LMO Wk #1, 2nd Comment. Lori Irwin

This article was written by Karen Gocsik for the Dartmouth Writing Program.   The point made that stood out in the beginning was discussing the differences between high school and college writing.   There are valuable tools given in high school that will serve you well there, but once you get into college it is not sophisticated or flexible enough to provide a sound structure for a college paper.     It must be written clearly providing an interesting topic that meets the requirements of academic writing.   One must construct paragraphs that are coherent and focused.
There are three main areas that need to be covered when developing an academic paper.   The one is make sure the writing is done by scholars for other scholars.   Once you enter into the world of college you begin your journey as a scholar so you fall within that category.   Secondly, the paper must be devoted to topics and questions that are of interest to the academic community and must be more than just a personal response.   Lastly, the writer must present the reader with an informed argument.

My comment

This is a well written article and it was very timely to read it.  It ended with a very good comment about the difference between what is real, true and what is an opinion.  This was very timely for me and I needed to read this at this time in my life.  Thank you so much for sharing that with me and anyone else who reads it.  It is amazing how we sometimes see exactly what we need to see at the time we need to see it.  Wow. That just shows how great God is.  He shows me things I need to see and evidence.  Keep up the good work.

Aug LMO Week 1, 1st Comment Sharon Hawn

The importance of knowing the history of instructional development is crucial, for the future designers of instructional media. Within Wikipedia’s article, about the History of Virtual Learning Environments, it began in the year 1728. With only seven noted years mentioned prior to 1920. It can only be assumed that there wasn’t a lot developed during those periods or instructional development had a lower degree of importance to be noteworthy enough to publish such findings.

Sharon,
  That is so true.  My father always said History Repeats Itself and people need to know where we've been to understand where we are going.  It makes sense.  Today, there are researchers in many areas, checking out history, culture and more, to learn how to tell industry, fashion and even education, what they need to be doing to keep up with everyone else.  Thanks for your words.

LMO Wk # 1 Aug 2010 Smith Karen Alphabet Soup and Connectivity Video

    This is a video that is dealing with my confusion.  Sometimes, as I read and read, I become more confused before I straighten it all out in my mind.  I am excited to learn all of this.  I fear I've let my latest computer problems become part of my brain spinning around.  I must settle down and begin making sense of the difference in all the management systems.

     It was said that we could be come experts in this, baby experts, but I like that.  I know that learning systems and organization is such a big part of what is happening in education and if I want to be a part of this, not a straggler at the end, but a leader in my school and when I'm teaching workshops in the state and at national conferences, I must be aware of the best ways to make our students be the learners they should be.

      It is not enough to say, "Well, I taught it.  If they don't want to learn it, it's not my fault."  I believe it is.  We need to dangle the right carrot in front of them to make them want to learn it."  When going into third grade, one doesn't understand why learning cursive AND multiplication tables is necessary.  One could think that just adding it all up was just fine.  .   .   Until one could know that 7 x 8 was 56 without standing around, adding the number 7 to the number 7 a total of 8 times.  So, learning is the same way.  Let's find out the best way to learn this and be better teachers.

   Here is my Alphabet Soup Video, an Analogy using Stars and Stripes Forever, by John Phillips Sousa. (Trivia:  My husband's High School's First Band Director was a retired member of Sousa's Band.)

 <object width="980" height="765"><param name="movie" value="http://www.youtube.com/v/tcGwjPPgWxQ&hl=en_US&fs=1&rel=0&color1=0x5d1719&color2=0xcd311b&border=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/tcGwjPPgWxQ&hl=en_US&fs=1&rel=0&color1=0x5d1719&color2=0xcd311b&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="980" height="765"></embed></object>

http://www.youtube.com/watch?v=tcGwjPPgWxQ

LMO Wk 1 August 2010 Smith Karen # 1 Connectivity

 In watching the video by the student on connectivity, it was very well done.  Very easy to understand.  As  reading all the articles, watching the videos and reading again, was very enlightning, but it makes one start to get confused.

   The video made was on this subject and in deciding to write about this, it was to make it clear, and not redundant when reading and watching both.

   Students can learn when reading, watching videos, looking at charts and all the other styles of learning that are on various subjects.  Using the word, read, when discussing the various styles of learning, will suffice for them all in this article.

    A student can read and then write what they have learned.  Reading is one form of learning, but it is a fact that if one reads and then writes what they have read, it helps the learning to become their own knowledge, rather than just what they read.  Reading and then doing something that formulates what the article was about will also do the same thing, but even more so.  Sometimes, one cannot "do" as easily as they can write on the subject.  (Meier)

     Students who listened to Podcasts from  iTunes made a good grade, better than the ones lectured to, in class.  But, the students who listened to the Podcast and took notes did even better than the others.  (Perez)

     If one puts that with the benefit of reading what others have read and written, one is able to learn from all the things the others have read, which makes it even better for them. That is the connectivity.  The fact that one is connecting with the other students in what they have read, learned, written and/or experienced makes it better than just listening to a lecture.  The teacher may be excellent, but one cannot learn more than what that teacher has to offer that way.

   Even at Full Sail University, the class of August 31, 2009 - Sept. 3, 2010, has taken 10 classes, counting this one.  One teacher has taught twice.  There have been 2 teachers who lectured during Wimba with very little chance for asking questions and no chance for discussion.  Those are two classes many feel they did not learn alot from.  That is sad, as one of those classes had a remarkable teacher.  One could tell the instructor had so much to offer, yet, in talking the entire time, did not give students a chance to ask questions of the confusing areas and with a couple of other confusing areas of instruction, made it difficult to learn as much as possible.  Too Bad.  The other class. . . well, it seemed the instructor liked to hear his voice.  While it was easy to pass the class, there was not much real learning in the class.  As long as students regurgitated the material back to the instructor, the students did well.  There was not connectivity in that class.

      Most teachers at Full Sail On line do a wonderful job of making students learn to learn from each other.  Well done.

     Connectivity is such a wonderful way to learn from the instructor, the materials of other wonderful instructors and from the other students.  Being able to offer what one learns, yet be able to listen, learn, read and develop more ideas from other students reading, even the same materials, makes learning such a n open ended opportunity for growing one's brain and mind.

  

Meier, J, Sound It Out, http://www.readingrockets.org/strategies. (2010). WETA, Washington, DC.,

                          funded by grant from US Dept. of Education, Office of Special Education Programs.

                         Retrieved June 5, 2010.

Perez, S., http://www.readwriteweb.com/archives/itunes_u_proves_better_than_class.php. Retreived

Add caption

                         June 5, 2010. I Tunes U Proves Better than Going to Class.

