To ADD:
It Depends
Amygdala
Limbic System
Cortex
Prefrontal Cortex
corpus callosum
Hippocampus
Robust
Readiness
Myelination
Windows of Opportunity
Red line
Arborizing / Dendritic Growth
Automaticicity & Rote Learning
IPO - Input, Processing, Output
Trees
Forests
Natural Strengths
Functional Strengths
Rubber bands
Expand the Band
Fixed or Variable Intelligence
Intuitive repulsion
Thin Slicing
Rapid cognition / fast and frugal
Whit space
Miss-step
The Zone
Sky-high emotions/hit a 9 or 10/extreme arousal
Red line lowering / modulating the provocation
________________
To DELETE:
Good
Bad
Guys
Mistake
Nice
Perfect
Smart
Dumb
___________
The three C's of self-esteem and leadership potential:
CONFIDENCE
COMPETENCE
CONNECTEDNESS
Holon
Green Blanket
Saturday, June 20, 2009
gcLi Leadership - Summary of Understanding Your Disposition I
"What great leaders have in common is that each truly knows his or her strengths -- and can call on the right strengths at the right time" - Clifton (Strengths Based Leadership, p. 13)
There is a shadow side to strengths
TODO: Consider Tipping Point/Outliers to read
Your strength may not be what the group needs right then.
_______
Modulate comfort and discomfort
Productive Zone of Disequilibrium
______
Leaders are elected because they are meeting needs of some sort to the people electing them. Often we (teachers) have different needs. Need to work to bridge that gap.
When teaching leadership - consider what they will look like at 40.
Need to create space for them to risk and fail.
TODO: Student Report Plotting Strengths in First Semester
TODO: ATCS Group Experiment - "There is a problem with CS. We need to learn to work in groups. Often all we get is content. Will you experiment with me. You are capable of driving the content, if you help with that - I will focus on group development to support you learning your content." (consider group gcLi stuff and Noridenne's wholeistic calc BC method)
TODO: 2 minute feedback to end class.
________
Rules for effective feedback (pg. 15)
0. Deliver feedback with kindness
1. Make your feedback descriptive, rather than evaluative
2. Make feedback specific rather than general
3. Make sure feedback is directed toward a behavior that the person can do something about
4. Make sure that what you have said is understood
5. Make feedback well timed
6. Don't bombard a person with feedback
7. Feedback that is asked for is more useful and accepted by a person than feedback that is imposed on him
8. The receiver of feedback has the option of checking our feedback with others to see if they have seen the same behavior (and have the right to do what they want with the feedback)
9. Make feedback directed to, not about, a person
10. Own your feedback by saying I, not we.
Other notes on Feedback
- Feedback is just that, feedback - it is not good or bad. The behavior (action) is good or bad.
- The receiver has every right to do whatever he or she wants with the feedback (I have to vs. I choose to)
- The giver must let go of the feedback
- Feedback is often just as much about the giver than the receiver
______________
I mesages
1. Describe specific behavior
2. State the tangible effect
3. Express how you feel, not what you think (your feeling is always fact and always real)
_______________
Goldman Styles:
Coercive or Commanding
Authoratative or Visionary
Affiliative
Democratic (alway has a loser)
Pacesetting
Coaching
________________
There is a shadow side to strengths
TODO: Consider Tipping Point/Outliers to read
Your strength may not be what the group needs right then.
_______
Modulate comfort and discomfort
Productive Zone of Disequilibrium
______
Leaders are elected because they are meeting needs of some sort to the people electing them. Often we (teachers) have different needs. Need to work to bridge that gap.
When teaching leadership - consider what they will look like at 40.
Need to create space for them to risk and fail.
TODO: Student Report Plotting Strengths in First Semester
TODO: ATCS Group Experiment - "There is a problem with CS. We need to learn to work in groups. Often all we get is content. Will you experiment with me. You are capable of driving the content, if you help with that - I will focus on group development to support you learning your content." (consider group gcLi stuff and Noridenne's wholeistic calc BC method)
TODO: 2 minute feedback to end class.
