Wk4 Reflection Chapters 9-12

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Lighting the Spark: This chapter speaks to me and says that we should not accept ‘no” - in anything.  “No” means it cannot be done, it will not be done -- it is not possible.   We should always attempt to push the envelope - expand what “can be” and make it happen.  Children should be empowered in their learning to do the same -- if a task seems “impossible” show them how to turn that situation around and ignite in them a “spark” to achieve.   Extending yourself -- and  engaging others with what you have is not sufficient - incorporating others to complete the picture - find a way to use what/who  is available to achieve success and make use of other “sparks” to build a larger fire.  Share your vision with your colleagues, family, co-workers, etc., they can fill voids - fill the holes in the picture - achieve completion - the final product can become greater than your original vision and serve a greater number of people.  Among those who participate with you, who knows? -- an expected star or  “leader” may be produced/introduced to the world.   As an educator you can BECOME A LIFE-FORCE -- Take what you have and add it to what someone else has -- now each of you have more than what you contributed.   

Being the Board:  The study of a person being involved in a traffic accident as the result of someone “hitting them from behind’ sends a  clear message:  our intentions and our goals must withstand unforeseen events in order to be realized.  To that effect, we must own up to the decisions we make and assume the risk that results.  If we take on the definition of being “a board on which a game is played”  --  we do that by controlling the boundaries within which the game is played and the direction of the moves.   We assess the skill levels of the players and evaluate those skills which are beneficial towards ultimate victory.   The players you choose and the moves that are made are your decision.  When a play goes wrong, accept that as a “calculated risk” and move on to the next play.  They are playing on your field, on your turf.  Overall, keep your teams working together to eliminate fault finding and/or blame because this will result in divisiveness and feelings of lack of ability.  Stay in the game, keep the board and playing field level.

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Many times in life, we are ‘hit from behind” and find ourselves ready to accept defeat in our purpose.  You made the decision to embark on a career -- with or without knowing whether or not you would be successful.  The risk factor becomes apparent to you when once you have completed the necessary education, received certification, etc., you find yourself among thousands of other candidates for 2 positions!  You may begin to wonder if maybe you chose the wrong career.  What about redirecting your attention to another position that will connect you to other individuals who can help you to reach the desired career.  What about an educator who is trained to teach grades 3 to 5 and is offered a position to teach K to 3?  How do you respond to this?   Are you ready to take a chance on this job and see where it leads?  - maybe doing well in this job will put you in line for the position you want.   There are many times in our everyday lives when we have to redefine our goals.  What you have to do is create a pathway towards accomplishment!

Creating Frameworks:  Zander’s words  -- “ What distinction shall we make here that will bring possibility to the situation?”  This thought reminds me of a common situation among young Pre-school students.  I hear from many students -- often the phrase, “No one likes me, or he/she said  -- they’re not my friend.”  As a framework I use several strategies to provide the student with as many academic and social successes as possible in order for his/her peers to gain the opportunity to view him/her in a more positive light.  At times it become necessary to make adjustments in the environment (seating, line order, groups etc.) to hopefully prevent the student from experiencing stress and anger.  It’s important to structure the environment in order that the student does not have time to dwell on real or imagined problems.  Many of these students need encouragement to participate in class or extra curricular activities to develop skills necessary to interact appropriately with others at school and beyond.  It’s important to remember to never criticize.  While in this corrective mode -- being honest, yet supportive -- it should be remembered to never, ever let the student feel bad about himself/herself.  Never, ever would I force the child to interact with others if they are not in communicative mood.  There are many variables with this kind of situation;  it’s all about getting to know your students and making sure they are not demonstrating a lack of confidence as a means of getting attention.  As Zander stated, “A Vision is a powerful framework to take the operation of any organization of any size from the downward spiral into the arena of possibility.”

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Telling the WE Story:  “Traditional methods of resolving conflict, all the I/You approaches, tend to increase the level of discord . . .” When WE become the central focus all involved feels ownership for the outcome.  We can help each other achieve the desired outcome whether it is about a career, a personal relationship or any other aspect of life.   We do this by sharing not only our material means, but expressing our emotions, sharing in triumphs and tragedies and being the support for one another.  When you help a child complete a project in class, you are not only building up the self-esteem and productive qualities of that child, but you are reassuring yourself that you are “capable” of doing so. In the same manner, when it comes to conflict resolution, “we” must be in the equation otherwise resolution cannot occur. You have to realize and believe that your relationship with others is capable of  being restored/resolved -- and then set out to do so.