tag:blogger.com,1999:blog-28782016763265177312024-03-13T01:51:54.946-07:00Thomas J. Neuville, PhDThoughts about education, issues of disability, and systems, inspired by events and people around me.Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.comBlogger26125tag:blogger.com,1999:blog-2878201676326517731.post-3494510814986791182014-06-14T04:37:00.001-07:002014-06-14T04:37:16.997-07:00Bad Cripple: The Ashley Treatment Rears its Ugly Head<a href="http://badcripple.blogspot.com/2014/06/the-ashley-treatment-rears-its-ugly-head.html?spref=bl">Bad Cripple: The Ashley Treatment Rears its Ugly Head</a>: I was having a good day until I had an early lunch. As I ate I checked out links on Facebook and came across a link provided by David Carlso...Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-19913550443232944412012-10-29T05:53:00.001-07:002012-10-29T05:53:51.865-07:00As we settle in with our clean laundry, bottled water and new flashlights (or at least fresh batteries) it may do us well to think about the people next door. Perhaps they have not been able to get supplies, cannot afford readiness or accessibility (lacking under sunny skies) is not available. With a cautious heart I recall people who died in nursing homes in past hurricanes. Unable to move away from the rising water and unseen by the billions of CNN minutes. Many of us know of people next door or people who used to be next door and now are behind the doors of institutions that on dry days have hurricane conditions inside. Remember them, share a bottle of water open your doors.
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Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-89998318316929858952012-10-20T06:53:00.001-07:002012-10-20T06:55:06.179-07:00During a middle school soccer game on a beautiful fall day a friend, neighbor and fellow soccer dad asked me why college tuition was rising so fast. My response was lackluster and sparked a reply.
Dear Friend,
You had to go an ask me about rising tuition costs and I was surprised at how much my answer was lacking. So, taking advantage of awake time while others are asleep I did a little digging. Here is what I found out. Thanks for making me think about this as my answer is now more complete.
Thomas
Summary: If education where strictly a business then all is well. Supply and demand dictates the elasticity of demand to support raising rates at current levels. Competition for customers dictates enhanced services and facilities in order to attract the most customers in a particular companies (institution of higher ed) niche. Lobbies at government levels create policy in support of the business (loans, tax breaks and so forth). A very typical scenario for the majority of industries in our economic and political system. This raises the question; is education strictly a business or do we want it to be a public service?
Some answers as to why college tuition up over inflation.
1) Availability of government backed loans (1992) coupled with the trend of the 1980s to operate all organizations as a "business".
2) Increased numbers of administration
3) Building projects offering services such as sports, recreation facilities, living facilities and so forth
4) Supply & Demand (economics) there are a lot more students attending and the same number of colleges.
5) Cuts in state contributions (at MU from about 60% 1986 to about 27% 2012)
<b>Now here is a <a href="http://www.npr.org/2012/06/26/155766786/whats-driving-college-costs-higher">story</a> that has a more complete answer. (You can download <a href="http://www.npr.org/2012/06/26/155766786/whats-driving-college-costs-higher">this</a> and listen)</b>
“among them excessive spending by colleges and universities, which drives up tuition, and declining government support for public universities as state and local governments face budget crises.”
"[Colleges and universities] compete with one another not to make money, but for status and prestige, so they buy things that increase their status and prestige in relation to their competitors," Carey tells Fresh Air's Dave Davies. "They're big on construction. ... They're always building things."
“It turns out professors aren't really doing all that well. They're not the beneficiaries of the large increase in college spending that has gone on.”
<a href="http://www.npr.org/2012/06/26/155766786/whats-driving-college-costs-higher">
What's Driving College Costs Up?</a>
<b>Due to availability of government backed loans</b>
<a href="http://inflationdata.com/Inflation/Inflation_Articles/Education_Inflation.asp">Inflation Data Article on Rising Costs</a>
<b>Loan availability plus </b>- “universities have in recent years vastly expanded their administrative bureaucracies, while in some cases actually shrinking the numbers of professors.” (with bias I must correct the statement on tenure in this article. At my university, and MU is typical, one has tenure and there is a contractual agreement to “produce” at specified rates. At MU that is 8 courses per year at an average of 40 students per class. Additionally one is held responsible for a complex set of quality control measurements. Failure to complete these expectations will not protect ones employment. Tenure does not guarantee a position, only the opportunity to preform in the position.)
<a href="http://www.forbes.com/sites/steveodland/2012/03/24/college-costs-are-soaring/">Forbes gives a more complete analysis</a>
Millersville Costs:
http://www.millersville.edu/bursar/costs.php
In-State tuition, fees, room & board = $17,500.00
In-State tuition & fees only = $8,600.00.
Tuition up in ten years about 4.53%
Reduction in state contribution in ten years down about 4%Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-8939048317206141142011-11-12T06:36:00.000-08:002011-11-12T06:36:46.750-08:00Student EngagementA student teachers reflection:<br />
<br />
So far in my placement I have had to deal with a few challenges. One challenge would be the attitude of the students towards the class I teach. As I have stated in previous reflections, the period I teach is a tier 3 RtII class referred to as intervention. Every student in the school has an intervention period after their lunch. Some students go to social studies or science intervention as enrichment. Other students go to a regular math or reading class for their intervention to touch base on content that will be on the standardized tests. Other students, like mine, go to a math or reading intervention to review previous topics they have learned and need some extra practice and instruction in. <br />
The students in my class often view this class as a free period or waste of time. Many joke around the entire period and do not take the content seriously. I know they do not act this way in their other math class because I see many of them throughout the day in my co-teaching periods. <br />
So what would be the reasoning for their poor attitudes towards the class? The students in the intervention do not receive a grade in the class. The data is used for the students who have IEPs, but not all students have one. The students have been made aware that they do not receive a grade which may result in a poor attitude and an attitude of not caring. Another reason may be that many of the students are succeeding in this intervention period and will most likely be in the tier 2 group next marking period. The students who are succeeding often have mastered the content they are receiving remediation in and finish their work prior to other students who may really need the remediation. This is the time when the joking around and the talking begins to happen which distracts the other students who are working and trying to learn. <br />
I need to really sit down and evaluate the students’ attitudes towards the class and try to come up with some solutions to try to guide the students to take this class more seriously and realize it really is important. <br />
<br />
One Response:<br />
<br />
You posit a fundamental teaching / learning question. Reading your reflection makes me realize that whereas you have all the components of potential learning environment, actual learning still eludes the students. Which, said another way, actual teaching still eludes the teacher. Your third paragraph that begins with the question, “so what would be the reasoning for their poor attitudes towards the grades?”, contains the answers to your question. <br />
<br />
ATTITUDES<br />
The students “view this class as a free period or waste of time” and you are looking for the cause of “the reasoning for their poor attitudes towards this class”. My first response is to look at the problem as the reason. The class is a free period as defined by institutional expectations. Think of school as a culture. The culture is that nothing worthwhile or important is ungraded. There are examples of ungraded activities that have intense student interest and commitment. <br />
<br />
Sports, for example, are self selected and chosen by the student. They opt in and out based on individual control and autonomy (choice). The consequences of being in or being out are a complex set of social, cultural, and psychological factors ranging from achievement to belonging. <br />
<br />
“…how fully they are psychologically present during particular moments of role performances. People can use varying degrees of their selves, physically, cognitively, and emotionally, in the roles they perform, even as they maintain the integrity of the boundaries between who they are and the roles they occupy. Presumably, the more people draw on their selves to perform their roles within those boundaries, the more stirring their performances and the more content they are with the fit of the costumes they don.” (Kahn 1990, pg 692)<br />
<br />
When Kahn says “the more stirring their performance” he is referring to what we measure in education as behavioral compliance, grades and test scores. What we do not measure and is the key to engagement (and therefore learning) is what Kahn refers to as a person being “content”. <br />
<br />
Sports represents only one category of a plethora of options that is part of the genre personal engagement. Authentic, student driven personal engagement causes the student to be content in their role and thus perform at high levels. The key to this performance and contentment are the processes of internalization. In this scenario one can compare your students performance and behavior with the same students performance and behavior in the graded courses. It is likely that the main differences would center on observable attending behavior and earned grades. These measurements originate from the theories of Behaviorism and interpret knowledge as a repertoire of observable behaviors (Theories of learning, UC Berkeley). Although the behavior (observable attending) is different there cannot be an assumption of a difference in learning. Students have been taught to appear to be attending while not actually doing so.<br />
<br />
Recent research on the Engaged Learner Index (Schreiner, 2008) measures and influences environments as it relates to students performance in critical thinking skills, interaction and satisfaction. The major premise of Schreiners (2008) theory is that people are more likely to be authentically motivated when an activity or task meets three of their most basic human needs: their needs for competence, autonomy, and relatedness. Students’ need for relatedness can be supported by learning environments that foster a sense of community (Schreiner, 2008). A sense of community is comprised of four key elements: (1) membership, or a sense of belonging; (2) ownership, or a sense of voice and contribution; (3) relationship, or emotional connections with others in the community; and (4) partnership, or an interdependence in working toward mutual goals (Schreiner, 1998). Note that grade acquisition is absent from the basic human needs and are not listed as indicators of learning. <br />
<br />
In short the students will take the class more seriously when the class is more serious. No amount of manipulating will convince them that time spent on tasks they either know or have no reason to know is anything but a waste of time. Perhaps the students are performing a coherent analysis of the class period and have created a dramatic representation of the analysis in lieu of a written report. A joke for a joke may be an appropriate title. <br />
<br />
I offer this reflective response with respect for the teacher and a deep understanding for the forces operating in educational structures. <br />
<br />
References:<br />
<br />
