand is - I greet them at the door with a smile; I speak respectfully to them; I do not ridicule or speak with sarcasm in a demeaning way; I always use "please" and "thank you"; and yet, what I am given is rudeness, disrespect, meanness, defiance, disregard, profanity and this... Certainly this does not apply to ALL of my students - but just a handful of students with these behaviors and demeanor can drain the goodness and energy from the rest so very quickly.
Students were on a field trip today. I remained behind with those who were not invited to attend due to their behavior choices, as well as students who simply did not turn in a permission slip.
"Am I going to get my money back?" a student asks as I walk past him to my desk.
"Well," I begin, "when you pay for something, but then choose behaviors that prevent you from attending, it doesn't warrant the return of your money. For example, if I purchase concert tickets and then get a traffic ticket and have to go to court on the day of the concert, TicketMaster is not going to refund my money. Do you understand?"
"Then, I'll just smash in the windows on their car," the student laughs.
Truly, I don't understand this train of thought. I know it's a result of his own experiences and the world that is uniquely his. I am saddened that he has had no other examples of personal responsibility and accountability.
So, I breathe deeply and try to "take out the trash" in my own mind. Be present in the here and now and tell myself, "I can be a model of respect now, here, in this moment."
Monday, March 8, 2010
Take Out the Trash
Watching Dan Millman's "Peaceful Warrior" and hearing, "take out the trash..."
"There's NEVER nothing going on. Take out the trash that's keeping you from being in the here and now."
I wonder what "trash" my students bring into the room each day. I wonder what trash I bring into the room. What am I allowing to cloud my moments? How do I explain this concept to the kids? Should I explain it? Would it make a difference?
"When you really are present in the HERE and NOW you'll be AMAZED at what you can do."
What are your thoughts?
"There's NEVER nothing going on. Take out the trash that's keeping you from being in the here and now."
I wonder what "trash" my students bring into the room each day. I wonder what trash I bring into the room. What am I allowing to cloud my moments? How do I explain this concept to the kids? Should I explain it? Would it make a difference?
"When you really are present in the HERE and NOW you'll be AMAZED at what you can do."
What are your thoughts?
Saturday, March 6, 2010
Lunch @ Cafe FableVision!
Lunch was yummy, dessert was delicious, and my "name tag" is glowing. ;) I'm eager to begin painting!
We were asked to paint "a tea cup"! Here's my work in progress... ;) It's a Green Tea cup. (notice the green "t") It's signed and framed now!
Thank you, Peter (and Team!) for a wonderful and inspirational afternoon! I already treasure the experience!
Thornburg Center Validation
Enthralled, as I listen to Jim talk about how pervasive robotics and engineering are in our lives - in ways we don't even notice, I realize how connected my vision is to STEM.
No, I'm not a scientist. I don't invent new technologies. I'm not an engineer. I'm not a mathematician. And yet, I - and my students, my children, my parents, neighbors, you - are all consumers of these in nearly every moment of the day - and the night. We carry robotics within our cell phones and utilize them in our cars. The dryer, the fridge, my TiVo, this blog, the heart monitor watch Dad wears, and... it's all robotics and engineering and computers and machines.
As I think about what Jim is sharing, I watch my own thoughts of redesigning education connect to the concept of TRANSdisciplinary education!
NEWSFLASH: Jim shares a picture of two middle school girls being TAUGHT by two high school girls who are HIRED to TEACH as MENTORS.
Lack of transference of wisdom and knowledge is a major crisis as we watch baby boomers retire without a surplus of incoming workers. Sounds to me like we're missing the apprentice or mentor relationships in our general work force population.
Thoughts as Jim talks:
Rigor = old knowledge. If we really want to increase rigor in our schools, perhaps we ought to be seriously considering the mentor relationship. Hmmm.
Relevancy = application between the past, present and the future.
Relationships = systems.
Ahupua'a = Integrated holistic systems. (Hawaiian culture of sustainability refers to systems as "Mother". You have to build sustainable systems to build culture and connections.)
Ho'ohanalima = learning by doing. Hmmm. Action research based on a self-directed, mandated mission for social connection and sustainability of community.
TEAMS: Technology Engineering Arts Math Science
I AM on the right path.
No, I'm not a scientist. I don't invent new technologies. I'm not an engineer. I'm not a mathematician. And yet, I - and my students, my children, my parents, neighbors, you - are all consumers of these in nearly every moment of the day - and the night. We carry robotics within our cell phones and utilize them in our cars. The dryer, the fridge, my TiVo, this blog, the heart monitor watch Dad wears, and... it's all robotics and engineering and computers and machines.
