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  • Power2Achieve Schools Receive State's Top Honor

    Kyle Baker posted in Character Blog, IEE & Partners' News, Power2Achieve Community at 6:48 pm on January 30, 2012 | 1 Permalink | Reply
    Tags: Academics, award, AYP, ethics, excellence, Graduation, Kansas, ,

    Post by Kyle Baker, Program Coordinator for the Institute for Excellence & Ethics.

     

    Northern Heights High School (Allen, KS), Clifton-Clyde Senior High School (Clyde, KS), and Weskan High School (Weskan Township, KS) have received the highest honor the state of Kansas bestows on K-12 schools, the Governor’s Award, which recognizes the top performing schools in the state.

    In order to receive this award, high schools must:

    • Achieve the Kansas “Standard of Excellence” in both reading and mathematics.
    • Made AYP (Annual Yearly Progress) in reading, math, and graduation rate.
    • Be among the top 5 percent of schools in reading and mathematics on state assessments.

     

    These three schools all currently utilize the Power2Achieve Foundations classroom curriculum through the their participation in the Kansas PCEP grant project (coordinated by Sue Kidd).

    In addition to utilizing Power2Achieve Foundations, each of these schools has also received multiple Culture of Excellence & Ethics Toolkit professional development workshops for the school’s entire faculty/staff, has used the Culture of Excellence & Ethics Assessment (CEEA) to assess the culture and climate of their school, and have learned to use that data to guide improvement strategies through IEE’s Using CEEA Data for School Improvement professional development workshop.

    These services were also provided through the Kansas PCEP project and the Toolkit workshops were delivered by IEE’s outstanding team of trainers in Kansas:  Kansas PCEP coach DeAnne Heersche and Excellence & Ethics Certified Trainers Jara Wilson, Audrey Neuschafer, Noalee McDonald-Augustine, Susan Johnson, and Mary Ghetto.

    Silver Lake Junior/Senior High School (Silver Lake, KS), another Governor’s Award winner, utilizes the CEEA survey (also made possible by the Kansas PCEP project).

    The recognition of these four school’s as Governor’s Award winners continues to confirm the positive impact a comprehensive implementation of Power2Achieve Foundations, Culture of Excellence & Ethics Toolkits, and the Culture of Excellence & Ethics Assessment produces in schools.

    You can read more about the Kansas Governor’s Award on the Kansas State Department of Education’s website here.

     

    Congratulations to Northern Heights High School, Clifton-Clyde Senior High School, Weskan High School, and Silver Lake Junior/High School!

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    • Joan Niemann 9:48 pm on January 30, 2012 Permalink | Reply

      Congratulations on your excellent program and all of you who make this wonderful work happen!

  • Russell Middle School's Tier 1 Attitude-Effort-Improvement Intervention

    Kyle Baker posted in Character Blog at 8:38 pm on January 10, 2012 | 1 Permalink | Reply
    Tags: , , , PBIS, RTI,

    Post by Kyle Baker, Program Coordinator for the Institute for Excellence & Ethics.

    Last week, I facilitated an Excellence & Ethics Toolkit Workshop on “Utilizing Effective Goal Achievement Strategies” for the faculty, staff, and administration at Russell Middle School in Colorado Springs, Colorado.

    Russell Middle School has a passionate faculty & staff committed to giving their students the best educational experience possible (this is reflected in Russell’s distinction as a Colorado Trailblazer School to Watch and a Colorado State School of Character).  Given this fact, the school leadership team had little doubt that the faculty and staff would quickly and powerfully integrate tools such as the Goal Achievement Process, the Goal Map, and the Attitude-Effort-Improvement Rubric (AEI Rubric) following Wednesday’s Toolkit professional development workshop, however they decided that they wanted to implement a school-wide, Tier-1 intervention as well.

    The school leadership team identified the objectives of the intervention they wanted to plan by choosing to adopt the Excellence & Ethics competencies addressed in the Toolkit as the stated goals for their students:

    • Benchmark current state (baseline starting point) and establish desired state (end goal).
    • Balance tactical (short-term) and strategic (long-term) goals.
    • Apply strategies to overcome obstacles to goals achievement.
    • Develop the attitude and effort needed to revise and continuously improve.

    The leadership team then decided to incorporate another goal as well: To increase the frequency and quality of planner use by students.  This objective strengthened the intervention strategy by authentically aligning it with the school’s ongoing PBIS initiative while also encouraging students to make better use of a powerful tool that they already had access to.

    Prior to this intervention, planner use was encouraged and reinforced by many teachers, but the only coordinated school-wide use of the planner was as a hall pass, and as one teacher told us, “ Those planners are an awfully expensive bathroom pass.”

    After identifying the goals for the intervention, the school leadership team and I worked to envision what steps the students would need to take in order to achieve them.

    The leadership team determined that they would work to achieve the goals they identified by having the students:

    1.  Set 1 academic and 1 citizenship (using the Russell ROCKS citizenship rubric as the guide) every month.

    2.  Record their goals on the month overview page in their student planners.

    3.  Chart their current Attitude and Effort in relation to the academic and citizenship goal they identified using the Attitude-Effort-Improvement Rubric (better known as the AEI Rubric).

    4.  Revisit their goals and AEI chart at least once during the month in order to have a MMR (Measure, Monitor, Revise if necessary) point.

    Of course, identifying the things we want students to do doesn’t solve the seemingly endless logistical challenges that curb well-intentioned initiatives and interventions every day in schools across the country.

    What’s the #1 way to stop such a derailment from occurring?  By practicing the same long lost art we encourage our students to:  Thinking before acting.

    And so we set out to think about the systematic process that would be required to have 700 students set goals, monitor progress, and evaluate their attitude and effort over time.

    The leadership team made several decisions (that students would use the form pictured below and that those forms would go in each student’s portfolio, etc.), but they also decided to leave several decisions up the 6 PLCs that the faculty & staff are grouped together in.

    This move empowered the individual teams to take ownership of the intervention by making their own decisions about who would get the forms into the portfolios, when (and by whom) mid-month check-ins would take place, what dates at the beginning of each month students would set new goals, how the need for Tier 2 and Tier 3 interventions would be identified, and what other kinds of intervention reinforcement would occur.

    Something important to note here:  The initial decisions made by the school leadership team happened BEFORE the Toolkit workshop ever began.  That’s right, before the teachers ever poured their first cup of coffee or checked their email on the morning of their second semester professional development day, the school leadership team had already put in work to identify goals, set up the intervention framework, and define the decisions that each PLC would need to make.