Kahn, William (1990) Psychological Conditions of Personal Engagement and Disengagement at Work(pp. 692-724) Stable URL: http://www.jstor.org/stable/256287 The Academy of Management Journal > <br />
Vol. 33, No. 4, Dec., 1990 <br />
<br />
Newmann, F. (1992) Student Engagement and Achievement in American Secondary Schools. Teachers College Press. pp. 2–3. http://en.wikipedia.org/wiki/Student_engagement<br />
<br />
Schreiner, L., & Louis, M. (2008, November). The Engaged Learning Index: Implications for faculty development. Paper presented at the annual meeting of the Association for the<br />
Study of Higher Education, Jacksonville, FL.<br />
<br />
<br />
http://gsi.berkeley.edu/teachingguide/theories/behaviorism.htmlThomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com1tag:blogger.com,1999:blog-2878201676326517731.post-23969257309386839182011-10-24T07:19:00.001-07:002011-10-24T07:19:29.891-07:00Teaching in Numbers; Economy of Disability in Teacher Preparation.I do not like having to give students a failing grade even if they have earned it. For many years I took moral and professional pride in being able to adjust the learning environment with students in ways that caused all comers to access the materials and lessons. My son has aided me in what may be thought of as a universal teacher. What I learned from my son as I helped him negotiate the special education system and clean his room was that being with him while he was completing a task was both time consuming and effective. The time spent in analysis of how he was functioning allowed me to relate as a role model and adjust the environment for success. This process in educational terms is to create a Functional Behavior Analysis in typical settings (Skinner 2009) and requires significant focus on parent / child or teacher / learner relationship in order to develop the learning environment or climate (Mitchell, 2010). The purpose of this article is to increase retention for teacher candidates with disabilities. Current teachers with learning disabilities come to the profession with a distinct advantage in causing proficiency for students with learning disabilities. The teacher candidate with a learning disability is more likely to draw from personal experience while internalizing the cultural and professional discussions impacting learning methodology (Ferri 2005).<br />
<br />
After three decades of working with and for people with disabilities I knew I had acquired the habits of advocacy, accommodation and accessibility, which make up the fundamentals of universal Design for Learning (Edyburn, 2010). I made efficient and effective use of the fundamentals by engaging in close professional relationship with each student in order to shape interactions and attitudes. This combination caused an increase in academic performance and classroom climate (Mitchell 2010). As a teacher who applied personal skills to shape interactions and model professional methods of climate building I experienced high rates of academic achievement in course participants. Even with the rigor of community service, complex reading and research papers as product few students failed during a 10-year period. Making use of learner’s tendency to learn from and model after the teacher who is a personal teacher (timmerman 2009) I was able to meet with success even with the most unique learner. <br />
<br />
One critical resource in the approaches I developed is time (Skinner 2009) and may be impacted depending on the number of students in the course. A secondary factor may be the number of competencies intended to develop in each student in each course. My focus in this article is not to discuss the tendencies of higher education to increase class size but to take a look at the student with learning disabilities in relation to my experiences in serving them as they engage and learn from course material. <br />
<br />
As class size increases I am less able to apply the skills of a personal teacher (Timmerman 2009) or create student-centered analysis within the learning community (Skinner 2009). An associated question is the student’s capacity to engage me, the teacher, as their school experience involves increased numbers of peers and expected competencies. In essence it becomes easier for each student to get lost. This is especially true for students with specific learning support needs. An anecdotal survey of three courses reveals the number of students with identified learning disabilities is significantly higher in the certification related education courses (15%) as opposed to the general education elective (5%). Calculating a simple average for two required special education courses over 5 semesters the following data is revealed. When comparing class size of less than thirty (16 – 29) participants vs. greater than or equal to thirty (30 – 38) participants there is approximately a 100% increase in failure rate. When comparing class size of less than 35 (16 – 34) participants vs. greater than or equal to 35 (35 – 38) participants there is approximately a 250% increase in failure rate. The number of courses and participants is small enough that one would expect the statistics to be not statistically relevant. However the data is useful in calling for more research. The question is to compare class size to retention as it applies to teacher preparation programs for students with identified learning disabilities. <br />
<br />
New teacher certifications in our state have lead the Department of Special Education to create a new certification curriculum. In many ways this has given us the opportunity to improve and update what is delivered to teacher candidates. In the foundational courses that are the subject of this inquiry it has resulted in a 300% increase in number of identified competencies embedded in one course. In the past teacher candidates experienced three courses that generally fall into the category of introductory and foundational. The new curriculum does not afford the extra credits and has teacher candidates arriving at an educational foundation course as their first experience with special education. The 300% increase in competencies may account for some of the failure rate. Comparing the two courses the class size average is about equal (29.17% vs 30.66%). The failure rate reveals an increase of approximately 133% with the course in the new curriculum showing the higher failure rate. I bring this into the discussion in for transparency. I suspect the two factors; class size and number of competencies impact the teacher candidates more complexly than a simple sum. However, factoring out the increase in competencies the effects of class size continues to reveal an increase of approximately 120% in failure rate. A secondary inquiry suggested to considering the complexities and organization of individual course competencies as it applies to retention of teacher candidates with learning disabilities. <br />
<br />
Solutions Driven by Student Need / A modest proposal for restructuring the higher education experience.<br />
<br />
<br />
The question; what methods will build excellence into the learning experience while taking advantage of the large class size and considering a diverse mix of learning styles considering today’s social, cultural and economic variables? It is possible that Grace Lee Boggs (2011) is correct when she notes that schools have treated learning and students like products of a factory aimed at satisfying the needs of the industrial age. The more than one hundred years of factory schools may have developed blind spots in the actions and thinking of well intentioned educators. As educators we may be unaware of the place from which our attention and intention originate (Scharmer 2007). With more expected in a shorter amount of time with heavy reliance on past practice while ignoring the contributions of the learners as teachers, it is quite likely that the problem is not simply more learners in the room. An increase in class size may be the straw that broke the camels back. Many learners all learning together may be a beacon shining on a larger need. Students are crying out for an education that delivers opportunities to exercise creative energies because “it values them as whole human beings” (Boggs, 2011 pg. 49). <br />
<br />
I asked my son what would be the strategies of a high performance leaning environment that capitalized on the thinking and behavioral patterns of a learner with ADD. If subjects where combined into practical workshops with reading, writing, reflection, research and so forth being done during the workshop that would be both exciting and focused. His answer caused me to envision a learning day that was built around a nine-hour workshop. Perhaps two 3-credit courses are combined for mutual support and application that is both deep and wide. The dominant methods are founded on peer tutoring and Universal Design for Learning.<br />
<br />
The term universal design for learning means a scientifically valid framework for guiding educational practice that - (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient (Edyburn 2010 Pg 34).<br />
<br />
Peer tutoring in Higher Education is shown to be an effective and efficient tool, which results in student learning and empowerment (Colvin, 2007). The key in the context of this paper is the elimination of traditional hierarchical structures (Colvin 2007). The concept and process of students educating one another turns an over populated classroom into a classroom with many teachers with high motivation to learn. The workshop-scheduling concept, as thought of in this paper, has five main guidelines.<br />
<br />
1) Focused significant time frames of practical and productive learning,<br />
2) Workshop type scheduling that incorporates information giving, information sharing, student cohort work, and multiple products of choice which evidence mastery,<br />
3) Learning that relies on the emergent future (Scharmer 2007).<br />
4) All products are produced during workshop-scheduled time and/or as part of filed experience responsibilities.<br />
5) Self-assessment (Taras, 2010) is a strong component as a means of learning, instruction and collaborative (learner and instructor) grading.<br />
The literature review, assumptions and suggestions detailed in this paper are reflective of the need to let go of the old body of institutionalized behavior. Educators as students and students as educators will drive us to operate from the possible future and keep us out of the muck of the past (Scharmer 2007).<br />
<br />
References<br />
<br />
Boggs, Grace Lee (2011). The next American Revolution; Sustainable Activism for the twenty-First century. University of California Press, Berkeley, CA.<br />
<br />
Colvin, Janet ( 2007) Peer Tutoring and Social dynamics in higher education. Mentoring & Tutoring Vol 15, No2, May 2007, pp 165-181, Routledge.<br />
<br />
Edyburn, D. L. (2010). Would You Recognize Universal Design For Learning If You Saw It? Ten Propositions For New Directions For The Second Decade Of UDL. Learning Disability Quarterly, 33(1), 33-41. Retrieved from EBSCOhost.<br />
<br />
Ferri, B., Connor, D., Solis, S., Valle, J., & Volpitta, D. (2005). Teachers with LD: ongoing negotiations with discourses of disability. Journal of Learning Disabilities, 38(1), 62-78. Retrieved from EBSCOhost.<br />
<br />
Mitchell, M., Bradshaw, C., & Leaf, P. (2010). Student and teacher perceptions of school climate: a multilevel exploration of patterns of discrepancy. Journal of School Health, 80(6), 271-279. doi:10.1111/j.1746-1561.2010.00501.x<br />
<br />
Scharmer, C. Otto (2007) Theroy U; leading from the Future as it Emerges. SOL, Cambridge, MA.<br />
<br />
Skinner, J. N., Veerkamp, M. B., Kamps, D. M., & Andra, P. R. (2009). Teacher and Peer Participation in Functional Analysis and Intervention for a First Grade Student with Attention Deficit Hyperactivity Disorder. Education & Treatment of Children, 32(2), 243-266. Retrieved from EBSCOhost.<br />
<br />
Taras, Maddalena (2010) Student Self-assessment: processes and consequnces. Teaching in Higher education, Vol 15, No2, April 2010, 199-209.<br />
<br />
Timmerman, G. (2009). Teacher educators modelling their teachers?. European Journal of Teacher Education, 32(3), 225-238. doi:10.1080/02619760902756020Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-10309587850881229172011-10-11T18:26:00.000-07:002011-10-11T18:26:36.165-07:00Teacher Accountability Not Found in Standardized TestingTeacher Accountability Not Standardized<br />
<br />
