Dear TOCFE Family,
I have a written a short (2 page) introduction to the revised TACT seminar (which is also on a Process of Ongoing Improvement- POOGI). I would love to receive your feedback on this introduction which is based on the seminar objective: The TACT workshop succinctly provides the learner with specific Thinking And Communication Tools to empower those within hes guidance to take responsibility for their own behavior and learning.
Kathy (_ HYPERLINK mail to: suerken@nwfl.net _)
Although seemingly confined by a frame on my desk, that quotation evokes a never ending and frustrating dilemma that frequently permeates my thoughts. Just who is responsible for learning and behavior in this classroom, the student or the teacher?
When I ask my students, they give me the 'test'-book answer, "We are." Why then, do I continually have to chase after them to turn in their assignments, to constantly interrupt my teaching to write office referrals, and to frequently deal with parents who blame me because their children won't do what is expected of them? After I take the time to fix all those problems, I have precious little of it left to achieve the professional goal to which I aspire: Mrs. Kean, teacher extraordinaire.
However, I can not be an effective, let alone an extraordinary educator, unless I have a learning environment that is productive and safe... Especially now with the fear of school violence. And, in order to ensure a productive and safe environment, I must take the responsibility for solving student problems. That is, after all, how I get measured. Parents, my school district, even society seem to hold me accountable, not only for student learning, but also for student behavior. Classroom management- discipline- is on my evaluation form right along with how well I prepare students for academic achievement.
But there is something else I need at the same time. In order to be an effective educator, I need also to guide my students to become independent and responsible learners. How else will they hold good jobs, function as effective citizens and become life long learners? And, in order for my students to learn how to manage themselves, I can't keep solving their problems for them. I must pass the responsibility back to them.
What's this- a Catch 22? I must take the responsibility and give it to my students at the same time? No wonder I feel like a rubber band being pulled in two directions. As much as I want my students to solve their own problems, I am continually forced to intervene in order to protect the learning environment. Without my intervention, classroom problems quickly get out of hand and lead to chaos- and not the kind of which famous scientific theories are made. The constraints in my classroom lead to a chain of endless problems. If only there were a theory for that!
Until there is, I am stuck in this dilemma which leaves me frustrated, stressed out and too often exhausted. Counselors and school administrators sometimes end up with me in their offices as well as my students. No wonder we all burn out. Fanned with endless paperwork, the fires we continually extinguish consume time, energy, and our wonderful dispositions. I feel like a member of the local fire department, or maybe the UN peacekeeping team? Then again, sometimes I think I'm just a nursemaid.
Do I want those jobs or am I only doing them because I think I have no choice? Why do I assume that in order to have a safe and productive learning environment, I am the only one who can ensure it? Li
kely it is because, based on past experiences, kids can't seem to get to effective and feasible solutions in a timely way. Is it because they are unwilling?
More likely it is because they just don't seem to have the necessary skills. I shouldn't have to teach those skills; isn't that the responsibility of parents? Thinking of countless parent conferences through the years, however, I have always sensed that parents are as frustrated as I am. They are stuck in this same dilemma and would love to find a way out. We are all certainly motivated. Yet, despite the sincere and diligent efforts of all us in the vital triangle of parents, teachers and community, the problem remains. None of the myriad of worthy ideas and programs, we have come up with, enable students to consistently make and follow through on responsible decisions.
Maybe it's because you can't impose intrinsic responsibility- it has to come from within. We need a process that develops and brings out intrinsic capabilities in students. Isn't that, after all, the meaning of the Latin word, educare: to lead out?
What if there were thinking and communications skills concrete and powerful enough to systematically lead out of the students, themselves, the ability to make the responsible decisions needed to ensure a safe and productive learning environment. I think about how much time that would save me, not only in the long term, but every single day. I would probably be willing to invest a little classroom time on such a good investment. And, if I could coach my students, instead of refereeing them, then I would really feel like an extraordinary teacher! Like I was empowering them even. Such a ridiculous word: empowerment. How many of us feel empowered at work?
They must have invented that word in Camelot- that final resting-place for all impossible dreams. Well, it takes more than implausible ideas and wishful thinking to make dreams come true. Leaders need tools, not magic wands. Concrete, substantive and realistic tools that educators can use TODAY.
We need Thinking And Communication Tools that are simple enough to be used by a kindergartner and profound enough to be used by CEOs.
Like a teacher. Like me.
CONNECTIONS
ANNOUNCING...
(a drum roll, please)
The 4th International TOC for Education Upgrade Conference, August 9-12, 2000 in Monterrey, Mexico! Mark your calendars and keep reading TACTics for the latest, "hot off the press" information.
Are the following statements suitable assumptions for B -D?
-There is no public transportation available to Y.
-I can't borrow a car from my friends.
Another Answer to Rami Question #6
I agree with Doug Roby that both are realistic assumptions in the situation described. We may read it this way to check: In order to get from point Y to point X, I must borrow the family car because there is no public transportation available to Y and I can't borrow a car from my friends. Another assumption here is that the family car is available and is not being used by other members of the family; especially the elders in the family like Pop and Mom. Still another possible assumption is that one can use the family car though someone else may want to use it because one has priority in the use of the family car. Another assumption is that I can not hitch a ride with my friends going in the same direction, especially if I don't have priority use of the car, being a teenage son like Dave Rogo and not being the father, Alex. In which case I must really find a way other than using the family car; again, assuming that Alex has no other personal car other than the family car. We can invalidate the assumption via an injection that allows one an alternative to using the family car which is: hitching a ride with my friend, walking and having a good exercise, using my skates to go faster than walking or using the bike and saving some money and producing less pollution.- Father Tony J. Ranada
And Now, the RAMI Answer:
In order to get from point Y to point X, I must take the family car because there is no public transportation to Y. In order to get from point Y to point X; I must take the family car because I can't borrow a car from my friends. Both assumptions are suitable, invalidating each one of them will break B-D connection. If I can borrow a car from my friends or find public transportation, then taking the family car is not a necessary condition for getting to point Y.
The difference between the assumptions is that they focus on different terms in the 'Want'. The first assumption is focused on the term "Car". Why, in order to get from X to Y do I have to take the family CAR? The second assumption is focused on the term "Family". Why, in order to get from X to Y, do I have to take the FAMILY car. When exposing assumption it is beneficial to focus on different terms in the 'Want'.
The answer is YES. Expect another RAMI Question in next week's TACTics Journal.
"To make the simple, complicated, that's common place. To make the complicated simple, awfully simple, that's creativity."- Lea Goldberg.
EDITORS' NOTE
From Cheryl A. Edwards
REMEMBER FOLKS!!!!!
This is your interactive journal. Please send us your questions, answers, quotes, hints and any other information.
Anyone have a great classroom story connected to using TOC???
Kay Buckner-Seal- HYPERLINK mail to: bucknek@resa.net
Cheryl Edwards- HYPERLINK mail to: cherylaedwards@aol.com
Snail mail:
Kay Buckner-Seal
10230 Dartmouth
Oak Park, MI 48237 USA
Cheryl A. Edwards
2253 S. Hill Island Rd.
Cedarville, MI 49719 USA