Barbara Book of the Month

Welcome to Barbara Book of the Month. On the 13th of each month I will recommend a book that I have recently read. These books are specifically for educators, especially for those working with students of color and/or low socioeconomic learners.

Saturday, September 29, 2012

Salsa, Soul, and Spirit by Juana Bordas








Introduction

The realization of full democracy contains within it the vision of a pluralistic society.

Multicultural leadership is an inclusive approach and philosophy that incorporates the influences, practices, and values of diverse cultures in a respectful and productive manner.

Salsa:  A great metaphor for diversity.  Latinos are invigorating ( gusto) American leadership.  They have the highest participation in the labor market of any group tracked in the U.S. Census and are the fastest growing small business sector.  Their core values include faith, family, hard work, honesty, sharing, inclusion, and cooperation. 

Soul:  Reflects a deep well of resilient hope.  The struggle of African slaves is the struggle of a people who were literally fighting for the recognition of their souls.  The concept of soul permeates African American culture. 

Spirit:  Giving and sharing are a way to nourish and regenerate oneself.  It is a way of life that is collectively rather than individually oriented.  Even the names of many tribes translates into the people--meaning that everyone belongs. 

New principles of inclusive multicultural leadership:
  1. Sankofa:  Learn from the past
  2. I to We:  From individualism to collective identity
  3. Mi Casa es su Casa:  Developing a spirit of generosity
  4. A Leader Among Equals:  Community conferred leadership
  5. Leaders as Guadians of Public Values: A tradition of activism
  6. Leaders as Community Steward:  Working for the common good
  7. The Seventh-Generation Rule:  Intergenerational leadership
  8. All My Relatives:  La familia, the village, the tribe
  9. Gracias:  Gratitude, hope, and forgiveness
 
 
Part 1:  A New Social Covenant
 
Principle 1:  Sankofa--Learn from the Past

Sankofa is a mythical bird with its feet firmly planted forward and its head turned to look backward.  Sankofa means return, go back, seek, and retrieve.  Sankofa means to reflect on and learn from the past. 

Remember your roots and stay connected to your ancestry, including the history and struggles of one's own people.  Traditions associated with El Dia de los Muertos is one way Latinos do this.  Native Americans believe that their ancestors--even those who have died--walk beside them.

Principle 2:  I to We--From Individualism to Collective Identity

We cultures:
  • have a strong sense of belonging and sticking together
  • work together so everyone benefits
  • center on people
  • collective and relish togetherness
  • impeccably inclusive
  • put benefiting the whole before the individual
  • exist only in relationship to others
The Latino tendency toward collectivism is evident in the teasured value of la familia, which is dynamic and expanding. 

I is contained in we.  They are not a dichotomy.  Individuals must be strong for the collective to thrive. 

The we encompasses ancestors, present-day people, and those who will follow. 

Principle 3:  Mi Casa Es Su Casa--A Spirit of Generosity

Cyclical reciprocity:  People are continually giving to one another

Inclusiveness and sharing are two important values for a collective culture

The Mexican saying Hechalé agua al caldo (put another cup of water in the soup) means that no matter how little one has, there is always enough to go around. 

Having more (success) means being able to give more.

In early Indian cultures, people often compteted with each other to see who could give away the most.  Wealth is generated for its distribution, not its accumulation. 

Sharing is not limited to material possessions.  Gozar la vida ("enjoy life") is a deep-seated philosophy:  Sharing good times with family and friends.  Consumer studies show that Latinos spend more money on food, entertainment, and music than other market segments.  Latinos will find any excuse to to host a fiesta--a community celebration. 

Latinos have an admirable work ethic.  Work is seen as an opportunity to give of their talents and contribute to the welfare of the group and organization. 

In early We cultures being able to share and be generous was a survival tactic.

Today there is a generosity gap.  Much of mainstream America is more concerned about personal accumulation than the welfare of their neighbors.  America's poverty rate is the highest of the developed world.  There is also a direct correlation between poverty and race.  In 2000 CEO wages were 525 times that of the average worker. 

Renowned leadership expert, James MacGregor Burns notes that leadership implies the ability to mobilize people and engage them in a process in which both the leader and followers raise one another to higher levels of motivation and morality. 

 
Part 2:  Leadership Styles in Communities of Color
 
Hispanics:  leaders tend to emerge from their community by addressing critical needs.
 
