WK 4 Reading Ch. 9-12

"Enrollment is not about forcing, cajoling, tricking, bargaining, pressuring or guilt-tripping someone into doing something your way. Enrollment is the art and practice of generating a spark of possibility for others to share."

If anything could describe how I operate with team mates and clients on a daily basis it would be the above quote from the Zanders book. After reading the story about the children and the orchestra I found myself in tears. Part of me realized that A) for the last year I have been in the presence of teachers that have that passion required in spite of all that has opposed them. What a gift that has been. B) All that I do is for something, even though I may not ever see the results in individuals 5 years from now.

The one skill I have learned is identifying and voicing my mistakes. In voicing them I am staking my claim in humanity. Jumping on the high road of moral superiority always proves to be cumbersome and bumpy. I love this quote: Gracing your self with the responsibility for everything that happens in your life leaves your spirit whole,  and leaves you free to choose again.  And thank goodness that we all get to! 


This book while I thought in the beginning had very little to offer me has made my top 10 must reads.

Wk 4 Response to Elaine Scott

Wk 4 Readings: My Focus on the Effort Ch. 9-12

There are so many concepts of my life I can apply Zanders philosophies to both personally and professionally. However, as I write this passage, at this very moment my thoughts are with the five at-risk youth I am trying to work with. I stress trying because as life ‘is what it is’ for me, I had to realize it is the same for them. I may not be able to change them, well influence their beliefs is a better and more appropriate phrase. I can only lead by example, show them I sincerely love and care for them and want the best that life can offer, feed them positivity and show them the possible outcome.

How I pay-forward is in my passion and unending desire to help, I tell those I meet how I feel about them, I am not afraid to show or express myself. Even when my kindness is misunderstood or turned away it hurts but as the Zanders stated Life just is and there are things we have to accept. We make the attempts and if lucky and pushed hard enough sometimes the results are right on. Truth and reality, however, lets me know it may not always be that way. I am only responsible for the effort not necessarily the outcome. Which is why Zanders speaks so against blaming oneself.

I can only hope for the future of these five young men. I know that I have touched them in more ways than they express, for I see the changes, the smiles, the report cards, and occasionally I get an actual “thank you Elaine for helping me.” What is hard to muster is that it is not from all five of them. That two or three of them are showing signs of regression and that is difficult. I asked the questions still, “Why aren’t they listening to me? Why can’t they seem that the pathway they are choosing will hold the possibility of assured struggles? What didn’t I do right?” So I follow Zander’s advice and can only focus on the part that I played, while continuing to be there and just simply do the best I can for or by them. I have no power over all the circumstances in their lives. My job wasn’t to fix them but to show them a better way and hope that in those learnings, the young men would gain a better light of themselves just enough to make a change. I have left the spark at times I see it turn into a fire that ignites the positive changes I mentioned. So I will hope that if the fire goes out that maybe the spark I left will ignite again but at a time that may be better suited for them.

I have met many great and inspiring people during my journey at Full Sail. I hope that at some point I will get back on track financially and obtain that career that will allow me to work with others who have the talent of loving, giving, and receiving. I look forward to my growth for I know that I will continue to use that growth to inspire others and to watch all the imaginings come true.

 

Tania Shavor said...

Elaine,

I can so empathize with you. Everything you do with these youth summarizes why I get up every morning. At present I am working with 17 alcoholic/drug addicts. Ages vary from 18 to 64 which makes them a very diverse group. I have been in this field a while and have no desire to become an LCDC Counselor. However, I do have a passion for working with these people and their families. When I first started working in this field I made a lot of mistakes. The first mistake was I took it home with me. At times trying to figure out how to help them kept me awake at night. I later realized that I am only a vessel of what my creator intended me for. When I leave there now I know that something bigger than myself has it all figured out. My second mistake was I wanted to befriend them when what they really needed was some structure and guidance. I learned the hard way and still teach my employees that if you don't hold them to some level of accountability they will never respect me. They don't need me to enable them their parents do a good job of that. We measure results where I work. When clients commit to something I always ask "how will I know you did it?" which deepens the commitment. The statistics are stacked against these people and they are given a choice. 1 in 5 will stay clean and sober, but we have to start somewhere and awareness is half the battle. I happy to know that there are people that at least try to help youth before they get to the place I work or a center like ours.