August LMO Week 1 Smith Karen The History of Online Learning

  When reading the history of virtual, online or distance learning environments, it is obvious there are very few things listed from 1700 – 1900.  The earliest appears to be an advertisement of March 20, 1728 for persons who desire to learn the art of short hand.  Teachers will instruct these people using the mail as the delivery system.

     As one who took this art of shorthand in person, it appears to be one that would be difficult to learn in letters sent back and forth.  There goes on to be the next time a virtual learning environment is shown is in 1840, when Isaac Pitman began teaching shorthand, using Great Britain’s Penny Post.

     There was a period of 112 years between the two postings.  It would seem that it did not catch on to teach people in this manner. It had, there would have been many more postings of people teaching people through the mail, or by courier before 1840. 

       Whether it was due to the fact that the wealthy people could afford to hire someone to come to the home to teach them and that many of the people without a lot of money, were also without a lot of education.  Some may not have been able to read well, so sending anything by correspondence would have been futile as non readers cannot learn in a correspondence manner without being able to read. (Lambert, T.)

     Britian was becoming more literate in the 1700’s, although more was happening in Scotland than England.  IN that 100 years, Scotland’s literacy rate went from 45% to 85%, while Englands literacy rate went from 45% ro 63%.   (Smith, F. 2004)

     In America, most education was in the home for rich families and and poorer families went to town schools.  The boys in the south sometimes went to school outside under the trees.

      It is very interesting to see the one advertisement for learning through the mail in the 1700’s (the 18^th Century), then, 112 years later, there is another documentation of teaching through the mail.  34 years later, another one appeared, followed by another one only 9 years later, and one more 9 years later.  Those 4 took place over a 52 year period, from 1840 – 1892, the 19^th century.  The next one appeared 14 years later,  in the 20^th century.

      The 20^th Century is broken into various periods, due to the amount of listings becomes greater.  From 1906-1929, 23 years, there are 4 contributions.

     Nothing is listed in the 1930’s, then, there are 2 listings for the mid 1940’s, (1945 and 1948).

   1953, in the midst of baby boomers being birthed, is the first college TV classes for credit.  They ran 13-15 hours per week, and by the mid 1960’s, they had clocked more than 100,000 hours for education on the television station.  This happened in the first public TV station in the USA, at the University of Houston.  Over the next 6 years, there were 6 more documentations of TV learning, machines and articles devoted to learning in various ways.  

   The 1960’s has so many things that happened, there are paragraphs for the various year.  1963 and 1943 have 3 for each; 1965 has 5, 1966  and 1967 have 3 and 1967 has 3, 1968 has 4 and 1969 has 8.  That is 29 contributions in 10 years.

  The 1970’s has things for every single year, totaling 44.  The 1980’s totals 70 things.  The 1990’s growth is primarily due to the internet and the world wide web.  At this point, how does one count all the things that are happening on the internet?  It would be almost impossible to count all the growth on the internet.   Much more than we can possibly imagine, as all groups are reaching out, trying to figure how the internet can be a part of their world.

The year 2000 has 20 listings, 2001 has 15, 2002 has 13.  2003 has 4, 2004 has 9 and 2005 has 14 listings.  2006 has 8 and 2007 has 9.  The information in this website (http://en.wikipedia.org/wiki/History_of_virtual_learning_environments)

stops at this point. 

    When one looks at the numbers alone, it shows how slowly the virtual world of teaching information began 300 years ago and how it began moving along at such a pace that when the internet became a part of it, there was no way to keep up with  that part of it.

     The world has continued to find ways to teach and as one looks through their email each day, one can see even new things showing up in one’s own email letters.  When people say this is a new way to go to school and get an education, it is a slight understatement.

Lambert, T. Local Histories, !6^th Century Education, Education in the 17^th Century.      

                    Retrieved June 4, 2010, http://www.localhistories.org/education.html.

Smith, F. (2004). MacroHistory and World Report. Britain in the mid-1700;’s.   

                         Retrieved June 4, 2010. http://www.fsmitha.com/h3/h29-fr.htm.

 http://en.wikipedia.org/wiki/History_of_virtual_learning_environments. (2010).   

                         Retrieved June 5, 2010.  This site  has over 70 references and I’m

                         unsure of how you document this one.

 Means, B.; Toyama, Y.; Murphy, R.; Bakia, M.; Jones, K. (2009), Evaluation of Evidence-Based.   
                     (2010). retrieved August 3, 2010. http://en.wikipedia.org/wiki/E-learning.

Week 4 publishing my AR report - the computer isn't responding.

My computer is doing everything it can to be very bad.

The little colored wheel keeps spinning and taking a very long time to do everything.

I haven't been able to get my powerpoint into the idisk.  I am still trying to get that done.

I have other work still not working..

I see that the problem with finding my discussion questions was a problem with the website, so I wasted time redoing that.

I didn't want a bad grade again because of missing a question.

Today has been frustrating.  I did go to church, but now I'm questioning my wisdom, but I hate to miss church, so I am hoping that won't make me make a bad grade.

I promise, the rest of the day I have worked.

I did not call FSO to get a ticket number.  I contacted them once, on ichat to see if it was working and it was, but they were very busy and went back to the person they were helping.

My time will be up in 7 minutes, but I will continue to try to get this powerpoint into the blogspot.

If that doesn't work, I am going to try a different route.
Thanks,
karen smith

Wk 4.Presentation of AR Project at FEMEA Summer Conference, Aug. 7, 2010

 I am going to share my Action Research project in another week, lots of work to do, getting handouts ready, movie on the computer, board, etc.

The Florida Elementary Music Educators Association Summer Conference is going to be held in Jacksonville, FL on August 7, 2010 and I will set up a "science board" by the registration table and do it at the beginning of the conference.  I was going to do it during the Lunch time, but we decided I could choose either time, or at the end, and feel this is a more effective time as people come in over a longer period of time, as I will go when we set up and will be there as they trickle in, eat food, visit, etc.

I would be there then, anyway, as one thing I've learned as being a board member, when you go off the board, you aren't really off.  Especially when you were on it for 11 years!  Whew!  So, I would be there anyway, helping set up, and this way, I'll help some, and be at the table, by registration table and share with them as they come in.  There will be some new teachers there, as we always invite new teachers to come free of charge, just so they can find our organization and get to know us and see how valuable it is to be a part of your professional organization.   We are a part of FMEA, which is a part of MENC, which is the National Organization for Music Educators of all kinds, band, orchestra, vocal, elementary, jazz, guitar, recorder, Orff, Kodaly, Dalcroze and more.

I'm a member of AOSA (Orff), The Recorder Association, and the Research Group of the Orff Association. But even those are associate members of MENC.