American Indians:  the source of leadership is collective with a leader serving and being responsible for the community.
 
African Americans:  leadership derives its authority and legitimacy from the community from which it emerges.
 
[Book:  Stewardship:  Choosing Service Over Self-Interest by Peter Block]
 
Leadership is rotated, distributed, and shared--a leader among equals--no one is elevated above others.
 
Principle 4:  A Leader Among Equals--Community--Conferred Leadership
 
Leaders are expected to listen, integrate the collective wisdom, and reflect the group's values.  Standing out too much from others or calling too much attention to oneself can damage the group.  This is very different from an individualist culture. 
 
Dynamics of leadership in a collectivist culture:
  • Authority comes from the group.
  • Leaders are chosen because of their character, including honesty, humility, and generosity.
  • Leaders inspire people to identify with them by setting an example.
  • A leader serves something greater than himself--the mission, cause, or well-being of the community.
  • A leader plays by the rules.
Personalismo:  Leadership centers on character and how the leader treats people, treating all people with dignity.  You do what you say you are going to do and you are willing to do the work and sacrifice.
 
Black Community:  "walks the talk" and "tell it like it is."
 
Principle 5:  Leaders as Guardians of Public Values--A Tradition of Activism
 
The role of leadership is the role of advocacy--exercising one's power, knowledge, and access to change the aspects of society that are inequitable.
 
Important to remember:  Most scientists today concur that human beings share a similar genetic profile and that race differences constitute less than 5 perce of genetic variations. 
 
La Causa--The Cause
Latinos are not a race, but an ethic group bound together by the Spanish language, colonization, the Catholic Church, and common values.  The ultimate leadership task is to inspire a conglomerate of people to forge a shared identity, vision, purpose to take an perhaps an impossible task. 
 
There is a psychology of oppression and many people of color collude with the system that keeps them "in their place."  Some ramifications include:  1) a lack of confidence in others of their own race, 2) the exclusion of those who succeed as "not being like us," and 3) the whitewashing of minority talent, in which people of color disregard their own culture and emulate White people in order to succeed.  Another ramification is envidia. 
     Example:  The Crab Syndrome
 
White people need to become aware of white privilege that is almost always unconscious and invisible to them.  Peggy McIntosh has so adeptly brought to light this white privilege.  Until white people recognize that white privilege exists, they will be unable to address it. 
 
The oppressed as well as the oppressors must be transformed. The oppressed must learn to value and respect themselves, understand how they have contributed to the oppressive system, and forgive those who have hurt them. 
 
Principle 6:  Leaders as Community Stewards--Working for the Common Goal
 
Robert Greenleaf:  Servant Leadership philosophy
 
The litmus test for a leader of whether he has remained a faithful steward is the effect on the followers.  Did the followers become freer, more autonomous, and more capable of serving others?
 
Community stewardship prompts leadership that concentrates on building people's capacity.  Leaders who are community stewards are dedicated to serving people, a movement, a cause, and a greater purpose.  They are guided by an overarching, prophetic, transforming vision.  They listen to people's voices and ideas. 
  • Call and response--Oral tradition is cherished.  African Americans use conversation zigzags.
  • It Takes as Long as It Takes--Time is irrelevant.
Cariño and Charisma
Latinos love charlando--chatting about ideas, interests, dreams plans, possibilities. 
      Bk:  The Leadership Challenge by Kouzes and Posner--"encourage the heart"
      The Latino tradition of flor y canto is indicative of the tendency to combine the real with the mystical. 
A leader recognizes other people--the people who came before, parents, and the contributions of others.  You don't take the credit.  You make sure you recognize everybody else.
Leaders are bridge builders who forge partnerships and coalitions. 
 
 
Equity, Community, and Service
 
Leaders who function as community stewards serve the collective, use power for the public good, grow people's capacity, and encourage everyone's participation.
 