July 31, 2011 11:26 AM 

 

Wk 4 Wimba Publication/Leadership Article

Growth, Expansion and Technology

Tania Shavor

Full Sail University

July 29, 2011

Introduction

The feeling of being a fish out of water comes to mind when collaborating for the first time with a multitude of educators. When coming to the table with a sprinkling of education in a design career, combined with 15 years of experience in drug and alcohol addiction one can only put forth as much as the mind will allow it to create. The research pieced itself together after coming up empty on anything addiction or treatment based that would prove cohesive. The project morphed into “No Child Left Behind” and the deeper the research went the more it could be linked to systems, in both fields, where a need was identified for outside participation from families. Education was the main focus of the research with the burning idea of how it could be integrated with changes elsewhere. If nothing else this research could prove groundbreaking in the addiction recovery field, but the feedback from these educators was vital to broadening the understanding of what a large planning issue and a lack of funds could lead to. It is intended that this writing might be published in one or two publications namely; Educational Technology Research and Development and/or the Treatment Research Institute. This publication will be appropriate for either publication, as it will cross reference in various places to a corporate setting rather than a traditional education setting.

Project Overview

The goal for the project and research that came with writing this paper did not come easy in the early stages. With one foot in addiction and recovery, and the other foot in education it was vital to find a common ground that would be bendable in its application at end result. Program development, elearning based training and systems of accountability were the challenges faced by the facility that held this writers current employment. As a whole the focus needed to be on various delivery methods in adult learning, development of learning systems using MI Theories. The problem at the time was stretching far enough to not limit the scope of the research in the minds eye. Questions pondered dealt with looking at how a learning structure could benefit communication in a place were technology has always carried an element of intimidation. Also, how a business structure could benefit school administrators and how education could reach a place where face-to-face, person-to-person contact was tried and true.  It all came down to asking new questions as they apply to most recent problem areas.

Data Collection Process

The targeted audience for this information-gathering phase was guidance counselors and families of students. A demographic breakdown was provided in the scope of this research in regards to economic status, age range and educational background with regard to families of students. This breakdown provided a clear overview of how implementation of proposed design goals would shape a plan for future reform and include the entire gamut of the population that needs to be reached.

Response was not what was expected. During cycle one  a certain fear was experienced from participants and 4 out of 5 of them requested that they remain anonymous when it came down to name, school and even to the area of the ISD that they teach or counsel in. I will name these schools for research purposes Schools A, B, C and D. Of all the schools chosen for this research are middle schools. 

School A

Demographic-

White                       42%                     

Black                         7%                   

Hispanic                  48%             

Asian                         2%                        

Native American         1% 

Economically Disadvantaged 40%  

School B

Demographic-

White                       13%                     

Black                         9%                   

Hispanic                   77%             

Asian                         1%                        

Native American      <1%

Economically Disadvantaged 75%  

School C

Demographic-

White                       28%                     

Black                        14%                   

Hispanic                   55%             

Asian                         3%                        

Native American      <1%

Economically Disadvantaged 61%

School D

Demographic-

White                       53%                     

Black                        10%                   

Hispanic                   29%             

Asian                         7%                        

Native American      <1%

Economically Disadvantaged 25%

What was discovered from the data is that Schools A & D teachers and counselors had more time to spend with children addressing behavioral problems and non-testing related matters. These two schools were also recognized schools for being academically superior to other schools in their district. In addition these two schools have had the funding based on their academic performance to make technology available to their students where Schools B &C were just the opposite. Money is the main focus of the academic experience. The focus is not on providing disadvantaged schools with the necessary tools for success but on creating fear in job security as a motivator. Independent school districts rely on state and local government for funding, however, in some cases each school has its own funding sources aside from what they receive from state or local sources i.e....parent resources. So, in short, the better the demographic in regards to economically disadvantaged children the better programs are set up in these schools. If you live on the border of a poor school district your child will attend a school that doesn’t have the resources for developing new programs or adding resources to further education, because the parents that send their children there don’t have any money.  


 Instructional Goal

    The overall goal to achieve is to define a need in cycle one and what educators feel the immediate need is that would benefit school systems the most if only one could be implemented. Talking with various teachers and a sprinkling of counselors proved helpful to shape the direction of the final outcome of this project.

Learning Domain – Cognitive, Affective, psychomotor

    This is strictly a research project designed to gather information for future design of a cross platform database that would house educational videos, games, quizzes, study aides, tutoring and motivational exercises for parents and children who are enrolled in the public school system. Eventually the system designed would touch cognitive, affective and psychomotor.

Cognitive-All cognitive data would be contained in the above-mentioned assets.

Affective- Hopes that this system would in fact boost affective learning skills in the class room through the use of tutoring programs already in place but offered in a different format using computer based tutoring as an option instead of having children just use face to face tutoring as an option. For instance:

 Its 7pm in the evening and Megan is working on her algebra homework; she comes across a problem she cannot remember the rule to. Her book seems obscure in the way the directions are laid out. She seems to be more of a visual learner and needs to see a similar problem worked out to refresh her memory. 