We are marching toward a state of standardized testing that is used for what we think we know about our children and the nation’s teachers. A solid regime of standardized testing used in isolation will result in children who do not know and teachers who do not know that the children do not know. When teaching to the test, is the driving fetish the old maxim “you pretend to learn, and I’ll pretend to teach” institutionalized? The question that perplexes me, if our lawmakers, supported by wealthy donors, are sure that the only path is reductionist standardized testing, why do they send their children to private schools that do not rely on standardized testing? What causes those of us (I send my children to private schools) who send our children to private schools to trust the competence and accountability of teachers without standardized test results as a measurement of merit? The answers lie in three focus areas. One centers on a common body of core values. The second is founded on high levels of competence in teachers, and the third is grounded in profound governance and school sponsorship. <br />
<br />
According to the data posted by the Council for American Private Education (http://www.capenet.org/facts.html), 10 percent of all students in the United States are attending private schools. About the same amount of families (12 percent) with incomes of $75,000 and over have their children in private schools. The imbalance comes in with lawmakers. According to the Heritage Foundation (http://www.heritage.org), 40 percent of the members of the House of Representatives and 49 percent of the Senate send or have sent at least one child to a private school. The numbers are even higher for those members of Congress who serve on committees with jurisdiction over education issues. A review of the literature reveals about the same numbers in the state houses. These numbers make me think that while lawmakers are passing a set of laws for public schools, they apply different strategies for the teachers and standards at the private schools with which they associate. What do they know that is not or cannot be reflected in laws, policies and regulations? What drives the teachers of their children to have the vision to consistently perform above standard?<br />
<br />
Values<br />
<br />
“Professor John Coons states that private schools don't make the pretense of being value free. To the contrary, the majority of private schools are voluntary communities whose members share a core body of highly visible values.” http://www.capso.org/resources/ccpsa.html<br />
<br />
Values are the first ingredient of the ecological school structure. The overriding assumption in each private school is that each school must be treated as a unified and individual institution. Private schools tend to shy away from standardized testing because it often conflicts with core values, such as promoting individuality and aiding multifaceted development (http://people.howstuffworks.com/private-schools5.htm). In general, public school students are much more likely to submit to annual testing than students who attend private schools not because reasonable adults believe it will reveal what the children know and how the teachers are performing, but because we have failed to create a unified and transparent set of values. The driving forces of most learning and intrinsic motivation goes underground absent the unification and transparency of the schools’ values. When communities and institutions trade individuality and multifaceted development for standardized testing, the school ecology goes fallow. Holding teachers accountable to the single measurement of the standardized test makes us all pretend to sleep better at night.<br />
<br />
Competent teaching professional<br />
<br />
So the question is how does the well-resourced family, sending their children to private school, know if the children are learning and if the teachers are performing? Many private schools reject traditional grading entirely and would not entertain assessing standardized test scores in order to understand teacher competence and performance (http://people.howstuffworks.com/private-schools5.htm). At a time when test scores are seen by some as the ultimate measure of attainment, the accountability of private schools for student achievement, teacher quality and school success cannot be addressed by standardized testing alone or any single scale of measurement (http://www.capenet.org/accountability.html). Current research identifies subject matter competence, a high degree of verbal skill and significant intellectual competence as stronger correlates of teacher quality (http://www.capso.org/resources/ccpsa.html). Engagement, continual study and teaching in an educational setting that nurtures mutuality in learning will assure teacher quality and demonstrate strong student outcomes. Engagement is the first and strongest of these three. Engagement with the children and the community as a whole builds deep competence. Mutuality is a critical component in the strategies of engagement.<br />
<br />
<br />
Governance and school sponsors<br />
Who serves on the school board and what they focus on are key factors of teacher performance. Another is how people in the community are engaged with the school. How are typical citizens called to vouch for and take responsibility for school ecology?<br />
The performance of private schools is continually assessed in a Participatory Action process (http://epx.sagepub.com/content/25/3/488.abstract), which calls for engagement of the Board and the sponsoring publics. The two sectors, school board and citizen action groups, are overseers of each school and each teacher. The combination of working with and for causes a pattern of continual improvement. <br />
However, today’s school board members appear not to be as interested in the issues that many policy observers deem to be on the cutting edge of school reform (http://www.edweek.org/ew/articles/2011/02/03/20schoolboards.h30.html). School boards are often concerned first with budget and facilities and second with curriculum. Curriculum is many times thought of as the sole business of the administration. Each policy created, action taken, plan written and budget designed must be done through the lens of curriculum. An authentic collaboration between a continually learning board and an increasingly influential local citizenry brings decisions in line with curriculum and teachers known for their competencies.<br />
Conclusion<br />
The three pillars of values, professional competence and governance are the supports for teacher evaluation and accountability. Collaborative actions from school picnics to team teaching implement the three pillars in ways that strengthen relationships and what we know of each other. Building the collective ecology that is called for will result in times of celebration and times of struggle. The entire spectrum of struggle to celebration is required to institutionalize teacher accountability. A vision is generated that becomes the new and evolving community standard. Without this vision, the children and the future will surely perish. We are left then only with implementing rules and low-level regulatory guidelines such as judging teacher performance by standardized test results.Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-11297497474326336022011-05-03T12:44:00.000-07:002011-05-03T18:13:27.422-07:00FollowershipI am starting to think about the subject and behavior of followership. A workshop is scheduled for the end of the month and I like to engage in significant free-thought prior to researching and gathering the work of others. Warren Bennis has done a great deal of work as have other thoughtful people so I certainly cannot take credit for the concept. Perhaps the current thinkers cannot take full credit either as the disciples focused on being good followers over 2000 years ago and Attila the Hun inspired great followers as well.<br />
<br />
The first layer of thinking comes in the form of skills or behaviors consistent with adhering to the voice or intent of the leader. One assumes at this point that there has been a voluntary choice to follow a particular person, dogma, method and so forth. The non-voluntary type of follower enters into a dialogue of survival and that is for a later reflection. A few skills associated with voluntary follower-ship are; rigor, critical thinking, curiosity, inquiry, research capacity and community membership. <br />
<br />
Rigor is required as a means of being true to the particular theory or personal intent. A certain accuracy or strictness to the thought, belief or person being followed is required in order to do good for what is being practiced. The rigor I suggest is not the sort of mindless rigor associated with a cult. The strictness is enveloped in a field of mindfulness (a practice added to good followers). <br />
<br />
Critical thinking is a required skill developed by great followers. Likenleaders, followers come in all stages of development. A weak follower not practiced in the skill of critical thinking serves not the good outcome but serves to create problems never before thought of. <br />
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Curiosity, inquiry and research capacity are separate and intertwined skills that serve the follower to do good in ways not specifically imagined by the leader. <br />
<br />
Community membership is required in order to perform the tasks of followership. In order to do good one must not exist in a vacuum. <br />
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The second level of followership is to understand the personal power of a Leading. The Quakers speak of this as a powerful force that can not be turned away from. This level of followership requires additional sets of skills.Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-38039672852400250472010-05-14T09:12:00.000-07:002010-05-14T10:01:08.648-07:00Facilitated LeaderVoice is the key in todays and yesterdays world. The concept of facilitation is as old as the stars and modern as web2.0. For a more detailed rendering of the concept I offer <a href="http://embedit.in/customize/5jBGk4WFvd#">"The Facilitated Leader"</a> for your enjoyment.<br />
<a href="http://embedit.in/customize/5jBGk4WFvd#"></a><br />
<br />
And a famous friend of mine constructed <a href="http://embedit.in/customize/u6SWArFs8r#">The Support Circle</a> as a process that can be used in your living room or in your cloud.Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com22tag:blogger.com,1999:blog-2878201676326517731.post-9060505923069595992010-02-17T15:55:00.001-08:002010-02-17T15:55:57.013-08:00Economics more than dollar countingWhen I was young “men” stood round and bragged about how heavy their cars where. It wasn’t until the VW Bug came to our town that weight as the measurement of the best became not such an important measure. Some still argued about how heavy their car was but those brands, and people, soon where silenced by other more complex realities. <br />As we enter the gubernatorial season I hear the ghosts of those weight braggers arguing about how heavy their budgets are or are not. Half of us line up on the mine is lighter side and half of us line up on the mine is heavier side. The only thing that gets accomplished is nothing, which works well for both sides of the well-to-do bragging aisle.<br />So, what to do. It is time to stop measuring our actions worthiness and direction based solely on dollar weight. The bottom line as measured only by the dollar amount is not sustainable and does not give us happiness, spiritual growth, health, sound ecologies and so forth. An economy based on a respectful mathematical formula that accounts for the entire commonwealth is what we need (and is used in many parts of the world). <br />The good elected servants and the honorable ones running for office know how to create policy that measures the health and welfare and profitability of the commonwealth. I call on them to act with moral intent not individualistic self-preservation. We the people have worshiped the golden calf well past the time we can afford it. In order to understand this from a practical approach I will purchase, Right Relationship By Peter B. Brown and Geoffrey Garver, for any of my elected officials who call me and request a copy. Perhaps others will do the same. <br />In Good Health,Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-24245771249448141552009-07-01T04:23:00.000-07:002009-07-01T04:23:59.278-07:00Thomas J. Neuville: Rules For Radicals 4 - A Workshop Process<a href="http://drneuville.blogspot.com/2009/07/rules-for-radicals-4-workshop-process.html#links">Thomas J. Neuville: Rules For Radicals 4 - A Workshop Process</a>Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-77160736048270390372009-07-01T04:11:00.000-07:002009-07-01T04:23:02.861-07:00Rules For Radicals 4 - A Workshop Process<p class="MsoNormal" style="margin-left:.25in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .25in"><b style="mso-bidi-font-weight:normal"><span style="mso-list:Ignore"><span style="font:7.0pt "Times New Roman""> </span></span></b><b style="mso-bidi-font-weight:normal">Creating a Community Action Session<o:p></o:p></b></p> <p class="MsoNormal"><b style="mso-bidi-font-weight:normal"><o:p> </o:p></b></p> <p class="MsoNormal" style="text-align:justify">Creating an interactive and high-energy session makes social change agents of all participants. The session title; <i style="mso-bidi-font-style:normal">Rules For Radicals; Waging Peace For Full Inclusion</i><b style="mso-bidi-font-weight:normal"> </b>builds expectation even as potential participants consider their roles. The facilitator’s role is to develop and evolve a significant, citizen-centered innovation relating directly to full inclusion. The session format is based on the triangulation of three critical components (Alinsky’s tactics, Guidelines of inclusion and peaceful resolution) with a nucleus of participant affinity and need.