Donna's Reflections

February 21 Coaches Clinic

On Saturday, February 21, Marilyn, Madelyn, and Bill facilitated a Coaches Clinic with the theme "Meeting the Challenge." They used the metaphor of "Teacher as Warrior" to tie together the workshop topics of action research and dealing with difficult people. After Madelyn led the "Just Like Me" icebreaker, Marilyn facilitated a discussion about the traits of a warrior. Our list of warriors quickly turned from traditional military warriors to others who have fought for a cause such as Marcus Garvey, Mother Teresa, and Rosa Parks. Some of the attributes of warriors that the group came up with were conviction, patience, courage, willingness to sacrifice, stamina, strength, hopeful, visionary, and charismatic. Do teachers have the attributes of warriors? I think the answer is YES!

With this warrior conversation as a backdrop, we moved on to small-group, text-based discussions with this focusing quote: "Teachers often leave a mark on their students, but they seldom leave a mark on their profession" (Wolfe, 1989). We used two short articles for our text--"Teacher-As-Researcher" by Beverly Johnson and "Teacher Research" by Sharon Parsons.

After discussing the articles, we came back together and shared our own wonderings. What questions do we have for our own inquiry projects? As teacher-warriors, what's worth fighting for in our classrooms? Click on the thumbnail pictures to read our questions.

The final hour of the clinic involved Bill's presentation about dealing with difficult people, one of the skills of a teacher-warrior. Drawing on his background in psychology, Bill explained that our dealings with difficult people can cause wounds to our esteem, experience, and expertise. We reflected on our own "noble values" that brought us into teaching and constructed "shields" that use these values to protect us from the wounds that difficult people inflict.

Overall, I think that the morning went well. Participant reflections are in the extended entry.

Reflection Excerpts from 2-21 Coaches Clinic

“I can empower myself again as I further my work with my colleagues and remain sensitive of how others feel”

“I liked the time I had in self-reflection—me thinking and formalizing my thoughts on research and my beliefs. I think that in many of our settings time for reflection is not valued and being given time yet infusing with learning helps so much.”

“What: interacting with teachers who are respectful, forward thinking.
So what: refreshing after facing low morale about education at school.
Now what: Maybe I’ll see if people at my school want to start a CFG and/or journal to find an action research topic.”

“What? We learn vicariously and looking at the presenters inspires me to improve my presentation and strategies for conducting workshops. . . .
So What? I am presently advising a graduate student and now I have a resource that is valuable for her.
Difficult people presentation helped me to look at self as well as others. This is very important. . . . looking at self.”

“Creating the shield and Dealing w/Difficult Personalities was the best part of today’s discussion. I have been feeling burnt out because of the administrative style of our administration. Today has helped me to reflect on why I became an educator. It has also provided me with tools to use when dealing with people I have to work with such as the administrators, students, parents and other teachers.
Please continue to offer opportunities for training and dialogue.”

“Now what?: I must take the knowledge that I have gained back to my campus so that I can utilize it in order to address/deal w/ difficult situations.”

“Today was really great. I like the ‘Just Like Me’ activity that we started with. I plan to use it in my class. Looking at the ‘Teacher as a Warrior” was another good activity. I had never thought of myself in this way, but I suppose that I am a warrior. . . . I am now armed with strategies for my survival as a teacher warrior.”

“SO WHAT I would liked to have seen more of this talk [dealing with difficult people] and time for war stories—and working through them.
NOW WHAT Meet with CFG at my school to consider options with grant writing”

“Very good but felt like facilitator was rushed. I wanted more time to digest what was being said and opportunity for more discussion and completion”

“Now what—(1) With the ideas and the resources that have been shared today, I feel as if I can and will go to school Monday and begin my action research. I know my question, now I need a plan.
(2) I work with a ‘power over’ principal so I need to develop my own shield in order to protect myself. I have been so worried about getting by that I had forgotten to protect and value who I am and what I contribute. I will not forget this again.”

“. . .Would like to role play some difficult conversations I need to have-maybe we could have begun by looking at a dilemma we’re working with currently that involves a difficult person. Really liked the time to reflect on my own noble values—wish this piece weren’t cut off.”

What do you need?
--I need other personnel on my campus to attend this fantastic training. Thank you.
--[I need to] reflect and journal situations to assess effective practices.
--I need to remain connected to great energetic determined “warriors” like the people in today’s CFG so that I can receive and give support for the educators of today and the future.
--Grant writing sites
--CFG grant info
--Support on how to start CFG on my campus when administrator does not totally “buy in” to its value
--Continued sessions like these-wonderful to meet and make connections with people from other areas and districts.
--Practice having difficult conversations—practice in safe environment. This is really something I’m working on.”

