Tag Archives: Common Good

Prescription for These Times: A Thousand Acts of Civility

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As a 67 year old guy, who has been in engaged public service for decades, I believe that much can be accomplished when ‘we’ choose to work ‘across differences’ in service to the common good. I have been part of such efforts. I have seen things occur when people have focused on the common good. It can happen!

And today, here in America, it seems that ‘commonality’ is not prized. From my perspective today’s politics are ripe with discord, dysfunction and degradation of others. I agree with Parker J. Palmer when he writes that the politics of today seem to be “intent on dividing us so deeply that there will be no more ‘we’ in ‘We the People’ — and thus no way for us to reach even a rough consensus on the common good to which we can hold our leaders accountable.” He sees hope if we can breathe in new life to ‘We the People’.

I choose to be hopeful. I believe that hope is bigger than fear, discouragement and weariness put together. I also believe that action is better than inaction. This is not a time to let frustration immobilize us – We the People! The ‘us’ I refer to is everyone. People who see things differently are willing to struggle toward a better future together.

Palmer has come to the conclusion that: “Though much of our political discourse is toxic, ‘politics’ is not a dirty word. It’s the ancient and honorable effort to come together across our differences and create a community in which the weak as well as the strong flourish, love and power collaborate, and justice and mercy have their day.   Yes, that’s a vision of politics that will never be fully achieved. But every time someone abandons that vision and turns to cynicism, democracy suffers one more wound in the death of a thousand cuts.   Just as democracy can die a death of a thousand cuts, it can be given new life by a thousand acts of civility.”

Take a minute to read his entire essay, Breathing New Life into “We the People” and begin your ‘thousand acts of civility’. Begin to re-frame the situations you encounter into opportunities. Opportunities build to relationships were we ‘turn from ire to inquiry’ and all benefit from creative, respectful engagement.

 

 

 

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Bridging Gaps to the Future

Each of us matters in moving forward with intentionality

We all are people and people can grow, change and evolve

Progress starts with understanding the present

“What is . . . is”

And by having a clear vision of a preferred future . . . progress has direction

Then bridging the gaps between “what is” and “what might be” becomes the mission

The work

Movement towards a preferred future will likely require:

innovation

adaptation

collaboration

welcoming the unknown

motivation to learn

deep reflection

honest evaluation

Progress comes from embracing opportunity in the middle of uncertainty

We all must be willing to use our current knowledge and dispositions as fertile ground to grow more

more knowledge, and

more willingness and ability for:

innovation

adaptation

collaboration

welcoming the unknown

being sincerely motivated to learn

deep reflection

honest evaluation

    Jerry Jennings  March 3, 2015

All Learners Becoming Good at Reading Comprehension is a Tall Order and it is Doable!!!!!

Explaining_ReadingLearning to read opens doors to the future. Learning to read must be about getting meaningful print in to a non-reader’s or developing-reader’s hands and helping the individual to gain the independence to comprehend the material.

Teachers make the difference for many learners as they become more and more proficient as ‘meaning makers’ as they read. Teachers create classrooms and conditions where: Learners want to connect with print, want to grasp massages and meanings from print and are eager to follow and expand their interests by reading.

Comprehension becomes purpose for reading and teachers become those that help the individual to become a reader who comprehends.

For an individual to comprehend he or she will need to amass strategies for approaching print that include being: proactive, tentative, personal, transactive, thoughtful, imagistic, inferential and reflective. Yes, you are correct – that is a tall order! And it is doable!!!!!

Duffy, in the second edition of his book: Explaining Reading: A Resource for Teaching Concepts, Skills and Strategies, describes that reading comprehension is:

► Proactive, because a reader must be actively thinking and constantly monitoring the meaning.
► Tentative, because predictions made in one moment may change in the next moment.
► Personal, in that meaning resides in the reader’s interpretation, which in turn is controlled by his or her prior knowledge.
► Transactive, because the reader’s background interacts with the author’s intention.
► Thoughtful, because you must always analyze the clues the author provides.
► Imagistic, because (in narrative text particularly) you use the author’s descriptive language to create a picture in your mind of what is happening.
► Inferential, because the reader can only make a calculated guess about the author’s meaning since the author was operating from one set of experiences and the reader from another.
► Reflective, in that good readers evaluate what they have read and determine its significance and/or how it can be used after finishing reading.

