Time to Break

Check out other slices each Tuesday at https://twowritingteachers.wordpress.com/.
Check out other slices each Tuesday at https://twowritingteachers.wordpress.com/.

Summer break is supposed to be just that, a break, yet I take on stuff over the summer: curriculum planning, teaching, assessment review, data retreat, etc. When the time comes to get away, my brain has a hard time shutting down. For me, taking time away, slowing down my mind, and letting go are extremely difficult.Trying to make myself break, the first day of vacation I deleted the app on my phone and iPad for my work email. That has helped me avoid temptation (well, at least I don’t see a red number informing me of each email), yet I still find myself checking my email, looking at my Twitter feed and following what’s going on at the ISTE Conference and Boothbay Literacy Conference.

Here are some moments from my vacation that are helping guide me in the right direction and helping me do what I need to do in order to break and appreciate the world around me.

1. Play. Even if play involves a new app and some silly moments in the car, vacations should begin with play.

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2. Appreciate beauty–what appears to be plain or dull on the outside has beauty and shines if you just look inside, beneath the surface.

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2. Stop to look deeper. You never know what you’ll find.

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3. Take a toe shot. Find the place where you can kick back relax and maybe even swing, and then, capture that moment.

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4. Laugh with the girls. Take some girl time and have fun just being together.

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5. If someone wants to pamper you, just let that happen.

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6. Look through the trees and see all that you can see. Sometimes the moments of total strangers have profound meaning. Celebrate love. Celebrate each moment.

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7.Take long walks and allow yourself to see the people, the small things, and the bigger picture.

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8. Enjoy the view from your balcony. Don’t sit inside and miss the beauty of nature.

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9. Pay attention to the details. Vibrant life and extraordinary things are in common places.

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10. Take time to relax and read something fun.

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11. Appreciate your children–even when they run from you, avoid you, and don’t cooperate. Enjoy the steps in the journey, and laugh at the little things.

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12. Make time to play. Tic-tac-toe is not always about differentiation.

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13. Celebrate family. Time together hanging out–these are precious moments.

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14. Let strangers take your picture.

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15. Celebrate quirkiness in the people you love.

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16. Beauty is right in front of you. Don’t let anything obscure your vision.

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17. Enjoy each moment. From dawn to dusk and beyond.

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Taking time away is so good for gaining perspective. The small moments I have to myself as well as the moments with loved ones help me find that perspective. Vacation helps me slow down and limits my distractions. For me, this is the time I finally “break” from all the busyness in my life and in my mind. And then, finally my perspective is clear, I find time to break, and I truly get away.

Teacher writer friends, this summer I hope you all find time to break and time to gain perspective.

Tired Teacher Needs to be Inspired

Join other teachers each Tuesday,  and share a slice of your life.
Join other teachers each Tuesday, and share a slice of your life.

TIRED TEACHER NEEDS TO BE INSPIRED

The blog title sounds like a want ad, doesn’t it? I am a tired teacher who needs to be inspired. Aren’t we all? Working with passionate people who love teaching and learning is one of the best ways to fill my tank with energy and ideas thus rejuvenating  me no matter the time of year. Yesterday I spent the day with energetic and enthusiastic educators as a part of Paulding County TechEds. I was so into what I was doing that I forgot to slice, but I did blog, though, as part of TechEds at http://kidblog.org/class/techeds/posts  (to view my blog as well as great ideas from TechEds teachers, check out our posts–type 123456 as the password).

Teaching K-12 teachers I have never met is a bit terrifying. Last week I was given that opportunity/challenge and invited to teach a group of teachers from a neighboring district  teaching for the Kennesaw Mountain Wrting Project. My lesson was about infographics as a teaching and learning tool in the classroom; however, the delivery of my lesson was infused with tech tools. I’ve learned from my involvement with Paulding TechEds. I used Blendspace to house and present my content. I created an Infographic Symbaloo Webmix (a visual bookmarking site) to share links with teaching resources, sites for creating infographics, sources for quality infographics, and links for web tools used during the presentation.

I opened my lesson with a question about student/teacher attitudes for reading/teaching non-fiction using AnswerGarden. You may view the answers and submit your own here. Teachers explored ideas for using infographics in the classroom using a Thinglink I created using Kathie Schrock’s infographic about teaching using infographics. Then, I polled teachers using two digital assessment tools:  Plickers and Formative.  Teachers worked independently or with partners based on their needs (differentiation in staff development–I think they appreciated it).
//www.thinglink.com/card/667131994668269570

At the end of my lesson, I closed by polling teachers using Today’s Meet about what they would use from the lesson/workshop. The teachers responded as much about the digital delivery and tools they would use as they did about using infographics as learning and teaching tools.

