a perspective abroad

After reading ( and thoroughly enjoying) the article about improving K-12 education (Denning, S. 2011 Sept 1. The Single Best Idea for Reforming K-12 Education. Forbes.com.https://www.forbes.com/sites/stevedenning/2011/09/01/the-single-best-idea-for-reforming-k-12-education/?sh=3ab0ccc76b40) there are four questions I have about changes I would like to see in 1 : 1 school program.

(1) If the 1:1 program has thought to be effective within my school, how would a new program be received and accepted.

(2) The cost-to-effectiveness factor has been an issue in thing such as technology and program purchases, how do I effectively state the cost to effectiveness, if it has not been scaled?

(3) My students are ROUGH with tech and things are cost repaired by their parents and or through later purchases made by admin. If something is beyond the cost of what the parent is willing to pay or the item is considered too new (or too costly) to purchase in budget…will the cost of repair fall into the hands of teachers? This has actually been an issue before.

(4) The changes that I would like to see is that technology is not just given out as ” here, you need this” but has a core identity within that program or within that class ( like editing, or digital media). I wish that more online program can be shown to k-5 that inspire them to want to do more than just animation and gaming/entertainment. What ways could tech be used to make it to where younger students see it as more than just a Google enabled tool to do homework and take online classes?

references

Denning, S. 2011 Sept 1. The Single Best Idea for Reforming K-12 Education. Forbes.com; https://www.forbes.com/sites/stevedenning/2011/09/01/the-single-best-idea-for-reforming-k-12-education/?sh=3ab0ccc76b40

“Let’s come together as a team and figure out how to solve problems …”

As great and fulfilling as that statement sounds ( at least on paper) , outside of tv shows and cartoons, this is not a reality that most educators will experience. Most educators are LUCKY to have a helper or *teacher buddy* that will assist them in moments of need ( GREAT need…and maybe that is even few and far in between). That lack of help…or the idea that help will not come in times of need…is typically the forefather to why many teachers and instructors are less (or not open) to being helpful.

“What’s in it for me?”/”How will this benefit me?” are statements that I’ve not only heard, but have personally thought in my own head; when it came down to admin’s/staff seeking * adoption, adaption or implementation help*. Working together with a team, especially a team of teachers, has been thought more as a punishment then a way to get to a goal.

Per the Eric Sheninger interview on the Educators Lead podcast with Jay Willis ( Willis, J (host) 2016 March 28. Leadership Is About Taking Action, Not Power, Position, Or Titles. Educators Lead. http://www.educatorslead.com/ericsheninger/) I learned that creating a harmony within a team and working together ( maybe even successfully) starts with checking two major main component…(a)your attitude and (b)your ideas. So, I will showcase how solving these *two elements* can lead to effective problem solving ( *note* = there may be OTHER components that can be issues, but we’re only focusing on only these two within problem solving)

Your Attitude

What is your first sentiment when you are given a task? (A) “Yes, something that I’m trusted with that I can do by myself or with a team“. (B) “Huhhh, why they always… “. Sometimes, what we feel within, is the hinderance in problem solving. We may be given something that we initially don’t want to do ( or know how to do) but by applying a better attitude, the task/goal/problem may be accomplished…to our OWN amazement. It’s amazing what a little attitude adjustment can do.

Your Ideas

“Everyone can think, but not everyone thinks sensibly ” ~ Walter ‘dad‘ Brandon

Have you ever had an idea about how to do something, but the idea was not one that would actually help the progress ( i.e. like putting butter the bread BEFORE putting it in the toaster…DON’T DO THAT) and could cause a catastrophe. That may be the way that many of us unknowingly think. We may think that we have things all figured out and understood, but really don’t have a clue. Also, being that human’s typical have issues with egos…we may not ask or seek confirmation in our own ideas and thoughts ( especially if we think that others are not thinking in the same manner or methods that we are).

When it comes to problem solving, we must first THINK ABOUT THE PROBLEM ( or, why is that a problem)…but some people don’t and skip to trying to solve the problem. There idea about solving the problem, may now become the NEW PROBLEM. The easiest way to solve this ( i.e. help fix this problem) is to (a) chart down each and every single idea about the problem (b) chart what the problem is (c) write various solutions that you have about remedying the problem (preferably in immediately/slowly/temporarily/permanently categories) (d) present the problem and solution ideas to your team or others (that you can trust) and (e) listen to their solutions, advice and choices.

In Conclusion

While problem solving may be a “DRAG”, and not something that is enjoyable to do, these steps listed ( and many others ) could be the ‘saving grace‘ to making problem solving less of a burden. If we focus on improving ourselves, our emotions, our inner reactions and what we think…we may start to see that problems are less ( or are handled more smoothly). The first problem that must always be solved…is our own.

references

Willis, J (host) 2016 March 28. Leadership Is About Taking Action, Not Power, Position, Or Titles. Educators Lead. http://www.educatorslead.com/ericsheninger/

Brandon W.C. ( personal chat over the phone with Dad), 2022 July 3

If we’re being 100% honest with ourselves as teachers and administrators, then we must admit something : we FEAR the backlash of the parents of the students in our care. More so, we fear the repercussions for doing things that’s are thought to beyond the scope of our occupation: teaching about reproductive health, lgbtqia history, critical race theory, the culture of religion, diversity and identity and

Author Jennifer Demski wrote an almost perfect article about how seven school principals implemented new tech in their schools. Showcased were how these admin helped acclimate both their teachers and students to quickly adopt it in their classrooms, by creating and cultivating the environment that welcomed it. Auth. Demski even pointed out the 10 guidelines from NASSP (National Association of Secondary Principals) and it had some excellent point in the guidelines.

But, myself being a realist, that tends to focus on the “actualities of acclimatization” there was a point in the guidelines that I saw being an issue.

Guideline #5 : “The principal must support early adopters and risk takers”

While this may seem like the perfect stance to take for a principal and can be one that ” leads the way and takes charge”, this hasn’t been the case in any of the schools I’ve taught at . When school boards, budget constraints, ‘scoring of acclimation in other schools and school districts’ come in the picture. Software, hardware, new operations systems, school books, learning programs and new forms of testing are often rigorously evaluated with a fine tooth comb, and even though the principal may have a huge voice in support of new tech (or systems)..9 times out of 10 , they are not the one that decides on the adoption of it.

references

Demski, J (2012) 7 Habits of Highly Effective Tech-leading Principals. The JOURNAL. https://thejournal.com/Articles/2012/06/07/7-habits-of-highly-effective-tech-leading-principals.aspx?Page=1

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