Wk 4.Comment 1 Amanda Beery - the Blame Game - chap 10-12 The Art of Possibility

Week 4- Chapters 10-12

Ah, the blame game. My students would do better if the teachers they had last year taught them more, their parents were more involved, we have more money to spend on them. I have what I have and I am given the students I am given…I can find excuses for why they aren’t performing at the highest levels or I can look for ways to help them achieve more. I choose to look for ways to help them achieve more.
I like the idea of thinking of myself as the board, rather than a single chess piece. When I am in a situation that I am not happy with or frustrated I should look at where I am and how I got there…then determine what I can do to change the place that I am in.

Week 4 Art of Possibility -Chapters 9-12 What a Book!

It disappeared.  I just answered this blog and my computer took it away.  So I'm on my second writing of my answer.

You might say, hmmm, you should have put it on a word document, as they told us about this.  No, they didn't tell us about THIS.  I'm using blogger, not the discussion board on FSO.  It shouldn't disappear.  But, it did.  And it does it to my word documents, too.

I have re-done many of my answers though this year 2-4 times.  I listened in Wimba list night , or read someone's discussion.  I don't remember, but they said they work about 4 hours a day and 8 hours on weekends. I wish that were true for me.  I probably appear to be a person who puts things off til the last minute, as so much work gets turned in at the last moment.  The irony to all this is I begin things in enough time that I should be able to have it go in early.

 One teacher actually took away 20 points of my GPS due to work not getting in 2 days early, as he changed MY due dates to 2 days before it was due.  I still didn't get it in on HIS time.  I was also in trouble for:  getting ticket numbers from FSO people, for having a sore throat (I had to get doctors notes, even though he heard my sore throat in a video we made and he made me redo it, and didn't understand why it wasn't redone a few days later (my voice was still horrible).  Oh yes, the other one was I didn't attend a Wimba, that I was there the entire time, but he didn't record it so that I could prove I was there, by my notes I wrote in it, or the conversations I heard., after the text box disappeard and I couldn't write anymore.  It made my grade drop down.

So, now, I understand that even though he did that, judging me the way he did, I can now understand it better if I treat him as though he was the drunk driver who hit me.  I will have to rearrange my thinking about that class.  I have really bad feelings about the class, even though I learned a few good things from it and even have thought of telling one of the schools here about something I learned in there.  there has just been no time, due to this computer.

I haven't even had time to try to talk to Apple about the fact that it really is a lemon and needs to be replaced, as I need it, even though it's horrible. So, one day, I'm doing to have a Mac that works and I will hardly know what to do with my time, because it will be a time saver, not a time waster.

I actually defend it to PC users.  I may say something about it and they will say:  Well, that's a Mac for you.  I will remind them that Mac's are wonderful.  I tell them how great the programs are.  My problem isn't with Apple.  It's only with this computer.

When I saw in the back of the book, Behind the Coda, is a list of stories and the page numbers, I was excited.  The stories are so powerful.  Wow.  When I read about the courage of the King of Denmark, and that he would be the soldier to take down the Nazi flag, knowing they could just as easily shoot him, too... but didn't.   WOW

When me mentioned the book about when a door closes, another one opens, that is part of my special Bible verse that I love.  I Cor.10:15:  There hath no temptation, taken you, but such as is common to man, But God is faithful, who will not suffer you to be tempted above that ye are able, but will, with the temptation, also make a way to escape, that ye may be able to bear it.  Isn't that so cool?

This book raised much thought.  Like when the kids were making noise on the roof and others wee out in the wrong part of town,, after they were supposed to be in and Ben Zander called the meeting.  Many things could have happened, and he was wrong to not give the kids the Plan.

Teen Missions, my group I take kids on trips with for all summer (but not this summer!), always tells us (leaders), Make a Plan, tell the Kids the Plan!  If something goes wrong, they know the Plan and will help with it, and they do help.  I know if we treat wild acting teenagers in the way they "deserve".  we aren't helping them to grow any.  Many times we may think we are being helpful, to punish and give them what they deserve, but God, didn't do that to Adam and Eve.  He did punish them, yes, but even with the pain of childbirth, comes this wonderful amnesia.  We don't forget it hurt like crazy, but as we hold our precious babies, we know they are worth is and, we know we will do it again, if we get pregnant again.

I think that is powerful and I'm ashamed to say, I didn't always react the right way when raising my 3 boys, when working with my teens in the summer and even with my K-2 students at school.
I have made mistakes and some of them I am really not proud of, but you can certainly know those are painful memories and the thought of them brings not only remorse, but a sense of "let's get this right, this time."

Today, our pastor talked about our responsibility of raising our kids and not messing up.  Well, I know I messed up some, but I am so proud of how they have become adults and know that even with my mistakes, some right things happened and they learned how to make good choices (not without some mistakes, of course), but still, in using local vernacular, "We done good!"  (oh, that hurt, just writing those words!)

I know I've rambled, but this was a great book.  Thank you for giving it to us to read.  I loved it and I hope I've learned from it.  One thing I know is it needs to be read again, maybe this should be one of those once a year books, right before school starts.

I saw 3 of my students at the grocery store today and they said they couldn't wait for school to start.  I told them I've already been thinking of my lesson plans and I am going to start with spanking everyone and throwing them in the garbage can!  They all laughed and as they were hugging, they said, Yea, I love music class with you!  Not even such a silly remark could make them think I would really do such a thing to them!  They know what ever we do, they are going to love it.  They are so trusting.  I have a huge responsibility, of teaching these children the standards, and doing it with love and such enthusiasm and fun that they catch and keep that spirit.

Thank you, Joe. Thanks for quitting the phone company and becoming a teacher.

Presenting my results from AR Project

I will be presenting during the summer conference of the Florida Elementary Music Educators Association.  It will be an informal presentation, set up, like a Science board, with handout sheets for participants who can come by and check it out, during the informal lunch break from the National Clinician who will be conducting our presentation.

During the lunch presentation, various people who have done projects set up and share.   It will be a small gathering, with only about 400 in attendance, so it is not a real big deal, but it will be nice to share what I've learned.

Week 3 Comments 2 Joan Lournenco - Lighting A Spark

Lighting a Spark. It’s about the kids. 

I wasn’t sure which chapter I would write about but Chapter 9 spoke to me and helped relive a few experiences I had when trying to light a spark. While my experiences are not as grand as Zander’s account of Arthur Andersen’s support and the Philharmonic impact, this story helped me realize that it is important to light the spark and pay-forward from my universe of possibility to our students. 