    During the afternoon of the Toolkit workshop, each PLC met for 45 minutes to make their own plan for implementing the intervention.  At the conclusion of these PLC meetings, the entire faculty and staff came together to share their ideas, ask their peers questions that came up in their discussions, and use their collective expertise to solve problems that may have otherwise prevented the intervention from being successful.

    So what was the result?  On Friday, January 6th, I watched as 700 students–every single student in the building–learned about effective goal setting and the importance of attitude and effort in relation to improvement toward their desired goal (a process that will be conducted during the first week of every month for the rest of the school year).

    The intervention the Russell faculty, staff, and administration has put into action is a powerful example of how different initiatives and frameworks within a school (PLCs, RTI, PBIS, Character Education, 21st Century Skills, etc.) can come together to empower students to not only set their own goals, but to achieve them.

    Watching the students identify their goals and think about their attitude and effort was exciting for me as one of the designers of the Tools they are using and as a person who believes that it’s possible to unleash nearly limitless potential in every individual student, but my guess is that my initial excitement will pale in comparison to the excitement we will all share when we begin to see the progress students make and the goals they are able to achieve in the course of the coming months.

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  • P2A Constructive Criticism & P2A Collaboration Continuum Tools Helping Students with Autism

    Margaret Seidel posted in Character Blog, Power2Achieve Community at 9:57 pm on December 19, 2011 | 0 Permalink | Reply

    *Named change to protect confidentiality.

    Working with peers has historically been very difficult for *Sam.  He has Autism, more specifically Asperger Syndrome, and finds it challenging to connect with other students and work in groups.  This year we started by developing the foundation for group work experiences with the use of the P2A Collaboration Continuum and the P2A Constructive Criticism tools for the entire class.  By having clearly defined expectations of what group work will look like and sound like for all students, we have noticed improved productivity and overall quality of work for all.  Additionally, the level of participation in groups and the acceptance of constructive criticism have far exceeded any of our expectations for Sam, in particular.

    I sat one-on-one with Sam to discuss why things seemed so different this year compared to years past.  He was able to easily explain that having knowledge of the guidelines for his role and the roles of other members of the group makes it very easy to work together successfully.  He expressed that he knows that he can’t be the dependent member of the group waiting for the others to do the work.  Furthermore, when working in groups he can’t go off and work independently, although he prefers independent work.  In addition, Sam explained that in the past he didn’t like it when students disagreed with him on strategies to approach the group assignments.  He felt like group members weren’t letting him give adequate input to the final product.  Because each group work activity begins with a group brainstorm, Sam now feels that students hear his ideas and he is able to hear the ideas that others bring to the table too.

    In using the P2A Constructive Criticism tool throughout the first trimester we have also noticed improved delivery and acceptance of criticism for Sam.  During author’s chair each week we allow students the opportunity to share their writing with an added option to accept constructive criticism regarding their piece at the end of the session.  At the beginning of the year the adults in the room would hold their breath when Sam raised his hand to offer  criticism as it was usually very direct, and many times rude.  Having the language clearly spelled out on how to successfully deliver constructive criticism we have noticed students welcoming the suggestions Sam has to offer.  In addition, Sam is working on successful strategies to communicate effective constructive criticism that will be used in school and the work place.

    • Here’s how this tool added value to reaching and teaching this student:
      • The P2A Collaboration Continuum and the P2A Constructive Criticism tools provided a clear set of expectations/rules for group work and providing feedback to peers.
    • Here are a few ways that you could adapt or adopt it to meet your students struggling with similar (or other related) challenges:
      • Show students what ineffective group work looks like: http://www.youtube.com/watch?v=1vCrnYQbP4g
      • Have students create scenarios in which they illustrate effective group work situations based on the P2A Collaboration Continuum.
      • Create a rubric in which students can evaluate their role in group work situations or after providing constructive criticism to peers.
      • Use the P2A Collaboration Continuum poster and/or P2A Constructive Criticism poster to provide students concrete feedback about their work during the group work time.

     

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  • Cultivating Mindfulness to Build Performance Capacity

    Kyle Baker posted in Character Blog at 6:10 pm on December 7, 2011 | 0 Permalink | Reply
    Tags: building capacity, , mindfulness,

    In recent years, a flurry of research in the areas of human development, leadership, and organizational behavior has shown us that practices of reflection and renewal have more significant impact on the performance capacity of individuals and organizations than we are often willing to acknowledge, even if we are aware of what the data tells us (that people who are healthier, happier, connected to community, and purpose-driven perform at dramatically higher levels than those to which these attributes do not apply).

    This lack of acknowledgement (and resulting action) doesn’t typically stem from a desire of organizational leaders to see their employees suffer and their profits reduced, but rather from increased pressure they themselves feel to do more with less.

    However given the facts, leaders that don’t dedicate time, space, and resources to developing opportunities for members of their organization to reflect and renew aren’t just acting in ignorance, they’re acting irresponsibly.  In a climate in which organizations have been driven to expect fewer people to do more with reduced resources, rates of burnout, depression, and talent-turnover will likely continue to skyrocket unless opportunities for reflection and renewal are intentionally woven into the life of the organization.

    We must realize that ‘mindfulness’ is an essential skill that doesn’t just exist, but rather must be thoughtfully cultivated at both the individual and organizational level in order to build performance capacity.

    This week I am in Lawrence, Kansas, working with trainers from educational resource centers around the state to certify them as Excellence & Ethics Trainers (enabling them to deliver trainings on Power2Achieve Foundations, Excellence & Ethics Toolkits, and the Culture of Excellence & Ethics Assessment to schools, organizations, and individuals across the state of Kansas).  I’ve worked with this awesome group of people before, so I know that because of their dedication to their professional craft and their families, their plates are exceptionally full, but their passion for building a culture of excellence & ethics had brought them together to deepen their understanding of our approach in order to enhance their future work.

    Given a finite amount of time to facilitate a significant amount of learning and planning, I felt (self-inflicted) pressure to jam a lot of work into a small amount of time, but rather than accepting that  the only option was to use every moment to force more information onto those I was training, I decided to bet that the renewal that would occur through a guided reflection activity would not only make our time together more enjoyable, but also more productive both in the short and long term.

    After beginning the second day of our certification workshop with some assorted housekeeping items, I announced that before continuing any further with the formal training, we’d be doing some morning reflection.

    We began our morning reflection with the 5 steps outlined below:

    On the top half of their chart paper, each person spent a few minutes with the Excellence & Ethics Blueprint for Life Tool, listing thoughts from each of the areas identified by the orange boxes.

