Wednesday, March 10, 2010

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From the President's Desk
Did You Know? Archive
Employee Birthdays
Faculty/Staff Profiles

Scholarships

Academic Calendar

Board Briefs

Power of One Archive

QEP Quips

MCC Inclement Weather Policy

Archive

March 11 through 17
Ron Davis—15th

Marcella James—17th

Patricia Redding17th

Deadline for article submissions to Mitchell Columns is every Tuesday at 9 a.m. E-mail articles to  printgraph@mitchellcc.edu

March is National Women’s History Month
As the College commemorates and celebrates the lives and work of women, perhaps we should consider why we should study women’s history. The National Women’s History Project first proposed the idea 30 years ago. Their rationale is expressed in the following quotation: "In our own personal lives, the National Women’s History Project encourages discovering stories about our mothers, grandmothers, and great grandmothers to help us better understand their lives, the challenges they faced, and ultimately, ourselves and our own times. Recognizing the dignity and accomplishments of women in our own families and those from other backgrounds leads to higher self-esteem among girls and greater respect among boys and men. The results can be remarkable, from greater achievement by girls in school to less violence against women, and more stable and cooperative communities. The impact of women’s history might seem abstract to some, and less pressing than the immediate struggles of working women today. But to ignore the vital role that women’s dreams and accomplishments play in our own lives would be a great mistake. We draw strength and inspiration from those who came before us and those remarkable women working among us today. They are part of our story, and a truly balanced and inclusive history recognizes how important women have always been in American society." Excerpted from the National Women’s History Project www.nwhp.org/aboutnwhp/
index.php
—Submitted by Diversity Task Force (03.03.10)

Focus on Diversity Archive

 

Sending Existing Recurring Appointments to New Hires
You sent that recurring office meeting appointment two years ago, but now you have a few new people in your department. Here’s a tip to help you painlessly send recurring appointments to new hires.

  • Select the appointment you wish to send in either the week or day calendar view.

  • Click the Delegate button.

  • Click All Instances.

  • Enter the new hires’ addresses in the To field.

  • Delete all "-Delegated" tags.

  • Click Send.

  • When the dialog asks if you wish to keep the original item, click Yes.

Delegating the appointment instead of resending it also lets you keep track of who has received the appointment. Just right-click the appointment and select Properties to view the users the appointment was sent to initially and the names of those the appointment was delegated to. —Submitted by Joyce Roseberry (01.13.10)

GroupWise Tips Archive

 

Exercise at Work
You think you don’t have time to exercise? Research shows that frequent short bouts of exercise have cumulative effects, and a bunch of fitness bursts confer almost the same health and weight-loss benefits as one longer session. Here are some innovative ways you can fit many minutes of exercise into your day—a few at a time!

  • Stand and Deliver. You’ll feel less tired and your brain will work better if you stand as much as possible while you work or study. Take "standing breaks" at least every hour and work standing up, if possible, for 5-10 minutes. You’ll burn 25% more calories. Don’t lean over your desk, though—find tasks that let you stay upright, like returning phone calls, reading or jotting notes using a clipboard. If you pace as you work, you’ll burn almost four times as many calories as sitting.

  • Pump Rubber. Keep stretchy latex resistance bands that work your muscles as though they’re lifting weights at work. Step on the bands and do five minutes of shrugs, squats, upright rows and lateral raises. These will wind you up better than caffeine.

  • Skip a Step. Surely you already take the stairs, not the elevator. Pump up the intensity by taking the stairs two at a time.

  • Ab Alert. Do isometric abdominal intervals anytime, anywhere you stand or sit. Contract your abs six times slowly (6-second rep), then six times quickly (2-second rep), then six times super-slowly (10-second rep), and repeat.

"25 Ways To Exercise When You Barely Have a Minute" by Joan Price  —Submitted by the MCC Wellness Committee (03.10.10)

Health & Wellness Corner Archive

 

Self-Directed Learning Series
Knowles wrote that in teacher-directed learning, there is the assumption that the student’s experiences were of less value than that of the teacher, the textbook, or the other materials provided. As a result, it was the teacher’s responsibility to transmit the wisdom of the resources to the learner. The assumption in self-directed learning, however, was that the learner’s experiences become an increasingly rich resource for learning, which should be utilized alongside the resources of the "experts."
—Submitted by Employee Development (02.24.10)

The Inspirting Corner Archive

Edward Tweedy

March 10

7 p.m.

Shearer Hall

 

Jill Channing and Carrie Hart

March 16

12:20 p.m.

Rotary Auditorium

 

Loraine and Harry Watt

March 16

7 p.m.

Mooresville Center, Room 122

 

March Madness Chili Cook-Off

March 18

12:20 to 2 p.m.

Old Gym

 

Loraine and Harry Watt

March 18

7 p.m.

Shearer Hall

 

St. Patrick’s Day Concert

March 19

7:30 p.m.
Shearer Hall

 

MCC Band Concert

March 22

7:30 p.m.

Shearer Hall

 

Dr. Roxanne Newton

March 23

7 p.m.

Mooresville Center, Room 202

 

Parent’s Night Out

March 26

Partnership for Young Children,

Mooresville

 

Roots & Wings Birdhouse Gala

March 26

6 to 9 p.m.

Statesville Civic Center

 

Mitchell Feud

April 22

12:15 p.m.

Montgomery Student Union

 

Grants End

May 31

 

Awards Convocation

April 8

11 a.m.

Shearer Hall

 
The Inspiriting Corner: Inviting Learning
Archive
 
  • The most effective way to begin is to is to have the end in mind. Identify the meaning of "learning" and "success."

  • Learning is fundamentally connected to a person's intrinsic motive to seek meaning in the world.

  • Leadership is difficult, at best, if one's own vision and values are not continually and intentionality held out as a guide.

  • Those who say to themselves that they are unable, inadequate, and not responsible are in a poor position to guide anyone.

  • A more caring, gracious, and personalized approach to education can only be achieved by people who are caring and gracious.

  • In relationships the little things are the big things.

  • Strive to develop effective interactions that bring mutually beneficial results to everyone involved.

  • Deal with those things that you have direct control over and you will find that many things for which you have only indirect control or no control at all will become less problematic.

  • In order to plan for success, it is important to examine how we see ourselves, what our relationships with others are, and how we can develop and nurture caring, positive relationships.

  • Treat people the way they can be—not the way they are.

  • Remove the negative. Try to have all signs, written and oral communications begin with please and end with thank you.

  • A thousand good intentions are no match for a single positive act.

  • Life loves those who love life.

  • Do not be afraid to be caught in an act of caring.

  • To deal with yourself, use your head; to interact with others, use your heart.

  • Many people will walk in and out of our lives leaving little or no trace. Those who make a difference will leave footprints in our hearts.

  • Strive to become more self-directing. To the questions of life, you are the only answer and to the problems in your life, you are the only solution.

  • Categories and labels are powerful instruments for social regulation and control. Avoid using them.

  • To be as successful as possible, we must strive to define others and ourselves in positive and realistic ways.

  • To ensure the best product, we must coordinate and focus the energy of all people, places, policies, programs, and processes.

  • Perceptions are learned. Be sensitive to how people perceive themselves.

  • Attention to personal and professional development is essential if one is to help others. "I to myself am dearer than a friend." W. Shakespeare

  • Enjoy silence. Consider who you are, where you came from, and where you're going. Being at one with yourself can be deeply rewarding.

  • Critical thinking provides the link between intelligence and emotions. When our thinking is of high quality, rational emotions follow. When we develop rational emotions, we think reasonably.

  • Teachers have a moral obligation to their students to take care of themselves in order to avoid "burnout" and the negative resentment that accompanies it.

  • Too much isolation can be bad, but taking time to be alone can be helpful. Enjoy silence. Being at one with yourself can be deeply rewarding and a major step toward being more effective in helping others.

  • Don't commit partial suicide--destroying talents, energies, and creativity. Learning how to be good to oneself is often more difficult than learning how to be good to others; but it is essential to remain positive and productive.

  • A guideline for accepting life's opportunities is a willingness to risk.

  • Offering an invitation is another way of saying "I trust you, I respect you, and I value you." Accepting an invitation says the same things.

  • In a "learning environment" one must continually extend invitations because if:

    • I don't invite, you can't accept.

    • If you can't accept, you won't invite.

    • If you don't invite, I can't accept.

    • If there are no invitations, there is no development.
       

  • To be inviting, one must take people seriously in every teaching/learning/service contact. This means paying full attention to them, really listening to them and caring about their needs and concerns, no matter how large or small.

  • Up to fifty percent of our communication is conveyed through body language. Facial expression, eye contact, and posture tell others not only who we are but what we think of them before we begin to speak. Attend to all messages.

  • Teamwork is critical to building a true teaching/learning/service culture and achieving goals of continuous improvement and excellence.

  • Collaborationwhether formally through professional organizations or informally among colleaguescan only enhance "best practices" and promote professional growth.

  • In "knowledge "work quality is far more important than quantity because "quality" is value-added.

  • In "information " work, what is most valuable is not the product itself, but the impact of what is produced and what it does in terms of stimulating new knowledge.

  • If nothing is put in, nothing comes out. Be certain that information and resources are adequate to produce desired outcomes.

  • Neither do excuses relieve one of responsibility nor do reasons justify lack of results. Responsibility rests with the responsible.

  • Checking for understanding and satisfaction both completes and begins the learning and quality service process.

  • We all make mistakes and when we do we need to "make amends." In higher education we may not be able to offer "a free dessert;" but we can make a sincere effort to go the extra mile and make sure that things progress smoothly from here on out.

  • The smallest negative factor can have a tremendous impact. As James Thomson wrote in 1730: "Oft, what seems a trifle, a mere nothing, by itself in some nice situations, turns the scale of fate, and rules the most important actions."

  • Self-assessment is part of continuous improvement. However, when that evaluation is constantly negative we are setting ourselves up for failure. Alexander Dumas wrote in the nineteenth century: "A person who doubts himself is like a man who would enlist in the ranks of his enemies and bear arms against himself. He makes his failure certain by himself being the first persons to be convinced of it."

  • A positive self-concept is essential to being happy and effective. That concept is developmental and is affected by everything and everyone around us. We are challenged to attend carefully to our role in others’ development. W. Somerset Maugham wrote in The Razor’s Edge (1944): "For men and women are not only themselves; they are also the region in which they were born, the city apartment or the farm in which they learned to walk, the games they played as children, the old wives’ tale they overhear, the food they ate, the schools they attended, the sports they followed, the poems they read, and the God they believed in."

  • "Leadership is a matter of how to be, not how to do. We spend most of our lives mastering how to do things, but in the end it is the quality and character of the individual that defines the performance of great leaders."—Frances Hesselbein, Leader to Leader, (1999)

  • When core values include continuous improvement and growth there must be trust, both within ourselves and with others. Where there is trust there is likely to be risk-taking, and where there is risk-taking, there is likely to be creativity and innovation.

  • In real estate, the cardinal rule for success is location, location, location. In teaching and learning, the cardinal rule is preparation, preparation, preparation. The chance for student success is significantly increased if materials, classroom atmosphere, procedures and the instructor are ready and in place before the first student arrives.

  • Studies have shown consistently that the single most important factor in the learning environment is the teacher. Haim Ginott expressed this well in Teacher and Child, 1976.

  • I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a student’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a student humanized or dehumanized.

  • Quality service requires that we help each other and "follow-through" with our internal customers as much as our external customers.

  • High expectations of excellence can be a very good thing. However, if those expectations are so high that we feel that no one else can possibly do "it" correctly and we try to "do everything" ourselves —we weaken trust within the system. We must develop trust in the ability of others and in ourselves to deal with changes and differences in the work of others.

  • It is important to learn and continually update one’s knowledge of how a system like MCC works. The more we know, the less likely it is for communication and process to break down and inconvenience everyone involved.

  • Conflicts are a normal part of human interaction. They cannot be ignored and allowed to go unresolved. In a service environment, such as MCC, talking out issues can resolve problems and strengthen the team relationship. 

  • Mutual respect is critical to creative problem-solving. It is just as important, if not more so, to focus on one’s internal customers as it is to concentrate on one’s external customers.

  • To insure continuous improvement, it is essential to evaluate every place, person, process, program, and policy to identify what is working well and what is not; and how to make it work better in the future. All participants in the service environment must be involved in this task to make it work.

  • The Greek philosopher Zeno stressed the importance of maintaining a "calm soul " and demeanor. In this ever increasingly stress-filled world problem solving requires more reason and patience, and less emotion.

  • Success depends to a great degree on effective interdependence. The foundation of that interdependence rests on personal independence. Samuel Johnson put it this way: "There can be no friendship without confidence, and no confidence without integrity."

  •  In an inviting learning-centered environment everyone is encouraged to have confidence in their ability to learn, to trust their feelings, and to celebrate their personal uniqueness.

  • In a "learning-centered" environment one is responsible for his/her own learning and for planning a long and healthy life. Take responsibility for your own support system. The greatest proportion of health and safety care one receives is self-administered.

  • Personal and professional lives do not exist in isolation. Lives are connected wholes. Everyone and everything in our "learning environment" are signal systems that are either positive (inviting) or negative (disinviting). We must work together to move all systems to the positive and realize that this is a reciprocal process.

  • According to Bennis and Nanus in Leaders: The Strategies for Taking Charge, "Leaders articulate and define what has previously remained implicit or unsaid; then they invent images, metaphors, and models that provide a focus for new attention."

  • Building community is a way to tie teaching and learning together in a special way that contributes to shared values and ideals. It builds higher levels of self-understanding, commitment, and performance; and provides a growing sense of identity, belonging, and place.

  • To encourage discussion and dialogue, ask open-ended questions. Make sure that questions require more than a yes-or-no answer. Try: "What do you think about....?" or "How would you describe...?" Generate thinking and involvement.