Following the presentation, one of the teachers came up to me and said, “From all the lessons over the past two weeks, I got the most out of this because I know I will use it right away. Thank you.”

Following that the facilitator for  KMWP Area 2 (also the site director) said, “Thank you for what you said at the end of the lesson. That was powerful, and something teachers need to hear.”

Here is the gist of what I said at the end of my lesson:

I have taught for 18 years, and what I have found is that I need to continue to seek out ways to rejuvenate myself. A few years ago, I was a fellow for a KMWP Summer Institute, and that rejuvenated me and inspired me–yes, you could say I drank the Kool-aid. This past year I worked with TechEds. I couldn’t have used all the tech tools I used today without it. TechEds also inspired me as I worked alongside techy teachers as we struggled, learned, and celebrated together.  

As teachers, we have to continue to seek out new ways to be inspired and engaged. I applaud you all for being here this summer, for taking time out of your summer to learn and grow. Right now I know you may be more tired than inspired, but as the summer continues think about all that you took away from this experience, and let it fuel you next fall. If we as teachers aren’t engaged and inspired, our students aren’t engaged and inspired. Continue to find what will rejuvenate you, so that you can give kids what they deserve and so that you can be passionate about what you do.

I’m not usually an inspirational speech giving teacher, but sometimes the words are needed. And I could tell on that day, some tired teachers needed to be inspired. Alas, perhaps I was one of them.  In fact, perhaps I am always that tired teacher seeking inspiration.

Yes, here I write and continue to blog–I suppose this is its own digital direction in differentiation.  And, I know that you, my fellow bloggers and my fellow educators, continue to inspire me and meet me right where I am.  As we slice with Two Writing Teachers, we definitely celebrate the NWP concept of teachers teaching teachers. Thank you for all your words and all your support and for remembering that we are all tired teachers seeking inspiration. 

Can’t Stop

Join other teachers each Tuesday,  and share a slice of your life.
Join other teachers each Tuesday, and share a slice of your life.

Can’t stop learning. Can’t stop thinking. Can’t stop googling. Can’t stop building my infographic webmix.

I have had enough for now. Here is what I created when I couldn’t stop learning more about infographics:

https://edu.symbaloo.com/embed/teachwithinfographics?

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Now, though, I must make myself stop. Time for sleep.

Can stop. Must stop.

I hope my presentation goes well tomorrow.

Obligation or Opportunity?

Join other teachers each Tuesday,  and share a slice of your life.
Join other teachers each Tuesday, and share a slice of your life.

I say, “Yes.”

Why?

Leadership commitment? KMWP commitment? Pedagogical passion? Can’t say no? Need to feel important? Techy nerdiness? Need to be refueled?

I don’t know. The school year ended. Post planning ended. And here I am checking off the boxes of commitment/obligation. I am slicing about this to find myself, to find my attitude that I need. Let’s see…

Curriculum planning–check. Data retreat–check. More curriculum planning–not yet. Tech integration–still working on it. Tech eds and tech eds lesson blog–nope.  Plan lessons for elementary and secondary KMWP–in process. Rest and relaxation–not yet. Summer time with family–not yet.

When I am at a meeting or planning, I do try to be present in the moment and get what I can from the experience. Right now I have to remind myself of the words my principal shared earlier this year, words that he got from Jon Gordon, the author of The Energy Bus, a book I blogged about earlier.

“I get to…” Jon Gordon says we can shift our perspective/mindset by changing “have to” into “get to.” I did try out those words earlier this year, but I couldn’t seem to find the conviction needed to truly make the words sincere. “I get to grade this pile of essays.” “I get to collaborate.” “I get to polish this work that isn’t good enough for me.” “I get to stay up late and figure out how to differentiate.” “I get to try to figure out how to reach the summit of this unclimbable mountain.” I think I just inserted the “get to” into my sarcastic tone. I guess I just wasn’t there. I guess I didn’t shift a few other words to shift my attitude. I’m going to work on that cynic that resides in me. That’s a good project for summer. I get to try not to be such a cynic. Yup. Now, let’s see what this looks like tomorrow, this week, and next week. Maybe if I move each “I get to” forward until I get through next week that will help.

