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sheadley

PBLWiki 2007 - Samples - Google Docs - 0 views

docs.google.com/PresentationEditor

shared by sheadley on 09 Nov 07 - Cached
  • Preferred Sample
    • sheadley
      sheadley on 09 Nov 07
       
      Do I really have the ability to leave a sticky note on a google presentation slide?
  • study
    • sheadley
      sheadley on 09 Nov 07
       
      this is working
sheadley

EDFL675-HEADLE2: Humility in the Culture of Technology - 0 views

foxtale.georgefox.edu/...discuss.php

shared by sheadley on 07 Nov 07 - No Cached
  • “faddish technological endeavors.”
    • sheadley
      sheadley on 07 Nov 07
       
      I must admit that I have been in this game so long that I no longer long for the har copies of student papers although I must admit I often print out dissertation proposals and mark them up by hand. Tradeoffs abound. I am confident that I would not have had the opportunity to work with most of the people in this course if we had not chosen to do this course online. ON the other hand, what fun and satisfaction would be found sitting around the seminar table on a cool fall Saturday morning with our coffee and scones, discussing the text and drawing our ideas up on the whiteboard.
    • djohnsto
      djohnsto on 07 Nov 07
       
      ...or the blackboard?
sheadley

Tom-Bs-Space » Learning Journal - 0 views

tom-bs-space.wikispaces.com/Learning+Journal

shared by sheadley on 07 Nov 07 - No Cached
  • Scot and I met for a discussion in Second Life
    • sheadley
      sheadley on 07 Nov 07
       
      Tom: thanks for the thorough review of your activities, thoughts and feelings. There is some significant ground for learning for each and all of us. I hope your colleagues take the time to read this. I especially like the way you took your SL experience and translated it to the way your students may feel or think in particular and difficult situations, a very nice connection! Scot
sheadley

EDFL675-HEADLE2: Authenitcity, reality, integrity and words - 0 views

foxtale.georgefox.edu/...discuss.php

shared by sheadley on 07 Nov 07 - No Cached
  • Dove Movie.
    • sheadley
      sheadley on 07 Nov 07
       
      I did not explore further after watching the dove film. What point is Dove making? "buy our products and you too can llok like this"? Or, "real women are beautiful before the treatment", or perhaps, "with enough time and money we can buy anything we want"?
sheadley

EDFL675-HEADLE2: Authenticity online - 0 views

foxtale.georgefox.edu/...discuss.php

shared by sheadley on 07 Nov 07 - No Cached
  • Ananthaswamy, A.
    • sheadley
      sheadley on 07 Nov 07
       
      Sue, did you download a copy of this article and if so, could you send it on to me for a peek? Scot
sheadley

The Journal of Religion and Popular Culture - 0 views

www.usask.ca/...art11-5loaves.html

shared by sheadley on 07 Nov 07 - Cached
  • the formation of a transdenominational and transnational online Christian social network. First, it explores online Christian community
    • sheadley
      sheadley on 07 Nov 07
       
      thanks for sharing this, Jeanette. this is helpful and could be a nice start to a lit review for TCC
  • 5loaves.net
sheadley

BlessedHopeAcademy » Disney or Bust! - 0 views

blessedhopeacademy.wikispaces.com/Disney+or+Bust%21

shared by sheadley on 05 Nov 07 - No Cached
  • Mr Pumpkinhead
    • sheadley
      sheadley on 05 Nov 07
       
      Great Scarecrow!
ndettra

http://www.icctejournal.org/ICCTEJournal/past-issues/volume-1-issue-2/teaching-through-... - 0 views

www.icctejournal.org/...g-with-christ-to-overcome-self

quickd

shared by ndettra on 12 Oct 07 - No Cached
  • Teaching Through a Mirror Dimly: Partnering with Christ to Overcome Self
    • sheadley
      sheadley on 12 Oct 07
       
      Read this article, highlight those thoughts that make sense you to.  Add sticky notes that allow you to post your comments, or respond to someone else's comment.  Make sure that your highlight, sticky note and bookmarks are all shared with the 675folk group.
    • sheadley
      sheadley on 12 Oct 07
       
      Gennie is my colleague in the School of Education at George Fox.
  • "the drive to significance is a simple extension of the creative impulse of God that gave us being" (p. 15). I believe it is the absence of Christ in these desires that leads to an unhealthy self-centeredness.
    • sue phillips
      sue phillips on 19 Oct 07
       
      The need to feel significant does not need to be ego-centered. Romans does talk about viewing yourself with a proper perspective (not better than everyone else, but with possibilities, too). Also, Jesus said to love your neighbor as yourself- so you must have a proper self-image.
  • ...78 more annotations...
  • personal struggle with wanting to be seen as relevant, spectacular and powerful in the eyes of her students. These three temptations
  • the temptations have proven to be a constant in my life as a teacher, God provided me with a wonderful lesson this past semester that has helped me to relinquish these desires and to focus on loving God and my students
    • sue phillips
      sue phillips on 19 Oct 07
       