 

 Part Three:  Creating the Circle of Leadership
 
"One head does not a council make."  --An African saying
 
Native American "talking stick"
 
Principle 7:  The Seventh-Generation Rule--Intergenerational Leadership
According to John Gardner, our volatile times needs "a whole army of leaders."--multicultural leaders because it is predicted that by 2020 a majority of Americans under 18 will be non-white.
Ten essential elements of cultivating intergenerational leadership:
  1. Listen and learn from different age groups.
  2. Be real and walk the talk--Follow through on commitments.
  3. Embrace mutuality and equality.
  4. Stoke up the network between people of different ages.
  5. Tap into your passion and common interestes.
  6. Follow through with texting and social networking (Facebook, Twitter, etc.) to stay in touch with issues.
  7. Put relationships first.
  8. Think continuity as relationships take time to grow.
  9. Remember the power of Sankofa.
  10. Use the Seventh-Generation Rule.
[There are a number of books now available that explain characteristics of different generations that would be wise to consult]
 
Principle 8:  All My Relatives--La Familia, the Village, the Tribe
 
The Mosquito Indians in Nicaragua greet each other by touching their hearts and saying, "Kupia Kumi,"  which means we are one heart.  The Lakota greeting "Mitakuye oyasin" means "We are all related."  Relationships always carry responsibility.
Cultural and religious beliefs that people come from one family are being confirmed by genetic anthropology.  Therefore, leaders should treat all those they lead as family members.
In the African American community ubuntu literally means "you are a person only because of other people."  In other words, we are all connected. 
The Hispanic La Raza is inclusive.  Raul Yzaguirre says, "My definition of Latino is anybody who wants to be a Latino.  Bienvenido--welcome to the family."  Latinos are a culture, not a race, and culture is learned.  Because culture is learned, leaders can multicultural competencies. 
Generosity flows naturally to one's relatives.
 
Principle 9:  Gracias--Gratitude, Hope, and Forgiveness
 
For Black, Latinos, and Indian leaders, gracias (gratitude), hope and forgiveness are three attributes that transformed oppression and need into an enduring faith in life's goodness.
Spirituality is responsibility towards others.  It is a moral responsibility to ensure others' well-being and the collective good. 
For Indian people, spirituality is the integrating force of their lives and the essence of leadership. 
The majority of great reformers in American history were not only motivated by their faith, but they also used religious language to argue for their cause.  In other words, they didn't leave their religion at the door before entering the public square. 
The African philosophy of seriti teaches that the more good deeds a person does, the more he shares with humanity, the greater his seriti (the spirit and power of all life) grows.
Expressing gracias is a great gift that communities of color bring to America. 
 
In Emotional Intelligence by Daniel Goleman optimism can be described as hope.  Our communities of color can teach us a lot about being optimistic--things are going to turn out ok despite many obstacles. 
 
Dr. Jim Joseph says, "If you damage the humanity of another person, then the whole of humanity is damaged in the process.  The African American community has always taught this value.  You forgive not only because it is ordained by the creator, but you live in this kind of relationship with other people because it is also in your self-interest."  Dr. Josephy feels that reconciliation is one of the public values leaders need to create a diverse society. 
 
Reconciling the past, having gratitude for what one has today, and being optimistic for the future all nourish continuity and community integration--the foundation for the circle of leadership. 
 
Part Four:  Leadership for a Multicultural Age--Making the Commitment:  Personal, Organizational, and Political
 
In the Latino community it is destino, in the African American it is calling, and in the American Indian it is vision quest.  We need to make a commitment to the ideal.   
 
Although assimilation served a purpose in the past by crafting one nation out of the potpourri that came to America, acculturation rather than assimilation is wiser in our day.  Acculturation crossing over means a person has learned togoback and forth between cultures and functions successfully in both. 
 
Acculturation increases one's cultural repertoire, creativity, adaptability, and flexibility, and promotes cross-cultural competency.  When people learn to acculturate, they can thrive in different cultural environments. 
 
 
 
 
 
 
 
     
     

 
 
 
 
 
 
 
 
 
 
 
     
     
 




Monday, August 13, 2012

Talent Is Overrated




The book I have chosen for this month is Talent Is Overrated by Geoff Colvin. 

The factor that seems to explain the most about great performance and extraordinary achievement is deliberate practice, not high IQ.   The elements of deliberate practice are:
  • It is designed specifically to improve performance and stretch the individual beyond current abilities.  It is moving out of the comfort zone to a learning zone that is not a panic zone.
  • It can be repeated.
  • Feedback on results is continuously available from a teacher, coach, and/or mentor.  Question:  What would an expert do?
  • It's highly demanding mentally requiring FOCUS and CONCENTRATION
  • It isn't much fun.  Because it is hard, most people won't do it--the willingness to do it will distinguish you.
Great performers never reach the automatic state in their chosen field because they are always becoming better.