________
Rules for effective feedback (pg. 15)
0. Deliver feedback with kindness
1. Make your feedback descriptive, rather than evaluative
2. Make feedback specific rather than general
3. Make sure feedback is directed toward a behavior that the person can do something about
4. Make sure that what you have said is understood
5. Make feedback well timed
6. Don't bombard a person with feedback
7. Feedback that is asked for is more useful and accepted by a person than feedback that is imposed on him
8. The receiver of feedback has the option of checking our feedback with others to see if they have seen the same behavior (and have the right to do what they want with the feedback)
9. Make feedback directed to, not about, a person
10. Own your feedback by saying I, not we.
Other notes on Feedback
- Feedback is just that, feedback - it is not good or bad. The behavior (action) is good or bad.
- The receiver has every right to do whatever he or she wants with the feedback (I have to vs. I choose to)
- The giver must let go of the feedback
- Feedback is often just as much about the giver than the receiver
______________
I mesages
1. Describe specific behavior
2. State the tangible effect
3. Express how you feel, not what you think (your feeling is always fact and always real)
_______________
Goldman Styles:
Coercive or Commanding
Authoratative or Visionary
Affiliative
Democratic (alway has a loser)
Pacesetting
Coaching
________________
Friday, June 19, 2009
gcLi Leadership - Summary of Gus Lee
First, courage
Aristolte - Courage alone allows for other virtues
Warrin Bennis is the model of Modern Leadership
Anima (values and character) vs. Persona (mask and personality)
_______________
3 Challenges -
Addressing student conduct
1. Solomon - discern right conduct by student
2. Socrates - ask an engaging open question
3. Marshall (Lee's teacher) - hold fast and don't give up
Giving Feedback to Students
1. Toyota: Ask for feedback first (after action review)
2. Pinoy (Lee's coach): Get routine feedback
TODO: consider daily feedback form for classroom
3. Parent: Catch student acting rightly 4:1
TODO: consider how to "actively catch students" checklist of 4:1 - principle applies to student reports for families as well
W.O.W. - Warm, Open, Welcoming
Helping Students to lead
1. Gandhi: Model the behaviors you want
2. USMA: Reinforce the values/behaviors you need
3. Matthew: Forgive all with Unconditional Positive Respect
________________
Courage faces fear & thereby masters it, comfort suppresses fear and is therefore mastered by it.
Common Fears in Leadership: of conflict, of difficult people, of failure, of negative job impact, of looking bad and inept, of losing job, of fear, of anger
"Fear is false evidence appearing real"
"These are not worthy of you"
Denial - Avoidance
Silence - Paralysis
Excuses - Justification
Blame - Gossip
Anger - Bullying/Control
__________________________
Crossing the River of Fear
From being a good person (keeps their image up) who is...
- Honest (limitation: "I hate you" - honest, not principled)
- Honorable (limitation: don't lie, cheat, steal...murder is ok though)
- Ethical
- Lawful
****Good is an invitation to moral failure: need to keep image up****
To a courageous person...
Integrity
- Discern right from what is not right (not thinking critically...produces pragmatism)
- Act in the right regardless of self (not based on feeling)
- Teach others from that act (moral imperative)
- Correct self (moral imperative)
- Respectfully address wrongs
Courage
Character
We do not provide practice for our students in moral courage, so when it happens they fail. (Sporting events with no practice)
We used to call people cowards, now we say conflict adverse.
__________________________
Where do you operate when stressed...
Tier 3 People's Dominant Emotions: Courage, Unconditional Positive Respect
Tier 2 People's Dominant Emotions: Results, Hi-Performance
Tier 1 People's Dominant Emotions: Avoidance, Fear
_____________________
Business school definition of leader...
Motivating or influencing others toward organizational goals
fails at Enron and Hilter...the definition isn't enough...it needs more...
Working definition of leadership...
Courageously modeling & only thereby inspiring others to their best selves.
TODO: consider adopting this language instead of "good leader/bad leader" for application for peer mentoring & cru freshmen leaders
_______________________
Issue of Knowing Right, Understanding How do to implement. There is a right or wrong - we may not have the capacity to always discern right.