As I think about what Jim is sharing, I watch my own thoughts of redesigning education connect to the concept of TRANSdisciplinary education!
NEWSFLASH: Jim shares a picture of two middle school girls being TAUGHT by two high school girls who are HIRED to TEACH as MENTORS.
Lack of transference of wisdom and knowledge is a major crisis as we watch baby boomers retire without a surplus of incoming workers. Sounds to me like we're missing the apprentice or mentor relationships in our general work force population.
Thoughts as Jim talks:
Rigor = old knowledge. If we really want to increase rigor in our schools, perhaps we ought to be seriously considering the mentor relationship. Hmmm.
Relevancy = application between the past, present and the future.
Relationships = systems.
Ahupua'a = Integrated holistic systems. (Hawaiian culture of sustainability refers to systems as "Mother". You have to build sustainable systems to build culture and connections.)
Ho'ohanalima = learning by doing. Hmmm. Action research based on a self-directed, mandated mission for social connection and sustainability of community.
TEAMS: Technology Engineering Arts Math Science
I AM on the right path.
Thursday, March 4, 2010
Distance Education or Collaboration or both?
Popped in on the ADEC session to see my Distance Education/Collaboration mentor, Kitty Salinas. Immediately, I see Cynthia Chandler, Jeannie Toshima, John Ittelson, and several others on my close-to-heart list!
I want to jump in on the conversation... Steve Hargadon introduced an idea during his presentation that fits beautifully into this conversation, as well as themes and ideas from my North Star-ish Learning Program!
Fred Saba... need to meet him!
I want to jump in on the conversation... Steve Hargadon introduced an idea during his presentation that fits beautifully into this conversation, as well as themes and ideas from my North Star-ish Learning Program!
Fred Saba... need to meet him!
Coincidence or Confirmation of Mandated Mission?
Two weeks ago I gave up.
I gave up worrying about how I make my dream work. I gave up worrying about the money, the time, and finding the resources and people necessary to make it happen.
I embraced the crazy idea that if my dream was truly of value everything I needed - training, people, money to take classes
The kids fell asleep late that night, two Friday's ago, and at 9:30pm I started putting my thoughts, concerns, musings, and dreams in a note on my Facebook page. The idea was not to edit, not to formally publish - just to write a note to myself and anyone else who might take the time to read it, errors and all. I included my overall goals, ideas for what I want to model for my students, a brief overview of the process by which these might happen, my purpose for changing the way education works, and drafted a list of people that I felt would be excellent mentors for me and my students on our journey.
I posted the note at 5:30 on Saturday morning. Emotionally high, I saw a few friends online and asked if they'd take some time and read my note.
The response I got was personally validating. I didn't expect to hear that I had written anything profound or earth-shattering. But the comments and email that I received made my heart sing. I'm on to something. I get it.
Since then, I've been invited to attend The Heritage Institute's Earth, Justice and Spirit program and have connected with several of the people I listed as potential mentors. who are now confirmed. Some even have nicknames for themselves based on my vision of work and how their own expertise relates.
Today, I sat at the corner of the Bloggers'Cafe and notice that two feet away from me is a very familiar looking man. A lady begins talking to him and refers to him as Steve. Ah! Steve Hargadon! Unabashedly I introduced myself and tell him that I'm waiting for him to agree to be one of my mentors! We talk and share ideas and I know there's a connection. We'll talk more.
Two minutes later, Robert Craven walks past and again, without reservation I introduce myself, explain why I'm so brazen and share my ideas with him, too. He asks me to send the note to him and hands me his card.
I'm tingling and I know my "spirit is shimmering" - to quote my North Star Mentor, Peter H. Reynolds.
As I wrap up this post - just after Steve's brilliant sharing about social network and the future of education according to Students 2.0, I know I am fulfilling my personal mandated mission. Not because I'm forcing anything - but because I listened to myself, to my dreams.
And I gave it up to those who would help me make it happen.
Blessings abundant.
I gave up worrying about how I make my dream work. I gave up worrying about the money, the time, and finding the resources and people necessary to make it happen.