Tomorrow I’ll wake up, and I will remind myself of the “get to” attitude.

  • I get to help adapt curriculum.
  • I get to infuse technology.
  • I get to help make my school better.
  • I get to have a voice in what happens at my school and in my district.
  • I get to learn from others.
  • I get to collaborate.
  • I get to be a part of a model classroom technology initiative.
  • I get to grow.
  • I get to do a lot of stuff early in the summer, so I can rest later in the summer.
  • And Wednesday, I get to leave for Girls’ Weekend (yes, my husband corrects me–you’re not girls and that’s no weekend–he calls it Ladies’ Half Week).
  • I get to drive up to the lake house on Wednesday with one of my favorite GW friends.
  • Then, I get to leave for a day to go to TechEds.
  • I get to have a break from all those women I love, and I get to have time to myself.
  • I get alone time in the car listening to whatever I want to hear.
  • I get to go to my nerdy fun place and hang out with my TechEds group.
  • I get to go back to my girls for sun and fun and great company.
  • I get to go out on a boat on the lake if I need more “me” time.
  • I get to plan to teach some cool stuff for KMWP to teachers of a neighboring district.
  • I get to teach and learn with  teachers from many different schools.
  • I get to make extra money for all this school stuff during my off contract time.
  • And after next Wednesday, I get to toss aside my pedagogical hat for awhile and  spend time with my hubby and kids and do fun summer stuff.
  • And I get to buy something cool with some of the money–hey, that Apple Watch looks pretty snazzy.
  • Interesting how the simple shift in wording helps me move forward and transform obligations into opportunities. I get to write/slice to appreciate life. I get to share with teachers who slice, too.

Get to or have to?

Obligation or opportunity?

The choice is yours,

With each task,

small and large.

Choose wisely.

Enjoy life.

Ending with the Beginning in Mind

Join other teachers each Tuesday,  and share a slice of your life.
Join other teachers each Tuesday, and share a slice of your life.

Some teachers may read the blog title and think, “No, you’ve got it wrong. You’re supposed to begin with the end in mind.”

Perhaps that true of unit planning, but for the last month or so I have been ending with the beginning in mind. I have been thinking forward towards next year. I have been thinking about what went well this year, what didn’t go well, and what I’d like to change. I’ve been thinking of all this in regards to instruction, organization, and management.

I’ve been thinking about this for my class, for my department, for my grade level. I’ve been thinking of the conversations to have with other teachers in my grade level, with ELA department heads, with my principal, with my department.  Man, this time of year my head spins with all the ideas of what I’d like to change.

Really, though, somehow I let the year slip me by without getting the end of the year feedback from my students. I realized that when I read an article yesterday: http://www.edutopia.org/blog/student-feedback-improves-your-teaching-vicki-davis.

Tonight, though, I decided I would still get student feedback and parent feedback, too. I created a parent survey and a student survey using Google Forms. Tomorrow morning I will push it out using Remind.

And so, I challenge all my teacher friends, don’t just pack up and go away to the beach. Try to find a way to end with the beginning in mind. The advice Vicki Davis gives in Edutopia seems essential to helping us keep our passion. Here is the end of the article on why we need to reflect/improve:

Students are what we do. They are the center of our classroom, not us. However, as a teacher, I am the most impactful single person in the classroom. Honest feedback from our students will help me level up.

I’ve been doing this for more than ten years. Sometimes I laugh, sometimes I cry — and sometimes I’m mortified. But I can honestly say that every single piece of feedback I’ve received has made me a better teacher. And great teachers are never afraid of having or inviting hard conversations. This is one of best practices that has helped me to be a better, more excited teacher every year.

In our role as teachers, we aren’t much different than students. We need feedback to better ourselves–feedback goes well beyond the walkthroughs, evaluations, and state surveys. Feedback is in honest conversations. Feedback creates new challenges, and for me, new challenges fuel my passion. Next year will be my 19th, and I still love what I do and am challenged many times a day.

There were these things to do.

Join other teachers each Tuesday,  and share a slice of your life.
Join teachers each Tuesday to share a slice of your life.