<b style="mso-bidi-font-weight:normal"><o:p></o:p></b></p> <p class="MsoNormal" align="center" style="text-align:center"><b style="mso-bidi-font-weight: normal"><u><o:p><span style="text-decoration:none"> <span class="Apple-style-span" style="-webkit-text-decorations-in-effect: none; ">Purpose and Structure</span></span></o:p></u></b></p> <p class="MsoNormal" align="center" style="text-align:center"><b style="mso-bidi-font-weight: normal"><u><o:p><span style="text-decoration:none"> </span></o:p></u></b></p> <p class="MsoNormal">1) <span style="mso-tab-count:1"> </span>The interweaving of guidelines for full inclusion and peaceful resolution with Alinsky’s tactics.<b style="mso-bidi-font-weight:normal"><u><o:p></o:p></u></b></p> <p class="MsoNormal">2)<span style="mso-spacerun:yes"> </span><span style="mso-tab-count:1"> </span>The connection of the session calls for action from participant experience, in order to create post-conference activity.</p> <p class="MsoNormal" align="center" style="text-align:center"><b style="mso-bidi-font-weight: normal"><u style="text-decoration: none;">Agenda and Process</u></b></p> <p class="MsoNormal" style="text-align:justify">The history of <em><span style="mso-bidi-font-weight:bold;font-style:normal;mso-bidi-font-style:italic">equity, diversity, social justice and inclusion is replete with stories and example centered on people taking action that is within their experience.<span style="mso-spacerun:yes"> </span>The session; </span></em><b style="mso-bidi-font-weight: normal">Rules For Radicals; Waging Peace For Full Inclusion </b>triangulates the methods of the pragmatic radical Saul Alinsky, guidelines for full inclusion, and<span style="mso-bidi-font-weight:bold"> elements of peace with</span> the capacities of the workshop participants. The information is applied to those most at risk of exclusion, and people most vulnerable to segregation and isolation due to social devaluation. The tactics are founded on the principles of adult education / participatory action which result in high degrees of collaboration, shared learning and the creation of new knowledge. The narrative disseminated and generated throughout the event is targeted at creating post workshop participant action that breaks down institutional barriers to inclusion.</p> <p class="MsoNormal" align="center" style="text-align:center"><b style="mso-bidi-font-weight: normal"><u style="text-decoration: none;">How the issue is presented and discussed</u></b></p> <p class="MsoNormal">The interactive and participatory learning environment created by this workshop results in participants clarifying their own connection with inclusion and designing local action for change.<span style="mso-spacerun:yes"> </span>The agenda and processes are:</p> <p class="MsoNormal"><span style="mso-tab-count:1"> </span>1)<span style="mso-spacerun:yes"> </span>Presentation and discussion of Alinsky’s 13 tactics.<span style="mso-tab-count:3"> </span>(15% of total time)</p> <p class="MsoNormal"><span style="mso-tab-count:1"> </span>2)<span style="mso-spacerun:yes"> </span>Presentation and discussion of Inclusion guidelines as they interact with </p> <p class="MsoNormal"><span style="mso-tab-count:1"> </span><span style="mso-spacerun:yes"> </span><span class="Apple-style-span" style="font-size: large;"> </span><span style="mso-tab-count:2"><span style="font-family: 'Times New Roman', serif; "><span class="Apple-style-span" style="font-size: large;">Alinsky’s wor</span></span><span style="font-family: 'Times New Roman', serif; "><span class="Apple-style-span" style="font-size: large;">k</span></span><span style="font-size:12.0pt;font-family:"Times New Roman","serif"; mso-fareast-font-family:"Times New Roman";mso-ansi-language:EN-US;mso-fareast-language: EN-US;mso-bidi-language:AR-SA">.</span> </span>(15% of total time)</p> <p class="MsoNormal"><span style="mso-tab-count:1"> </span>3)<span style="mso-spacerun:yes"> </span>Discovery process of group experience, local needs and participant definitions </p> <p class="MsoNormal"><span style="mso-tab-count:1"> </span><span style="mso-spacerun:yes"> </span>of material presented. (35% of total time) </p> <p class="MsoNormal"><span style="mso-tab-count:1"> </span>4)<span style="mso-spacerun:yes"> </span>Creation of 2 or 3 individual actions to be taken at home. ( 35% of total time)</p> <p class="MsoBlockText" style="text-align: center;"><span class="Apple-style-span" style="color:#FF6666;"><b>“The citizens concerned with quality learning and inclusive environments are numb, bewildered, and scared into silence. They don’t know what – if anything, they can do. This is a job for today’s radical – to fan the embers of hopelessness into the flame to fight.” (Alinsky p.194).</b></span></p> <p class="MsoNormal" style="text-align:justify">The workshop is designed for people who are concerned about the segregation and isolation of large groups of people within our society, and who want to take new and effective actions that place people who are most at risk on a trajectory of community, contribution and wholeness. </p><p class="MsoNormal" style="text-align:justify"></p><p class="MsoNormal"><b style="mso-bidi-font-weight:normal">Facilitation</b></p> <p class="MsoBodyText">Facilitation is the sustaining of opportunities, resources, encouragement and support for the group to succeed in achieving its objectives through enabling the group to take control and responsibility.<span style="mso-spacerun:yes"> </span>The facilitating leader is a facilitator with a vision.<span style="mso-spacerun:yes"> </span>The use of facilitation finally answers the question of how to motivate people.<span style="mso-spacerun:yes"> </span>The answer is not about motivation, but is rather about inspiration.<span style="mso-spacerun:yes"> </span>To produce or arouse a strong feeling is the only direct path to quality, effectiveness, health, profitability and personal well-being.</p><p></p><p class="MsoNormal" style="text-align:justify"></p><h5>General Facilitation Guidelines</h5> <p class="MsoNormal" align="center" style="text-align:center">Beegle, Gwen & Neuville, Thomas 2005.<span class="Apple-style-span" style="font-weight: bold; -webkit-text-decorations-in-effect: underline; "> </span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="mso-list:Ignore">1)<span style="font:7.0pt "Times New Roman""> </span></span>Open with participant comments, input and questions. This clears the emotional<span style="mso-spacerun:yes"> </span>way and opens up.</p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="mso-list:Ignore">2)<span style="font:7.0pt "Times New Roman""> </span></span>Lead specific assessment discussions with “what did you think? This starts from the spot the participants are at.</p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="mso-list:Ignore">3)<span style="font:7.0pt "Times New Roman""> </span></span>Publicly list responses. This allows for participants to develop to the next level of knowing by letting go. It also generates material for further analysis.</p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="mso-list:Ignore">4)<span style="font:7.0pt "Times New Roman""> </span></span>Set up seating for participant interaction and relationship building (e.g. circle). Among other advantages this form leaves spaces for the facilitator to enter.</p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="mso-list:Ignore">5)<span style="font:7.0pt "Times New Roman""> </span></span>Adopt a friendly and professionally familiar affect. This invites trust.</p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="mso-list:Ignore">6)<span style="font:7.0pt "Times New Roman""> </span></span>Make use of small groups.</p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span>Everyone will have an opportunity to teach and learn.</p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span>Productivity and work output increases.</p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="mso-list:Ignore">c.<span style="font:7.0pt "Times New Roman""> </span></span>Gives participants varied opportunities for hand-on experience with tools.</p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="mso-list:Ignore">d.<span style="font:7.0pt "Times New Roman""> </span></span>Guards against drift.<span style="mso-spacerun:yes"> </span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="mso-list:Ignore">7)<span style="font:7.0pt "Times New Roman""> </span></span>Create and re-create context, foundation, purpose and focus (this is a particularly </p> <p class="MsoNormal" style="margin-left:.25in"><span style="mso-tab-count:1"> </span>critical skill and pays attention to the moving target of developmental learning).</p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="mso-list:Ignore">8)<span style="font:7.0pt "Times New Roman""> </span></span>The facilitators must distribute themselves equitably about physically. Moving about<span style="mso-spacerun:yes"> </span>with complete coverage allows relationship building and works best in u shapes or circles.</p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="mso-list:Ignore">9)<span style="font:7.0pt "Times New Roman""> </span></span>Make use of self-reflection relevant to the content as a public or private activity.<span style="mso-spacerun:yes"> </span>This develops the ability to analyze, discover common ground and build steps toward practical generalization.</p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><b style="mso-bidi-font-weight:normal"><span style="mso-list:Ignore">10)<span style="font:7.0pt "Times New Roman""> </span></span></b>Refocus and restate with respect to participant language in order to build knowledge on focus area as well as enhance depth and meaning. Taking a persons statements<span style="mso-spacerun:yes"> </span>and sometimes ramble and repeating it back in clear concise content specific terms<span style="mso-spacerun:yes"> </span>builds individual and group understanding and offers to the person what they know.<b style="mso-bidi-font-weight:normal"><o:p></o:p></b></p><p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"></p><p class="MsoNormal"><b style="mso-bidi-font-weight:normal">Conclusion</b></p> <p class="MsoNormal" style="text-align:justify">The move towards inclusion and peace is blocked by false vision. The intent of the processes of inclusion, peace, and Alinsky’s tactics is to get a glimpse of what is most valuable about inclusive communities. With an increase in sight may come a positive institutional bias toward community, reformation and, perhaps, revolution evolves while creating space for citizens to gather and put together the steps they need for inclusion and peace.<span style="mso-spacerun:yes"> </span>Whether systems change, people gain in belonging, or we simply get to know each other, the action of coming together is worthy.</p><p class="MsoNormal" style="text-align:justify"></p><p class="MsoNormal" align="center" style="text-align:center"><b style="mso-bidi-font-weight: normal"><u style="text-decoration: none;">References</u></b></p> <p class="MsoNormal">Alinsky, Saul (1971). <u>Rules For Radicals.</u> Vintage Books, New York, NY.</p> <p class="MsoNormal">Covey, Stephen (1989). <u>7 Habits of Highly Effective People.</u> Simon & Schuster, New York, NY.