    We then spent a few moments reflecting on the Excellence & Ethics Character SWOT Analysis Tool, and then on the bottom half of the chart paper each person identified strengths, weaknesses, opportunities, and threats that would impact their ability to reach the goals they had identified above.

    When each person had finished their Character SWOT Analysis, we taped the pieces of chart paper in a row on the wall.  We stood together for a few moments in front of our unique goals and desires, the strengths and opportunities we each wanted to build upon, and the weaknesses and threats we wanted to work on, and then we spent a minute in silence reflecting on how we could support & challenge ourselves and others so that we might do our best work and become our best selves.

     

    If the hard-yet-enjoyable work that occurred during the rest of our day together can be used as an indicator, it would appear that the science that illustrates the benefits of reflection and renewal are right on point.

     

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  • Express Your Thanksgiving Beliefs!

    Matt Davidson posted in Character Blog at 5:21 pm on November 23, 2011 | 0 Permalink | Reply

    Thanksgiving is upon us once again. It’s that time of year when we come together with family and friends to eat, watch football, and give thanks for our many blessings. Thanksgiving is a wonderful example of how shared beliefs and values manifest themselves in shared rituals or traditions, which in turn reinforce our shared beliefs and values in a circular relationship.

    The earliest tradition of Thanksgiving was based on belief in the importance of giving thanks for the bountiful harvest. The tradition was thus born of values such as wisdom, gratitude, and humility. Those values took shape in the form of a feast centering on food, faith, and friendship.  In time the tradition of Thanksgiving served to remind and reinforce those animating values behind the ritual.

    And the tradition has certainly evolved, right? I mean wouldn’t the Pilgrims be surprised at how football and parades and Black Friday have become part and parcel of the Thanksgiving tradition?  That’s not a commentary on the lost purity of Thanksgiving. The tradition was initiated by a unique group of human beings to serve their unique needs; it continues to evolve and change and manifest in countless different ways depending on geography, race, religion, and family norms.

    Traditions and rituals, our cultural norms, are neither bad or good in and of themselves; but they do shape and reinforce a set of values—either by accident or by design. So it’s important to continuously reflect on what we do and why we do it “our way.”

    For my family, Thanksgiving means a big family gathering (I mean big, too!). It’s about kids playing together, it’s about telling (and retelling) old stories and bad jokes; it’s about sitting around a fire (a “bomb” fire as one niece described it) and talking and laughing and reconnecting.  Some years back we had started a tradition of going around and having each person say what they were thankful for (not sure who or how it started, but seems like something I may have been crazy and goofy enough to propose). It was pretty cool. It was at times touching and other times tedious (think big group, young kids, and the “my family” response showing up a few times). But I truly believe that we all felt that we had tapped into some deeper part of Thanksgiving. We deepened the tradition, we tapped into some of the deeper values behind the day.

    In my opinion, there’s something about Thanksgiving that is very simple: we eat and we relax.  I don’t think we should (or could) infringe upon that core piece of Thanksgiving for our family. But, there’s also something deeper, something that begs for reflection on the important things in life. But, unless you have a routine that makes space and provides a format it simply doesn’t happen (or may end up taking the form of Uncle Al getting drunk and telling everybody what’s important—at the top of his lungs from the front lawn). (Note: I do not have an Uncle Al; Al is not a pseudonym for a real uncle either; just an example, I swear).

    Well, like lots of traditions, at some point our “what we’re thankful for” tradition fell off. Not sure why. No official proclamation. We just probably forgot, missed it one year, and then never reestablished it. But I think we lost a little something.  So it got me to thinking about some new ideas for going after the deeper part of Thanksgiving.  So, for what it’s worth, here’s one to consider adapting or adopting.

    IEE’s Culture of Excellence & Ethics Belief Box is a tool we have used to create a process by which individuals have a chance to stand up on the box and share their beliefs,
    ideas, and inspirations.  I thought it would be a good tool to adapt for a new Thanksgiving ritual. We’ve used this with individuals from all age levels and in many different settings.

     

     

     

     

     

     

     

     

     

     

     

     

     

    Here’s one version of how to use this tool:

    1. A set of questions is generated that are meant to be thought provoking and to probe for guiding philosophy and beliefs.
    2. Each person has the chance to “stand on the box”—in some contexts, that just means it’s their turn (no standing at all). In other instances, people have literally created a box, or a spot for each person to stand before the group to receive questions and share their response.
    3. Each person has the right to pass on any question that is too personal, too difficult, or to which they simply don’t have a response.

    Other little process hints:  figure out how many you will have people you have, and how much total time you have. Then appoint a time-keeper to make sure each person is given equal time. (Better to go for something doable the first time and have them wanting to do a second round, then push your luck and cause mayhem and revolt—but maybe I’m projecting based on my family!).

    Here are some sample questions drawn from our version of the Belief Box activity:

    • Explain what you believe is more important, fitting in or standing out.
    • What’s the best advice anybody has ever given you?
    • What advice would you offer somebody your age to help them make the most of their life?
    • What is the secret to finding happiness?
    • What’s one sure way to be unhappy?
    • What things in life are more important than money?
    • If you only had 30 days tolive, how would you spend your time?
    • What does it mean to “live a life of purpose”?
    • What is something you feel you absolutely must accomplish before you die?

    You can have each person answer them all in a rapid-fire style. Or, you can have the group pick and choose which questions to ask. There are really an unlimited number of questions and processes to follow.

    What are the advantages of the Belief Box activity? First, it’s intentional. You’re doing this with a specific intent.  If you’re lucky your group may accidentally fall on something like this, but if you think it’s important you want to ensure that it happens by design, not hope it happens by chance. Second, it’s consistent. This helps to ensure that it goes well and as you hoped (note how these questions pull for deep thinking but give a person plenty of safety and choice about what to share and how to share it). It’s structured and simple enough to do in almost any time block you have. Finally, it taps into the deeper values behind the tradition of Thanksgiving providing a simple but powerful way to connect (and reconnect) to one another and to reconnect to our shared beliefs, experiences, and values.

    As you reflect on your own Thanksgiving traditions and rituals what are the defining aspects of the experience for your family?  What makes it unique to your family? What traditions have you lost or forgotten or ruined (that happens too!)?  What if you’re tired of the same old conversations, the same old routines, the same predictable patterns; what if you don’t like what it’s become, if you want something deeper or just something different?   Don’t worry. You made them. You can change them. Changing your traditions is as easy as intentionally shaping some new norms, new ways of doing things.

    What if you’re not ready for something as “nutty” as the Belief Box? No worries. Maybe just find one place in your day where you can more intentionally shape how you will be together to better reflect your deepest hopes and intentions for the wonderful tradition that is,  Thanksgiving.

