Week 1: BP4-Open letter to my principal

image taken in World of Warcraft MMORPG

Following is a letter that I sent to my principal today. If I'm going to be radical(somewhat) I at least want to cover my bases.

David,

I know that at this time of year you are probably extremely busy, so appreciate your time to reading this diatribe that I have written.

With the new changes in store at SSMS, I am looking forward with both excitement and anxiety to the new school year. I want to try something new, but a concept that I set precedent for last year. I also want to run this concept by you because I know, unfortunately, that you won’t be my grade level administrator this year.

As you know, I’ve been pursuing my Master’s with Full Sail University, and every month presents a new opportunity to learn a different way to teach. During June I took a class titled Gaming Strategies and Motivation. During which I became addicted to World of Warcraft (WoW) (the educational possibilities in which are too numerous to write in an email-surprising, yes, I know), and learned how to incorporate games into my classroom. I read quite a few published studies about the concept, and even attended a webinar with Clark Aldrich, author of “Simulations and the Future of Learning.”

I’ve combined that knowledge with what I’ve read in “The Art of Possibility” by Zander and Zander; specifically the chapter about giving all students an A and the damage that grades can do.

My plan for this school year is to create a syllabus and classroom atmosphere where all students will receive an A provided that they A) Turn in their work and B) Follow directions. I tried this briefly towards the end of last year and was amazed at the levels of both mastery and creativity that my students expressed when a stressor was removed.

I know that we live within a system that still merits grades, but following the WoW example, I want to award Experience Points (XP) instead of grades. Here’s why. Yes, gaming can be, and is, quite fun. In WoW, the object is to read quests, complete them, and earn XP. Players are allowed to fail quests, and quite often die in the process. The game does not punish players for that. Players are allowed to redo the quest without penalty, and if they die in the process, they simply resurrect and begin where they left off. My assignments would work the same. Students (players) would earn XP. If they weren’t able to complete the assignment (quest), they could redo it until they can. I know that this creates more work for me, but seriously I don’t care. I’m their teacher, and I view it as my job to help them succeed. This year, however, I want to remove my teacher title and simply be known as the lead learner in my classroom. Teacher implies that I’m a wise sage who knows it all. I don’t. I plan to learn as much from my students as they learn from me.

I started utilizing the point value system in my classes last year instead of issuing grades, and the numerical values helped in terms of giving students that extra boost rather than become a setback. If you want to know more about what I would like to do, please contact me and I would be happy to discuss it further.

Thanks for your understanding,

Joe

When I get his response, I'll post it here.

Week 1: Comment on Kathy's blog

Wk1 Reading "giving an A"

This concept really struck a chord with me! "The practice of giving an A transports your relationships from the world of measurement into the universe of possibility....this A is not an expectation to live up to, but a possibility to live into." (Zander, 2000, p.26)
Perhaps the exercise of writing a letter to express what will have happened in one's life during a season of learning that would be in line with this exemplary grade..."I got my 'A' because..." would be something of value to EMDT students. Though after giving this more thought, there really would have been no way for me to predict what was going to happen to me during this journey! It is beneficial for me to look back through the months and see ways in which I have grown, but also to note that I still have a long road ahead in some areas. I hope that as I continue to walk through this month I will be able to more fully embrace the freeing aspect expressed in this chapter and redirect my steps more into the realm of possibilities!

Source: Zander, B & Zander, R. (2000).The art of possibility. Boston, MA: Harvard Business School Press

Week 1: Comment on Stacie's Blog

image courtesy of The Stock Exchange http://www.sxc.hu

BACK TO THE BEGINNING


”It’s all invented anyway, so we might as well invent a story or a framework of meaning that enhances our quality of life and the life of those around us.”
~Zander & Zander

Just like the shoe salesman that saw endless possibilities with Africa, I too want to be that educator who sees endless possibilities within the classroom. My students are ready for an incredible classroom experience, because they have never experienced the true worth of learning. Life in and of itself truly is all about perspective. With each experience and every encounter our perspective tends to bend and change. How much more should this be when we are shaping the way people learn. Zander and Zander remind me of these premises while I read their book, “Art of Possibility”.

“We perceive only the sensations that we are programmed to receive…” (Zander & Zander, 2000 p. 12). Therefore, to move past our own perceptions we must pose the two questions within the first chapter of Zander & Zander's book: 1) What assumption am I making, that I’m not aware I’m making, that gives me what I see? and 2) What might I now invent, that I haven’t yet invented, that would give me other choices?

I truly appreciate the thought evoking direction of this reading, because it forces me to return to the original purpose of my plan, which is to provide a dynamic and engaging learning experience to my students. This will definitely require me to push past my own perceptions and into new inventions. This book inspires me to rethink the possibilities within my classroom. What if I will only challenge my own perceptions? I am reminded of the reasons why I originally began my Masters in EMDT. I wanted to offer my students more.I wasn’t worried about Course Director Awards or having a 4.0 grade average. It is great to come back to the beginning.

Who am I being if my students' eyes are not shining?
~ Benjamin Zander (TED presentation)


REFERENCES

Zander, R., & Zander, B. (2000) The are of possibility. Boston, MA: Harvard Business School Press

Week 1 Reading

“Not just in this case, but in most cases, grades say little about the work done” (Zander & Zander, 2000).

While reading the Zanders’ book and the chapter titled “Giving an A,” I was reminded of what I did for my students last year.

It was the end of the year, and I was teaching 8^th graders whose only focus was the finish line, graduation, summer, and on to high school. As if dealing with hormone issues wasn’t enough, I was exposed to a whole new gamut of emotion. I remembered what one of my FSO professors mentioned about assignments that would earn an A as long as we followed the directions. I decided to do the same for my students. As they stated in their book, I was extremely surprised at the results. My students created their best work, they took the time to accomplish their goals, and they actually listened to, and followed, the directions.

Grades actually did nothing but create an air of competitiveness that actually stressed my students out. Removing that stressor released their creativity and they were actually more engaged in the lesson. Before reading The Art of Possibility, I had already planned on utilizing that same approach at the start of the year with my classes. I am going to build on concepts learned in MLT and GSM to incorporate in my syllabus, which, hopefully, will allow my students to achieve.

I plan to follow Zander’s example and have my students write a letter to themselves about why they deserve the “A.” I’m hoping that becomes a motivator. Since I will be teaching middle school students, I think that the best course of action will be to have them write one letter per semester so they won’t just write something and forget it.

While this concept may bother some people who live for the grade and strive for extrinsic motivation as the source of value for their own self-worth, I’m hoping to prove otherwise and believe that I may have just stumbled upon another facet for my ongoing AR.

Zander, R.S., & Zander, B. (2000). The art of possibility. Boston, MA: Harvard Business School Press.