Learners like Megan would have the option of videoconference with a tutor that is part of the main frame laid out by an entity working with this particular school district or have access to a database of videos on her particular lesson.

Psychomotor- These skills would be used in the actual hands on computer knowledge. Through tutorials, these skills would also be taught to ensure an optimum user interface experience.   Tutorials along with educational games would ensure psychomotor skills were included as part of the learning experience.

Learning Objectives - To make parents and teachers aware of alternative delivery options for all types of communication and the simple truth that sometimes these options cost little or nothing to make a small start in hopes of a bigger solution. 

Instructional Approach -

 Step One: Insure that you set up your specific field of research to include a diverse group that will provide you with various results.

Step Two: Set up interviews at times that are convenient with the professional you want to obtain information from.

Step Three: Be sure to ask questions about what the demographic is, how many people they reach on a regular basis and how effective they feel their means of communication is.

    Step four: Ask them what they feel they are lacking and what ideas they have suggested that may have been denied due to budget restrictions or possibly a simple fear of change.

All of these questions have been extremely helpful in determining which parts of this education experience would be integral to filling certain gaps in school or company structures.

Literature Review Introduction

In 2001, the Bush administration implemented the No Child Left Behind Act that posed challenges for guidance offices in public school systems. Counselors were redirected to focus more heavily on academic progress (IBM, n.d.). The state of Texas reported that school guidance counselors spend 20 to 30 percent of their time on non-counseling related activities that do not support student outcomes (IBM, n.d.). The purpose of this literature review is report challenges being faced, which range from budget restrictions to a lack of knowledge. The purpose of this review is to look at new structural systems being developed and technologies that can alleviate burdens on counselors.

Current Specific Challenges

Many researchers have gone before us attempting to change the face of education. As far back as 1986, it had been documented that technology had taken a minimal role in education with promises of more technology in the future (Molenda, 1986). It is also important to point out that the systems approach was considered and widely used for training of the military in 1986; however, in 2011 the educational system still has not been given proper consideration (Molenda, 1986). Other countries like England have far exceeded anything currently in place in the United States (O'Brien, Burton, Campbell, Qualter, & Varga-Atkins, 2006). 

It has been questionable as to why schools were not meeting the specified rules for parent involvement or why programs were lagging. Language barriers and a lack of policy being written indentify two areas, which pose a challenges.  Free tutoring for following year students with the option of school transfer was not holding up mainly because there was a lack of participation in tutoring programs. According to Warkentien and Grady (2009) the percentages of parents receiving information of free tutoring and the student’s actually taking advantage of the tutoring is alarming.  Of the students attending low performing schools for 3 years with no improvement, 59.9% did not take advantage of free tutoring and only 21.7% used available resources. A possible solution to this could be as simple as changing the method of delivery for information to parents and services to students. However, budget restrictions at school and at home are often barriers to allowing this to happen. Gathering the data to report back to the US Department of Education for the Annual State Report Cards was another challenge that school systems battled with and the need for a unified system of data reporting appeared to be evident. Virtual school communities can be a cost effective way to start to collaborate with all necessary participants (Sabella & Halverson (2004)).  

Emergence of Structural Systems

Countries like England it seems started a networked approach around 2004. It developed into an idea of integrated children’s services under what they called Every Child Matters which is very similar to NCLB but with more structure. There were five sections divided as such: Be Healthy, which covered the child’s, physical, emotional and mental well-being. Stay Safe that protected children from violence, abuse and exploitation. Enjoy and Achieve that covered the education, recreation and happiness. “Make a Positive Contribution developed to help children with decisions affecting him/herself and the community. “Achieve Economic Well-Being” which helped ensure educational progression, freedom from poverty and increasing life chances. A system like this one would offer the structure parents needed and the enthusiasm for being a part of it (O'Brien, et al 2006, p. 399).

Structural systems can include a multitude of different technology based environments.  When discussing structural systems, as related to gathering data, one company stands out among current reviews. According to IBM (n.d.) a framework was built called On Demand Workplace. This system was created so that school systems could adhere to transformational change strategies. Its framework allows all school personnel, parents, researchers, legislators, and health care workers a single portal environment.  Within this portal, all parties on a real time basis can easily access documentation for interventions.  Broward county school system in Florida implemented the first phase of a four-part project in 2006 called Project Knexus, which has connected administrators (IBM, 2006).  As reported in IBM (2006) the Broward county school system is large, having 231 K-12 schools and 274,000 students. Connolly (2005) stated the program had been making progress and made getting in touch with guidance counselors easy with online appointment making. However, some parents only have access through public libraries. 