</p> <p class="MsoNormal">Henderson, William (2005). <u>Personal communication</u>. Patrick O’Hearn School, Boston, MA</p> <p class="MsoNormal">Neuville, Thomas (2000). <u>What are the Main Concerns Related to Students With Disabilities as They Transition From Secondary Schools to Adult Life?</u> UMI Ann Arbor, MI.</p> <p class="MsoNormal">Peterson, Michael & Hittie, Mishael Marie (2003). <u>Inclusive Teaching; Creating Effective Schools For All Learners.</u> Allyn & Bacon, Boston, MA.</p> <p class="MsoNormal">Rogers, Will (2005). <a href="http://www.willrogers.org/" style="text-decoration: none;">http://www.willrogers.org/</a></p> <p class="MsoNormal">Samuel, Bill (2005). <b>Friends (Quakers) and Peace</b> <a href="http://www.quakerinfo.com/quak_pce.shtml" style="text-decoration: none;">http://www.quakerinfo.com/quak_pce.shtml</a></p> <p class="MsoNormal">Henderson, William (2005). <u>Personal communication</u>. Patrick O’Hearn School, Boston, MA.</p><p></p><p></p><p></p>Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-56338053672989118682009-06-28T15:44:00.000-07:002009-06-28T15:46:16.735-07:00Rules For Radicals 3<p class="MsoNormal"><b style="mso-bidi-font-weight:normal">Tactics from Rules For Radicals</b></p> <p class="MsoNormal" style="margin-top:0in;margin-right:1.0in;margin-bottom:0in; margin-left:1.0in;margin-bottom:.0001pt">“Let them call me rebel and welcome, I feel no concern from it; but I should suffer the misery of devils, were I to make a whore of my soul…”</p> <p class="MsoNormal" align="right" style="margin-top:0in;margin-right:1.0in; margin-bottom:0in;margin-left:1.0in;margin-bottom:.0001pt;text-align:right"><span style="mso-spacerun:yes"> </span>Thomas Paine </p> <h1 align="left" style="margin-left:3.5in;text-align:left"><span style="mso-spacerun:yes"> </span><span class="Apple-style-span" style="font-size: medium;"> As quoted in Alinsky 1971</span></h1> <p class="MsoNormal" style="text-align:justify">Saul Alinsky wrote the book <u>Rules For Radicals (Alinsky, Saul, 1971)</u>. The time is right to remember and implement his tactics for social change. The dominant ideological strategy employed today for students who are most at risk of exclusion is a higher order and more complex system of exclusion than has ever existed before. This paper promotes the use of Saul Alinsky’s 13 tactics for success in implementing inclusion for vulnerable people in everyday life. Understanding and using Alinsky’s 13 rules with a view toward action and high-energy systemic change will cause positive change.</p><p class="MsoNormal" style="text-align:justify"></p><h4>TACTICS</h4> <p class="MsoNormal" align="center" style="text-align:center"><b style="mso-bidi-font-weight: normal"><i style="mso-bidi-font-style:normal"><u>Rules For Radicals, Saul Alinsky<o:p></o:p></u></i></b></p> <p class="MsoNormal" align="center" style="text-align:center"><b style="mso-bidi-font-weight: normal"><i style="mso-bidi-font-style:normal">We will either find a way or make one.<span style="mso-spacerun:yes"> </span>--Hannibal<o:p></o:p></i></b></p> <p class="MsoNormal" style="margin-left:.25in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .25in"><span style="font-size:11.0pt; font-family:"Arial Narrow","sans-serif";mso-fareast-font-family:"Arial Narrow"; mso-bidi-font-family:"Arial Narrow""><span style="mso-list:Ignore">1)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt;font-family:"Arial Narrow","sans-serif"">Always remember the first rule of power tactics: <i style="mso-bidi-font-style:normal">Power is not only what you have but what the enemy thinks your have.</i><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.25in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .25in"><span style="font-size:11.0pt; font-family:"Arial Narrow","sans-serif";mso-fareast-font-family:"Arial Narrow"; mso-bidi-font-family:"Arial Narrow""><span style="mso-list:Ignore">2)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt;font-family:"Arial Narrow","sans-serif"">The second rule is: <i style="mso-bidi-font-style:normal">Never go out side the experience of your people.</i><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.25in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .25in"><span style="font-size:11.0pt; font-family:"Arial Narrow","sans-serif";mso-fareast-font-family:"Arial Narrow"; mso-bidi-font-family:"Arial Narrow""><span style="mso-list:Ignore">3)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt;font-family:"Arial Narrow","sans-serif"">The third rule is: <i style="mso-bidi-font-style:normal">Wherever possible go outside of the experience of the enemy. </i><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.25in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .25in"><span style="font-size:11.0pt; font-family:"Arial Narrow","sans-serif";mso-fareast-font-family:"Arial Narrow"; mso-bidi-font-family:"Arial Narrow""><span style="mso-list:Ignore">4)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt;font-family:"Arial Narrow","sans-serif"">The forth rule is: <i style="mso-bidi-font-style:normal">Make the enemy live up to their own book of rules.</i><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.25in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .25in"><span style="font-size:11.0pt; font-family:"Arial Narrow","sans-serif";mso-fareast-font-family:"Arial Narrow"; mso-bidi-font-family:"Arial Narrow""><span style="mso-list:Ignore">5)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt;font-family:"Arial Narrow","sans-serif"">The fourth rule carries within it the fifth rule: <i style="mso-bidi-font-style:normal">Ridicule is man’s most potent weapon.</i> <o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.25in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .25in"><span style="font-size:11.0pt; font-family:"Arial Narrow","sans-serif";mso-fareast-font-family:"Arial Narrow"; mso-bidi-font-family:"Arial Narrow""><span style="mso-list:Ignore">6)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt;font-family:"Arial Narrow","sans-serif"">The sixth rule is: <i style="mso-bidi-font-style:normal">A good tactic is one that your people enjoy.</i><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.25in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .25in"><span style="font-size:11.0pt; font-family:"Arial Narrow","sans-serif";mso-fareast-font-family:"Arial Narrow"; mso-bidi-font-family:"Arial Narrow""><span style="mso-list:Ignore">7)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt;font-family:"Arial Narrow","sans-serif"">The seventh rule: <i style="mso-bidi-font-style:normal">A tactic that drags on too long becomes a drag.</i><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.25in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .25in"><span style="font-size:11.0pt; font-family:"Arial Narrow","sans-serif";mso-fareast-font-family:"Arial Narrow"; mso-bidi-font-family:"Arial Narrow""><span style="mso-list:Ignore">8)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt;font-family:"Arial Narrow","sans-serif"">The eighth rule: <i style="mso-bidi-font-style:normal">Keep the pressure on.</i><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.25in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .25in"><span style="font-size:11.0pt; font-family:"Arial Narrow","sans-serif";mso-fareast-font-family:"Arial Narrow"; mso-bidi-font-family:"Arial Narrow""><span style="mso-list:Ignore">9)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt;font-family:"Arial Narrow","sans-serif"">The ninth rule: <i style="mso-bidi-font-style:normal">The threat is usually more terrifying than the thing itself.</i> <o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.25in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .25in"><span style="font-size:11.0pt; font-family:"Arial Narrow","sans-serif";mso-fareast-font-family:"Arial Narrow"; mso-bidi-font-family:"Arial Narrow""><span style="mso-list:Ignore">10)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt;font-family:"Arial Narrow","sans-serif"">The tenth rule: <i style="mso-bidi-font-style:normal">The major premise for tactics is the development of operations that will maintain a constant pressure upon the opposition.</i><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.25in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .25in"><span style="font-size:11.0pt; font-family:"Arial Narrow","sans-serif";mso-fareast-font-family:"Arial Narrow"; mso-bidi-font-family:"Arial Narrow""><span style="mso-list:Ignore">11)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt;font-family:"Arial Narrow","sans-serif"">The eleventh rule is: <i style="mso-bidi-font-style:normal">If you push a negative hard and deep enough it will break through into its counterside.</i><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.25in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .25in"><span style="font-size:11.0pt; font-family:"Arial Narrow","sans-serif";mso-fareast-font-family:"Arial Narrow"; mso-bidi-font-family:"Arial Narrow""><span style="mso-list:Ignore">12)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt;font-family:"Arial Narrow","sans-serif"">The twelfth rule: <i style="mso-bidi-font-style:normal">The price of a successful attack is a constructive alternative.</i> <o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.25in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .25in"><span style="font-size:11.0pt; font-family:"Arial Narrow","sans-serif";mso-fareast-font-family:"Arial Narrow"; mso-bidi-font-family:"Arial Narrow""><span style="mso-list:Ignore">13)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt;font-family:"Arial Narrow","sans-serif"">The thirteenth rule: <i style="mso-bidi-font-style:normal">Pick the target, freeze it, personalize it, and polarize it.</i><o:p></o:p></span></p><p></p>Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-22729659604231655202009-06-21T12:54:00.000-07:002009-06-21T12:57:05.585-07:00Rules For Radicals 2<p class="MsoNormal" style="margin-left:.75in"><b style="mso-bidi-font-weight: normal">The Ingredients of Peace<o:p></o:p></b></p> <p class="MsoNormal" style="text-indent:.5in"><o:p> </o:p></p> <p class="MsoNormal" style="text-align:justify">The clarity of the emerging inclusive movement has primitive theological roots. The actions call for clarity and must literally give testimony to non-violence and peace. Peace is a required ingredient here due to the need for radical tactics. Those who are convinced about the moral correctness of inclusion (convinced inclusionists) may start by making a declaration that notes that exclusion and harmful conflict proceeds from the passionate and overmastering desire to apply segregating scientific methods to a perceived need to cure (professional lust).<span style="mso-spacerun:yes"> </span>In this context, professional lust refers not particularly to sexual desires, but more broadly to covetousness and greed. Greed is a subtle unconscious collection of power and control. A person steeped in professional lust may come to see that they themselves are future fodder for the “curemasters” of elder care. In this sense, (s)he that lives by professional lust, shall perish by professional lust. A convinced inclusionist will cause individual and institutional inclusivity not by might, nor power, but by peaceful and community spirit. </p> <p class="MsoNormal" style="text-align:justify">The fact that people who act toward inclusion are peaceful (<i>pacifists)</i> does not mean they are <i>passive</i>.<span style="mso-spacerun:yes"> </span>The gentle battles for institutions of inclusion are battles fought with the spirit of pervading thoughts of welcome, not weapons of secular science. Led by the spirit of gentle battles for inclusion, all schools would be transformed (Samuel, Bill 2005)</p><p class="MsoNormal" style="text-align:justify"></p><p class="MsoNormal" align="center" style="text-align:center"><b style="mso-bidi-font-weight: normal"><i style="mso-bidi-font-style:normal"><u>The Ingredients of Peace<o:p></o:p></u></i></b></p> <p class="MsoNormal"><o:p> </o:p></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">1)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Hospitality: <o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.5in"><span style="font-size:11.0pt">“We must be ever vigilant that our egocentrism, our strong adherence to how things are properly done, and our clannish need to protect our group does not interfere with our obligation to love another as ourselves” (Fennell, Nancy 2005. Hospitality in The Manner of Friends. Friends Journal, October 2005).<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">When a guest walks through the door, some reflection or revelation of spirit has arrived in the midst. A gift has been sent.