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
________________