Strategies are an important part of comprehension. There are only a few strategies readers use in various combinations over and over again, with slight variation from one reading situation to another.
These include:
 Making predictions.
 Monitoring and questioning what is happening.
 Adjusting predictions as you go.
 Creating images in the mind.
 Removing blockages to meaning.
 Reflecting on the essence or the significance or the importance of what has been read.

These strategies can be categorized as:
• Before you begin reading.
• As you begin reading.
• During reading.
• After reading.

Learning to read opens doors to the future. Comprehending print is teachable and learnable!!!! Teach can open these doors. Learners can become independent makers of meaning as they read.

My belief is that as leaders we have to be willing to move beyond the status quo! We have to want and pursue deep change.  For each and every student to become competent in comprehending print serves the common good.

 

Leading Schools and Even Districts Where All Students Learn to Read and Write Requires Challenging the Status Quo and it Requires Leaders from All Ranks

Schools_that_WorksWhen it comes to specific variables that lead to Schools That Work: Where All Children Read and Write (2007) Allington and Cunningham (pages 44-45) report that ten features emerged that enhanced the academic achievement (e.g., thoughtful literacy) of students. Their comprehensive review of the research on school change shows that schools can make a difference. Allington and Cunningham have also reviewed the research on classrooms and have concluded that teachers, as they follow the research at the classroom level, make the difference for students in developing early literacy. By clicking in this link you can see the features of classrooms where all learn to read and write.

Classrooms can be highly productive and schools can be highly productive in insuring that all students learn to read and write.

Here are the ten features that lead to schools that work:

  • School staff committed to the idea that all children could learn to read and write, and they worked to produce that outcome.
  • Substantial investments were made in professional development – primarily investments to enhance teachers’ instructional skills and to create teaching and learning environments that support high-quality instruction.
  • Planning was reorganized so that classroom teachers were more heavily involved in school decision making. In some schools, parents and community members also joined the school site-based management teams.
  • To implement new instructional approaches, the schools invested in classroom libraries, big books, magazine subscriptions, and student anthologies. Putting books in classrooms and in school libraries makes it more likely that children will have books in their hands.
  • The schools allocated larger amounts of classroom instructional time to actual reading and writing activities while using multiple approaches to literacy instruction. Integration of reading and writing activities and integration of reading and writing with social studies and science lessons are common.
  • Special instructional programs were reorganized. Extra effort was made to connect special-program teachers with classroom instruction and classroom teachers.
  • Expanding instructional time by extending the normal school day for some children is another feature of many of the successful efforts.
  • The assessments of children’s literacy development are tied more heavily to everyday reading and writing than to end-of-year standardized testing.
  • Successful schools worked to involve families.
  • In most of the successful school reform efforts, change started small, not with a wholesale restructuring of the school. It was not unusual to find a multi-year plan for changing current practice. Long-term plans call for long-term commitments to continuous improvement – commitments from the professional staff and from the district leaders who provide the resources that support the change effort.

School districts can change. They can improve. Outcomes for students can improve.

And – don’t expect a “quick fix” or “small tweaks” or “a hidden secret you just have to uncover” to bring about these kinds of improved outcomes. Life in today’s school districts is complex and leadership matters! Allington and Cunningham have gathered the research to shine a light on the direction for that leadership to focus.  They have found that sometimes the needed leadership comes from the staff and sometimes it comes from the administration. Either way, for a whole school to become a place where each and every student can become literate – it takes leadership.

Leadership with a clear vision,

Leadership to navigate change.

Leadership to build and nurture a community with a shared mission.

Leadership to empower teachers to others to learn, grow and influence beyond their classroom.

And leadership that supports all as they explore possibilities, adapt existing practice when appropriate, adopt new paths to serve each and every student and being willing to focus on achieving positive outcomes for each and every student.

We will not have schools or districts where all students learn to read and write if we try to get there by following the path of the status quo. Change must happen. For change to be rooted into the future, it requires leadership.

It is time to consider helping to lead this important change.