     

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  • Corporate Creativity & Innovation

    Eric Martin posted in Character Blog, Excellence & Ethics in Business, IEE & Partners' News at 7:47 am on November 17, 2011 | 0 Permalink | Reply

    Eric Martin is the Director of Outreach at Character Counts In Iowa (CCII), a non-profit institute housed at Drake University in Des Moines, IA.  CCII proudly partners with IEE to serve as Iowa’s Excellence & Ethics Regional Center.

    Over the past year, we’ve had the opportunity to partner with Hy-Vee a large retail and grocery store chain that is based in Iowa and spans across eight states in Midwest with more than 220 stores. Much of our professional development work with numerous leadership teams within the company have focused on enhancing the corporation’s strong core fundamentals; Helpful, Friendly, Honest, Respectful and Dedication.

    These fundamental values are a rich tradition and key to the success of this rapidly growing company.  Through our work, we’ve aligned their company’s fundamentals within the moral and performance character framework.  This alignment has provided us with a new lens to view these core fundamentals. Together, we are taking an in depth look at how these look, feel and sound in action among employees, vendors and customers.

    In addition to the continued promotion of the fundamental beliefs, the President of Hy-Vee recently encouraged his store directors to support and inspire creativity across the company.

    In response to the President’s interest in promoting creativity and innovation, we’ve partnered with their education and training department to develop a course for their executive leadership program called Hy-Vee University. This training program provides extensive learning and developmental opportunities for future store leaders. The course that we have designed is built around the following Culture of Excellence & Ethics Tools that engages creativity, innovation, critical thinking and problem solving:

    Participants were given an assignment to take these research-based tools back to their stores and use them to support and encourage creative thinking.  Our training team is eager to meet again with this cohort in February to learn how they used these tools with their employees.

    We are looking forward to the continued use of these and other Culture of Excellence & Ethics Tools to meet the needs of our corporate clients across Iowa.

    Hy-Vee University - Culture of Excellence & Ethics Innovation Map

     

     

     

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  • Step in! Speak out! Stand up! Do something!

    Matt Davidson posted in Character Blog at 10:38 am on November 16, 2011 | 1 Permalink | Reply

    In the wake of the disturbing case unfolding at Penn State University many are wondering how to understand and teach about the all important moral skill of intervening.  At IEE we develop research-based tools that distill complex theory and research behind a given skill or competency into replicable rubrics for guiding behavior.

    IEE’s Culture of Excellence & Ethics Intervention Continuum is a tool we have used to take the complex process of intervention and break into a framework for guiding behavior
    (email for a digital copy to reprint yourself or to obtain information on purchasing a poster).

     

     

    This tool builds on important research like that of Oliner & Oliner who studied the makeup of altruistic personalities to understand the knowledge, affect, and skills of those who intervene (as compared to bystanders, or those who literally “stand by”).

    The Intervention Continuum begins with the assertion that there are no innocent bystanders:  you are either part of the problem or part of the solution. It’s a powerful touchstone phrase that clearly conveys a norm or expectation.  If we don’t teach this norm (or equal) with intentionality and clarity, then we shouldn’t be surprised when individuals choose another standard to guide their behavior.  Intentionally teaching the idea “there are no innocent bystanders” introduces cognitive disequilibrium (i.e., “wait a minute; that’s not I heard or thought or have experienced”), which begins to break apart the “ignorance is bliss” mindset by introducing a new norm or standard for behavior.

    The skill of intervening is built upon an interconnected synergy of values. In particular the tool highlights the role of courage, responsibility, and good judgment in standing up for what you know is right. The Intervention Continuum shows that intervening requires discernment across a continuum of possible options, which requires prudence, or good judgment.  The tool teaches that seeking help from others and intervening yourself are both alternatives to “doing nothing”.  Essentially what the term “intervention” is addressing is responsibility.  Being responsible literally means “the ability to respond,” the ability to intervene when called upon, to stand up for what is right, and to correct what is wrong. Responsibility says, “do help”, “do step up”, “do step in”—even when helping carries a cost.  The Intervention Continuum challenges us to find a way to intervene on behalf of people or principles.

    This tool reinforces our operational definition of character as “values in action.”   Our character (in Greek, our “distinguishing mark”) is the degree to which we have alignment between our espoused values and our lived behaviors.  Just because I know or value justice, mercy, and truth does not make me a person of character necessarily. It’s when I know, commit, AND live according to my values that I may be properly considered a person of moral character.

    How does our character become strong and stable?  One way of understanding our character is to think of it as a muscle. Like any muscle, it gets stronger when we work it out; it gets weaker and atrophies when we neglect it. And, like any muscle, injuries ensue when the weight or force applied to the muscle exceeds the capacity of the muscle.

    Like any muscle, our character muscle also develops muscle memory.  When you try a new physical skill, it feels awkward; it’s not easy or natural. It’s not until you practice the skill repeatedly that a comfortable, stable habit begins to develop. Then when faced with a pressure situation requiring the skill, having practiced this skill many times, muscle memory overrides all of the fear, jitters, worries, and instinct takes over. True for any physical muscle; true also for our character muscles. Confidence in our “ability to respond”—in our “response-ability”—is developed by deliberate practice, not simply by luck or innate ability.

    So, these are the basics of the skill of intervening as presented by the Intervention Continuum. What does it take to make this standard a lived reality? How can we use the Intervention Continuum strategy to ensure more consistent ethical behavior?  First, it must be taught with intentionality and intensity. We simply cannot leave it to chance that individuals will naturally develop this skill. We must intentionally teach it. This skill/norm/behavior/expectation must also be practiced with intensity.  It’s a very challenging skill to master. Therefore it must be deliberately practiced, repeatedly, over time and in diverse and varied settings and situations. True for anything we want to get good at, right? So too with intervening:  the more difficult the challenge the more intense and intentional the practice required.

    We need these simple strategies, these replicable tools (what the brain research calls “good enough” rubrics) to guide our behaviors—especially in the most high pressure of situations.  Without replicable rubrics and rituals like the Intervention Continuum to guide behavior, both the burden of knowledge and the vacuum of ignorance will render us incapable of responding.  Just like in sports, you need to have practiced a skill many times before your habits will be available to guide you through high pressure situations. As Aristotle said, “we are what we repeatedly do.”

