Week Three: Comments to Kim's Post

Kim's Post:

Image from Clipart Mojo

I was very happy to find that Benjamin Zander revisits his notion of the “silent conductor” in the earlier part of this reading. (I say revisits because we were first exposed to this idea during his TED Talk on music and passion.) During the TED Talk, I was struck by his comment that a powerful conductor is one who can inspire greatness in his musicians; that the conductor’s success is not so much measure by what he does, but by what others do under his leadership. This idea extends easily to the profession of teaching. The most successful teacher is the one who inspires the greatest work from his students. And, I see the connection between conducting and teaching even more prominently, in fact, in my action research project that focuses on the flipped classroom. The overarching goal of flipping is to make the classroom more student-centered than teacher-centered. Zander describes how implementing small changes like allowing the orchestra members to contribute their insights to his musical interpretations made them feel empowered and valued. In the same way, I hope that flipping my classroom will enable me to work with and hear from more of my students, so that they see the material as more approachable and relatable than they might otherwise feel in a lecture-based class.

My Comments:

Kim,

I too was "struck by his comment that a powerful conductor is one who can inspire greatness in his musicians; that the conductor's success is not so much measured by what he does, but by what others do under his leadership."

When I read that, I thought of the long-running Music Under the Stars summer concerts put on by the Toledo Symphony in the Toledo Zoo amphitheater. The same conductor had been leading this tradition for 59 years, until last summer when they announced a hiatus due to Maestro Szor's health. The first song the symphony always played (after the Star Spangled Banner) was a march that was "conducted" by a corporate sponsor. I always thought it was interesting that the musicians could play this piece without the conductor leading them (the guest conductor never seemed to know what he was doing!), but his is only because Maestro Szor had led them to be able to perform without him.

Maybe this is the ultimate goal of educators ~ to empower our students to perform without us at all.

Music Under the Stars 2009 toledo blade.com

Week Three: Comments to Amanda's Post

Amanda's Post:

As I read the next four chapters in The Art of Possibility this week, I couldn't help but reflect upon the discussion board topic that we were also give for this week.  I'm pretty sure Dr. Joe knew what he was doing this week.  Our discussion this week had to do with the barriers to integrating technology in the classroom.  We were supposed to discuss, from our experience, what it is that keeps teachers from embracing new technology.  Our answers varied from time commitment to fear of failure, lack of PD to lack of support from Admin. Since most of us are classroom teachers, we hit probably the top ten roadblocks, easily.  But after the reading this week, my eyes are open to some new possibilities!

In the chapter, The Way Things Are, the authors discuss our tendency to see the negative in a bad situation, instead of seeing it for what it really is...just another situation.  They also discuss the tendency to express problems as a downward spiral, I hear this all the time in the Teacher's Lounge!!  The same teachers who balk at integrating new technology are typically the same people who express their frustration with "these" students, who are always the worst students ever, and Oh! Just wait! The class coming up is the worst EVER!! It's so frustrating, and disheartening, if you buy into all that talk.  Why would anyone ever want to dedicate their lives to teaching? It's much more encouraging to think of these kids as being different from previous generations, not better or worse, and to think of ways to reach them that weren't available in previous generations.

My Comments:

Amanda,
Isn't it interesting how different school settings (and different teacher's lounges) can take on a life of their own? I have taught at a school where almost every single staff member expressed problems as opportunities. Students were valued, challenges were discussed, and solutions were found. Sure, at that school we had "those parents" and stinker students. But the staff never whined about this these issues, but instead found ways to work together and make good things happen.

I have also been at a school (it will remain anonymous) where the teachers' lounge is a horrible place to visit, and I avoid it at all costs. I actually shook my head when I read your post that said "The same teachers who balk at integrating new technology are typically the same people who express their frustration with "these" students, who are always the worst students ever, and Oh! Just wait! The class coming up is the worst EVER!! " I heard those EXACT sentiments recently. "Oh my gosh these kids are just awful. This year can't end fast enough. But I've heard that next year's group is even worse. Not looking forward to August to come..." If that is your mind set, why come back in August at all?

Week Three Reading: TRY

In this week’s reading of The Art of Possibility, there were some quotes that really stood out to me. 