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Offer an open and hospitable space where strangers can cast off their strangeness and become fellow human beings (Nouwen, Henri. Reaching Out).<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">c.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Start by making an honest appraisal of what is being done about hospitality.<span style="mso-spacerun:yes"> </span>Hospitality involves action, it is doing three actions;<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.5in;text-indent:-1.5in;mso-text-indent-alt: -9.0pt;mso-list:l0 level3 lfo1;tab-stops:list 1.5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore"><span style="font:7.0pt "Times New Roman""> </span>i.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Preparation<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.5in;text-indent:-1.5in;mso-text-indent-alt: -9.0pt;mso-list:l0 level3 lfo1;tab-stops:list 1.5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore"><span style="font:7.0pt "Times New Roman""> </span>ii.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Sharing<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.5in;text-indent:-1.5in;mso-text-indent-alt: -9.0pt;mso-list:l0 level3 lfo1;tab-stops:list 1.5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore"><span style="font:7.0pt "Times New Roman""> </span>iii.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Serving<span style="mso-spacerun:yes"> </span><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">2)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt"><span style="mso-spacerun:yes"> </span>Justice<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">The quality of being just.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Equitableness that is characterized by the quality of being fair or impartial.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">c.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">The moral principle determining just conduct and conformity to this principle as manifested in conduct, just conduct and treatment.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">3)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt"><span style="mso-spacerun:yes"> </span>Equality<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">The state or quality that tends to result in privilege being dispensed in like quantity, degree and value.<span style="mso-spacerun:yes"> </span><br /> <o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">4)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Institutional structures that expect and develop:<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Peace Builders<o:p></o:p></span></p> <p class="MsoBodyTextIndent2" style="text-indent:0in">A Peace Builder is one who "does good things" on a small everyday level to make the world more peaceful (e.g., the child who returns a lost wallet to its owners or befriends a new student.) </p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Peacekeepers<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;tab-stops:right 27.0pt"><span style="font-size:11.0pt">A Peacekeeper is one who protects the rights of others by peacefully enforcing the laws and rules we live by; e.g., the teacher on recess duty, the corner police officer, the umpire in a baseball game, even a comic book hero. <o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:right 27.0pt list 1.0in"><span style="font-size: 11.0pt"><span style="mso-list:Ignore">c.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Social Activist<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;tab-stops:right 27.0pt"><span style="font-size:11.0pt">A Social Activist is one who takes a stand against social injustice in an organized way to bring about a more just and peaceful world.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:right 27.0pt list 1.0in"><span style="font-size: 11.0pt"><span style="mso-list:Ignore">d.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Visionary<o:p></o:p></span></p> <p class="MsoBodyTextIndent3" style="margin-left:1.0in;text-indent:0in">A Visionary is one who inspires others with his/her vision for a more peaceful future; e.g., certain writers, artists, musicians and religious leaders, such as Gandhi or Martin Luther King, Jr.</p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:right 27.0pt list .5in"><span style="font-size: 11.0pt"><span style="mso-list:Ignore">5)</span></span><span style="font-size:11.0pt">Non-Violence<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:27.0pt;tab-stops:right 27.0pt"><strong><span style="font-size:11.0pt">“</span></strong><span style="font-size:11.0pt">Recall the face of the poorest and most helpless person you have seen and ask yourself if the next step you contemplate is going to be of any use to that person.” M.K.Gandhi <o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:right 27.0pt list 1.0in"><span style="font-size: 11.0pt"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Nonviolent action is a technique by which people that reject passivity and submission, and who see struggle as essential, can wage their conflict without violence. Nonviolent action is not an attempt to avoid or ignore conflict. It is one response to the problem of how to act effectively in politics, especially how to wield power effectively. (Sharp, 1973, p. 64)<o:p></o:p></span></p><p></p>Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-12831004466422879542009-06-20T19:46:00.000-07:002009-06-20T19:49:29.010-07:00Rules For Radicals<p class="MsoNormal" align="center" style="text-align:center"><b style="mso-bidi-font-weight: normal">Rules For Radicals: Waging Peace For Full Inclusion.<o:p></o:p></b></p> <p class="MsoNormal" align="center" style="text-align:center"><b style="mso-bidi-font-weight: normal"><u><o:p><span style="text-decoration:none"> </span></o:p></u></b></p> <p class="MsoNormal" style="text-align:justify">We live in times that call for change and improvement. Much like the 1960’s and the 1920’s before that, but in our times, the specific changes called for are unclear. The move towards inclusion and peace is blocked by vision that is not so muddied as it is false in its clarity. My colleague David Schwartz says that we live in a world that is consistently projecting clear messages aimed at creating a loss of vision to human realities, while, at the same time convincing the viewer they can see clearly. Will Rogers said; “It’s not what people know that scares me, it’s what they know that just ain’t so” (<a href="http://www.willrogers.org/">http://www.willrogers.org/</a>). I am sure that this is quite relevant today and that David Schwartz hit it right on the head when he says that we are visionless but are certain that we can see. By creating space for citizens to gather together and incorporate the steps for inclusion, the Ingredients of Peace and Saul Alinsky’s Tactics, our collective vision will return and result in reformation, and perhaps revolution. </p> <p class="MsoNormal" style="text-align:justify">The dominant ideological strategy employed today for students at risk of exclusion is a higher order, more complex system of exclusion. Full inclusion is not getting more likely; we just talk as if it is. Students with disabilities are not getting better equipped for life; it just looks as though they are. Schools and teachers are not improving processes and strategies; they just believe they are. In the virtual world of, “things are not as they seem”<span style="mso-bidi-font-style:italic">,</span> the time is ripe for a blast of peaceful tactics. The time is now to do what we can, with what we have for the realization of full inclusion. </p><p class="MsoNormal" style="text-align:justify"></p><p class="MsoNormal"><b style="mso-bidi-font-weight:normal">Steps Toward Inclusion<o:p></o:p></b></p> <p class="MsoNormal"><span style="mso-tab-count:1"> </span></p> <p class="MsoBodyText">Perhaps the steps toward inclusion are straightforward and obvious: Simply stop excluding people in the first place. However, exclusion as an idea has had the opportunity to institutionalize itself in the hearts, minds and hands of professionals, parents and even the students. Exclusion has won by convincing us it does not exist. Few would agree that certain students have been shut out and kept out from consideration and privilege. The lack of exclusionary vision calls for the following ten steps to be overtly institutionalized. These steps have been created through conversation with friends like Bill Henderson (2005) in Boston and writings from colleagues at the Whole School Consortium such as Michael Peterson (2003). The steps are not meant to be all-encompassing or immediately understood. Individuals and groups must work together in order to generate new steps and cause sufficient insight to take actions that are relevant to them.</p><p class="MsoBodyText"></p><p class="MsoNormal" align="center" style="text-align:center"><b style="mso-bidi-font-weight: normal"><i style="mso-bidi-font-style:normal"><u>10 Essential Elements of Mindful Inclusion<o:p></o:p></u></i></b></p> <p class="MsoNormal" align="center" style="text-align:center"><b style="mso-bidi-font-weight: normal"><u><o:p><span style="text-decoration:none"> </span></o:p></u></b></p> <p class="MsoNormal"><o:p> </o:p></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">1)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Seek first to understand, then to be understood (Covey).<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.25in"><span style="font-size:11.0pt"><span style="mso-tab-count:1"> </span>We have such a propensity to sprint in, to fix things up with first-class counsel. But time and again, fail to take time to analyze, and to truly and deeply recognize the person and circumstances first.<span style="mso-spacerun:yes"> </span><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Understand Authentically.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.25in"><span style="font-size:11.0pt"><span style="mso-tab-count:2"> </span>If you wish for effective relations and influential communication, you first must understand. It is not merely method. Method alone will generate a sense of betrayal, manipulation, and veiled motives. Create an atmosphere of well-being to encourage people to reveal themselves and thus be understood, and to encourage both seeing and being seen.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Empathetic Listening<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.25in"><span style="font-size:11.0pt"><span style="mso-tab-count:2"> </span>You have to construct the competencies of empathic listening on a foundation of <span style="mso-tab-count: 1"> </span>disposition that inspires openness and trust. The emotional bank accounts that create commerce between the hearts must be built.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">2)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Create Collaborative classrooms (Attachment A) and Democratic Processes (Attachment B).<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Authentic genuine learning communities.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Age appropriate Popular Education.<span style="mso-spacerun:yes"> </span><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">3)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Schools should not be a factory for the factory.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Compliance and conformity should not be the primary objective.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Use resources and professionals that understand the intent of standards and standardization and center methods on unique people, places and cultures (a capacity building ecology).<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">c.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Educational purpose should be built on nurturing healthy people, not willing workers (i.e. “They must be prepared for the real world”).<span style="mso-spacerun:yes"> </span><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">4)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Remember that robustness abounds. (Attachment C)<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Robustness as the most common variable toward a contributing person.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Extreme measures are required to overcome the institutionalized personal impact of exclusion. <o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">5)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">If you live there, you learn there.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Create responsible districts and open schools.