Constructive Criticism is ...

Constructive criticism  is neither and does not work!  Critical thinking is both and does work!

 

Assembling the bird houses, paint them, placing them and growing a garden around them blends both science and art, but critical thinking of the gardener determines the final presentation.

TEACHING IS:
As professionals, educators begin by determining what our subjects know, (pre-test) perform a task (teach), measure the efficacy, (test) modify or adjust, (re-teach) reproduce that task with the adjustments as desired, and then repeat the cycle.  Teaching thus by design is both an art as well as a science; an art because it takes reflection and exploring but a science because there are measurements, reproducible skills and goals or benchmarks.

AN ART...
An artist begins with an idea, a thought, goal, message or statement in mind to convey to another.  Mediums range from oil, to water color, music or even words.  Teachers include mediums such as discussions, activities, (although worksheets don’t grow dendrites) connections and engagement.  This variety is necessary for artists, as well as teachers.  Not to get distracted by the method of presentation, we want to examine the setting necessary to build the confidence required to take these risks that might to improve the craft. 

A CRAFT...
An earlier post about the culture of learning began to establish the need for building a great place to work.  To ask artists to consider their craft, without being critical is no mean task.  Teachers must feel confident to take a risk, try new things and explore.  Without this assurance, no exploration will be attempted, and things will continue status quo, results will continue the same and we will be left behind as others progress.  This means that constructive criticism may be neither, unless there is a relationship not based on performance.

A SCIENCE...
The presence authentic self reflection or examination indicates an additional component of critical thinking.  Since teaching is an individual craft done singularly, intrinsic adjustments are desired.  Coercion or force may sway some off center but without a true critical examination of personal tasks and activities, most will return to status quo.   Collaboration and knowing peers are also seeking the best and willing to explore other methods of presentation builds additional confidence necessary for critical thinking.

AT WINFIELD MIDDLE SCHOOL!
This comfort level allows teachers to confidently examine their own behaviors, scientifically look at other methods as worthy alternatives and risk trying these new techniques in their own classroom.  At WMS, risks are encouraged, questions are asked and answers are explored regardless of the answer and student engagement is higher, more intense and self-directed. 

How does this happen?  What makes this all possible?  Can this type of environment also be duplicated?  Is teaching a science or an art?  What can we do differently to help others learn and get better?

"I taught it, but they did not learn it!"

(p.s.  You did not teach it!)

To make a decision it takes...

TRY THIS:
One of my hardest lessons:  Try telling a story about what you did last night without using personal singular pronouns like "I," or "me!"  Instead think in terms of "us."  Why???  Nobody really cares about what I did singularly but often as a team, many great things are done, more people get to find success and doing something together builds synergy, cooperation and a culture where folks truly work for the best for students.  Sometimes a singular story is necessary but try that exercise above.

A banner for the football game "lets go big red" built by students, for students.

(From last post: Columbia MO is the location of the famous columns of the University of Missouri)

#onthemap

Big things can't be done alone.  We need others to reach a decision, share their perspectives and provide the alternative point of views!  (Please care enough to LMK otherwise)

COLLECTIVE DECISIONS:
Solving problems individually is substantially more challenging than in a team.  If all the stakeholders are together, the outcome can only get better.  Partial or incomplete groups lead to insufficient data, input and outcomes that still may need adjustments! (notwithstanding the decisions that are made that fall short of effective)

USING DATA:
Any effort that involves collectively examining data, talking about the interpretations and then applying interventions to respond to that data is optimally beneficial in an environment where true collaboration reigns.  With no competition among staff to prove personal worthiness or value by using students as pawns, we all share our perspectives as well as our data to make decisions.  Thus everyone shares from a posture of cooperation and student success.  This attitude permeates the building here at Winfield Middle School.  Folks seem truly interested in the success of students.  From the grade level team meetings where the staff all participate, to the hallway supervision to the student centered activities that engage students in the technology, the lesson and even their own learning?  Our interventions at WMS are designed to reach the student's specific needs by considering as much information as possible and addressing everything together.

WHAT NEXT?
How does anybody become a better content teacher?  Teach children by meeting their needs first and the content will follow!  Collaborate with other professionals.  Take an educational risk for students sake. (Nice TC) Then use data to answer intervention questions!  What do we do with these students #atplc if they don't get it?  Or an even better concern, what if they do get it?  #atplc

 

Winfield Warriors #winwar will be on the map!
How are we doing?