I embraced the crazy idea that if my dream was truly of value everything I needed - training, people, money to take classes
The kids fell asleep late that night, two Friday's ago, and at 9:30pm I started putting my thoughts, concerns, musings, and dreams in a note on my Facebook page. The idea was not to edit, not to formally publish - just to write a note to myself and anyone else who might take the time to read it, errors and all. I included my overall goals, ideas for what I want to model for my students, a brief overview of the process by which these might happen, my purpose for changing the way education works, and drafted a list of people that I felt would be excellent mentors for me and my students on our journey.
I posted the note at 5:30 on Saturday morning. Emotionally high, I saw a few friends online and asked if they'd take some time and read my note.
The response I got was personally validating. I didn't expect to hear that I had written anything profound or earth-shattering. But the comments and email that I received made my heart sing. I'm on to something. I get it.
Since then, I've been invited to attend The Heritage Institute's Earth, Justice and Spirit program and have connected with several of the people I listed as potential mentors. who are now confirmed. Some even have nicknames for themselves based on my vision of work and how their own expertise relates.
Today, I sat at the corner of the Bloggers'Cafe and notice that two feet away from me is a very familiar looking man. A lady begins talking to him and refers to him as Steve. Ah! Steve Hargadon! Unabashedly I introduced myself and tell him that I'm waiting for him to agree to be one of my mentors! We talk and share ideas and I know there's a connection. We'll talk more.
Two minutes later, Robert Craven walks past and again, without reservation I introduce myself, explain why I'm so brazen and share my ideas with him, too. He asks me to send the note to him and hands me his card.
I'm tingling and I know my "spirit is shimmering" - to quote my North Star Mentor, Peter H. Reynolds.
As I wrap up this post - just after Steve's brilliant sharing about social network and the future of education according to Students 2.0, I know I am fulfilling my personal mandated mission. Not because I'm forcing anything - but because I listened to myself, to my dreams.
And I gave it up to those who would help me make it happen.
Blessings abundant.
Tuesday, March 2, 2010
Hmmm... In COLOR!
Well, guess what kiddos... it's time for you to do the same! Remember, this next trimester it's up to YOU to follow your North Star and be TRUE to yourself!
This doodle lives at: http://www.twitpic.com/167cj4
Sunday, February 28, 2010
The Process (in a Nutshell)
Our North Star-ish Learning Program is based on having a set of "rules" with which to begin. Students assess their mastery of the 7th grade Language Arts standards and create lists of "know it" and "need to learn" concepts. The next step is to spend time in a reflection process to understand their own learning styles and areas of passion and persistence (what topics do they enjoy, want to know more about, never give up on). Using their "practice" list, learning styles profile, and passion and persistence topics, students outline a "course of study" for the trimester, much like a syllabus for a higher-education course. The final piece to our program is to find and secure mentors to support the student's individual course syllabus and/or action plan for the year and specific trimester. Students should have more than one mentor - one for guidance throughout the year and subject or task specific depending on the task, project, plan or interest.
As the teacher, I see my responsibilities as: modeling this style of learning by engaging in the same process along with the students with my own studies thereby demonstrating the practice life-long learning; providing necessary tools for the self-assessment and planning stages; guiding students through the process of assessing and planning; providing possibilities for project ideas; providing several models of syllabi to assist in the creation of personal action plans; modeling and facilitating seeking out mentors and the process of building relationships with mentors and most importantly, providing inspiration and encouragement and guidance along the journey!
It is also my responsibility to provide Language Arts and Reading content resources and guidance for the students. I am making a shift in the materials used in class toward non-fiction (to promote self-discovery and goal-setting) and contemporary teen fiction (to provide engaging literature for grammar and mechanics study). Please check our book shelf at Shelfari to see our LIterature choices.
I see this Learning Program as a combination of self-directed learning, student interest projects, project based learning, guided instruction, action plan research, mentoring, application of interest to real world training, technology infused learning, knowledge construction, social networking training and use, collaboration, language arts, reading, development of communication skills, student exploration and highly engaging learning.
As the teacher, I see my responsibilities as: modeling this style of learning by engaging in the same process along with the students with my own studies thereby demonstrating the practice life-long learning; providing necessary tools for the self-assessment and planning stages; guiding students through the process of assessing and planning; providing possibilities for project ideas; providing several models of syllabi to assist in the creation of personal action plans; modeling and facilitating seeking out mentors and the process of building relationships with mentors and most importantly, providing inspiration and encouragement and guidance along the journey!