How Deliberate Practice Works
A.  Perceiving More
  1. Understand significance of indicators that average performers don't even notice.
  2. Look further ahead.
"seeing shades of black vs. seeing black"

B.  Knowing More
Domain expertise
"In the knowledge resides the power."

C.  Remembering More
Chunk theory
Analogy:  Letters (novice) vs. words (expert).  The expert also knows the meaning of words.

The first challenge in designing a system of deliberate practice is identifying the immediate next steps.  A mentor can help. 


Practicing in the Work

Before the work
     Set goals and exactly how to reach the goals (strategies)

During the work
     Self-observation:  metagcognition

After the work
     Self-evaluations against a standard of achievement
     Top performers believe they are responsible for their errors (Inner locus of control)

     Result:  Self-efficacy


Deeping Your Knowledge
     Pursue knowledge--domain knowledge


How the Best Organizations Apply the Principles of Great Performance

  1. Each person is being stretched and grown
  2. Find ways to develop leaders within their jobs
  3. Encourage leaders to be active in their communities
  4. Understand that personal development works best through inspiration, not authority
  5. Invest significant time, money, and energy in developing people
  6. Make leadership development part of the culture

Know More, Innovate More

The most eminent creators are consistently those who have immersed themselves in their chosen field--great innovators are nourished by knowledge.

Innovation doesn't strike--it grows.

The culture of an organization needs to be friendly to innovation:  Help people expand and deepen their knowledge.

Model a strong work ethic

When it comes to tasks that are part of their domain of expertise, great performers can keep performing at a high level if they continue deliberate practice--Our brains are perfectly able to add new neurons well into old-age for brain plasticity doesn't stop.

As people master skills, they must seek greater challenges and match them with higher-level skills in order to keep experiencing flow  (Bk.:  Flow by Mihaly Csikszentmihaly)

Everyone who has achieved exceptional performance has encountered terrible difficulties along the way.  





Saturday, July 14, 2012

Fall Down 7 Times Get Up 8

The book I chose for July 2012 is Fall Down 7 Times Get Up 8 by Debbie Silver.

Fall Down 7 Times, Get Up 8: Teaching Kids to Succeed


Chapter 1:  Self-Motivation
Motivated learners are willing to seek more learning.  The goal should be to help students have a higher sense of self-efficacy which is bolstered when a student achieves something previously thought unattainable.  This can occur as we engage students in meaningful tasks. 

Chapter 2:  Zone of Proximal Development
Lev Vygotsky:  "Reach just beyond present state but not beyond a reasonable expectation."
Scaffolding:  helpful interventions to assist learners in moving forward.
We must be mindful of where learners are in their growth--not where they are supposed to be nor where we wish they were, but where they really are.

Chapter 3:  Self Regulation, Deliberate Practice, and Failure  (delayed gratification)
Mischel's Marshamallow Study
[Great resource:  Don't Eat the Marshmallow Yet by Joachim Posada]
Learners can never make progress in their comfort zones
     Because each student is at a different place, differentiation is necessary
Expertise comes when the learner begins to do things automatically so the mind can deal with higher-order tasks
Ten-Year Rule:  Ten thousand hours of practice to become an expert
Steps in deliberate practice (Ericsson):  (different than just a practice session)
  • Obejctive:  Improve performance
  • Repeat, repeat, repeat
  • Seek contant, crticial feedback
  • Prepare for process to be mentally and physically exhausting
Chapter 4:  Attribution Theory
Attribution theory incorporates the major tenets of self-efficacy, self-regulation, cognitive theory
Effort is the only factor of attribution theory that can be controlled
Learned helplessness leads to a victim mentality
Effective feedback should not judge, label, excuse, accuse, or even praise--the purpose is to help the learner get better at something--ASK QUESTIONS
Rosenthal's Self-Fulfilling Prophecy  (Pygmalion)

Chapter 5:  Mindset
*Carol Dweck
Fixed Mindset:  There is a predetermined amount of gifts, talents, skills, intelligence in each human
*It's about being perfect right now
Growth Mindset:  Whatever intelligence and abilities a person has, he can always cultivate more through focused-effort--the focus is on learning and growing  
*It's about learning over time:  Confronting a challenge and making progress
The divergent patterns between these two mindsets usually emerge when the learner begins to address more difficult work

Praise children for effort and hard work--Give learners feedback that will help them make improvements--Focus on things they can control such as effort, perseverance, attitude, and commitment

Students most likely to cheat are those who are labeled as gifted so they can keep up their image.