The end of the school year for many is about marking off the days, pulling off the paper from the chain, or changing the number on the calendar. I’m fighting the count. On multiple occasions, I have erased the number that students have written on my board. Also, I have ignored the numerical mutterings of my coworkers. Finally, I have tried to stay in the present with my students.  Staying in the present (aka end of the year survival) requires a lot of me:

  1. I must continue to be up and moving in the classroom.
  2. I must continue to engage students.
  3. I must keep them busy and working.
  4. I must continue to assess and encourage growth (even though any growth I promote now is for the good of someone else’s scores)
  5. I must continue to remind them (and myself) of the things they have to do.

Focusing on things to do is all about prioritizing (once again I am thinking of my OLW, my one little word to live by for 2015). Also, like the language arts teacher I am, I am connecting to literature and using it as a way to make meaning out of life–yes, my dear Watson, THE-ME-ssage of life is emerging here.

Lately I have found myself quoting Brian Robeson from the novel Hatchet, a novel my class read earlier this year. I keep telling my students that we are like Brian and that, “There [are] these things to do.” I tell them there is no shutting down. I refer them  to the board with the tasks to do. I ask them to dive deeper into The Outsiders to pull out the themes. I push them to complete the next part of the project. I ask them to self-evaluate and encourage reflection and metacognition. Yes, there are these things to do.

As Brian changes as the story moves towards its resolution (RL6.3), he finds himself moving from thinking about “the things to look at” and “the things to sort out,” to the “things to do.”  As Brian tries to deal with being stranded in the wilderness and the struggles of the secret/divorce, he finds himself distracted from the task at hand: survival. In chapter 11, Brian is changing and is realizing that he must prioritize and focus on the tasks at hand. In chapter 11, Brian reminds himself several times of the things he has to do. These little reminders keep him focused on what he needs to do in order to ensure his survival.

Like the naive Brian from early in the novel, I can get caught up in the things to look at and the things to sort out and lose sight of my priorities forgetting that, “THERE ARE THESE THINGS TO DO.”

Right now I’d like to hug Gary Paulsen for his indelible words that will help my students and me focus, endure, and persevere ultimately ensuring our survival.

Remember friends, teachers, and students:

THERE ARE THESE THINGS TO DO.

Nodding my Head during a Spring Season

Join other teachers each Tuesday,  and share a slice of your life.
Join other teachers each Tuesday, and share a slice of your life.

Apologies to Robert Frost

What time this is we all know.
The kids are restless it sure does show.
You will not catch me counting here.
Then, watch them quit and just let go.

My colleagues must think it queer
To not count this time of year.
I savor each moment–I’m a flake.
If I stop now, teacher beware.

The kids will take over and mischief make.
There is still learning to do, a thought I can’t shake.
I can make this fun–I can stay awake.

This summer will be lovely hitting the beach
But I still have kids to teach.
And days to go before the beach,
And days to go before the beach.


Stopping by Woods on a Snowy Evening
BY ROBERT FROST
Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.

My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.

He gives his harness bells a shake
To ask if there is some mistake.
The only other sound’s the sweep
Of easy wind and downy flake.

The woods are lovely, dark and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.

Not Counting

Teachers, join me each Tuesday,  and share a slice of your life with other teachers.
Teachers, join me each Tuesday, and share a slice of your life with other teachers.

I do NOT count the days. You may wonder why, thinking, “Everybody counts the days: students, teachers, principals, custodians…”I don’t judge you for counting. I get counting. I’ve counted in the past. Really if counting is what works for you–go ahead. For me, though, counting is not the way to close the year.

There are many reasons why you won’t see a big number on the board, a countdown clock on my computer, or a paper chain of days left anywhere in my classroom.

Here are but a few:

  1. The number implies I am done and counting down. Well, we’re not done yet. We still have things to do, things to learn, and assessments to grade. We still have field day, awards night, yearbook day, and other memories to create.
  2. I need to focus on the now. Otherwise, I will drift away to a place where there is sand between my toes, the warm sun shining down, a cold drink in my hand, and the ocean waves crashing on the shore.
  3. Yesterday is gone–tomorrow is the future. Today is the now. I need to grab that. Carpe diem.
  4. Counting gives me one more task to keep up with, and I never remember to change the number, remove the link of the paper chain, or otherwise keep up.
  5. I never know what to count (weekends, 1/2 days, the present day). This is too much for me.
  6. Counting implies when the number gets to 0, I am done. Well, I’m never done. I’ve got curriculum planning, tech meetings, data stuff, and a WP teaching gig.
  7. My husband and children have less days in their countdown, and I’m too old to walk around grumbling, “That’s not fair!”
  8. Counting down is like telling my students, “I can’t wait to get rid of you.”
  9. Counting implies survive–I want to thrive.
  10. My students need me to be present.