It is also my responsibility to provide Language Arts and Reading content resources and guidance for the students. I am making a shift in the materials used in class toward non-fiction (to promote self-discovery and goal-setting) and contemporary teen fiction (to provide engaging literature for grammar and mechanics study). Please check our book shelf at Shelfari to see our LIterature choices.
I see this Learning Program as a combination of self-directed learning, student interest projects, project based learning, guided instruction, action plan research, mentoring, application of interest to real world training, technology infused learning, knowledge construction, social networking training and use, collaboration, language arts, reading, development of communication skills, student exploration and highly engaging learning.
Saturday, February 27, 2010
FableVision
FableVision
The kids are really enjoying getting to know our new Bamboo Pen tablet. Thank you, FableVision, for inspiring us to be creative-ISH!
Thursday, February 25, 2010
Learning to Learn All Over Again
SlideShare Presentation by Chris Walsh of Infinite Thinking Machine describes the same mindset we have!
Learning to Learn All Over Again
View more presentations from fitzwalsh.
Wednesday, February 24, 2010
Watercolor-ish
Today, we concluded our watercolor sessions with -ish, The Dot, and The North Star. I LOVED that students wanted to send their creations to friends!
With -ish, we spent time learning about how things don't have to be perfect and that we shouldn't give up the things that bring us the most joy because our version doesn't fit someone else's criteria. With The Dot, we pondered the art of trying - just making your mark no matter what or how you do it. The point is to make it and own it and be proud of it and celebrate it!
The North Star, brought larger concepts together that at first, the students struggled with. It 's difficult for them to break out of their trained habits (give me the information and I'll do something with it and then give it back to you on a test or some other form of assessment, no matter how cleverly disguised - ie. "Book in a Bag" project) The idea that someone is telling them to break free of that form of education and to stop for a moment and consider the possibility of identifying where they really want to be, what they really want to do, what they want to explore is nothing short of ridiculous. And how often has a teacher really challenged them to be in charge of their own learning path? Stay tuned... the kids on this path are being challenged!
Tuesday, February 23, 2010
Mentoring of the Most Important Caliber
Since posting a draft of my vision for the change I will be in education, I have been amazed at how quickly everything seems to be falling into place. And that's saying a lot considering I tend to see things at a pretty fast pace on a regular basis.
As I begin to engage in discourse with the people I have known for years and held in high regard, and with people I have only dreamt of working with, I realize that I must now define an initial understanding of how I view the mentor relationship as a facilitator of my mission. In addition, as my students and I continue our discussion of how quickly our classroom is changing, I must also draft an outline or flow chart of what the organization of our team (formerly known as "class") and role responsibilities will be.
I'll work on the mentoring part tonight. The students and I will draft the organization and responsibilities tomorrow.
Thank you for your encouragement and support!
We are Tempest and We are Engaging in the Changes We Wish to See...
- Mrs. Murphy
I Must Be the Change I Wish to See...
I got kicked out of preschool. Literally. The teacher asked my mom to not bring me back. There should have been some sort of disclaimer at that point, but no. Life couldn't possibly be that easy for me.
Fast forward through my life: various self-employments in tutoring, consulting, educational-type work; curriculum design and professional development; product development and general brainstorming (but with not actually manufacturing anything); general frustration with jobs; always feeling insulted at mandatory inservices; piano playing (more so by feeling and improvisation rather than by learned piece); feeling driven to do something but not being able to figure out what; being good at so many things and even great at some but not knowing how everything should come together; wondering what was wrong with me that so many other people could figure out how move ahead and forward and up and over and anywhere with less than I had to offer and I couldn't seem to get to where I thought I wanted to be; marriage, a daughter, a masters degree, a new house, a son, opening a new school, another daughter...
Throughout my life and career as a teacher I've been drawn to the gifted kids, but had the most success with the at-risk kids - because I knew how to connect with them and I wasn't afraid to try new and different things. After taking a leave for my last daughter, I returned to work but was placed at one of the "lowest" schools in town. I was angry because my pride and joy - the school I was a part of building from the ground up - whas no longer to be mine. Out of necessity, I created a sanctuary in my new unwanted place and from day one, just did things differently.
No teacher posters, no fluorescent lighting - paper lanterns only, living plants, shoes come off at the door as I shake hands, smile and say good morning, no testing other than the mandated district and state assessments, project and service oriented areas of study and focusing on the worth and value of global citizenship, ethics, and mutual respect became the foundation and fortitude of my teaching.