Chapter 6:  What Do I get for Doing It?  (Examining Rewards)
Punished by Rewards by Alfie Kohn
Guidelines for rewards:
  • Use the weakest reward required
  • Avoid using rewards as incentives
  • Reduce frequency of rewards
  • Reward only the behavior you want repeated
  • Different rewards work for different people
  • Set standards so that success is within each student's grasp
  • Continually work toward a system that uses less-extrinsic rewards
  • Theresa Amabile:  "Give extrinsic rewards when unexpected and after the task is completed." 
  • Use recognition rather than rewards
People offered rewards frequently take the shortest or quickest path, often sacrificing deeper meaning.

Drive by Daniel Pink

Chapter 7:  Autonomy, Time, and Flow
Autonomy is an important part of self-determination
  1. Provide the learner with choices
  2. Encourage learners to experiment, do creative thinking, and challenge themselves
  3. Focus the student in the student's zone of proximal development
  4. Provide feedback that is nonjudgmental and give specific nformation about how to improve
  5. Give meaningful reasons for the task
  6. Support learners in using strategies to solve their own problems
Nel Noddings and her work on "care" in the classroom and school

Increase wait time
     Timed tests are one way to move students from mastery into automaticity but they are harmful for a non-mastery learner
      Varying time is one way to apply differentiated instruction

FLOW (Mihalyi Czikszentmihalyi):  state of highly concentrated action and awareness
  • Be sensitive to students' goals and desires
  • Empower students to take contol of their own learning
  • Provide clear and immediate feedback
  • Arrange for students to have appropriate time to focus, and help limit distractions
Chapter 8:  Helping Students Stay Motivated as They Get Older
Do It Now:  Break the Procrastination Habit by William Knaus

Chapter 9:  Inspiring Young Children
Adults need to be cautious about not only what they say to children but also what they within earshot of them.
It's important to avoid labeling children.
Be careful to not contribute inadvertently to learned helplessness

Chapter 10:  FAQs About Teaching Students to Be Successful

Binet's IQ Test was developed to inform educators on how they could better serve the needs of diverse learners, not to sort and track students.
Students who participated in the Accelerated Reader program showed marked decrease in interest in reading on their own

"Once you learn to quit, it becomes a habit."  Vince Lombardi
Differentiated instruction supports the concepts of self-efficacy.
Schools need to decide on a philosophy/policy regarding a school wide reward system that supports rather than hinders.









Tuesday, June 19, 2012

Great Ideas from Donalyn Miller

Building Up Your Book Muscle

There are several bookcases in my house storing books I plan to read someday. My goodreads' to-read shelf contains a staggering 1515 titles on it. No matter how much I read these piles never shrink. Author Maud Casey said, "I was born with a reading list I will never finish," and I can relate.
Keeping up with all of the books I want to read for my personal enjoyment or to share with students is daunting and unmanageable at times. Reading a book every day of summer break and at least two or three a week during the school year, my students still out-read me and often ask me about books I haven't heard of or read.
Thinking back to my first few years of teaching, I recognize that I have expanded my book knowledge a great deal over the years, though, and every year my understanding and appreciation of books for young readers grows. Accepting that I will never know about every outstanding book or lauded new author, I feel confident in my abilities to recommend titles to readers who need suggestions.
Many teachers, librarians, and parents ask me how to increase their knowledge of children's books and remain current about outstanding and engaging books for their students and children to read. Here are my tips for building up your book muscle in ways that maximum your efforts:

