Part 1: Where am I now?
In the Room
Rocking The Boat
Task Zero, Review
Rocking the Boat: How to Effect Change Without Making Trouble by Debra E. Meyerson is a book written for those who are in opposition with the dominant culture. These individuals are cautious and committed catalysts for change, yet are constantly pushing the limits to see where lies the threshold of tolerance. They have agendas and are referred to as "tempered radicals". Tempered radicals are misaligned with the dominant culture because of their social identities - mainly race, gender, sexual orientation, and age - or their values or beliefs. They seemingly work within systems as opposed to against them, to effect change according to their plan. There are five main ways that tempered radicals ignite change: resisting quietly and staying true to one's "self"; turning personal threats into opportunities; broadening the impact through negotiation; leveraging small wins; and organizing collective action. All five, even though some may seem less subtle or conspicuous, have an equal value of importance.
The book explores ways that tempered radicals are different by providing an abundance of situations where tempered radicals make a difference. Several of the stories are thought-provoking and powerful, yet others seem repetitive and surface-level. Many are filled with generalizations and stereotypes, while others seem to muddle civil rights vs. personal freedom. The elimination of some of these stories, along with the deeper development of others would be a good remedy to this problem. As it is, the book is somewhat laborious like an unwelcome chore.
Task One, How am I different?
The book identifies three main ways of being different: social identity as a source of difference and differential treatment; social identity as a source of cultural and stylistic difference; and values and beliefs as a source of difference and conflict. I align most closely with the first one because of my race, and have a responsibility to make things better for the next generation. Service, humility and flexibility are some of the traits that I need for this to become a reality, and these are some of the traits that tempered radicals employ to enact change. The resulting action may be incremental or even small, but creates ripples that travel on and become bigger over time.
I worked at a very large company before becoming an educator, and was one of the few Black employees there (similar to one of book's stories). I encouraged diversity and, although successful at times, there were times I was unsuccessful due to those I was trying to help not doing their part. Resumes were not updated, applicants were late for interviews, and some decided they did not want to drive all the way out to the suburbs. Discrimination is real and happens all too often, unfortunately; but, there is an element of personal responsibility that is not being highlighted although it plays in integral role.
The book did not seem to want to address this, but it did focus many times on discrimination due to social identity differences. This is the tragic reality for many in this country, and there have been times where I have faced discrimination. Yet there have also been times where I have received preferential treatment. Although I am qualified to be accepted as a fellow, would I have been accepted if I were of another ethnicity, particularly white?
Task Two, Becoming a Tempered Radical
The book presents a continuum for the five traits of tempered radicals. I see myself as one who resists quietly but stays true to one's "self". I was raised to do the best that I can to be a peacemaker, so I am not one who seeks the limelight, or who wants to put on a show. Pope Francis recently said in response to the proposed wall on the United States/Mexico border, "We need to build bridges instead of walls." My goal is to come to a resolution in a peaceful fashion. Although my viewpoints may differ from a tempered radical as defined by the book, we both agree that there are core values that need to be preserved, and fought for. There is always a choice, and the person who sticks to his guns is a person of integrity.
I can also see myself as one who broadens the impact through negotiations. Gandhi stated the we must be the change we seek seek in the world. This means to me that a lot depends on what I do, not on what I want someone else to do. By modifying parts of the negotiation characteristics - stepping back for self-reflection instead of leverage; looking inward to determine what is important; and looking at the situation from another person's perspective - I can effectively model this trait.
Many tempered radicals (per the book) are trying to equate anything that is different or against the dominant culture with injustice. Their definition of "different" is overly broad, and all too often incorporates their own personal motives. The description of the "wolf in sheep's clothing" is fitting at times , so it is imperative that the there remains a distinction between injustice and agendas.
Task Three, Facing Challenges
Martin Luther King, Jr. said, "The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands during challenge and controversy. It is never easy to go against the grain. The wind was so bad a few days ago that it was a struggle to walk contrary to it. But it was a "breeze" to walk in the same direction. Things are difficult at school, but how can things improve if no one will fight for the improvement? But with the fight there will be several challenges to be faced.
One difficulty may be anxiety and loneliness. Many do not want to risk their position, and will select the path of least resistance to avoid being ostracized. It will take courage to stand up for some of the issues that have not been dealt with and need to be.
Another challenge is dealing with the potential damage to one's reputation. Bringing up issues into the open that others have complained in secret can open the door to ambivalence and being considered as a traitor.
A final challenge is burnout. If one feels alone and without support, it is difficult to maintain the drive and momentum. Many parents are struggling raising to raise their kids, and the resulting behavior in many classrooms is abhorrent. Dealing with this and with other school related issues can be overwhelming.
Tempered radicals have been called necessary irritants. They know who they are and what is important to their sense of self. They exhibit leadership in a variety of ways, and lead change by leading people. They realize they must keep going to get what they want. Edmund Burke said, "All that is necessary for the triumph of evil is that good men do nothing." Conversely, doing something will stem the tide of evil. May this be evident as I hold true to my "self".
Rocking the Boat: How to Effect Change Without Making Trouble by Debra E. Meyerson is a book written for those who are in opposition with the dominant culture. These individuals are cautious and committed catalysts for change, yet are constantly pushing the limits to see where lies the threshold of tolerance. They have agendas and are referred to as "tempered radicals". Tempered radicals are misaligned with the dominant culture because of their social identities - mainly race, gender, sexual orientation, and age - or their values or beliefs. They seemingly work within systems as opposed to against them, to effect change according to their plan. There are five main ways that tempered radicals ignite change: resisting quietly and staying true to one's "self"; turning personal threats into opportunities; broadening the impact through negotiation; leveraging small wins; and organizing collective action. All five, even though some may seem less subtle or conspicuous, have an equal value of importance.
