p. 16 paragraph 3 "leaders resist simplicity; they are often irrationally enamored iwth novelty and complexity, which prevents them from focusing on and implementing their core priorities."
I don't agree with this completely, but through many years and many schools, teachers have often been required to follow mandates (district and/or building) that complicate teaching rather than simplify it. The perception of "doing something" about test scores (for whomever the audience may be) seems to drive some of it. -KEE
Are we (education as a whole) always looking for the newest innovation that will save all students rather than going back to the basics and making sure they have mastered the basics? It is hard when mandates are given that we don't believe in but are expected to follow.
p.16 paragraph 1 "But priorities are fragile and high-maintenance. Without frequent, repeated clarification, we start to drift from them. The priorities inevitably mean different things to different people. If priorities aren't incessantly simplified and clarified, they are always at the mercy of the next new thing, our natural forgetfulness and a failure to protect the best practices from the encroachment of new, but less effective, practices or programs."
I completely agree with this. I think that this is how proven principles have become implemented less.
Kate nailed this one! When the bulk of our meetings become places to (check the box and) complete mandated group tasks instead of opportunities to discuss what we teach, how we should teach it, and where authentic literacy fits in, teachers come away defeated and discouraged.
The analysis of Marcus Buckingham’s “The One Thing You Need to Know” on page 17 resonated with my own experience. Look at my teaching, grading, planning, or personal life I could not agree more with the “principle that we accomplish more when we focus on less.” Multi-tasking while driving, computing, or talking all lead to less effective outcomes. So does multi-tasking in teaching. If we try to teach too many concepts at the same time, we have lost our efficiency. “Clarity is the antidote to anxiety. ..if you do nothing else as a leader, be clear.”
p. 16 paragraph 3
ReplyDelete"leaders resist simplicity; they are often irrationally enamored iwth novelty and complexity, which prevents them from focusing on and implementing their core priorities."
I don't agree with this completely, but
through many years and many schools, teachers have often been required to follow mandates (district and/or building) that complicate teaching rather than simplify it. The perception of "doing something" about test scores (for whomever the audience may be) seems to drive some of it.
-KEE
Are we (education as a whole) always looking for the newest innovation that will save all students rather than going back to the basics and making sure they have mastered the basics? It is hard when mandates are given that we don't believe in but are expected to follow.
ReplyDeletep.16 paragraph 1
ReplyDelete"But priorities are fragile and high-maintenance. Without frequent, repeated clarification, we start to drift from them. The priorities inevitably mean different things to different people. If priorities aren't incessantly simplified and clarified, they are always at the mercy of the next new thing, our natural forgetfulness and a failure to protect the best practices from the encroachment of new, but less effective, practices or programs."
I completely agree with this. I think that this is how proven principles have become implemented less.
Kate nailed this one! When the bulk of our meetings become places to (check the box and) complete mandated group tasks instead of opportunities to discuss what we teach, how we should teach it, and where authentic literacy fits in, teachers come away defeated and discouraged.
ReplyDeleteThe analysis of Marcus Buckingham’s “The One Thing You Need to Know” on page 17 resonated with my own experience. Look at my teaching, grading, planning, or personal life I could not agree more with the “principle that we accomplish more when we focus on less.” Multi-tasking while driving, computing, or talking all lead to less effective outcomes. So does multi-tasking in teaching. If we try to teach too many concepts at the same time, we have lost our efficiency. “Clarity is the antidote to anxiety. ..if you do nothing else as a leader, be clear.”
ReplyDelete