  • Communication and cooperation can be improved by sharing one’s person. Students and co-workers need to know us in more than one dimension. Try sharing anecdotes about family or pets, feelings about popular culture, and even moods. You might be surprised at how thoughtful, caring, and supportive others can be when they "know" you.

  • Encourage positive, inviting communication by using collective, inclusive pronouns such as we, us, and our. When someone hears, "you have to...," it can seem impersonal, un-inviting, and evening threatening.

  • Invite dialogue. In a learning-centered environment it is not the answers to questions but rather the questions to the answers that is most important. Knowledge is dynamic and today’s accepted fact may soon become tomorrow’s outmoded concept. People grow intellectually by challenging ideas.

  • Public relations is part of everyone’s responsibility. It is not a matter of whether or not an institution has public relations; but rather the kind it has. Make as certain as possible that all encounters and "messages" are clear, positive, and affirmative.

  • In a learning-centered environment everyone must have a sense of control over what happens to them whether in the classroom or in the office. Jonathan Swift put it this way in Gulliver’s Travels: "That which gave me most Uneasiness among those Maids of Honor, when my Nurse carried me to visit them, was to see them use me without any Matter of Ceremony, like a Creature who had no sort of Consequence."

  • In a learning-centered service environment collaboration and cooperation at all levels is essential for personal and professional fulfillment. Walt Whitman expressed it this way: "If you tire, give me both burdens, and rest the chuff of your hand on my hip / And in due time you shall repay the same service to me."

  • People who are unintentionally "disinviting" are negative and counter-productive forces in the environment even though they are unaware that this is taking place. In the work place (especially a service, learning-centered one) this can also be characterized as "unconscious incompetence." Well-meaning people can exhibit behaviors that are perceived as uncaring, chauvinistic, condescending, patronizing, dictatorial, sexist, racist, or just plain thoughtless. It can be like being hit by a bus; whether intentional or not, it still causes damage. We must learn to be intentional. That means we must consider the consequences of our behaviors in advance.  

  • According to Kouzes and Posner in The Leadership Challenge: "people with a hardy attitude . . . take the stress of life in stride. When they encounter a stressful event—whether positive or negative—(1) they consider it interesting, (2) they feel that they can influence the outcome, (3) they see it as an opportunity for development. This optimistic appraisal of events increases their capacity to take decisive steps to alter the situation."

  • "Invitational leaders...," according to Purkey and Siegel in Becoming an Invitational Leader, can avoid sending negative messages by using "...the language of optimism." For example: "lost becomes misplaced, problem becomes situation, or even opportunity, no trouble becomes my pleasure, never becomes unlikely, can’t becomes won’t, and impossible becomes difficult."

  • Poor communication can be deliberate. Withholding information and knowledge from others is an effective way to deny them power. Without information, misunderstandings and rumors flourish. To minimize these problems provide full and complete facts wherever and whenever possible. Collaboration begins with sharing information.

  • The four basic assumptions of Invitational Education are:  1.) People are able, valuable, and responsible and should be treated accordingly. 2.) Education should be a collaborative, cooperative activity. 3.) People possess untapped potential in all areas of human endeavor. 4.) Human potential can best be realized by places, policies, and processes that are specifically designed to invite development, and by people who are intentionally inviting with themselves and others, personally and professionally.

  • Remember the Jell-O Principle. This principle maintains that everything and everybody is interconnected. If you poke the Jell-O, all of it jiggles. If one person is rude to another, as far as that person is concerned, the whole faculty and staff is rude. Everything and everybody in the college is making a statement for the entire institution. Each person is an ambassador.

  • "Since we are what we do, if we want to change what we are we must begin by changing what we do," and we "must undertake a new mode of action." A. Wheelis, How People Change (1973)

  • Rehearse the future, not the past. Often when we make mistakes, we go over them again and again in our minds, in effect, reinforcing the mistakes. A better approach is to ask: "How will I handle this situation the next time it appears?" By concentrating on the future responses and behaviors, the future can be rehearsed and possibly the past will not be repeated.

  • Trust does not develop over night. It is built through consistency and predictable behavior over time.

  • Invite explicitly. The more explicit the information (i.e. the invitation), the more likely it will be understood and accepted. Vagueness leaves others wondering: "What did he mean by that?" For example, saying: "You will have a test on chapters four and five on Friday" has a much better chance of being understood than "We will have a test on this when we finish the material."

  • Learning (behavioral change) can be achieved only by changing the consequences and their contingent relationships with the behavior in question. The task of teaching thus becomes arranging contingencies of reinforcement.

  • When in doubt, don’t do it! In customer service that is only half true. Actually it might be better to say: When in doubt, don’t until you have, sought, found, understood, and verified the needed information. Afterwards, don’t forget to follow-up to see if the "customer" got what was wanted and that he/she is satisfied.

  • For the next four or five weeks we will be following up on Judith Bell’s presentation on customer service. We know that it takes a team effort to provide excellent service to our "customers." There are, however, specific roles and opportunities that present themselves to each work area. Front-line staff needs broad knowledge since they see customers first. The challenge is to continuously learn about your job, office, and institution in order to provide quality service to both internal and external consumers, and to partner with administrators to identify and solve problems. Take each encounter as an opportunity to teach customers about our programs and services. First impressions are lasting.

  • Managers and supervisors should model best practices in attitude and behavior and mentor/coach their employees. Make your office user-friendly for both internal and external customers, provide a thorough orientation for new staff and ongoing training. Empower staff and include them in decision-making. Work to improve communication with other service areas and work together to identify and solve problems that impede quality service.

  • Faculty can build a service culture by creating a learning environment in the classroom that focuses on individual student needs. Be timely and accurate in grade reports, book orders and other academic procedures. Advocate for student-centered course scheduling, be available for students by honoring office hours, and know the campus personnel and academic resources to which you can refer students.

  • To make quality service and continuous improvement an institution wide priority the following steps should be taken:

  1. include service expectations into job descriptions and performance evaluations,

  2. include service as part of the mission statement,

  3. make sure that search committees are trained to interview for service skills,

  4. provide a reward and recognition system for all staff that effectively promotes service excellence,

  5. regularly invite input on institutional policies and procedures from all employees and students,

  6. implement a quality service training program,

  7. encourage and reward continuous learning and improvement campus wide, and

  8. survey all staff and students regularly and use the data to effect appropriate changes.

These suggestions are adapted from Advanced Connecxtions—Moving Quality Service Beyound the Basics, 1996.
 

  • Relationship skills and leadership ability are closely related according to Sessa and Taylor in Executive Selection: Strategies for Success (2000). Successful leadership at all levels involves taking a strong personal interest in associates and enhancing positive results through respectful relationships. It becomes more a matter of stewardship as contrasted with ownership.

  • Retention and satisfaction of students and employees is often associated with the level of involvement with people and organizations within the institution. Encourage participation in all activities and lead by example.

  • Lifelong learning as a concept and mission, especially for the community college, has been around for such a long time that it has become almost a cliche. It is nonetheless increasingly vital for the twenty-first century with the tremendous changes that are occurring in the geo-political and economic arenas. Knowledge is doubling at five-year intervals in most areas. There is rarely only one answer or solution to anything in today’s world. We must encourage continuous learning in our students and ourselves and provide the tools to think critically, problem solve, become more self-directing, more interactive, and appreciative of learning.

  • According to Purkey Siegel in Becoming an Invitational Leader, each of us decides what invitations we will send to others. This decision gives us great power, for we are an essential part of those opportunities others have for acceptance. Further, we must send positive messages even when they are not responded to in kind. When we only react to behavior of others, we are being controlled by their actions.

  • Perceptions may not be "real": however, they are essential filters through which we organize and make sense of our world. We cannot take perceptions lightly. We must be sensitive to how people perceive themselves and others in order to choose appropriate modes of interaction. Careful reflection aids significantly in this process.

  • More can be accomplished working in the company of others than alone. Cooperation is key. Encourage cooperation by being cooperative.

  • Accessibility and visibility are essential elements for creating a professionally inviting environment. Participate in college activities and keep office hours that do not impose hardship on others. Closed and Do Not Disturb signs are disinviting.

  • Community is the tie that binds students, teachers, and staff together in special ways, to something more significant than themselves: shared values and ideals. It lifts everyone involved to higher levels of self-understanding, commitment, and performance—beyond the reaches of the shortcomings and difficulties they face in their everyday lives. Community can help transform us from a collection of "I’s" to a collective "we," thus providing us with a unique and enduring sense of identity, belonging, and place which is essential for effective learning. Adapted from Thomas J. Sergiovanni, Building Community in Schools (1994).

  • Thinking critically requires "open mindedness." Dichotomous reasoning, thinking that everything is either black or white, prevents critical thought. In an all-or-nothing universe there is no middle ground. Anything less than perfect is flawed. People are either with me or against me. You may be living in this polar world if you think in terms of "never-always," "everybody-nobody," winners-losers," "all-nothing," "victory-defeat," or "success-failure." (Ways to combat this unproductive way of thinking will be covered during the month of March.)

  • Diminishing dichotomous (black or white) reasoning might begin with focusing on gray areas. Analyze situations in terms of percentages of time. Rarely is anything 100 percent bad or wrong. Remember that mistakes as well as successes are opportunities to learn.

  • Concrete thinking such as dichotomous (black or white) patterns of thought can be diminished by recognizing one’s own strengths and weaknesses, potential and limitations, and successes as well as failures. The mental filters through which we evaluate situations are directly related to our self perception. If we use negative words like "awful," "horrible," "catastrophic," "disastrous," and "appalling" we are likely to smell flowers and look for the funeral.

  • Limiting dichotomous (black or white) thought processes might be minimized by monitoring our inner "self-talk." The negative side of the concept is often referred to as catastrophizing. When we focus on the worst possible scenario, we risk becoming too cautious, too limited, and confuse fantasy with reality. We must challenge self-debasing and self-destructive self-talk and take well-reasoned personal and professional risks if we are to move forward and have opportunities for success.

  • Leaders delegate and give associates the breathing room to carry out assignments. According to the United States Navy Advanced Officer Leadership Manual (1997), there are five categories of tasks that should be delegated: (1) matters requiring minimal coordination, (2) tasks involving technical knowledge, (3) routine, on-going matters, (4) matters covered by detailed procedures and policies, and (5) projects with clearly defined results.

  • James M. Kouzes maintains in "Finding Your Leadership Voice" Leader to Leader (1999 p.42) that: "You can learn to lead, but don’t confuse leadership with position and place. Don’t confuse leadership with skills and systems or with tools and techniques. They are not what earn you the respect and commitment of your constituents. What earns you their respect in the end is whether you are you. And whether what you are embodies what they want to become. So just who are you, anyway?"

  • Leadership requires passion, activism, and a commitment to make things happen to achieve a vision of how things can be. If things are accepted as they are leadership is lost and the leader becomes an administrator and a functionary within the existing system.

  • Staff, faculty, and administrators at community colleges work in a field with an implied obligation to the larger community. Service is a natural part of the college’s mission—service to students, community, and on a more abstract level, service to the future.

  • R.K. Greenleaf (2002) in Essentials of Servant-leadership describes service leadership as follows: "The servant-leader is servant first . . . Becoming a servant leader begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead . . . The best test, and the most difficult to administer, is this: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely to become servants?" (pp. 23-24)

  • If a community college is to serve the community, we may be well served by strengthening the community that we are. Peter Block (1993) expresses this notion clearly in Stewardship: Choosing Service Over Self-Interest. "Let the commitment and the cause be the place where we work. It is not so much the product or service of our workplace that will draw us out of ourselves. It is the culture and texture and ways of creating community that attract our attention. Our task is to create organizations we believe in and to do it as an offering, not a demand. No one will do it for us. Others have brought us this far. The next step is ours. Our choice for service and community becomes the only practical answer to our concern about self-interest." (p10)

  • Research (Harter, 1988; Matthews, 1991) points out that the more students sense positive regard from significant others (ie. instructors especially), the more they feel valued and the harder they are likely to work.  

  • Often, without realizing it, instructors tend to treat low and high achievers differently based on their optimistic or pessimistic views regarding these students’ likelihood of success. Low achievers frequently get less time to answer questions, if called on at all, and are more likely to be criticized for failure. High achievers tend to get more eye contact. They are the go-to-students who receive more verbal and nonverbal signals of support. Instructor’s should monitor their behaviors toward students to assure maximum benefits from the experience.

  • It is important to remember at all times to be positive and inviting; however, it is especially important as new students and co-workers enter our expanding community. Avoid comments, actions, and body language that can be perceived as disinviting. The most frequently reported experiences that are self-perceived as disinviting involve those that project feelings of worthlessness, inability, and irresponsibility.

  • According to Combs, Avila, and Purkey in Helping Relationships, 2nd edition, "Human behavior is always a product of how people see themselves and the situations in which they are involved. Although this fact seems obvious, the failure of people everywhere to comprehend it is responsible for much of human misunderstanding, maladjustment, conflict, and loneliness. Our perceptions of ourselves and the world are so real to us that we seldom pause to doubt them." Negative self-perceptions can begin to be reversed if we choose to treat everyone with dignity, respect, and a communicated belief in their ability.

  • In every environment, especially an academic one, to insure personal growth and learning it is vital for the individual to feel a need to grow and learn. This growth is further enhanced if the learning environment is characterized by physical comfort, mutual trust and respect, mutual helpfulness, freedom of expression, and acceptance of differences.

  • In a "learning centered" environment, students embrace the goals of a learning experience as their goals. The learner must also accept a share of the responsibility for planning and operating learning experiences in order to ensure commitment toward it. In all cases the experience must be active —not passive.

  • Learning experiences are more effective when they make use of and relate to the experience of the learner, and there is a sense of progress toward goal achievement.

  • The many intervening variables that effect outcomes make it difficult, especially in the affective domain, to determine just what makes for positive teaching/learning experiences. Research suggests, however, that teachers who behave approvingly, acceptingly, and supportively; and tend to speak well of their own students, students in general, and people in general; and who tend to like and trust rather than fear other people of all kinds are the mostly likely to make a significant desirable difference.

