Great Leadership v. Good Leadership: Loyalty

Goal:  Nurture this at Esperanza. 


From Inc.com

What Great Leaders Have That Good Leaders Don't

The difference between good and great leadership can be expressed in a single word: loyalty.

Rennett Stowe/Flickr

Navy SEAL candidate training. Coronado Island, San Diego.

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“My loyalty to Country and Team is beyond reproach.” --Navy SEAL Creed
When you think of strong leaders, you probably think of people who are decisive, bold, confident, and fearless. You’re not wrong. Good leaders have all of these qualities. But how many good leaders are also loyal? I don’t know, but I know that every great leader is.
Loyalty is one of the core values taught in the Navy SEAL training program. Instructors teach you from the first day that your team is everything to you. You succeed with them, and you fail without them. And you never leave anyone behind.
During the chaos of SEAL training, which includes the most grueling physical and mental punishment imaginable, the officers in charge of each boat crew are expected to keep an accurate headcount while their world is literally exploding around them. If they fail to report an accurate number to the instructors, the entire team is punished brutally. It teaches you quickly what it means to live or die as a team. You succeed together or not at all.
My SEAL training is part of me for life. It resides deep within me. Obviously, the business world is different from the world of combat, but there are similarities, too. I try to apply my SEAL training every day to my role as a business leader, and team loyalty is at the top of that list.
A commitment to loyalty is becoming uncommon in business leaders. I think that’s a shame. As leaders, we have the duty to hire responsibly and then support the people we hire. These are some of the lessons in loyalty that I learned as a SEAL and apply daily to my job as a business owner:
Never throw anyone under the bus. As a leader, redirect praise to your team members and protect them from criticism. If you need to talk to a team member about a misstep, do it behind closed doors.
Never leave anyone behind. Instill in your team the belief that every person on the team is as important as the next. Include everyone in the celebration of success. And don’t blame any one person for a failure. The next time you have a business success, publicly thank people in lower-level support roles for their contributions to the team.
Try to be as candid as possible with your employees, and never lie to them. Loyalty is built on trust. If your people don’t believe you’re being forthcoming with them, they won’t trust you to have their backs. Schedule a meeting to discuss the big picture of the business. Let any member of your team ask any question, and answer honestly.
Give employees your unconditional support. Don’t turn your back on them if they mess up. Help them figure it out, and be as loyal during the bad times as during the good. Pull aside someone who has had a bad day and give that person ten minutes of your time. Make it clear that he or she still fits into the future of your company.
I would never be disloyal to a SEAL brother. And I know my brothers will always have my back. It’s a feeling of trust and security that you get only in special places. I try to make my organization one of them. Leadership is a privilege we must earn every day.

Chess, Gardening, and Music

From informED --  This commentary by Julie DeNeen reinforces why we want these three things at Esperanza. 


Chess makes kids smart
Patrick S. McDonald, a great lover of chess and the Youth Coordinator for the Ontario Chess Association, compiled a series of papers and research that highlights the benefits of chess, especially as it relates to education. Honestly, there isn’t much negative to say about chess. It is an inexpensive game, a great opportunity for socialization among many different age groups and levels.
It forces students to slow down, concentrate, use precise thinking, active both inductive and deductive reasoning, as well as recognizing difficult and complex patterns.
Teachers who are in charge of children with mental and physical disabilities can also benefit from chess. It is a game that does not discriminate, and no matter what level you learn to play, it helps children to understand that “losing” the game is as valuable as winning. 

Gardening improves children’s desire to learn and boosts their confidence
The Royal Horticulture Society in the UK has started a campaign to bring gardening back into the school systems. Thousands of schools have participated and some of the findings point to gardening as a crucial learning tool for children. These are just some of the few findings.

Kids who garden show a better ability to concentrate.

• Gardening helped use up surplus energy in active kids.
• The process of growing something from seed to fruit helps teach children responsibility and managing a living organism.
• Some students learned valuable math skills as they sold their produce to the town for a profit.
• Getting in touch with the dirt and bugs, helped some young students overcome their fears.
• An English teacher found her student’s creativity in poetry expanded after working in the garden.

Gardening touches on so many different school subjects, from the science of photosynthesis, to nutrition, math, and even English. Kids who garden show a better ability to concentrate, whether it is because they have an opportunity to engage their whole bodies in the learning process, or simply because learning in the outdoors is good for the mind, heart, and body.


Music and movement augment children’s language capabilities during the preschool years
Music has a calming effect on children and adults alike. Though much of modern education focuses primarily on visual sight for learning, the auditory processes are critically important for language acquisition. The younger the child, the more important music becomes.

Children who engage in music from a young age have a more finely tuned ability to speak and communicate

For example, when children learn nursery rhymes that are set to a steady beat; they learn to appreciate the pacing of words and how to speak more clearly. Songs that are taught for the purposes of remembering routines (like cleaning up or going to bed) activate the part of the memory that is used when memorizing sight words and other rote principles.
Research shows that children who engage in music from a young age have a more finely tuned ability to speak and communicate. Music must continue to be a part of a young child’s learning environment.

Esperanza Library

[The findings from this study are important for us to consider as we make Esperanza decisions.]