Two years ago, budget decisions and union seniority policies led me to my present school. I was at a wealthier, more prestigious school and was used to arranging an author visit each year to help connect students and reading.  My new school did not have this practice, nor did they have an auditorium for such events. Prior to my transfer, I had arranged for an award-winning young adult author to visit our school, but now that the transfer had taken place, I asked my new principal if we could piggy back off the author visitation and she agreed, knowing this would tap into the school’s small budget.  I received a few community donations and so the planning began.  My principal was excited the kids at this lower socio-economic school would have this opportunity. Here is where Zander’s story triggered my memory. Not having a facility at our school to handle a large group presentation, she arranged for bus transportation for our students to the near-by State Park (Rainbow Springs State Park) and set up a flawless schedule for the busses to pick-up and return the students to the school and take the next group. I was amazed at her enrollment, leadership and commitment to the students. Zander’s description helped me see how, “Enrollment is that life force at work, lighting sparks from person to person, scattering light in all directions.”  I am grateful to have my principal’s support to help scatter the light to our staff and students.

Last fall, I wrote a grant that included an in-house poetry slam for our students (another first) and allowed for a musician and nationally renown slammer, Iyeoka Okoawo, to visit our students and perform for them. In this way, they would know what a slam was like.  Again, not having a facility conducive to entertaining, we used the gymnasium. The experience Zander describes in Chapter Nine of the performance in the gym at Eastlea was similar to ours. Some teachers were disciplining and carried the low expectation level described by Zander, while others were delighted to have this opportunity for the students. When it was over, an overwhelming amount of students awaited Iyeoka’s autograph and a minute of conversation.  Was the gym ideal? Absolutely not. Was the experience memorable? Definitely. Her visit was a thumbs up experience. 

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++

It's great!  I remember the first time I got an artist grant from the state of Florida.  I called all the elementary Principals in the area and told them I was applying for it and if I got it, we would have to pay 1/3 of the cost of the artist, which was $250.  All said they wanted her, except one school who wanted her for 2 days, so I wrote the grant for the flutist, Donna Wissinger (AWeSOME!) to come to our county for 9 days.  It was great, as none of the teachers knew what to expect and only saw it as a bother, until they took them to the program, and then, they couldn't stop talking about the program she put on and how amazing it was.  The kids were mostly spellbound.  (A few acted up, but not bad!)

So, I understand how great it is when something goes so well, and the kids learn so much from something very different.  Donna came back to my school this past year, this time, with a grant written by the local college and she was just a great for these kids.  The only difference is they saw her during wheel ( music, science lab, PE, ethics class, library) and the teachers were on their planning and most didn't come in to see her so the kids got alot, but the teachers didn't do any follow up since they didn't see what the kids learned.  

    So, we just keep working and always remember the kids are who we do it for!  thanks for all you do.

Week 3 Comments 1 Keith Lay's writing on Chapter 7 of the A of P.

Keith Lay's writings from Chapter 7, The art of Possibility MAC wk3 The Way Things Are Give Way to Passion Benjamin Zander discusses "The Way Things Are" in Chapter 7 and "Giving Way to Passion" in The Art of Possibility. This is the core of Buddhist teachings as well, as well as a large body of counseling/psychiatric practices.  After working lots a factory line and retail jobs through my early 20s, getting paid to do things that I really loved was such a joy. I became one of those people who find themselves on an upward trajectory for many decades. I taught college in my 20s and was lucky to be in teaching situations which invited new ideas. After a successful stage in commercial music production, I came to Full Sail at age 32 to teach Synclavier Digital Music system. I had a lot to say about how we could improve the curriculum. Again, I was taken seriously. Moving to Music History and Introduction to the Media arts, i poured ideas and love into very successful courses. Allowing Course Directors to create their curriculum invites ownership and passion. Such passion danced in step with growing notoriety in the field of classical composition and a healthy beautiful family. But what goes up always comes down. A great boss means everything, I found, because not all of them welcome creativity. I moved up in the company carrying the assumption that I was to do what I'd done in the past - find creative solutions. I felt called to bring heart and a feeling of overall community to an unrecognized and neglected faculty and staff. Instead, I was to be a yes man, not allowed to push back. I was so naive to not know this! Crashing has such a hard won wisdom.  Accepting the way things are requires meditation and honesty. Such processing is helpful with a trusted spouse or friend. The pain involved might be something like what a tree feels when being pruned. It is necessary for health - and absolutely painful. Understanding your own part in things that go awry, uncovering unwholesome desires for status and access - Leaving something of yourself is like dying. Rebirth follows. Anyone who holds onto their spark has to get good at this process. I struggle with this daily.  The way through is holding out for our passion. But, passion can be confused with desire which leads back to disillusionment; which must be pruned off. And patience. Sometimes you know you're in the wrong place, but must wait for the time to leave to ripen. That's where leading from where you are becomes a powerful practice. Finding possibility in the narrow places. Crashes and the pruning have reshaped me. My passion for teaching is stronger, my artistic and scientific directions clearer. Top Gun Keith has died - and, as hard as it has been for me to accept this, my life is again full of sparkling possibilities without those beautiful folks flying the DC3 in the clouds (so far from reality). My Comments:

I found it  interesting, but not surprising, that we both wrote specifically about Chapter 7 and I quoted the Bible and you mentioned Buddhist teachings. I have found that even when we think religions are very far apart from each other, they just are NOT that far apart.  Yes, there are differences, but there are also similarities.  I think this shows it.  You went to a low spot, so did I.  But God brought both of us through those spots and they probably won't be the last ones.  Pretty neat.  Thanks for your writing.
Karen

Week 3 My extra blog - My computer Stinks! But I love Full Sail.

Karen and Her Beloved Mac Book Pro :-)

Joe was great.  He told me now was the time to get my computer fixed, since I didn't need any movies, etc.

So, I called Apple, and they said back it up.  It took 2 days and nights to get that to work.  Many phone calls to the External Hard Drive company, and finally, it was mostly all saved.

I sent it Friday, July16th.  They had it by Monday morning and I had it back by Wednesday afternoon.  That was fast.  They replaced 4 things.

1. USB thingys.
2. The track pad
3.  The cd/dvd drive
4. something else, not sure what it was.

Guess what.  The track pad doesn't work.  I thought it did, but it doesn't really work.  It does a tiny bit more than it did, but  after being on the phone with Apple for over an hour today, they said:  plug your mouse back in.  We will repair it again, when you have time to send it in.

Why can't they just give me a different one.  You would think that since I started trying to get it fixed ever since I opened it (almost).  At first, I thought it was me, being stupid about not knowing Macs.

Then, I called the tech support at FSO, over and over and over.  Finally, in October, I called Apple again.  (I called once before that, but didn't complain because I thought it was me).