  • In a traditional "content model" for teaching and learning, the educator decides in advance what skill or knowledge needs to be presented. In working with adult learners, however, a "process model" might be more appropriate. In this strategy the following elements are included: (1) establishing a climate conducive to learning; (2) creating a mechanism for mutual planning; (3) diagnosing the needs for learning; (4) formulating program objectives (i.e. content) to meet needs; (5) designing a pattern of learning experiences; (6) conducting these learning experiences with appropriate materials and techniques; and (7) evaluating the learning outcomes and re-evaluating learning needs. Malcolm Knowles, The Adult Learner: A neglected Species.

  • Educational research has demonstrated that involvement is key to enhancing learning. We are fortunate at Mitchell Community College to have numerous student and community activities hosted on campus. We must find ways to increase participation for our students and employees. This being said, working adults often lack the time to participate fully and the classroom becomes the place for involvement with peers and teachers. We must find ways to make teaching/learning more active and encourage students to be more proactive and responsible for their own learning.

  • Continuous improvement is key in a learning environment. See students and coworkers as they can be, not as they are. Too often we encourage people to "do their best" when "you can do better —so practice" can be a more powerful invitation to realize potential. Every student and employee in the college is in the process of becoming, so it is important for educators to invite them to become in positive directions.

  • One of the keys to an inviting learning-based environment is collaboration among all members of the community. In every way, individuals in the college are expected to take cooperative responsibility for what happens in their shared lives. Everyone is expected to participate in the decision-making process. Administrators, teachers, students, and staff are not isolated from decision-making, but rather, in a very real sense, are co-executives of the college. A side effect of this process is that competition is minimized in favor of mutual support when all activities are based on cooperation, collaboration , and mutual respect and concern.

  • Becoming an "inviting" person or institution requires commitment, sensitivity, courage, and imagination. Inviting, or not inviting in some cases, is a complicated process of decoding messages, reaching for meanings, making connections, and recognizing subtle nuances of human interaction. It is not easy. It is more a journey than a destination. Growth toward potential, however, is not possible without effort and moving consistently toward trying to invite the best out of ourselves and others.

  • Successful organizations bind people together and give meaning and purpose to their lives. An often overlooked or at least under-estimated element in that process is the power of context (i.e. the physical spaces in which we work and live.) The physical environment is a socially constructed support system in which people develop ideas about themselves. They receive signals from this communication medium that tell them how much the people who design, build, operate, maintain, and manage the physical environment respect them, trust them, and care about them. Developing an inviting physical environment involves creating and maintaining a clean, comfortable, and safe setting. The spaces between the spaces are just as important as the buildings themselves. When the grounds are attractive, well lighted, and secure; and the work spaces are clean and comfortable the message is that someone is in charge and someone cares.

  • The key to continuous improvement or quality enhancement to use the current jargon is to be proactive professionally with oneself. Faculty, staff, and students need to read appropriate materials to expand their knowledge base. Participating in workshops, seminars, clinics, joining a peer group committed to sharing information, and soliciting feedback from others concerning one’s performance are other methods to become self-directing and move forward with competence and confidence. Waiting for others to plan our lives is usually waiting too long.

  • An often overlooked part of continuous improvement is the development and structure of the self-concept. We are not born with a view of who we are—it is created through interaction with others, ourselves, and our environment. Cues that indicate how valuable, competent, good or bad, able or not able we are are communicated to us from early childhood. The school and workplace, after the home, are the primary sources of these cues. We must challenge ourselves, therefore, to send the most positive, helpful, and thoughtful messages to those with whom we interact. We are doing more that conveying information, we are reflecting judgments and attitudes that help teach others about themselves.

  • Let us begin this new year and semester with optimism. The belief that people possess untapped potential in all areas of human endeavor is fundamental to a positive view of ourselves and our work. Norman Cousins stated this very clearly on the occasion of his seventieth birthday. "The most important thing I think I have learned is that human capacity is infinite, that no challenge is beyond comprehension and useful resource. I have learned that the uniqueness of human beings is represented by the absence of any ceiling over intellectual or moral development." Let us dedicate ourselves to become all that we can be and to help others do the same.

  • Being the best we can be and reaching our full potential professionally or personally may lead to neglecting other areas of our lives that are just as important. The key to everything is balance. If we expect too much of ourselves, if we always find something to criticize, and use words like ought and should and must and more, we are very likely becoming over-expecters. Be sure to retain joy, laughter, and fun or fall victim to the tyranny of the urgent, the uptight, and the essential. Focus on balance or expect the coronary.

  • Leadership and guidance, at all levels, involve a proper, balanced regard for places, policies, programs, processes, and people. However, people should and must come first. When decisions, policies, and practices are based solely on efficiency, effectiveness, and conformity rather than on respect for people we may be doing more harm than good. Good intentions may have the opposite effect. "No Food or Drink" signs may help keep places neat and clean; "Reserved Parking" signs may help the few and relegate others to fend for themselves; "Closed . . . No Admittance" may allow work to be done without interruption; "No Late Work Accepted . . . No Exceptions" may encourage discipline and attention to task; but the convenience of those in charge may be at the expense of the many. Examples of this include the fact that on December 7, 1941, when Pearl Harbor was attacked, defenders were hampered due to ammunition being locked up for the sake of convenient accountability and security; and we should not forget the Hamlet, NC "chicken plant" fire that cost dozens of lives because doors were locked to prevent the possibility of workers stealing processed chicken nuggets that weren’t worth eating anyway. We do need to be efficient and secure; but we must maintain a conscious awareness of how our efforts to achieve these goals impact the people we serve.

  • We have asserted that people are most important in establishing and maintaining a healthy working and learning environment. Place, however, is more important in creating a positive mind set than one might think. Places take on a life of their own. Some are alive and vibrant, others are lackluster and dreary. Physical squalor can contribute to disengagement and burnout. Make an effort to keep facilities and grounds in good repair, well lighted, attractive, accessible, and safe; and avoid negative signs that generate negative emotional responses.

  • People and places are influenced by the regulations, guidelines, commands, codes, orders, mandates, limits, plans, rules, and edicts that regulate the ongoing functions of an organization. These elements are called policies. Sometimes, policies are created that, although well-meaning, place undue restrictions and burdens on people and even the places in which we work. Even the smallest policy can serve as "tipping point." When policies place unreasonable, insensitive, or uncaring restrictions on people, they detract from the overall potential of the organization. Moreover, they sometimes contribute to the difficulties encountered by the very people they are designed to serve. Unintended outcomes are often more meaningful than the intended.

  • Thus far in this series we have addressed issues dealing with people, places, and policies. This week, programs are the focus of our attention. Developing and managing programs are necessary functions of leaders and the institutions they head. Regrettably, sometimes well-meaning programs actually harm people and ultimately the institution if their focus is too narrow. When meeting "minimum standards" is the goal of a program, minimum standards often become maximum goals. Programs that treat people as objects to be fixed are doomed to failure. Successful programs affirm the value of collaborative decision-making, mutual trust, and a warm and caring collegiality. People generally behave according to the way they are treated.—Submitted by Employee Development (02.16.05)

  • The fifth "P" in our series is process. It is embedded in the places, programs, policies, and people considered over the past four weeks; but process is so important that it deserves recognition in its own right. Process is the context in which things happen, i.e., the glass that holds the water. In a positive teaching/learning environment we should evaluate each process by asking these questions: 1. Does the process demonstrate respect of individual uniqueness and cultural diversity? 2. Does the process reflect a cooperative spirit where people care about each other and assist those who may need special assistance? 3. Does it encourage a sense of belonging where everyone thinks in terms of our organization, our traditions, our colleagues, and our responsibilities? 4. Does the process reflect positive expectations that encourage feelings of self-control and individual decision-making? 5. Does the process encourage democratic interactions among members of the organization and the larger community? Careful assessment of the responses to these questions allows us to measure the effectiveness of our institution against its core values.

  • The importance of people, places, programs, policies, and processes working together to achieve desired outcomes has been briefly reviewed over the past five weeks. When these five "P’s" are congruent the sixth "P," i.e. purpose or product, is achieved. Mitchell Community College’s sixth "P" is expressed in our core values as delineated in our belief statement. "We believe...that the student is the focal point of all efforts of the college; that we are a college community that respects diversity and is supportive of individual achievement; that Mitchell Community College has a responsibility to enhance the social, civic, cultural, and economic development of the community and the global society; that Mitchell Community College has a responsibility to enhance the quality of life of the community; and that the door of opportunity for learning should be open to all who seek personal and professional development."

  • This week we are beginning a series that focuses on managing conflict. Conflicts are a normal aspect of human interactions —crises are common-place, problems arise, tensions are inevitable, and complications are to be expected. These situations are often opportunities for new ideas and fresh innovations. Remaining positive, i.e. inviting, in negative situations that require active intervention is a major challenge that requires thought, practice, and above all respect for oneself and others. Next week we will begin introducing a six step process {the six "C"} that give us direction and insight into conflict resolution.

  • The first step when an apparent difficulty or problem occurs to define the concern. Does the concern really exist and is it solvable? Often what is done is done, i.e., don’t cry over spilt milk, and some concerns cannot be resolved. Next, determine if the concern is sufficient to justify the time and effort needed to resolve it. If the concern is sufficiently troublesome and requires more than analysis don’t wait too long to take action. Make certain, however, that the concern is not based on bias, prejudice, or a desire to express power, and that you are willing to accept responsibility for bringing attention to the concern. If you determine that the issue will not solve itself express the concern early and clearly, at the appropriate level, so that it does not escalate. Collect sufficient information and then move to the next step which is to confer.

  • Once a concern has been determined to be significant, the next step is to confer. Make certain that you are calm and in control of yourself and you are conferring with the people involved and at the lowest possible level. Also, keep the conference non-threatening, informal, and private. Avoid counter concerns. Deal with the initial issue before moving to any other concern that might come up. Ask the individual or individuals to do something specific for you that would resolve the concern. You rarely get if you don’t ask. Consider if you have indicated exactly what you want and that the request be granted. Decide if you have a clear answer to your request, if there is room for compromise, and if there are ways that you might be able to further help in the resolution of the concern. If there appears to be no solution move to the next step which is to consult.

  • When faced with issues where conferring has not worked, either because the individual rejected the request for mitigation or because the request agreed to was not acted upon, consultation becomes the next step. Basically consulting is a more formal version of the previous conference. Ask for cooperation again while playing your lowest possible card. Restate the request making certain that all parties understand what is being asked and the consequences for not resolving the situation. If the issues have been made crystal clear in a no-nonsense discussion and the situation is not addressed, it is time to move to a higher level: confrontation which will be covered next week.

  • Confrontation is a serious attempt to resolve a problematic situation that has persisted. When the concern is great, and the lower levels of conferring and consulting have failed to achieve resolution to the situation it becomes necessary to make the consequences of the behavior in question very clear. Remind the individual that he/she agreed to correct the situation, that it has not been corrected, and that there will be actions taken in consequence. Ask the individual to please take appropriate action to remedy the situation for you to prevent taking the process to the consequence stage.
     

  • Six Steps Toward Problem Solving
    When confronting the individual(s) who has/have failed to resolve a troublesome issue has not worked, it is time to combat the situation. Please note that combat is used here as a verb, not a noun. Because the situation has not been resolved it is time to move to the logical consequences. Penalties should make sense to the individual(s) involved as a logical result of their behavior. Penalties should be designed so that individuals realize that what they did was incorrect and that they should not repeat the behaviors. Any anger they have should be self-directed because of their actions–not toward the individual in authority. However, even when people are treated with respect, this "last resort" action can force people into the role of winners and losers, particularly if there is the perception of unfairness or of being controlled. It is important to attempt to restore a non-combative relationship at the end of this process. Conciliation, the final step in the process, will be covered next week.
     
  • Six Steps Toward Problem Solving
    Conciliation
    is essential after combating a situation to restore a non-combative relationship. Resolving a problem may be insufficient in itself. Damaged relationships can extend far beyond the original conflict and taint the whole environment. Hopefully we can grow from negative situations. To help in this process we might ask ourselves several questions: 1. Do I respect people enough to not "rub it in?" 2. Have I allowed sufficient time and space to pass before attempting to return to normal interaction? 3. Can I find intermediaries and non-threatening activities to be used to restore a sense of community? and 4. Can I, when faced with a new potential problem, go back to the first "C" of concern and not begin to resolve the new problem the way the previous one ended? A harmonious, positive feeling of community and a shared focus on common core values is essential for any group of people to achieve their objectives.
     
  • As the semester draws to an end, it is time to celebrate our successes and learning opportunities that may become next year’s successes. Beyond that, we must never fail to celebrate life itself when the opportunity is presented, for it may not come again. Our lives are filled with a variety of duties, responsibilities, activities, and opportunities which leave us juggling both rubber balls and glass balls. The rubber balls represent work and our place in our professions. These balls bounce back when they are dropped. They come back to us, and we can begin to juggle again. However, glass balls that represent family, friends, and health do not bounce and may shatter. If they don’t break, they have to be picked up. The message is that, while all activities and relationships need to be honored and celebrated, we must take special care of our "glass balls."
     
  • Having taken stock of our successes and challenges and celebrated both, it is time to thank and recognize those who have contributed to this effort. This simple act helps to build community and future success. While others are essential to helping all of us achieve our personal and professional goals, we must not forget to thank ourselves and reward ourselves for our efforts. Have a great summer.
     
  • When core values include continuous improvement and growth there must be trust, both within ourselves and with others. Where there is trust there is likely to be risk-taking, and where there is risk-taking, there is likely to be creativity and innovation.
     