Study: Pennsylvania students with access to full-time librarians do better

November 26, 2012 12:24 am

By Eleanor Chute / Pittsburgh Post-Gazette

As school districts look for ways to save money, supporters of school libraries point to a recent study showing Pennsylvania students do better on state tests in reading and writing if they have access to strong school libraries.
The study found students with access to a better-staffed, funded, equipped, stocked and accessible school library are more likely to score advanced and less likely to score below basic on the state reading and writing tests.
The study looked at the impact on test scores of each of 12 types of resources, ranging from electronic databases to flexible scheduling.
"The most important thing a strong school library program can have is a full-time certified librarian with support staff," said Keith Curry Lance, a consultant with RSL Research Group and the lead member of the study team.
The study also found the library effect is greater in writing, with students who have access to good resources, in most cases, two to five times more likely to score advanced than those without.
For example, 13.2 percent of students scored advanced in writing in schools with a full-time certified librarian while 5.3 percent did so in those without.
"These differences are not explained away by the socioeconomic, racial/ethnic or disability status of the students," the study stated.
That's because the study took each subgroup and compared test scores within the subgroup based on whether various resources were available.
The study concluded that some student subgroups that tend to have academic achievement gaps -- such as racial minorities, economically disadvantaged and special education -- "benefit more proportionally than the general school population."
For black students, it found six times as many who have flexible access to their school library during the day scored advanced on state writing tests as black students lacking such access.
The study found that higher scores were more common in schools spending at least $21 per student annually on library resources.
The study estimated it would cost $128.9 million in 2012-13 to have a full-time certified librarian in every Pennsylvania public school.
Libraries are among the resources threatened in the days of tight school funding.
Mary Kay Biagini, director of the school library certification program at the School of Information Sciences at the University of Pittsburgh and an analyst for the study, said that 56 percent of public schools in the state didn't have access to a full-time school librarian in 2011-12.
With the economic conditions and resulting library cuts of the past two years, she said, "Students are getting even less of a chance to have access to library resources and information literacy curriculum."
She believes school libraries will be even more important as schools implement the new Common Core State Standards in English language arts and math that call for the curriculum to go deeper in fewer areas rather than skimming the surface in many.
"They are more rigorous and they go hand in hand with the various kinds of content and processes that school librarians are teaching, which is in the area of information literacy, evaluating diverse media, selecting informational text, drawing evidence from primary and secondary sources, developing research questions, synthesizing information.
"All of these are areas the school librarian is an expert in and works collaboratively with teachers."
The study used 2011 data from a Pennsylvania State Board of Education school library survey and test score data from the Pennsylvania System of School Assessment tests.
The project partners were the Pennsylvania School Librarians Association, Health Sciences Library Consortium and the Education Law Center of Pennsylvania.
The Institute of Museum and Library Services provided support, but the views expressed in it do not necessarily represent those of the institute.
The study is called "Creating 21st-Century Learners: A Report on Pennsylvania's Public School Libraries."
The study states it is the first library study in Pennsylvania to look at the relationship between libraries and test scores and the first in the nation to look at the impact on subgroups.
Ms. Biagini said a school library obviously isn't the only factor contributing to student success, but she said, "There have been a number of studies in 22 states that have done fairly the same amount of research in a similar way that have come up with replicable results."
She said the Pennsylvania study had what may be the widest sampling of school libraries, with 78 percent of school districts and 73 percent of school libraries participating.
The 12 library components in the study were certified librarian with support staff; certified librarian working at least 35 hours a week; more than $11 spent per student; eBooks; more than 10 newer computers; databases; more than 12,000 books; more than 150 videos; audio; flexible scheduling; hours beyond the school day; and more than 21 group visits a week.
The report can be found at http://paschoollibraryproject.org/research
Education writer Eleanor Chute: echute@post-gazette.com or 412-263-1955.

First Published November 26, 2012 12:00 am

Sad News

This is heartbreaking!  One of Esperanza's reason for being is to address this very issue.


Utah ranks in bottom half of country for high school grad rate

Education » State’s rate for Latinos is fourth lowest in nation.

By lisa schencker

| The Salt Lake Tribune

First Published Nov 26 2012 

 

Utah’s overall high school graduation rate ranks in the bottom half of the country — and the Beehive State is doing even worse when it comes to minority students, according to preliminary data released by the U.S. Department of Education on Monday.

Utah had a lower overall graduation rate than 31 states, a higher rate than 14 and tied with three others, according to the data that shows graduation rates for 47 states, the District of Columbia and the Bureau of Indian Education in 2010-2011. The state’s overall graduation rate was 76 percent that year.

At a glance

—

State graduation rates

The U.S. Department of Education on Monday released graduation rates for most states as calculated under a new federal formula. Some of the top-ranking states:

1. Iowa » 88%

2. Wisconsin and Vermont » 87%

3. Indiana, Nebraska, New Hampshire, North Dakota, Tennessee, Texas » 86%

The state fared far worse when it came to some groups of minority students. Utah had the fourth-lowest graduation rate for Latinos in the country at 57 percent. It tied with Minnesota for the second-lowest graduation rate in the nation among Asian/Pacific Islander students at 72 percent.

"We’re disappointed we’re not ranking higher as compared to other states, and we’re definitely going to continue to be focused on it and working to improve it," said Judy Park, state associate superintendent, noting that she expects to see improvement when new graduation data is released for Utah.

She said the low minority rankings are likely a reflection of Utah’s changing demographics and the need to improve in that area. She also said she believes there’s a correlation between the rankings and Utah’s lowest-in-the-nation per pupil spending.

"I think it just shows that that’s an issue," Park said of per pupil spending. "When there’s not adequate funding put into education, it’s going to be reflected in how we compare to other states."

Analis Carattini-Ruiz, a Latina representative on the state school board’s Coalition of Minorities Advisory Committee, called Latinos’ low ranking in Utah "disheartening." Latinos are Utah’s largest minority group, making up about 15.5 percent of all Utah public school students.

She said a problem in Utah schools is a lack of Latino educators and role models. She said educators must also focus on culturally responsive teaching and creating welcoming environments for Latino students.

She cited the success of Latinos in Action, a program in schools throughout the state that sends high school and junior high students into elementary schools to work with students and perform community service. Carattini-Ruiz, who is also an alternative language services coordinator for the Canyons District, said Canyons has seen its Latino graduation rates rise since she brought the program there three years ago.

"We have a lot to learn in terms of reflection on other cultures and infusing that into our everyday teaching so our kids can identify with what we’re talking about, can identify with people in their community or have guest speakers that look like them," Carattini-Ruiz said. "Infusing a lot of those elements into our education system is critical because sometimes our kids feel like they don’t belong there."

The Love of Poetry

I finished reading The 20th Century Children Poetry Treasury selected by Jack Prelutsky.  The following are some of my favorite poems from the book (except the one by Bruce Lansky) that are great poems to share with our Esperanza scholars. 

The Dream Keeper

Bring me all your dreams,
You dreamers,
Bring me all your
Heart melodies
That I may wrap them
In a blue cloud-cloth
Away from the too-rough fingers
Of the world.
               ----Langston Hughes   

September

I already know where Africa is
and I already know how to
count to ten and
I went to school every day last year,
why do I have to go again?
              ----Lucille Clifton      

Children's Books by Lucille Clifton

• Three Wishes (Doubleday)
• The Boy Who Didn't Believe In Spring (Penguin)
• The Lucky Stone. Delacorte Press. 1979. ISBN 978-0-440-05122-0.; Reprint Yearling Books, ISBN 978-0-307-53795-9
• The Times They Used To Be (Henry Holth & Co)
• All Us Come Cross the Water ( Henry Holth & Co)
• My Friend Jacob (Dutton)
• Amifika (Dutton)
• Sonora the Beautiful (Dutton)
• The Black B C's (Dutton)
• The Palm of My Heart: Poetry by African American Children. Introduction by Lucille Clifton (San Val)

Robert, Who Is Often
A Stranger to Himself

Do you ever look in the looking-glass
And see a stranger there?
A child you know and do not know,
Wearing what you wear?
                ----Gwendolyn Brooks      





I'm glad to say my homework's done.
I finished it last night.
I've got it right here in this box.
It's not a pretty sight.
My dog chewed up my homework.
He slobbered on it, too.
So now my homework's ripped to shreds
and full of slimy goo.

