SECONDARY
TACTICS
(1) An
Alternative to Hazing, Doug
Roby
POOGI POOL
(2) Learning from Our Students, Warren Foster
CONNECTIONS
(3) 4th Annual TOC for Education
International Conference
QUOTE
(4) Roberto Chene'
EDITORS’ NOTE
(5) Kay
Buckner-Seal and Cheryl Edwards
(1) An
Alternative to Hazing
From Doug Roby, Student
Assistant Coordinator, Grosse Pointe, MI USA
hazing vt., to initiate or discipline (freshman,
newcomers, etc.) by forcing to do ridiculous, humiliating, or painful things.
This cloud came from a
group intervention I did with about 20 senior girls on hazing. I explained the concept of the cloud to the
students, had them raise assumptions on only one side of the cloud and then
identify injections. Here is one
example...It took about 30 minutes to get to injections.
A: Learn/be prepared for my future
B Authority/power
D Haze other students
C: Safety
D': Not haze other students
Assumptions:
In order to have
authority/power I must haze other students because:
• It makes me look important.
• It happened to us.
• We are seniors and need to show our authority.
• It is a tradition.
• It makes them feel scared.
Injection: As seniors we already have
seniority. I could introduce myself to
the freshman and help them find their way around the building. We should be the people they look up to and
admire, not run away from.
(2) Learning
from Our Students
Warren Foster, Cincinnati,
Ohio, USA
Warren Foster teaches
TACT to students (ages 12-19) at his church.
The following is a brief description of the lesson and the results of a
student evaluation of that lesson.
The objective of the
lesson was to teach the use of the cloud through dramatic play. The main characters in the play were a young
lady and her father. They were in a
serious conflict over whether she should be seeing a certain young man. When the father feels that she blatantly
lied to him, he confronts her.
After the play, the
students were guided in defining the problem by constructing an evaporating
cloud with the wants, needs, and common objective of both the father and
daughter. Then, they were guided in
finding a solution by raising assumptions and identifying any they felt were
faulty or could be made wrong. From
there, they used the faulty assumptions to create an injection.
Warren then asked
students to rate the following components of the lesson on a scale of 1-10; 10
is the highest rating:
Lesson Component |
Student Rating |
The script, the actors, and the
student’s enjoyment of the lesson including their involvement. |
6.1-7.2 |
The process of defining the
problem and solving the problem. |
8.1 |
Their learning and the materials,
including the cloud graphic. |
9.1-9.6 |
What did the
students see as the real strengths of this lesson? What are the implications for instruction? Send us your
responses. See “Editors’ Notes” for
addresses.
(3) 4th Annual TOC for Education
International Conference
Monterrey, Mexico
August 9-12, 2000
Lodging: (*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.
Executive room— $116(+tax) For more
than two people to a room there is a $25.00 charge for each extra person.
Registration Deadline: (for Conference Rates) July
25.
Make reservations directly
with the hotel and identify yourself as a member of TOC for Education.
To make
reservations from:
• 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
Airport in Monterrey, Mexico:
Gen. Mariano Escobedo International Airport (Code is
MTY).
Transportation from
Airport to hotel: Cab $15.
Departure Tax: $10.00
Passports/Visas are not required of U.S. citizens for
tourist/transit who stay up to 90 days.
A Tourist card is required.
Tourist cards are valid 3 months and for single entry up to 180
days. There is no charge for a tourist
card but it requires proof of U.S. citizenship, photo identification, and proof
of sufficient funds. Tourist cards may
be obtained in advance from the Consulate Tourism Office, and at most airlines
serving Mexico upon arrival.
U.S. citizens will need
documentary evidence of their U.S. citizenship and identity. Proof of U.S. citizenship includes an
expired U.S. passport, a certified (original) birth certificate, Certificate of
Naturalization, Certificate of Citizenship, or Report of Birth Abroad of a
Citizen of the United States. To prove
identity, a valid driver's license or government identification card are
acceptable provided they identify you by physical description or photograph. However, for travel overseas and to
facilitate reentry into the U.S., a valid U.S. passport is the best
documentation.
Returning to the United States: Caution! Make certain that you can return to the
United States with the proof of citizenship that you take with you. U.S. law
requires that you document both your U.S. citizenship and identity when you
reenter the United States.
(4) “Fear of conflict creates conflict rooted in hurt.” — Roberto Chene'
(5) We would like to thank Doug Roby for sharing the cloud on
hazing. It would be interesting to hear
the results of this group intervention activity.
We would also like to
thank Warren for his contribution to this week’s TACTics. Asking students for an evaluation of a
lesson shows courage and dedication to POOGI in our profession. Sharing the results gives us another
opportunity to learn. Warren’s first
lesson, “Wisdom Tools,” was shared in TACTics, 3/10/2000. He is willing to share it upon request.
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 NEW E-MAIL ADDRESS!
Send mail to: Cheryl A. Edwards
2253 S.
Hill Island Road
Cedarville,
MI 49719 USA