  • "Leadership is a matter of how to be, not how to do. We spend most of our lives mastering how to do things, but in the end it is the quality and character of the individual that defines the performance of great leaders."–Frances Hesselbein, o Leader, (1999)
     


REFLECTIONS ON PERCEPTIONS SERIES
  • According to Combs, Avilla, and Purkey in Helping Relationships: Basic Concepts for the Helping Professions, 2nd ed., 1978; "human behavior is always a product of how people see themselves and the situations in which they are involved." This fact seems obvious; however, the failure of people everywhere to comprehend it is responsible for much of human misunderstanding, maladjustment, conflict and loneliness. Our perceptions of the world and ourselves are so real to us that we seldom pause to doubt them. As educators we must begin to see people not as objects to be shaped and conditioned but as they typically see themselves, others, and the world. This can be a challenge. The starting point might be the notion that each person is a conscious agent; he or she experiences, interprets, constructs, decides, acts, and is ultimately responsible for his or her own actions.
     
  • Every time I think about the role of perceptions in determining human behavior, I am reminded of the verse in Robert Burns’ To A Louse: "O wad some Power the giftie gie us To see oursels as ithers see us!" While this ability would be a great reality check for us as we choose our actions, it is just as important for professional educators to have some insight into how those who come to us for services see themselves. People tend to behave according to how they see themselves and assess the situations in which they are involved at the moment. Remember the "looking-glass theory?" When we project a positive, inviting, and nurturing attitude that says that people are capable, valuable, and appreciated, we are very likely to discover that our clients will see themselves that way as well.
     
  • People tend to lock into perceptions developed early in life and this can significantly limit their ability to grow. Fortunately, everyone’s perceptual field can be enriched, expanded, and modified. If we did not believe that was possible, we would not be in the teaching/learning business. We must cultivate an appreciation and respect for peoples’ perceptual worlds as they are before we can begin to help them construct new ones that will alter their view of the past, present, future, and the imaginable.
     
  • While behavior is largely based on perceptions learned through one’s experiences in the world, they can be reflected upon in order to develop a deeper level of understanding of self, others, and the world. We cannot change the past, but we can change our thoughts about it. Understanding the context of our feeling, our thinking, our knowing, and our imagining are essential to opening future possibilities.
     
  • Self-concept is probably the most significant perception that people learn. It shapes our view of who we are and our place in the world. Assessing what we think others think about us develops much of this self-concept. Eliza Doolittle in George Bernard Shaw’s Pygmalion expresses this well in her conversation with Colonel Pickering. She says: "I shall always be a flower girl to Professor Higgins, because he treats me as a flower girl, and always will; but I know I can be a lady to you, because you always treat me as a lady, and always will."
     
  • Self-concept begins early in life. Infants receive cues as to their value in the eyes of significant others, in their posture, facial expressions, gestures, eye contact, and body language as well as verbal cues. Self-awareness continues and becomes a life-long development project. Next to the family, the school, and then the workplace are the greatest influences in identity development. We must send messages that tell others that they are capable, valuable, and worthy of respect. Since communication is multi-faceted, we must always ensure that there is no disconnect between what we say and how we say it.
     
  • Children begin to discover the world with great energy, enthusiasm, creativity, and excitement. Rapid progress generates a self-concept that leads them to believe that they are capable of learning and doing almost everything. Numerous studies have shown, however, a downward trend in students’ self-concept as they progress through school. This seems to be true for both genders. While there are studies that have attempted to identify variables of gender and race, results are conflicting. None-the-less, one thing seems to be clear. Messages sent, even by well meaning teachers and staff, tend to be un-equal, leading to a gradual erosion of enthusiasm for learning. There is a dictum in visual art that the shape a shape creates is just as important, if not more so, as the shape of the primary subject. In other words, the surrounding negative space must be attended to. If we focus only on the central, dominant form and ignore the rest, the painting fails. All students, like all areas of a painting, must be treated equally or nothing works.
     

  • WELCOME NEW & RETURNING FACULTY & STAFF! Did you know that at the start of the new century 75 to 80 percent of all teachers who were teaching in 1990 have been replaced by more recent graduates? One of the reasons for this is the opportunity to move into administrative positions and into the private sector that is spending great sums for retraining. Unfortunately, another reason is that although educators are in the learning profession, we tend to be among the worst when it comes to wanting to learn how to improve our own competencies. Many educators do not go to conferences and deride in-service opportunities. Those who want to grow will have the opportunity to do so and within three to five years can expect to have virtually any job in education they want, usually at a much higher salary. Successful educators (1) work cooperatively and learn from colleagues, (2) seek out mentors who serve as role models, (3) go to professional meetings to learn, and (4) have a goal of striving for excellence. Welcome back, and let us all recommit to becoming growing professionals.
     
  • What Is a Teacher? "Teacher—you are a poet, as you weave with your colorful magic language a passion for your subject. Teacher—you are a physicist, as you bring magic, logic, reason, and wonder to the properties, changes, and interactions of our universe. Teacher—you are a maestro, a master of composing, as you conduct and orchestrate individuals’ thoughts and actions from discordant cacophony into harmonic resonance. Teacher—you are an architect, as you provide each student a solid foundation, but always with a vision of the magnificent structure that is about to emerge. Teacher—you are a diplomat and the ambassador of tact and sensitivity, as you facilitate productive, positive interactions among the multiplicity of personalities and cultures, beliefs, and ideals. Teacher—you are a philosopher, as your actions and ethics convey meaning and hope to students who look to you for guidance and example. From poet to philosopher, always strive to present yourself to students as a person worthy of the noble title—Teacher." Excerpted from That Noble Title Teacher by Trish Marcuzzo
     
  • The effective teacher has positive expectations for student success, is a good classroom manager, and knows how to design learning experiences for student mastery. People tend to live up to or conversely down to what expectations are set for them. Make certain that goals and objectives are set high but within attainable, measurable increments. Remember that people who do things right are efficient. And people who do things right over and over again, consistently, are effective. Being efficient is doing things right. Being effective is doing the right thing.  
     
  • You do not get a second chance at a first impression. The first day of class will set the tone for the rest of the semester. In the modern more casual world it may seem archaic to say that the effective educator dresses appropriately as a professional to model success; but it, none-the-less, remains a powerful visible cue to the observer. In an ideal world, viewed through rose-colored glasses, it would be wonderful to be accepted for ourselves alone, not for our appearance. In the real world, however, our all-too-visible selves are under constant scrutiny. As you are dressed and act, so shall you be perceived; and as you are perceived, so shall you be treated.
     

CLASSROOM ASSESSMENT AND CLASSROOM RESEARCH
  • For community colleges to become true "learning colleges" faculties must develop the skills to assess and research student success. Classroom Assessment seeks answers to questions such as, "Did students learn what I was trying to teach today?" or "How did students respond to the small group sessions that we tried today?" Classroom Research, however, might ask how students develop critical thinking skills or what role advising plays in student success or how collaborative learning affects student involvement in learning. Questions to be answered by classroom research arise out of the teacher’s experience in the classroom, and the motivation for doing the research comes from curiosity about how the students in the classroom approach learning and the teacher’s commitment to improving it. Adapted from K. Patricia Cross
     
  • Classroom Research is characterized by being: (1) learner centered where the focus is on improving "learning" rather than "teaching," (2) teacher directed in gathering useful information on classroom learning in their own disciplines rather than relying totally on professional researchers to provide data, (3) practical and relevant to enhance personal understanding than advance knowledge in general, (4) context specific to a specific group of students rather than a general population, (5) scholarly and professional which builds upon a research base that recognizes teaching as a scholarly activity enriched by research—not replaced by it, and (6) continuous in that changes suggested by research need to be tested, evaluated, altered when needed, and tested and evaluated again. Improvement comes from the process. Adapted from K. Patricia Cross
     
  • When community colleges first appeared their mission centered on "access" and "technical and occupational training." By the 1990’s the mission changed into "producing learning" accompanied by appropriate additions to statements of purpose and efforts to define learning. Today the focus has shifted to proving through assessment that learning is taking place. This paradigm change generates a tremendous challenge for both faculty and students to understand the nature of the teaching/learning process and to assume greater personal responsibility for investigate it. The classroom must be the focus of this study since for most working adult students the classroom is the place where active involvement with instructors and peers takes place.
     
  • WHAT IS A STUDENT?
    • A Student is the most important person ever in this school . . . in person, on the telephone, or by mail.
    • A Student is not dependent on us . . . we are dependent on the Student.
    • A Student is not an interruption of our work, the Student is the purpose of it.
    • We are not doing a favor by serving the Student . . . the Student is doing us a favor by giving us the opportunity to do so.
    • A Student is a person who brings us his or her desire to learn.
    • It is our job to assist each Student in a manner which is beneficial to the Student and ourselves. This was adapted by Dr. William Purkey, with some editorial modification by Steve Herman from the L. L. Bean Company’s position on "What Is A Customer?" by J. M. Eaton.
       

THE SIX "P’S" OF INSTITUTIONAL CONTINUOUS IMPROVEMENT
  • Institutions committed to continuous improvement must undergo cyclical efforts to assess, evaluate, and plan. Each step must be documented as to what was planned, what happened, and what resulted from the effort if the institution is deemed to be "effective." One of the ways this might be accomplished is to periodically review the people, places, policies, p rograms, and processes to determine how well they are working together to effect the desired product —learning. (For the next several weeks we will examine each of the "P’s" and suggest possible goals for each.)
     
  • Reviewing and examining the six "P’s" we introduced last week can aid our goal of positively effecting student learning. First we need a strategy. Consider GOALS as that strategy: Goal setting, Outlining actions, Anticipating obstacles, Listing alternatives, and Specifying action plans. Now, why look at the first P—people? To improve the quality of life for students, faculty, and staff at Mitchell Community College we might ask what we could do to nurture relationships in ways that increase trust, respect, optimism, and a sense of community and commitment to it. Expected outcomes might include improvement in retention at all levels, a heightened self-concept both as learners and guides toward learning, and an increase in recognition and rewards for all members of the college community.
     
  • Why examine Places? We need to know if Mitchell Community College’s facilities and grounds enhance an environment that promotes learning. (The Goal) Are they pleasant, aesthetic, clean, functional, safe, accessible, and adequate? When facilities and grounds are well cared for the message is that someone is in charge and someone cares. The opposite is true when the reverse situation is in play. The effect would be that these concerns are taken into account when reviewing where we are, and planning for where we need to be. (Action Plan) Enhancements, based on the review, might be made to lighting, access, parking, landscaping, and signage that convey positive messages beginning with please and ending with thank you. Understanding that Places impact learning is one key to continuous improvement.
     
  • Why examine Policies? At Mitchell Community College we must find ways to ensure that all rules, regulations, and requirements are inclusive, positive, encouraging, involving, disseminated, and understood. Policies are a critical part of the climate or culture of our learning community. They can affect retention, reputation, and success at all levels. Why examine Programs? As with policies, all programs at Mitchell Community College must be continually reviewed to ensure that they work for the general welfare of the institution. Programs that appear to be ethnocentric, elitist, sexist, discriminatory, outdated, under subscribed, or no longer meet the changing needs of our constituency need to be modified or eliminated. New programs must be evaluated as well to insure that the mission of the institution, to meet the changing needs of its service area, is met.
     
  • Why examine Processes? Doing things the right way is as important as doing the right thing. At Mitchell Community College we must ensure that the processes we use to effect continuous improvement and enhance learning are also evaluated. How we meet our goal is as important as the results. An exciting, satisfying, and enriching environment requires that everyone be on board. Everyone must know, become committed to, and be able to articulate the goals of the institution. Understanding one’s role in the process is essential to success. We must routinely evaluate our mission, goals, and how we do things. We must discuss, evaluate, develop priorities and action plans, coordinate efforts, and conduct in-service training where needed so that everyone has the skills to accomplish our intended goal.
     
  • An ongoing examination of the five P’s (People, Places, Policies, Programs, and Processes) can result in producing the desired Product –a learning environment in which students, faculty, administration, and staff can be successful in achieving their shared goal. Anticipated outcomes might include: greater retention, higher GPAs, increased graduation rates, heightened levels of satisfaction, a shared sense of place, and elevated enthusiasm with barriers coming down and banners celebrating success going up.
     
  • We began this series by talking about a GOALS strategy: Goal setting, Outlining actions, Anticipating obstacles, Listing alternatives, and Specifying action plans. Let’s look at this process as it applies to our planning and evaluation practices. Goals, mission statements, and job descriptions are not necessarily the same thing. Goals are things we want to achieve to foster continuous improvement within the framework of the other two. We need to outline specific actions that we plan to take to achieve these goals. That action plan should detail where we are now and where we expect to be after taking the action. For example, let’s say that enrollment in a program is low—numbers of students enrolled went from 50 to 30 in a two-year period. (Where we are now.) The action plan to reverse this trend (the goal) is to visit all the high schools in the spring of 2006, host an open house in the fall of 2007, form a new advisory committee and meet quarterly, produce new, more attractive and informative brochures about the program, etc. (the action plan.) The expected outcome will be an increase in enrollment from 30 to 40 the first year and from 40 to 50 the second year. Assessment occurs when we examine (what did happen) after the actions were taken. Either we met the expectation, exceeded it, or did not meet it. In summary, we must decide: first, where we are now; second, where we want to be; third, the Action Plan to get us there; fourth, what we expect to happen as a result of our plan; and fifth, what did happen? At that point the process will need to begin again.
     
  • The New Year and new semester provide opportunities for new beginnings. A strategy for connecting in the classroom is to share stories, or anecdotes. Encouraging students to share their personal narratives, thoughts, feelings, and experiences is one way to validate and recognize the student, and if the story is pertinent to the course content, the whole classroom community is strengthened. Likewise, instructors who are comfortable sharing their own relevant anecdotes are humanized, and understanding of the topic under discussion is enhanced.
     


CONNECTING WITH STUDENTS SERIES

  • The New Year and new semester provide opportunities for new beginnings. A strategy for connecting in the classroom is to share stories, or anecdotes. Encouraging students to share their personal narratives, thoughts, feelings, and experiences is one way to validate and recognize the student, and if the story is pertinent to the course content, the whole classroom community is strengthened. Likewise, instructors who are comfortable sharing their own relevant anecdotes are humanized, and understanding of the topic under discussion is enhanced.
     
