Response to Cherylee Gruber "Where Oh Where"

Cherylee, this sounds perfect for you. I too looked at the NCTE Journal. I think it is a good platform for Middle School teachers. Your work on digital storytelling is a great pathway for students who are interested in journalism, and media. Since I teach a high school level Television Production course, I know how important this training is for both teacher's and students. Moreover, the guidelines given for publication fit into the requirements of this course. Great choice, keep up the good work.

http://reflectionsofthegruber.blogspot.com/2012/06/mac-week-2-leadership-post-where-oh.html

MAC Week 2 – Leadership Post – Where, Oh Where?

MAC Week 2 – Leadership Post – Where, Oh Where?

Finding where to publish was quite the difficult task.  I came across several journals that I found intriguing and were a good fit for my research.  However, the key was finding something with an open deadline.  For example, at first, I considered “Voices From the Middle”, since it relates to Language Arts in Middle School.  However, I found most journals have current themes for submissions.  Currently, they are excepting manuscripts on “Expanding the Canon:  Virtue or Vice?”  Topics that I might qualify for are months down the line.  Therefore, the search continued…

I finally came upon the NCTE Journal, “Language Arts”.  It is a professional journal for elementary and middle school teachers highlighting current research relating to Language Arts.  I thought it would be a perfect showcase for my work since my goal was to increase engagement in the writing process through digital storytelling.   Luckily the theme for the November issue is “Innovations”. 

“We invite manuscripts that describe exciting innovative practices that are enriching the lives of young people. Who is leading the way? What should we, as fellow educators, researchers, and family members, know about what’s going on? What conditions have led to innovative spaces and practices? In what ways are the innovations inviting children to participate in the language arts? How can we follow the lead of the most innovative practitioners?”

I feel this will be the best choice for my Action Research Project.  Receipt of the submission will be via email.  However, I will not know if I am accepted for about three months.  The wait begins…

Where To Publish Part 2

I have done more research on the two journals that I original chose for publication, and I have sought advice from my cohorts and Dr. Bedard. It is for these reasons that I am changing my first choice from the English Journal to Educational Leadership. Educational Leadership is a better fit for me because policy changes come from the administrative branch of the educational system. Cyber bullying is a behavior, and must be dealt with through rules that have been decided and voted upon. Also, the journal's theme for March 2013 is Technology-Rich Learning. Cyber bullying problems stem from the technology that students use daily.  Finally, both Tracy Anderson and Cherylee Gruber gave me feedback that encouraged me to re-think my original choice. I value their opinions and their help. Special thanks to both of them, and Dr. Bedard.

WK 2 Reading-Response to Pete Episcopo

Hi Pete, it sound like you got a lot from the reading, as did I. The first chapter, which contained the nine dots had me struggling to find the answer.  As I continued reading, and realized that it required "out of the box" thinking to solve, I immediately saw my training as a student and my teaching method. Haven't we all been taught to think inside of the box, within our formal experiences in education? I envision a new chapter in education, where a student's education is designed to fit his/her strengths. Now that is a concept that is completely out of the box, but it is the approach that some countries have taken for years.

This leads to chapter 2. When we evaluate measurements, a shift in teaching method, like the one described above, would eliminate measurements as we currently know them.  Think about the freedom that this would bring to learners and educators.

As you mentioned, I too am all about the "A's." The thing is, I don't see that passion in many of the students that I teach. I have ponder why this is so. The conclusion drawn is that I want to study what I am currently studying. This education was my decision and based on my interest and goals. If school kids had those choices, I wonder if their relationship with grades would improve.

Finally, being essential should the ultimate goal of education.  All public service based jobs, should focus around creating the best outcomes possible. I pray that I bring this within the walls of my classroom, inside my home, within the community, and everywhere else my presence reaches.


http://petemonth11.blogspot.com/2012/06/week-2-reading-post-art-of-possibility.html#comment-form

WEDNESDAY, JUNE 6, 2012

Week 2 Reading Post (Art of Possibility, 1-4)

Chapter 1:  The answer to the question, how can we think outside the box we live in was illustrated by the “join all nine dots” example.  We truly “struggle” in our assumptions when we fail to invent.  We tend to limit our solutions to problems by drawing the square first, fencing in any hope of what’s possible.  The idea of inventing a new solution is so engaging, too.  In a recent initiative I’m involved in at our school district, I’ve been privileged to work with a team who’s culture is to “invent” solutions.  We do this by mapping our the problem, then innovating a new map, solutions included.  That’s one way we invent in order to gain more choices.

Chapter 2:  While measurements have their place (I would readily want to fly with a pilot who has passed his flight simulator tests), our thoughts and actions are affected by the assessments that surround us.  The need to survive is certainly at the core of this thinking, as the Zanders indicate.  Yet, the idea that is presented in chapter 2, that developing an attitude that life does not depend on achieving a certain mark, but values connecting with our goals (eg. people), we tend to think bigger and broader.  Here, thoughts and actions break through the constricting reflection of the measurement world and open up the “universe of possibility.”