It isn't much to look at,
but I brought it anyway.
I'm going to dump it on your desk
if I don't get an A.
              ----Bruce Lansky

Great website:  http://www.poetryteachers.com/schoolpoems/mydog.html

The Gentle Cow



The gentle cow is good and kind.
All day she chews with quiet mind.
She eats and eats the green, green grass.
And then I drink it in a glass.
              ----Mary Morris Duane

Tent

My skin is like
A canvas tent
That's stretched
From bone to bone;
It's cut to measure
Just for me,
I wonder where
It's sewn?
And why can't I
Unzip the front
And roam outside,
Then in?
But here I stay
Each night, each day,
Alone,
Within my skin.
         ----Deborah Chandra

Rules

Do not jump on ancient uncles.
                *
Do not yell at average mice.
                *
Do not wear a broom to breakfast.
                *
Do not ask a snake's advice.
                *
Do not bathe in chocolate pudding.
                *
Do not talk to bearded bears.
                *
Do not smoke cigars on sofas.
                *
Do not dance on velvet chairs.
                *
Do not take a whale to visit
Russe's mother's cousin's yacht.
               *
And whatever else you do do
It is better you
Do not.
           ----Karla Kuskin

Leadership

I listened this morning to the BYU Forum given on 11-13-12 by Alison Davis-Blake.  It was excellent!  I recommend reading the whole talk once it is available at BYU speeches. 

BYU forum: Building a positive business career

Alison Davis-Blake, dean of the Ross School of Business at the University of Michigan, addressed BYU students and faculty Tuesday afternoon about the future of business.

Davis-Blake said that in a world full of business scandals, it is sometimes difficult for people to find a balance between doing business and doing good. Some students set goals to work for non-profit organizations once they graduate so they can do both, according to Davis-Blake.

However, she said this is not the only way students can be a positive business influence. By being a good leader, one can have a positive impact.

Alison Davis-Blake, dean of the Ross School of Business at the University of Michigan, presents campus forum address Tuesday afternoon in the Marriott Center.

“Leadership is nothing more than the ability to influence others to achieve a set of goals,” Davis-Blake said. “Leaders must have a positive impact on others one by one. They create organizations where people are thriving and bring their best selves to work everyday, and they use the enormous and positive power of business to make a difference for good.”
Davis-Blake identified the four characteristics that define a true leader as empathy, courage, integrity and drive. Davis-Blake also went on to describe these four characteristics in greater detail.
She said empathy is at the very core of leadership. A leader has to learn that it’s not about them, but rather, they need to focus on the people that they lead.

“As a leader, you must see the good that people do and want to do, and let them know how good they are doing,” Davis-Blake said. “Remember, wherever you are, if you want to have a positive impact on others, it starts by seeing the good.”

Davis-Blake said leadership is often mundane actions that are not always recognized, but these mundane times are punctuated by moments when leaders see opportunities to make a real difference. Davis-Blake talked about how these moments take courage, the second characteristic of a leader.
According to Davis-Blake, insights that people gain from empathy and courage should enable leaders to act with the third characteristic of leadership–integrity.
The last characteristic discussed was drive, and how it can motivate leaders to be a positive influence. Davis-Blake said with drive, leaders learn to not only work harder, but to work in a more flexible and resilient manner.
Through these four characteristics and hard work, Davis-Blake said anyone can learn to be a positive influence in the world of business.
“You don’t have to choose between doing business and doing good, you can do both,” Davis-Blake said. “See the good in others. Count the cost of incivility and do not tolerate it. Choose the best. You can choose to be a leader that makes a positive difference in the world. Inspire others to do more, dream more and be more.”

False Limitations

This picture shared by Laurel Grosjean --a former student from Realms--on FB reminded me of the following story. 




There is a story about elephants and their owners in Africa. Look at an adult elephant; it can easily uproot huge trees with its trunk; it can knock down a house without much trouble.
When an elephant living in captivity is still a baby, it is tied to a tree with a strong rope or a chain every night. Because it is the nature of elephants to roam free, the baby elephant instinctively tries with all its might to break the rope. But it isn’t yet strong enough to do so. Realizing its efforts are of no use, it finally gives up and stops struggling. The baby elephant tries and fails many times, it will never try again for the rest of its life.
Later, when the elephant is fully grown, it can be tied to a small tree with a thin rope. It could then easily free itself by uprooting the tree or breaking the rope. But because its mind has been conditioned by its prior experiences, it doesn’t make the slightest attempt to break free. The powerfully gigantic elephant has limited its present abilities by the limitations of the past—-hence, the Baby Elephant Syndrome.
Human beings are exactly like the elephant except for one thing—We can CHOOSE not to accept the false boundaries and limitations created by the past…
” Don’t let your past dictate who you are, but let it be part of who you become.”

Life of an Educator by Justin Tarte: Leadership and your tipping point...

This is great!


Life of an Educator by Justin Tarte: Leadership and your tipping point...: Leadership is the key to reaching & moving beyond your tipping point . Every single day we all get the opportunity to lead and pus...

Relationships!!!

One of our potential Esperanza educators, Rossana Quiroz, shared this article from NEA on FB.  Felt it was a great message. 

Five Tips for Better Relationships with Your Students

Should teaching be a popularity contest? Probably not. But skilled educators know the value of having good relationships with students. Establishing goodwill can help minimize classroom disruptions, improve student engagement, and reduce stress for everyone. Here are some approaches to win student support.

Become a Popular Teacher

When you were a student, did you put more effort into an assignment or not cause mischief because you liked a teacher? That teacher you liked was popular (at least with you). As teachers, our primary goals are for students to try hard and behave in our classes. If we can make that happen, then being popular is a good thing.
Teachers become popular by building good relationships with their students by treating them the way they would like to be treated. Simply stated, students want to be treated with respect. Talking down to students or lecturing them about their inadequacies will only irritate or frustrate them. Offering positive reinforcement, being consistent, smiling, and listening to their concerns all help to gain students' trust and friendship.

Get To Know Your Students

Work at getting to know your students as individuals. Find out their interests. Initiate conversations with them about sports, TV, or school activities, or compliment them on their clothing. As you talk to them and listen to what's on their minds, they will begin to see that you're not just another adult, but someone who is genuinely interested in them
What you are doing is building up goodwill. There may be some hard times ahead, where you will have to be tough on certain individuals. Having some previous interactions that were positive may help. Though having “favorites” is not a good idea, it doesn't hurt to make a special effort to build a friendship with those who may become your problem students. This can be accomplished as simply as looking for opportunities to give them compliments, not overheard by others, such as “You did a nice job in class today by raising your hand instead of blurting out when you had ideas to share. Your cooperation in class made it easier for me to teach today. Thanks.”

