Setting Goals: Instrumental and Missional Thinking
Before becoming a teacher, I worked in various medical research laboratories. Any time you needed to complete an experiment, you had to find out if their was an inexpensive way to complete the task (or borrow the necessary equipment from another lab). If you needed new equipment, you had to write a grant proposal to explain how you would use it and ask for funding. In education, this doesn’t happen often. Someone else somewhere has made the decision for you that this new technology will work. And if it doesn’t “work”, you are to make it work because money was spent on it.
Before starting the fellowship, I found myself wondering what all the fuss was about using new technology. Throughout my 8 years of teaching, I learned that not all technologies are beneficial, nor do they work 100% of the time. What I experienced was that if the administration spent the money on it, you were expected to use it. You had to find a way to make use of the new technology (in one case, clickers) in your lesson. I found myself spending hours on creating (which turned out to be only a very few) activities for use of the clickers. Then, along comes Kahoot! Now students can use their cell phones, or if they do not have a cell phone, they can use the new Chromebooks. The clickers were used for three years, at most, and are now sitting in storage. Some teachers still use them, as they have a zero tolerance for cell phones in their classrooms. I found a year or two ago to stop fighting that battle and embrace the fact that we, even teachers, are attached to these devices. Why not make them work for us?
What are my goals? I want to take the time to discover new “technologies” in education. This fall, I will be teaching AP Chemistry. My students will also have to complete a STEM Fair project in December. I will need to take time to research and make use of the many Google Chrome Apps to help facilitate what I need to do for my students, as well as develop a “flipped classroom”, as some class time will be spent away from the necessary content I need to teach. Having already discussed this with my AP, I know I will have her support.
Within the next 5 years, I hope that I will become confident enough to take on the MAET program that MSU offers and, thus, become a teacher leader in my department. I have been moving my way up in that area, but I want to be taken more seriously than I am now. I want to be able to work with the new technologies, in order to bring more creativity to the chemistry content. An effective leader is confident, listens, and leads by example. I hope to continue to develop these qualities outside of the classroom.
Before starting the fellowship, I found myself wondering what all the fuss was about using new technology. Throughout my 8 years of teaching, I learned that not all technologies are beneficial, nor do they work 100% of the time. What I experienced was that if the administration spent the money on it, you were expected to use it. You had to find a way to make use of the new technology (in one case, clickers) in your lesson. I found myself spending hours on creating (which turned out to be only a very few) activities for use of the clickers. Then, along comes Kahoot! Now students can use their cell phones, or if they do not have a cell phone, they can use the new Chromebooks. The clickers were used for three years, at most, and are now sitting in storage. Some teachers still use them, as they have a zero tolerance for cell phones in their classrooms. I found a year or two ago to stop fighting that battle and embrace the fact that we, even teachers, are attached to these devices. Why not make them work for us?
What are my goals? I want to take the time to discover new “technologies” in education. This fall, I will be teaching AP Chemistry. My students will also have to complete a STEM Fair project in December. I will need to take time to research and make use of the many Google Chrome Apps to help facilitate what I need to do for my students, as well as develop a “flipped classroom”, as some class time will be spent away from the necessary content I need to teach. Having already discussed this with my AP, I know I will have her support.
Within the next 5 years, I hope that I will become confident enough to take on the MAET program that MSU offers and, thus, become a teacher leader in my department. I have been moving my way up in that area, but I want to be taken more seriously than I am now. I want to be able to work with the new technologies, in order to bring more creativity to the chemistry content. An effective leader is confident, listens, and leads by example. I hope to continue to develop these qualities outside of the classroom.
Rocking the Boat
Reading: Meyerson, D. E. (2008). Rocking the boat: How to effect change without making trouble. Harvard Business Press.
Task Zero, Review:
As someone who does not desire the spotlight, I found the book to be a little unnerving. I honestly had a hard time getting through it. I did find myself putting myself in other people’s shoes and thinking of circumstances I have been in. From my own personal observations, the people who become the “leaders” or the “game changers” are those with the confidence, desire, and energy to do so. Not everyone has the self-esteem nor the intellect to get the desired change they so desire. I have heard great ideas from people and they would encourage change, but the response would sometimes be that it is “too much work”. It takes leaders who stay the course in order to affect the change that is desired.