Seven Firm Conclusions about Early Literacy Development for Each and Every Young Person: Teachers Make the Difference

Classrooms_that_WorkI think all parents, citizens, educators and kids want our schools to be successful in launching each and every student. I hope we, as a society, want students to be in classrooms where all students can read and write.
It is crucial to the future of a child, and to a democratic and prosperous society, for all (each and every) student to become literate. The rewards of literacy are far reaching. Experts agree that literacy reduces poverty, lowers unemployment, decreases the need for public assistance, creates a competitive labor force and drives economic growth.

Richard Allington and Patricia Cunningham, in their book: Classrooms That Work: They Can All Read and Write (Fifth Edition 2011) have gathered what the research shows about classrooms in which all children read and write. They report that:

  • The Most Effective Classrooms Provide Huge Amounts of Balanced, Comprehensive Instruction
  • Children in the Most Effective Classrooms Do a Lot of Reading and Writing
  • Science and Social studies Are Taught and Integrated with Reading and Writing
  • Meaning Is Central and Teachers Emphasize High-Level Thinking Skills
  • Teachers Use a Variety of Formats to Provide Instruction
  • A Wide Variety of Materials Are Used, and
  • Classrooms Are Well Managed and Have High Levels of Engagement

Supporting teachers as they develop their professional knowledge, skills and dispositions while creating and maintaining classrooms that bring to life the above characteristics is some each of us – who cares about literacy for all – should commit to.

Teachers make a difference!

The critical role of the teacher in determining reading achievement was confirmed by Nye, Konstantopoulos, and Hedges (2004) in a large study that showed that teacher effects were more powerful than any other variable, including class size and socioeconomic status.

 

Water Falling on the Stone

                  From: The Rock Will Wear Away

Can we be like drops of water falling on the stone
Splashing, breaking, disbursing in air
Weaker that the stone by far but be aware
That as time goes by the rock will wear away
And the water comes again
~ Holly Near

In what ways are you the “water” that “comes again”?

For me I am the splashing, breaking, disbursing water when it comes to:

Having equity and dignity for all

Ending war

Bringing an end to poverty

No one is hungry

Education for all

Ensuring that everyone can read and write

Thinking interdependently in service of the common good

In what ways are you the “water” that “comes again”?

Man must Never

 

 

How might we make possible what might have seemed unthinkable?

What will bring us together?
How can we – with others, especially others that look at things very differently – develop a shared preferred future?
What keeps us from working across differences toward the common good?
What happens when we do nothing at all to attempt to impact the status qou, even when we believe that the status quo is not serving the common good?
What stops us from embracing our dissimilarities and our similarities while tackling the challenges that are important to all of us as we move toward a shared preferred future?
How can we hear all voices and listen for and appreciate what is unique about the points of view of others?
How can we build trust and rapport across differences?
How can we get better at seeking to understand others and exploring possibilities where none existed before – rather than to win over others?
Note*
In his book: David and Goliath: Underdogs, Misfits and the Art of Battling Giants (2013) Malcom Gladwell explains that his major purposes for writing this book are connected what can happen when ordinary people (read you and me) confront giants. He sees two basic ways to frame these encounters with giants we all experience.
“The first is that much of what we consider valuable in our world arises out of these kinds of lopsided conflicts, because the act of facing overwhelming odds produces greatness and beauty. And second, that we consistently get these kinds of conflicts wrong. We misread them. We misinterpret them. Giants are not what we think they are. The same qualities that appear to give them strength are often the sources of great weakness. And the fact of being an underdog can change people in ways that we often fail to appreciate: it can open doors and create opportunities and educate and enlighten and make possible what might otherwise have seemed unthinkable.” (page 6)
Might the challenge of facing this ‘lopsided conflict’ the questions that opened this post focus on – be our “giants”? Might we embracing these questions and working through them be about ‘facing overwhelming odds’? And if so, might we ‘produce greatness’?
Might the confronting the shared work around the questions that opened this post uncover that the giants confronted are weaker than we thought? Might moving forward on the engagement and sorting out which will follow from the sincere connection to these questions potentially ‘open doors and create opportunities and educate and enlighten and make possible what might otherwise have seemed unthinkable?’

Conversation_001
*Some of these questions were influenced by Michael J. Marquardt’s work: Leading With Questions: How Leaders Find Right Solutions by Knowing What to Ask Revised and Updated (2014)