Protect the Student’s Self-Esteem

As teachers, we are dealing with fragile beings. Adolescence brings insecurities. Individuals at this age are pulling away from adults. Being accepted by their peers is the key to their self-esteem. Being criticized by a teacher in front of their peers humiliates them. To avoid “losing face,” students may react by talking back, smirking, or walking out of class. They will do whatever it takes to preserve their dignity.
So, how do you manage a classroom without taking away students' dignity? Make discipline corrections quietly and quickly. When there is misbehavior, keep your voice even. No sarcastic or condescending comments. If you can deal with a problem in a joking or light manner, that's even better. Sometimes, a pause or look will settle the issue and nothing needs to be said.
Whenever possible, try to handle discipline issues without an audience. When leading a class activity, you may be able to talk privately about a discipline issue at the student's desk or catch him as he leaves class. This allows for better, more genuine exchanges, since the student responses will not be witnessed by classmates.
Occasionally a student will be reluctant to accept disciplinary actions, such as staying a few minutes after class, changing seats, or taking a detention slip. This is the time to invoke what I call the “fairness doctrine.” I point out to the student that if I don't discipline him, it is not fair to others who have done similar activities and suffered a penalty. I end up by saying, “How would you feel if I disciplined you today and then you see me let a classmate get away with the same misbehavior tomorrow? It is only fair that I treat everyone the same. To give you special treatment would be showing favoritism.” This helps them see that, not only is it a fair thing to do, but to let them off would garner disapproval of their peers who would see this as a teacher giving an individual special treatment.

Build Goodwill on Good Days

Too often teachers only interact with students when there is a disruption. When things are going well and students are quietly reading, doing their work, or listening attentively, we just silently accept this situation and enjoy the respite from having to correct misbehavior. Yet this is the time to build a little goodwill by commenting on how much you appreciate your students' good study habits. Here's a great opportunity to use statements like these:
“It's really great to see all of you start your homework without having to be told.”
“I appreciate that you are all working so quietly.”
“The bell just rang. I see that everyone is in the right seat. That's great.”
“It sure is easy to carry on a discussion when people raise their hand and don't interrupt others. I appreciate that.”
“You're a great class; I enjoy being your teacher.”

Listen to Students

Students like to feel that they have some “say” or influence on what goes on in class. If a teacher is open to receiving feedback, this can bring about a better level of mutual respect. If a student raises a concern about a school policy, an assignment, or grading, we discuss it. I tell my students that they have provided me with some of my best ideas for improving my teaching. Some of the topics that I use for composition assignments came from students and it was their suggestion that resulted in checklists used for grading projects.
Since my priority is educating students, these discussions don't occur regularly, but they do need to happen. Taking time to listen to student concerns shows that I care enough about them to value their ideas.

When students feel their teacher is a caring person, then the classroom becomes a happier place for everyone. In a less stressful situation, creative ideas are more likely to emerge. Maintaining good relationships between teachers and students is an all around winning proposition as it fosters an environment where real learning can take place.

Related Links

• Building Relationships with Students.
• Getting to Know Each Other: Strategies and Activities for Beginning a New School Year.
• Turn Your Word Into Gold: The Art of Enforceable Statements for the School.
• Building Relationships with Students: Tips and Tricks for Classroom Teachers.
• What's the Secret to Effective Classroom Management?

About the Author

Dave Foley taught junior high in Cadillac, Michigan, for 29 years, where he also coached varsity cross country and junior high track. Now retired, he works part-time as a classroom management coach helping teachers who are having difficulties maintaining order in their classrooms. In the summer, he works part-time at Y camps teaching staff how to deal with camper behavior problems and teaching campers canoeing and wilderness skills. Foley holds a master’s degree in counseling and is the author of the Ultimate Classroom Management Handbook.

Mock Spanish

I felt this had some food for thought. 

Campbell's soup features Mock Spanish

This soup, chicken with quinoa and chilis, was quite good. However, the package contains the phrase "no problemo." Really, Campbell's? This is a disturbing use of what linguistic anthropologists call "Mock Spanish." One of the scholars who's written most about this usage is Jane Hill (University of Arizona); here's a link to a paper on Mock Spanish by Professor Hill---

 

 

 

http://language-culture.binghamton.edu/symposia/2/part1/index.html

As Hill writes, "... everyday talk, of a type that is almost never characterized (at least by Anglos) as "racist'', is one of the most important sites for the covert reproduction of this racism. "Mock Spanish'', the topic of this paper, is one example of such a site."

http://crankylinguist.blogspot.com/2012/09/campbells-soup-features-mock-spanish.html

Whatever It Takes

This picture is a reminder to do whatever it takes for our Esperanza learners to be successful! :)

Origins of Morality

This segment on 60 Minutes on 11-18-12 has important implications for what we are wanting to achieve at Esperanza.

http://www.cbsnews.com/8301-18560_162-57551557/born-good-babies-help-unlock-the-origins-of-morality/

Last Full Measure of Devotion

I heard this song yesterday for the first time on Music and the Spoken Word--a special Veterans' Day presentation.  I loved the words.  Felt the lyrics and song would be great to share with our Esperanza scholars. 

Last Full Measure of Devotion

In the long and honored history of America
There are names that shine like beacons in the night
The Patriots whose vision gave us meaning
Who kept the lamp of freedom burning bright

In the long and honored history of America
There are those that paid the last and final price
Who were called upon by chance, or desperate circumstance
To make the ultimate sacrifice

A grateful nation bows its head in sorrow
And in thanks for guaranteeing our tomorrow
The last full measure of devotion
That’s what they gave to the cause

The last full measure of devotion
And though they cannot hear our applause
We honor them forever and keep alive their story
Pay tribute to their lives and give them all the glory

The last full measure of devotion
Beyond the call of duty were their deeds
The last full measure of devotion
They gave themselves to serve the greater need

And for those who did survive
And came back home alive
They join in praise of comrades who were slain
And highly resolved, most highly resolved
That these dead shall not have died in vain.

 

The song can be found at:  http://www.youtube.com/watch?annotation_id=annotation_507804&feature=iv&src_vid=9NvsWXouT9o&v=oBjNbwgbWfw

Great Food for Thought About Latinos

I always appreciate the insights of John Florez. 