    Come full circle to the specific context of the Penn State scandal.  We need to objectify these situations. We need to rewind the tape, hit play; hit pause; teach and re-teach, like a coach reviewing a game tape. We often don’t teach about our great societal and community moral collapses because we’re afraid it will get ugly, that we’ll get distracted, divided, and lose sight of our purpose in discussing it, and ultimately do more harm than good. This is a tool that can take an ugly situation that most don’t want to touch with a ten-foot pole and objectify it, using the situation as a teaching experience without dwelling on the disgusting details. The tool allows us to focus instead on what we can learn and DO DIFFERENTLY given a similar situation that we might face.

    The Intervention Continuum tool is meant to be simple; mastering it is not easy. This means we can teach empathy for the victims as well as those who failed to adequately intervene. They blew it, but it could happen to any one of us if we’re not prepared. We can show on the continuum what they did do, and really teach about how different situations call for different responses.  Remember that Joe Paterno was fired not because he didn’t do anything, but because what he did was not enough given the seriousness of crimes—which is also true of many individuals engrossed in this situation.

    Here are four additional ways to practically introduce and develop the skill of intervening represented by the Intervention Continuum:

    1. Post it in your home, classroom, locker room or workplace and introduce its basic
      elements. Reinforce and expand knowledge by scaffolding to it from emerging
      teachable moments.
    2. Brainstorm a variety of practical ways to intervene with courage, responsibility, and good judgment for some of the most common situations that you will face.
    3. Identify positive examples (or negative counter-examples) drawn from literature and
      media to show what it looks like to intervene well (and what it looks like when
      you don’t) and discuss the short- and long-term consequences.
    4. Reflect as a group on how you will support, challenge, motivate and empower one another to intervene as needed (e.g., accountability partners, small support groups,
      etc.).

    The Intervention Continuum in no way guarantees that we can eradicate moral collapses like we observed at Penn State—or like we have observed in corporate and political scandals, school violence, or human atrocities throughout history. However if we can use this tool to teach and re-teach issues great and small, if we can use this to improve our knowledge, commitment and skills—our head, heart, and hands—, if we do it often enough and well enough, then just maybe when we find ourselves in a significant situation where intervening is truly required of us, maybe we are prepared to respond—to step in, to speak out, to stand up, to do something.

     

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    • Joan Niemann 11:30 am on November 16, 2011 Permalink | Reply

      Thanks for the motivation to talk about issues such as this in different settings and giving me a format with which to begin.

  • There are no innocent bystanders: Why I mourn for Coach Paterno and all at Penn State University, but support the decision of the trustees

    Matt Davidson posted in Character Blog, Character For & From Sports at 7:45 pm on November 10, 2011 | 4 Permalink | Reply

    I struggled as to whether I would write on the disturbing case unfolding at Penn State University. On the one hand, this is a case that is at the core of our organizational passion and expertise.  What we are witnessing and trying to make sense of as a nation lies within the cross hairs of character and culture—the very topics to which we have dedicated our lives and work at IEE. On the other and, in this media-saturated world we are bombarded with information, information that is often incomplete and inaccurate; and too often analysis and commentary offered at these times risks contributing more heat than light.

    Here’s at least one reason I decided that I needed to share some thoughts: my eight year-old son.  Since around the age of four he has exhibited a passion and exuberance for sport. Any game, anytime, anywhere, he’ll play it, watch it, or talk about it.  He can be heard day and night rolling on the floor, commentating the actions of a game, mimicking every gesture and phrase common to sport.  First hugs of the day with him are followed with either an update from some game the night before, or questions about who won or lost. He’s simply got the bug for all things sports. It’s beautiful; it’s pure and simple.

    But of course not everything in sport is pretty and nice; much is ugly and downright unethical. But still it gives us a context to talk about that too. Sometimes I hope he won’t see the ugliness and that the purity of his viewpoint on sport and people and life could be preserved forever—but I know it can’t.

    This morning he snuck down quietly to the basement for a stolen few minutes of Sports Center—one of his  great pleasures in life already.  We immediately hustled to tell him to turn it off, knowing that the Penn State story would dominate. Before we could, he ran up the stairs saying, “Dad, Joe Paterno got fired? But why?” I wasn’t ready. I should have been, but I wasn’t. Once again, I hoped he hadn’t seen it and that it would go away. But it wouldn’t.

    So I shared the following explanation with my son and my nine year-old daughter:  “Coach Paterno didn’t actually do anything illegal. There were some people at Penn State who did some bad things, and Coach Paterno and others knew and didn’t do enough to make it right.”  And then I said, “At work we sometimes say it this way:  ‘There are no innocent bystanders.’  When you stand by and watch something bad happen and don’t do anything about it, you’re not innocent. In fact, you’re as bad as the person who did the bad thing. That’s why he got fired.”  They seemed to understand that well and we talked about where and when they need to be ready to intervene like the playground, etc.

    Throughout the day as I listened to commentaries and talked with colleagues, I became unsatisfied with my response.  Why after all of the media attention was I really unsure as to who did what and who knew what? How was it that I again and again it seemed like Joe Paterno was the victim, not these young boys, who were at the time of their abuse not much older than my own son?  Why hadn’t I told my kids the whole truth? What was the truth?

    As an act of conscience I decided to read the transcript of the grand jury testimony.  If you can’t bring yourself to read it, I understand that: it’s human depravity and sickness at its worst.  Let’s just say that it wasn’t until I did that I realized that my response was inadequate, my explanation too clean and easy.  What Coach Sandusky did was pure pathology and sickness—done to the most vulnerable, done using all the trappings of power and prestige and materialism that would literally seduce those at risk boys into allowing this predator into their lives.

    But it was the words I shared with my kids this morning, the words we have shared with so many through our work here at IEE that hit me hardest as I read the testimony:  “There are no innocent bystanders.”  As I read the grand jury testimony the gravity of the moral meltdown hit me.

    As I read the transcript I compiled a list of people who knew something about Mr. Sandusky that are named in the report: a wrestling coach, an assistant principal at the local school, a 28 year-old graduate assistant, the father of the graduate assistant, Coach Paterno, AD Tim Curley, VP Gary Schultz, the Executive Director at Second Mile, the Penn State Campus Police, Child Protective Services, the University’s Counsel lawyer, Pennsylvania Department of Public Welfare, two custodians, the custodian’s supervisor.  I’m sure if I combed the report again I would find people I missed who knew something.

    If I was from the list above to put together a logical web of colleagues and family members I would easily come up with a constellation of people who knew something that would number in the 100’s. If I were to make a list of places where the victims reported being with Mr. Sandusky they include college and pro football games, Penn State athletic facilities, offices and buildings, restaurants, local parks, and local schools. And again, were I to create a web of people who in these various settings would have seen something, sensed something, wondered something it would likely number in the thousands.  If I were to read the report again I would find in almost every case an example of where these individuals did something—but nobody, nobody did enough.