Are you a counter?

If you count, why do you count? If you don’t count, why don’t you count?

Priority–The Test or the Child?

Teachers, join me each Tuesday,  and share a slice of your life with other teachers.
Teachers, join me each Tuesday, and share a slice of your life with other teachers.

The title sounds like a post where I’m going to get all philosophical about teaching and testing—that’s not the case. I’m thinking of how sometimes priorities are chosen for me, and at those times I also need to show the people who matter that they, too, are among my priorities.

Being that my husband and I both are in the middle of our Milestones (the GA version of the CC tests), we arranged so my brother-in-law could take my mom to my 2nd grade daughter’s wax museum. Sarah Woodall will be Jane Goodall tomorrow, and I hate that I will miss it; however, tests and critical days happen to be priorities. I don’t really mean that the CC test is more important than my daughter; however, part of being the teacher I strive to be involves being there for my students during testing.

I shopped with Sarah for her outfit and supplies, I read with her, I helped her create her backboard, I found photos, I helped her memorize her speech. Her presentation is going to be amazing. She is so into being a little scientist, she picks the most interesting facts, and she is naturally engaging and adorable (modest, I know).

Last weekend I found out that my mom and my brother-in-law would  NOT be able to attend. I wrestled with that, imagining my little Sarah looking so adorable without having a parent or family member there, yet I just didn’t want to leave my students on day 5 of testing (the squirrelly little sixth graders they are). They count on me. I know what they need. I know who will fall asleep and will need to be gently awakened. I know who needs tissues. I know who likes their pencils extra sharp. I know how to motivate those who need a little extra motivation. I am the voice that reads the directions. I am the one who paces the room. I can’t leave them. Luckily my husband teaches high school, he is close to Sarah’s school, and his kids are testing online–he will be able to swing over and quickly celebrate her day.

I beat myself up a bit over not asking off, especially when I found out my mom wouldn’t have a ride. I thought to myself, “This is like a dang test is more important than my daughter.” GET REAL, MAYA. I know that sometimes our priorities are not our wants and are not even what’s actually “big picture” more important.

In fact, Google defines prioritize as “to designate or treat (something) as more important than other things.” As I read that earlier in the week, I thought, “How can I find ways this week to show Sarah she’s just as important as a test?” I’d like to think I have. Here are some things I did.

  1. Give her time.
  2. Give her more time. Leave work earlier.
  3. Snuggle more.
  4. Let her fall asleep with me, and then, don’t get back up to grade.
  5. Hang out in the hammock with Sarah.
  6. Help with the project.
  7. Buy her a stuffed chimp prop to be Jane Goodall.
  8. After stuffed chimp (there was no tail in the picture online) arrives from Amazon, sew the tail so it disappears because as Sarah asserted, “That’s not a chimp it has a tail.” This was quite the feat for me–I’m no domestic sewing goddess.
  9. Listen to Sarah
  10. Write her a motivational note for wax museum day.

Yeah, I love teaching. I love my students. I do my job. I take responsibility seriously. So many times I allow myself to be pulled in too many directions, and I feel like I’m barely treading water.

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Sometimes I feel as if I give in to what really should not be my top priority. What it comes down to for me is that I need to focus on not letting myself be pulled too much in one direction school and also not letting the direction of work consume me. I continue to find ways to prioritize the smaller tasks/priorities that are part of my bigger goals/visions. I think  for me it comes down to realizing what weight is needed for all the priorities.

Sure I have some upgraded papers this week, but I have spent time with my daughter, and I have been more present to the tasks at home (my son started spring football this week, too).

Speaking of those ungraded papers…that’s the 10:30 PM priority calling my name. Maybe I should call it a night and just make sleep my priority.

StrengthsFinder

Teachers, join me each Tuesday,  and share a slice of your life with other teachers.
Teachers, join me each Tuesday, and share a slice of your life.

Tonight I’m thinking about how to begin processing and implementing what I have been learning about lately–my strengths.

Awhile ago my sister told me that all the employees in her district have been involved in a Gallup initiative called Strengthsfinder. When she shared with me, I began wondering how these strengths would apply to me and if I could lead and teach better if I knew my top 5. I found it fascinating that they were sharing and focusing on their top 5 strengths as a way to lead.