I was (am) required to repeat my GATE certification courses because though I had completed them years ago, I transitioned to middle school before completing the two-year instruction fulfillment. At each inservice - where I should be receiving high quality strategies for the advancement of our gifted students - I receive information on how to watch for and identify possible "twice" gifted students and support the needs of our second language students. Further, I am told that the subsequent "trainings" will be focused on technology use with our gifted students. So though I have a Masters degree in Educational Technology and am a consultant for Computer Using Educators, Inc., and have been a full-time Technology Instructor and designed the technology program at the newest middle school in our district, I am required to attend an introductory course on Keynote; on Garageband; on iTunes and on iWeb.
This past fall, as a tinkering project, I learned how to use Google sites by making my school's GATE site ( https://sites.google.com:443/a/eusd.org/del-dios-gate/ ) one night. In doing so, I happened upon a new (to me) tool to use with my students. I became so enthusiastic about the results I was having - but not only with my gifted kids, with my structured English learners as well, that I eagerly signed up for the winter ASDEG conference. Are there really any coincidences? ;)
I attended and listened to Joyce van Tassel deliver a brilliant keynote and I was deeply moved to introduce myself to her and convince her that I should study with her and be mentored by her and pursue my earlier desire to earn a doctorate (though I had no idea on which subject the doctorate would be focused). I did this and she smiled and told me to send an email.
I visited the bookstore on my way home hungry for anything I could find on giftedness - but something different from the shelves of books, magazines, articles and guides with which I had already filled numerous shelves. What I found, entirely by accident, was a simple book titled, The Gifted Adult. I bought it, went home, started reading and by the end of page five I couldn't see anymore because of the constant stream of flowing tears.
I felt as if I was reading a book that had been written about ME. Whoever this woman was, she must have been documenting my every move, thought, question, frustration, dream, idea, relationship, desire, longing, sorrow, heated argument... I couldn't understand how someone could know me so well - things I didn't even understand about myself were literally spelled out in black and white. I ran to my husband and asked him (a 19-year recovering alcoholic) what it was like when he read The Big Book for the first time. He just looked at me and very carefully said that it was like someone had written a manual, just for him. I nodded and held out MY manual.
That was the first step. From that day, I don't think I can explain the sense of magic that has surrounded me. I couldn't in my dreams (and I have some pretty big ones) have put these pieces together and yet here they all are - wandering randomly all these years and suddenly, right before my very eyes, out of the chaotic meandering - symphonic synchronicity, fluid clarity and lucid understanding of what I need to do - for myself and for anyone who will listen to or read my future discoveries. If there ever was a calm in my life, it was never a still calm. And now that I have wakened, I will not rest until I am satiated, if that be possible. For I am, indeed, Tempest, and with wide eyes and wonder at the possibilities, I have stepped the first step and begun the journey.
- after learning so much about myself from The Gifted Adult, by Dr. Jacobsen, I cannot help but wonder, "How would my choice have been different if someone, namely a teacher, had taught me the concepts she presents? How would my focus be different? How would my life be different?" And so one component of my "outcome" includes an instructional piece for adolescents. We have plenty of strategies for what WE (parents, educators, leaders, counselors, etc.) can do FOR gifted kids - but I have yet to see anything that informs a gifted youth on not only what s/he can expect as s/he grows, but how does s/he fit in to those expectations? What is it going to feel like? What are some answers to the questions they might already be asking with regard to knowing that they're different but not having the opportunity to really discuss what those differences are and how they affect every single aspect of our lives?
- I want to expand my natural insistence of mutual respect and moral conscientiousness in the classroom to a global level by rethinking the purpose of education and guide students in the process of discovering their self-worth, potential for greatness and in discovering their own inherent wisdom and personal mission.
- I want to incorporate the effects of the physical environment and composition of the "classroom" on creating the culture of the learning community within the room. I have nearly two years worth of anecdotal evidence and research on this and I believe it to be powerful. I want the opportunity to document and incorporate this somehow.
