(2) TOCFE Meetings in Los Angeles, Denise
Meyer
Quote
(4) Jimi Hendrix
Editor’s
Notes
(5) Kay Buckner-Seal
From Cheryl A. Edwards
Are you interested in
training educators to use TOC for:
·
School improvement,
·
Instruction and curriculum design,
·
Classroom management, including conflict
resolution and self- discipline?
Anyone
who has not attended a conference or upgrade in the last year is required to
attend an upgrade to keep a TOCFE Trainers status.
The
prerequisites are:
·
You have had TOC/TACT training or equivalent,
·
You have examples of each of the TOC tools, which
you have used in an educational setting,
·
You have read, The Goal, It’s Not Luck
and Critical Chain by E. Goldratt,
·
You have a group of educators who are eager to be
trained.
If you are interested in
either of the above, then contact Cheryl Edwards: E-mail: redwards@sault.com, Phone:
906.484.6808 for:
TOC for
Education Trainer of Trainers
January
2002
From Denise Meyer,
California, USA
TOCLA will hold regular
meetings to support, motivate, and share other practitioner’s experiences with
the use of the TOC strategies. Meetings
are on Saturday mornings at 8:30 on:
• October 20, 2001
• November 17, 2001
• January 19, 2002
• February 16, 2002
• April 20, 2002
ELEMENTARY/SECONDARY
TACTICS
From Denise Meyer,
California, USA
Denise Meyer has started a TOCFE LA
Newsletter. We are proud to share a
cloud written by high school students on the following literature selection,
which was featured in the September issue.
Context: The story takes place in early New
England. It was a time when people had
many strange beliefs about witches in league with the devil walking the
earth. Jabez Stone is having a very bad
time. Things seem to be going wrong at
every turn.
He’d been plowing that
morning and he’d just broke the plowshare on a rock that he could have sworn
hadn’t been there yesterday. And, as he
stood looking at the plowshare, the off horse began to cough-that ropy kind of
cough that means sickness and horse doctors.
There were two children down with the measles, his wife was ailing, and
he had whitlow on his thumb. It was
about the last straw for Jabez Stone. “
I vow,” he said, and he looked around him kind of desperate, “I vow it’s enough
to make a man want to sell his soul to the devil! And I would, too, for two cents!”
Then he felt a kind of queerness come over him at having said what he
said; though naturally being a New Hampshire man, he wouldn't take it
back. But, all the same, when it got to
be evening and, as far as he could see, no notice had been taken, he felt
relieved in his mind, for he was a religious man.
The students’ cloud:
One side:
A: Have a good life.
B: Have his problems solved.
D: Sell his soul.
On the other side:
A: Have a good life.
C: Not feel empty inside.
D’: Don’t sell his soul.
B/D Assumptions:
1.
He thinks there is no other way to get help for
his trouble.
2.
He thinks selling your soul will solve your
problems.
3.
Things might get worse for him.
1.
When you do things wrong you get an empty feeling
inside.
2.
Your soul makes you feel whole.
3.
It’s important to keep your soul.
When asked for solutions, students suggested that he
should find some other way to solve his problems. “Jabez Stone needs the TOC tools,” was one suggestion.
It is not too difficult
to have students make parallels with what types of activities might be an act
of selling your soul to the Devil. When
asked, suggestions from students were such things as dealing drugs and stealing. “Even keeping something that does not belong
to you can make you feel like you have a hole inside,” said one 9th
grader. A logical follow-up to this
cloud might be a personal cloud: Take
something that doesn’t belong to you./Don’t take something that doesn’t belong
to you.
Literature selections
are full of difficult conflicts that reflect struggles we all go through. We can help students to see the relevance of
the struggles of literary characters to their own lives by having them create
personal clouds related to the one in the literature selection.
(4)
"Knowledge speaks, but wisdom
listens." —Jimi Hendrix
EDITOR’S NOTES
(5) Kay
Buckner-Seal
Through
the use of the tools, high school students were able to analyze a character’s
motives and then synthesize that information to make useful connections to
their own lives. That is a fine example
of authentic instruction! Denise,
thanks for sharing.
Feel free to share with
us. Send your responses, applications
of the thinking processes, lessons, announcements, and etc. by mail to: Cheryl A. Edwards,
2253 S. Hill Island Rd., Cedarville, Michigan 49719, USA. Or send hyperlink to: redwards@sault.com, or bucknek@earthlink.net.
To
view TACTics in its intended formatting, visit our website at
www.tocforeducation.com
and click on “What’s New.”