Meyerson lays out what other people have done to make change. But like the previous book in this program, all of these situations are unique. Not every instance allows for change to be made. I am in the mindset of “choose your battles”. If you are lucky enough to work with a group that values your input, then you will be able to affect the change that is needed or desired. Without having the respect of those around you does not allow for change to happen. I do respect the stories of those who made the change they sought to accomplish. I feel that, as the author described, no matter what some people are going to push back when a leader wishes to try something new and bring about change. I think that the vocal minority are the ones that get heard. Some prefer the status quo, while others just go with the flow. Change does not come easy for anyone.
Task One, How am I different?
I identify with my gender. As a young woman in college, my classes were male-dominated the more advanced they got. In Biology or Chemistry 101, the classes were about half male, half female. As I approached my junior and senior year, the more advanced classes of calculus, or physics, or even physical chemistry, were dominated by males. However, in the profession of the lab, I worked with more females. Perhaps this was because I was at the UIC College of Pharmacy where there are more female pharmacists. However, when I was to observe in the clinics, I noticed that the majority of the doctors were male while all of the nurses were female.
Teaching is dominated by females. However, there is still a divide on who teaches the AP classes at my school. I have always desired to step up to teach it, and I will be doing so next school year. It took time for me to gain self-confidence and certain circumstances in my life to be able to ask to teach the more advanced classes. Most of my female colleagues are more than capable of doing the same, but most are planning or have a family. There have been instances where meetings could not take place due to family responsibilities. However, this happens to the fathers in our group as well. So, while the gender “norm” is evident, it is not always the only factor.
Task Two, Becoming a Tempered Radical:
As previously stated, my comfort zone is to work behind the scenes. I do my job, voice my opinion where needed, and try not to “rock the boat”. I fall in the continuum as “Resisting quietly and staying true to one’s ‘self’”. It honestly depends upon how passionate I am about some particular thing I would like to change, but I am also open to other people’s input. It is easier to agree with and be led by those I respect. I see the same in return when I bring something to the table. In our team meetings, it is easy for my group to contribute an idea, and discuss if or how it can be implemented. Sometimes ideas do get shut down, but having the freedom to try it in my own class is a great experience as a teacher. Working where I do in large city, teaching at a great school with an awesome student population is something very unique. And it shouldn’t be that way. Will I go out and shout from the mountaintops that this is the best working conditions at a school? No. Not all experiences are a one-size-fits-all.
As I teacher, I have to reflect on my classroom. In the classroom, if a student does not respect the teacher, it is hard to get that student on board to really learn the concepts. Sometimes it helps that the teacher is likable; however, that can wear off at some point. I have heard time and again that a teacher is likable, but kids can see through the song and dance.
Moving forward, I will stay true to myself. I will make suggestions as needed. If the change I am willing to make does not happen, then I am okay with that. If it is something I feel passionate about, I will supply evidence to back up why my change is worth the time. In the teaching profession, so many ideas come in and go out just as fast.
Task Three, Facing challenges:
1) The Difficulties of Ambivalence – As thinking and caring people, we teachers are sometimes placed in odd circumstances that really plays with our emotions. Lately, there has been much anxiety and guilt over the amount of work that we are required to do outside of the classroom, along with the constant fight to just prove that we are professionals. I know some of this is out of my control, but it can get you down nonetheless. From these feelings, it is really hard sometimes to break yourself from the status quo.
2) The Incremental Lures of Co-Optation – As an experienced teacher, I find myself more often than not nodding whether I agree with something or not. I do speak up when I feel I need to, but the more respected I am in my school, the more I feel the need to go with the flow. If I learn of something that I feel will harm my students in any way, I will speak my mind. This has come up more than once during faculty meetings where you almost have to remind teachers that our students are people too. They have lives outside of our classrooms. If we push too hard, we will end up pushing them away.
For Potential Damage to Their Reputation and Frustration and Burnout, I feel that this can happen any moment that you would let the opposition get the best of you. It helps to step back and think about what your goal is. If it doesn’t work out the first time, and you are surrounded by people who respect you, you learn from your mistakes and take their feedback to heart. Unfortunately, most situations do not always allow for this camaraderie.
As someone who does not desire the spotlight, I found the book to be a little unnerving. I honestly had a hard time getting through it. I did find myself putting myself in other people’s shoes and thinking of circumstances I have been in. From my own personal observations, the people who become the “leaders” or the “game changers” are those with the confidence, desire, and energy to do so. Not everyone has the self-esteem nor the intellect to get the desired change they so desire. I have heard great ideas from people and they would encourage change, but the response would sometimes be that it is “too much work”. It takes leaders who stay the course in order to affect the change that is desired.