Technology for Parents

A struggle with consistent technology seems to be one of the main stumbling blocks in adhering to requirements laid out by the government.  According to Merkley, Schmidt, Dirksen, and Fuhler (2006) communication in place happened through notes, phone calls, newsletters, parent-teachers conferences, home visits, weekly folders, open house and a sprinkling of email and web based communications. With many communities email has become popular along with student portals. In Merkley, et al (2006) a tutoring clinic example was shared where a password-protected environment was used to facilitate communication using audio files and video files of the children in tutoring activities.  According to Thompson (2008) there is no real supporting research that proved email is an effective way of communication. In Mitchell, Foulger, and Wetzel (2009) ten tips for effective Internet communication were laid out. The most interesting of the suggestions were support discussion forums, Internet access for parents without computers, and orientations to improve technology skills. Discussion forums have proven to be affective in many online universities because feedback is critical in an environment that can be isolative.

As outlined in Mitchell, et al (2009) programs that allowed families to check out computers for home use was critical with growing technology demands. After doing much research, the resources used only scratch the surface. Understanding and implementing technology in school systems is of dire importance. Apple Inc. has revolutionized the iPhone 4, iPad, and Macbook computers with a program called Facetime (Gaylord, Shaer, 2010). Facetime is a program that has revolutionized video chatting and taken it into the 21^st century with HD imaging. In addition to Apple’s advancements the use of Skype to videoconference is free on any computer as long as both users have a free account.

Conclusion

America must explore ways to optimize a cohesive system that will work across the board and enable the growth and expansion of public school systems parent to school communication. As it seems today many educators, administrators, and especially guidance counselors are struggling with a way to get parents to be accountable. The systems in place are not failing, however, the cohesiveness of effective communication is lacking. The No Child Left Behind Act was thrown into play in 2001 with little or no advanced notice to school systems. Demands on the guidance system have been challenging and the need for a solid plan to assist counselors to deal with program development is what needs to be addressed.  

References

Connolly, P. (2005). Broward school system gives parents an edge. InfoWorld, 27(46), 42. Retrieved from Business Source Premier database.

Gaylord, C., & Shaer, M. (2010, October 20). Apple event brings MacBook Air, OS X Lion, and FaceTime for Mac. Christian Science Monitor, Retrieved from MAS Ultra - School Edition database.

IBM. (2006). Broward County schools and the transformational power of IBM on demand workplace for education. Retrieved on November 19, 2010, from ftp://ftp.boulder.ibm.com/software/studies/Broward_G225-4435-00.pdf

IBM. (n.d.). IBM executive brief, k12 education on demand workplace: Enabling education transformation. Retrieved on October, 10 2010, from http://www-935.ibm.com/services/hk/gbs/bus/pdf/xb-ibm-k-12-on-demand-workplace.pdf

Merkley, D., Schmidt, D., Dirksen, C., & Fuhler, C. (2006). Enhancing parent-teacher communication using technology: A reading improvement clinic example. Contemporary Issues in Technology & Teacher Education, 6(1), 11-42. Retrieved from Education Research Complete database.

Mitchell, S., Foulger, T., & Wetzel, K. (2009). Ten tips for involving families through internet-based communication. Young Children, 64(5), 46-49. Retrieved from Education Research Complete database.

Molenda, M. (1986). Toward transformation: How the use of technology to improve instructional productivity depends on classroom structural reorganization. Retrieved from ERIC.

NCLB rules for parent involvement. (2007). Gifted Child Today, 30(1), 6. Retrieved from Education Research Complete 23660288

Sabella, R. A., & Halverson, B. (2004). Building Virtual Communities in School Counseling. Retrieved from ERIC.

Sabens, F., & Zyromski, B. (2009). Aligning school counselors, comprehensive school counseling programs, and the no child left behind act of 2001. Journal of School Counseling, 7(31). Retrieved from ERIC database.

Speth, T., Saifer, S., and Forehand, G. (2008). Parent involvement activities in school improvement plans in the Northwest Region (Issues & Answers Report, REL 2008–No. 064). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. Retrieved from http://ies.ed.gov/ncee/edlabs

Thompson, B. (2008). Characteristics of parent-teacher e-mail communication. Communication Education, 57(2), 201-223. doi:10.1080/03634520701852050

Topor, D. R., Keane, S. P., Shelton, T. L. & Calkins, S. D. (2010). Parent involvement and student academic performance: A multiple meditational analysis. Journal of Prevention & Intervention in the Community, 38(3), 183-197. doi:10.1080/10852352.2010.486297

Warkentien, S., Grady, S. (2009). Students' use of tutoring services, by adequate yearly progress status of school. Statistics in Brief. NCES 2010-023. National Center for Education Statistics, Retrieved from ERIC database.

Wk 4 Response to Jenney Grover

Wk4 Publishing/Leadership project part 2 of 2: WHY

So where o' where should I present?

