TACTics Journal

A Publication for and by TOC for Education Practitioners

March 17, 2000

CONTENTS:

            QUOTE

                        (1)                Seneca

            POOGI POOL

                  (2)            Learning from Teaching, Kathy Suerken

            NETWORKING

                  (3)     The Never Ending Story… Chapter 5, Kathy Suerken and Cheryl Edwards

            CONNECTIONS

                  (4)     TOC for Education in Russia, Galina Doyla and David Higgins

                  (5)     TOC for Education in South Africa, Francois Moll

                  (6)     Don’t Miss the Action

                  (7)     SE Michigan TOC for Education Regional Upgrade Conference,

                                    Cheryl Edwards

                  (8)     Editors’ Note, Kay Buckner-Seal and Cheryl Edwards

           

(1)      “QUOTE”

From Kathy Suerken

“My joy in learning is partly that it enables me to teach.” —Seneca

POOGI POOL

(2)            Learning from Teaching

By Kathy Suerken

 

Storyline:

In teaching the PrT recently to a large class, I was in a dilemma on the selection of an effective target to use as a collaborative exercise.  Because the participants worked in so many different schools, the only target I could think of that everyone would find relevant/interesting was very general— not very tangible.  I was concerned that if I didn't use something that could generate very concrete obstacles/IOs they would not see the end product as feasible or practical.

 

My cloud:

A:     An effective group exercise on the PrT

B:      The end product looks feasible and practical

D:     Select a concrete, tangible ambitious target for practice

C:      Target appeals to the entire class

D’:     Select an intangible, general target (not sele!!ct a tangible target)

 

Some assumptions (there are many more):

B-D:

1.       Tangible-specific targets are too localized to be relevant to every school.

2.      Working on a plan to create a tangible-specific target, only, is of sufficient interest/value if you are actively involved in such a project.

C-D’:

1.   Intangible, general targets generate IOs that look almost as impossible as the target itself

 

My injection:

The class understands how to breakdown “impossible looking IOs" into feasible steps.

 

What I usually do in those cases is to remind everyone they can write obstacles to these types of IOs (like the recommendation in session 4 manual: Detail a general IO to smaller, specific IOs by writing obstacles.

 

And then a “learnable” moment came along!  Our target, which generated great interest, enthusiasm and very insightful obstacles, was "All our students are empowered to learn."  We had 40 obstacles and only a short time to complete our group exercise— this was a first time, hands-on, experience in writing a PrT.

 

One of the obstacles was: Class sizes are too large (50 students per primary school class!).  T!!heir IO read: Smaller class sizes exist.

 

And then the inevitable and thankfully shared question: “What do you do, Kathy, when the IO is not possible to achieve?”

 

Looking at that IO, I knew I did not want them to write another PrT on that obstacle!  Why not?  Because they saw that IO as a solution to a policy constraint— seemingly an IO outside of their sphere of influence. (Don't get me wrong!  Remember I am a person who thinks YOU and I can and will change the system!  I just think people need to start on something a little simpler! )

 

So, I decided to 'simplify' the obstacle/IO by suggesting we needed first to clarify the obstacle.  I asked, "Why specifically does the obstacle prevent the target?  In other words, why do large classes inhibit students learning?" I asked each teacher to write their reasons (silent generation) and then they shared:

 

Because:

      1.    It is difficult to cater to so many students.

      2.   There are so many diverse learning modalities to accommodate.

      3.   The rate of learning varies more in a large class.

      4.   I can't provide as much individual attention.

 

Instantly, my brilliant group of teachers began to suggest ways to overcome this list of obstacles— which we noted were in some cases already verbalized as other IOs on their list.

 

What do YOU think is different about the way these obstacles are conceptualized?  How do they differ from the first verbalization: "Class sizes are too large."  Please share your thoughts with me: (suerken@nwfl.net) and/or TACTics.

 

NETWORKING

(3)        The Never Ending Story… Chapter 5

From Kathy Suerken and Cheryl Edwards

 

Editors note:  Last week our story left off with Chapter 4.  Questioning the effectiveness of solving problems using compromise, Jim asks, “Maybe that’s why the same problems keep coming back?”