    This is not an attempt to engage in shameless self-righteousness and moral indignation pointing the fingers at “them” and what they did or didn’t do.  We must avoid this at all costs.  What we are learning in this case has been learned from world wars and holocausts past and present, from every form of human rights movement, from school shootings and acts of hazing and bullying be they in the school or in the workplace:  (1) human beings are painfully slow to intervene and to act upon what they know and believe to be wrong. (2) There is a collective instinct NOT to intervene. (3) We are all to some degree tainted and corrupted by the instincts of self-preservation self-promotion, which leads us to override the voice of conscience. (4) Our individual and collective conscience is weak, terribly weak!  And, (5) unless or until someone speaks out and steps in, there is a herd instinct NOT to step in.

    There were many with the chance to speak up and step in; no one did so with enough moral conviction to awaken the moral voice in every one. Thus no one person is to blame for not responding more fully; we are all to blame.

    Moral meltdowns such as this seem so obvious fix or avoid.  We draw them up like football analysts playing Monday morning quarterback. Should have seen this; should have done that; why didn’t they just; if they had only done. It all looks so clear when we can rewind it, slow it down, dissect it.  It seems so easy when we’re not tired, scared, worn down and weak.

    I truly think our pain and embarrassment of what is happening at Penn State is at some level the realization that we are looking on something that could have very well happened in my community, that I could have been that person who turned away, who sheepishly thought, “who am I?” “what could I possibly do?”

    We all have a responsibility to learn and grown from this tragedy.  Conscience and character are muscles, muscles that must be exercised regularly.  We cannot expect to be ready for great moral challenges when we neglect to work out on the smaller daily moral challenges.  How often do I ignore offensive humor; how often have I turned away, driven past someone or something, failed to help,failed to call, failed to do something? We have all failed and sadly, we will fail again.

    I failed this morning with my kids.  I will return to this issue tomorrow with my children to help them grow more fully from the deeper lessons and truths of this story. What I said to my son and daughter wasn’t the wrong but it was cleansed beyond effect. I failed to honestly convey what was that was done wrong and to whom it was done. As a result they will likely not learn vitally important lessons that they need to protect themselves from the Coach Sandusky’s of the world, and to prevent themselves from making the same mistakes that have been made by Coach Paterno and others at Penn State.

    Tomorrow morning I will tell my kids that an assistant football coach at Penn State did inappropriate sexual things to young boys; that he gave the boys tickets to games, and jerseys, and bought them meals so that he could trick them into letting him do things they didn’t want to do.  I will tell them that Coach Sandusky is a sick man and that there are other sick men out there like him; that they should not fear people, but that they should be careful too. I will also tell him that many people at Penn State, including Coach Paterno, knew something had happened to these boys and none of them did all that they could do to stop it, and to save these boys from this coach—and to save this sick man from himself.

    There are indeed no innocent bystanders in this case. Joe Paterno may not be guilty, but he is not innocent either. But neither are any of the others in this case. He may be getting too much attention, but as an old coach he knows very well that coaches get too much credit when teams win and too much blame when they lose. He has certainly known the thrill of victory; and this defeat is no doubt pure agony for him and his family.  He has had many victories, but I’m sure even he would acknowledge having learned more from his defeats. In time we will all hopefully learn from this defeat along with him.

    I cried this afternoon as I read the grand jury testimony. I thought of my own son and I cried. How could he? How could they?  How can we allow such terrible things to happen each day in our homes and school and communities to the most vulnerable?  I mourn for Coach Paterno and for the entire Penn State community but I believe the trustees did the right thing. I particularly mourn for those boys.

    I am reminded of Arthur Miller play, All My Sons. In it the father commits suicide after realizing that his actions, his moral failures, done for self-preservation and the benefit of his own sons, lead to the death of 21 American Pilots. A famous quote from the play, gives us all plenty to reflect on in light of the incidents at Penn State:  “You can be better. Once and for all you can know there’s a universe of people outside and you’re responsible to it.” The father in the play realizes, what we must all realize today:  “They are all our sons and daughters.”  Coach Paterno has been father to so many young men, father to so many student athletes and coaches.  He has done so much good for so many but he also knows that “from those to whom much is given, much is expected.”

    I am sad tonight. I am sad to have witnessed again the depravity of mankind and how one person’s sickness can affect so many. I am sad to see that we all lost in this battle. It is a loss will burn in my belly for a long time. I realize once again that there are no innocent bystanders and  I recommit to stand up for what is right, to speak up on what is wrong, to risk self-preservation and self-promotion for the good of humankind.

    For tonight I’ll just go home and watch a few minutes of a game with my son and hope he doesn’t see the tears run down my face or sense the depths of my sadness.

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    • Gail Ryan 8:20 pm on November 10, 2011 Permalink | Reply

      Thank you, Matt. I appreciate your courage to share your thoughts as well as your reminder to all of us to stand up for what is right and to speak up in the face of wrong-doing.

    • Dennis Harper 11:11 pm on November 10, 2011 Permalink | Reply

      Very touching and well written Matt!

    • Pat Pascucci 5:44 pm on November 11, 2011 Permalink | Reply

      This is a prime reminder of the sin of commission when one does what one ought not to have done and the sin of omission when one fails to do what one should have done. The effects of both can be far reaching, like ripples from a pebble tossed into a pond. Let’s cause ripples for good!

    • The Sull 8:41 pm on November 18, 2011 Permalink | Reply

      Dr. Davidson hits the nail on the head, “I truly think our pain and embarrassment of what is happening at Penn State is at some level the realization that we are looking on something that could have very well happened in my community, that I could have been that person who turned away, who sheepishly thought, “who am I?” “what could I possibly do?”” Sometimes tolerance is not a virtue.

      Also, the janitors knew. The janitors talk to everybody–unless Penn State janitors are somehow different.

      Well said Matt.

  • What's Your Media Diet?

    Kyle Baker posted in Character Blog at 4:21 pm on October 28, 2011 | 2 Permalink | Reply

    Note: The title of this post is not a rhetorical one. I am genuinely interested in learning more about your own “media diet.” Please share your reflections on your media diet as a comment on this post using the reply function, or email me directly at kbaker@excellenceandethics.org. If you email me, I won’t publicly share anything you write without your permission to do so.

    Recently I’ve found myself being asked about my media diet with increasing frequency. There are all kinds of ways to define “media diet,” but what I’m most interested in are the “staples.”  In other words, “What online media and tools do you consume (read/use) on a regular basis?”