- I want to put into practice what I've gathered as best practices for gifted students, (strategies for me as a teacher which benefit the student recipient) document the process and continue to move the revolution and evolution of learning and teaching and mentoring and guiding and facilitating and ultimately, "school", forward. I want not to simply push the boundaries - I want to flood the gates, empower those who would be "done to" with the skills to access all they need and lead them to victorious battle
- I want to celebrate and harness the power of "pocket technology" that our students simply acknowledge as a phone or an ipod or a camera and not only utilize the ubiquitous tools, but insist that ethics and etiquette are learned and practiced in anticipation of broadening their 21st century skills and contributions to our global society
By revolutionizing my OWN study, which in actuality is more truly a regression than it is a new idea. I want to find someone who is an expert in as many of the ideas I've started with above and request a three-year "guiding or umbrella" mentorship and formal ties to that person's "institution" which would bestow the degree and title of Ph.D. In the very truest sense of apprenticeship and learning, it is my desire to (with guidance from my "main mentor") create an Action Research Plan that connects me with top experts (globally) in my areas of passion for support and assistance with interpreting my findings, guiding me in areas of research and challenging me to further and deeper exploration. That, combined with attendance, participation and presenting at symposiums, conferences, workshops institutes and lectures will enable me to not only have a global higher education but one garnered from the individual topic experts and provide me with the opportunity to create a unique expertise of my own. As such, I can contribute to this strong social network as an expert professional practitioner. At the end of the period of research, I will orchestrate a public exhibition of my findings at all of my mentors will view and interact with the documentation, evidence, and construction of knowledge manifested in various forms appropriate to the content as well as have the opportunity to interview and engage in dialogue with the subjects of my study. I intend to podcast, blog, record video, and document in various modes all of which I am "natively" comfortable.
Here's a growing list of potential MENTORS, not in any order, of people I know and don't know and all of whom are significantly MEANINGFUL to me and have expertise in areas I want to know MORE about! Hmmm... interesting observation - all the caps words say: more meaningful mentors. Kinda profound.
Dr. Linda Polin, Pepperdine University GSEP
Dr. Howard Gardner, Harvard University Mind/Brain/Behavior Initiative
Dr. Sandra Kaplan, USC Rossier School of Education
Dr. David A. Sousa
Dr. Peggy Kelly
Dr. Kathy Hayden
Dr. Otto Benavides, CSU Fresno
Kitty Salinas, ADEC
Dr. Bernie Dodge, Bernie Dodge
Peter H. Reynolds FableVision
Dr. Mary-Elaine Jacobsen
Dr. Joyce van Tassel-Baska Center for Gifted Education at the College of William and Mary
Derrel Fincher (soon to be Dr.) Congrats, Derrel!
Dr. John Ittelson, CSU Monterey Bay
Mike Lawrence, Computer Using Educators, Inc.
Dr. Gary Stager, Support for Progressive Educators
Marco Antonio Torres, torres21: learn to lead
David Warlick, CoLearners and 2¢
Dr. Leigh Zeitz
Steve Hargadon, Steve Hargadon, Classroom 2.0
Mike Seymour, M.S., The Heritage Institute
Deborah Milton, Athanor Arts, Athanor Arts
This is not merely a pursuit of a higher degree in which my learning is an isolated accumulation of a discrete body of facts and information, but a journey of self-discovery and mandated mission to provide a model for an interactive, interpretive, guided process in which the acquisition of knowledge and expertise is directly related to action research and the network of relationships one builds with mentors and subjects alike, while engaged in the course of study.
Fast forward through my life: various self-employments in tutoring, consulting, educational-type work; curriculum design and professional development; product development and general brainstorming (but with not actually manufacturing anything); general frustration with jobs; always feeling insulted at mandatory inservices; piano playing (more so by feeling and improvisation rather than by learned piece); feeling driven to do something but not being able to figure out what; being good at so many things and even great at some but not knowing how everything should come together; wondering what was wrong with me that so many other people could figure out how move ahead and forward and up and over and anywhere with less than I had to offer and I couldn't seem to get to where I thought I wanted to be; marriage, a daughter, a masters degree, a new house, a son, opening a new school, another daughter...
Throughout my life and career as a teacher I've been drawn to the gifted kids, but had the most success with the at-risk kids - because I knew how to connect with them and I wasn't afraid to try new and different things. After taking a leave for my last daughter, I returned to work but was placed at one of the "lowest" schools in town. I was angry because my pride and joy - the school I was a part of building from the ground up - whas no longer to be mine. Out of necessity, I created a sanctuary in my new unwanted place and from day one, just did things differently.
No teacher posters, no fluorescent lighting - paper lanterns only, living plants, shoes come off at the door as I shake hands, smile and say good morning, no testing other than the mandated district and state assessments, project and service oriented areas of study and focusing on the worth and value of global citizenship, ethics, and mutual respect became the foundation and fortitude of my teaching.