 

Our story continues with a page in the student workbook, which reads:  In order to feel good about the way you solve your own problems, do you need a method that:

              takes the blame away?

                  explains the problem in a way that's fair to both sides?

              allows you and the other side to see a problem from both points of

               view?

                  doesn't make anyone give up something that they really need?

                  leaves both sides happy with the way the problem was solved?

              lets you and the other side solve your own problems?

 

      Cindy points out, "In TACT, there is a problem solving tool that meets all

of these NEEDS.  The name of this tool is: The Evaporating Cloud."

 

      Jim asks, "Does this tool, the “cloud” work with old problems— even with ex-girlfriends?"

 

      Cindy smiles, "Sure but first we have to start practicing on simple problems when they first begin.  Do you have any of those?"

 

      "Not right now,” Jim says as he starts back toward his seat, just in time to see Joey slip into the very desk that he wanted."

 

Chapter 5

So what’s the problem?  Can you identify Jim and Joey's conflict?

"Get out my seat. I was here first," Jim insists.

"Why should I?" Joey asks. "The desk was empty when I came in and, after all, it IS a free country."

Neither Jim nor Joey is willing to give up what they want and now they are stuck.

 

Editor's note:  What is the exact conflict between Jim and Joey? How would you write D and D' of the cloud?  Next week, Kathy will discuss the implications of various answers.

 

CONNECTIONS

(4)        TOC for Education in Russia

From Galina Doyla and David Higgins

TOC FOR EDUCATION is coming to Russia! Galina Doyla and David Higgins are doing a 4-hour workshop at the Avante Garde Conference in Moscow on April 18th.

 

(5)        TOC for Education in South Africa

From Francois Moll

Announcing two new TACT seminars in two new locations in South Africa!

12 teachers began a TACT seminar this week in Pacaltsdorp.  Another TACT seminar will be taught March 18-22 in Sedgefield, in the Southern Cape to 36 teachers (all primary) including the Headmaster. Instructors for both seminars are: Pat Huddy, Louise Huddy and Francois Moll. 

 

(6)        Don’t Miss the Action!

4th Annual TOC for Education International Conference

Sheraton Ambassador Hotel

Monterrey, Mexico

August 9-12, 2000

 

Republic of South Africa Regional Upgrade Mini-Conference

Tuesday, March 21, 2000

George, RSA

 

Michigan Reading Association Annual Conference, Detroit MI USA

March 25-28, 2000

TOC for Education Presentations by:

Mary Ellen Bourbeau and Doug Roby

Larry Till, Tricia Till and team

Cheryl Edwards

 

(7)        SE Michigan Upgrade Conference

By Cheryl A. Edwards, Director, USA

TOC for Ed practitioners from Michigan, USA brought new meaning to the word “synergy.”  As they entered the conference room at Wayne State University in Detroit, they immediately began to network.  What fun it was to see friends who have so many of the same goals for children!

 

First on the agenda was educators sharing their experiences and incredible successes.  Larry Till shared how his school used the PrT as a catalyst to initiate change and significantly improve his student’s reading test scores.  They have the honor of having raised their test scores more than any other school in the Detroit Metropolitan area.  Mary Ellen Bourbeau and Doug Roby shared how they are using the tools to help their students solve real conflicts in their lives.  Denise Meyer and Remedeas Kelly-Weekes gave us some insight on ways they have created to teach students how to better use the cloud to define the problem in a conflict and raise assumptions so that they can discover an injection that keeps both parties NEEDS in tact. TACTics will be sharing some of the scenarios.

 

Finally, Jane Hudak gave everyone some of her insights on the new materials as she shared the overall objectives and the individual session objectives of the TACT Workshop.  EVERYONE had an awesome morning and agreed it was time well spent!

 

A special “Thanks” goes to Audrey Taylor who was responsible for getting us the excellent room at Wayne State University.

 

(8)      EDITORS’ NOTE

As always, your contributions are what make this TACTics Journal.  Please continue to share so that we all may maintain our POOGI.  Thanks!

 

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