Option 1: Well my top choice is ISTE. There is a South Dakota regional Technology In Education (TIE) every year. April 15-17, 2012 in Sioux Falls, SD. But since this is at the state level, it probably won't count. I'll probably still apply as it would be a great excuse over my birthday to go back home!

Option 2: But of course it would be fabulous to present at the annual ISTE conference which will be in San Diego in 2012 (June 24-27).
--- There is a student showcase section that would be great to bring a few students to show their work with Language classroom and technology.
--- Presentation of Research papers (peer-reviewed).
--- Model Lesson would provide an opportunity to show attendees how to students learn in my classroom with Web 2.0 tools and distance learning of language.

The Theme of my presentation could fall under one of these:
--- School Improvements
       --- educational visions
--- Digital Age Teaching & Learning
       --- Achieving the ISTE NETS for students
       --- Differentiated Instruction
       --- Games & Simulations (ideally in the future once I get the game completed)
       --- Language Learning
       --- Multimedia/Video/Digital Storytelling/Newscasting
       --- Podcasting
       --- Technology Integration
       --- Virtual Environments/Virtual Reality (ideally in the future once I get the game completed)
       --- Web 2.0/Web/Internet
--- Virtual Schooling/E-Learning
       --- Developing/Locating Digital Content/Learning Objects
       --- Distance Learning
       --- Instructional Design
      --- Student Engagement/Collaboration/Support
      --- Virtual Learning Technologies
      --- Virtual School Programs

Option 3: AACE - Advanced Computing in Education. October 17-21, 2011 in Honolulu, Hawaii! Well, dang! Who wouldn't want to go to Hawaii! Sign me up!
1. Sector or Application Domains: Informal Learning & K12
2. Major topics relating to or technologically supporting E-Learning.
        Content Development
        Implementation Examples and Issues
        Instructional Design
        Standards and Interoperability
        Tools and Systems
3. Specific Topics Examples:
         Accessibility
         Asynchronous Learning
         Authoring Tools
         Building E-Learning Architectures
         Collaborative Learning
          Developing, Integrating, and Delivering E-Learning Solutions
         Distance Learning
         Electronic Publishing Tools for E-Learning
         Human-Computer Interaction (ideally for the game)
         Multimedia-based E-Learning Systems
         Simulations (ideally for the game)
         Virtual Classrooms (ideally for the game)

After reading this, I'm super excited! Maybe I am smart! Maybe I am worthy to present! However, my big fear is that I'll get up there and hear "that was dumb, pointless, boring, worthless, etc". Guess I shouldn't feel that way since I've already had one HUGE South Dakota company ask me to speak to their researchers about online, distance learning. Guess its the pesky shame-based horrible voice in my head. I think the BEST thing that happened this week was listening to a successful Hollywood actress say that she deals with "the voice" as well. So how do we shut up the voice? Guess maybe continuing to step out of my comfort zone and to keep doing what I'm passionate about. It's my life afterall, and I've already wasted 34 years to this stupid voice! One movie quote (sorry can't remember the movie or the exact wording): if you don't feel like a *** then act like *** and soon your feelings will follow. "fake it til you make it" or "act as if".
***disclaimer: No I am not hearing actual voices. No need to call my counselor aunt nor my counselor friend. No blogger was hurt in the writing of this blog.***

***UPDATE*** As I was preparing some videos to input into my powerpoint, I ran across this option for Second Life. I sure wish the under 18 version was still around. Maybe at some point there will be an educational version for schools. This would be a good venue to talk about how to use Virtual Reality in classroom and how to incorporate worlds into the language learning classroom. This will be on my list for next year.

Tania Shavor said...

I so agree with the AACE conference. This conference sounds more inclusive for people like me who are in corporate world. I especially love that some of the topics there include content development and implementation. I saw a phone the other day that looked as if it was trying to replicate the idea of augmented reality. The dude held his phone up in camera mode and in the air he could see comments that other people had left there with his app. I was like Whoa!! I couldn't help but think that this would be an excellent app for field trips for students, kind of like a real world virtual reality!!

July 30, 2011 10:54 AM 

Wk4 Publicaton/Leadership Project: think out loud post

I was so excited to finally be able to view some of my classmates outcomes. In doing this I was able to form new ideas for my own projects at work. Amazing how that works! I am looking forward to continuing to have access to FSO in hopes that I can continue to monitor new ideas that come out of this program. Collaboration is such a gift that has grown on me in being present with all of my peers here. I was pleasantly surprised at how everything I needed for this project had already been written and how my ideas have transformed since I first wrote them. I enjoyed this month because I was able to measure growth.

