Week 4 Reading Post: Chapters 9-12

The Zanders have a very common sense approach to life that obviously isn’t common among us. The anecdotes and connections to music are particularly insightful as I embark on new and uncharted choices in my life and career. As I have mentioned in previous posts, the practices discussed in the The Art of Possibility are biblical and it makes sense, as the author’s father was a student of the Bible and history.

The idea of enrolling others in our dreams is eye opening. Often when we make requests, we operate on the presumption of being turned down. I have heard myself say on many occasions, “The worst he/she can say is no.” I did this to make myself feel better, but did I really? Of course not.

In “being the board” I saw similarities between this new idea of responsibility and blame and being in God’s Will. Like being the board, being in God’s Will makes it possible to accept the circumstances of life knowing that those circumstances will yield positive results in the end. “And we know that all things work together for good to those who love God, to those who are the called according to His purpose. Romans 8:28.

What I enjoyed about the frameworks chapter was the whole idea of creating a vision and not division. In all honesty, mission statements do create a competitive spirit and while they may be designed to inspire, it typically is ignored. Now a vision is something that can be seen even if it does not exist at the present. To me, the vision resembles a five-letter word: F-A-I-T-H.

The Zander's story of their father's passionate recount of the Arab and Jewish peoples’ history and arrival in Palestine was interesting. Even more moving was the student’s response, “What a wonderful opportunity! What a privilege for both those peoples to share that land and that history!” What is that saying? Out of the mouth of babes come words of wisdom? Well, that young person definitely has it [wisdom]. What is ironic about division is that the multiple parties are often so similar. The “We” story recognizes the sameness that so often divides.

Week 3, Comment #2 to John Krusko's Blog

He said. . .
“Life is like a wild tiger, you can either lay down and let it put its paw on your head, or you can jump on its back and ride.” - Anon

I recently read (sitting in a doctor’s office) an article about therapy and counseling that delved into the following:
* How well do you know yourself?
* You are not on your own!
* Do you find it difficult to ask for what you want and even to recognize and accept your needs in the first place?

We are unique individuals with different strengths, limitations and resources. However we are also social beings bound together by a commonality of issues (relationships, loss, stress, depression, abuse, sexual problems, substance abuse, and social inequality). How defined we come to know our real, inner or true self will help establish a baseline for the “passion” that you speak of in your reading response. My impression of Zander is that life is a continual process to love others and ourselves freely, while being realistic about our strengths and weaknesses, acknowledging and learning from mistakes and having a positive attitude to life.

“You must love yourself before you love another. By accepting yourself and joyfully being what you are, you fulfill your own abilities and your simple presence can make others happy.”
- Jane Roberts (The Nature of Personal Reality)

I said. . .

Those doctor’s office readings are the best aren’t they? I wonder if we’re more receptive to what we read in that situation because we’re typically anxious and just need to distract ourselves or what? I believe that the Zanders speak Biblical truths and are simply translating them into laymen’s terms. What they speak of is love talk like you mention. This is what the Apostle Paul to a new and misguided Corinthian church:

I Corinthians 13:13: “And now these three remain: faith, hope and love. But the greatest of these is love.”

If we love others like we should love ourselves, those common issues you speak of are no longer an issue.

Week 3 Comment #1 Comment to Regina’s Blog

http://www.flickr.com/photos/unc-cfc-usfk/3472046406/

She said. . .
How will I be a contribution today?
I try to enter the doors of our school with a smile and a good morning as I stroll through the halls passing students thinking to myself “It’s going to be a great day!” I try to assist the parents and students as much as possible. I always keep in mind that we have them for the majority of the day and for some this is a safe haven, some are caring the weight of the world on them at such a young age, and as Tricia mention “We need to give them the benefit of a doubt.” It is such a great feeling when you reach at least one and he or she comes back to visit and say, “Thank you for always being there and believing in me.” He then goes to our conference room to speak to a small group of students about his college life. This is my daily contribution.