Dedicate daily time for reading. If you want to increase your book knowledge, you must set aside time for reading. Tell yourself you are doing research!
Read books on your district lists and curriculum documents. If a text is required use for your grade level, you should read it before sharing it with students.
Explore your school's book closet. Many schools have sets of books squirreled away in department or grade level closets--often forgotten or unused.
Read winners from major award lists. Begin by exploring the American Library Association's Book and Media Award lists . Most state library associations create recommended reading lists of children's and young adult literature each year, too. These lists offer an entry point to the authors and high-quality texts available for your students to read.
Befriend a librarian. Librarians know things. They are tapped in to the latest books and resources for using these titles in your classroom. A savvy librarian can recommend grade level texts and help you find books that match students' interests and your curriculum, as well as websites, technology tools, and response ideas.
Ask your students what you should read. If I see several students in my class reading the same book and I have not read it, I will move it up the pile. A book that already has proven kid appeal is a guaranteed must-read.
Browse bookstores and library shelves. Investigate books by authors you recognize or new series books. Check out books in genres you may not know well like poetry and nonfiction, too.
Check out "Readers who liked this, also liked..." recommendations. Books selected by other readers with similar tastes often lead you to books that connect by theme, topic, or author.
Start a book club. Find a few colleagues who share your interest in children's literature and schedule regular meetings online or in person to discuss the books you read.
Follow reviewers' and authors' blogs. Authors often provide sneak peeks and advance information about their new books as well as resources for their titles, and there are hundreds of book reviewers online who review children's books. The Nerdy Book Club blog, which recently won an Independent Book Blogger Award for the Best Young Adult and Children's blog, has an extensive blog roll if you need a place to start. In addition to Nerdy, some of my favorite blogs are:
Watch. Connect. Read.
Sharpread
100 Scope Notes
The Goddess of YA Literature
The Nonfiction Detectives
A Year of Reading
The Brain Lair
In addition to these great book review sites, investigate Anita Silvey's Children's Book-a-Day Almanac where Ms. Silvey offers a love letter to one beloved children's book each day. I look forward to reading her entries every morning.
Attend professional development training about children's literature. When attending conferences or workshops, I always look for children's and young adult literature sessions that can introduce me to interesting or new books I might have missed, or show me interesting ways to use books with my students.
Join reading groups and book-related chats on social networking sites. I mentioned several online reading communities in an earlier blog post. A great place to start is the monthly #titletalk chat on Twitter this Sunday at 8 pm ET.
Read book review publications. Ask your librarian if your school subscribes to book review publications such as Booklist Magazine or School Library Journal, or look for discounted subscription rates on publication websites.
Whether you are new to a classroom or library, changing grade levels, or want to ramp up your knowledge, these suggestions will provide you a starting point. Pick one or two suggestions and see how many books and authors you discover.
It isn't necessary or possible to read every book that your students read or a popular author writes. Select the first books in series, the touchstone works by notable authors, or the hot book seven kids in third period are reading. Balance your reading life with adult books and professional titles, as well as children's literature. Show your students what a well-rounded reader looks like through your example.


Friday, June 15, 2012

Reading More Effectively

These are great suggestions from Kevin Eikenberry. 

