Feed: Rick's Algeblog - AggScore: 49.9
Summary: Rick's Algeblog
A Blog dedicated to Math Teaching, Education, Music, Drama, Sports, Internet Marketing, eBay Sellers, The Beatles,...and anything else that may come to mind!
The 10 Best Books On Emotional Intelligence
This link comes from Online Universities and is one of many informative articles that can be found on this site. Educators would benefit from browsing the very informative articles and blog posts found here.
Date Published:
What Makes An Effective Leader?
The most effective and successful
leaders are those who frequently re-assess their strengths and
weaknesses, while consciously placing the betterment and growth
of the organization above personal gain. In addition, little has
been done to address the issue of gender and race inequity in the
leadership pool. Continued research is the key to fixing this
gross injustice.
Honesty and integrity are core
attributes that all leaders must possess in order to be effective
and respected. Risk-taking and Emotional Intelligence (EI) also
play key roles in the success rates of the best leaders. In
addition, ethics, morality, humility, and personal values are
essential to effective leadership. "Unethical practices that go
unchallenged can become the norm of a society or business.
Difficult circumstances can produce moral laxity..." (Wren, 1995,
p. 498). It is up to us, the 21st-century leaders, to ensure that
these types of practices do not go unchecked.
References
Wren, J.T. (1995). The leader's companion: Insights on leadership through the ages. New York, NY: Free Press.
Date Published: Feb 26, 2012 - 9:22 am
Organizational Change
Inspiring change must go hand-in-hand with managing change. This is especially true as leaders realize that not everyone within an organization is going to be agreeable to change, especially major ones. The level of follower "buy in" will inevitably vary as change relates to each constituent's role and point of view. As change is essential in order for institutions/schools to stay competitive and current, how leaders successfully manage change ultimately determines their effectiveness. To facilitate the management of change, leaders can enlist the help of those constituents who accept change more willingly than others. "Leaders can identify followers who more readily accept and adapt to change, and encourage them to support their peers who find change more difficult to adjust to" (Oreg & Berson, 2011, p. 653). Furthermore, these authors conclude that, "charismatic leaders can help followers' [sic] compensate for the dispositional difficulty some of them have in times of organizational change...[while using] their transformational leadership style to override employees' resistance to change" (Oreg & Berson, 2011, p. 653).
References
Oreg, S., & Berson, Y. (2011). Leadership
and employees' reactions to change: The role of leaders' personal
attributes and transformational leadership style. Personnel
Psychology, 64(3), 627-659.
doi:10.1111/j.1744-6570.2011.01221.x
Date Published: Feb 26, 2012 - 9:17 am
Experiential Learning
Personally, I feel that I have learned more experientially over my years as an educator than I ever did as a student in an undergraduate classroom setting. As my experiences relate to my classroom approach, I incorporate many hands-on, peer-monitored, application-based activities in my math classes. Not only does this approach help maintain students' interest and focus, but it is essential for my students to be able to answer for themselves, the age-old question, "when are we ever going to use this?" Clearly, the lecture-only based classroom is a non-effective learning environment for 21st-century adolescent learners. This approach leads to students who "bow their heads to take notes, lift faces bravely, and too often gaze with a glazed look at the [teacher]" (Braid, 2008, p. 42). Whereas, experiential learning helps "to shatter the glassy stare" (Braid, 2008, p. 42).
It amazes me that on-the-job experience, student teaching, or experiential learning in general--especially in regards to veteran professionals like us--is so often looked upon as being less preferred than formal classroom learning. I simply do not understand that rationale. Don't the best leaders/educators combine what they have learned in the classroom with experiential learning and apply that to heir followers'/students' real-world learning environments? How can experience so often count for so little to those in charge of hiring or appointing leaders? Mind-boggling....
References
Braid, B. (2008). Majoring in the minor: A
closer look at experiential learning. Honors in Practice,
4, 37-42. Retrieved from
www.nchchonors.org/nchcpublications.shtml
Date Published: Feb 26, 2012 - 9:14 am
Digital Literacy
One topic that is receiving increased
emphasis by researchers is digital literacy. The majority of
21st-century students utilize the Internet as their primary
resource for retrieving information. Frequently, teachers view
this approach as both acceptable and preferred, whether it
pertains to learners obtaining a quick answer, or conducting
lengthy research. Even though the 21st-century student has
immediate access to information via various online sources (e.g.,
Google, Google Scholar, Yahoo, YouTube, etc.), it is essential
that information literacy be adequately addressed in today’s
classrooms. The ability to distinguish between reliable
information and “junk” should be a required skill that is
addressed in all current classrooms.