  • A second strategy for connecting in the classroom and enhancing learning is to foster an atmosphere that promotes discussion. The instructor is most responsible for initiating the process that students can then buy into. First, the instructor must have a command of the subject matter, and model discussion techniques by presenting a variety of perspectives on a topic. Next, ask students what they think about the opinions and alternatives presented. Student comments must be welcomed, reinforced with positive feedback so that fear is removed, and sometimes restated for clarity. Restating can be as simple as saying: "what I heard you say, or what I understood was…. Is that correct? Once again, the instructor is responsible for keeping discussion focused on the topic, monitoring time spent, and assessing the level of understanding being achieved.
     
  • A third area of consideration for connecting with students in the classroom and enhancing learning is to consider the use of space. Space involves several different elements. First, there is people space: the instructor’s, the individual student’s, and the group’s. Secondly, there is intellectual space for each, and there is the physical space itself. Learning takes place in all of these spheres and they can be manipulated. When students are in straight rows with a podium, desk, or table in front with the instructor behind it—the instructor owns the entire space. This is fine for lecture, not so good for discussion and active learning. Try altering the space when appropriate by removing the podium and moving out from behind the desk into the student’s space, which then becomes jointly owned. If the instructor moves to the back or a far corner, the student’s own the entire space and must take greater responsibility for their learning. While spaces are shared and complete ownership of classrooms is rare, everyone can take responsibility for keeping rooms clean, orderly, well lighted, instructional equipment in working condition, and notifying responsible staff when repairs or major cleaning needs to be done.
     
  • Humor can be an effective means to help build a sense of community and enhance appeal, effectiveness, and delivery of material. Keep in mind that humor must be appropriate, timely, and tasteful. Instructors must avoid moving toward sarcasm or personalizing comments that might intrude into the personal emotional or physical space of their students, and one must be comfortable with the use of humor. When humor is forced, it is not funny. Based on research, the jury may still be out; but the primary benefit of humor in the classroom may be the creation of an environment in which students feel free to take risks and to enjoy learning in a social context that is good-natured and comfortable.
     
  • Using props is another way to engage students. While it may sound like the old "show and tell" from grammar school, there is ample evidence that utilizing all sensory systems increases learning. Many instructors use video tapes, overhead projectors, and power point to augment lecture, however, these are primarily auditory and visual—not unlike lecture. They do add texture and vary the pace that aids in learning. Most classrooms do not have pictures and seasonal bulletin boards and probably shouldn’t since most spaces are shared, yet displaying examples of art, passing around objects, and setting up simple demonstrations allows the student to learn in a kinesthetic manner. Adding discussion, covered earlier in the series, helps to then reinforce the new learning.
     
  • Using personal experiences to illustrate the linkages between the everyday events in our lives and the information and concepts covered in the classroom is a major way to effect active learning. When a connection is made between abstract ideas presented in class and our current experiences, we become invested in the learning process and are better able to deal with the changes that genuine learning affects. Critical thinking skills are also strengthened when students recognize commonalities and are able to use existing knowledge to understand new information. The vitality and energy that result from students becoming personally committed to the learning process become palpable, and it becomes easier for students to apply their new knowledge.
     
  • Changes in pace are another way to stimulate and often revitalize the learning process for both student and teacher. This may involve very simple things such as the instructor moving from one place to another, changing the tone and modulation of the voice, introducing an activity or discussion, using an anecdote or illustrating a point with a personal experience, or having the class break into groups. Research is clear that attention spans are short and monotony sets in quickly when sameness is the order of the day. Active learning requires activity on the part of teacher and student alike. Mix it up.
     

CRITICAL THINKING, READING & WRITING SERIES
  • Critical thinking involves logic. Lewis Carroll wrote that "If it was so, it might be; if it were so, it would be; but as it isn’t, it ain’t. That’s logic." That is also funny and true; but how do we know when it ain’t. Well, that involves a process by which we learn the skills of inquiry to ask the right questions to increase the likelihood that we achieve the desired goal or outcome. As we process the information, we must ever assess our own thinking as to its validity by rationally examining our thoughts and ideas. Basically, critically thinking is a way of thinking that moves from the general to the specific as we narrow the focus until the questions and evidence support the same conclusion.
     
  • Once information has been acquired, absorbed, and behavior established based upon what we think is and how things ought to be, we tend not to change unless we develop the skills of critical analysis. William Graham Sumner possibly said it best in Folkways, published in 1906. He wrote that: "The critical habit of thought, if usual in society, will pervade all its mores because it is a way of taking up the problems of life. Men educated in it cannot be stampeded by stump orators … They are slow to believe. They can hold things as possible or probable in all degrees, without certainty and without pain. They can wait for evidence and weigh evidence, uninfluenced by the emphasis or confidence with which assertions are made on one side or the other. They can resist appeals to their dearest prejudices and all kinds of cajolery. Education in the critical faculty is the only education of which it can be truly said that it makes good citizens."
     
  • Critical thinking and writing rests heavily on critical listening and writing skills. This is especially important in taking notes from lectures. The "Six R’s" of note taking might be helpful. Adapted from Dr. Dena Bain Taylor’s note taking handouts used at the University of Toronto, these "R’s" are: Read, Record, Reduce, Recite, Reflect, and Review. Record what is important based on the course outline, objectives, and framework. To know what is important the student should have read through assigned material—handouts and text. Before reading the text thoroughly skim through the chapter noting topics, headings, and summaries. During lecture do not try to transcribe everything, but map the main topics and examples discussed. Take verbal and non-verbal cues from the instructor to reinforce what is being stressed. Use spacing to show groupings of ideas. Leave space on the left margin and at the bottom for your own comments about what that grouping relates to, where it is covered in the text, or fits into a specific unit objective.
     
  • Additional steps toward enhancing listening and writing skills that can facilitate learning and critical thinking are: to reduce and recite the material. Reducing means that as soon as possible after the class students should reread notes for accuracy and completeness. Pick out key words and concepts and write them in the left margin. If there appears to be gaps in the notes fill in material from the text or supplemental materials suggested by the instructor. Reciting means that the notes should then be reviewed using the key words to recall as much of the content as possible. Rewriting the key concepts in one’s own words carries the reciting process further and helps to move information from short-term memory to long-term memory.
     
  • The final two R’s in this series suggesting ways to improve learning and critical thinking are to reflect and review. Reflection means that one considers the relationship between the current material and previous learning, noting any remaining questions, and relating the content to one’s own experiences and the overall context and framework of the course. Reviewing prior to writing an essay, taking a test, or giving a report involves reciting once again the material paying special attention to the key terms and cues written in the margins or high-lighted in the notes. Reflect once again on how specific facts, names, terms, and ideas fit into the larger context of the topic under review. Repetition of the six R’s can be a very good thing.
     
  • According to Scriven and Paul associated with the National Council for Excellence in Critical Thinking Instruction: "Critical thinking can be seen as having two components: (1) a set of information and belief generating and processing skills, and (2) the habit, based on intellectual commitment, of using those skills to guide behavior. It is thus to be contrasted with: (1) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; (2) the mere possession of a set of skills, because it involves the continual use of them; and (3) the mere use of those skills (‘as an exercise’) without acceptance of their results." In other words we must think about the information we receive, evaluate it for thoroughness and accuracy, and consider the impact of the information on others and ourselves as we use it.
     
  • Critical thinking, defined by Scriven and Paul, is "…self directed, self-disciplined, self-monitored, and self-corrective thinking." As for results, a successful critical thinker "…(1) raises vital questions and problems, formulating them clearly and precisely; (2) gathers and assesses relevant information, using abstract ideas to interpret it effectively…coming to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; (3) thinks open-mindedly within alternative systems of thought, implications, and practical consequences; and (4) communicates effectively with others in figuring out solutions to complex problems."
     
  • Critical thinking is a life-long journey that requires cultivation on a continuous basis. We all have episodes of irrational thought, self-delusion, blind spots, and prejudice resulting in biased, distorted, and uninformed thoughts and beliefs. Half-baked thinking is costly in both money and quality of life. Once realized, we must be ever diligent to ensure that our thinking is based on intellectual standards that can be learned and applied throughout our lives. (Review this series in the archive for helpful hints toward achieving this goal.)
     

  • INVITATIONAL VS. DISINVITATIONAL SERIES
    (This series, as are all the articles in this column, represents the views and best practices recommended by the International Alliance for Invitational Education and its proponents.)
    Effective teachers and other stakeholders in the educational process have the power and the ability to invite students and colleagues to learn together in a positive and productive manner. One way to do this is to constantly evaluate our comments, behaviors, physical environment and thoughts to determine if they are positive (inviting) or negative (disinviting). The following are examples of inviting comments vs. disinviting comments:
INVITING DISINVITING
"Good morning" "Keep out"
"Congratulations" "It won’t work"
"I appreciate all you do" "Not bad for a girl"
"Tell me about it" "I don’t care what you think"
"How can I help you?" "You can’t do that"
"Yes" "No, because I said so"
  • INVITATIONAL VS. DISINVITATIONAL SERIES
    The following are examples of personal behaviors that demonstrate positive vs. negative messages:
    INVITING DISINVITING
    Smiling Rolling one’s eyes
    Listening Yawning
    Holding a door Letting a door swing behind you
    Thumbs up/high five Looking at one’s watch
    Sending a thank you Forgetting an important date
    Waiting one’s turn Jumping line

 

  • INVITATIONAL VS. DISINVITATIONAL SERIES
    The following are examples of inviting physical environments vs. disinviting ones:

    INVITING DISINVITING
    Fresh paint, especially on doors Dark corridors
    Living, inside plants No inside plants
    Clean walls & floors Graffiti on walls & dirty floors
    Comfortable, attractive furniture Old, broken-down furniture
    Fresh air Stale, bad smells
    Positive signage (please, thank you) Negative signage (NO, keep out)
    Well-lit, attractive landscaping Dark grounds with little or no landscaping

     

  • INVITATIONAL VS. DISINVITATIONAL SERIES
    The following are examples of inviting thoughts or "self-talk" vs. disinviting thoughts:
    INVITING DISINVITING
    "Making mistakes is part of learning." "Why am I so stupid?"
    "I could learn to do that." "I could never do that."
    "I've misplaced my text book." "I've lost my text book again."
    "I can." "I can't."
    "Sometimes I have to think what to say." "I never know what to say; I'm so slow to catch on."

SUCCESSFUL TEACHING PRINCIPLES SERIES
This series comes from
Teaching Within the Rhythms of the Semester by Duffy and Jones, and is reflective of suggestions from the writings of: Angelo, Katz & Henry, and Chickering & Gamson.
  • Interaction between teachers and learners is one of the most powerful factors in promoting learning; interaction among learners is another. The ability to inquire with others can be accomplished face-to-face or electronically. In either case, best practice encourages student-faculty contact and cooperation among students.
     
  • Learners need feedback on their learning, early and often. To become independent learners they also need to acquire the skills necessary to give themselves feedback. Helping students understand how they are evaluated and how to develop rubrics to check their own learning promotes understanding and retention of knowledge. Participation with other students aids in analysis of one’s own work and progress toward mastery. The key is prompt feedback.
     
  • High expectations encourage high achievement. Quality in, quality out might become our mantra. These expectations must be clearly communicated and held to. Expectations without direction, however, rarely succeed. Students must be taught how to improve their learning through continuous practice and reinforcement.
     
  • Active learning is generally more effective than passive learning. Transforming teaching strategies to become more active requires effort but are not as difficult as one might think. The literature is filled with "how to" suggestions and examples. For example, in a traditional lecture the instructor can simply say, "in two minutes I am going to ask you to explain, evaluate, interpret, etc. what I have just presented." Or, "I will stop in five minutes and ask a question." Before students can become active learners, teacher must become active teachers.
     
  • Successful teaching and learning require the acquisition of a body of knowledge. This takes time. Learning requires focused attention and awareness of the importance of what is to be learned. It is more effectively and efficiently achieved when both the teacher and learner have set explicit, reasonable, and positive goals. New Information must be meaningfully connected to prior knowledge if it is to be remembered. One must realize that sometimes "unlearning" what is already known must come before new learning can be achieved. Learning is an intensely emotional experience and we must be aware that what we think is tempered by what we think ought to be.
     
  • For learning and teaching to be successful information needs to be organized in personally meaningful ways to increase retention, learning, and application. The ways in which learning is assessed and evaluated by both the teacher and learner affects how one studies and prepares. Learning to transfer previous knowledge and skills to new contexts requires considerable practice. Teachers need to balance levels of intellectual challenge and instructional support to allow for adequate practice in identifying relationships that promote learning. Motivation to learn can be positively or negatively affected by the task, the environment, the teacher, and the student. Both instructor and learner for effective teaching and learning to occur must take all variables into account.
     

MANAGING FOR LEARNING SERIES
This series is based on the Invitational Model of Purkey, Seigel, Novak, Riner, et all.
  • Traditional management theory for the classroom maintains that rules with corresponding enforcements i.e. consequences are necessary to have control and ensure learning. This "get tough" perspective is rooted in a barter-like system in which any violation of the rules results in sanctions restricting the freedom and happiness of the offender. There is nothing in invitational theory that denies logical and appropriate consequences, however, rather than go to an automatic terminal outcome, invitational education advocates use of a process where the student learns form errors or misdeeds. Assessing and understanding why something is wrong and its impact on oneself and others can have a positive effect as long as there is still hope of success. When one does the math and realizes that no matter what one learns or how well one does in the future, there is no way to succeed in a class, learning stops and the students drops. The challenge is to find ways to create positive behaviors and learning strategies that turn failures into teachable learning moments.
     