Wk4 Publicaton/Leadership Project part 2 of 2: Publications

I would like to possibly publish in this publication mainly because it is a bi-monthly publication and they gladly except research papers on a wide variety of technology subjects. My paper is conventional in its approach however suggestive in its content as there is currently no such plan in place that I have come across. I myself wouldn't mind subscribing to this publication.

Treatment Research Institute

I have currently sent for information on how to contribute to this list of research. This place of research more closely matches what I do at work. When researching for my AR project I also cross researched how or if the addiction field had allowed technology to emerge in the work place. I came up with very little. I would like to contribute in a surface way to possibly open some minds to the possibilities.

Wk4 Publicaton/Leadership Project part 1 of 2: Thoughts

This research has really stretched me in the sense that I don't want the paint myself in corner. I originally started my AR project off the way that I did (in education) because it was very similar to a need for expansion in the treatment and addiction field. I see a definite need for a technology bridge to be created between institution and home. While I feel strongly about the need for it in the public school system something about the politics of it makes me shy away from exploring that option further at this time. However, am willing to publish a general idea of what I am thinking so that others may develop an approach as I did in this case where there wasn't enough data in my field of work.

Wk 3 Wimba

Ugh! More rules and regulations in school districts, I believe we can’t even follow the ones we have because we aren’t given the tools for success!

I was happy to hear the clarity of the abstract assignment. That’s a lot of information the 120 words! I do have some clarity and am trying to slim down what I already have written.

So excited after every wimba! I always get that charge I need to know that I am going to make a difference in the world!

Wk 3 Response to Anela Dixon

Week 3 blog: Reading Chapter 5-8

I remember when one of my daughter's was around five years old. She looked at me and said she wanted to be a doctor when she grew up.  I was so happy to hear her say those words.  I knew what I needed to do to help her fulfilled her dreams.  However, that fairytale never came true because one of her lovely teacher cast a dark shadow over my daughter's head and told her "if you become a doctor then everyone will die!"  My daughter never told me what that teacher said until years later for the fear of what I may have done.  In the book of The Art of Possibility it talked about a child is an exquisite attention-getting device.  (p. 82).  A child relies on strong leadership to help children to discover who they are and achieve their goals.  However, when that leaders or role models shatter a child’s dreams it affects them.  In adulthood, unless the child has a strong will, they grow up not fulfilling their goals and live their life in a box.  I like the Rule Number 6 “Don’t take yourself so seriously” because I spent most of my life trying to fit in or live my life to someone else expectation. During my undergraduate days I tried to be an overachiever and constantly let myself down.  I had to do a calculating self and ask myself “Why am I not aiming for my goal and what can I do to change this problem?” Once I stop taking life so seriously that’s when I was able to aim for my goal without stressing myself out.  I changed the way I thought of myself from the scarfs of my childhood life and realizing only I control my path. 

 

Tania Shavor said...

I spend 40+ hours a week trying to undo in adults the scars of what mindless comments do to people. I hate hearing stories that the one about your daughter. Whats the saying...."That which does not kill us makes us stronger." Its just a shame that we have to go back and reteach ourselves how to not believe that stuff. Thanks for sharing!

July 23, 2011 10:14 AM 

 

Wk 3 Reading Chapters 5-8

I really enjoyed comparing some of the similarities to how my life operates currently. I try to take something from everything that I read. As I have expressed before I have been exposed to a lot of different ways of thought.

In Chapter 5 talks about leadership, and it is something I have struggled with from my supervisor at work. I sometimes find myself in a reverse role with her and have to really strive to work at being helpful instead of criticizing. She is new to management and I have found myself more often than not trying to find creative ways to communicate and empower her. We have had our struggles because I have more experience in my respective field but declined her position when it was offered to me. I realized that what they were asking me to do for the salary wasn’t worth it in the loss of sleep. She has been open to feed back and she watches what I do with the clients. I always empower them to step up and take a lead role once they get to a place where they don’t think about only themselves and what they aren’t getting. I try to teach them things like gratitude, acceptance, meditation, awareness, humility and service. Confession of their shortcomings and letting go of the need for perfection is an important one. Instead of focusing on perfection we focus of progress. That way it leaves room for knowledge and growth. Keep in mind that I teach adults these things; somewhere life has failed them. I love what I do. Hope is always worth getting up for in the morning!

Rule number 6 reminds me of the book “The 4 Agreements, by Don Ruiz” The first agreement is “Don’t take things personally” Basically, the teaching says that every judgment someone else puts on me is a part of their own belief system. In short, it has nothing to do with me. While it is important to look at our shortcomings, people make mistakes. SO WHAT. Good leadership invites change through alternate action. If everyone was disposable then we would all be unemployed. Plain and simple, correct the action and move on. Or ask yourself. How important is this going to be in 5 years?