To the
21st-century learner, information competency translates primarily
to digital literacy. The ever-evolving nature of digital literacy
is complicated (Pfannenstiel, 2010). Nevertheless, classroom
teachers must strive to have their students understand not only
what constitutes reliable information retrieved from the
Internet, but also the more important concept of academic
integrity. In addition, Badke (2009) states the
need for educators to develop strategies that teach “our future
users of information how to go beyond” (p. 49) search engines in
order to acquire information; the fear being that if a student is
unable to locate something via a search engine, then that student
will not find it at all. As role models for students,
it is each educator’s responsibility to ensure that their
students acquire the appropriate, grade-level informational
literacy requisite to maintaining academic integrity, while
enhancing each student’s journey as a lifelong learner. I am
confident that future research on this topic will increase as
technology continues to advance.
References
Badke, W.
(2009). How we failed the net generation. Online, 33(4),
47-49. Retrieved from www.cinahl.com/cgi-bin/refsvc?jid=296&accno=2010356030
Pfannenstiel, A.N. (2010). Digital literacies and academic integrity. International Journal for Educational Integrity, 6(2), 41-49. Retrieved from http://www.ojs.unisa.edu.au/index.php/IJEI
Pfannenstiel, A.N. (2010). Digital literacies and academic integrity. International Journal for Educational Integrity, 6(2), 41-49. Retrieved from http://www.ojs.unisa.edu.au/index.php/IJEI
Date Published: Feb 18, 2012 - 12:24 pm
Emotional Intelligence: The Role Of Communication
Communication plays a vital role in the development and effectiveness of a leader's Emotional Intelligence (EI). When I first started out as an educator, I dreaded having to contact parents when there were issues with their children. However, as I became more of a veteran educator and school leader, I came to realize how important it was to be proactive in terms of communicating to parents and colleagues--whether bad or good news, as it established the partnership which is necessary for my students' success. In addition, I have come to expect the same forthrightness in communication from my superiors, again whether in the form of praise or constructive criticism. "Successful leaders match their communication behaviors to their goals...[and] monitor their actions to create desired impressions in the minds of others...[in order to] reach group goals rather than to satisfy selfish, personal goals” (Wren, 1995, p. 431).
References
Wren, J.T. (1995). The leader's companion: Insights on leadership through the ages. New York, NY: Free Press.
Date Published: Feb 12, 2012 - 9:58 am
Risk-Taking In The Classroom: A Necessary Component
In my classroom, risk-taking is part of the learning experience and is encouraged. Risk-taking goes hand-in-hand with allowing students the opportunity to fail, without them feeling ridiculed or too discouraged. However, this does not appear to be as prevalent a classroom philosophy as it should be within our educational system, especially during students' adolescent years. In addition, this classroom approach seems to go against our current culture which focuses too much on the mentality to "succeed no matter what." As noted in Clifford (1991), "errorless learning methods have failed to produce the creative, self-confident scholars we had envisioned" (p. 293). Furthermore, in Clifford's research study, she concluded that in the classroom "students often preferred near-moderate risks, expressed positive attitudes toward risk taking, and demonstrated learning benefits" (Clifford, 1991, p. 289).
References
Clifford, M.M. (1991). Risk taking: Theoretical, empirical, and educational considerations. Educational Psychologist, 26(3/4), 263-297. Retrieved from http://www.erlbaum.com/Journals/journals/EP/ep.htm
Date Published: Feb 11, 2012 - 9:35 am
Failure In Innovation
Failure plays a vital role in
innovation. As noted in Townsend (2010), failure has value as it
allows organizations to learn from mistakes. In addition,
"innovations [that do not meet with success]
should not be discarded, since it is inevitable that they will
find value in some context. The issue for managerial
practitioners is to find the correct context through which to
capitalize on this value" (Townsend, 2010, p. 78). A "free to
fail" workplace atmosphere allows opportunities for leaders--and
followers--to dream a little and think "outside the
box". Establishing and promoting
a "failure-tolerant environment for innovation hypothesis testing
and experimentation does not do as much to guide the behavior of
an employee with an insight as it does to remind us that all
ideas have value" (Townsend, 2010, p. 79). Even though current
research data is limited as it relates to unsuccessful
innovation, the fact remains that value can be garnered from such
"failed" innovations. Failure leads to improvement and a better
understanding of what innovations may be more successful in the
future.