  • For teaching and learning to occur, everyone involved in the process: teacher, learner, counselors, administrators, and support staff must believe that effective teaching and learning can be achieved. If anyone in the process suggests intentionally or unintentionally that it cannot, it won’t. The fundamental tenets of invitational learning reflect this positive belief. The first principle is that creating and maintaining places, policies, processes, and programs designed to invite development and overseen and administered by positive capable people can best realize human potential. Research suggests that well kept physical spaces that are clean, well lighted, heat controlled, and cheerful encourage learning. Likewise, policies and processes should be clear, understood by everyone, not just made available, and administered quickly and fairly for all. Existing programs should be assessed regularly to determine effectiveness and broadly based needs assessments should be conducted regularly to determine changing priorities. Lastly college personnel should model the behaviors, attitudes, and skill levels expected of learners.
     
  • The second principle of invitational educations is that education should be a collaborative, cooperative activity. To this end, research suggests that student and staff input should periodically be sought in reviewing facilities, policies, programs, processes, and effectiveness of personnel. Once information is gained and assessed, it should be used as the basis for either affirmation or planned changes. Also, training must be given to students and staff on ways to effectively work together in groups. Peer tutoring; peer evaluation, and mentoring contribute to collective school success. Further, research suggests that smaller learning environments generally contribute to higher levels of achievement and morale for teachers and learners, as well as, a greater shared sense of purpose, loyalty, and dedication.
     
  • The third principle of invitational educations holds that people are able, reliable, and responsible and should be treated accordingly. Evidence confirms that people are more likely to "do the right thing" if they know what the right this is. Policies, processes, and procedures (i.e. the rules) must be established and made specific and clear. They then must be circulated, taught, reviewed, and enforced evenly and fairly. Being inviting does not mean that one must accept sloppy work or inappropriate behavior. It does mean that when there is an accounting for inappropriate behavior, the interaction must be conducted professionally. Make the reasons for the "enforcement" clear and tie penalties to the "rules" and behavior –not the individual. And, never miss the opportunity to recognize and reward progress and positive behaviors.
     
  • The fourth principle of invitational educations maintains that people possess untapped potential in all areas of worthwhile human endeavor. This simply means that everyone involved in the teaching/learning environment brings abilities and skills to the table that are often overlooked and underutilized. Invite participation by purposively involving teachers, staff, students and the community in a variety of college endeavors. Give training, support, and as much freedom as possible to allow for creativity and the "tapping of potential." Recognizing and rewarding those who contribute to the collective wellbeing of the institution builds not only success but also a growing pool of willing contributors.
     
  • The fifth dictum of invitational education affirms that human interactions should be characterized by Respect, Intentionality, Optimism, and Trust. Respect simply means that everyone in the teaching/learning environment must honor, esteem, and take into consideration the input and feelings of those with whom they interact. Optimism requires that we expect the best effort and results from others. Intentionality suggests that we think through what we do and say and how we do and say it in advance so that positive results are achieved. Trust holds that we must have confidence in the reliability of others to do their best and give them the freedom to do it. This may sound like pie in the sky and without training, appropriate modeling and leadership, and buy in from everyone, including the larger community, it probably will be. Set the proper stage and the actors will find their proper places.
     
  • In conclusion, this seven-part series has presented a possible vision that offers an overlay that can bring unity to various versions of teaching and learning management. Frequently, these strategies are viewed in isolation and focus on one set of empirical data where often the abstractions of theory and practice having been interpreted and applied are done so with limited success. (In other words: one size does not always fit all.) Invitational theory promotes a broader more comprehensive understanding of human interaction and promotes effective judgment that in turn promotes effective teaching and learning . (Review this series in the archive.)
     

MOTIVATING A COMMUNITY OF LEARNERS
This six part series is based on the work of Idahlynn Karre, Ph.D.
  • Learning is a "do-it-yourself" project. Learners are not receptacles to be filled in with information. Good teaching and learning is not about "covering" the material; it is about "uncovering it." The task is to reveal the power, uses, mystery, wonder, and excitement for the content, knowledge, and skills we want our students to learn.
     
  • Effective learning involves creating a meaningful construct into which new learning can be attached. Instructors must help students find a personal connection to the learning task at hand and place it within the context of the students own life. Doing so will increase retention and understanding of the material, task, or project. When information is familiar and has a demonstrated utility, we are more likely to remember and use it.
     
  • Effective learning involves creating a meaningful construct into which new learning can be attached. Instructors must help students find a personal connection to the learning task at hand and place it within the context of the students own life. Doing so will increase retention and understanding of the material, task, or project. When information is familiar and has a demonstrated utility, we are more likely to remember and use it.
     
  • Past experiences and previous learning shapes all new learning. Cognitive experience, emotional experience, prior understandings, as well as misunderstandings, will all have an effect on student success. Learners come to the classroom with a vast and diverse array of life experiences that have not only shaped them but also determined their learning styles and abilities. Realizing that these differences exist and taking advantage of them as springboards for future learning is a critical challenge and opportunity for teachers to positively impact adult learners.
     
  • Human beings are curious animals. Learning is tied to that curiosity and the need to problem-solve. Challenging students to find links, relationships, possible solutions, and answers will facilitate more effective learning. Curiosity may or may not have killed the cat; but a lack of curiosity can most assuredly kill learning.
     
  • An inviting and accepting environment facilitates learning, and it is the responsibility of the instructor/staff member to insure that positive atmosphere at the point of contact with students. Learning, sometimes the most indelible learning, comes from less than positive sources—"the School of Hard Knocks." Here too a safe inviting environment will allow the teacher/staff member to seize the teachable moment and aid the student in accepting the "hard knock" and learning from the experience for future success.
     
  • Learning requires reflection. We must have time to process learning to make it our own—to connect the new learning to prior learning. Time for reflection is critical in the classroom. While reflection is often personal and introspective, it is important to remember that learning is a social process. Reflection in the form of conversation, team/group processing and/or collective sharing can be a powerful learning tool. Create the classroom environment that allows students to feel free and safe to share and process their learning.
     

THE NEW GENERATION OF LEARNERS
  • Shock and awe! Student’s brains programmed by computers and "modern" technology are different from those that were not. Techno-brains use trial and error and doing has become more important than knowing. Critical thinking, separating fact from fiction (or opinion), and application of knowledge to the real world is limited if not missing all together. The challenge is to find a way to use the former attributes to achieve the latter results. Maybe the old dictum of try, try again and doing it until its right might not be as out of style as we thought.
     
  • The concept of success is very different for learners and workers today, "Generation X’ers" and "Millennials" than it was for those of us who value processed prior to the 1960’s. Traditionalists, a.k.a. Matures, and the Baby Boomers still value playing by the rules, climbing the corporate ladder, paying one’s dues, and taking one step at a time. This view also embraces loyalty, responsibility, and hard work. Many who value processed in the 60’s and beyond do not accept this philosophy as a roadmap to success, but see it as a warning and a trap to be avoided. This group wants things now, super-sized, and are willing to jump and skip ladder rungs to get what they want. They also have a strong "customer" mentality and demand service "their way." The challenge is to find a way to offer traditional meals in different ways and maybe with "fries."
     
  • Traditionalist and Baby Boomers are more likely to have been reared by parents who fostered self-sufficiency in their children in the hope of making them contributing members of society. With the economic success of the fifties, generated in part by two income families, permissiveness began to replace structure in the rearing of children. Parents now had money and wanted to enjoy it following three decades of struggle brought on by two world wars and the depression. The problem: what to do with the kids? The answer: along came TV, the electronic baby sitter, and Dr. Spock advised parents and teachers to let children find their own way. The abandonment of children, both psychologically and physically, led to guilt and a desire to make up for it with things and "quality time." Becoming "friends" with children changed the authority dynamic and placed children and their parents and often their teachers on a peer-to-peer level.
     
  • Generation X’ers and Millennials have learned to question authority rather than bow to it. Society offered plenty of opportunities to question "traditional values" and authority. The generation value processing in the 1960’s witnessed Vietnam, the assassinations of national leaders, the civil rights movement, and the fragmentation of the traditional family unit. Mores and norms were questioned and an "identity crisis" developed. What is right, what do I believe in this circumstance, and above all, why became their mantra.
     
  • The challengers of the sixties morphed into the non-responsibles of the seventies who became jaded as national leaders resigned as crooks. Watergate made it clear that rules do not apply evenly and don’t do it; but rather don’t get caught if you do it became the new standard. The "I’m ok, you’re ok" attitude and "it is none of my business" attitude took over. Developing empathy, compassion, and involvement without the arrogance of imposing one’s will on others has become the challenge.
     
  • Recent studies have indicated that today’s youth who value processed in the 1980’s have taken permissiveness, to entitlement, to extreme narcissism. Parents and teachers have told this generation that they are "special, smart, beautiful, and can do anything they want to do." They have bought into that and while confidence and assertiveness are helpful in presenting oneself to others, it comes with a major downside. (Downside discussed next week.)
     
  • The "entitlement" attitude fostered in the 1980’s has led to self-absorption and the breakdown of close relationships with others (both personally and professionally), dishonesty, game-playing, and violent behaviors. After all, if I am right, bright, and beautiful, I must be right in all situations. Many of this generation display little warmth in personal relationships and seem to lake the capacity to commit to anything-long term. Authority and authority figures are not respected. The possible solution: more authoritative parenting and teaching with consequences for both success and failure.
     
  • Time is important to everyone. We have often heard that "time is money" and it is. Traditionalists/Matures see time as an investment that will earn dividends in the future. Putting in ones time and being on time is still a major value for these older generations. Younger generations want to control time. They don’t believe that the time their parents and grandparents spent getting ahead was worth it. Working overtime that still makes traditionalists happy is a disincentive for X’ers and Millennials. Time off is a more powerful motivator for them. They want a guarantee that time spent is equated to payoff now—not down the road. Showing up is perceived as timeliness. The challenge, especially for educators and trainers, is to understand that perception of time is different for different generations and that for the young there must be a clear, rational with options path laid out offering rewards along the way.
     
  • The concept of loyalty is also different among generational groups. Traditionalists have affixed loyalty to the company/school and until recently expected that loyalty to be returned. X’ers and Millennials assign loyalty to individuals. If younger people don’t "like" the boss/teacher they move on. Older generations don’t expect to like those in authority; if they do it is a bonus. They were and are committed to the task and the benefits it ultimately awards them. Quitting because someone is not liked was and is not an option for this group; but for the younger generations it is the primary reason for leaving a job/school and sometimes for dropping an individual course. The challenge is not to become "friends" with workers/students; but rather to develop a mentoring, role-modeling, respectful two-way relationship where lines of authority are clear.
     
  • There is more legitimate diversity in values today than there has ever been in human history. The rate of technological change is doubling our knowledge, and thus altering our world, in three to five year periods. Intergenerational differences are now seen within generations. While there is no magic pill to solve potential problems, we can try to understand why people think and interact the way they do. And, we must realize that based upon their value processing they are right; but those of us who are different are also right. When we recognize that two conflicting perspectives have validity maybe we can begin to get past the notion that there is only one way to think and act—my way. The next step is to develop respect for the individual, if not the value, and move toward common ground where cooperation replaces conflict, compromise and complacency.

SUCCEEDING IN COLLEGE SERIES

  • Many of our students will be graduating next week—congratulations. You have discovered along your path keys to success. For those still on the journey, the following suggestions need to be considered to enhance your likelihood of success in the future: 1. Have clear goals and be certain about the importance of a college education; 2. Identify the financial resources needed and manage those resources effectively; 3. Maintain physical and emotional health; 4. Choose your program, courses and even instructors carefully; 5. Work with your advisor; 6. Make good use of the library, learning center and tutors; and 7. Get involved in campus life—join a club and participate in social and learning activities.

  • Welcome students, faculty and staff for the beginning of a promising new year of learning and growth. Invitational education stresses that a quality learning experience must embrace and reflect the following: 1. it must have authentic content presented from multiple perspectives; 2. it must involve mindful engagement and reflection (critical thinking); 3. it must encourage collaboration (active learning); 4. it must incorporate authentic assessment; and 5. it must involve the teacher as a coach/facilitator. Learning is a social experience.

INVITATIONAL THEORY SERIES

  • Invitational education theory, bolstered by current research, suggests that in classroom management the popular "get tough" perspective does not work. Rough solutions tend to contribute to defiance and accelerate the negative effects of the undesired behavior. Invitational theory encourages a greater reliance on student-oriented self-analysis and self-correction. Rather than "consequences," the optimistic view is that people can be led to control and regulate their own behavior by assessing the errant behavior and developing strategies to positively alter it.
     
  • Invitational theory maintains that people creating and maintaining the places, policies, processes , and programs that promote human potential is the best way to achieve it to the fullest. Places represent values. How buildings, grounds, and spaces are designed, arranged, and maintained is a powerful and very visible announcement of what is expected. If these features are dark, dirty, uncomfortable, graffiti marked, and poorly arranged for the activities intended the message is that no one cares and no one is in charge. The reverse is also true.
     
  • Invitational theory maintains that the best way to maximize human potential is for people to create and maintain places, policies, processes, and programs that promote it. Policies refer to the procedures and rules (written or unwritten) used to regulate individuals and organizations. Policies, like places, convey values and expectations. They need to be known (i.e. transparent), administered evenly (i.e. fairly), and focus on positive reinforcement that says we care rather than negative that says we really don’t.
     
  • Invitational theory maintains that the best way to maximize human potential is for people to create and maintain places, policies, processes, and programs that promote it. Processes deal with the ways the other four "Ps" in this equation function. Processes need to be cooperative, collaborative, democratic, ethical, and humane. There must be an "open door" spirit that encourages input from all stakeholders (internally and externally) who can contribute to the success of the organization. This too, represents a value. The process is as important as the product.
     