 

To make a decision it takes... To make truly effective decisions, data must be used collectively and collaboratively with everyone sharing in the entire process till a unique and personal and optimal decision is finally reached! 

When I grow up... (Guest student author)

Another guest post, this time including a student contribution.

 

 

These remnant columns sit in front of what college?

Last time we saw the Arapahoe Basin Ski Area (A-Basin) off Loveland Pass in central Colorado.

This week, a parent visited school wanting to express his appreciation for a job well done, or at least begun.   In his hand, a hand written note from one of his son’s teachers.  Accolades were in order due to the students efforts on an essay about goals.  The assignment began with a pre-write, including supporting details, explanations and a summary.  A few draft starts and a final version. Here are the results:

My goal is to be a special operation team captain.  The first step for me to take would be to get good grades school.  I need to go to college, I also need to study hard in school and turn in all my homework.  Next, I will make sure not to drop out of school and get a college degree.  I will always come to class prepared and pay attention.  If I achieve my goal then I will have good paying job and I will have a good life.  The best part is having parents that are proud of me.

Regarding this young author, rest assured, his parents are already proud.  They would do anything and give all their lives for his success.  As we examine this application to teaching we wonder what it means, to have similar unconditional love for another, where the things they did, had no bearing or influence on our acceptance on the person as an individual.  This does not exempt their behavior, mitigate the consequences that often reach farther than just those immediately involved or excuse mistakes with no accountability.  But it does mean we deliberately, that is based on a decision, choose to accept a person, regardless of their behavior.  (THIS DOES NOT MEAN WE ACCEPT THEIR BEHAVIOR)  Alongside them, we work to help them identify their issues, develop plans and follow up to confirm those plans are adhered to with fidelity. 

What motivates a student to express these thoughts?

A current level of security based on a leadership, prior experiences that encouraged attempts and a quest for a risk free environment where chances are encouraged and failed attempts don’t make us failures.

Our students want us to be stronger than their problems.  They need us to demonstrate confidence in the face of adversity.  They want heroes they can look up to in real life.  Are we prepared to be those examples?

www.mrmccrackensblog.blogspot.com

Do we need a rule that says "Don't throw dead fish at people?"

People or programs?  https://twitter.com/ToddWhitaker agrees to weigh decisions for people's benefit and not for the sake of the rules.  Do we serve the rules or do the rules serve us? 

 

 What is this?  Why is it important to us?

The book Teaching with Love and Logic aligns with this question and alludes to the fact that procedures and programs are established to outline the way citizens interact in a culture.  The classroom has it's own culture, as does the school.

What does it mean to say "love and logic?"

In the middle of this book there is an invitation for a paradigm shift, not to force a method but to reveal a clear perspective on the differences of interpretation.  A discussion on the principle of discipline or the system of discipline.  These two schools of thought demonstrate the wide variety in addressing behaviors. 

 

SYSTEMS PLAN:

Building a system of discipline is wonderful way to help students learn boundaries.  If students co-design the plan, they will possess far more ownership due to their active creator status.  This fosters future dialog in consequences and punishment but leaves little room for interpretation or extenuating circumstances.  But there are lots of rules.  Many rules and more opportunities to break them, as well as keep track of them.

Do not walk on the grass.   Do not run in the halls. Do not...  Do not...  Do not...

PRINCIPLES PLAN:

Instead of having a rule for everything, a principles system limits the specific rules, but infers that we know what we should do but often do the opposite.  Since there is no way to really have a rule for everything, this system guides behavior by using mutually agreeable principles to establish the way we should act as well as consequences.  (This quick essay will never fully describe the depth of difference between the two perspectives, but articulation helps solidify the ideas.)

The principles system may have a very limited number of rules, like:

Treat others how you want to be treated.
Do what you want, as long as it doesn't bother anybody else.

This does not eliminate the need for procedures!  In fact methods and operations become easier to establish once the concept of equitable treatment for all is truly understood.

Operating inside a principled system is a wonderful way to empower students, give them ownership over their behavior and apply the principle that we serve children best by helping them change their own behavior and not coercing or forcing them to change.

The arch is important to this lesson because it was built from the ground up, the north and south legs, at the same time, but when they got to the top, they did not exactly align!  http://tinyurl.com/9j5q46w The builders, engineers and firemen had to adjust things, use contracting temperature differences of the south side, which got hot and expanded and the north side that stayed in the shadows. 