John Florez: After election, politicians realize the face of America has changed

By John Florez , Deseret News

Published: Saturday, Nov. 17 2012 12:00 a.m. MST

Voters leave a polling place on election day on Tuesday, Nov. 6, 2012, in Nashville, Tenn. (Associated Press)

"Toto, I've a feeling we're not in Kansas anymore."
Just as Dorothy knew something had changed, many now feel the same about the new demographics in America. It took this year's election for politicians and others to realize that the face of America has changed. According to Paul Taylor of the Pew Institute, "We are mid-passage in a century-long journey from the middle of the last century, when we were nearly a 90 percent white nation, to the middle of this coming century, when we will be a majority-minority nation."
The losing party is now searching and wondering why so much of the minority, especially the Latino vote, was lost. Consultants led them to believe that Latinos were more aligned with their values of family and being pro-life. However, Latinos are more than that; they are compassionate, care for the downtrodden, care about justice and are proud. They want what all parents want — an education for their children that will let their kids have a better life than they have.
Now more are taking a second look at our outdated immigration policies in order to gain support of Latinos for the next election. However, that alone may appear condescending. To gain the Latino vote, the rhetoric will have to change and public policies should be created with participation of Latinos, rather than mere token gestures. It starts with showing respect and appreciation for the contributions Latinos have made to build this nation. Immigrants should not be seen as the cause for our nation's problems, rather an asset in moving America forward in a world that has changed dramatically.
America has always used immigration as an economic and workforce solution. Whenever we had a worker shortage, we turned to foreign labor — the building of our railroads, mines, farms and orchards. When our men went to war, it was foreign labor that was brought in to keep our country growing, and many Latinos later enlisted in the armed services to protect our country. Many have won medals of honor.
If politicians want to win the Latino vote, they must touch the soul of the Latino culture, which includes a deep dedication to family, justice, fairness, loyalty and a sense of community. Latinos are a proud people, which runs deep and is called "orgullo." Successful businesses and employers benefit from the loyalty of Latinos.
The American dream was built by those immigrants who landed on this continent seeking freedom and a better life with nothing more than a dream, the willingness to risk and a strong work ethic. They asked for nothing except to be free from tyranny and an opportunity to seek a better life. It was true then, and even more so today. It's what fuels the entrepreneurial spirit we see in Utah — from Maurice Warshaw's fruit cart that became a grocery store chain in Utah to Nathan Rosenblatt's junk wagon that became EIMCO, an international company, and today's taco stands are destined to succeed because of the American dream.
Globalization and technology have created a flat world that is interconnected. If we are to succeed in the new world, we must cultivate the diverse and untapped talent that exists in our minority communities and see immigration as a way of enriching and revitalizing America's capacity to compete in the world marketplace.
Seven years ago, former Gov. Jon Huntsman Jr. was the first leader in Utah to advocate for enlightened and humane immigration policies and their importance to America's economy. Since then, Utah's leaders have continued to build on those principles. Like Dorothy, they know they are no longer in Kansas.

A Utah native, John Florez has been on the staff of Sen. Orrin Hatch, served as former Utah Industrial Commissioner and filled White House appointments, including Deputy Assistant Secretary of Labor and Commission on Hispanic Education. Email him at jdflorez@comcast.net.

Copyright 2012, Deseret News Publishing Company

Measure Your Life

 Clayton Christensen with Scott Anderson

Scott Anderson, the Ex. Dir. of Zion's Bank and one of my favorite people, wrote this on FB:


Attendees of our latest Speaker Series event heard Harvard Business School Professor Clayton Christensen speak about how measuring one’s life is often centered on the wrong metrics. Instead of investing in short-term, tangible achievements (like a career) as the measure of our success, we should focus on long-term investments, such as our family members and particularly our children. His latest book, “How will you measure your life,” provides deep insights into challenging what success really means.


Because I have so much respect for Scott, I looked up information about Clayton Christensen and found the following great website.  At the website, among other things, there is an interview with Christensen. 

http://www.measureyourlife.com/

I now have this book by Christensen on my Amazon booklist. 

Tutti Frutti Lovesong

I love finding fun and/or meaningful poetry that we can share with children.  This poem and picture came from the book The 20th Century Children's Poetry Treasury selected by Jack Prelutsky and illustrated by Meilo So. 




Tutti Frutti Lovesong
      by Mary Grace Dembeck

You are my darling CUMQUAT.
Oh, you're my PEACHy pie,
I think you are the BERRIES,
The APPLE of my eye.

Don't make me MELON-choly,
Please be my HONEY DEW,
'Cause oh, my sweet PAPAYA,
I'm BANANAS over you!

I would be oh, so GRAPEful
If you'd just say you care,
For it takes two to MANGO.
And we're a PEACHy PEAR.

Oh, ORANGE you a little,
COCONUTS for me too?
Please say you'll be mon CHERRY,
I'm so GUAVA over you.

Creativity

"If they give you lined paper, write the other way."

--William Carlos Williams,
American poet

Remarkable Employees

From Inc.com

 

8 Qualities of Remarkable Employees

Forget good to great. Here's what makes a great employee remarkable.

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Great employees are reliable, dependable, proactive, diligent, great leaders and great followers... they possess a wide range of easily-defined—but hard to find—qualities.
A few hit the next level. Some employees are remarkable, possessing qualities that may not appear on performance appraisals but nonetheless make a major impact on performance.
Here are eight qualities of remarkable employees:
1. They ignore job descriptions. The smaller the company, the more important it is that employees can think on their feet, adapt quickly to shifting priorities, and do whatever it takes, regardless of role or position, to get things done.
When a key customer's project is in jeopardy, remarkable employees know without being told there's a problem and jump in without being asked—even if it's not their job.
2. They’re eccentric... The best employees are often a little different: quirky, sometimes irreverent, even delighted to be unusual. They seem slightly odd, but in a really good way. Unusual personalities shake things up, make work more fun, and transform a plain-vanilla group into a team with flair and flavor.
People who aren't afraid to be different naturally stretch boundaries and challenge the status quo, and they often come up with the best ideas.
3. But they know when to dial it back. An unusual personality is a lot of fun... until it isn't. When a major challenge pops up or a situation gets stressful, the best employees stop expressing their individuality and fit seamlessly into the team.
Remarkable employees know when to play and when to be serious; when to be irreverent and when to conform; and when to challenge and when to back off. It’s a tough balance to strike, but a rare few can walk that fine line with ease.
4. They publicly praise... Praise from a boss feels good. Praise from a peer feels awesome, especially when you look up to that person.
Remarkable employees recognize the contributions of others, especially in group settings where the impact of their words is even greater.
5. And they privately complain. We all want employees to bring issues forward, but some problems are better handled in private. Great employees often get more latitude to bring up controversial subjects in a group setting because their performance allows greater freedom.
Remarkable employees come to you before or after a meeting to discuss a sensitive issue, knowing that bringing it up in a group setting could set off a firestorm.
6. They speak when others won’t. Some employees are hesitant to speak up in meetings. Some are even hesitant to speak up privately.
An employee once asked me a question about potential layoffs. After the meeting I said to him, “Why did you ask about that? You already know what's going on.” He said, “I do, but a lot of other people don't, and they're afraid to ask. I thought it would help if they heard the answer from you.”
Remarkable employees have an innate feel for the issues and concerns of those around them, and step up to ask questions or raise important issues when others hesitate.
7. They like to prove others wrong. Self-motivation often springs from a desire to show that doubters are wrong. The kid without a college degree or the woman who was told she didn't have leadership potential often possess a burning desire to prove other people wrong.
Education, intelligence, talent, and skill are important, but drive is critical. Remarkable employees are driven by something deeper and more personal than just the desire to do a good job.
8. They’re always fiddling. Some people are rarely satisfied (I mean that in a good way) and are constantly tinkering with something: Reworking a timeline, adjusting a process, tweaking a workflow.
Great employees follow processes. Remarkable employees find ways to make those processes even better, not only because they are expected to… but because they just can't help it.