  • Invitational theory maintains that the best way to maximize human potential is for people to create and maintain places, policies, processes, and programs that promote it. Programs represent the more narrowly focused structures designed to meet institutional objectives. Because programs are very specific the "invitational stance" can easily be unintentionally overlooked. If a program labels people it can generate within individuals ideas about themselves that negate the positive purposes for which the program created. We must constantly evaluate programs to ensure that they are meeting needs and are based on trust, respect, optimism, and the innate value and potential of the individual.
     
  • Invitational theory maintains that the best way to maximize human potential is for people to create and maintain places, policies, processes, and programs that promote it. While everything in life either adds to or detracts from achieving goals, it is People who are the most important element in achieving success both at the personal and institutional levels. It is the people who create and work within respectful, optimistic, trusting, and intentional systems who generate the programs, policies, processes, and build the places that promote, guide, and make possible our collective success.

EFFECTIVE TEACHING & LEARNING SERIES

  • The effective teacher/instructor and educational staff work cooperatively and learns from colleagues. He or she seeks out a mentor who serves as a role model, attends professional meetings/workshops/conferences to learn, and has a goal of striving for excellence. Educators are not in private practice. We are in the helping and caring profession, a service profession to help people enhance the quality of their lives.
     
  • Effective people in any situation do on a daily basis what ineffective people are either unable or unwilling to do. One cannot give what one is not. To be an effective/professional educator, have a career with a future, be happy, and recognized as one who makes a difference in the lives of others, one must begin by making an impact on his/her own life by taking responsibility for oneself. Model the behaviors you expect to affect in others, recognize and use the resources available to you, and above all listen, listen, listen.
     
  • Attention all instructors, students, and staff: You are the only person on the face of the earth who can use your abilities. If you want positive results from your life, you must keep certain responsibilities in focus: (1) work in a collegial manner with your peers, (2) associate with and learn from positive role models, (3) join and participate in professional and/or student organizations, and (4) engage in continuous "life-long learning" through classes, workshops, conferences, in-service meetings, books, journals, clubs, and community service. It is an awesome responsibility.
     
  • Effective people (especially teachers) affect lives in positive ways. Education is not teaching people what they do not know. WHAT!? Well, think about it. If "learning" is defined as a change in behavior, then education is the art of teaching people to behave and think differently. Change attitudes and you change lives. How? (1) Have a positive expectation for student success, (2) be a good classroom manager, and (3) design lessons for student mastery. Stop thinking about the material to be covered and start thinking about what students are to learn, achieve, and accomplish. The end result determines the means.
     
  • The role of the effective teacher is not to cover. The role of the effective teacher is to uncover. We cannot assess or evaluate anything students have done until both parties know what students are responsible for performing or learning. The objective for each assignment and the rubric for assessing it must be made clear in the beginning. Learning has to do with what the student accomplishes. Put the student in control of his or her learning and teach with the end in mind.

SELF MOTIVATION SERIES
(This series will explore the role of what has been identified as the "inner voice," "self-talk," and "intra-communication," etc. in effecting positive outcomes.)

  • Self-talk, according to William Purkey, is a vital part of the thinking process. When we think of something, usually with the aid of concepts articulated in language, we are engaged in the process of mentally formulating questions and answers, analyzing, and evaluating in order to define ourselves, understand the world, and solve problems. How we do this affects the outcome: negative thoughts usually result in negative results and positive thinking leads to positive outcomes.
     
  • The "inner voice" or self-talk is a powerful force for both good and ill, for it controls overt behavior. It is very visible in the body language of individuals. When someone gets that "hang-dog" look, we can tell that they feel defeated and have given up, and when they are focused and active we become convinced that they are determined and likely to be successful. The challenge for all of us is to send positive messages to others to strengthen their inner voice. Robert Burns reminded us in Ode to a Louse that we tend to see ourselves as others see us.
     
  • Parents, teachers, supervisors, co-workers and friends unintentionally send negative messages to others. Often this is done in the name of duty and a desire to be a "good, caring person." When we are too critical and point out every perceived mistake even if we think that it is for the individual’s own good, we are causing the recipient of this good intent to perceive himself/herself as a failure and incompetent. This leads to self doubt and even self hate. Walt Disney said that "there are three kinds of people in the world today. There are ‘well-poisoners,’ who discourage you and stomp on your creativity and tell you what you can’t do. There are ‘lawn-mowers,’ people who are well-intentioned but self-absorbed; they tend to their own needs, mow their own lawns, and never leave their yards to help another person. Finally there are ‘life-enhancers,’ people who reach out to enrich the lives of others, to lift them up and inspire them." Be a life-enhancer, surround yourself with life-enhancers and grow new ones.
     
  • Self-awareness begins early in life and because the self is not predetermined but developed over time, it is pliable and capable of infinite capacity. The primary force that shapes the self and self-concept is the input for significant others. Our challenge is to focus on the positive even when delivering the negative. Try to separate the individual for the behavior by offering suggestions for changing the undesirable behavior, and confirming confidence in the individual’s ability to alter the behavior. Mary Kay Ash reminds us that "everyone has an invisible sign hanging from his neck saying ‘Make Me Feel Important!’ Never forget this message when working with people."
     
  • Research has demonstrated that college students are far more supportive and welcoming to others than to themselves. Students whose inner voices are ones of optimism are far more likely to succeed in school and in life. The pessimistic, self-doubting voice says: "I don’t think I can do it, the teacher doesn’t like me, I hate math, I’m not good at test taking, and I feel so dumb." In contrast the positive voice says: "I may find that difficult but I think I can do it, the teacher likes me, I enjoy challenges, I can do lots of things, and I’m smart in school." Richard M. Devos once wrote: "Few things in the world are more powerful than a positive push, a smile, a word of optimism and hope, a ‘you can do it,’ when things are tough." Help students direct their inner voices to the positive.
     
  • Individuals alter what they say to themselves, for good or ill, in three basic ways. The first way is through a significant emotional event either traumatic or ecstatic. A second way is through a deliberate effort to change often aided by professional assistance from counselors, pastors, and psychologists. The third and probably the greatest influence on inner-voice and self-perception comes from everyday experiences. This is where our interaction with others is key. Positive, encouraging, and optimistic interactions with others assures the self one thing and negative, discouraging, and pessimistic encounters shout something very different. John H. Spalding wrote that "those who believe in our ability do more than stimulate us. They create for us an atmosphere in which it becomes easier to succeed." We should all examine our messages and proof them before we send them.
     
  • Individuals alter what they say to themselves, for good or ill, in three basic ways. The first way is through a significant emotional event either traumatic or ecstatic. A second way is through a deliberate effort to change often aided by professional assistance from counselors, pastors and psychologists. The third and probably the greatest influence on inner-voice and self-perception comes from everyday experiences. This is where our interaction with others is key. Positive, encouraging, and optimistic interactions with others assures the self one thing and negative, discouraging, and pessimistic encounters shout something very different. John H. Spalding wrote that "those who believe in our ability do more than stimulate us. They create for us an atmosphere in which it becomes easier to succeed." We should all examine our messages and proof them before we send them.
     
  • Educators at all levels cannot escape the fact that the self-talk of students is within his or her influence. To be a positive presence in the lives of students, educators must assume the task of achieving control over their own self-talk, thereby gaining mastery over consciousness itself. In other words, the task of teachers and other educators is to purposefully monitor negative self-talk, formulate productive internal dialogue, and then practice it until it becomes an automatic part of consciousness. As educators talk to themselves, they create and maintain a world of perceptions regarding themselves, their students, their subjects, and/or the services they provide. Students pick up on these messages and it can become a critical ingredient in student success or failure. Students are likely to perceive themselves as they think the educator perceives them. Keep it positive. John Wesley reminds us that we should: "do all the good you can, by all the means you can, in all the ways you can, at all the times you can, to all the people you can, as long as ever you can."
     
  • There is a lingering myth that education and leadership must be either effective or humane, efficient or caring, and that it is impossible to be both. While a positive and facilitative environment may not guarantee beneficial internal dialogue leading to positive results; a negative, punishing, and critical environmental can almost certainly result in poor self-perception and reduced success. Carl Rogers in 1974 may have said it best when he wrote that: "The individual has within himself vast resources for self-understanding, for altering his self-concept, his attitudes, and his self-directed behavior—and these resources can be tapped if only a definable climate of facilitative psychological attitudes can be provided." In other words, find something positive to offer and reward.
     
  • Research has indicated that teachers and supervisors tend to treat low and high achievers differently, based on their optimistic or pessimistic views regarding the likelihood of success for these individuals. According to historical accounts, when Michelangelo went to audition for the job of painting the Sistine Chapel, he carried a note from his teacher. The note read, "This is to introduce Michelangelo the painter who has the ability to do wonderful things if treated with love and respect." Positive reinforcement generates positive self-talk and beliefs which in turn generates positive results.
     
  • Evidence is plentiful that human beings are capable of changing behavior and the attitudes that prompt behavior. There are also endless suggestions as to how to effect those changes—presumably from the negative, self-destructive, and injurious to the positive, helpful, and healing. One thing that we must remember is that change involves exchange. Make sure that you know what you are giving up to get what is being offered, who will benefit, and how the change will be carried out. We must also realize that change takes time: time to effect change and more importantly time to embrace and become comfortable with the changes. Third, be aware that positive change should be intentional. Last, we need to monitor and evaluate outcomes to ensure that the intended results are being achieved. Think, look before you leap, and realize that things take time to take root.
     
  • Since we understand that self-concept is related in a large part to how one perceives himself to be perceived by others, it is imperative that teachers stress the unique value of those who look to them for guidance. Holding students equally responsible for what happens in the classroom demonstrates respect for their self-directing abilities. Feelings of personal responsibility promote student achievement. When students see change (i.e. learning) that they have brought about through their own efforts, they are encouraged to see themselves as responsible partners in the teaching and learning process. Albert Schweitzer once wrote that "Sometimes our light goes out but is blown into flame by another human being. Each of us owes deepest thanks to those who have rekindled the light."
     
  • Next to the home, the school is the single most important force in determining what students say to themselves about themselves and their abilities. It is estimated that an average person processes bout 185 billion bits of information in his or her lifetime. Each of these is processed and evaluated for its bearing on the self: positive, negative, or neutral. One of the best ways to determine how a student sees himself or herself is to ask the student to describe what significant others say about them. Once the self-concept is revealed, the instructor/counselor can build upon the positive and begin to mitigate the negative by reinforcing positive self-talk to move the student toward a healthy self image that proclaims: "I am able, valuable, responsible, and capable of self direction." Richard M. Devos writes that: "Few things in the world are more powerful than a positive push. A smile. A word of optimism and hope. A ‘you can do it’ when things are tough."
     
  • To effect change in one’s self it is necessary to first change what the self says about its self. Teachers play a major role in the process either for good or ill. The intentional commitment of the instructor to his or her subject is a beginning point. Teachers who convey to their students that the subject is important, that they enjoy teaching, that they know what they are talking about, and that they love the subject matter, and care about students learning are more likely to have their passion shared by students. On the other hand, teachers who convey messages like the following: "will this class ever end," "I am bored to tears," "I don’t care if they learn it or not," and "I hate teaching this class and these students" commit their students to the same beliefs. Evidence suggests that it is easier to undermine the self-confidence and commitment of others than it is to build it up. We must all be aware of our attitudes and behaviors and intentionally convey the most positive to our students and to others with whom we interact. It is suggested by John Maxwell that we should "Speak up TODAY and say something positive. Even a tombstone will say something good about people when they are dead."
     
  • Changing negative and self-defeating "self-talk" can be encouraged by others, but it is ultimately up to the individual to become aware of negative thinking, monitor it, and change it. One of the best ways to do this is to be on the lookout for and avoid tunnel vision (seeing only one aspect of a situation and ignoring or excluding all other relevant information). One remedy is to avoid dichotomous reasoning (seeing everything as black or white). This type of self-talk sounds like the following: all or nothing, win or loose, succeed or fail, love or hate, and everything is good or bad. Typical words include: "never", "all", "every", "everybody", and "always". Teachers can help by encouraging students to think in terms of gray areas. They can be taught to analyze situations in terms of percentages. Seldom is anything 100%. It may be 50%, 20%, or only 5%. Strive for a balanced point of view. Remember the ancient Greek ideal: "nothing to excess".

MOTIVATING STUDENTS SERIES

  • Students’ motivation to learn is as varied as the number of students. Some are highly motivated and self-directed while others expect their instructors to inspire them. There is no magic wand to wave over the class to challenge and stimulate learning. There are, however, a number of factors to consider that tend to motivate students. They include interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, and patience and persistence. Some students may also need the approval of others or challenges to overcome to get motivated. (Specific strategies to aid students toward becoming self-motivated independent learners will be covered in subsequent articles.)
     
  • Things that instructors can do to help motivate students include: 1. giving frequent, early, and positive feedback that encourages students to believe they can achieve; 2. make assignments neither too hard nor too easy to increase opportunities for success; 3. relate material to real-life current situations so that students can find personal meaning in the subject matter; and 4. maintain a positive and open atmosphere that makes students feel that they are valued members of the learning community.
     
  • Student opinion surveys about what makes their classes more or less motivating include the following: 1. instructor’s enthusiasm, 2. relevance of the material, 3. organization of the course, 4. appropriate difficulty level of the material, 5. active involvement of students, 6. variety, 7. rapport between teacher and students, and 8. use of appropriate, concrete, and understandable examples. It also helps to pose questions rather than tell.
     
  • Previous articles have addressed motivation in general terms. Specific suggestions for both instructors and students will be addressed over the next several weeks. Teacher’s expectations have a powerful effect on student’s performance. Expect motivation, hard work, and success and you are more likely to get it. Hold standards high, but not so high that student’s feel defeated before they start. Give students opportunities for early success. This may mean some form of testing, reporting, or responding to small segments of material, topics, or questions; or allowing work to be corrected or repeated. Students need to believe that success, i.e. learning, is possible.
     