How do we as educators get things to fit, if they just don't quite fit together?  How do we get our friends to fit, if they just don't quite get things together?  We massage, mold, shape, using our relationships sharing experiences together.  Once we can win the right to influence others, we have done the first step in establishing a true learning and dynamic environment where students feel comfortable enough to take an educational risk.

 

Teaching with Love and Logic, Taking control of the classroom

Jim Fay and David Funk 
Publication Date: 1995

"That student deserves an F because..."

The first set of progress grades were due last week at WMS.  This brings up an interesting topic: grades!  There are as many interpretations of what grades actually represent as their are teachers.  An A in one class may mean something different than in another class.  Similarly, failing marks in one class may mean something diferent than another. 

Is a student to be graded on how much work he does, what he understands, what he demonstrates, or even how hard he works?

Here ,we are looking at what famous ski area? Connection below!

Answer to a prior trivia question: New York University hosts the Picasso rendering in concrete, zip code 10012.

(Great job on the identification DM!)

How do we determine if student compliance but mistake it for student engagement?  What are the similarities and differences between the two? Can they co-exist?  Are they mutually exclusive?  Does the presence of one prevent the occurrence of the other???

What do grades really mean?







What do grades, assessments, scores, and student marks really mean?  Does a student that works hard to earn a 57% deserve the same score as a student that does nothing and also earns an F grade?  Is there a way to reconcile this difference?

Is an A, always an A, regardless of any other circumstances?  Does the student that comes with prior knowledge and "Aces the test" really deserve the same grade as someone who works hard to earn an A?

What about an F?  Does that mean somebody that tried but missed by earning a 55% deserves the same thing as someone who did not try at all?    What if after the first lesson, a student does not master the concept, but after the reteaching, the student understands?  Is the value of a lesson learned in class by a teacher reteaching worth more, or less than a lesson the student already knew when he came into class? http://tinyurl.com/9ddlwqj has a great articulation of the grade dilemma and how students may perceive the grade.

At Winfield Middle School...

We strive to see the value of a pre-test, examining what a student already brings to the table, what he understands and where he still struggles.  This pre-test identifies the concepts and ideas that form the curriculum and looks for prior knowledge.  (Also part of the first corollary #atplc question:  What do we want students to know?)

Our instruction can then be tailored to meet the needs of a greater number of students.  Lessons that offer no challenge are reduced and challenges become appropriate to students abilities.  Student's success becomes more authentic and owned by the participant.

Then our published grades align with a set of published standards that each child has mastered or is progressing towards mastery.  Right?

Connection:

This ski area has is set in a high rocky mountain pass.  The highway visible in the backdrop is Colorado State Highway 6.  (That clue should suffice for identification)  But this pass is an alternative to the famous Eisenhower Tunnel on Interstate 70 that most skiers pass through to and from their ski areas.  The pass is maintained year-round and is the path of many.  This alternative demonstrates an alternative necessary for many of our students as well. The regular things don't work as well.  They are not allowed or even dangerous.  Most folks travel this road due to hazardous material.  Most folks travel this road because they have no other choice.

What alternate routes do we have established ahead of time for students that don't travel the common path?  What methods of assessment do we apply to record and publish their measure of success?  Do we require them to travel just like everybody else?  Do we look for alternatives?  How hard do we work for them to find their own success?

What if their intelligence is not measured by our tool?  What if this is their intelligence?

1.1 Logical-mathematical

1.2 Spatial

1.3 Linguistic

1.4 Bodily-kinesthetic

1.5 Musical

1.6 Interpersonal

1.7 Intrapersonal

1.8 Naturalistic

1.9 Existential

ps:  Our grades look great!  Thanks guys.

How do you make a peanut butter sandwich?

As a middle school principal, I get to peruse classes all day long! In one class, a teacher  @SagittariusA1 was making a PBJ.  There was nothing special about it except, there was a student telling him how to make the sandwich, but the student could not see the results of their instruction till afterwords.  The interpretation of the instructions were taken literally.  Here are some of those results.

 

The first try.  Peanut butter on the bread. Jelly next!

How does that connect to teaching?  How can we explain something to students, using a language we are familiar with, to share something they don't understand?   Do our communication attempts actually distract and deter student efforts and achievements?  What can we do to connect our #CCSS to their language, to prepare them for their future?  What can we do to be the best we can be to serve our students?