Cultural Adaptation

I finished reading the book Alabanza, a collection of poems by Martín Espada.  The following is one I really liked. 


My Native Costume
     by Martín Espada

When you come to visit,
said a teacher
from the suburban school,
don't forget to wear
your native costume.

But I'm a lawyer,
I said.
My native costume
is a pinstriped suit.

You know, the teacher said,
a Puerto Rican costume.



Like a guayabera?  The shirt?  I said.
But it's February.

The children want to see
a native costume,
the teacher said.

So I went
to the suburban school,
embroidered guayabera
short-sleeved shirt
over a turtleneck,
and said, Look kids,
cultural adaptation. 

The Challenging Pleasures of Art

The ideas expressed in this "Music and the Spoken Word" message capture why we want to include the arts as part of an Esperanza education.  The Challenging Pleasures of Art      Delivered by Lloyd D. Newell

A few years ago, Dana Gioia, a commencement speaker at Stanford University, expressed his concern about a culture that, little by little, "trades off the challenging pleasures of art for the easy comforts of entertainment.” There’s little doubt that entertainment can be worthwhile, fun, an exciting. But when it’s over, entertainment very often leaves us no better than it found us. As Gioia explains, it "exploits and manipulates who we are rather challenges us with a vision of who we might become.” Art, on the other hand, does not try only to entertain us. It tries to teach us and stretch us; it can lift our spirits and even make us better. As Gioia put it: "You don’t outgrow art. The same work can mean something different at each stage of your life.”¹ It’s not that the work of art changes—we change. In fact, in a very real way, it’s the art the changes us. Perhaps you have seen a painting or heard a song that you struggled to understand fully. But then, as you studied or pondered it, your eyes were opened to a deeper beauty, a deeper truth, and the work of art became a treasure to you. A young high school student experienced this when he was assigned to study a well-known poem. It wasn’t easy; it challenged and stretched him in unexpected ways. But once he made the effort to appreciate the poem, to discover its meaning below the surface, he was invigorated by its richness. Somehow, in small but important ways, it helped him see the world with a little more depth than he had before. Like anything worthwhile, art can be challenging. But it is also enriching and inspiring, rewarding those who dig deep for its meaning with the ability to perceive more intently the beauties that surround us. 1. "Gioia to Graduates: ‘Trade Easy Pleasures for More Complex and Challenging Ones,’” Stanford Report, June 17, 2007, http://news.stanford.edu/news/2007/june20/gradtrans-062007.html. Program #4338 "Los desafiantes placeres del arte" Hace unos años, Dana Gioia, discursando en un programa de graduación de la Universidad Stanford, expresó su preocupación por una cultura que, poco a poco, "cambia los desafiantes placeres del arte por la fácil comodidad del entretenimiento”. No cabe duda de que el entretenimiento puede valer la pena, y ser divertido y emocionante. Pero cuando acaba, a menudo no somos mejores de lo que éramos antes. Gioia explica que éste "explota y manipula nuestra identidad en lugar de retarnos con una visión de lo que podemos llegar a ser”. El arte, por otro lado, no trata sólo de entretenernos, sino de enseñarnos y exigirnos; puede elevar nuestro espíritu y hacernos mejores. Como dijo Gioia: "El arte nunca cesa en nosotros. La misma obra puede representar algo diferente en cada etapa de nuestra vida”, no porque la obra cambie, sino nosotros. De hecho, en un sentido muy real, es el arte el que nos cambia. Usted tal vez haya visto una pintura o escuchado una canción que al principio no logró entender plenamente, pero después, al estudiarla o reflexionar en ella, sus ojos se abrieron a una belleza o verdad más profunda, y esa obra se convirtió en un tesoro personal. Un joven estudiante lo experimentó cuando se le asignó estudiar un poema muy conocido. No era fácil; lo retó en formas inesperadas. Pero una vez que se esforzó por apreciar el poema, por descubrir el significado entre sus líneas, quedó vigorizado por su riqueza. De alguna manera, en formas pequeñas, pero importantes, le ayudó a ver el mundo con un poco más de profundidad. Al igual que cualquier cosa que valga la pena, el arte puede ser desafiante, pero también enriquece e inspira, y a los que buscan su significado les brinda la habilidad de percibir con más intensidad la belleza que nos rodea.

Don't Know Much

I listened yesterday morning to an interview with Kenneth C. Davis, author of the "Don't Know Much" series on BookTV.  Fascinating!




He gave the following ideas for getting children interested in history:

1. Tell stories
2. Take trips to historical places
3. Have conversations about historical events
4. Make connections between history and now
5. Connect geography and history

Davis emphasized the importance of libraries. 

Davis has written a number of books for adults, but he has also written a number of books for children to complement these adult books that we will probably want to have in our Esperanza library.  Many of his adult books have been translated into Spanish, but I couldn't find any of the children's books in Spanish.  :(

This is the link to the interview:

http://www.booktv.org/Program/14019/In+Depth+Kenneth+C+Davis.aspx

This is the link to his website:

http://dontknowmuch.com/

Interesting:  The lyrics from a song by Sam Cooke inspired Davis:
Wonderful World"

Don't know much about history
Don't know much biology
Don't know much about a science book
Don't know much about the French I took

But I do know that I love you
And I know that if you love me, too
What a wonderful world this would be

Don't know much about geography
Don't know much trigonometry
Don't know much about algebra
Don't know what a slide rule is for

But I do know one and one is two
And if this one could be with you
What a wonderful world this would be

Now, I don't claim to be an A student
But I'm trying to be
For maybe by being an A student, baby
I can win your love for me

Don't know much about history
Don't know much biology
Don't know much about a science book
Don't know much about the French I took

But I do know that I love you
And I know that if you love me, too
What a wonderful world this would be

La ta ta ta ta ta ta (History)
Hmm-mm-mm (Biology)
La ta ta ta ta ta ta (Science book)
Hmm-mm-mm (French I took)

Yeah, but I do know that I love you
And I know that if you love me, too
What a wonderful world this would be

Words

Tahitians greet each other with the phrase ia ora na, which literally means "life to you” or "that you might live.” A visitor to Tahiti, after experiencing this greeting, observed, "We are either giving life or taking life from each other as we move forward on our way. Harsh words take life away from the one who receives them and even from the one who utters them.