      It is a struggle to keep from feeling proud of yourself and your own abilities. But is an enjoyable ministry working with students and trying to help them overcome obstacles.
  • In the Name of Jesus: Reflections on Christian Leadership by Henri J. M. Nouwen (1989)
  • Christ’s temptation in the desert as the primary framework for his book. Through each temptation outlined in Matthew 4:1-11, Nouwen details the temptations Christian leaders face: the need to be relevant, spectacular, and powerful. After explaining each temptation, he offers solutions.
  • Nouwen relies on the story of Christ’s temptation in the desert as the primary framework for his book. Through each temptation outlined in Matthew 4:1-11, Nouwen details the temptations Christian leaders face: the need to be relevant, spectacular, and powerful. After explaining each temptation, he offers solutions.
  • found myself annoyed at times when my important work of planning and evaluating was interrupted by students, of all people.
    • sue phillips
      sue phillips on 19 Oct 07
       
      I often have this feeling when "MY' schedule is interrupted- not just by students, but when God changes what I have in mind. I need to remember that my day and schedule are His and not mine.
    • djohnsto
      djohnsto on 25 Oct 07
       
      In student life, these interruptions have to be tied to boundaries, for me often one a.m. wakeup/interruptions were requests for toilet paper, etc. Somewhat out of frustration these types of interruptions became conditionaland legitimate after asking about bleeding, breathing and living. At other times, I must guard against administrative duties becoming tyrannical and realizing that my relationships with students are often more important.. Truthfully, I am learning to be less impatient when God interupts. Your thoughts are a good reminder. Dave
  • "must be ready to allow ourselves to be interrupted by God [who] will be constantly crossing our paths and canceling our plans by sending us people . . ." (Bonhoeffer, 1954, p. 99).
  • We have true authority only when we do not lord our power over others.
  • presently had no affirmations
    • sue phillips
      sue phillips on 19 Oct 07
       
      Did Jesus always have positive affirmations from others?
  • I was making assumptions about my students and about what they thought about me. Fear of not being relevant, spectacular, and powerful was driving me
    • djetton07
      djetton07 on 28 Oct 07
       
      My desire as a teacher is to respect and care for the souls of our students, which in public school must be carried out in character and depth of care for students, rather than by words. Even though God has chosen to have me career substitute (8 yrs now) I carry this desire with me daily. I don't just fill a spot, I become the active leader of the day. My attitude can make or break the day for my students. I'm thankful when I can leave at the end of the day with a feeling of making a difference in a child's life. This is the joy of partnering with God - showing my students who He is by my involvement with them through the day, and leaving with the knowledge that my best was good enough. If that knowledge isn't there, then I need to refocus and work harder the next time. This article is greatly encouraging.
  • To be a disciple of Jesus is, crucially, to be learning from Jesus how to do your job as Jesus himself would do it.
  • In the eighty-degree heat, Jason’s interruption is clearly welcome, and the class watches as he approaches the chalkboard.
    • jeanette_eggert
      jeanette_eggert on 20 Oct 07
       
      I, too, recall teaching sophomores in a setting where sweat was running down my back and I could see beads of sweat on students' foreheads. I was thinking....How do we work on Geometry topics in this heat???
  • self-centeredness
    • jeanette_eggert
      jeanette_eggert on 20 Oct 07
       
      In the Crossways Bible study materials, sin is diagramed with an arrow that circles a person's head. It is pointing totally back to self instead of toward God or other people. In the Melanesian Pidgin Language that we used in Papua New Guinea, we called it "Mi yet tingting." That translates to "Thinking only of myself." If you keep self-centeredness in mind as you read through the Ten Commandments, you easily see that all of them warn of the dangers of self-centeredness.
    • cmarkwell
      cmarkwell on 05 Nov 07
       
      Jeanette--that is a relevant reflection, that many of the 10 Commandments can be avoided if one looks beyond one's self gratification and needs. Jesus' injunction to love our neighbors as ourselves addresses the issue in a different way, suggesting that self-love can be a measure of the regard we also hold for others.
  • long-term change, rather than short-term control
    • jeanette_eggert
      jeanette_eggert on 20 Oct 07
       
      As educators, we are indeed blessed if we can interact with students over a long enough time-frame to be able to notice "long-term change." John and I were recently expressing our amazement at the maturity and 'presence' of one of our current seniors. She has grown in so many ways during these four years at Concordia. We feel priviledged to have connected with her during these years...and we hope we can stay connected as she embarks on a teaching career next year.
    • djohnsto
      djohnsto on 26 Oct 07
       
      When we train student leaders, we challenge them to have an eternal perspective because they may not see the short term success of their investments and efforts. The final product may not be perceived until they debrief with that person in heaven. This is a hard lesson for many, but it reminds us that we are working with the Holy Spirit and are only intersecting with someone's spiritual journey even though we don't know their itinerary.
    • cmarkwell
      cmarkwell on 05 Nov 07
       
      I am struck by the author's use of the word "control" in this context. I do believe that many educators desire a sense of control in their classrooms under the guise of classroom managment. The distinction needs to be drawn between maintaining an orderly learning environment and holding power over students. The latter is a an ego-centric position while the former allows for a collaborative environment.
  • This paper details my growth
    • triciameyer
      triciameyer on 24 Oct 07
       