    The Atlantic has been exploring this question with people of interest in recent months (see their Media Diet interviews on the Atlantic Wire by clicking here). With access to information increasing at a seemingly impossible rate, the question “What are you reading right now?” has evolved into a different type of beast altogether. While I count myself among the many who still cherish the practice of regularly reading print media (although considering the rapid changes that have already occurred, it’s much of a stretch to envision a child in the not-so-distant future pointing at a book on a shelf and asking “What’s that?”), much of my media consumption occurs within the digital landscape. If we were to sit down and assess the platforms in which our media consumption occurs, how much of that consumption would include online sources like websites, Facebook, Twitter, email, blogs, wikis, etc…?

    Some online communities have even developed norms that regularly encourage the sharing of media diets, such as #FF (Follow Friday) on Twitter. In that spirit and in response to recent inquiries about my own media diet, and even more importantly in order to share some resources and start dialog (and hopefully sharing!) here are just a few “staples” that make up part of my daily media diet using the Culture of Excellence & Ethics Focus Areas as a guiding framework.

    Build Positive & Productive Relationships (Consider the Perspective of Others)

    The Staple: The New York Times

    The Nutritional Value: Facebook, Twitter, and other social networking platforms would be the easy-out here, but instead I’m going a slightly different route. Reading the Times each morning (at least the online front page) gives me at least some sense of what is going on in the world, around the country, and in the region. My hunger to “learn it all” can be dangerous in the age of access, so the Times (along with several other city/region specific papers) gives me a quick glance at “what’s going on”, enabling me to engage in conversations with people of diverse perspectives and interests.

    Communicating and Collaborating with Efficiency & Effectiveness (Assume Shared Responsibility for Collective Work and Value Contributions Made by Each Team Member)

    The Staple: Dropbox+Google Docs

    The Nutritional Value: Cloud storage and data syncing services like Dropbox have been game changers in almost every professional field. The ability to access documents from multiple locations and share a large volume of data with multiple users is a function that many of us can no longer imagine being able to operate without.

    Google Docs takes the concept of sharing and pushes it into real-time collaboration. I myself have only just scratched the surface of what Google Docs can do, but the experiences I’ve had in which multiple people in different locations are viewing and editing the same document simultaneously have me convinced of the incredible potential truly collaborative online media can provide moving forward.

    Managing Priorities and Reducing Stress (Utilize Time and Manage Workload EffectivelyUse Productive Strategies for Reducing Stress and Anxiety)

    The Staple: Action Method by Behance

    The Nutritional Value: I’m busy, and if you’re reading this, my bet is that you are too. Without a system to put the Identify, Prioritize, Organize, Plan process described in the Time Commitment Tool, I would fall apart. My systems and structures for managing my time commitments are fluid; I’m always slightly modifying existing practices and trying new things in order to constantly strive for maximum effectiveness and keep my stress levels healthy and manageable. The element that has been the most significant addition to my productivity arsenal in the past year has been the Action Method. The Action Method suggests we look at everything as a project and break down information related to a project into three categories: References, Action Steps, and Backburner Items.

    With synching between the Action Method’s web interface and mobile app, I have access to information that helps me identify the most urgent work that must be done on each project at any given time.

    Of course, if you do find yourself stressed, resources like this can be infinitely helpful too.

    Committing to High Standards and Continuous Improvement (Develop the Habits for ExcellenceUtilize Effective Goal Achievement Strategies)

    The Staple: Twitter

    The Nutritional Value: I resisted Twitter for years. More accurately I was openly critical of its functionality and purpose beyond the vain sharing of personal exploits that should probably not be shared in the first place. After all, who wants to know where so-and-so goes to lunch in such-a-place.

    Well, it turns out Twitter might just be the most powerful professional learning tool available today, particularly in the field of education. Being active on Twitter not only opens up immediate access to interesting information from media sources and individuals, but also allows me to connect with a “PLN”, or “Personal Learning Network” in a variety of ways from sharing resources to engaging in 140-character-or-less discussions to scheduling a coffee meet up, thus engaging me in a community that supports me by informing and inspiring me with the great work others are doing, and inspires me to do work that can help others as well.  Example:  I follow the Twitter account of at least one person from each of the websites listed in this post.

    Oh…and sometimes I choose places to eat while traveling based on recommendations people post on Twitter…so I guess I’m the person that wants to know where people go to lunch.

    Demonstrating Emotional Intelligence, Integrity, and Responsibility (Stand Up to Peer Pressure)

    The Staple: gimme presence

    The Nutritional Value: I’ve always tried to consistently develop reflective practices, but this summer while facilitating a number of workshops on “Standing Up to Peer Pressure” and “Creating a Safe & Bully Free Environment,” it became more apparent to me than ever how important reflection is to developing identity and learning to be in tune to our true authentic self. gimme presence offers a reflective prompt in instant-dose format, offering a quick thought that allows the reader to enter into a moment of mindfulness and develop the habit of becoming what in Jesuit spirituality is referred to as a “Contemplative in Action.”

    Exhibiting Creativity & Innovation, Critical Thinking, and Problem Solving (Solve Problems Efficiently & Effectively)

    The Staple: Brain Pickings

    The Nutritional Value: A resource unlike any other, Brain Pickings is an eclectic collection of…well, all kinds of things really. In fact, on the about section of the Brain Pickings website it’s described as a “LEGO treasure chest.” I can’t think of a single other online resource (I view Twitter, Tumblr, etc. as collections of individual resources) that has introduced me to as many interesting, creative, artistic, and fascinating things as Brain Pickings has, a curation led by Maria Popova in collaboration with other contributors. Exposure to such an eclectic collection of information enables me to constantly, as Apple once prompted us to do, “Think Different.”

    Leading and Serving Others (Demonstrate Personal and Collective Responsibility)

    The Staple: Harvard Business Review

    The Nutritional Value: I’m not aware of another resource as rich and valuable in the area of leadership and professional development as the Harvard Business Review. HBR’s website allows you to access current and archived articles from their printed monthly, but additionally includes an incredible number of blogs and resources on virtually any topic related to leadership, management, organizational culture, and development. Any time the writings of talented researchers and practitioners are gathered in place like they are on HBR’s website, thoughtful and provocative knowledge is bound to be dropped. The articles and blogs from HBR are so applicable to education, it comes as no surprise that the education and business departments at the university work in close collaboration.