I opened it Aug. 28th, started class on Aug. 31.  It was a problem from the beginning.  The screen was too big, the buttons didn't work, etc.
It has done so many things wrong, that it gets to be almost a joke.
I have wondered, what would it be like to get a degree from Full Sail when your computer does what it's supposed to?  What is it like to have ichat work? What is it like to have idisk work?  What is it like to have iWeb work?  What is it like for the track pad to work?  What is it like for word and other programs text boxes to stay still, and not rotate from left to right and right to left, like a spinner in a child's game?

Even this Lit Review, I have written it over and over again, because, even though it was saved, when it left the computer, it was gone and I had to start over again.  True, I think it's gotten better each time, but it would have anyway.  It is so hard to start from scratch.  So, this is my

WOE IS ME BLOG about my computer this time.  I'm so sad that it got fixed. . . yet it didn't. . . . . .
Unless, my oldest son is right.  He has decided that I have something in me that just wrecks the computer. That I can't help it, it's just me, and my body will always wreck the computer.  I've almost decided that he might be right.

If I didn't want this degree, if I didn't like almost all of my professors, if I didn't like that I'm learning something. . . then I would have given up on this degree.  It is really important to me.  So, I continue.

Week 3, Art of Possibility Chapter 7 - reminds me of my story

Being the way things are by clearing Judgements

When I read that, about things might seem bad, but somehow, there are reasons for them, that is my story.
First, my Favorite Bible Verse (and I have alot that I like), is:

I Cor. 10:13 - I memorized it in King James, I like to read modern ones, but I love to memorize in KJV because it is so poetic and rolls off the tongue.

There hath no temptation taken you, but such as is common to man, But God is faithful, who will not suffer you to be tempted above that ye are able, but will, with the temptation, also make a way to escape, that ye may be able to bear it.   I Cor. 10: 13.

Two famous sayings come from this, you may have heard:

1.  When God closes a door, he opens a window (or another door).

2.  God never gives you more than you can handle.

The example in Chap 7 talked about things happen and we don't always understand why they happen.

Here is an example.

Feb. 15, less than 2 weeks after we buried my mom's husband, grandfather to my children (my Dad died when my oldest son was 5 months old, and she remarried 2 years later, when she was 53.).  We came home and discovered I needed surgery from when the stage at school collapsed back in October and I had been in physical therapy since October, for my knees, my shoulder, my hand, fingers and arm that had no feeling.  The Dr. said I needed shoulder surgery and I did the pre-op things on Valentines Day, surgery to be Feb. 16th, and the house burned down on the 15th.  We lost everything but the clothes we wore, what was in my car, and we found 6 little figurines that had been through kilns in Peru, Venezuela, Hungary, Germany, plus a tea cup from my wedding china and delft from Holland.

We stayed with Tim's Mom and I had the surgery.  I put my medicines on the kitchen counter near my mother in laws meds.  I noticed she had not taken hers in the time she should have (I'm nosy), and then I noticed she kept asking questions over and over.  It turns out she was in the early stages of Alzheimer's.

We were able to get her started with the meds she needed and also, were able to begin making sure she took her other meds, too.  We were able to see the love people gave us.  One family even gave me a recorder, because it was the only musical instrument they owned.  One family gave us a dining table AND an antique sewing machine because she knew I lost antiques in the fire.  WOW!

We need to always see the other side.  I had to stop working on my lit review to take an elderly woman some CD's my son is selling, to make money for his trip to Syria (he leaves Tuesday).  I took them, and ended up staying for almost 4 hours because she needed to talk.  It turns out her husband is about in the same situation my mother in law is in and she never gets to talk to people who remember what she says.  Her husband was our assistant superintendent for years, so it's difficult to see him like this.  I pray I can get this lit review finished as those 4 hours were important for work, but how could I leave her?  I think I was meant to be there, so I am praying God will help me as I work on these references to get them into APA order, in spite of the computer NOT working after getting fixed and my eyes are getting worse, not better. Whew!

Anyway, this was an encouraging chapter.  Not only it, but chapter 8, while good, wasn't as good as 7 or 9, to me.  Chapter 9 was so good, as it talked about the player who tried out and didn't get principal, and went to Portugal, I think, and got ti because there, he played like he should.   We should never give up.
  
Why Apple can't just exchange my computer and give me one that works, is beyond me.  I would like so much to have a day with a computer that works the way it should.  When I hear others talk about being able to do things once!  WOW!!  And the ones who get to use ichat, etc.  WOW!

I really would like to know what that is like.  I am slowly beginning to hate this computer, although I really like Apple.  Oh well, The Art of Possibility. . . . maybe it's possible I will learn something from this.

Wk 2, Comment 2 Keith Lay . Rule # 6

 The Art of Possibility - Contribution - Leadership - Rule #6

To contribute is human; whatever we do affects the communities to which we belong - whether consciously or not. Even a smile is a contribution. When we deliberately contribute to a chosen community in a positive way: that is, to give time, energy and attention to it - it is a valuable gift. However, this only works if the contribution is done out of pure generosity  - or as Zander puts it - from the 'central self'. This part of us has many other names: Heart, Soul, Inner-Fire, Spirit, Small Clear Voice, God Self. No outcome is desired by our central self so we are not hurt if the gift is rejected, damaged or unnoticed. Teachers have a large capacity for this kind of contribution. 

The calculating self, on the other hand, has an agenda when it comes to giving: there is always something it desires in return.  When we contribute to be recognized as a more enlightened person we are doing it in order to improve our standing. The assumptions such a gift is made with is an 'it's all made up anyways'  purely calculated construction to create or support a belief in ourselves. When this kind of contribution is rejected our calculating self is hurt. What a challenge this brings to living! Our corporate, social life in the US requires our calculating self to effectively navigate. We naturally fall to this mode of thinking in order to get our work done. This in turn defines our social status and/or income. This in turn can repudiate our calculating self-esteem. If we are doing something for a job other than what we believe in, we have dis-integrated and stress between the two kinds of living creates confusion and ill health. What a challenge it is to live true to one's central self in today's world because you have to be willing to surrender everything you own or have achieved.

Coming from a poor family from a poor area, I had always been mystified how smart and capable 'lower class' folks could be content with their financial scarcity and lack of social status. I spent much of my life climbing ladders and proving myself to the world. I wanted to make a mark! I wanted better. I learned most about myself when my work was rejected, my reputation damaged, my career sabotaged by another. My calculating self was hurt - and my world teetered. Leading from every chair, low or high, by contributing with the central self is the answer to the mystery of how 'poor people' can live in contentment. Those folks knew what I didn't all along.

This challenge of living is so much easier to do if I JUST FOLLOW RULE NUMBER SIX !!