Six Ways to Read More Effectively

by Kevin Eikenberry on March 3, 2008
Maybe you are a voracious reader. Maybe reading has never been your favorite thing (though if that is the case, you’re probably not reading this!) Either way – whether you read a book a week or struggle to finish one a year – it would be helpful to gain more value from the time you do spend reading.
First, recognize that I’m not talking about reading novels or the classics. Reading those is purely for pleasure, and, for the most part, the suggestions below don’t apply.
But if you are reading to learn something and to make your life better in some way – to improve your professional results, lower your weight, or learn a hobby – these suggestions will make a real difference in the enjoyment and benefits you gain from reading.
Have a goal. When you pick up any nonfiction book you should know why you are going to dive into it. Maybe you are trying to broaden your knowledge, or improve in a very specific way, or solve a problem? You could have a wide variety of reasons for reading something – any any of them are valid. The key is having a goal and recognizing it. Once you set in your mind your purpose for reading, your subconscious mind will help you reach that goal. Keeping a clear goal will keep you from getting lost in a section or spending too much mental energy on the writing style, etc. Give yourself a clear picture of success and consider the book as a tool to reaching that success.
Do a scan. Once you know what you want to get from the book, spend a few minutes looking it over. Read the table of contents. Flip through the sections. Allow your mind to notice the sections or parts that seem to best help you reach your goal. Perhaps you’ll determine that the whole book isn’t ever relevant to your goal. Which leads me to the next point…
Read only what you need. If you’re like me, you grew up with the idea that once you start a book, you finish it. But guess what; sometimes one chapter is all you need. Sometimes the book loses steam and become repetitive after the first few chapters. Sometimes the writing doesn’t speak to you. If you aren’t enjoying it, or benefiting from it, stop reading it. You will become a more effective and efficient reader when you stop feeling the need to finish every book to the last page.
Be active. Reading, like learning, is an active process. And since in this context you are reading to learn, you will gain more by being an active participant in the book. Keep a journal with you. Write in the margins. Use a highlighter. Unless the book belongs to a friend or the library (and if you are reading for learning, I suggest you really do need your own copy) you should feel free to write in it! Ask yourself questions. Agree or disagree with a point. Jot down your own examples to support an idea. In short, when you become actively engaged with the book, you will glean more from it.
Make it yours. Until you begin to own the material and ideas, they still belong to the author. You must own the learning. The best ways to do that are to write about and/or talk about the ideas, concepts, lessons and examples. This may be as simple as sharing parts of what you read with a friend or colleague. It might be writing about it in your journal for private consumption only, or writing about it on a blog to share with the world. If you are sharing it with others, not only do you benefit, but so do they! But even if you are simply taking notes and writing your ideas on a scrap of paper that gets lost, the act of writing is an act of synthesis and learning.
Try it. Remember, the book is a tool to help you reach a goal. Once the book has aided you in that journey, you must take the most important step. You must take action! Try what you read. Apply it in some way. That could mean using that new technique, starting on the prescribed diet or buying the necessary items for the new hobby. To get the ultimate value from the book, you must write your own chapters with your actions.
These are all actions that I take as a reader. They have made a difference in my life and in my results. They can make a difference for you as well. Regardless of what, how much or how often you read try these suggestions and you will be pleased with the results.
——————————————————————————–
Potential Pointer: Reading is an important life skill. No matter how often you read, you need strategies to gain the most from your reading experience. You must have a goal for your reading and engage yourself with the book to maximize the benefit you gain from the time spent reading.

Thursday, June 14, 2012

How to Create a Culture of Achievement

The book I chose for June 2012 is How to Create A Culture of Achievement in your school and classroom by Douglas Fisher, Nancy Fey, and Ian Pumpian. 

How to Create a Culture of Achievement in Your School and Classroom



The pillars to remember are:
Pillar #1:  Do No Harm  (Preventative)
Key idea:  Rules don't teach responsible and ethical behavior.  People do. 
Take away idea:  Develop a courtesy policy.
Three dimensions: 
  • Take care of yourself
  • Take care of each other
  • Take care of this place
It's important to look for the motivation for the behavior, not just the inappropriate behavior.

Pillar #2:  Choice Words
Great resource: the book Choice Words by Peter Johnston
We are shaped by the language we use about ourselves, and by the language used by others about us. 
Great resource: the book Mindset by Carol Dweck
The power of "if" and "and" are more positive than "but"
When students (or teachers) are solving a problem ask, "What would be the next right thing to do?"

Pillar #3:  It's Never Too Late to Learn
Presume competence:  The presumption of competence requires a belief that a person possesses the basic ability to do something, however imperfectly. 
View teaching, not remediation, as the primary focus.
Resource:  the book Understanding by Design by Wiggins & McTighe
  1. Identify desired results
  2. Determine acceptable evidence
  3. Plan learning experiences and instruction
Recognize competence, not compliance.  Grades don't teach--people do!  Students can retake competencies to demonstrate mastery, and their grades can change accordingly.

Pillar #4:  Best School in the Universe
Rather than competitive comparisons, this pillar is about internal accountability.  This will require a reflective practice. 
  • The Best Place to Work--People love their jobs when they feel their work is meaningful and that they are making a difference.  The best schools focus relentlessly on communication. 
  • The Best Place to Teach--Teachers have the tools, supplies, and resources that are necessary to do their job well. 
  • The Best Place to Learn--Monitor student achievement and post data about student achievement and have conversations about it to develop and implement an action plan.  Celebrate!
Pillar #5:  Enacting the Culture of Achievement
There is a natural tendency for systems to regress to the mean.
It is the leader's responsibility to purposefully and continually assess and develop the culture of the school and dvelop an "attitude of gratitude."  The crux of leadership is developing others--support and retain high achievers, develop those with promise, and redirect those who are not a value-added asset to the school's mission. 
A culture committed to student learning must be equally committed to the learning of teachers.  Teachers need to see themselves as lifelong learners.

An added bonus to this book are the great templates in the appendix.