      As a former English teacher, the practice of plainly stating that "this paper is about..." is anathema. I spent so much time telling students to "not say but show." I see this frequently in academic writing and it bugs me. Although, it is easier to get to your point.
  • I began considering personal weaknesses that I desired to improve early in my career
    • triciameyer
      triciameyer on 24 Oct 07
       
      Improving weaknesses is the opposite of Strengthsfinders. This popped into my head because we're completing the Strengthsfinders assessment and sharing them in our weekly teachers meetings. My goal was to get all the teachers, admins and staff to understand each other better as well seek to support and encourage each other in a Christian learning community.
    • adee06
      adee06 on 26 Oct 07
       
      This was the first thing that came to my mind as well. If we focus on our gifs and strengths, perhaps our weaknesses will diminish.
  • The author finally recognizes how she sees both her students and herself in a mirror dimly and that partnering with Christ is the way to best serve within the profession.
    • djohnsto
      djohnsto on 25 Oct 07
       
      I think the word "partnering" is crucial. It is freeing and filled with grace. It takes the primary onus off of the teacher-the actual change in a student is wraught by the catalyst of the Holy Spirit. He is the one who directs our actions, and put simply -we are his agents. I love the word "partner" it reminds me that Jesus task is "light". Dave
    • sheadley
      sheadley on 27 Oct 07
       
      Dave: I see your comment here.
  • The exhausted teacher feels like hugging her, hitting her and instead turns away and sinks into a chair.
    • triciameyer
      triciameyer on 24 Oct 07
       
      Does anyone still wonder why most people leave the teaching profession within the first 3-5 years?
    • djohnsto
      djohnsto on 25 Oct 07
       
      The national average for college resident directors is 2 1/2 years. While both are educators, RDs are informal educators. I think the overwhelming natures of task, emotions and new responsibilities hit in similar ways. Dave
  • tight-knit rural community
    • triciameyer
      triciameyer on 24 Oct 07
       
      I see the descriptor "tight-knit" often associated with rural or small communities. My school is tight-kint and we are located in a city of 250,000 surrounded by cities that are even larger. I think people in general require someone new, someone unknown to "earn" a welcome. This is very different than Christ's example, isn't it? Many communities or organizations are quite friendly at the beginning but the friendliness is shallow. I think how we treat newcomers deserves a great deal of reflection.
  • Therefore my journey ends, as does Nouwen’s book, with an illustration of Jesus. I return to it years after my teaching career began as focus on my newly-refined vision of my calling. It is the image of the leader with outstretched hands, who chooses a life of downward mobility. "It is the image of the praying leader, the vulnerable leader, and the trusting leader. May that image fill your hearts with hope, courage, and confidence . . ." (1989, pp. 92-93) as you teach through a mirror dimly.
    • triciameyer
      triciameyer on 24 Oct 07
       
      This is a lovely article. An encouragement that should be shared with all Christian teachers.
    • jeanette_eggert
      jeanette_eggert on 25 Oct 07
       
      I agree! You have commented several times along the way about your similar experiences along your path as an educator. I look forward to returning to the article in a few days to look for comments from other classmates.
  • Immediately, I surprised myself by my reactionary thinking. I wanted to e-mail him back with a sharp reply that would clearly show him that I was the professor and he was not. I further thought that copying the e-mail to our program director would effectively complete the power play. I temporarily brooded on my anger, and as Willard warns, "Find a person who has embraced anger, and you find a person with a wounded ego" (
    • triciameyer
      triciameyer on 24 Oct 07
       
      I don't know about this article, Scot. Too much of it is too close to home! I'm thinking I need to call Gennie up and have coffee such are our shared experiences.
    • sheadley
      sheadley on 24 Oct 07
       
      I think she would like that. Gennie is in data collection now on her dissertation at Oregon State. If you are going to be on campus next summer at all, I would love to introduce you.
    • adee06
      adee06 on 26 Oct 07
       
      When students challenge a grade, I love to talk with them. Ultimately, I want them to grow and so I structure the course for mastery. If they have reached that and I have overlooked it in my "final" assessment of both their achievements and my teaching, I want the opportunity to reassess and have some good discourse about each of our perceptions. If we come to an agreement that mastery was not attained, what can be done to get there in the next week or so? If nothing, the grade stands. If there is some way to allow for the additional growth needed to meet my standards then we all learn and grow and that is what education is about. In one of the textbooks I use, the author points to research that supports the theory that stringent grading does not raise student achievement and on the other hand, making it easy to get good grades does not lead to inferior work. (A Kohn. (1994) "Grading: the issues is not how but why." Educational Leadership.) We also know that grades are really not related to teaching or learning well. (T. Guskey. (1996) "Communicating student learning." ASCD. So then why do we put so much on those letters??!!
  • Another danger of focusing too much on being recognized by others was the fact that in teaching, as in the ministry, "there is little praise and much criticism"
    • triciameyer
      triciameyer on 24 Oct 07
       