  • Encourage students to work on continuous improvement rather than their  grade on a test or assignment.  Help students evaluate their progress by encouraging them to critique their own work, analyze their strengths, and work on their weaknesses.  For example, ask students to submit self-evaluation forms with some of their assignments or make it a part of the test.  Ask students to evaluate their preparation:  time spent, level of understanding, effort to resolve questions, and level of confidence and motivation.  Or simply ask them to identify both their strengths (what they did well) and their opportunities for improvement for the next task.  Self awareness and a realistic assessment of ones progress is essential for improvement.
     
  • Tell students what they need to do to succeed in your course. Don’t wait for them to figure it out on their own —they may not. Reassure students that they can do well and point out key problems, concepts, and information blocks that they need to be able to solve, understand, and/or explain to be successful. Offer extra help, resources, and strategies to help them grasp the material. Avoid messages that reinforce your power as an instructor or emphasize extrinsic reward. Instead of saying, "I require," "your must," or "you should," stress "I think you will find..." or "I will be interested in your assessment of..."
     
  • Instructors should avoid creating intense competition among students. Competition produces anxiety that can interfere with learning. Discourage students from comparing themselves with others. Encourage collective group identity. Utilize group work when appropriate, encourage the formation of study groups/buddies, and guide them toward seeing themselves as a community of learners. Activities that allow students to get to know each other and feel comfortable sharing and helping each other aid in the development of the community. Avoid public criticisms of students’ performance and comments that tend to pit students against each other.
     
  • Instructors—be enthusiastic about your subject. If you appear bored or apathetic, your students will too. Typically, an instructor’s enthusiasm comes from confidence, excitement about the material, and genuine pleasure in teaching. If you find yourself uninterested in the material, try to recall what attracted you to the field and bring those aspects to your students. Or, challenge yourself to find new and more exciting ways to present the subject matter even if you do find it dull. If all else fails, fake it ‘til you make it. Your students take most of their cues from you.
     
  • Students’ motivation to learn can be enhanced by the structure of the course. Try to find out why students are enrolled in your course or program, how they feel about the subject matter, and what their expectations are. Then try to provide examples and assignments that relate the course content to the student’s interests and experiences. In other words, make it as relevant as possible. When possible give students some voice in choosing what will be studied and how it will be covered. This might be as simple as a choice between/among essay questions, class projects, term papers, location of a field trip, or even which chapters/units might be covered. Also, try to ensure success early by increasing the difficulty and amount of work as the semester progresses.
     
  • Variety reawakens students’ participations and motivation in the course. Break the routine: move from one position to another, change tonal quality, announce a forthcoming question, use small group activities, discussion, use white/chalk boards, interject appropriate humor, and make analogies between the material and current events. Try to make a change every 10 to 15 minutes. This will actually effect a physical/chemical change in students that regenerates attention.
     
  • De-emphasizing grades can help  motivate students and increase learning by shifting the focus from a score to mastery. It is true that some students threatened by a low grade might be prompted to work harder, however; many students will resort to academic dishonesty, excuse making, and simply give up. When possible, encourage students to bring in questions that they still have from assignments, allow work to be corrected or repeated, and ask test questions that reflect the type of learning you want and structured your class to get. In other words, if you want synthesis and evaluation of information, ask questions that require that rather than questions that focus on memorized facts.
     
  • Students are motivated by immediate feedback. Return test and papers promptly, give students some indication of how well they have done, and how to improve. Both positive and negative comments influence motivation, but educational research has consistently indicated that students are more affected by positive feedback and a sense of success and progress. It is tempting to go to the negative when a class has performed poorly believing that if the class is collectively scolded and shamed they will do better next time. In reality for most students that does not work. It is usually better to "share" the blame. Try using comments like: "We really did not do well on that test. Apparently I did not make it clear what was expected. These are the things that could have been done better." Try sharing copies of work done previously by unidentified students that more closely represent what you expected. Review the work and allow students to repeat the assignment or test—that is if mastery is what you really want.
     
  • Negative feedback can lead to a negative class atmosphere. Be specific when giving negative feedback and tie comments to a specific task or performance—not to a specific student. Cushion negative comments with positive compliments about aspects of the task that students did well and be sensitive to "offhanded" remarks that might engender feelings of inadequacy. Often students want to know the "answer"—"what was it I should have said or done to make it right?" Avoid pleas from students for the "right answer" which can rob them of the opportunity to think and problem-solve for themselves. Ask for suggestions of possible approaches to the problem, suggest sources, and encourage them to build on existing skills. Always praise students for small, independent steps.
     
  • Assign reading well before the topic(s) will be covered in class. Give students "study questions" and lists of terms, names, and key concepts that they should make note of. Initially ask general questions during class discussion from the reading that minimize tension or resistance. For example: "Can you give me one or two items from the chapter that seems important?" "What sections need clarification?" "What surprised you?" "What topics or issues in the chapter can you apply to your own experiences or current world events?" Sometimes when it appears that students have not prepared, it can be a wise use of time to have them read a section during class and then quiz them on it orally or in writing. Be certain to test on reading assignments to give credibility and validity to that aspect of the class.
     
  • We have all heard that success does not come over night and, unless we were to win the lottery, that is most often the case. There is a progression involved in achieving worked-for goals. Identify the goal, break it down into its component parts, prioritize them (normally by moving from the simple to the complex), and move one step at a time toward accomplishing them. Lets face it, you can’t win the lottery without buying a ticket; and before that you need to have the funds with which to buy it, a way to earn the money, determine where you can buy the ticket, find a way to get there, obtain the results of the drawing, collect your winnings, and finally report earnings and pay taxes on them. Academic success, like winning the lottery, requires taking each step in order. Skipping steps leads to frustration, feelings of being overwhelmed, and failure.

SETTING GOALS SERIES

  • Elbert Hubbard wrote that "many people fail in life, not for lack of ability or brains or even courage but simply because they have never organized their energies around a goal." Goal-setting is a process of thinking about one’s ideal future, and motivating one’s self to turn that idea into reality. Write the goal down. This action moves the vision from a thought to something concrete. Start with the "big picture." What do you want to achieve in increments of time—three months, two years, five or ten years? Break these down into smaller and then smaller steps moving from the basic and simple to the more difficult and complex. Do not skip steps. Success on the first adds motivation toward achieving the next. Jumping ahead or failing to consider competing goals and distractions can lead to failure and discouragement. Once you have planned the plan—work it.
     
  • In setting a new goal it is important to remember that there may be existing goals that compete with your new vision. Brainstorm, in writing, all of the areas in your life for which you have goals or need to set them. Prioritize them and trim them until you have adequate time and resources to achieve success. Areas to consider might include: artistic achievement, attitude adjustments, career direction and attainment, educational achievement, financial goals and needs, physical/health considerations, family obligations, down-time and pleasure needs, and public service aspirations. Identify constraints and distractions toward achieving your goal and make the necessary adjustments to accomplish your task. It should not be something someone else wants for you; but something you want for yourself. Partners, however, must be included in the plan and be "on-board" to enhance your chances for success.
     
  • Once goals have been identified, written down, prioritized, and given a timeline, it is important to continually monitor your to-do-list. Make sure that your goals (1) reflect positive outcomes (i.e. what you will do, not what you won’t do), (2) are precise and measurable, (3) are kept small thus increasing the probability of success and the resulting reward, and (4) are performance based and realistic—not outcome based. Make certain that you have as much control over the process toward achieving the goal as possible. Few things are more disinspiriting than failing to achieve goals that are beyond one’s control.
     
  • A commonly used tool for setting more powerful goals is to use a mnemonic as a guide. There are a number of variations to the SMART mnemonic, but the most often used seems to be: S for specific, M for measurable, A for attainable, R for relevant, and T for time-lined. For example, instead of having "to get a college degree" as a goal, it is more powerful to say "to have completed my college degree by May 31, 2013." Here, all elements of SMART have been addressed and there is a clear understanding that a lot of preparation has been completed beforehand.
     
  • When a goal has been achieved, take the opportunity to enjoy the satisfaction of having done so. If the goal was a significant one, reward yourself and recognize those who may have helped you accomplish it. These actions help to build self-confidence and the support base to complete and take-on other goals. Once a goal has been completed, take time to review or set others. If your goal was too easily met, make the next one harder. If the goal took too long, make the next one shorter and a little easier. If you learned something in the process that would cause you to change other goals, do so. If you discovered a deficit in your skill base during the process of achieving your goal, you might want to fix it before taking on the next. Failure to meet goals does not matter as much if you have learned something positive from the process and then feed that knowledge into your goal planning.
     
  • Aristotle wrote that "man is a goal-seeking animal. His life only has meaning if he is reaching out and striving for his goals." It is important to remember, however, that goals will change through time. Adjust them to reflect growth in knowledge and experience, and if they no longer are meaningful, drop them. Continually decide what is important for you to achieve in your life. Separate what is important from the irrelevant and distracting, motivate yourself, and build self-confidence by enjoying each successfully completed goal.
     
  • It has been said that the difference between a goal and a dream is the written word. Goal setting, however, is more than simply jotting down some ideas on paper. Goals need to be complete and focused very much like a road map that takes you to your desired destination. Make sure that goals reflect something you really want—not just something that sounds good. New goals cannot conflict with existing goals and they need to reflect all aspects of one’s life to maintain balance. Write goals in complete detail and in positive instead of negative terms. You may also not want to share your goals with others unless they are necessary to your achieving your tasks. Negative comments from family and friends can discourage you before you get started. It helps to set goals high enough so that if you fall a little short you are not totally disappointed and see the glass is at least half full.
     
  • Reviewing goals daily is a crucial part of your success. Each morning reread your goals in positive terms—what you will do and achieve. Visualize the results, and at night review them again. This process will program your conscious and subconscious mind to work toward your goals. Each time you make a decision during the day, ask yourself this question, "Does it take me closer to, or further from my goal?" If the answer is closer to, then you have made the right decisions and taken the right actions. If the answer is further from then you know that adjustments are necessary. Making review and assessment of your goals and progress part of your routine will aid you in achieving unlimited success in every aspect of your life.

CREATIVE THINKING SERIES

  • Much of the thinking done in a formal educational setting stresses "critical thinking"—analysis, logic, and the ability to identify incorrect answers and solutions and focus on the correct ones. "Creative thinking" focuses on exploring ideas, generating possibilities, and looking for more than one right answer. Both are essential for problem solving and often work together in alternating ways to accomplish this task. The following chart illustrates basic differences between the two:
Critical Thinking Creative Thinking
analytic generative
convergent divergent
vertical lateral
probability possibility
judgment suspended judgment
focused diffuse
objective subjective
left brain right brain
verbal visual
sequential—linear associative
yes, but… yes, and…
the answer an answer
  • Creativity is the ability to imagine or invent something new by combining, changing, or reapplying existing ideas to create something that is different. Everyone has that ability. It is very visible in children as they explore and experiment; but it becomes less apparent in adults as education and "learning the correct way" tends to suppress natural creativity. It can often be rekindled by making a commitment to be creative and assuming an attitude that accepts change, embodies a willingness to explore possibilities, is flexible, and desires improvement. Creativity is also largely a process. Rarely does anything come in a flash of brilliance; but rather through a determination to make things better. In summary: it is an ability, an attitude, and a process focused on a belief that there is always room for improvement.
     

  • There are a number of ways to produce creative results. One simple way is through evolution. This is an incremental process in which one attempts to make something a little better until it is much better and often something totally different from the original. The evolutionary creative person does not subscribe to the idea that "if it ain’t broke, don’t fix it," but rather to the assumption that every problem that has been solved can be solved again in a better way. If you embrace the notion that there is no such thing as an insignificant improvement, you are a creative thinker.
     

  • A second way to effect creative results is through synthesis. This simply means that two or more existing ideas are combined into a third, new idea. Critical thinking might be involved in seeing correlations between two things, i.e. traditional seated instruction and the internet which could be combined into hybrid or distance delivery systems benefiting both students and institutions; however envisioning this new synthesis is clearly "creative." A third method is to identify a totally new idea or solution that is different from anything in the past. This method might be called revolution or "thinking outside the box." Here, an extension of the educational example might be rather than making lectures better and better or blending two delivery methods, one might stop lecturing altogether and have students working in teams to teach each other.
     

  • Reapplication is a fourth method to achieve creativity. This is a process of looking at something old with new eyes and asking how it can otherwise be used. For example, an old car tire might be used as a swing, a flower planter, or as a boat-guard attached to a pier. A fifth process involves a complete change of direction. Sometimes known as creative insight, it occurs when attention is shifted from one angle of a problem to another. Here we must focus on the goal which is to solve an identified problem, not to implement a particular solution. When one solution is not working, move to another. There should be no commitment to a particular path, only to a particular goal.


SELF-DIRECTED LEARNING SERIES

  • Thirty-five years ago Malcolm Knowles was encouraging more self-directed learning and less teacher-directed learning. These suggestions were based upon a number of assumptions that by now we should have had time to evaluate. If we haven’t, the up-tick in on-line, hybrid, and enhanced instruction which depends heavily upon self-direction, demands that we do so now. This six week series will review those assumptions so that both teachers and learners can assess their teaching and learning beliefs and capabilities in order to make better informed decisions.
     

  • Teacher-directed learning, according to Knowles, assumes the learner is essentially a dependent personality and that the teacher has the responsibility to determine what and how the learner should be taught. Self-directed learning assumes that the individual sees and needs self-direction as a natural component of maturing, and this capacity should be encouraged and nurtured to develop as soon as possible.
     

  • Knowles wrote that in teacher-directed learning, there is the assumption that the student’s experiences were of less value than that of the teacher, the textbook, or the other materials provided. As a result, it was the teacher’s responsibility to transmit the wisdom of the resources to the learner. The assumption in self-directed learning, however, was that the learner’s experiences become an increasingly rich resource for learning, which should be utilized alongside the resources of the "experts."

 

 

Mitchell Columns is the campus newsletter of Mitchell Community College published by the Printing & Graphic Design Services Center, containing timely information of interest to faculty, staff, students and friends of the College.

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