With this year being one of tweaking and growing and looking at how to build on my strengths as I overcome weaknesses, I began to wonder if I could garner any insight from knowing my top 5.  I took a similar assessment online and shared my results with my sister who gave me a few comments on the results but maintaining the assessment I took was not quite the same as the Gallup Clifton Strengthsfinder survey she took..

A few weeks later I stumbled across a Gallup book by Tom Rath called Strengthsfinder 2.0, and I just had to know more, so I bought the book and took the assessment (the book comes with a one time use code).  Ever since I found out my top 5 strengths, I have been learning more about them through reading the Gallup emails I’m sent and well as through researching online. I’ve also have been listening to Theme Thursday YouTube videos while I’m driving. What insight I’ve gained is that sometimes these raw talents/strengths need developing and channeling.  I can build on these strengths of mine in many ways, and building on my top 5 strengths can make me a better teacher/leader/mom/wife. Also, I’ve learned that knowing how my top strengths interact and balance each other can be helpful as well because I have to learn how to use them effectively in relating to others. Also, I can better see why sometimes people just don’t understand me. My top 5 strengths are ideation, input, command, restorative, and activator. Today I want to look at my greatest strength and process it.

My greatest strength is IDEATION. Here are some words and phrases for this strength that stand out to me:

  • I find connections between seemingly disparate phenomena.
  • I engage life and tasks with gusto and creativity.
  • I innovate rather than take traditional tried-and-true ways.
  • I strive to appear confident, and this is an intentional undertaking for me (as much as I hate to admit it–this resonates with me).
  • I am driven by my talents–this is why I routinely innovate.
  • I am stimulated by the art of invention (this must be why I am always tweaking and changing resources shared with me).
  • I find unique ways to link 2 or more concepts.
  • I like to collect a variety of information.
  • I read a lot, and I am fed by the printed word.

Ideas for Action with Ideation Here are the ones for my focus right now:

  • Finish my thoughts before communicating them. Lacking my ideas others will not be able to “connect the dots” and complete the idea, so they may dismiss it entirely.
  • Find a sounding board as I seek the practicality in my ideas. Spend time with someone with analytical talents. This person will question and challenge me and help strengthen my ideas.
  • Know that sometimes people cannot follow me and my conceptual style. Make things more concrete with analogies, explanations, or steps.

Here is an article I found about teaching with Strengths (http://www.leeuniversity.edu/uploadedFiles/Content/cte/dwhite-teaching-with-strengths.pdf: Here is how the author explains the strength of ideation: “You bring new ideas to your curriculum and to your teaching. You are willing to try something new or engage in a discussion of a new possibility. You ask questions and invite brainstorming. In loving ideas, you model an openness to thinking broadly, considering multiple perspectives, and allowing new thoughts to be respected and given consideration.”

Here is what I read about how a person with strong ideation can be led/managed:

  • Position me where my ideas are valued and let me use my ability to design new things.
  • Feed me new ideas because I thrive on them. This will excite me, and I will use these to gain new insight and make new discoveries.
  • Encourage me to think of useful ideas/insights to share with others.
  • I enjoy the power of words. If you find a word combination that perfectly captures a concept, idea, or pattern, share it with me. It stimulates my thinking and my application.
  • Help me see how things fit together. Take to show me how decisions are related to theory/pedagogy.
  • When my innovation doesn’t fit into what we’re doing as a school, explain why and take time to answer my questions.

This site (http://www.leadershipvisionconsulting.com/exploring-the-strength-of-ideation/) has a powerful article with advice for those with strong ideation or those who work with someone with strong ideation.

The Advice

1. Capture your ideas. For me-Write them down before moving on to the next ones, or important ideas will be lost. Others-write those important ideas I say down, or we might lose them.

2. Clarify your thoughts. Articulate ideas clearly and look for feedback. Others-don’t write me off too early–I might have the million dollar idea.

3. Nourish your ideas. Be aware of the tendency to lose focus with so many ideas.  Others-help me focus and feed my ideas so they will grow. Give me the right stuff to ideate on.

Knowing this helps me as I build on my strengths and try to relate to others in a way that considers who they are.

Here is a bit more about my other strengths and how they apply to me:

http://strengthstest.com/strengthsfinder_share/share_profile.php?id=1429372487158346674

 

I may do some slicing on my other dominant strengths.