      This hits close to home!
  • We have true authority only when we do not lord our power over others.
    • triciameyer
      triciameyer on 24 Oct 07
       
      I have found that being someone who shows love, care, concern, understanding, patience develops followers who do the same for those who follow them.
  • I came to understand through prayer and through this challenging situation that "There is a name for the endurance we must practice until a larger love arrives: it is called suffering" (Palmer, 1998, p. 85). I suffered for many weeks as I prayed, practiced active love for students in my work with them, and continued to receive no positive feedback. This may sound like a miserable scenario, but it has ended up being quite liberating. I have finally accepted my call to love my students regardless of the outcome, and I have become determined to love this group through their graduation of the program with no-strings-attached agape love. I have discovered in my everyday interactions with students how "Good teaching is an act of hospitality toward the young . . ." (Palmer, 1998, p. 50). Indeed, I have received nothing back from this group of students as a whole, but I continue to serve as their gracious host in the classroom and in the field of education.
    • triciameyer
      triciameyer on 24 Oct 07
       
      This year I am providing my teachers with weekly pamphlets from ASCD's The Master Teacher. A few weeks ago the anticipatory quote was something like "we would be wise to consider all five of the relationships a student brings to the classroom to understand the student well." These are the student's relationship with the classroom activities, home, peers, self, teacher. I wonder if some of the students' outside relationship issues were affecting what the author seems to see as more personally intended?
    • adee06
      adee06 on 26 Oct 07
       
      It almost doesn't seem possible to practice active love for others an not recieve in return. Of course, that should not be the motivation, but with prayer and Jesus, there is always hope and that is something! How wonderful that she continues through such a challenge.
  • stardom and individual heroism, which are such obvious aspects of our competitive society, are not at all alien to the church
    • triciameyer
      triciameyer on 24 Oct 07
       
      Is anybody else as tired as I am of training to attain stardom? Thankfully, it really isn't our calling. I love to think on that.
    • djohnsto
      djohnsto on 25 Oct 07
       
      I think Shirley Mullen, the president of Houghton College, said that when it comes to competition, she doesn't like to win or lose-she likes to tie. I like those implications when we look at our competitive North American culture. Dave
    • cmarkwell
      cmarkwell on 05 Nov 07
       
      Dave--Thanks for reminding us of Dr. Mullen's comment. The desire to be in a win-win (if one can intepret tying in that light,) is a much more creative and rewarding challenge. This reflection on "working for win-wins" is very germane to my job as an administrator, and I have to admit, it is much more automatic to work in competition rather than collaboration.
  • To know as we are known: Education as a spiritual journey
    • jeanette_eggert
      jeanette_eggert on 25 Oct 07
       
      Our faculty used this book as a focal point at our fall retreat a few years ago. I enjoyed it then, and have appreciated Gennie's references to it. I should pull it off my shelf again...
  • group of students who had proven themselves accomplished at helping teachers consider early retirement
    • djohnsto
      djohnsto on 26 Oct 07
       
      I have noticed that some educators take this goal by students as a personal attack on them; when I unpackage events with students they often have no concept of the impact of heir actions on the teacher, administrator or support worker they are overwhelming. It turns out that there is no personal attack-ironically this is developmentally in character.
  • had absolutely nothing to do with any of the many useful things I had done
    • djohnsto
      djohnsto on 26 Oct 07
       
      I understand this line and I see it as a reflection of the Father's grace to us, but I wrestle with it in terms of the true sense of vocation-how does grace and the tasks tied to "calling" come together. I don't know...
  • would have been relevant to the people of the time
    • djohnsto
      djohnsto on 26 Oct 07
       
      I guess I need to ask the reverse of this observation, at what point does our irrelevence become a handicap? In student life, ones asks the question tied to age, can I still connect with college students in relational and mentoring roles when I am 50 or 55 or... I understand Nouwen's corrective, but I still have contextual and relevency questions.
  • He did not come to walk on hot coals, swallow fire, or put his hand in the lion’s mouth
    • djohnsto
      djohnsto on 26 Oct 07
       
      However, this would have been pretty impressive!!! However raising the dead and walking on water are fairly significant.
  • Bonhoeffer, D. (1954). Life together: The classic exploration of faith in community. New York: Harper & Row.
    • djohnsto
      djohnsto on 26 Oct 07
       
      We often use this book to train our student leaders in the significance and definition of a community, as well as a primer for building a community.
  • drive for relevance, significance, and power
  • I was, in a sense, a performer. I wanted to be efficient and effective
    • adee06
      adee06 on 26 Oct 07
       
      This is very thougth provoking because we know that teacher retention is a huge problem and I am wondering if the main thought in the minds of new teachers is not "How to I serve my students?" but rather, "How to others see me as an actor in this setting?" it is no wonder we are loosing teachers within the first three years.
  • I was, in a sense, a performer. I wanted to be efficient and effective
    • adee06
      adee06 on 26 Oct 07
       
