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 (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 (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! (3) 4th
International TOC for Education Upgrade Conference 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) (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 (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: Send mail to: Cheryl A. Edwards 2253 S. Hill Island Road Cedarville, MI 49719 USA
WIZDOM
SECONDARY TACTICS
CONNECTIONS
August 9-12, 2000
QUOTE
EDITORS' NOTE
bucknek@resa.net
redwards@sault.com