Chapter 7 reminds me of a principle that I live by, acceptance. A sometimes situation hurt but learning how to let things move through you instead of sit on you is the way to acceptance of the way things are. When I take things personally I can’t be in acceptance. I start sending a message over and over in my head about being a bad person. I am not a bad person I just made a mistake. I ask myself, what is the solution to this problem. If I am living in the solution then it easy to accept things the way they are, because they can be fixed. Stay positive!

I love chapter 8! We all hold back for fear of rejection. Self-acceptance is the key to allowing our selves to live. Once we can be free of that fear we can live wholly. With each growing phase of our lives we encounter fear. Or, at least I have encountered fear. I am at one of those cross roads now. Everything in my being wants to stay put at the job I am at currently. However, I know what drives me. I have set a goal for my self, if I am not moving towards what I want to be in six months I will move on. My responsibility in that is to have a voice about what I see could happen. I trust that what I have done here at Full Sail will open the necessary doors to fulfilling my passion. It is my responsibility to give way to that.

Wk 3 Response to Elaine Scott

Wk 3 Reading – Accomplishing Self

We are creatures of habits both good and bad. When we are used to not looking at “the forest for the trees” or even deeper not seeing the trees for the forest, it is hard to change. I see this world today and I am included, where we succumb to life, as it is so much that we can’t envision anything better that what is. Zanders discussed in Chapter 7 that we need to, “be present to the way things are… and include our feelings about the way things are.” However, he goes on to state that this is, “Not the same as accepting the way things are.

When I managed my staff, especially the younger adults my objective wasn’t to rule over them. Oh they knew that Ms. Elaine was a serious Boss, but I cared and I showed it at every moment without losing my authority, but gaining their respect. I felt that if the system of Retail Management was not going to escalate me to the heights of my expectations the least I could do was make sure I gave these young people the tools to be as successful as I imagined and dreamed myself to be. How do we listen to others who may be able to help make our dreams come true? Zanders put it simply by, Figuring out “how much greatness you are willing to grant to others.” (p. 73)

Finding a balance between my “Calculating Self” and my “Central Self” has been a concept I never would have thought of if I had not read this book. It makes since now, nevertheless, that I see that I have stood in my own way of success. I can remember comments now that I think about of people always asking me if I was angry. The majority of the time I was not but I was always so deep in thought that I guess I looked angry. I will now adopt “Rule Number 6” into my thought and life process.

I have always been a Dreamer. I always wished to be in a better position but never could seem to find a way to get all my dreams out of my pocket and into reality. Chapter 7 shows that maybe I need to stop focusing on that so deeply and just, “be present without resistance.” Finishing this Masters Degree is my first step. I just need to let life happen, not fight against it, and realize that I still hold the steering wheel.

For a long part of my life I held my passions for life in a box that I created. I kept wondering why is it that I am still not happy or where I think I should be? I have all these talents shouldn’t I have been somewhere by now? Today I now work on learning where I put the lock to the box where all my passions lie. I may even have to go a step further and just break the damn lock off but how ever I need to do it I need to open that box and let my passions out and be fully present in my growth and journey.

I want to be one of the New Leaders and as stated in the video, distinguish the Downward Spiral and learn the skills needed to move others to find their possibilities as well as, achieving my own.

Posted by Elaine Scott at 5:14 PM 

Tania Shavor said...

So thoughtful Elaine! I appreciate your honesty and willingness to share pieces and parts of your own life when reflecting on the readings. Some of the same quotes stuck out to me when reading this book. You wouldn't believe how closely this all runs to what I do everyday and the principles I already live by! Thank you for sharing your views.

July 23, 2011 12:14 PM

Free Choice Blog Wk 2

I wanted to take this opportunity to share with you guys another blog that I have found do useful in finding new tools for my career! Enjoy!

Instructional Design Fusions http://instructionaldesignfusions.wordpress.com/ This blog talks about trends in instructional design. This particular blog covers a wide variety of subjects in different fields and how technology is becoming more prominent in society as a whole. 

Wk 2 Wimba

I really appreciated the time that was taken to go over copyright in detail. Copyright has always been one of those known about but not really understood. I now have a better understanding of what can be copyrighted and what can’t. I also appreciated all the polls and quizzes that were given during Wimba. I really hate that I have had to work during these they seem very interactive and fun. Thank you for all the work you put into these presentations they have been so helpful over the past year. 

Wk 2 Reading

I believe open mindedness is the key to stepping outside the box we live in. I believe that some of the assumptions I make sometimes tend to discourage me. One very key assumption is I assume everyone understands what I am trying to convey in a message. I run across this at work all the time when trying to get my vision across to big people like the owner and the CEO. I have come to realize that more work on my part is in order. I must invent some visual stimulation for them to behold. I guess I had a duh moment when I realized that all the while I am in school I am learning about multiple intelligence theory and I don’t even think that they need it as bad as our clients do. Wow!