      This is a thought provoking statement because the idea that one is an actor in the educational setting concerned about how others view the performance could be a reason we lose so many new teachers within the first three years. We must focus on service rather than what others are thinking.
  • 34 drive for relevance, significance, and power
    • adee06
      adee06 on 26 Oct 07
       
      Wanting relevance and significance is understandable, but the power has me wondering what this authors means by that word.
  • "The way of the Christian leader is not the way of upward mobility in which our world has invested so much, but the way of downward mobility ending on the cross" (pp. 81-82).
  • The
  • 39 The way of the Christian leader is not the way of upward mobility in which our world has invested so much, but the way of downward mobility ending on the cross" (pp. 81-82).
    • adee06
      adee06 on 26 Oct 07
       
      Here we get to the answer for my first question! Power in the Christian sense is not control over others but leadership toward Christ like action and behavior.
    • adee06
      adee06 on 26 Oct 07
       
      Here we get to the answer to my question...power is not control over others but leadership towards Christ like actions or behaviors.
  • three temptations
  • "their liking or disliking me had absolutely nothing to do with any of the many useful things I had done until then"
  • I learned that as teachers we "must be ready to allow ourselves to be interrupted by God [who] will be constantly crossing our paths and canceling our plans by sending us people . . ."
  • I learned I must humbly follow the example of Jesus Christ
    • djetton07
      djetton07 on 28 Oct 07
       
      I see my work as a substitute often as a performer. I want to be efficient and effective. My interruptions come in the form of a teacher not "trusting" me to teach the class, but in outlining an "easy day" for me. In reality those easy days are more difficult because they are not routine. This feeling of not being good enough gets in the way of doing the best for the students in my care.
  • temptations Christian leaders face: the need to be relevant, spectacular, and powerful
  • learned that teachers must be human and humble in order to effectively lead
  • I learned once again that to be a good shepherd, I must be vulnerable to those I am leading.
  • I also learned that by working with this student in "genuine love" (Willard, p. 157), I was able to avoid limiting myself and my "adversary to the human system and its laws"
  • "To teach in a manner that respects and cares for the souls of our students [which] is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin"
    • cmarkwell
      cmarkwell on 05 Nov 07
       
      I read something different in this sentence: once again, the teacher was letting her own desires and needs obscure what the students needed and felt--and the teacher was assuming it was all about her. I have made that same assumption many times in life and found to my suprise that it had nothing to do with me at all. If we look past our own sensations and reactions to a situation to see what the other persons are really thinking, we can begin to find solutions.
  • "The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life" (1998, p. 2). My inner life needed prayer.
  • "the most adequate description of prayer is simply, ‘Talking to God about what we are doing together.
    • djetton07
      djetton07 on 28 Oct 07
       
      What an authentic way to describe our prayers. It's very true that if we aren't doing life with God then we are trying to do it on our own, the hard way.
  • "It is the image of the praying leader, the vulnerable leader, and the trusting leader. May that image fill your hearts with hope, courage, and confidence . . ." (1989, pp. 92-93) as you teach through a mirror dimly.
    • portert67
      portert67 on 28 Oct 07
       
      This is a great article and really speaks to the need to daily dying to self so that we might be like Christ for others.
  • I believe it is the absence of Christ in these desires that leads to an unhealthy self-centeredness.
    • portert67
      portert67 on 28 Oct 07
       
      This is an excellent point. So many times Christians feel as if they cannot pursue excellence in their careers. I firmly believe that God gave us the abilities we have and we are to pursue them to the best of our abilities.
  • must be ready to allow ourselves to be interrupted by God [who] will be constantly crossing our paths and canceling our plans by sending us people . . ." (Bonhoeffer, 1954, p. 99).
    • portert67
      portert67 on 28 Oct 07
       
      Another great point. I once hear a sermon entitled "The interrupted Christ" that was based on this theme. If we are open to who God sends our direction we will see all sorts of opportunities to engage in God's work for us.
  • I realized that with under a year of K-12 teaching under my belt, I still had plenty of weaknesses to focus on, rather than spending time dwelling on the inadequacies of others.
    • portert67
      portert67 on 28 Oct 07
       
      My wife always says that it is so much easier to focus on the negative rather than the positive. I have found that it takes a considerable amount of prayer and hard work to try and stay positive. This is still an area with which I struggle.
  • "The way of the Christian leader is not the way of upward mobility in which our world has invested so much, but the way of downward mobility ending on the cross" (pp. 81-82).
    • portert67
      portert67 on 28 Oct 07
       
      This is still a difficult concept to strive for. I believe that it is only through the power of Christ that we may ever attain this. This is definitely one that I struggle with on a daily basis.
  • my commitment to my students was so evident that I could win them over.
    • portert67
      portert67 on 28 Oct 07
       
      I was once told that it doesn't matter if you use the latest research in your teaching as long as you teach with enthusiasm and commitment to your students. I think there is definitely some truth to this.
  • the drive to significance is a simple extension of the creative impulse of God that gave us being"
    • portert67
      portert67 on 28 Oct 07
       
