Many things we read can be inspiring and stick with us for some time. Other things we read pass through our minds and don't stay.
In reading "The Art of Possibility," I see the reason why this text could be valid in our course. It could be valid in many courses, because the stories shared there are practical and applicable.
Personally, two things stood out to me in the first three chapters. The first was in the very first chapter. A game was introduced in chapter one, a reminder of a game introduced to me first back in elementary school. I recall the feeling of betrayal after the initial introduction to that game very clearly. As an educator myself now, I can't help but to wonder if I was part of some social experiment. The game was clearly laid out, or so I thought, and I entered into trying to solve the proposed problem of the game readily and eagerly. As I tried to solve the problem, I quickly lost my eager attitude. As time progressed, I actually became extremely frustrated by not being able to solve the problem. Other students around me were also frustrated, but we tried our best to help one another come up with solutions, throw out those that didn't work for us, and consult with one another to come up with new, untried solutions. None of use seemed to be able to solve the problem. Although I don't specifically recall, I'm sure there was whining all around. Not until the teacher divulged the information that we need to "think outside the box," did we have any chance of solving the problem. Of course, in our young minds, we had no idea what thinking outside the box actually meant. After a few more hints from our teacher, eventually one of us came up with the golden ticket and solved the problem. The teacher happily shared the solution, and the result was that one student felt glorious and inspired, while the rest of us were left to feel inadequate and a bit stupid.
I wonder if the experiment worked out the way our teacher anticipated. Did she anticipate our very unhappy reactions? Did she know we would get as frustrated as we did, or that we would feel so betrayed by the feeling that we'd been duped, that upon seeing this puzzle again years later in a required reading, we'd run off on a tangent about the poor feelings this simple little puzzle brought back?
The second thing that stood out in this reading was in chapter three. This example was of regarding how one of the authors informed his students they would all get A's in his class. Of course, the A was conditional, but the condition was clearly set out for his students, and was easily obtainable.
This also sent my mind back in time, to a junior high teacher who, upon our entering his classroom, informed us that we were all starting his class with an A. We exchanged puzzled glances, but were all of course, intrigued. He went on to tell us that we were indeed all starting with A's, but that we could lost them. That we would start with A's, and must do what he asked to keep them. He outlined what we would do in the course, and clearly defined what we would have to do to keep our A's. His outline included behavioral goals, instructional goals, and more. So it seemed too good to be true, but as time went on, this teacher reminded us that we just had to do the work and simply learn to keep our A's. It was a great feeling, and our experience in his classroom was very positive for it. Kids who typically were behavior issues suddenly weren't, and effort on everyone's part seemed to go up. The great thing about all starting with A's was that is was a simple change in attitude, in belief in ourselves, that caused such a positive commotion. The reading this time brought back feelings positive feelings and emotions. I've used this same tactic in my own classroom numerous times, and while kids are skeptical, it does work with some of them. Like the author of the book, the tactic takes away some of the anxiety for some students, and just reassures other. Either way, the experience for the student is usually a bit better. We feel like a family in our classroom, and students relax a bit for it. It's a great feeling.
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