It is faith that moves mountains, not facts. Facts do not give birth to faith. Faith needs a story to sustain it – a meaningful story that inspires belief in you and renews hope that your ideas do indeed offer what you promised. Genuine influence goes deeper than getting people to do what you want them to do. It means people pick up where you left off because they believe.
I found this quote in a book I am reading and as I have thought about it quite a bit over the past week I believe it has implications for all us in the cohorts as we move forward with our culminating projects. I have more questions than answers, as usual and here are some thoughts as a result.
Do we begin to look at professional learning as a leap of faith for those who resist pedagogical changes in classrooms especially if it involves the use of technology? In the above quote a this stands out for me – a meaningful story that inspires belief that our ideas do indeed offer what is promised.
How often when professional learning is offered is it presented as a how to, not a why to? Would having a story to tell around the why be helpful? Incorporating our story of the tool, our story of our own changes as a result of use, and our students, help to instill faith – influence people enough to believe what we are asking is worth a try?
We want them to pick up where we leave off, do we need to change our approach to incorporate meaningful stories to inspire belief?
Image Source: Flickr user kodomut
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Posted in learning, tagged learning, reflection, sharing on November 9, 2010|
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Lately I have been doing a lot of thinking about inhibition, what inhibits people from speaking up, sharing what they think, and why, especially in writing. I find it somewhat ironic in respect to what we ask of students in our classrooms and I would venture to guess of our own children. We encourage them to voice their opinions, not to be a follower, stand up for themselves, take a risk, go out on a limb to contribute in life and in their classes. Yet, when we are asked to do the same with our colleagues we freeze, opt out, find a reason we have nothing worth contributing or say others have already said what we were thinking so we have nothing to add. In essence we don’t do a good job of modeling what we ask of others.
Inhibitions are self- imposed, internal limits we set, why do we do it?
Why do we limit ourselves, what drives our reluctance to speak, act, and share? I know inhibitions are our defense against criticism; we don’t want to give others the opportunity to disagree, but why? Our inhibitions limit our thinking and without thinking we become stagnant, complacent. Aren’t our thoughts and ideas worth the risk, don’t we grow and gain confidence in who we are and what we believe through our interactions? As Chris Lehmann has said “what is the worst consequence of your best idea?” Is it that someone will disagree and you will have to defend your thoughts, what is wrong with that? Through challenge and reflection we have the opportunity to examine what we hold dear, and through those same conversations we may be swayed to look at something from a different perspective, which may cause us to change our thinking, learning together, again what is so bad about that?
We give our students grades for participation, how we would grade ourselves? Isn’t it time we begin to let go of our internal limits, begin talking, sharing ideas, and understand through ongoing dialogue we develop and are more apt to become the people we truly want to be? I know I am ready.
Flickr Source Melanie Milliken
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