I was (am) required to repeat my GATE certification courses because though I had completed them years ago, I transitioned to middle school before completing the two-year instruction fulfillment. At each inservice - where I should be receiving high quality strategies for the advancement of our gifted students - I receive information on how to watch for and identify possible "twice" gifted students and support the needs of our second language students. Further, I am told that the subsequent "trainings" will be focused on technology use with our gifted students. So though I have a Masters degree in Educational Technology and am a consultant for Computer Using Educators, Inc., and have been a full-time Technology Instructor and designed the technology program at the newest middle school in our district, I am required to attend an introductory course on Keynote; on Garageband; on iTunes and on iWeb.
This past fall, as a tinkering project, I learned how to use Google sites by making my school's GATE site ( https://sites.google.com:4
I attended and listened to Joyce van Tassel deliver a brilliant keynote and I was deeply moved to introduce myself to her and convince her that I should study with her and be mentored by her and pursue my earlier desire to earn a doctorate (though I had no idea on which subject the doctorate would be focused). I did this and she smiled and told me to send an email.
I visited the bookstore on my way home hungry for anything I could find on giftedness - but something different from the shelves of books, magazines, articles and guides with which I had already filled numerous shelves. What I found, entirely by accident, was a simple book titled, The Gifted Adult. I bought it, went home, started reading and by the end of page five I couldn't see anymore because of the constant stream of flowing tears.
I felt as if I was reading a book that had been written about ME. Whoever this woman was, she must have been documenting my every move, thought, question, frustration, dream, idea, relationship, desire, longing, sorrow, heated argument... I couldn't understand how someone could know me so well - things I didn't even understand about myself were literally spelled out in black and white. I ran to my husband and asked him (a 19-year recovering alcoholic) what it was like when he read The Big Book for the first time. He just looked at me and very carefully said that it was like someone had written a manual, just for him. I nodded and held out MY manual.
That was the first step. From that day, I don't think I can explain the sense of magic that has surrounded me. I couldn't in my dreams (and I have some pretty big ones) have put these pieces together and yet here they all are - wandering randomly all these years and suddenly, right before my very eyes, out of the chaotic meandering - symphonic synchronicity, fluid clarity and lucid understanding of what I need to do - for myself and for anyone who will listen to or read my future discoveries. If there ever was a calm in my life, it was never a still calm. And now that I have wakened, I will not rest until I am satiated, if that be possible. For I am, indeed, Tempest, and with wide eyes and wonder at the possibilities, I have stepped the first step and begun the journey.
The pondering and the premise:
- after learning so much about myself from The Gifted Adult, by Dr. Jacobsen, I cannot help but wonder, "How would my choice have been different if someone, namely a teacher, had taught me the concepts she presents? How would my focus be different? How would my life be different?" And so one component of my "outcome" includes an instructional piece for adolescents. We have plenty of strategies for what WE (parents, educators, leaders, counselors, etc.) can do FOR gifted kids - but I have yet to see anything that informs a gifted youth on not only what s/he can expect as s/he grows, but how does s/he fit in to those expectations? What is it going to feel like? What are some answers to the questions they might already be asking with regard to knowing that they're different but not having the opportunity to really discuss what those differences are and how they affect every single aspect of our lives?
- I want to expand my natural insistence of mutual respect and moral conscientiousness in the classroom to a global level by rethinking the purpose of education and guide students in the process of discovering their self-worth, potential for greatness and in discovering their own inherent wisdom and personal mission.
- I want to incorporate the effects of the physical environment and composition of the "classroom" on creating the culture of the learning community within the room. I have nearly two years worth of anecdotal evidence and research on this and I believe it to be powerful. I want the opportunity to document and incorporate this somehow.
