The+Art+of+Possibility

__Jenn__: 1. Themes that emerge from my questions primarily relate to the impact that thinking and teaching in the context of "The Art of Possibility" may have in my classroom and in my own life. It occured to me that this generation of students are taught from a very young age (more so that my generation), through daycare, organized activities, and the invovlement in sports very early to be structured and to fit inside the box or the boundaries that are set for them. (funny how this ties in with the initial example in the first section of the book). I can't help but wonder: Shouldn't we be teaching this alternative way of thinking in our classrooms? After reading Zander and Zander I am thinking this would have to be a learned skill on some level. With the push to follow structure and process in this world of test prep can we begin helping students find comfort in the world of possibilities and inquiry, rather than just getting the answer that they believe the book, the test, the teacher expects? I believe this broader way of thinking can only prove as an asset for our students in life and in measureable acheivement.

2. The ideas from Zander and Zander impact my thoughts on test preparation in that we must not only change our patterns of thinking with regard to high stakes tests, but if we are able to shift our students' thinking, we may actually be able to help them be more prepared, thus allowing them to see more than one means to discovering a correct answer.

3. I might incorporate the ideas from Zander and Zander into my persuasive essay in that I believe that we must shift the framework from which we view the high stakes testing. I was impressed with Kevin's online response indicating his support of NCLB testing as a way of highlighting the needs of students and helping us set high expectations. This is a good model of shifting the framework. I think in my persuasive essay, however, I may change the terminology a bit to what I believe is an equal term "try thinking about it a different way". Inspired by my sons' love of the movie "James and the Giant Peach", I would like to utlizie this framework shift, diffferent look on how we prepare for testing to highlight in my essay that teachers do have a choice. Teachers can alter their direction and modes of preparation. Teachers can prepare students for achievement (intelligence) tests and still have a creative, thought provoking, and imaginative classroom.

__Bridget__: As I've already said, I absolutely loved reading this book. I think it has so much to offer us as individuals but also as teachers. While each practice has some level of relevance to the world of high stakes testing, there are three chapters that I found to be particularly memorable.

1. Giving an A: As I read this chapter, I thought about how often students are labeled by the grades they receive, the classes in which they are placed, and their scores on various classroom assessments and standardized tests. After years of this labeling, most students begin to strive towards high grades (or grades high enough to get by)-- rather than value learning for its own sake. We can't immediately enter a perfect world in which grades do not exist, but I wonder how it would be possible, to some degree, to capture that feeling of possibility in students. While we can make major changes in our own classrooms, how should we deal with the mixed messages sent by standardized tests?

2. Being the Board: I think this chapter sends a very strong message to teachers, since we often see ourselves as the victims in the current educational system. It's easy to label standardized tests as the enemy and to point out how they have a detrimental effect on students' education, but that really doesn't get us anywhere. However, if we view ourselves as the "board," that immediately puts us in a position of control. Then, the question is, what can we do to impact what is happening in today's schools? More importantly, how can we convince other teachers that they can have an influence on the current situation?

3. Rule Number 6: This is my favorite practice by far. Negativity about so many aspects of schooling, including standardized tests, is widespread among teachers at my school. It's that kind of attitude that brings down other teachers and negatively affects students as well. Having that kind of negative outlook isn't going to help anything, so I think it's so important that teachers remember to lighten up! ...but how do we make that happen?

__Jamie__ 1. Giving an A. Without the pressure of meeting written standards I strive to produce high quality work. We, at the graduate level, have the advantage of choosing classes we want to learn more about. In a high school setting, how can I structure my classroom culture so that students can feel like they are A's? How can we engage every student? Not out of our need but out of their want?

2. "A cynic, after all, is a passionate person who does not want to be disappointed again." If we engage the cynic's passion will the other students follow? Should the cynics be the focus of the drive for engagement?

3. How can I set up my classroom to have kids feel like their contributions, no matter how small, are important to the overall success of the class?

__Kevin:__ 1. The "Creating Frameworks for Possibility" really sets up a strong vision for what could be. In reading the passage about The Shawshank Redemption (one of my favorite films) I thought about the possibilities of having such a transcendental event take place that would take students out of their world and provide them with the capacity to create great works within their studies and how technology could tear down the walls that were keeping them from being ok with failure. How can my own instruction be moved in such a similar way for the students?

2. "Giving an A" teaching AP can be a rewarding yet frustrating endeavor, students are extremely competitive among each other. The fear of making a mistake is maintained within the students of the class. I was thinking as I read how my class will benefit when on the first day of class I give the assignment to students to write a letter from the end of the course. I also want to ask these bright students, how grades should be determined and what the purposes of the class are, i.e. how can we assess learning and develop opportunities to learn.

3. "Leading from Any Chair" describes the great interaction that came about by music being lost by the Cuban Post Office, how do we get students to teach each other and to lead within the class? Can we create a spiral out and really infuse a partnership of common learning in the class? With technology students will undoubtably come in with different skills, how can this inform our instruction?