Consider Creative Thinking

At Winfield, our forward thinking (brown-nose) superintendent @DrC_winfieldriv has challenged us to examine seven terms that all begin with the letter C.  This essay addresses the term Creative Thinking and how effective practices create effective teaching and how effective teaching causes students to consider adjusting, the base definition of learning. This forms the basis of a successful school.  He has asked us to serve our students in creative as well as effective ways, while looking forward to success.

This attempt got Peanut Butter on the bread but they forgot to open the jelly before they put it on the bread.



Well the instructions began with something like "take two pieces of bread" and after that, it was hard to recover.  Students were asked to share the instructions to build a PBJ, the instructor tried to build it and the class got to watch.  Multiple attempts were given and the results improved dramatically.   Of course, it was a lesson in specificity, details and interpretation of words for communication.  It also demonstrated the challenges involved with communication, especially when we use so many different forms of communication.  It also demonstrated the challenge building on fallacy or a faulty foundation.

How does this happen in content areas?  How do we assess current or prior knowledge to know where to start?  Do we start where the book says?  Do we start with where we think they should be?  We wont know where to start till we determine where they are.  After we find out where they are, we should apply creativity in lesson construction, incorporate some technology, center our lessons our student actions and behavior and progress at a pace they can travel.

After watching others ...we got this!  Our efforts, when combined with prior experiences achieved success. 

Only when everyone acted in unison, was our goal met. 

As professional educators we use our creative energy to connect what students know, with what they don't know yet.  This creativity is the main component of interpretation, personalization and a presentation sensitive to the audience!  It is what also makes a teacher a favorite, regardless of the topic.  It stirs the students to want to give more than they thought they could and work harder than they thought possible.  Great teaching is really a demonstration of manners by teachers to students; making students feel comfortable. Great teaching is proven by great learning. 

How do we know if a teacher is successful?    If their students are successful.   Great job JD!

A team like this could...

... do anything!

Often times, the day begins before I even make it to the office, but once I get to school, things are truly stellar.



Sunrise or Sunset?

A substitute request from a teacher with an ill child.  A coach calling about practice the night before.  Gas and a cup of coffee for the drive to school.  But then I get to the building and notice success after success! Here are a few.

In the halls and classrooms, teachers are making connections with students through technology, sports and free time activities as well as sharing successes over progress reports.  Teachers are crafting exciting lessons, activities and learning situations that tempt even me to engage as I visit classrooms all day long.  Other staff are sending students to the front of the room to demonstrate and "teach" the rest of the class.  Hands on activities, student engagement and great things happening throughout the building.  www.polleverywhere.com, www.twitter.com and www.teachertube.com and www.youtube.com plays regularly in many rooms.Our teachers are receptive to explore and willing to take risks but student centered in their presentations.  They seem to intuitively apply the right amount of pressure to make folks want to try a bit harder, yet never basing the relationship on actions but accepting our students as people or judging for failed attempts.

Our students are reading books in the hall while waiting for the bell to ring, bragging about their grades to the principal, singing songs they just wrote and claiming they love school.  Some students even argue about the right way to do a math problem.  Others are heard asking "When are we going to use this?" and really wanting a good answer.  Others are wanting to discuss bullying and it's effect on others by forming a committee.  Another youngster even wanted to buy a lunch for his friend.  These students here are wonderful, hard working and striving to please.  They are ready to be on the map. #onthemap  Even our substitutes are willing to return a second time.

The support staff, like the custodians, both day and evening, the maintenance crew, the kitchen crew, and even the bus drivers are all foundational to the success of this place .  The kitchen crew encourage students, calling them by name and getting to know them as individuals as well as doing their jobs cleanly and deliciously with the thought of getting Winfield on the map. #onthemap The bus drivers are addressing issues on the bus and keeping things under control, orderly and safe but never failing to bring up extreme concerns as necessary.  The custodians are cheerfully going the extra mile by doing extra duty on those rainy days and evenings when things get tracked up again and again.  Even our outdoor guys keep things presentable and tidy for that all important first impression.  Even folks working in the offices apply such a sincere extra effort that we know if they did it, it is probably correct.  Our secretary and counselor run the office like a tight ship with effective procedures, policies and programs always subordinate to the people.  They support the kids like a mom, the teachers with a listening and discerning ear and the parents with shoulders big enough to take it yet soft enough to cry on. 