When told by a violinist that a difficult passage in the violin concerto was virtually unplayable, Stravinsky is supposed to have said: “I don’t want the sound of someone playing the passage, I want the sound of someone trying to play it!”

That quote makes so much sense to me based on the environment where I teach and the students who are placed in front of me every day.  According to the state department of education, my students are “failures”.  Their test scores are and always have been abysmal.  Older students from this neighborhood do not graduate high school, let alone go to college.  Many of my students have police records and are involved in gangs.  My students know their school has the lowest rating possible and that they are behind grade level. 

My goal this school year has been to motivate these students in ways they have never even considered.  So many of my kids have never truly tried to accomplish anything academic, by the time they reach 8^th grade they have no desire to even try.  They have failed so many times, they have a “why bother” attitude.  My first month the words I heard most often from them were  “Shut up talking to me” and “That’s doing too much.”  I had to get across to them that I was not expecting perfection in solving algebraic equations, but I was expecting effort, and interest in how they work.  I was not expecting students to recite all of the phases of the moon, but I was expecting students to be curious about these events and try to hypothesize why the moon changes.  In a sense, “I don’t want the sound of someone playing the passage, I want the sound of someone trying to play it!”

Now, I realize that the quote from Stravinsky is stated in a different light.  He wanted the emotion, passion, and drive to come through in the music, rather than just the notes.  I want my students to actually know it is OK to TRY even if they fail, or only achieve a small success.  I want a classroom full of students who are willing to try.  We are not completely there, but I am proud of the progress we have made in just one year. 

graphwords.com

Another concept in this week’s reading that stood out was the concept of the one-buttock player.  It goes along with the Stravinsky quote, in that passion is as important (if not more important) than just hitting the right notes. I wonder if the CEO from Ohio had success when he transformed his company into a one-buttock company.  Can I have a one-buttock classroom?  Not this year, but if progress continues at my school that could be in our future.  How exciting!

Week Two: Comments to Rodolfo's post

Yesterday I finished reading the first four chapters of "The Art of Possibility" and it blew me away.  I learned to be open to looking at live with a positive perspective.  We must be open to possibility to us and those who are around us to do their best, to feel that we contribute to the bitterness of the people who are around us, to create a positive impact, and lasting impression to students, family, friends, etc.

It wouldn't be fair to write about each chapter, because they are linked to each other and it should be treated as a whole.  And these are the first four chapters, I can't imagine the rest of the book.  Every sentence that I read, every paragraph made me reflect and think about how I judge those who are around me, and those that judge me.  Did I received an A?  Did I give an A?  I was impressed how students attitude in the music class improved when they were told that they had an A, but, they have to justify why, by writing a letter saying how they changed to the better as a person after taking the class, and how they contribute to each others improvement.

Chapter 3 was like a hook to the jaw knocking me down, like the question of which musician or song touched me deeply.  Well, this chapter did.  I began to reflect on my life and those that are not around me and those who still are.  This chapter, and the rest of the book can be applied to school, work (for those nagging bosses), sports, everything.

I hope that this week's reading open a world of possibilities to you... Salud!!!!


Rodolfo,
When I think about classmates who certainly "make a contribution" and bring positive energy to every class, you are right at the top of the list! From Wimba sessions to group projects to hilarious Google+ hangouts (complete with reindeer antlers) you have given all of us an A and allowed us to let our guard down and get creative. I appreciate all of your reflective thinking and your thoughts on the reading sums The Art of Possibility up very clearly. I look forward to the other chapters in the book and hearing what you think about them.

Week Two: Comment on Golda's post

wk2 comment #1: Golda Lawson-Cohen

It’s all invented and the 9 dot puzzle got me thinking how linear I sometimes get when trying to figure out a solution to a problem. This holds true when I am working on keeping motivated on something. It doesn’t matter what that something is but thinking outside the box helps in solving how to keep that motivation going even when I feel less motivated because I tell myself that the choice is to do it now and get it done or do it later and have it over my head.