Posted on Saturday, July 17, 2010

 

Keith, You did it again.  I like to read what you write.  I was poor growing up and not much better now.  There was a real neat thing about mine growing up and that was somehow my parents made it all seem just right that we were growing up the way we did.  My Dad was a Sgt. in the Army.  Of course, Sgts. just don't make the money that officers make.  When you move, you can't even take the same amount of weight, unless you pay for the extra, and how can the people who make less pay for more?  Also, you live on post and the officers live in the nicer apartments or houses.  

I remember in 3rd grade, in Fort Hood, TX, one thing my mom did was make Doozies for us to drink.  We lived in an apartment complex of 8 apartments in each group.  They seem big because each one had upstairs and a basement, 3 bedrooms and 1 bathroom.  All the kids would play in the big backyard and there were at least 8 or 9 in a big circle with a big grassy area in the back circle that was everyone's back yard.  There were always lots of kids out playing and all the moms would bring drinks out for us on hot summer days.  Mostly water.  But my Mom made doozies with the magic spoon and my Daddy's dirty socks.  She made  a big pot of drink and when you stirred it fast and let go, the wooden spoon turned and turned all alone!  Hence, the Magic Spoon.  Kids couldn't wait to see the magic spoon work.

Also, she told us why Doozies tasted so good, and it was because she put my Daddy's dirty socks in.  We all squealed and moaned and groaned, but she pulled out all the little tupperware cups and we all got some of the best drink we ever had!  Kids went home talking about Doozies!

I later learned that lightweight wooden spoons turn in circles when you spin them fast.  As for the dirty socks, my Mom put various types of koolaid with frozen orange juice.  It made all the difference in the world.  My daddy had the most famous dirty socks in the neighborhood. 

To think my Mom's fun and imagination made Koolaid and frozen orange juice with all the water added for the Koolaid and frozen OJ, made a nice, cheap, but good for you drink.   I never felt poor.  Afterall, kids came from far and wide to drink doozies. 

My Mom and Dad must have known the Rule already.

Wk 2, Comment 1 Travis Franklin Rosetta Stone

http://web.me.com/mrfranklin17/MAC_Blog/Welcome.html

 Rosetta Stone Project for ELL Students - Travis Franklin

I am very excited about this optional blog post because I have some exciting news from my class to share. It is interesting that we are reading this book for this program because I have felt the frustrations and self-imposed disappointments that are mentioned early on in this book with my school staff and administration over the past few years that I have been there.

I teach in a low-income school, which I love, and we are so blessed to have such rich personalities among the kids. However, there are a majority of our teachers who view these kids as hopeless or unteachable so they choose to do activities with them that wouldn’t challenge another student 2 grade levels below so the kids can feel a false sense of success. This is until they take our state and district testing and score poorly because they aren’t prepared. The give these kids an F to begin with it feels like.

I have taken it upon myself this year to change, in my class at least, the atmosphere of how we view learning. I have gone out of my way to apply for and receive as many grants as I could this school year to enhance the learning experience and engagement level of my students.

Besides the iPod touch grant that I received which is the focus of my Action Research project, I have just received news that I have been funded for another major project to begin this fall. I applied for and received a Pepsi Refresh Your Neighborhood grant for $5000. My project is to bring the Rosetta Stone language learning software into our schools to use with our growing ELL population. The amazing thing about this is that these kids will have access to professional and authentic learning experiences that I am just not trained to provide. I initially thought that I would take the money and buy the CDs for my classroom, but I found out that with my money I can purchase their Manager software and put it on the school server so all of our kids can access it. We can create as many user accounts as we would like and track and monitor the progress of all of the students using the software.

I am extremely excited about this opportunity and will be blogging more about how this is goin. This will be my own mini Action Research project next year, for no credit other of course outside the fact that these kids will finally be receiving the teaching that they need and deserve.

Wow Travis!

 I don't think I've visited your web site before.  The first thing that impressed me was you have the same order of importance in your life that I do.  My Lord and Savior, Jesus, My Husband and family, My job, My other things in life.  About 20 years ago, I had a principal who didn't like that order.  She informed me that I had my priorities mixed up.  My job should always be first.  I explained to her that my job is very important, BUT, if she wanted me to be the best Music Specialist around, and she did think I was a very good teacher, then my priorities HAD to be in that order, or I wouldn't be a great teacher.  When she didn't respond, I softened my voice, because I had gotten a bit higher in frequency, and I said that Jesus is my Lord and Savior and He is the one who made my husband my best friend through college, leading us to marriage.  I then told her that she hired me based on the fact that she had watched me teaching in Grand  Ridge ( in our county), as Band Director and Elementary Music teacher (it's a country K-12 school) and that she thought enough of my teaching skills to want me at her school.  I then said that she saw me with Jesus  first, family second and my job was third.  If she was that impressed with the job I did in Grand Ridge those 10 years, birthing 3 babies during that time, then she wouldn't want me any other way.  I asked her was there anything I did wrong?  She said to make sure my next on site concert at a grocery store (business partner) needed to be Christmas songs, because she remembered that I didn't do any Christmas songs at all the last time we sang there.  (she said it very Uppity), so I said that of course we were singing Christmas songs (it would be the second week of December) and if I had known she wanted Christmas songs last time, I would have done them, but it probably would have sounded funny being we sang there in March.  She never said another word about my priorities or what we sing when we do programs. 

So, that aside, I'm excited about your grants.  I don't know what ELL is.  I'm sure it's like ESOL or ESL (English as a Second Language).  My middle son, 26, and his wife have  just moved from Malawi (Chichewa language) to Uganda (Swahili), so while in USA for a couple of months to work at Teen Missions and pick up USA teens coming to work this summer, they purchased the Rosetta Stone for Swahili.  They are also taking back my 3rd grandbaby they have carried.  We are praying for a healthy baby.  

Baby number one ended up being a tubal pregnancy and she fainted in a store at 3 months, while I was in Nepal.. Hannah was born a year ago, May 26th and lived an hour.  Both sets of grandparents were driving but didn't get there in time.  Their local friends decorated the labor room and had a birthday party and the photographers association, Now I Lay Me Down To Sleep, had a photographer waiting and he took a family portrait of them, and both happened in the hour that Hannah lived.  'She and the other baby are in heaven.  They have not been given good chances, but the Dr put her on 8,000 mg of Folic Acid ever since Hannah died and that gives them a 2% chance of a healthy baby.  Last week, she spotted some, but the dr said the baby appears healthy and they found a wheel chair to take back to Africa.  They even had 2 nights in hotels and one airline, from Washington DC to Ethiopia gave them first class seats so she can recline.  We don't know, but we know it's in God's hands and he is the only one who has control over this baby.  We are praying for a healthy birth and life, but we have put them in God's hands.  

