TACTics Journal

A Publication for and by TOC for Education Practitioners

June 9, 2000

CONTENTS

            WIZDOM

                  (1)            It’s All About Assumptions, Kathy Suerken, Felicia Gledhill

            SECONDARY TACTICS

                  (2)            Getting Promoted, Larry Till

            CONNECTIONS

                  (3)            4th International TOC for Education Upgrade Conference

            QUOTE

                  (4)            Quincy Jones

            EDITORS’ NOTE

                  (5)            Kay Buckner-Seal and Cheryl Edwards

WIZDOM

(1)      It’s All About Assumptions

By Kathy Suerken

 

The middle school subject I taught as World Cultures could have been characterized as a course in perspectives.  Every Friday was official “show and tell” day and, believe it or not, none of my 11-14 year old students ever complained that the concept was too juvenile.  Instead of making the name of our event more sophisticated, they instead changed the content to higher order thinking!  What started out as a sharing of artifacts from around the world began to include the sharing of the artifacts of their minds.  They would describe how they related concepts taught during class to real life during the week.  The lesson that day, therefore, became not only a review but also an extension of their learning (and mine) through applications in a different environment.  More and more “show and tell” began to describe how their view of the world was changing— and why.

 

Looking back, I realize how much it was all about assumptions.  Do you think that phenomenon also occurs during TACT seminars— and in later life experiences?  Those little tidbits of changing assumptions are fascinating and I would like to invite you to participate, very simply, in a TACTics “show and tell” every Friday by sharing a little story with your fellow “classmates.”  Will you do that for your teachers and your fellow learners?

 

A few sentences written off the cuff about an assumption is all that is needed.  (Cheryl and Kay will be glad to edit and refine the words.  If that is important, just tell us).  Just something simple, a little “Aha” like this one from Felicia Gledhill, whose story reveals why you can not teach without learning (and vice versa).  Thank you, Felicia.

 

Dear Kathy,

      During the time that I was learning TOC, I was also a student in a college computer course.  I had an experience in my class that was an “Aha” moment in helping me to understand the dynamics of assumptions and class performance.  I am not a very “attentive-to-details” type processor.  I often look at things globally and draw conclusions as the parts fit into the whole. Computer work, I've learned, requires a person to look closely at details. 

      I was on a lesson that required you to follow a step by step process to get to the finished and "correct" product.  I looked at the layout of the page and mistook the bold print in the middle of the page as a cue that the lesson was over.  I looked no further than the middle of the page and assumed that the incorrect answer that I kept coming up with was a result of my inability to understand the assignment.  I felt even more defeated when the teacher came by to assist me and the attention of the class was on me and my inability to work the assignment.  I felt dumb and very embarrassed.

      The teacher tried to help but she and I were too far from each other on how we were looking at what went wrong.  She never asked me what was I going on or "assuming" as I worked the problem.  I did not realize myself what was wrong and why it was wrong because all I could concentrate on was that it was WRONG AND I HAD FAILED AGAIN AT UNDERSTANDING SOMETHING THAT OTHERS SEEM TO UNDERSTAND SO EASILY!

      It was not until the next day after I had time to calm down that I noticed the layout of the page and saw that the numbering of the steps continued even though there was a bold heading in the center of the page.  I had stopped the exercise before the exercise was complete because I mistook or misunderstood the layout and fell short in completing the necessary steps. 

      It was a great moment for me because for the first time I did not feel dumb.  I realized that what I had done made sense to me because it fit my assumption but it did not work for finding the correct answer.  I thought about how it might have been helpful for the teacher to ask what I was thinking as I came to my conclusions.  I thought how helpful it would be if teachers first asked, "How did you get that answer and how were you thinking it through?"  I also got first hand experience of the stigma of being wrong and feeling dumb AND the power of both for shutting down exploration and thinking.

      I came away from the experience valuing the power of assumptions and an awareness of the need to check ASSUMPTIONS INSTEAD OF ANSWERS.  As we check assumptions we get answers that address larger issues: How do we think? What did we notice?  What did we choose?  How and why is it important?

 

Felicia Gledhill,

Fort Walton Beach, FL, USA

SECONDARY TACTICS

(2)      Getting Promoted

From Larry Till, Detroit, MI, USA

 

After receiving information concerning the new Promotion Policy adopted by his school district, Larry decided to discuss the implications with the students.  First, Larry reviewed the policy with his students.  Next, he guided them in establishing an ambitious target:  Getting Promoted to the Next Grade.  Then, in smaller groups, he had them list their obstacles and intermediate objectives.  Following are the obstacles and intermediate objectives developed by one group.

 

Obstacles

I.O.’s

1.    Attendance

 

 

2.   Completing class work

 

 

3.   Disrupting class

 

 

4.   Peer Influence

 

 

 

5.   Listening to the Teacher

1a.   Come to school on time everyday.

1b.   Report to each class on time.

 

2a.   Do homework each evening.

2b.   Complete all assignments.

 

3a.   Stop throwing objects.

3b.   Stop name-calling.

 

4a.   Do not follow friends when they

       are doing something wrong.

4b.   Tell friends to do the right thing.

 

5a. Do not talk while the teacher is

       talking.

5b. Obey the teacher’s rules.

 

 

Finally, Larry asked the students to arrange the I.O.’s in order of their importance.  This became their plan of action for the year.

 

Larry’s Reflections:

“This process enabled our students to do more than review the new promotion policy.  It encouraged them to identify obstacles and discuss solutions in a way that related to their goals, behaviors and plans for the future.  They left with a plan of action that they felt was workable.”

 

Larry is a TOC for Education practitioner that “walks the talk.”  Since being certified to be a TOCFE Trainer, Larry has steadfastly used the tools and taught others how to use the tools.  He and his colleagues at Joy Middle School have successfully been using the tools to make a difference in the education of their students.  How successful, do you ask?  Stay tuned!  Next week: The Results!

CONNECTIONS

(3)      4th International TOC for Education Upgrade Conference

August 9-12, 2000

Monterrey, Mexico

Conference Hours: 9:00 a.m. - 4:30 p.m.

 

Conference Registration

$75.00 covers the cost of lunches. 

Send checks payable to TOC for Education, Inc. along with your registration forms to:

Attention: Bernie Kean

TOC for Education, Inc.

1532 Glenlake Circle

Niceville, FL   32578  USA

 

Airport:            Gen. Mariano Escobedo International Airport (Code is MTY). 

   Transportation from Airport to hotel: Cab $15.

   Departure Tax: $10.00

 

Hotel:             Sheraton Ambassador Hotel- Monterrey, Mexico

(*Room rates are based on single OR double occupancy.)

Classic room—                $86(+tax)            For more than two people to a room, there is a $15.00 charge for each extra person.

 

Reservations: Identify yourself as a member of TOC for Education.

                Mexico — (direct to the hotel)            1.800.832.8400 

                        USA & Canada— (central reservation)            1.800.325.3535

     Nations outside of North America—(switchboard)                  1.528.380.7000

 

Registration Deadline:            July 25, 2000 (for conference rates)

QUOTE

(4)            "Imagine what a harmonious world it could be if every single person,

both young and old, shared a little of what he is good at doing."

—Quincy Jones

EDITORS' NOTE

(5) To our entire TOCFE Family, we would really love to hear your comments, examples and concerns.  Please continue to share so that we all may maintain our POOGI.

 

Send HYPERLINK to:
            bucknek@resa.net
            redwards@sault.com

Send mail to:

                        Cheryl A. Edwards

                        2253 S. Hill Island Road

                        Cedarville, MI 49719 USA