Another story I would like to share is when I had the opportunity to teach small local college computer applications. With the start of each class, I would have students so worried about their GPAs that they would have a terrible time in focusing on the material that was being taught. At first, I would attempt to calm them down with saying, “you do the work, and you will get the A.” After reading the chapter about “Giving an A” I realized that if I just gave them the A that they wanted the course would have gone smoother. It is in retrospect that I realize that administration would not care for this idea. So starting out with the A and having points taken off would probably show the student that if they worked hard the A would still be there ev

en with a few points taken off and that they were human. Somehow

, it would be a win-win situation. Administration would get what they wanted and the student would have less stress knowing that they had the A to start with and it would be up to them to keep it. This is definitely a spinoff of what our book has to say. I found it a good compromise.

Golda,

I like that you start your post with the 9 dot problem. I am sad to admit that I could not figure it out. I was doing exactly what he said, trying to use the dots without considering that I didn’t have to use them as a border. I tend to be linear like you when solving a problem. But I will say that Full Sail has me considering solutions that I would not have in the past.

I also enjoy how you came up with a “compromise” for the Easy A idea. When grades must be given, and administration is looking for a bell curve, not every students receiving an A, teachers are stuck in the middle of what may be best for our students’ learning and satisfying administration demands. Well done!

Week Two Leadership ~ Where to Publish

Week Two Leadership ~ Where to Publish

Mathematics Teacher Educator seems to be the most logical place for me to submit my publication.

Well, the manuscript is to be no longer than 25 pages of text of 6,250 words (exclusive of references).  I can confidently state that my paper will fit that requirement!

Another option may be Mathematics Teaching in the Middle School.

In fact, this publication currently has a request for manuscripts for "articles that address how to promote communication so as to encourage students to construct their own mathematical understandings in the public forum of a classroom".  My Action Research did use technology for students to communicate what the learned in Mathematics.  

Week Two Extra Post: A Fall From Grace

Week Two Extra Post:  A Fall From Grace

http://youtu.be/4gXdWELSgEQ

As I said before, the Ted video had my hooked on Benjamin Zander.  I wanted to learn more and see what other videos he may have out in internet-land.  So I googled his name.  Sadly, I found he has recently had a “fall from grace” (as many sites have been quoted as saying)

Here is Zander’s own website statement:On January 11 (2012), just over one week ago, I was told I had been dismissed from my position at the New England Conservatory (NEC) where I have worked happily for the past 45 years.The reason was that I had over many years retained the videographer Peter Benjamin to film classes and concerts, knowing that he was a convicted sex offender who had served a term of imprisonment. I supported him in the sentencing stage of his trial and after his release on the basis of what I saw as his earnest determination to turn his life around, but I did so without inquiring into the exact nature of the charges. This was a grave oversight.Further, I did not seek the permission of the NEC, based on disclosure of his conviction and imprisonment, to use him as a videographer in the College and the Prep school. I accept that it was not for me to make the decision that it was safe to do so.For all the upset and anguish my actions have thereby caused in the NEC community and beyond, I profoundly apologize

I am dismayed to know that this man who has inspired so many children and adults to become the best musician possible could have had such a huge lapse of judgment.  Obviously as a mother of 3 young boys, I am disgusted.  However, I may not have had such a profound disgust prior to my course in Filmmaking Principles in Education.  I have since learned the power a videographer has behind a camera.  They must show a bond of trust to their subjects.  If trust is not there, it becomes voyeuristic and uncomfortable. 

Peter Benjamin was hired to film children at the NEC 20 years ago by Zander.  Apparently, Zander even wrote letters to the judge in Peter’s case to influence a lesser sentence.  After Peter (whose victims were children) served his sentence, Zander hired him to film children!  While most of the media I am finding online seems to show that the majority of people who have spoke about this issue seem to think that NEC overreacted by firing Zander, I believe this was an appropriate course of action, giving the information I have read.  I question his judgment to hire a sex offender to film a youth orchestra, and while Zander has published an apology on his official website, that took him several weeks.  His first reaction was that of “I did nothing wrong.”  Is his apology genuine now?  Quite possibly.  Zander could have supported Peter Benjamin in helping him find work after serving his time, but absolutely not by working with a camera and young children, the exact environment where he committed a heinous crime.  This was a huge lack of judgment, and I hope and pray that no children were violated in the 20 years Peter was employed by Zander.