I said. . .
Looking back over chapters 5-8, your contribution theory is a great way to sum up those chapters. What a blessing you are to your students. From my personal observations, more educators like you are needed. I see teachers act so “ugly” with their students in the name of being tough. It made me wonder if I was being too soft. Our students do carry the weight of the world so much more than I ever remember when I was in school. It is scary! And the unfortunate things is that you do not hear about their horror stories until after your direct influence is over. Your daily contribution of allowing students to escape their circumstance is commendable. Thank you from all the students who don’t always come back.

Week 3 Reading Post: Chapters 5-8

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Much of what the Zanders discuss makes common sense when you stop to think about life and the experiences – universal and unique – people go through.

For one, people should be invited to the passionate energy that excites. And that’s found in the eyes. Often, we’re so worried about what others will think and that can operate as a great hindrance. Let it go! If they laugh, it will likely be because it was supposed to be funny. Which leads to our tendency to take ourselves too seriously. Now this attitude can definitely sap the energy that drives our performances. Remembering and following rule #6 will be a part of how I conduct business in my classroom and in life. What an enlightened attitude to have!

One of the challenges I have vowed to take up is to delegate more responsibility to tasks that I would overwhelm myself with. Often in my career, I have assumed too much for what others should be accountable for: learning, good grades, etc. Letting others lead, evens out the pressure of the task and its reward. The “White Sheet” is a good assessment of just how best to allow others to lead. It is constructive and empowering and a great segue into our view of “the way things are.” I’ll admit that I don’t always share the optimistic view of life’s circumstances. I really like the idea of allowing the present to be what it is without the resistance found in pessimistic thinking. It reminds me of the serenity prayer:

God grant me the serenity
to accept the things I cannot change; 

courage to change the things I can;
and wisdom to know the difference.

Living one day at a time; 

Enjoying one moment at a time;

Accepting hardships as the pathway to peace; 

Taking, as He did, this sinful world

as it is, not as I would have it; 

Trusting that He will make all things right
if I surrender to His Will;
That I may be reasonably happy in this life
and supremely happy with Him
Forever in the next.

Amen.
--Reinhold Niebuhr

MAC Week #2 Comment #2 to Charlie’s Blog

He said. . .

Week 2 post on reading

I have to admit that when out instructor said that this book was not so much a "study" book and more of a book to try and see the over-arching concepts, I was a little skeptical and thought that this might not be what I was expecting out of this class. I am glad I was wrong. What a pleasant surprise it was to start reading and become engrossed in the words that the authors had written. Maybe it is because the authors are in the music field and I could relate to many of the stories that were presented, but I would rather say that it was the subject matter. I believe that one thing that helped was watching the Ted talk that the author gave on "Music and Passion" helped me visualize what the author was talking about. I have included that talk here in this post.

In chapter one of the book the authors challenged us to "Think outside of the box." At the end of the chapter there were a couple of questions that the authors presented as a kind of way to think about what was just read. At the end of chapter one the following questions were presented:How can we think outside the box we live in? What assumptions are we making that we’re not aware that we are making? What might we invent that would give us other choices? As I thought about these questions, I felt that I often had been looking at the "small picture" in my life rather than the "big picture." For example...I had some issues with my employer this year, and all I could do was focus on "how am I going to make it from this week until the next?", and sometimes even "how am I going to make it until tomorrow?" After reading the first chapter, I now am thinking "Ok, so there are some difficulties with my employer, so that just means that there is something better for me out there." I was assuming that I would be living with this over my head all the time and would have to constantly be worried. Life, unfortunately is not like office max with an easy button, but I have now got a button inside of me that says "something better is coming."
In chapter 2 of the book, the authors talked about stepping into a universe of possibilities. One questions that was posed at the end of this chapter was How are your thoughts and actions a reflection of the measurement world? Being in education, teachers are constantly reminded of measurements. Be it state tests like the Florida Comprehensive Assessment Test, or a county test, or a benchmark that somebody has set for students to reach. Teachers are almost constantly thinking of the next test that we have to give. I would like to challenge myself to start with a class of A students.
In chapter 3 of the book, the authors talked about giving everyone an A. This was a really neat chapter because it made me think about my teaching style. What would it be like if I taught my classes with the same methodology that the authors used? I would like to try this this coming school year, but it will have to be explained to my classes that they all have an A and that each one of them is an A student, but there will still have to be some sort of measurement to satisfy the "powers that be." One story that hit home in this chapter was that of the second violin-itis. This was especially eye opening to me since I play second violin with the Venice Symphony, and I cannot tell you the number of times that I have actually thought that I am just a second violin, so what does it matter if I practice or not. After reading this chapter, I have a whole new appreciation of being a second violin.
Chapter 4 picked up where chapter 3 left off in asking us "How will I be a contribution today?" I like the way that the author asked his students to think about how they contributed in the past week, then he asks them how they willcontribute in the coming week. Being in the performing arts, it is sometimes hard for students to see the end prize, so this could be a stepping stone in getting students to think how they are going to contribute and not just coast along.