Connecting to the community through the parents of our students always leaves me with more than a glimmer of hope.  Working through concerns, whether on the bus or in the classrooms energizes me as parents truly demonstrates their compassion and protection of their children.  Even the emotionally charged situations seemed to have ended on a positive and upbeat note. 

Working alongside all these self-sacrificing and serving people leads me to believe, success is inevitable for the students of Winfield Middle School.  #onthemap With our teachers connecting to students, students connecting to their work and families connecting to their children, we have the ingredients for a great school year. Please stay in touch.





Please let me know who I forgot!  I am sure I have forgotten a few.

Remember what it takes to build a champion? 
A worthy goal,  unique plan to get there, the right work on the way, and support from others!
 I see every component aligned here at Winfield Middle School.
#onthemap 

Wonderful Follow up Guest Post. In case you missed it!

Following is a guest post by a fellow-professional that organized a group trip that allowed me to take these and many other photos of the big apple. Her connections with her students, relationships with their families and persistence as a leader demonstrated a pure professional demeanor while guiding over seventy people and two commercial coaches through New York City. Well Done JN!  To top it off, she brought the high school choir to perform at the Statue of Liberty, another day I hope they never forget



 

 

 (See below)

 

The 9/11 attack happened during my first year teaching at Winfield. The thing I will always remember about that day is that it was the day I felt the weight of being an adult for the first time. It hit me right between the eyes. I was forced to put aside my fear, anxiety, and sadness in order to reach out and comfort a room full of high school students who were looking to me for how to react. What a heavy experience to share with a room of young people, who at that time were not much younger than myself.

Visiting the 9/11 monument in New York last year was one of the most somber moments I have ever experienced. I recommend the experience to everyone... you NEED to go! Just to see the names of all the people who lost their lives that day... it was overwhelming! While we were there, I talked with some of the students about their own memories of the day.

They were so young then that they hardly remembered anything! I think what hit home the most for me was seeing the name of a woman carved into the fountain, followed by the words "and her unborn child." How senseless was that day! How sad!

The world has changed a whole lot since then. I can remember a time when I could wait for my loved ones at the airport gate, go to a Cardinals game without metal detectors, and generally felt safe everywhere I went.

It's odd that most of our students do not remember that world. I still believe that America is one of the best places in the world to live. I am so proud and grateful for the people who gave their lives on 9/11 and who still put their lives on the line every day to protect our country!

Some of those brave people are my family members and kids who sat my classroom not long ago.

I just am reminded on this day every year, more than any other, that we should be a little more grateful and appreciative of those things we hold dear.

 

Jennifer Nafziger

Septeber 11, 2012

Todays author leading her Minstrals on location!

What is different?

 

On this eve of our day of remembrance, take a minute to remember three things:

First; Where were you on that day? Second; How did you feel when you first heard? Finally; Have you made any adjustments since that time?

This is a day to remember, ponder and stop a moment to be thankful for all we really have here at this place called the United States. Consider our nation as unique in the world regardless of our personal political affiliations.

Our state of Missouri has good school policies that encourage us to serve students and put them first in both the people and the programs.

Our Lincoln County has many service organizations staffed with willing folks striving to help struggling citizens by volunteering and working. These roles support our neighbors that battle with many various issues, such as abuse or addictions.

Our cities and towns hosts us and encourages us to do our best by putting our best foot forward at events like the Warrior Dash or Turkey Trot, City Wide Garage sales or even assembling a Chamber of Commerce.

Our Schools are filled with wonderful staff, faculty, students, parents and support from the community. The staff takes pride in their tasks, making things presentable, preparing food and fixing anything! The faculty care for students like they were their own children. Our students seem to truly enjoy coming to school. The community and parents support the future by cooperating, communicating and connecting with school through pop-in visits, phone calls, letters and even technology. Our families want the best for their students and are working to help make this place reach it's potential.

Thank you.
Thank you to all the people that made the ultimate sacrifice.  Thank you to those that love someone who made that sacrifice.  Thank you to those that can only remember that sacrifice but have lived life differently in remembrance of that day.

We all remember where were on this day so many years ago. Some of our kids won't remember. But as we consider December 5th (Pearl Harbor Day) and how that relates to us, let's never let this generation forget.

At ground zero, the memorial fountain circulaltes water from the perimeter and returns after passing through the center, unlike a typical fountain flowing from the center out.

 

 

(Following is a guest post by a fellow-professional that organized a group trip that allowed me to take these and many other photos of the big apple. Her connections with her students, relationships with their families and persistence as a leader demonstrated a pure professional demeanor while guiding over seventy people and two commercial coaches through New York City. Well Done JN!)