Flawed

This reminded me of the story "The Cracked Pot."


Once upon a time a woman named Chang Chang worked for a merchant in Sichuan province. The merchant's home was high atop a hill, and Chang Chang worked as the merchant's laundress. Every day she had to walk down the hill to collect water from the stream.
When she was young, Chang Chang made two pots to carry her water, and these she hung upon a pole she could carry over her shoulders. She painted one pot blue and the other red, and on each pot she painted flowers. Chang Chang loved flowers. And she loved her pots.
For some years she carried her pole down the hillside and collected water. Afterward she climbed the hill. She was strong and able, though she was growing older. And as time passed, the pots, too, grew old.
One day, as Chang Chang prepared to place the pole over her shoulders, she noticed the blue pot had a slender crack along its side.
She ran a finger over the crack and sighed, "My poor little pot."
For a few moments Chang Chang studied the crack. "Will you hold my water?" she whispered. But she decided she could still use the pot. As always she carried both pots down the hill and filled them with water to the very brim. By the time she reached the hilltop, the pot with a crack was half-empty, but this still left her plenty of water for doing the laundry.
For the next two years, Chang Chang carried those pots down the hillside every morning. When she reached the stream, she filled them to the brim, and afterward she walked back up the hill, balancing the pole across her shoulders. By the time she reached the house, the cracked blue pot was only half full — just enough for the laundry.
Each day Chang Chang examined the crack, and though it was growing a little longer, she decided all was well. What she didn't notice was that the poor blue pot was miserable. Each time it drank from the stream, it secretly hoped that this day all the water would stay inside its belly, but each day when they reached the top of the hill, the pot knew it had failed. The blue pot glanced at the red pot and saw water filled to the top, and the blue pot began to feel desolate.
In its resting place on the far side of Chang Chang's little hut, the blue pot worried and wept. "I'm no good, I'm no good, I'm no good!" the blue pot wailed.
"Stop your whining," the red pot answered. "No one wants to hear from a pot."
One day the blue pot woke and felt its crack beginning to expand. It was certain Chang Chang would soon decide to throw it away. Soon it would be no use to anyone for anything.
That morning, as Chang Chang climbed the hill, she was startled to hear a voice she had never heard. "Chang Chang," the voice said, "throw me away. I'm no good for anyone or anything."
Chang Chang stopped and looked around, wondering who could be speaking to her. "Hello?" she called down the hill.
But the voice that answered was very near. "I'm right here," said the blue pot, swinging this way and that to get Chang Chang's attention. "I'm your pot. The pot you made with your own two hands. The pot that has served you so well all these years. But I see now my time is finished. The crack in my side has made me useless. When you carry me up the hill, I spill all my water. I'm no good!"
For a long moment Chang Chang stood very still, amazed that her pot had spoken. "Is that you?" she whispered, looking close. "Are you speaking, dear pot?"
"It is I!" the pot said. "I am so sorry I have failed you, but I have."
Chang Chang was overjoyed to know her pots were as full of life as she had always imagined, but she was sad to hear such sorrowful words. "But pot, you don't understand," she said. "You haven't been paying attention. Look around."
Chang Chang pointed to the path beside them, the path up the hill, and for the first time the pot stopped looking inward and instead looked out. On the right side of the hill the pot noticed beautiful flowers growing in abundance — poppies and peonies and chrysanthemum and narcissus and citron. A ribbon of color edged the path.
"And look at the other side of the hill," Chang Chang said.
The pot glanced to the other side and saw it was bare.
"I've always known about your flaw," Chang Chang said. "And so I planted seeds on your side of the path, and every day you water them and add more beauty to the world."
The blue pot was overjoyed. All its sadness was gone. It understood, just as Chang Chang always had, that every being has its unique flaws. And it is our little quirks and faults that make us and the world so interesting.

Collaborative Learning

Facilitating Collaborative Learning: 20 Things You Need to Know From the Pros

Posted by Miriam Clifford on Thursday, November 8, 2012 ·  

There is an age old adage that says “two heads are better than one”. Consider collaboration in recent history: Watson and Crick or Page and Brin (Founders of Google).
But did you know it was a collaborative Computer Club about basic programming at a middle school that brought together two minds that would change the future of computing? Yes, those two were of course, Bill Gates and Paul Allen, the founders of Microsoft.
Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually. Why is this so?
Groups tend to learn through “discussion, clarification of ideas, and evaluation of other’s ideas”. Perhaps information that is discussed is retained in long term memory. Research by Webb suggests that students who worked collaboratively on math computational problems earned significantly higher scores than those who worked alone. Plus, students who demonstrated lower levels of achievement improved when working in diverse groups.

Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually.

Many consider Vygotsky the father of “social learning”. Vygotsky was an education rebel in many ways. Vygotsky controversially argued for educators to assess students’ ability to solve problems, rather than knowledge acquisition. The idea of collaborative learning has a lot to do with Vygotsky’s idea of the “zone of proximal development”. It considers what a student can do if aided by peers and adults. By considering this model for learning, we might consider collaboration to increase students’ awareness of other concepts.
What are some ways to include best practices for collaborative learning in our classroom?