World Hunger example - could solve it, but at war for 200 years
We have the capacity to know right and wrong
______________________
80% of executives think they are in the top 20%
______________________
65% of learning comes from failure, 35% from success
______________________
Good questions: How are you doing? What is going on with you? Is there anything I can help you with now?
_____________________
We have to practice habits of character.
TODO: consider where and how I give my students opportunities to practice this before I assess them?
_____________________
Gus's Action Points for Talk
Teach within 24 hours (90% retention vs. 10%)
Deploy Personal Changes (within a week)
Respond to Challenge with Accountability
After Action Review
Aristolte - Courage alone allows for other virtues
Warrin Bennis is the model of Modern Leadership
Anima (values and character) vs. Persona (mask and personality)
_______________
3 Challenges -
Addressing student conduct
1. Solomon - discern right conduct by student
2. Socrates - ask an engaging open question
3. Marshall (Lee's teacher) - hold fast and don't give up
Giving Feedback to Students
1. Toyota: Ask for feedback first (after action review)
2. Pinoy (Lee's coach): Get routine feedback
TODO: consider daily feedback form for classroom
3. Parent: Catch student acting rightly 4:1
TODO: consider how to "actively catch students" checklist of 4:1 - principle applies to student reports for families as well
W.O.W. - Warm, Open, Welcoming
Helping Students to lead
1. Gandhi: Model the behaviors you want
2. USMA: Reinforce the values/behaviors you need
3. Matthew: Forgive all with Unconditional Positive Respect
________________
Courage faces fear & thereby masters it, comfort suppresses fear and is therefore mastered by it.
Common Fears in Leadership: of conflict, of difficult people, of failure, of negative job impact, of looking bad and inept, of losing job, of fear, of anger
"Fear is false evidence appearing real"
"These are not worthy of you"
Denial - Avoidance
Silence - Paralysis
Excuses - Justification
Blame - Gossip
Anger - Bullying/Control
__________________________
Crossing the River of Fear
From being a good person (keeps their image up) who is...
- Honest (limitation: "I hate you" - honest, not principled)
- Honorable (limitation: don't lie, cheat, steal...murder is ok though)
- Ethical
- Lawful
****Good is an invitation to moral failure: need to keep image up****
To a courageous person...
Integrity
- Discern right from what is not right (not thinking critically...produces pragmatism)
- Act in the right regardless of self (not based on feeling)
- Teach others from that act (moral imperative)
- Correct self (moral imperative)
- Respectfully address wrongs
Courage
Character
We do not provide practice for our students in moral courage, so when it happens they fail. (Sporting events with no practice)
We used to call people cowards, now we say conflict adverse.
__________________________
Where do you operate when stressed...
Tier 3 People's Dominant Emotions: Courage, Unconditional Positive Respect
Tier 2 People's Dominant Emotions: Results, Hi-Performance
Tier 1 People's Dominant Emotions: Avoidance, Fear
_____________________
Business school definition of leader...
Motivating or influencing others toward organizational goals
fails at Enron and Hilter...the definition isn't enough...it needs more...
Working definition of leadership...
Courageously modeling & only thereby inspiring others to their best selves.
TODO: consider adopting this language instead of "good leader/bad leader" for application for peer mentoring & cru freshmen leaders
_______________________
Issue of Knowing Right, Understanding How do to implement. There is a right or wrong - we may not have the capacity to always discern right.
World Hunger example - could solve it, but at war for 200 years
We have the capacity to know right and wrong
______________________
80% of executives think they are in the top 20%
______________________
65% of learning comes from failure, 35% from success
______________________
Good questions: How are you doing? What is going on with you? Is there anything I can help you with now?
_____________________
We have to practice habits of character.
TODO: consider where and how I give my students opportunities to practice this before I assess them?
_____________________
Gus's Action Points for Talk
Teach within 24 hours (90% retention vs. 10%)
Deploy Personal Changes (within a week)
Respond to Challenge with Accountability
After Action Review
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