References
Townsend, W. (2010). Innovation and the value of failure. International Journal of Management & Marketing Research, 3(1), 75-84. Retrieved from http://theibfr.com/
Date Published: Feb 04, 2012 - 10:05 am
How Leaders Can Develop Innovation In Their Organizations Or Schools
Leaders can develop innovation in their
organizations via initiatives that are based on research. In
addition, innovation can be best developed when leadership can
provide a clear mission and vision, along with honest assessment.
"Mission provides a purpose and vision translates mission into
intended results”
(University of Phoenix, 2012, “Week Six Lecture/LDR 711a/Lecture
Four: Assess leadership effectiveness and
usefulness in implementing innovation”, para. 3). For example, companies and schools should
have a Mission Statement that accurately reflects what the
company/school stands for, not what it hopes to be in the future.
Vision needs to be reflective of a realistic long-term plan,
coupled with attainable short-term goals. Assessment needs to be
an honest appraisal of what is currently working, what does not
work, and what simply needs some tweaking. The
"if-it-ain't-broke-don't-fix-it" mentality is not effective if
organizations/private schools wish to stay competitive and on the
"cutting edge". In some cases, this assessment can best be done
via a third party (i.e., a consultant firm.) Ultimately, leaders
need to inspire a passion within their followers if innovation is
to make a positive difference inside an organization.
References
University of Phoenix. (2012). Week Six Lecture/LDR 711a/Lecture Four: Assess leadership effectiveness and usefulness in implementing innovation. Retrieved from https://classroom.phoenix.edu/afm213/secure/view-thread.jspa?threadID=39965931
Date Published: Feb 04, 2012 - 10:03 am
Brain Bank Examines Athletes' Hard Hits
Scary article regarding brain injuries due to impact sports....
Date Published: Feb 04, 2012 - 9:58 am
Government Seeks Help To Stop Teacher-Led Cheating
Another recent article from USA Today regarding testing scandals....
Date Published: Feb 02, 2012 - 1:50 pm
Transformational Leadership
The success of transformational
leadership is determined by the level of effective
engagement between leaders and followers. "Such leadership occurs
when one or more persons engage with others in such a
way that leaders and followers raise one another to higher levels
of motivation and morality" (Wren, 1995, p. 101). Successful
transformational leadership "changes some of those who follow
into people whom others may follow [while changing] leaders into
moral agents" (Wren, 1995, p.103). This promotes a healthy and
collaborative workplace environment which can only benefit a
company/school. However, unsuccessful transformational leadership
occurs in situations when leaders feel threatened by followers'
growth or empowerment. Avolio (2002) notes that "the impact of
transformational leadership on followers' performance is often
explained as stemming from followers' development and
empowerment, which increases both their ability and their
motivation" (p. 83). Leaders who are too self-absorbed or
egotistical, and not willing to work with their constituents as
relative equals, may soon find this collaborative leadership
approach too "hands on" for their liking. In turn, this would
stifle progress and attitudes within the company/school.
References
Avolio,
B.J., & Yammarino, F.J. (2002). Transformational and
charismatic leadership: The road ahead. San Diego, CA:
Emerald.
Wren, J.T.
(1995). The leader's companion: Insights on leadership
through the ages. New York, NY: Free
Press.
Date Published: Jan 28, 2012 - 9:42 am
The Role Of Conflict In The Establishment Of Leader/Follower Relationships
Conflict is an unavoidable, yet necessary "evil" in establishing leader/follower relationships. This inevitable interaction is both healthy and vital in order to achieve an effective work environment. "If successfully managed, conflict can produce high quality, creative solutions that lead to innovation and progress" (Wren, 1995, p. 435). This rationale can be applied to both the corporate world and our educational system. In addition, "the resolution of disputes is a major factor driving incremental change in an organization [or school district] or in a [leader/follower] relationship" (Wren, 1995, p. 437). Conflict forces leaders and their constituents to work together in partnership for the betterment of the company/school. The top-down, power approach (i.e., "I am the boss, and what I say goes") does not foster the healthy working atmosphere necessary for an institution's continued success. Followers would become unhappy in their work and suspicious of the leader's intentions. Effective leaders need the support of followers, while being open to their constructive criticism. Through conflict and resolution, followers are a more integral part of the workplace, leaders entertain a wider range of options to a situation, and the organization benefits from the collaboration.