1. Establish group goals. Effective collaborative learning involves establishment of group goals, as well as individual accountability. This keeps the group on task and establishes an unambiguous purpose. Before beginning an assignment, it is best to define goals and objectives to save time.
2. Keep groups midsized. Small groups of 3 or less lack enough diversity and may not allow divergent thinking to occur. Groups that are too large create “freeloading” where not all members participate. A moderate size group of 4-5 is ideal.
3. Establish flexible group norms. Research suggests that collaborative learning is influenced by the quality of interactions. Interactivity and negotiation are important in group learning. In the 1960’s studies by Jacobs and Campbell suggested that norms are pervasive, even deviant norms were handed down and not questioned. If you notice a deviant norm, you can do two things: rotate group members or assist in using outside information to develop a new norm. You may want to establish rules for group interactions for younger students. Older students might create their own norms. But remember, given their durable nature, it is best to have flexible norms. Norms should change with situations so that groups do not become rigid and intolerant or develop sub-groups.
4. Build trust and promote open communication. Successful interpersonal communication must exist in teams. Building trust is essential. Deal with emotional issues that arise immediately and any interpersonal problems before moving on. Assignments should encourage team members to explain concepts thoroughly to each other. Studies found that students who provide and receive intricate explanations gain most from collaborative learning. Open communication is key.
5. For larger tasks, create group roles. Decomposing a difficult task into parts to saves time. You can then assign different roles. A great example in my own classroom was in science lab, fifth grade student assumed different roles of group leader, recorder, reporter, and fact checker. The students might have turns to choose their own role and alternate roles by sections of the assignment or classes.
6. Create a pre-test and post-test. A good way to ensure the group learns together would be to engage in a pre and post-test. In fact, many researchers use this method to see if groups are learning. An assessment gives the team a goal to work towards and ensures learning is a priority. It also allows instructors to gauge the effectiveness of the group. Changes can be made if differences are seen in the assessments over time. Plus, you can use Bloom’s taxonomy to further hone in on specific skills. Individuals should also complete surveys evaluating how well the group functioned. “Debriefing” is an important component of the learning process and allows individuals to reflect on the process of group learning.
7. Consider the learning process itself as part of assessment. Many studies such as those by Robert Slavin at Johns Hopkins have considered how cooperative learning helps children develop social and interpersonal skills. Experts have argued that the social and psychological effect on self-esteem and personal development are just as important as the learning itself. In terms of assessment, it may be beneficial to grade students on the quality of discussion, engagement, and adherence to group norms. Praise younger groups for following collaborative learning standards. This type of learning is a process and needs explicit instruction in beginning stages. Assessing the process itself provides motivation for students to learn how to behave in groups. It shows students that you value meaningful group interactions and adhering to norms.
8. Consider using different strategies, like the Jigsaw technique. The jigsaw strategy is said to improve social interactions in learning and support diversity. The workplace is often like a jigsaw. It involves separating an assignment into subtasks, where individuals research their assigned area. Students with the same topic from different groups might meet together to discuss ideas between groups. This type of collaboration allows students to become “experts” in their assigned topic. Students then return to their primary group to educate others. Here are some easy steps to follow the Jigsaw approach. There are other strategies discussed here by the University of Iowa, such as using clusters, buzz groups, round robin, leaning cells, or fish bowl discussions.
9. Allow groups to reduce anxiety. When tackling difficult concepts, group learning may provide a source of support. Groups often use humor and create a more relaxed learning atmosphere that allow for positive learning experiences. Allow groups to use some stress-reducing strategies as long as they stay on task.
10. Establish group interactions. The quality of discussions is a predictor of the achievement of the group. Instructors should provide a model of how a successful group functions. Shared leadership is best. Students should work together on the task and maintenance functions of a group. Roles are important in group development. Task functions include:
    • Initiating Discussions
    • Clarifying points
    • Summarizing
    • Challenging assumptions/devil’s advocate
    • Providing or researching information
    • Reaching a consensus.
    Maintenance involves the harmony and emotional well-being of a group. Maintenance includes roles such as:
    
    • sensing group feelings
    • harmonizing
    • compromising and encouraging
    • time-keeping
    • relieving tension
    • bringing people into discussion
11. Use a real world problems. Experts suggest that project-based learning using open-ended questions can be very engaging. Rather than spending a lot of time designing an artificial scenario, use inspiration from everyday problems. Real world problems can be used to facilitate project-based learning and often have the right scope for collaborative learning.
12. Focus on enhancing problem-solving and critical thinking skills. Design assignments that allow room for varied interpretations. Different types of problems might focus on categorizing, planning, taking multiple perspectives, or forming solutions. Try to use a step-by step procedure for problem solving. Mark Alexanderexplains one generally accepted problem-solving procedure:
    • Identify the objective.
    • Set criteria or goals.
    • Gather data.
    • Generate options or courses of action.
    • Evaluate the options using data and objectives.
    • Reach a decision
    • Implement the decision
13. Keep in mind the diversity of groups. Mixed groups that include a range of talents, backgrounds, learning styles, ideas, and experiences are best. Studies have found that mixed aptitude groups tend to learn more from each other and increase achievement of low performers. Rotate groups so students have a chance to learn from others.
14. Groups with an equal number of boys and girls are best. Equally balanced gender groups were found to be most effective. Some research suggests that boys were more likely to receive and give elaborate explanations and their stances were more easily accepted by the group. In majority male groups girls were ignored. In majority girl groups, girls tended to direct questions to the boy who often ignored them. You may also want to specifically discuss or establish gender equality as a norm. This may seem obvious, but it is often missed. It may be an issue you may want to discuss with older students.
15. Use scaffolding or diminished responsibility as students begin to understand concepts. At the beginning of a project, you may want to give more direction than the end. Serve as a facilitator, such as by gauging group interactions or at first, providing a list of questions to consider. Allow groups to grow in responsibility as times goes on. In your classroom, this may mean allowing teams to develop their own topics or products as time goes on. After all, increased responsibility over learning is a goal in collaborative learning.
16. Include different types of learning scenarios. Studies suggests that collaborative learning that focuses on rich contexts and challenging questions produces higher order reasoning. Assignments can include laboratory work, study teams, debates, writing projects, problem solving, and collaborative writing.
17. Technology makes collaborative learning easier. Collaboration had the same results via technology as in person, increased learning opportunities. Try incorporating free savvy tools for online collaboration such as Stixy, an online shared whiteboard space, Google groups, or Mikogo for online meetings. Be aware that some research suggests that more exchanges related to planning rather than challenging viewpoints occurred more frequently through online interactions. This may be because the research used students that did not know one another. If this is your scenario, you may want to start by having students get to know each other’s backgrounds and ideas beforehand on a blog or chat-board.
18. Keep in mind the critics. As with any learning strategy, it’s important to have a balanced approach. Cynics usually have a valid point. A recent New York time article, cites some criticism of collaboration for not allowing enough time for individual, creative thinking. You may allow some individual time to write notes before the groups begin. This may be a great way to assess an individual grade.
19. Be wary of “group think”. While collaborative learning is a great tool, it is always important to consider a balanced approach. At times, group harmony can override the necessity for more critical perspectives. Some new research suggests that groups favored the more confident members. Changing up groups can help counter this problem.
20. Value diversity. Collaborative learning relies on some buy in. Students need to respect and appreciate each other’s viewpoints for it to work. For instance, class discussions can emphasize the need for different perspectives. Create a classroom environment that encourages independent thinking. Teach students the value of multiplicity in thought. You may want to give historical or social examples where people working together where able to reach complex solutions.

By definition learning is social in nature. Using different mediums, whether it be books, discussions, technology or projects we study and develop new ideas. We impart ideas and share perspectives with others. Collaboration is a learned process.
If managed correctly, it is powerful tool that can allow educators to tap into new ideas and information.

About Miriam Clifford

Miriam Clifford holds a Masters in Teaching from City University and a Bachelor in Science from Cornell. She loves research and is passionate about education. She is a foodie and on her time off enjoys cooking and gardening. You can find her @miriamoclifford or Google+.