Chapter 3:  I’m always for getting an “A.”  That said, I understand the concept behind the Zander’s experiment.  The letters received by the students after receiving the “A” and then being free to become more complete individuals made them better students.  The removal of the “measurement world” gave them unlimited possibilities to repair and modify their thinking in many areas (as indicated in the above letters).  As he concluded the chapter about his father, I related to this a lot in having a similar situation.  (The note falling out of the book that his father wrote him was particularly touching.)

Chapter 4:  To begin, asking yourself the question, “Will I be a contribution is essential.”  I’ve been challenged by this as I find myself on more and more committees in education.  I have to say that I connected something from the video and the book in this chapter and that was the reference in the video to the “bird who flies over the field and doesn’t care about the fences underneath.”  That’s how I seek to be a contribution.  I would rather fly over the challenges and boundaries in order to contribute something fresh and valuable to the discussion.  I run into many people who only look at the walls instead of fly up and get the 30,000 foot view.  So the combination of a willful decision to contribute along with a big picture approach help me to participate in the solution to a difficulty.

WK 2 Leadership Blog-Where do I want to share my project?

Artwork by Valencia Winston 2012

I have decided to pursue two different journals for publication of my research on cyber bullying.  First, I have chosen English Journal, which is edited by Ken Lindblom. The journal accepts manuscripts of 2,500 to 3,750 words, but requires a written statement that the submission has not been published or submitted elsewhere.  The manuscript will be read by two or more outside reviewers, who will attempt to have an answer within three months.  I am most interested in having my work published in the Research for the Classroom column (Editor: Julie Gorlewski), because of the focus on providing a lens for teachers to better understand successes and failures in the classroom. The submission can be 1000-2000 words in length. I feel that this column word be the best fit for my work on cyber bullying.  The second journal that I will pursue is CITE-Contemporary Issues in Technology and Teacher Education CITE has a division called SITE-Society for Information Technology and Teacher Education, in which I am interested in being published. There is a section in the journal titled “Current Practice” that may be a good fit for my work. The length of the article can vary, which is encouraging. The guidelines also require that the work has not be previously submitted or considered for publishing elsewhere.

Publishing is a new frontier for me. As I am researching, I am not sure that I am asking all of the right questions, or even going in the right direction. I am just learning about these publications, which has produced a level of stress. I do not see work similar to mine on the websites, but this may be meaningless.  I certainly look forward to creating a larger confidence level, as I pursue this goal.

WK 2 Reading-Response to Jessica Isla

Jessica, doesn't the "Art of Possibility" relate to the struggles and obstacles that we face as educators? I enjoyed this reading so muchl. Chapter 2, about giving others an A, had the greatest overall impact on me, and it is what is I mostly discussed in my blog this week. The story of the starfish reminds me of the first few weeks of school every year (smile)! I enjoy this type of insight, and perspective.  I am so sure that you are making the differences and the impacts that you desire for your students.  Your choices to create these experiences for your students, allow them to learn what they came here to learn, and not be forced to view the world through your lens.  You get a huge "A"!!!!!!

http://jessica-isla.blogspot.com/2012/06/week-2-blog-post-1-readings-on-art-of.html#comment-form

Monday, June 4, 2012

Week 2: Blog Post #1 - Readings on "The Art of Possibility" (Chapters 1-4)

Week 2: Blog Post #1 - Readings on "The Art of Possibility" (Chapters 1-4)

 

First off, I want to say that I absolutely loved the TED video of Benjamin Zander.  He is an amazing speaker.  He definitely has a way of connecting to the audience and it shows within his writing, as well.  So far, it's been an easy read...

Chapter 1: It's All Invented 
I really liked how this chapter makes you think outside of the box.  Perception is definitely important when trying figure out the world around you and it's clear that everyone's "mind maps" are different because of their different life experiences.  It was actually inspirational when thinking about setting your mind free when extending mental boundaries by "enlarging the box," or framework, around situations... creating new opportunities.

Chapter 2: Stepping Into the Universe of Possibility
I love the name of this chapter.  There are so many things that hinder us from progress because we are held to certain expectations and limitations on a daily basis, but with this new outlook of "a universe of possibility," there are virtually no boundaries that could confine you.  Instead of setting a goal and doing all that you can to reach that goal, you generally layout a context and see what happens form there.

Chapter 3: Giving an A
I really liked the idea of "giving an A" as it being not an expectation to live up to, but a possibility to live in to.  The saying not only relieves certain pressures, but also inspires greatness.  There are no boundaries or restrictions.  There is no one looking down at you... comparing themselves to you.  There is only respect that allows others to grow and realize what is actually within themselves.


Chapter 4: Being a Contribution
The story of the starfish reminds me of my first few years of teaching.  I felt like there was always so much to do and there was never huge progress and growth made within the district, but as time went by it was more clear for me... I'm not teaching because I want the recognition.  I am teaching to help all that I can feel successful and make any sort of progress they can.  I am teaching to make a difference with that one starfish that might be thrown back because it makes a different to them, even if there are many others out there struggling to survive in education.

I am a contribution.  I make a difference and will continue to make a difference in each day that life brings me.