Possibility: I am filled with it! So many things have happened since I sought out education. First this person that I am always thought as a child that I was below average. After starting college I realized that if I apply myself anything could happen. I guess I measured success before by what I couldn’t do and when I change my focus from negative to positive the whole world opened up! On a regular basis I help people recreate their lives and help families reunite after long periods of despair.

My worlds just came together over the last year. For a few years the need to create was stronger than anything else. When the economy got bad I had no idea how this great thing that I had worked so hard for wasn’t putting food on the table. I realized that sitting still was not an option. I swore that I wouldn’t go back to school. When I saw and researched this degree program I felt the world of possibility open up again. Most of my Graphic Design career was spent in education because I had no desire to feed the media with cereal or alcohol commercials. I can now begin to use what I have learned here to educate families in the area of addiction.

This book while it offers great insight, reminds me much of several books I have already read. “The four agreements” by Ruiz, “The Book of Secrets” by Chopra and “The Power of Intention” and “Manifest your Destiny” by Dyer.  

Wk 2 Response to Elaine Scott

Wk 2 Readings: The Art of Possibility Chapters 1-4

photo by Elaine Scott

 

This eBook is right on time for where I am in my life at this very moment. As a musician with a passion for music, desire to excel, with the ability to love what others do and learn from them, this book was meant for me to read. The mission of the book seems to be about creating values and direction for others. I love the metaphors of music and arts Zanders used to describe life and how we deal or don’t deal with it.

I have lived “out of the boat”. I had allowed life and others to not only get me off track but as the authors stated, I didn’t even know where the track was anymore. Truth is I am just now finding my way back. I would not have thought to think of this life I live as an invention that I could change. Sure I knew all the clichés about “working hard”, “never giving up”, “hanging in there”, and “if it won’t kill you it will make you stronger.” Hell then I outta be SuperWoman by now! But to think in terms of “it’s all invented” makes sense to me. I am already doing it. The moment I decided to start my Masters after losing my job and house I re-invented my wheel to turn into another pathway. Sure I didn’t know if it would work or if the wheel would take me anywhere but I made the wheel anyway and here I am riding a month before the finish line of graduating with a Masters degree.

It is a difficult place for the mind to “define and confine” (p.14) our perceptions. I guess this is where the term “thinking outside the box” fits perfectly. So in my measurement of the world I set the goal to be in a better place than I was before and being at Full Sail University helps me strive towards that goal. In my Universe of Possibilities (p.21) I set the framework or maybe I have to change it, do the necessary actions it takes to succeed, change my mindset (I am still working on that), and let life and my Creator take care of the rest.

The Zanders described my entire philosophy on how I treat the people I meet in this world. As much as I am struggling to find my place in life and within myself I absolutely love supporting others to achieve and I make a point to give out all the 'A's" I can. I feel like the last of the Mohicans in that respect for most people today are so hard and unloving. Yes there was a time when it was okay to be more than cordial to a friend, co-worker, or even family member. You actually loved each other. Not so much today. People think I am crazy when I get too expressive. I don’t try to measure others I just respect and love them and hopefully, I get the same in return.

I don’t have much to give but what I do offer to others is my undying love, faith, blessings, kindness, and a smile - Sincerely. Sometimes it’s hard to do but in order for me to get where I am going without the guilt of walking over someone to get there. I find it easier to take a moment, stop, and just help them up. Oh sure, today you have to be cautious because there are people who may take advantage but with an open heart and both eyes wide open, kindness usually prevails over everything else. I had no plans on teaching and have never filled that position as a career. What I find myself doing as a contribution to this world is working with the at-risk youth and any young adult that wants to be better. I love them up and show them an old –fashion, traditional type of care and most times they listen and turn out all right.

Benjamin and Rosamund Zanders eloquently suggest in summary that if we just take the everyday challenges, step outside the box, give ourselves and others an ‘A’ in life, and keep a purposeful perception of how we deal with life we will always find ways to approach these challenges with a universe of possibilities. 

Tania Shavor said...

"In my Universe of Possibilities (p.21) I set the framework or maybe I have to change it, do the necessary actions it takes to succeed, change my mindset (I am still working on that), and let life and my Creator take care of the rest."

I love this comment! This is exactly where I am and boy is it full of challenges and "hold on a minutes". The Big HP sure has lead me into some interesting situations and taught me a great deal of patience! I think the whole point is we haven't given up! I refuse to give up. I believe that our true meaning and passions intersect at some point in our lives making it all worth while. We just have to keep walking.

July 15, 2011 9:30 PM