Leadership

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From TIE-Leadership Colorado 2011 Keynote by Pamela R. Moran and Ira David Socol.

Transcript

The Natural Leaderinconvenient truths

Taoiseach

The “chieftain,”the leader who rises

from the ranksbecause they

do lead.

The viewpoint,the multifacetedview of “reality,”

the view ofthe horizon

and of change

The Cult of Efficiency At the mercy of every arrogant

editor, every self-seeking politician, and every self-righteous protector of the public money, they and their families had to believe strongly in what the were doing or they would have left the field. … the tragedy in education is part of a greater tragedy in American society.

The Cult of Efficiency … much dissatisfaction with the

way school affairs have been managed in the larger cities … many and serious complaints about the misuse of funds, of neglect of property, of the appointment of unfit teachers, and general incapacity, or worse on the part of Boards…

Cult of Efficiency: principles

Standard Records

Planning

Standard conditions

Standardized operations

Standard instructions

Standard schedules

Efficiency reward

Cult of Efficiency: Purpose of Scientific

Management

Increase efficiency of teachers and students

Increase quality of product (the student)

Increase output through use of labor saving devices such as specific outlines, seating charts, worksheets, flash cards, attendance recordkeeping

Is the fastestway to an answer

the best way?

Is the fastestroute to a solution

the best route?

Is there something needed

in decision-makingbesides speed and

fewest resources used?

How do we lookat the world?

Can you walkand chew gum

at the same time?

What information do “scientific managers”

fail to perceive?

Viewpoint

Viewpoint

Leadership existsin the present

Management is constantly comparing the past

Today, we need youto practice being

“ADHD”observing this conference

throughmultitasked attention

Today, we need youto practice being

“ADHD”observing this conference

throughmultitasked attention

When you notice new things

it puts you intothe present

it is a decisionto notice new things

(Ellen Langer)

What shoes is the personnext to you wearing?

What is the gender balance

among these tables?

Who is uncomfortablesitting here?

How did people atyour table choose

artifacts to look at?

How did people atyour table choose

where to sit?

What are the “unintended”

sounds in the room?

Do round tablesmake sense here?

What are the best placesto hide in this building?

Who did not watchany of the videos?

How many people have only really talked topeople they already

know?

What fiveunexpected things

did you notice walking in today?

What are the varietiesof lighting in this building?

How do you know whois getting tired today?

Myths from ManagementThe Non-Working Teacher

1832“Hundreds never think of a teacher as any other than a sort of idle being. He is in school six hours a day, they admit; but what is that ? He has nothing to do but to sit there, in a warm room, and hear the pupils read, set their copies, and mend their pens, etc!...

1832…But who is the teacher—where is he—

that sits very much in school ? I know hundreds of teachers ; and among the rest, some lazy ones, who sit all they can. But a greater number scarcely sit at all; and some, never. And even with those who are disposed to sit and do nothing in school, it is very hard work. Most of them, at length, find it easier even for themselves, to work than to…

1832…sit still. Six hours a day, moreover, is

not all the time spent. There is an hour before school, an hour at the intermission, and an hour at the close of the day, the greater part of which most teachers are obliged to devote to the school, in some form or other. It is impossible to escape it if they would…

1832…and—to the honor of human

nature be it spoken—many of them, after all that is said against them, would not escape it if they could. Here then are nine hours devoted to the school, instead of six, which alone make a large part of the day, in our northern latitude, in winter…

1832…Nor is this all. I have known many

a teacher who spent twelve hours, at least, in twenty-four, in thinking or acting, for his school. What do people mean, then, by only six hours...

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