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">There should be no third party sub-contracted responsibility.<span style="mso-spacerun:yes"> </span><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">6)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Be a “committed inclusionist” (Samuel, Bill 2005).<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">It will take great fervor and clarity to overcome the forces of segregation and separation.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Hatred is an unconscious driving force behind segregation and congregation.<span style="mso-spacerun:yes"> </span><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">7)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">There must be teachers who work from their head, heart and hands.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Feel it: working from foundations of meaning and from their hearts.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Know it; knowing the right tool for the right job, which is used in the extraordinarily right way (e.g. Differentiated Instruction). Head.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">c.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Do it: Seeking evidence of becoming, belonging and learning. The former maybe exemplified by a new phrase, “Those who can do, really teach well”.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">8)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Work to create a culture and then enhance it and renew it by building capacity.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Institutional, student and professional learning and growth are symbiotic (Attachment D).<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">9)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Work to immerse in and emerge with the deepest gift and contribution that<span style="mso-spacerun:yes"> </span>each person has to offer (theory of Supreme Excellence Attachment E).<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Discover with passion.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Discover with commitment.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">c.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Discover with creativity.<span style="mso-spacerun:yes"> </span><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:.5in;text-indent:-.25in;mso-list:l0 level1 lfo1; tab-stops:list .5in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">10)<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Engender a comprehensive all-embracing disposition that provokes;<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">a.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Hard work.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">b.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Flexibility.<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left:1.0in;text-indent:-.25in;mso-list:l0 level2 lfo1; tab-stops:list 1.0in"><span style="font-size:11.0pt"><span style="mso-list:Ignore">c.<span style="font:7.0pt "Times New Roman""> </span></span></span><span style="font-size:11.0pt">Trying ideas that are consistent with positive means and meaningful ends.<o:p></o:p></span></p> <p class="MsoNormal" align="right" style="text-align:right"><span style="font-family: "Microsoft Sans Serif","sans-serif"">©</span>Neuville 2005</p><p></p><p></p>Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-8144599269312571662009-06-06T04:16:00.000-07:002009-06-06T04:32:18.238-07:00Fundamental AssumptionsAs Special Education is founded on the biological scientific model the assumptions carried by professionals are aligned with a biological / medical model of production. The doctors, who ran the institutions, defined the best procedures to serve (cure) the "patients". Following world war I & II the newly skilled doctors returned with a zeal to carry on what they <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">learned</span> curing the wounded. The result was a strong, assumption creating, foundation for Special Education and rehabilitation. A minority force, social <span class="blsp-spelling-error" id="SPELLING_ERROR_1">rehabilitationists</span>, saw the environment as in need of repair and advocated for such improvements as public awareness and environmental accessibility (a robust component of this group are made up of <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">conscientious</span> objectors serving in institutions---watch for future blog). The resulting set of beliefs, assumptions and scientific ideals was a biological model with social agendas. This model is the core of the Special Education field today and represents the core of the problems. <div><br /></div><div>When PL 94-142 was passed in 1975 improvement was generated not toward new models and ways of knowing. Improvement was generated within the narrow confines of the biological model. In some ways the new law cemented a set of assumptions and <span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">beliefs</span> that have become an unconscious battle cry for well educated and skilled practitioners. When these assumptions are articulated and challenged as assumptions and not personal identifiers (professionals may declare; "this is who I am") true progress will be available. Just what are these well established assumptions that are now held as truths?</div>Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-53604062619171927852009-05-25T13:00:00.000-07:002009-05-25T13:22:48.315-07:00<div><br /></div><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhWD4tdYiLb9AhHR03MXU9DBjPhYCOAoD78MIq2xH-3pSI01qb7WGlRKdzCQ2NZfYTYc4bMv1HuqipID4hmrapEFXbrFEnP-32iUnm4Vwi0W3RG_fYDpKZzbgbk4GZizSCs2c9CPgvtxwHp/s320/copyright+logo.jpg" style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 160px; height: 120px;" border="0" alt="" id="BLOGGER_PHOTO_ID_5339858401314388082" /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhE8EfGuPtU4BPcltE0U73KXrpG2vaDpYs1irRZxg4zaBsNh2PDLnv4AYvOEuRmTvFFogJpwRPEucPCbMz4nTqhQC6qMrPR0PLSmwgqjJyeEzf3d22FQwP5KAMvrFVTMWK9847rHa8V0Xn_/s1600-h/umbrella.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 318px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhE8EfGuPtU4BPcltE0U73KXrpG2vaDpYs1irRZxg4zaBsNh2PDLnv4AYvOEuRmTvFFogJpwRPEucPCbMz4nTqhQC6qMrPR0PLSmwgqjJyeEzf3d22FQwP5KAMvrFVTMWK9847rHa8V0Xn_/s320/umbrella.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5339857730174517762" /></a>What every educator must know is contained in this graphic. A trilogy is soon to be published that will explain the theories and processes.<div><span class="Apple-style-span" style="font-style: italic;"><span class="Apple-style-span" style="font-size:x-small;">Please do not copy or reprint this graphic or it's contents.</span></span><br /><div><br /><div class="O0" style="language:en-US;margin-top:0pt;margin-bottom:0pt; margin-left:.38in;text-indent:-.38in"><div class="O0" style="language:en-US;margin-top:0pt;margin-bottom:0pt; margin-left:.38in;text-indent:-.38in"><br /></div></div></div></div>Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-76845310009887106932009-05-24T16:31:00.001-07:002009-05-24T16:33:00.612-07:00Holding One AnotherThe Special School that holds the child,<div>The nursing home that holds the elder,</div><div>The prison that holds the troubled.</div><div>Have put our souls on hold as they eat up the opportunities to hold one another.</div>Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-1521605049004788542009-05-23T14:36:00.000-07:002009-05-23T14:37:41.062-07:00THE FACILITATED LEADER<p class="MsoNormal" align="center" style="text-align: left;line-height: 150%; "><span class="Apple-style-span" style="font-family: 'Times New Roman'; ">Just a thought that has more to do with labor than memorial, but then Memorial day feels often more like labor day.</span></p> <p class="MsoNormal" align="center" style="text-align: left;line-height: 150%; "><b style="mso-bidi-font-weight:normal"><span style="mso-bidi-font-size:12.0pt; line-height:150%;font-family:"Times New Roman","serif"">For Those Interested in Making a Difference </span></b></p> <p class="MsoNormal" style="line-height:150%"><span style="mso-bidi-font-size: 12.0pt;line-height:150%;font-family:"Times New Roman","serif"">Facilitation is the sustaining of opportunities, resources, encouragement and support for the group to succeed in achieving its objectives, and to do this through enabling the group to take control and responsibility for the way they proceed.<span style="mso-spacerun:yes"> </span>The facilitating leader is a facilitator with a vision.<span style="mso-spacerun:yes"> </span>The use of facilitation finally answers the question of how to motivate people.<span style="mso-spacerun:yes"> </span>The answer is not about motivation.<span style="mso-spacerun:yes"> </span>It is rather about inspiration.<span style="mso-spacerun:yes"> </span>To produce or arouse a strong feeling is the only direct path to quality, effectiveness, health, profitability and personal well being.<span style="mso-spacerun:yes"> </span>I have never been successful in generating high sustainable levels of motivation as a leader.<span style="mso-spacerun:yes"> </span>I have been able to create authentic environments that reach into individuals and free what is best about them.<span style="mso-spacerun:yes"> </span>We who are living in environments that inspire have virtually been able to do away with regulatory quality checks, abolish watch dog forms and reporting mechanisms, and focus on doing the job right rather than short term concerns of profitability, quality control, or human resource management.<span style="mso-spacerun:yes"> </span><o:p></o:p></span></p>Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-83037800991606428402009-05-19T18:07:00.000-07:002009-05-19T18:43:25.164-07:00What Every Educator Must Know<span class="Apple-style-span" style="font-family: arial;">As an educator each teacher must attend to fundamental foundations of learning environments, the competencies of designing and maintaining coherent models of service and supports, and understand strategies of causing formal tools (e.g.IEP) to be in service to the first two (fundamentals & coherent models).</span><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">This brief statement is focused on attending to fundamental foundations of learning environments. What every educator must know is that there is an umbrella theory which holds two foundational strategies. The Main Concerns theory asserts that qualkity learning environments start when whole attention is turned to the Supreme Excellance* of the student as a base for the design, creation and implementation of Democratic Processes and Symbiotic Relationships. The Main Concerns theory must be understood and implamented prior competently actualizing coherent models and engaging formal structures and regulations.</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><p class="MsoNormal" style="text-indent:31.5pt;line-height:150%"><span class="Apple-style-span" style="font-family: arial;"><a name="_Toc466805038"></a></span><a name="_Toc466804761"><span style="mso-bookmark: _Toc466805038"><b style="mso-bidi-font-weight:normal"><u><span class="Apple-style-span" style="font-family: arial;">The Theory of Supreme Excellence.</span></u></b></span></a><u><span class="Apple-style-span" style="font-family: arial;"> </span></u><span class="Apple-style-span" style="font-family: arial;">The cause of supportive and nurture based education is understanding the student’s spirit and essence. This act of understanding leads to a reliable guide of the students divinity (interests) and will reveal the required functional skills which will be embraced by the student.</span></p> <p class="MsoNormal" style="text-indent:31.5pt;line-height:150%"><span class="Apple-style-span" style="font-family: arial;">Based on Herzberg’s theory, students are not motivated by higher grades, special privileges, or grade level advancement. Students are motivated by expectations of success at challenging assignments. A teacher reports that the students primary concern is to feel that they have control in the advancement of their own destiny. It is the teacher’s job to provide opportunities for students to achieve so they will become motivated. The theory of Supreme Excellence requires opportunity be based on the individual talents and divinity of the student. Herzberg asserts that 80% of satisfaction comes from achievement, the task itself, responsibility, advancement and growth. . When a teacher was talking about Larry she could see that his obsession was a solid factor in his learning. If he is interested he is able to find information and learn it according to the teacher.