 

The 9/11 attack happened during my first year teaching at Winfield. The thing I will always remember about that day is that it was the day I felt the weight of being an adult for the first time. It hit me right between the eyes. I was forced to put aside my fear, anxiety, and sadness in order to reach out and comfort a room full of high school students who were looking to me for how to react. What a heavy experience to share with a room of young people, who at that time were not much younger than myself.

Visiting the 9/11 monument in New York last year was one of the most somber moments I have ever experienced. I recommend the experience to everyone... you NEED to go! Just to see the names of all the people who lost their lives that day... it was overwhelming! While we were there, I talked with some of the students about their own memories of the day.

They were so young then that they hardly remembered anything! I think what hit home the most for me was seeing the name of a woman carved into the fountain, followed by the words "and her unborn child." How senseless was that day! How sad!

The world has changed a whole lot since then. I can remember a time when I could wait for my loved ones at the airport gate, go to a Cardinals game without metal detectors, and generally felt safe everywhere I went.

It's odd that most of our students do not remember that world. I still believe that America is one of the best places in the world to live. I am so proud and grateful for the people who gave their lives on 9/11 and who still put their lives on the line every day to protect our country!

Some of those brave people are my family members and kids who sat my classroom not long ago.

I just am reminded on this day every year, more than any other, that we should be a little more grateful and appreciative of those things we hold dear.

Jennifer Nafziger
September 11, 2012





How long have you been doing this?

How many years experience do you have? Advertisers often share facts regarding their clients tenure in their profession.   For example, the contractor claims they "have 50 years" total experience.

In our middle school , we were considering our collective 125+ years experience among us as educators.  As we combine all the experiences of the group, we conciser those resources and think what an untapped resource of internal talent.

To glean any benefit from those experience, these folks must feel comfortable to share. All opinions must matter.  All ideas must be valued and esteemed worthy of ponder.  This state of fluid and dynamic exchange of ideas permeates the intent behind the PLC model and true collaboration.

This famous university pays homage to what artist?

For extra credit, what is the Zip Code of this University?

How would this university make a decision that impacted current students, faculty and alumni?  One person?

What does it mean to make a collective decision, especially based on data? We all vote on the solution?  We draw straws?  We follow the leaders decision?  We all share in the process?  We all share in the results?  We all share in the responsibility?  What are the indicators that verify a truly collaborative environment?  Let's explore.

At our school, where we are working to put ourselves on the map being a positive, relational and student centered building.  Our district has built in regular biweekly time for teacher collaboration.   Working together and collaborating during these opportunities allows folks the chance to share collective wisdom gleaned from other professionals.  An environment that stifles these discussions looses out on the vast experience of the entire team.  Author Jim Collins refers to this involvement his book Good to Great.    He claims an open environment lead by a Level 4  leader, requiring himself to be in the middle of every situation sitffles participation, but a level 5, willing to share the leadership but retain the responsibility fosters the open exchange of ideas. It is in this optimal environment, the healthy banter or considerations of ideas becomes the highest value.  Sharing these ideas as a team and in the public setting helps derive satisfactory solutions, meeting the most number of participants needs. This is an example of synergy impacting the good of the entire group and raising the bar for all. 

Also vital to solving problems is the identification and articulation of the authentic concerns.  What is the real issue, and what are the dependant and independent variables?  Often in team settings, each separate perspectives add to the big picture, filling out details and making clear the true depth and intensity of the issues, like agility, talent, hard work and the extra effort necessary to develop and advance.  A simple solution may be part of the answer but the problem often has many shades of gray or nuances among the people involved.

Finally, in a truly collaborative environment, a collective decision seems to form as consensus is reached altogether.  The goal is to have every person feel comfortable to share in the group setting.  Our decisions are then based on a more accurately described problem, with more people involved with the articulation of that problem.  Then, with more options and alternatives explored, the best for most parties hopefully rise as the final solution, yet fluid enough for adjustments along the way!

This all sounds good, but is it possible?  Can group dynamics work effectively and efficiently enough to warrant pursuing this type of leadership? Let's make collective decisions using data together to see verify that it works!

Great job Middle School Staff.  Wonderful kick-off to school year 2012-13.

(Last weeks quiz answer: Airpliners fly up to around 30,000 feet above sea level or just over 5 1/2 miles.)