Meyerson lays out what other people have done to make change. But like the previous book in this program, all of these situations are unique. Not every instance allows for change to be made. I am in the mindset of “choose your battles”. If you are lucky enough to work with a group that values your input, then you will be able to affect the change that is needed or desired. Without having the respect of those around you does not allow for change to happen. I do respect the stories of those who made the change they sought to accomplish. I feel that, as the author described, no matter what some people are going to push back when a leader wishes to try something new and bring about change. I think that the vocal minority are the ones that get heard. Some prefer the status quo, while others just go with the flow. Change does not come easy for anyone.
Task One, How am I different?
I identify with my gender. As a young woman in college, my classes were male-dominated the more advanced they got. In Biology or Chemistry 101, the classes were about half male, half female. As I approached my junior and senior year, the more advanced classes of calculus, or physics, or even physical chemistry, were dominated by males. However, in the profession of the lab, I worked with more females. Perhaps this was because I was at the UIC College of Pharmacy where there are more female pharmacists. However, when I was to observe in the clinics, I noticed that the majority of the doctors were male while all of the nurses were female.
Teaching is dominated by females. However, there is still a divide on who teaches the AP classes at my school. I have always desired to step up to teach it, and I will be doing so next school year. It took time for me to gain self-confidence and certain circumstances in my life to be able to ask to teach the more advanced classes. Most of my female colleagues are more than capable of doing the same, but most are planning or have a family. There have been instances where meetings could not take place due to family responsibilities. However, this happens to the fathers in our group as well. So, while the gender “norm” is evident, it is not always the only factor.
Task Two, Becoming a Tempered Radical:
As previously stated, my comfort zone is to work behind the scenes. I do my job, voice my opinion where needed, and try not to “rock the boat”. I fall in the continuum as “Resisting quietly and staying true to one’s ‘self’”. It honestly depends upon how passionate I am about some particular thing I would like to change, but I am also open to other people’s input. It is easier to agree with and be led by those I respect. I see the same in return when I bring something to the table. In our team meetings, it is easy for my group to contribute an idea, and discuss if or how it can be implemented. Sometimes ideas do get shut down, but having the freedom to try it in my own class is a great experience as a teacher. Working where I do in large city, teaching at a great school with an awesome student population is something very unique. And it shouldn’t be that way. Will I go out and shout from the mountaintops that this is the best working conditions at a school? No. Not all experiences are a one-size-fits-all.
As I teacher, I have to reflect on my classroom. In the classroom, if a student does not respect the teacher, it is hard to get that student on board to really learn the concepts. Sometimes it helps that the teacher is likable; however, that can wear off at some point. I have heard time and again that a teacher is likable, but kids can see through the song and dance.
Moving forward, I will stay true to myself. I will make suggestions as needed. If the change I am willing to make does not happen, then I am okay with that. If it is something I feel passionate about, I will supply evidence to back up why my change is worth the time. In the teaching profession, so many ideas come in and go out just as fast.
Task Three, Facing challenges:
1) The Difficulties of Ambivalence – As thinking and caring people, we teachers are sometimes placed in odd circumstances that really plays with our emotions. Lately, there has been much anxiety and guilt over the amount of work that we are required to do outside of the classroom, along with the constant fight to just prove that we are professionals. I know some of this is out of my control, but it can get you down nonetheless. From these feelings, it is really hard sometimes to break yourself from the status quo.
2) The Incremental Lures of Co-Optation – As an experienced teacher, I find myself more often than not nodding whether I agree with something or not. I do speak up when I feel I need to, but the more respected I am in my school, the more I feel the need to go with the flow. If I learn of something that I feel will harm my students in any way, I will speak my mind. This has come up more than once during faculty meetings where you almost have to remind teachers that our students are people too. They have lives outside of our classrooms. If we push too hard, we will end up pushing them away.
For Potential Damage to Their Reputation and Frustration and Burnout, I feel that this can happen any moment that you would let the opposition get the best of you. It helps to step back and think about what your goal is. If it doesn’t work out the first time, and you are surrounded by people who respect you, you learn from your mistakes and take their feedback to heart. Unfortunately, most situations do not always allow for this camaraderie.
In The Room
Where Am I Now?
I am at home. This is where I feel the most relaxed.