The book explores ways that tempered radicals are different by providing an abundance of situations where tempered radicals make a difference. Several of the stories are thought-provoking and powerful, yet others seem repetitive and surface-level. Many are filled with generalizations and stereotypes, while others seem to muddle civil rights vs. personal freedom. The elimination of some of these stories, along with the deeper development of others would be a good remedy to this problem. As it is, the book is somewhat laborious like an unwelcome chore.
Task One, How am I different?
The book identifies three main ways of being different: social identity as a source of difference and differential treatment; social identity as a source of cultural and stylistic difference; and values and beliefs as a source of difference and conflict. I align most closely with the first one because of my race, and have a responsibility to make things better for the next generation. Service, humility and flexibility are some of the traits that I need for this to become a reality, and these are some of the traits that tempered radicals employ to enact change. The resulting action may be incremental or even small, but creates ripples that travel on and become bigger over time.
I worked at a very large company before becoming an educator, and was one of the few Black employees there (similar to one of book's stories). I encouraged diversity and, although successful at times, there were times I was unsuccessful due to those I was trying to help not doing their part. Resumes were not updated, applicants were late for interviews, and some decided they did not want to drive all the way out to the suburbs. Discrimination is real and happens all too often, unfortunately; but, there is an element of personal responsibility that is not being highlighted although it plays in integral role.
The book did not seem to want to address this, but it did focus many times on discrimination due to social identity differences. This is the tragic reality for many in this country, and there have been times where I have faced discrimination. Yet there have also been times where I have received preferential treatment. Although I am qualified to be accepted as a fellow, would I have been accepted if I were of another ethnicity, particularly white?
Task Two, Becoming a Tempered Radical
The book presents a continuum for the five traits of tempered radicals. I see myself as one who resists quietly but stays true to one's "self". I was raised to do the best that I can to be a peacemaker, so I am not one who seeks the limelight, or who wants to put on a show. Pope Francis recently said in response to the proposed wall on the United States/Mexico border, "We need to build bridges instead of walls." My goal is to come to a resolution in a peaceful fashion. Although my viewpoints may differ from a tempered radical as defined by the book, we both agree that there are core values that need to be preserved, and fought for. There is always a choice, and the person who sticks to his guns is a person of integrity.
I can also see myself as one who broadens the impact through negotiations. Gandhi stated the we must be the change we seek seek in the world. This means to me that a lot depends on what I do, not on what I want someone else to do. By modifying parts of the negotiation characteristics - stepping back for self-reflection instead of leverage; looking inward to determine what is important; and looking at the situation from another person's perspective - I can effectively model this trait.
Many tempered radicals (per the book) are trying to equate anything that is different or against the dominant culture with injustice. Their definition of "different" is overly broad, and all too often incorporates their own personal motives. The description of the "wolf in sheep's clothing" is fitting at times , so it is imperative that the there remains a distinction between injustice and agendas.
Task Three, Facing Challenges
Martin Luther King, Jr. said, "The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands during challenge and controversy. It is never easy to go against the grain. The wind was so bad a few days ago that it was a struggle to walk contrary to it. But it was a "breeze" to walk in the same direction. Things are difficult at school, but how can things improve if no one will fight for the improvement? But with the fight there will be several challenges to be faced.
One difficulty may be anxiety and loneliness. Many do not want to risk their position, and will select the path of least resistance to avoid being ostracized. It will take courage to stand up for some of the issues that have not been dealt with and need to be.
Another challenge is dealing with the potential damage to one's reputation. Bringing up issues into the open that others have complained in secret can open the door to ambivalence and being considered as a traitor.
A final challenge is burnout. If one feels alone and without support, it is difficult to maintain the drive and momentum. Many parents are struggling raising to raise their kids, and the resulting behavior in many classrooms is abhorrent. Dealing with this and with other school related issues can be overwhelming.
Tempered radicals have been called necessary irritants. They know who they are and what is important to their sense of self. They exhibit leadership in a variety of ways, and lead change by leading people. They realize they must keep going to get what they want. Edmund Burke said, "All that is necessary for the triumph of evil is that good men do nothing." Conversely, doing something will stem the tide of evil. May this be evident as I hold true to my "self".
Setting Goals: Instrumental and Missional Thinking
Short term goal: My goal for the next few months is to conscientiously integrate, and help others integrate, technology to enhance and not just supplement learning. It is easy to plan lessons around the incorporation of technology, but is the implementation done in a fashion that enhances learning? I recently taught a lesson that allowed the students the opportunity to design a maze through the use of computer software. They were also given the option and drawing it on paper, but the vast majority initially used the computer. It was a good experience, but the learning curve forced the lesson to extend longer than I had planned, and several student returned to paper and pencil. Although most engineers and other professionals used computer software in design, this activity could have easy been done with pencil and paper (particularly graph paper) to achieve the same effect. The technology surely aided with engagement, but did it enhance learning enough to merit its inclusion?
Long term goal: Many of the students that I teach are not interested in learning for the sake of learning. Many seek to understand the relevance of how the learning relates to them - when will I use this in real life? My goal is to plan real world units for all the content areas that I teach or help support another teacher in teaching. I have worked on several lessons that incorporate real world challenges, but I have a lot more that need to be modified so that the students will be able to see how connections cab be made to their world. Real world experiences are a key feature of STEM education, and I plan to continue working on and learning way to integrate these experiences for all lessons according to the standards.