</span></p> <p class="MsoNormal" style="text-indent:.5in;line-height:150%"><span class="Apple-style-span" style="font-family: arial;">Seymour Sarason (1993) points out that one truth of education is that we view children as in need of taming. The data reflected this, as some professionals would say that, especially during the transition years, the children must learn what the real world is and how to deal with it. “Where students are” is ignored and “what students are” is something we should fear and therefore, tame or extinguish, according to Sarason. Sarason further asserts that the result is we have classrooms in which students are passive, uninterested, resigned, or going through the motions, or unruly, or all of the above. The Theory of Supreme Excellence is supported by Sarason’s work. Are teachers getting lost in the details of daily living? Viewing peoples actions, interests and behaviors as only relevant to the present. Better for the students and us is to see the three dimensions of behaviors actions and interests of past, present, and future. What people do, say and dream now are communications of desired futures based on past experiences and the truth of the soul (destiny).</span></p></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">A three part trilogy will soon be published as a guide for educators.</span></div><div><span class="Apple-style-span" style="font-family: arial;"><br /></span></div><div><span class="Apple-style-span" style="font-family: arial;">*Term indicates that which makes up a persons individual identity and path of destiny (Neuville, Thomas, 2000)</span><br /></div>Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-3806796624325175232009-05-16T13:13:00.000-07:002009-05-16T13:29:18.587-07:00PositivismWhile preparing for a course scheduled for the fall of 2009 I reintroduced myself to the concept of positivism. In so doing I found great understanding of the tensions I live with. <span class="blsp-spelling-corrected" id="SPELLING_ERROR_0">Positivism</span> is (according to dictionary.com) a doctrine contending that sense perceptions are the only admissible basis of human knowledge and precise thought and that the application of this doctrine in logic, epistemology, and ethics supersedes theology and metaphysics and depending on a hierarchy of the sciences, beginning with mathematics and culminating in sociology. It is the culminating in sociology that impacts the field of education and particularly special education. All of this came about sometime between 1900 and 1950 and promoted attention to actual practice over consideration of what is ideal. Further the practice must be based on what is knowable from a <span class="blsp-spelling-corrected" id="SPELLING_ERROR_1">strictly</span> <span class="blsp-spelling-corrected" id="SPELLING_ERROR_2">quantitative</span> perspective.<div><br /></div><div><span class="blsp-spelling-corrected" id="SPELLING_ERROR_3">Positivism</span> elements are considers of lessor import knowing through relationship, <span class="blsp-spelling-corrected" id="SPELLING_ERROR_4">experience</span> or observation of the environment. Unless one is counting things relevant to those areas they are of little concern to the educator trying to improve the target (student).</div><div><br /></div><div>No wonder I have difficulty communicating with some of my peers as they are sure that what I offer and the theories of practice I teach have no basis in reality or knowledge. Tom <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Srtic</span> is the man to speak with or read if you are looking for substantial insight into this (http://soe.ku.edu/Tom-Skrtic/). </div><div><br /></div><div>Sadness washes over me as I see clearly that I am speaking a <span class="blsp-spelling-corrected" id="SPELLING_ERROR_6">foreign</span> language and inviting people into a strange culture when I give <span class="blsp-spelling-corrected" id="SPELLING_ERROR_7">evidence</span> that suggests the source of teaching is to be found in relationships, environment, cultures and the mix of all of those. This is good news however as I now have been reminded of a plethora of resources that can be offered to teacher candidates and injected into the academy at multiple points of entry.</div>Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-65417934887068078722009-05-07T13:07:00.000-07:002009-05-07T13:27:31.057-07:00Integration not Inclusion<p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal"><span style="font-size:9.5pt;mso-bidi-font-size:11.0pt;font-family: "Georgia","serif";mso-fareast-font-family:"Times New Roman";mso-bidi-font-family: "Times New Roman";color:black">Yesterday I heard a women give testimony to the legislature against a funding bill. She was not actually against the financial expenditure aimed at Special Education. She was opposed to the bias for educating children with disabilities in the general education environment. She spoke of the need to remain true to the federal law (IDEA http://idea.ed.gov/ ) which calls for the placement decision to be with the IEP team. The women referenced "advocates for inclusion" as a pejorative.</span><span style="font-size:9.5pt; font-family:"Georgia","serif";mso-fareast-font-family:"Times New Roman"; mso-bidi-font-family:"Times New Roman";color:black"><o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal"><span style="font-size:12.0pt;font-family:"Times New Roman","serif"; mso-fareast-font-family:"Times New Roman""><o:p> </o:p></span></p> <p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal"><span style="font-size:9.5pt;font-family:"Georgia","serif";mso-fareast-font-family: "Times New Roman";mso-bidi-font-family:"Times New Roman";color:black">This is a common refrain and it is time to uncover the bias in that statement. What a century of social research tells us is that one becomes a participating and contributing member of society when one is integrated. The act of integration being defined as personal social integration and societal participation (Wolfensberger, Social Role Valorization 1983)* is the key to being a healthy and productive citizen. <o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal"><span style="font-size:9.5pt;font-family:"Georgia","serif";mso-fareast-font-family: "Times New Roman";mso-bidi-font-family:"Times New Roman";color:black"><o:p> </o:p></span></p> <p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal"><span style="font-size:9.5pt;font-family:"Georgia","serif";mso-fareast-font-family: "Times New Roman";mso-bidi-font-family:"Times New Roman";color:black">What we have now is an unemployment rate that is 59% higher than the rate of nondisabled workers (http://ohsonline.com/Articles/2009/02/06/Disabled-Unemployment.aspx). The median adjusted family income for disabled workers is about half of the median for others aged 18-64 ($13,323 compared with $24,487) [http://www.socialsecurity.gov/policy/docs/chartbooks/income_workers/di_chart.pdf]. So if we consider the success of education for citizens with disabilities the long term result is marginalization in multiple respects. <o:p></o:p></span></p> <p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal"><span style="font-size:9.5pt;font-family:"Georgia","serif";mso-fareast-font-family: "Times New Roman";mso-bidi-font-family:"Times New Roman";color:black"><o:p> </o:p></span></p> <p class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height: normal"><span style="font-size:9.5pt;font-family:"Georgia","serif";mso-fareast-font-family: "Times New Roman";mso-bidi-font-family:"Times New Roman";color:black">The sacred IEP team, which I support in theory, is a clear victim of socio-cultural bias. And what aggravates the outcome are high levels of consciousness. Special Education is a support and a service, not a place. When the evidenced is used over the bias children with disabilities will join their peers and have equal opportunities. The children without disabilities will also rise up as a diverse methodological classroom is good for all.<o:p></o:p></span></p><div><br /></div><div><br /></div><div><br /></div><div><br /></div><div><b>Social Role Valorization</b> (SRV) is the name given to an analysis of human relationships and human services, formulated in 1983 by <a title="Wolf Wolfensberger" href="http://en.wikipedia.org/wiki/Wolf_Wolfensberger">Wolf Wolfensberger</a>, PhD<br /></div>Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-11458333964828514202009-05-02T14:30:00.000-07:002009-05-02T14:36:56.029-07:00Coming togetherI can see, and more importantly feel, that the cultural rift in the United States is closing. I do not wish to project unbridled hope so let me just say that a new rift, likely many rifts, are on the horizon. but for the moment let's stick with the idea that the old one is closing. <div><br /></div><div>I just came from a graduation keynote that was inspiring in that it was given by one who is identified as a Bush conservative and spoke to Obama liberals. Not that he intended to cross boundaries. The messages of community building and power coming best from groups of people speak equally to communitarians of yesterday and faith based services of, also yesterday. The multiple crisis' of the moment are driving us to actualize the saying, "act locally and think globally".</div><div><br /></div>Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-88357150964682182242009-03-13T16:34:00.000-07:002009-03-13T16:40:45.853-07:00The shift to tacticsI have been expereincing the shift to tactics. That is people (professionals) are making use of the hiding place of tactics over doing the right thing or even the important but lower level ultimate outcome. More of this will follow but for now let it be known that many guardians of the status quo are running to the hiding place of "I just have to complete the task". Competent, expereinced, incharge professionals stated to me the other day that they understood that the most important outcome is to get children educated in ordinary palces....BUT....they where just following orders to complete the tasks. They held no responsibility for the more important outcomes of children having more desirable futures and are waiting for authority to direct them. I'll end this thought knowing that further development is in order. I'll simple say one word as a source of thought...Nuremburg.Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-83815977024696781442007-08-18T16:31:00.000-07:002007-08-18T16:31:20.733-07:00Teaching vs. LearningA new semester is about to start. one of the main weaknesses of education is the paradox of the mentor. Teachers (not all) assume that in order for learning to take place there must be a pre-established boundary of respect. The boundary that is traditional is the teacher is the master and the student is the learner. The line is never blurred.<br /><br />I experience a blurring of lines that makes each person in the learning community a teacher and each person a learner. In order for this to happen i must be a learner. I look forward to creating processes and opportunities for all of us to learn from each of us. Many complexities and subtleties exist in the application of that scenario. To not approach the scenario is to never discover the complexities. To never discover the students and teachers in the room. To never discover oneself.<br /><br />I look forward to knowing by knowing each person. I look forward to the learning of the semester. A friend of mine who has much experience with universities and respected masters has been known to proclaim that if one is searching for the intellectual realities they can not be found at universities. how sad and also how true.Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0tag:blogger.com,1999:blog-2878201676326517731.post-53181754306647712432007-08-03T13:58:00.000-07:002007-08-03T14:00:52.351-07:00<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMnvHhS0C3XuwtgvTIwxUHzWL9HcqwQG6LbO146IYedk4yUNlq_c_-n2YdbcdEWaCzmOCiMJzOaw4phO6gW2GjS3z_1ss2N87lKMCdpLPe4wU13VyQApH1dTmzHGFION-z6ewNs-2HxWpX/s1600-h/Thomas+Ottawa.jpg"><img id="BLOGGER_PHOTO_ID_5094582055285458178" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; CURSOR: hand" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMnvHhS0C3XuwtgvTIwxUHzWL9HcqwQG6LbO146IYedk4yUNlq_c_-n2YdbcdEWaCzmOCiMJzOaw4phO6gW2GjS3z_1ss2N87lKMCdpLPe4wU13VyQApH1dTmzHGFION-z6ewNs-2HxWpX/s320/Thomas+Ottawa.jpg" border="0" /></a><br /><div></div>Thomashttp://www.blogger.com/profile/13284584198297803272noreply@blogger.com0