Three Models of Pedagogy

"The flower that sits on the right has its roots next to the basic skills teacher; when kids ask questions, it grows leaves, and when minds expand, it bursts into flower."

Thanks to Rossana Quiroz for sharing this on FB this morning. 

Where On the Earth Is This?

Where on the earth is this? 

Salar de Uyuni is a magical place: When covered by water, the world’s largest salt flat becomes a mirror, and anyone walking across it appears to be walking on clouds. The salt crust, which covers 4,086 square miles is in southwestern Bolivia.

Starting off with a question and a picture is a great attention getter.

What Is An Expert?

This came from Justin Tarte's December 11, 2011 BLOG posting.  I really liked the message so wanted to share it. 

The 13 habits of experts...

As part of the Poplar Bluff Junior High School book club, we decided to read "Fires in the Mind" by Kathleen Cushman. Though the book was not quite what I expected, it nevertheless had some great takeaways. One of the many takeaways was Cushman's part on "the habits of experts." As educators, we are constantly learning and growing, and I can personally say that most times I do not feel like an expert. The term "expert" is defined as:

ex·pert/ˈekspərt/

Noun:	A person who has a comprehensive and authoritative knowledge of or skill in a particular area.
Adjective:	Having or involving such knowledge or skill.
Synonyms:	noun. specialist - connoisseur - adept - judge - master adjective. skilled - skilful - skillful - proficient - adept

The 13 habits of experts:

1) - Experts ask good questions...

2) - Experts break problems into parts...

3) - Experts rely on evidence...

4) - Experts look for patterns...

5) - Experts consider other perspectives...

6) - Experts follow hunches...

7) - Experts use familiar ideas in new ways...

8) - Experts collaborate...

9) - Experts welcome critique...

10) - Experts revise repeatedly...

11) - Experts persist...

12) - Experts seek out new challenges...

13) - Experts know their own best work styles...


After looking at and reflecting on this list of habits, I realized that Cushman defines expertise not in the traditional way many of us are accustom to. Cushman doesn't focus on what you know or the skills that you might have, but rather as how you use information and approach a particular situation or issue. She focuses on the "growth" mindset rather than the "fixed" mindset. The way Cushman describes the term "expert," makes me much more comfortable than the traditional dictionary defined way. If these are the habits of experts, then I want to be this kind of an expert...

Set the Example

Once again Kevin Eikenberry has provided some valuable insights for our Esperanza leaders and educators.

To lead someone or something means, literally, to be in front, so that others can see and follow in that direction. Stated another way, if you think you are leading, but no one is following, you are just taking a walk. The following are 7 ways to set an example for others to follow.

Attitude
As a leader, they are looking to you, watching for clues and modeling your attitude. . If you don’t do it, who else will?

Learning
Every leader wants those they lead to be learning, developing and growing. It is hard to convince them to do so if they don’t see you doing it

Expectations
The expectations you have for others will impact their performance, positively or negatively. Which way will it be? Are you going first by raising your expectation of others so they can build confidence, urgency and discipline to reach those expectations? It won’t happen automatically. Set your expectations of others, let people know you believe in them, then watch them grow!

Change
If you want to affect and implement change you must be a champion of it. Are you open to trying new things?

Trust
Offer them trust. Be more trustworthy. Waiting for others to take the lead, could be a long wait. Extend and offer trust first. Occasionally you will get hurt, more often greater trust will build.

Questions
Stop talking and start asking. Ask questions first. Ask questions often. Listening
Certainly, once you ask a question you will be best served by listening to the response. Setting an example means taking the risk, doing what is necessary, doing what no one else is doing. It means going first.

More About Stories

"Great stories can inspire us, make us better, and help us make good decisions," said Micheal Flaherty, in his commentary "The Power of Stories" in Summer 2011 BYU Magazine. He gave an example of some students he tutored in some of Boston's poorest neighborhoods. One morning a couple of the girls mentioned they had seen Titanic. The next week they went to see it again. Flaherty said that then something magical happened. The girls went to a museum to see an exhibit on the Titanic where they had a variety of interesting experiences, and they started asking thought provoking questions such as: What would I do in that situation? Would I be brave? Would I be a coward? Obviously seeing the movie led the girls on a path of true learning and discovery that most likely a school textbook would never do.

Flaherty goes on to say, "Whether found in a book, a movie, or a song, a well-told story can contribute to what William defined as the purpose of education: 'the architecture of souls.' " It is our ambition at Esperanza to expose our Esperanza scholars to the very best stories that will inspire them and encourage them to strive for their highest potential.

Confronting Brutal Facts

There is a charter school dear to my heart that is losing at least half its staff every year. Until this school faces the "brutal facts" of the common denominator(s) as to why staff are leaving it will never move from a good to great school as Jim Collins explains in his book Good to Great.

Collins explains that leadership must create a climate where truth is heard and the brutal facts are confronted. He suggests that the following things will help:

• Lead with questions to gain understanding rather than answers.

"So, what's on your mind?"

"Can you tell me about that?"

"Can you help me understand?"

"What should we be worried about?"

• Engage in dialogue and debate, not coercion, to search for the best answers.


• Search for understanding and learning, rather than blame.


• Build "red flag" mechanisms to gather information that can't be ignored.

Brutal facts addressed appropriately can make the organization stronger and encourage everyone in it to prevail in their commitment. If brutal facts are not addressed people will be demotivated and choose to leave.