      This is a great point and is something I see many Christians struggle with. It would seem that we have been told so much about humility that we have extended that concept to our own God-given gifts and I believe this is a mistake.
  • I knew my content area well, I could put together engaging, relevant lessons, and, mercifully, my commitment to my students was so evident that I could win them over.
    • portert67
      portert67 on 28 Oct 07
       
      I think this is definitely true. Whatever we do, if we do it with passion people will buy into it. This does not guarantee that it will always be that way but it at least gives people a reason to join. If students know that you truly care for them and their learning they are much more likely to learn.
  • "their liking or disliking me had absolutely nothing to do with any of the many useful things I had done until then"
    • portert67
      portert67 on 28 Oct 07
       
      There is no better way to be humbled than to be in a group of people that have no idea of your accomplishments and in all honesty wouldn't care even if they did. It is so easy to get caught up in our own accomplishments and not realize that these things matter to very few people. This does not mean we shouldn't strive for excellence, it simply means we shouldn't think we are more important than we really are.
    • ndettra
      ndettra on 05 Nov 07
       
      Great point! I love Mother Theresa's statement, "...give the world the best you have, and it may never be enough. Give your best anyway. For you see, in the end, it is between you and God. It never was between you and them anyway." I reflect on this often. As a Christian, it puts everything into the right perspective.
  • My focus on my own performance led to a self-centeredness, rather than a focus on my students and their needs.
  • Despite my desire to be a positive person, I was becoming the opposite, and Bonhoeffer’s words clarified the point: "If my sinfulness appears to me to be in any way smaller or less detestable in comparison with the sins of others, I am still not recognizing my sinfulness at all" (p. 96).
    • portert67
      portert67 on 28 Oct 07
       
      This is an area in which I continually struggle. It is so easy to find fault in other people and yet so difficult to find it in ourselves. The only way I know to do this is to die daily to myself and let Christ do His work in me.
    • cmarkwell
      cmarkwell on 05 Nov 07
       
      Tim--Bonhoeffer's words here are very compelling and indict me, as well. It reminds me of the old saying that if you are pointing a finger at someone else, there are 3 fingers pointed back at you. Only Bonhoeffer said it so much more eloquently.
  • I found early in my career that it takes a great deal of love to get to the heart of students’ misbehavior, to find out why Jason ran his fingernails down the chalkboard or why Jared jumped out the window. I also found that it was much more effective.
    • portert67
      portert67 on 28 Oct 07
       
      Another great point. It is very difficult to take the time to really try and figure out what leads to our students behavior. There are so many other things that pull at our time and make us think that we don't have the time to do this but as is pointed out in the article it really is the most effective way.
  • I have had to deeply examine my motives and pray for humility. Am I remaining faithful to my calling? Will what I do ultimately improve the lives of schoolchildren and the abilities of teachers? Am I just being a "proud and pretentious dreamer"? (Bonhoeffer, 1954, p. 27). My involvement in a doctoral program should not be a stunt but a service.
    • portert67
      portert67 on 28 Oct 07
       
      Great point and something I am having to ask myself as I continue my education.
  • In other words, I loved the ones who were most lovable.
    • portert67
      portert67 on 28 Oct 07
       
      Loving the people that are least lovable is another area with which I struggle. It is so difficult loving people who seem to try so hard to be unlovable. It is only when I see them through the eyes of Christ that I am capable of this at any level.
    • cmarkwell
      cmarkwell on 04 Nov 07
       
      Wanting to be seen as a relevant, spectacular and powerful is a temptation for all of us, whether we have a faith system or not. I appreciate that the author has taken some constructive steps to deal with this ego-centric posture. If we. as teachers, are more worried about our own image, we aren't putting our students' needs in the primary position in the classroom.
  • the more I realized the deeper struggles I had in the profession, the ones that hid beneath the chaotic surface of daily school life.
    • cmarkwell
      cmarkwell on 04 Nov 07
       
      It is so true that the chaos of our professional lives of educators frequently focuses us away from reflection on what really drives us and our students. Discovering the motivating factors for both us and them helps clarify the paths necessary for a creating a good teaching/leearning environment.
    • cmarkwell
      cmarkwell on 04 Nov 07
       
      It's fortuitous that the Ethics class came along at the right time for this teacher. Frequently, we as educators don't take the time to reflect on our practice because the hectic pace of just getting through the day or the term supercedes everything else.
  • out of town in three years. I quickly #31 learned that teachers must be human and humble in order to effectively lead ; my students’ resistance to me would have been the inevitable result of a power struggle.
    • cmarkwell
      cmarkwell on 05 Nov 07
       
      This is also a powerful reflection, that when teachers set up the learning environment as a win-lose situation, it usually leads to students exhibiting resistance. Power struggles, in my experience, have never built self-confidence--either for the loser or the winner. The author was wise to perceive the flaws in this approach to teaching.
  • picturing myself on graduation day with the coveted round beanie on my head, saying to people, "Oh, no, please . . . just call me Gen
    • cmarkwell
      cmarkwell on 05 Nov 07
       