    Living a Balanced, Purposeful, and Healthy Life (Identify and Pursue Broad Life Goals)

    The Staple: TED

    The Nutritional Value: It’s a big world out there, so big there’s no way to know it all or do it all…but these beautiful, inspiring, dynamic, though-provoking talks presented as watch-em-over-lunch videos will keep you heading in a positive direction.

     

     

    So….what are the staples of your media diet?

     

     


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    • Kristen Stancik 5:23 pm on October 28, 2011 Permalink | Reply

      What an honor for little ol’ gimme presence to be listed among these nutritional powerhouses! Thank you, Kyle.

    • Ryan S. Arnold 5:53 pm on November 4, 2011 Permalink | Reply

      Thanks for the great post Kyle.

      Though I don’t think of my media diet in quite the context that is presented here, nor have the brain power this late in the week to put my square pegs into the round holes, I’d be happy to share how I view my media usage and how it tallies up by the end of the day.

      I think of my consumption first as concentric rings growing from local news sources out to international, and then I break my reading into my three different topics that are closest to my interests: Business, Technology, and Environmental.

      Starting at the beginning, I try to gather most of my news from the digital versions of traditional news sources: local news from the local papers such as CDApress and Spokesman, regional such as the Seattle PI, and then loading up the mainstream outlets from both sides of the pespective. The usual tabs on my computer in the morning will read: CNN, MSNBC, Fox News, HuffPo, Drudge, NYT, Al Jazeera, and Politico. Whether the content is quality or not, covering these bases seems to cover your butt in 90% of political discourse you’ll run into in a given day, which is important to the 10% of people I run into who read the news in general on a day to day basis it seems.

      After all that is done, I break into my personal interest categories. Here are the usual tab loads:

      Tech
      -Mashable, Fast Company, TechCrunch, Engaget, gizmodo, lifehacker, Social Media NZ, Wired, ReadWriteWeb, Slate

      Eco
      -Grist, Treehugger, The Daily Green, Fast Company Ethonomics, NYT:Dot Earth, DownToEarth Blog, Inhabitat, Materialicious, PSFK, Scientific American, Yale Environmental, The Oil Drum, Kootenai Environmental Alliance

      Business
      -TechCrunch, WSJ, Entrepreneur, Forbes, Young Entrepreneur, Business Week, HBR

      Though I do read these in the browser a lot of the time, I’ve been aggregating most everything through Google Reader for the last couple of years, as a way to better utilize my time. I’ve found that to be a great way for me to consume everything fairly quickly- scan, select, read, and share. Then move on with life.

      Reflecting though, in the last year I’ve actually moved all most everything regarding news information throughout my day to Twitter. It’s proved to be a better and more social aggregator for me than using google reader to collect RSS feeds. Not only can i use twitter to like an RSS feed aggregate from most of these sites, I can socially surround myself with people who filter even more useful things to me everyday- something that, all things being equal, saves me even more time and gives me more useful information to process. The trick is not to overlap tools and consume the same media redundantly.

      My twitter follows are structured similarly: local to international general news, Eco/Tech/Biz as content topics. I’ve tried to keep FB as a gossip site for my personal network which seems to be mutually exclusive to my Twitter follows, but I’m also noticing a news/interest creep as I start liking companies who I may want to connect with, but don’t participate on Twitter or have an RSS feed.

      That’s the secret to my madness….

  • Attiude and Effort

    Margaret Seidel posted in Character Blog, Power2Achieve Community at 6:36 pm on October 21, 2011 | 2 Permalink | Reply

    Tower Activity to teach Attitude and Effort

    Recently I used the Tower Activity to teach the P2A Attitude and Effort tool.  Students were put into small groups and the materials were given out in large envelopes.  As we went over the differences in materials and physical limitations that would be assigned to each group, the grumbling among students began.  Students verbally expressed that they felt the activity “was not fair” and the body language among the groups ranged from excitement to dread as they learned about the limitations that each group would face.  After explaining the activity and starting the timer, all groups were able to create something that resembled a tower with the materials they were given.  The groups that had physical limitations, such as working with only one arm or working without talking, struggled to make the most of their available resources and many group members seemed “checked-out” of the activity.

    After the allotted time had passed, the class reconvened and we discussed how the activity went.  Many students felt that the activity presented challenges that prevented them from creating a “great tower” and that they needed either more materials or less physical limitations to achieve the goal.  When I asked the students if they brought their best effort to the challenge, most responded “no”.  When asked to provide feedback as to why this occurred, many explained that the inability to communicate, use both hands, or have adequate materials prevented them from achieving maximum success.   When I asked the students if they brought their best attitude to the task, half of the students responded “no”.  When I asked why this occurred, many responded that they felt the challenge was unfair and that the range of materials gave an unfair advantage to the groups that could verbally communicate or use both hands.

    I followed up the activity with two video clips and asked the students prior to watching the clip to look for evidence within the clip to support the questions: (1) Do you think the individuals in the clips bring their best attitude and best effort to their everyday lives? (2) Do you think the attitude and effort of the featured individals plays a role in their everyday success? After watching the clips students were able to articulate that fair is not equal and that attitude and effort do play an integral role in the day-to-day successes they will achieve.

    http://www.youtube.com/watch?v=cFke91pbfUo

    http://www.youtube.com/watch?v=VuOyBFEAylU&feature=fvsr

    I followed the video clips up by asking the students what they could take-away from the tower activity.  Students responded:

    • I need to stop comparing myself to my twin/sibling/classmates and stop asking why it seems like others have it so easy.
    • I need to improve my attitude by changing my thinking.  Thinking that everything isn’t fair and complaining isn’t helping me to reach my goal.
    • I need to improve my effort by making better use of what I have and stop focusing on what I don’t have.
    • I need to stop giving up before I have even started, especially when I feel like a challenge is going to be hard or something that doesn’t come easy to me.

    Although I don’t think that this activity will result in the creation of perfect attitudes or effort for every student, I do feel as though students have a visible idea of what bringing your best attitude and effort to every challenge means.  They now understand what it means when we tell them to exemplify Kyle Maynard and leave the excuses behind.  They understand what we mean when we tell them to be a problem solver and make the best use of their resources like Patrick Hughes.  I closed the lesson with the statement, “Talent will only get you so far; the attitude and effort you put behind that talent is what will ensure you achieve your goals.”

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    • Judy Jameson-Kellogg 5:12 pm on October 22, 2011 Permalink | Reply

      Thank you! Thank you! You have helped me impart the importance of effort and attitude in a fresh, new way and thus, helped my students! Just great!

    • Lynne Hunter 8:32 am on October 24, 2011 Permalink | Reply

      Hi. I was wondering which lesson uses the Tower Activity? Thanks.