    I came back from Haiti in time to get to see them for the Commissioning Service and they even got to go eat lunch with us, while the assistant leaders watched the team, before they left the country. 

     So, I am excited about your program.  God loves my grandbabies in heaven and he loves your and my kids we teach.  I am at the only elem. school in my town, except for a Christian school with about 200 students K-8.   I teach over 850 k-2 students.  

    One year, a Kindergarten student told me I was saying her name wrong.  It was after Christmas.  Her class pronounced her name wrong and so did her teacher.  When the child pronounced it for me and I got it right, I wrote it phonetically, as it was not pronounced the way you would think it was.  When her teacher came to get the class, I told her she and I had made a big mistake in the pronunciation of her name.  The teachers' response (and most of our teachers NOW are not like this), said "What does She know?  Their names are so weird now, how is anyone to know how to pronounce these names?"  She never learned to say it right, but I got the kids to learn to say it right. 

     I've taught long enough that kids have grown up and thanked me for respecting them, their families and their homes.  Some are now bringing me their kids to teach.  Some come to me with babies, asking how to sing some of the songs I taught them, so I've started a night class, one time only, twice a year, for parents to come with babies up to 2 and I will teach them to play with their babies musically.  

     Most kids who hear music as babies can already keep a steady beat and match pitch without being taught.  I know that anything you do to help these children will be a plus.  I know there are alot of teachers who love the kids as much as you do, but there are some who are jaded, tired and lost their memory of why we are teachers.  Some have changed careers, in FL, and can teach if they can pass a test.  They want the vacation we have.  But there is no light in their eyes, in wanting to help the poor, dirty, smelly children we teach.  They can't help the fact that no one gave them a bath, or has taught them how to bathe.  

    This past year, when I mentioned parents reading bedtime stories, he said, "do you read to your boys?"  I have pictures of my family in the room, I have pictures of all 3 boys as Kindergartners and I have a family picture as teens and pictures with their wives in wedding dresses.  He didn't think about them being grown.  When I said I read to them every night unless they were spending the night at grandma's or unless my husband read to them, he asked if he could come live with me.  He doesn't think anyone has ever read to him at home. 

     Sometimes, our hugs, our stories, our songs, our love are all they get.  Fortunately, there are alot of children in poverty homes with good parents who try hard.  Some of my poor kids are some of the richest families in my town.

      I need to learn about getting big grants.  I always apply for a mini grant for fine arts teachers, but it's only $200.  I will pray for you and your job and ministry with your kids. 

    By the way, Teen Missions could use you on summer teams.  Check it out.  http://www.teenmissions.org  

My sun is leading the upper nile team in Uganda.  I've gone on 1 team, in 1973 and led teams, 20 of them, in 1974 and 1976, plus the other 17 were in 1991 - 2008.  I've volunteered a few summers, at Boot Camp training when my husband didn't want me gone all summer.   I plan to go back next summer.  I didn't this summer because of our masters degree, so I went to Haiti for a short trip and last summer, I wasn't emotionally ready to go days after burying my granddaughter, so I went to Scotland to a place I've been befor, and led Football Camps with a Christian slant.  I'm overweight due to meds I have to take and do NOT seem like a soccer player, but I got some of the teen street kids to help me, as they remembered me from 2001 and 2002 when I was there before.  A young Christian man, a football coach in Glasgow, adopted me as a second Mom back then.  He now works with  the Paisley Pro team, St Marion, or something like that, and helped me in a tremendous way.  I spent 5.5 weeks there last summer, but I didn't start until my grandbaby's funeral was a month old. 

     So, Keep up the good work.  Try to not get discouraged about all that happens at your school.  What you do is important and makes a difference. 

Rosetta Stone image taken from Rosetta Stone Web Site

Wk 2, Post 2, The Art of Possibility 5-6, Leading from anywhere, Monkey See and Do

`

  My second entry is about the other chapters.  Leading from any chair is really good and I’m glad to say I have done that before with very good results.  When I take my teens on these mission trips, I get so many different types of kids for these 8-9 weeks.  It sounds like  a long time, but it really isn’t.  During the training, we are very busy with learning, and are on such a schedule that very little can be done in this area.  When we leave, that is when we get to begin doing things like that.  We put the kids in charge of many different things.  Of course we are there to take over iuf needed, but even that needs to be done quietly.  Usually the kids just need to know we are there and can take over if needed, but that happens rarely. 

     Chapter 6 is about rule six “ Don’t take yourself so seriously”.  I love rules like that.  They make a point.  Simple. Clean. 

     I know there is a poster out in many areas, but 39 years ago I had never heard of this before and never saw the posters until the past 15 years.  My band director used it and I loved it.   If you have heard it, and you are reading this, you will have to hear it again.

There are only two rules in my band room. 

Rule # 1 – The Band Director is always right.

Rule # 2 – When the Director is wrong, refer to rule # 1.

Again, It’s simple and clean.  Here is a perfect example of it in use, the right way, not the dictatorship way. 

We went to his hometown in North Alabama to play a concert.  He had always wanted to do that.  We took up the stage, back stage and half the floor of the small auditorium of the small, old school.  The entire town turned out for the concert as Johnny Long had begun his career at Troy State University with 13 band members and it was now in it’s 20 something year of 250 +, playing at inaugural parades in Washington, 3-4 major football games halftime shows with at least 2 minutes of air time, playing for at least 1 bowl game during the holidays, etc. 

At this concert, he invited some big wig AF director to guest conduct a march.  The man totally messed up while directing, skipping repeats in some places, and adding repeats where none were written.  He didn’t do this in the rehearsal with us, but for some reason, in the performance, he messed up big time. 

We followed the rule, though, the director is always right and somehow, the entire band followed him through his mistakes, so the audience never knew there had been a mistake.  So, in the end, no one was embarrassed, we sounded great, he saved face and all turned out well. 

I’ve shared this with my students, telling them that when one of us make a mistake, we all do OR, we all don’t.  It’s up to us to anticipate the mistakes and try to all go the same  way.  Which way is that?  The right way or the way the director is going?  Follow the director and do you best to stay together.  In the end, no pointing fingers as you only followed the 2 rules and you did the right thing.

My small children can hardly do that.  They sing almost programmed.  If I make a mistake, it doesn’t matter, as they are going to sing it the way I taught them to, and if I mess up, I can find my way back to the right place. 

