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

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

Published in Education , Business
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Transcript

  • 1. The Natural Leader inconvenient truths
  • 2. Taoiseach
  • 3. The “chieftain,” the leader who rises from the ranks because they do lead.
  • 4. The viewpoint, the multifaceted view of “reality,” the view of the horizon and of change
  • 5. 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.
  • 6. 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…
  • 7. Cult of Efficiency: principles
    • Standard Records
    • Planning
    • Standard conditions
    • Standardized operations
    • Standard instructions
    • Standard schedules
    • Efficiency reward
  • 8. 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
  • 9. Is the fastest way to an answer the best way?
  • 10. Is the fastest route to a solution the best route?
  • 11. Is there something needed in decision-making besides speed and fewest resources used?
  • 12. How do we look at the world?
  • 13. Can you walk and chew gum at the same time?
  • 14. What information do “scientific managers” fail to perceive?
  • 15. Viewpoint
  • 16. Viewpoint
  • 17. Leadership exists in the present
  • 18. Management is constantly comparing the past
  • 19. Today, we need you to practice being “ADHD” observing this conference through multitasked attention
  • 20. Today, we need you to practice being “ADHD” observing this conference through multitasked attention
  • 21. When you notice new things it puts you into the present it is a decision to notice new things (Ellen Langer)
  • 22. What shoes is the person next to you wearing?
  • 23. What is the gender balance among these tables?
  • 24. Who is uncomfortable sitting here?
  • 25. How did people at your table choose artifacts to look at?
  • 26. How did people at your table choose where to sit?
  • 27. What are the “unintended” sounds in the room?
  • 28. Do round tables make sense here?
  • 29. What are the best places to hide in this building?
  • 30. Who did not watch any of the videos?
  • 31. How many people have only really talked to people they already know?
  • 32. What five unexpected things did you notice walking in today?
  • 33. What are the varieties of lighting in this building?
  • 34. How do you know who is getting tired today?
  • 35. Myths from Management
    • The 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!...
  • 36. 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…
  • 37. 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…
  • 38. 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…
  • 39. 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...