      I had to laugh--I have a picture of myself in the coveted beanie, as well. I THINK I am using it as a motivational tool but this passage causes me to reflect on my own motivations.
  • likely result for my student and me would have been what Willard refers to as "bitter fruit" that would have "totally drained us" (p. 157).
    • cmarkwell
      cmarkwell on 05 Nov 07
       
      I deal with this "bitter fruit" scenario frequently as I find myself in the position of "wearing the black hat" with both students and faculty who are complaining about issues at the college. It is very challenging to NOT leave any situation in its win-lose configuration but instead to find ways to turn the inevitable "lose" position into some kind of redeeming experience.
  • I am thankful that Jesus takes me "as seriously as . . . [my] shredded dignity demands" (Willard, p. 15) and that he is willing to complete the work he began
    • cmarkwell
      cmarkwell on 05 Nov 07
       
      I, too, am glad that Jesus takes me seriously despite my flaws as an educator and as a person. My awareness of his mercy toward me brings a smile to my face and a willingness to share that mercy with other humans around me--especially those I work with in the school setting.
    • ndettra
      ndettra on 05 Nov 07
       
      This should be the goal of all Christian educators.
  • partner with Christ in my mission as a teacher educator
    • ndettra
      ndettra on 05 Nov 07
       
      This should be the goal of all Christian educators.
  • these desires are not necessarily a sign of egomania
    • ndettra
      ndettra on 05 Nov 07
       
      I agree. I believe that most young, dedicated educators feel this way. As we mature as educators, our desires are less self directed but more student directed.
  • sheadley on 12 Oct 07
     
    this is the article for the edfl675folk reading group
  • ...1 more comment...
  • sue phillips on 19 Oct 07
     
    keep this title in mind for Christian leadership in education
  • sue phillips on 19 Oct 07
     
    Check out this book by Bonhoeffer, too.  This is exactly how I feel at times.
  • sue phillips on 19 Oct 07
     
    Do your job as Jesus would do it
sheadley

I can't tell if my all my highlights and stickies are showing up - 3 views

Cheryl: I see your comments on the sticky notes. Scot cmarkwell wrote: > I just added numerous additional thoughts to others stickies, as well as highlighting and adding some stickies of my own. ...

started by cmarkwell on 05 Nov 07 1 follow-up, last by sheadley on 05 Nov 07
jeanette_eggert

How Christians can use social networking sites in relationship building and evangelism - 0 views

ied.gospelcom.net/social-networking.php

quickd

shared by jeanette_eggert on 01 Nov 07 - Cached
  • Most people who come to faith do so through an ongoing relationship with a praying Christian
    • jeanette_eggert
      jeanette_eggert on 01 Nov 07
       
      Prayer works!
jeanette_eggert

Web Space Where Religion and Social Networking Meet - New York Times - 0 views

www.nytimes.com/...30religion.html

prayer

shared by jeanette_eggert on 01 Nov 07 - Cached
  • Religion and Social Networking Meet
    • jeanette_eggert
      jeanette_eggert on 01 Nov 07
       
      I have been participating in a site specifically for prayer, but decided to research some prayer and social community options. Note that the person mentioned first in the article is 16 years old.
    • jeanette_eggert
      jeanette_eggert on 01 Nov 07
       
      I have been participating in a site specifically for prayer, but decided to research some prayer and social community options. Note that the person mentioned first in the article is 16 years old.
  • jeanette_eggert on 01 Nov 07
     
    Prayer and social communities
  • jeanette_eggert on 01 Nov 07
     
    Prayer and social communities
sheadley

comments and highlighting - 4 views

Amy: I see your responses to others as comments on your comments. However, I do not see your highlights or notes. It could be that you are not sharing with the 675folk group, I believe you can ch...

started by adee06 on 26 Oct 07 1 follow-up, last by sheadley on 27 Oct 07
sue phillips

EBSCOhost - 0 views

web.ebscohost.com/...delivery

identities online

shared by sue phillips on 26 Oct 07 - Cached
  • discovered what a transsexual was and that I might well be one
  • impact of virtual worlds. Do they offer a more liberating experience than real life, or does anonymity bring out our worst instincts?
  • the real-life me was overwhelmed with fear and self-doubt," he says.
  • ...19 more annotations...
  • virtual world is becoming a uniquely comforting place for those who find reality challenging or hostile.
  • what people do in the virtual space is feeding back into, and improving, their real lives. Political and social activism is also taking root in the virtual world, sparking hopes that it could change things in the real world.
    • sue phillips
      sue phillips on 26 Oct 07
       
      Is it really improving thier real lives?
  • significant new modality of human interaction," claims the website of Tom Boellstorff, an anthropologist at the University of California, Davis, who has been studying the impact of virtual worlds on relationships since 2004, via his avatar Tom Bukowski. "You'll see all kinds of expansions of virtual worlds into domains of human life that we can't predict," he adds.
  • ability to choose your own body
  • has "all kinds of implications", says Boellstorff, particularly for disabled people, who in Second Life can do the same things with their bodies as everyone else.
  • Second Life's potential for people with disabilities. "For me, the 'Aha!' moment was when I stumbled upon a [virtual] quadriplegics' meeting," she says. She found people there who were severely disabled in real life but able to walk or even fly in Second Life.
  • Transgender Resource Center (TRC),
    • sue phillips
      sue phillips on 26 Oct 07
       