References
Wren, J.T. (1995). The leader's companion: Insights on leadership through the ages. New York, NY: Free Press.
Date Published: Jan 28, 2012 - 9:40 am
Superior Leaders
Superior leaders often possess certain natural born traits that make being a successful and effective leader more likely. The most important of these traits are honesty and integrity. These qualities (especially integrity) cannot be taught, and every potential leader freely chooses to either accept or reject these virtues. On one hand, they represent innate characteristics that potential leaders virtuously aspire to uphold which, in turn, enhances followers' respect. On the contrary, non-potential leaders do not value or possess these traits and are subsequently set up for failure or, at best, mock success. Honesty and integrity are requisites of superior leadership as they "form the foundation of a trusting relationship between leader and followers" (Wren, 1995, p. 138).
Similar to the fact that the best athletic coaches are often those who were not superstars as players, people who possess average charisma and/or personality have the potential to be truly superior leaders. These types of people have had to work hard for their successes and have a clear understanding of the followers' mindset. In fact, Wren (1995) suggests that charisma often becomes a leader's undoing. Just as superstars are often too "full of themselves" to be effective coaches, so too are leaders whose charisma narcissistically "gets in the way" of effective leadership. In fact, although a certain amount of charisma is a plus, charismatic leaders are not necessary "to influence followers to comply with and carry out the vision of the leader. Rather, the vision itself needs to reflect and draw upon the vast resources contained within individual employees" (Wren, 1995, pp. 219-220). "Regardless of personal style, an individual can be inspirational to a good portion of colleagues" (Zenger, 2009, p. 20). Hence, even if a person is perceived to have only an average personality, he/she can have a dedicated following through trust and credibility.
References
Wren, J.T. (1995). The leader's companion: Insights on
leadership through the ages. New York, NY: Free Press.
Zenger, J.H. (2009). Challenging times demand inspiring leadership. Financial Executive 25(6), 18-22. Retrieved from http://www.financialexecutivemag.com
Zenger, J.H. (2009). Challenging times demand inspiring leadership. Financial Executive 25(6), 18-22. Retrieved from http://www.financialexecutivemag.com
Date Published: Jan 21, 2012 - 11:01 am
13 More Charged in SAT Cheating Scandal
This relatively recent article in USA Today from last November, brings into question morality issues that we, as the professional educators, must be willing to address and discuss with our constituents. It seems that more often than not, students feel the "need" or the pressure to excel--at any cost--as, to them, the end results are worth the possible consequences of the unethical means. "To view plagiarism in terms of morality requires the writer to acknowledge that using someone else’s ideas or words without permission or acknowledgement is morally wrong" (Hatcher, 2011, p. 154). As learners move up the educational ladder, and stress or the pressure to succeed increases, students of all ages must resist unethical shortcuts as methods for obtaining their intended degree. To this end, educators (at the earliest levels) must continuously address the need for each student to do his/her own work and to properly cite thoughts and ideas that are not original. This will give students the solid foundation required for them to become both ethical and moral scholars, and effective leaders in our future society.
References
Hatcher, T. (2011). Becoming an ethical scholarly writer. Journal of Scholarly Publishing 42(2), 142-159. Retrieved from http://www.utpjournals.com/Journal-of-Scholarly-Publishing.html
Date Published: Jan 15, 2012 - 1:19 pm
Visitor Rating: 5 (1) (Rate)
 |
|
Story Clicks: 0
Feed Views: 43
Lenses (Add|?)
Comments (Log in to add)
Feed Details
Date Added: 01/21/2011
Date Approved: 01/21/2011
By: Anonymous
Date Approved: 01/21/2011
By: Anonymous
Search FeedAgg.com
3600 mp7701 serv 0.8029 seconds to generate.