BUT, once we sang at the state capital.  We were the youngest group chosen to sing at Florida Music Educators Associations:  Music Education Day at the Capital.  We sang in the rotunda.  Upstairs, on the 3^rd floor, a deaf  group was there asking for a new law for the deaf and saw my kids signing a song.  They made it to the ground floor before the song was over and when it ended, indicated they loved the song.  I signed thank you and began interpreting all the songs for them while directing.  I’ve done sign language with my kids so much, they just began copying me, through every song we sang.  They were real troopers.  They never acted like it was different than what we practiced.  They just thought I was signing with them, just like in the classroom.  At the end, the deaf contingency was so impressed these hearing kids could sign an entire concert.  Even they didn’t realize the kids were just copying me, for the first time, on all songs but the first one they saw. 

That was such a great experience of kids just doing what I do, needing no explanation.  They did it because I did. 

    

Now, back to rule number 6.  Does that mean I am the best teacher ever?  I trained these kids to be so great, I taught them sign language so wonderful they could copy me?  Oh yes, Rule number 6.  Don’t take myself seriously.  No, kids love to copy.  They are little mirrors and tape recorders.  This is how they learn.  They just did the way the Good Lord made them.  I just happened to have a great group of little monkeys who knew how to do: Monkey see, Monkey Do, Monkey does the same as You.  In other words, Rule # 6.

Thanks for introducing this book.  I am really enjoying it so far.

Zander, The Art of Possibility
Graphic found in Google under:  Rule Number 6, from Zander's Art of Possibility

Wk 2, Post 1.The Art of Possibility 4-6 "We did it THAT way in our old group"

I was struck with various things in each of the chapters,  as I read them,  The Chapter, Being A Contribution, struck me in one small sentence, but in a big way.  It was in the Dinner Table Game, where it is talking about each person, in the game of contribution,  He had this remark to make:
                 When I began playing this, I found there was no better orchestra than the one I play in now,
                                         no better person to be with than the one I'm with. 
     I take teens on mission trips in the summers (usually, this summer is the exception due to our classes!).  We have some teens who raise support and do this for 2-6 summers.  It is hard work, but very rewarding.  Some kids get to our training we have for 2 weeks, before we leave the USA.  During that time, we have classes in blocklaying, digging, hammering, tying wire, etc.
     They also have classes on washing clothes and us in a bucket, etc. and we introduce several NOT WANTED characters.  People like Love Sick Lil, Dirty Donnie.  BUT our worst NOT WANTED character is always Last Year Larry who always begins sentences saying, "Well, Last year, we did this....., or Last year, we sang these songs...., Last year, we built the orphanage this way....., Last year our leaders let us go buy candy every day, etc.".
       People who always look back at the other group they learned to love, can't ever find time to learn to love the new group, the new leaders, the new country, the new customs, etc.
      If Last year Larry would instead, come to Teen Missions with the contribution idea, he would come saying, " Last year my South Africa team was wonderful and I loved it.  But that was Last year, and now, I'm on the Peru team.  There is no better team than my Peru team.  No better leaders than my Peru leaders, No better team mates than the Peru team mates."
     What a fresh beginning.  Of course last years team to South Africa was great.  You worked hard to build a school for a village and you helped the AIDS orphans with a house for the 2 helpers to work with the 500 orphans in the 2.5 miles circle. Last year Larry, you can say, " I was on the best 2009 team ever".
     But NOW, you are here and should say, "I'm here on the Best Peru team ever!  I'm on the best 2010 team ever.  We are going to do a great job.  we have the best leaders, the best team, the best work ethics, the best children to play with, the best trinkets to buy.  We will even take the best pictures and have the best stories to tell.  Why?  Because this is NOW AND WE HAVE THE BEST TEAM.
        That one sentence was such a revelation to me.  Our kids need to see it more as Contribution. according to The Art of Possibility.

Zander, The Art of Possibility, Penguin Books, Pages 57-58.
Bland, Director. Teen Missions International, Inc. http://www.teenmissions.org
Teen Missions Icon from their web site. 




,

MAC week 1 Comment 1 had to be done on PYawn's 4th blog, not first. thanks.

I don't know what is wrong with my computer.  I can't see anything written, except the comments.  I also can't see the picture you put on, of your class.  so, Instead, I commented on your 4th blog, which I could see.
P. Yawn's blog site.- blog number 1 is the one I couldn't see.  Blog 4 is the one I wrote about. Thanks.

Smith Karen Mac Wk 1 My Free Comment 'I Am An A"

I used the statue of Grey Friars Bobby, found in Edinburgh, Scotland.  

When his master died, he went to his grave and laid there for several years, until he finally died.  

Animals weren't allowed in the cemetary, 

but they finally made a law that allowed him to be in the cemetary with his master.  

If we could learn to be that loyal to each other, wouldn't it be a wonderful world?

www.greyfriarsbobby.co.uk/

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

I ended my comments on the book, The Art of Possibility", discussing a horrible situation from college days, so many years ago (1971-1975), yet, as I wrote them down, thene feelings of horrible work, the feelings of horrible grades, the feelings of horrible things being made to do, all came back with such a rush of emotion, that it brought back that horrible feeling.

I did NOT like that time, that professor, the things I had to do (and in todays world, wouldn't happen), that I forgot to talk about the wonderful things of the book, in Chapter 3 that actually made me think of the things I wrote about.

If I had the professor of Chapter 3, it would have been a different time.  Instead of feeling inadequate, like I couldn't be smart enough to make an A or a B, even though I actually had the points for it, I would have felt smart.  I would have felt like the work I put in meant something, when in fact, it didn't mean anything to that professor.

In turn, my parents couldn't understand that when I said "Mom, I had the same grade as the ones who made a B and was one point away from the one who made an A", she found it very hard to believe me, when she is staring at the slip of paper that said I made a C and in my major!

I understand now that teacher was a moron and did not have our best interest at heart.  Just like when he told some of the boys in the band he wanted to date one of his students, the little clarinet player.  (one turned out to become my husband, but was a best friend at the time.)  I found out, much later, that the guys decided since he didn't teach them their major instrument, they would gang up on him.  They did and told him he better leave ALL his students alone.

I think the professor in the book, "The Art of Possibility", had such a better idea when he chose to give all his students an A.

Even if you are given an A and then with REAL cause, not make believe ones, the grades are moved downward, that is fine.

Of course, doing it after the class is over, when grades are shown and done as far as the students are concerned, would be very wrong.  It would only be ethically correct to reduce the grade during the time before the grades are finished.  When that final grade is given a student, that should be it.  If a teacher is just trying to "get" the student, it would be wrong.

But the teacher did a really neat thing, an idea, an experiment, to give all A's to the students.  The students felt a sense of accomplishment to have such a great plan of action set before them.  It gives a real feeling of accomplishment  and I appreciate it, especially since I did NOT like the way things were going back then