      This group may have saved some from committing suicide, but is encouraging abnormal sexual behavior (from the Biblical view) morally acceptable?
  • geographic and social barriers disappear
  • people from around the world meet to discuss challenges facing humanity
    • sue phillips
      sue phillips on 26 Oct 07
       
      People may be more open to sharing their feelings authentically online, where no one really knows them, than they would be at a large meeting in person.
  • Second Life, together with Peggy Weil of the University of Southern California, Los Angeles. Their aim is to simulate what it is like to be detained without recourse to legal help. "You can bring home the idea of what it means to have your habeas corpus stripped," says de la Peña.
    • sue phillips
      sue phillips on 26 Oct 07
       
      Simulations of situations in the real world may give people emapthy and understanding for those who have actually experienced the situation.
  • simulations are "more powerful" than a library or museum, because they exist 24 hours a day, and anyone from around the world can enter, keeping issues alive even when they fall out of the public eye.
  • What exactly is the relationship between someone's real image and their virtual one?
  • the choice between fantasy and reality may reveal something about one's personality. Research by Nick Yee of Stanford University in California suggests that extroverts tend to use avatars to try out new identities, whereas introverts tend to create avatars that are extensions of their real selves.
  • requirement for you to build and continuously manage your online identity.
  • five scenarios best describes your online profile-digitally disguised: there is absolutely nothing about you on the web; digitally dissed: there is little on the web about you; digitally disastrous: there is much information about you on the web, but it has little relevance to what you want to express about yourself; digitally dabbling: there is some on-brand information on the web about you, and what is there is relevant to your personal brand; or digitally distinct: there are lots of results about you and most, if not all, reinforce your unique promise of value.
  • build an online reputation
    • sue phillips
      sue phillips on 26 Oct 07
       
      this article talks about working on your online identity almost from an advertizing viewpoint (your personal brand). You want to be able to find yourself in a Google search with losts of positive qualities.
  • Invest in a solid understanding of your strengths, goals and compelling personal brand attributes.
    • sue phillips
      sue phillips on 26 Oct 07
       
      This appears to be talking about your real life strengths, goals and attitudes about things- not a virtual reality.
  • cultivate a web presence
    • sue phillips
      sue phillips on 26 Oct 07
       
      by using blogs, creating a professional website, using networking sites and web-based communities to appear the way you want to look on a Google Search. Does this really show authenticity? Or are you becoming a salesman of your "good qualities"? It sounds more like slick advertising to me.
  • The effort to market yourself in an integrated, differentiating way demonstrates that you are a savvy marketer. By expanding your online presence, connecting it with your real-world visibility, you put yourself directly on the path to true career distinction.
    • sue phillips
      sue phillips on 26 Oct 07
       
      Sounds like a symbol broker to me
  • sue phillips on 26 Oct 07
     
    Some use avatars to escape reality and try out new personas (extroverts), others are extentions of their real selves (introverts).
djohnsto

I am not getting it. - 6 views

Scot, I figured it out. The tool bar took a little time but it is now on. I highlighted text and placed sticky notes on them. One question-why are some created with a bubble? For instance w...

started by djohnsto on 25 Oct 07 4 follow-ups, last by djohnsto on 26 Oct 07
jeanette_eggert

Article with Diigo - 13 views

I put highlights and stickynotes on the article and selected our group. Can others see my stickynotes? Jeanette sheadley wrote: > Nicole, Jeanette and others: > make sure you save a highlight an...

started by ncsmith on 21 Oct 07 3 follow-ups, last by jeanette_eggert on 25 Oct 07
sheadley

What article are we to read... - 4 views

http://www.icctejournal.org/ICCTEJournal/past-issues/volume-1-issue-2/teaching-through-a-mirror-dimly-partnering-with-christ-to-overcome-self/ djohnsto wrote: > Scot: > > I do feel very remedial i...

started by djohnsto on 24 Oct 07 1 follow-up, last by sheadley on 24 Oct 07
sheadley

I think this is the trail... - 3 views

we need to give you a reason to keep using this, then, Dave. djohnsto wrote: > Scot, I do appreciate your clear instructions: I am not sure if I will remember how to do this in a couple of months. ...

started by djohnsto on 24 Oct 07 1 follow-up, last by sheadley on 24 Oct 07
triciameyer

This is awesome! - 9 views

I can't wait to show this tool to my teachers. I have always felt a bit guilty about printing out articles and wasting all that paper. But, I felt that I had to in order to make them useful to me....

started by triciameyer on 24 Oct 07 no follow-up yet
triciameyer

Diigo and Christian leadership article - 8 views

Sue, I too usually print out articles and highlight and write in the margin. I agree that I may be convinced to read documents online since I can diigo them! Tricia suephillips wrote: > I foun...

started by sue phillips on 19 Oct 07 2 follow-ups, last by triciameyer on 24 Oct 07
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