What I learned about facilitation.
--Ask hotel about room noise.
--Allow more time for networking.

K-16: Action Research and CAC

The K-16 CFG met tonight at The Rice School/La Escuela Rice. Nine people came--Cat, Christian, Donna, Jonett, Madelyn, Marcela, Mary, Michaelann, and Sharon. During introductions and Connections, I was struck with how many of us are CFG orphans. Although we may use protocols in our classrooms and work to build collaborative relationships whenever we work in a group, we no longer have CFG's on campus. Why is this? It seems like a lot of groups starve from lack of time and support from campus administrators. Do administrators view CFG as irrelevant? Why? In contrast, Michaelann has had a stable group since 1999. They are still meeting on the second Monday of each month, and members that have moved to other campuses or other positions still make a commitment to participate in their CFG. That warms my heart. Maybe I'll feature Michaelann's CFG in an upcoming newsletter.

After Connections, we split into two groups. Jonett wanted feedback about her experience using Collaborative Assessment Conference in her fifth grade classroom. [Jonett, maybe you could write about your experience in the comments section.] Madelyn led a text-based discussion about action research around this focusing quote: "Teachers often leave a mark on their students, but they seldom leave a mark on their profession" (Wolfe, 1989). We used two short articles for our text--"Teacher-As-Researcher" by Beverly Johnson and "Teacher Research" by Sharon Parsons.

Of course, the discussion enlarged my understanding of these texts, but it also spurred me to action. I think that one of my unwritten duties as a Consultant for CFG Support is to act as a role model. Now I want to model engaging in action research as well as modeling continuous reflection and transparent facilitation. The questions I'm mulling over are "How do we sustain CFG's?", "How do we nurture groups and the people in them?", "Why are some groups more successful than others--is it better coaching, better support from administration, better buy-in from members?" Now--what data do I need and how do I go after it?

Reflections

"A few new faces tonight-a few regulars. I really like the mix of people and perspectives, and I really like having two options. As people come in an out, I wonder how we can maintain a sense of community—felt awkward when one person shared [during Connections] something that was obviously emotional for her, and I’m wondering how supported she felt. Really want to bring my own work in, my own dilemmas, but am still unsure of how much to trust. Our coach is a natural—a great model for me."

"As usual, it was an uplifting and insightful meeting. Despite the rain and imminent threat of flooding, people still showed up to be here! YEAH!!
Silences in connections were as welcomed as the thoughts shared.
Jonett’s piece and dilemma were powerful. I love hearing about the work that is truly authentic and meaningful. I, myself, got ideas for something I want to try. THANK YOU!"

"I thought the action research articles were interesting. It was difficult for me at first to relate it to my classroom, but through the discussions I was able to connect it. I think every campus should have ongoing action research because we all have something that needs improvement."

"The group discussion was extremely insightful and rich in dialogue. Thanks to Madelyn for sharing the articles and informing us of the newest problem-solving technique/method of action research. I now have a new title, Christian W., Action Researcher, and knowing that I’ve been one for many years is encouraging. I haven’t been sitting by the wayside waiting for others to solve my problems!
This was a great meeting, one with energized dialogue and new learning. It didn’t hurt that we were here while the rain storm blew over."

"I came to this meeting tonight with no expectations—I decided after last month to let things happen—maybe I will learn something new—or maybe not but I can participate and have fun. Maybe my role or my self-identity is changing. I need to reevaluate my own self-concept.
What holds a group together? Maybe we need to explore this issue in the Houston community."

"I am so glad I waded through the waters to make it to this CFG meeting. I made a commitment to myself to regenerate my practice of reflection and collaboration with my colleagues in 2004. I miss the dialogues that create the professional atmosphere that we work in with the students.
Administration is SO mundane. This gives me the outlet I need from a monotonous day of disciplining students."

"•It was so very nice to be back after such a long absence and be so warmly welcomed.
•Received lots of constructive ideas re my CAC [collaborative assessment conference] dilemma.
•I’m really saddened to hear that all our CFG’s have fallen by the wayside, with the exception of Michaelann’s. What does that say out our schools’ priorities? And we come back to the old question: How do we get administrative support to meet on PD days? With all the mandatory after school tutoring, club sponsorships, etc., there’s no extra time."

"I really enjoyed the meeting this evening. It really made me realize how much I miss my CFG. I had the opportunity to discuss my article for the upcoming coaches clinic. The members of my group had me to analyze the article from a variety of ways. I really appreciate the comments and feedback. I reel so refreshed and I felt like I really connected on this evening."