- I want to put into practice what I've gathered as best practices for gifted students, (strategies for me as a teacher which benefit the student recipient) document the process and continue to move the revolution and evolution of learning and teaching and mentoring and guiding and facilitating and ultimately, "school", forward. I want not to simply push the boundaries - I want to flood the gates, empower those who would be "done to" with the skills to access all they need and lead them to victorious battle
- I want to celebrate and harness the power of "pocket technology" that our students simply acknowledge as a phone or an ipod or a camera and not only utilize the ubiquitous tools, but insist that ethics and etiquette are learned and practiced in anticipation of broadening their 21st century skills and contributions to our global society
The process:
By revolutionizing my OWN study, which in actuality is more truly a regression than it is a new idea. I want to find someone who is an expert in as many of the ideas I've started with above and request a three-year "guiding or umbrella" mentorship and formal ties to that person's "institution" which would bestow the degree and title of Ph.D. In the very truest sense of apprenticeship and learning, it is my desire to (with guidance from my "main mentor") create an Action Research Plan that connects me with top experts (globally) in my areas of passion for support and assistance with interpreting my findings, guiding me in areas of research and challenging me to further and deeper exploration. That, combined with attendance, participation and presenting at symposiums, conferences, workshops institutes and lectures will enable me to not only have a global higher education but one garnered from the individual topic experts and provide me with the opportunity to create a unique expertise of my own. As such, I can contribute to this strong social network as an expert professional practitioner. At the end of the period of research, I will orchestrate a public exhibition of my findings at all of my mentors will view and interact with the documentation, evidence, and construction of knowledge manifested in various forms appropriate to the content as well as have the opportunity to interview and engage in dialogue with the subjects of my study. I intend to podcast, blog, record video, and document in various modes all of which I am "natively" comfortable.
The people:
Here's a growing list of potential MENTORS, not in any order, of people I know and don't know and all of whom are significantly MEANINGFUL to me and have expertise in areas I want to know MORE about! Hmmm... interesting observation - all the caps words say: more meaningful mentors. Kinda profound.
Dr. Linda Polin, Pepperdine University GSEP
Dr. Howard Gardner, Harvard University Mind/Brain/Behavior Initiative
Dr. Sandra Kaplan, USC Rossier School of Education
Dr. David A. Sousa
Dr. Peggy Kelly
Dr. Kathy Hayden
Dr. Otto Benavides, CSU Fresno
Kitty Salinas, ADEC
Dr. Bernie Dodge, Bernie Dodge
Peter H. Reynolds FableVision
Dr. Mary-Elaine Jacobsen
Dr. Joyce van Tassel-Baska Center for Gifted Education at the College of William and Mary
Derrel Fincher (soon to be Dr.) Congrats, Derrel!
Dr. John Ittelson, CSU Monterey Bay
Mike Lawrence, Computer Using Educators, Inc.
Dr. Gary Stager, Support for Progressive Educators
Marco Antonio Torres, torres21: learn to lead
David Warlick, CoLearners and 2¢
Dr. Leigh Zeitz
Steve Hargadon, Steve Hargadon, Classroom 2.0
Mike Seymour, M.S., The Heritage Institute
Deborah Milton, Athanor Arts, Athanor Arts
My purpose:
This is not merely a pursuit of a higher degree in which my learning is an isolated accumulation of a discrete body of facts and information, but a journey of self-discovery and mandated mission to provide a model for an interactive, interpretive, guided process in which the acquisition of knowledge and expertise is directly related to action research and the network of relationships one builds with mentors and subjects alike, while engaged in the course of study.
Who is this Crazy Teacher?
In the beginning of the year, I walk into the classroom, and there is NOTHING on the walls, NOTHING on the desks. Before I walk in the classroom this crazy teacher makes us take off our shoes, why?? The first thing that pops into my head is "what the heck is wrong with this lady?". She tells us that it is because we are like a home, a family. You don't walk into your house with your shoes on. Later on in the next week I walk in and there are beautiful lanterns hanging from the ceiling, real lush green plants, bamboo and curtains, scented candles, my point is that it was no longer a classroom, but now it is a real home. I soon begin to realize that this teacher is not a crazy person, but an amazing teacher that totally and completely understands gate kids. She does not make us take notes, we do not take tests unless needed to, everyday there is music playing. Somedays in her class it is really fun, and other days i hate her class. But either way I learn more in her class than I do any other class. Maybe in this class we don't take notes or have homework every night, but we have brain warmups and weekly assignments on icons of depth and complexity. Now, it is the end of the first trimester, and I and 3 other students decide to be in her "tech" class. We are planning an exhibition. We try to teach people that students don't think of cell-phones as a piece of technology. People don't take a pen out of their binders and say "oh my goodness it's a pen! Be very careful, it's a piece of technology!" It's just a pen. We help other teachers at our school how to use the computer, how to "master" the macs so we can use them in our classrooms. She understands that gate kids do not think like regular kids. We are different, and that doesn't have to be a bad thing! In fact, that IS a good thing!! It doesn't have to be frustrating and confusing. We should not have to settle for things that are not what we want. We can be creative, we can make a difference and there are people and teachers who WANT to do things in a different way. - Karley
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