http://www.flickr.com/photos/stevensnodgrass/3874913760/

I said. . .
I too have had issues in my workplace with fellow teachers, administrators and students who make my existence a miserable one. If I had only read chapter 1 10 months ago!

I concur greatly with a lot of what you reflected in your reading particularly the second violin mentality. I played second violin for eight years and it felt so inferior to the first violin section. The Zanders say that it is all invented. And if that is true, then that whole mindset can be changed if one DECIDES to change it. This book does a great job of revealing the worth that we should see in ourselves, not in a haughty way, but in a way that helps us see what service we can be to others.

MAC Week #2 Comment #1 to Richard’s Blog

He said. . .
Wk2-Response to reading
How many times have we heard, "The person who is least committed is the person least engaged in the program?" I have heard this said a number of times. I even have that mentality, but the author goes against by stating,"The least engaged may actually be the most committed person."

Chapter 4, titled Being a Contribution was thought provoking and mind changing. The example of the woman going to her mother to borrow money every year because her and her husband didn't manage their finances correctly allows a person to see, once the disposition and frame of thinking is changed, great things can happen. It has been said, "Attitude is everything." In the case of this chapter it is true. Once a persons view of their worth is changed, it is shown in the way they carry themselves.

I said. . .
I agree that "Attitude is everything." There is such a diverse set of interests that it can be difficult to find the thing that gets your students-- or people in general -- motivated. So maybe this idea of being a contribution and likening life to a game can get attitudes to change. It can certainly change the the amount of engagement one has with that issue, person or subject. Its not people who change, but their perspective that changes. That is what makes a difference.

Week #2 Reading Post: Inventing Possibilities By Writing Into the Future and Being A Contribution

The compelling idea that stood out in reading The Art of Possibility by Rosamund and Benjamin Zander was the assignment of having students write letters into the future as a requirement for earning an A. This activity takes me to one that I do with my freshman students:

During the final week of school, I ask students to write a letter into the future that they will read as a graduating senior. I suggest that they speak about goals, reflect on the past year, reminisce or a combination of those. I promise not to read them. The Zander activity is similar. Students write to themselves in past tense about their future. But this is where a major break happens.

Whereas, my intentions are for students to set goals to measure themselves and to reflect on past experiences for self-improvement, the Zander method challenges students to see the selves they want to become in the present. Whereas, my students assess themselves for growth and change by reading their letters from three years ago, the Zander method works as a teacher/student assessment to determine which path will exact the growth needed to change now.

This gave me pause to consider that I am expecting my students to singlehandedly invent themselves based on a set of standards, when I should align with them on knocking down the barriers that block the infinite possibilities that are before them. My assignment, then, should occur 10 months earlier with a new intent on students “inventing” themselves based on their future self – validations.

In a few weeks I will be teaching an experimental writing course for incoming freshmen. One of the things that I will try is giving them an “A” and making their initial writing assignments the “A” letter and observations on “Being A Contribution.” One of the things that I most enjoyed about Film Making Principles and Gaming class was the release of pressure I felt. Kathy would assign AAA (Absolute “A” Assignments) and Dr. Dan would just have us play games. Even without the pressure, I ironically dug deeper and challenged myself creatively. I think that this can work for my future students.