Chapter 6 --A culture of Discipline
Chapter 7 --Technology Accelerators
Chapter 8 --The Flywheel and the Doom Loop
After reading the above three chapters, which chapter was your favorite and why? How will you be able to relate this particular concept to your school?
My favorite chapter would be chapter 7. Despite that fact that technology is one of my weaknesses, I understand that it is a necessity. Schools must be able to adapt and endure through technology changes. Technology should be viewed as a tool to help to improve teaching and learning and help our students be successful. It can accelerate and/or add to student knowledge after the teacher taught the lesson.
ReplyDeleteI like how the author stated how companies should respond to new technologies by first crawling, then walking, and finally running.
• Crawl – Experiment with the new technology and determine if it fits into the Hedgehog Concept
• Walk – Find unique ways to utilize and implement the new technology within the Hedgehog Concept
• Run – Fully implement the new technology and become an expert in that field.
Schools should approach technology the same way. Determine what technology fits the school culture and the students they serve.
I agree that, if used properly, technology can be a wonderful asset in the school setting. When used the right way - by both the teacher and the student - technology cannot not only make the learning easier, but more exciting. It can also accelerate the process. Crawling, then walking, then running is essential, however. A few years back, we had two teachers implement a new type of live "tweeting" in the classroom - used as a discussion technique about a book the class was reading. One teacher took the time to learn the technology inside and out prior to implementation and the other did not. The results were exactly what you would expect.
DeleteMy favorite chapter in the book was Chapter 6, A Culture of Discipline. For any organizational transformation effort to succeed, discipline and accountability must become the bedrock of the culture. People and organizations that lack discipline have made a conscious choice for that to be their reality. For any person or organization with a desire to grow or change, discipline requires consistent behaviors that align with achieving goals. Then those behaviors become habits. And when productive goal-oriented behaviors become habits, it’s hard to stop. In this book, Collins said that “a culture of discipline is not a principle of business; it is a principle of greatness.” Those words might resonate with many leaders who are feeling frustrated about aspects of accountability, follow-through, attention to detail, collaboration, or some other area in their organization. The reality is that discipline must start with the habits and routines of leadership.
ReplyDeleteAfter reading chapters 6, 7, and 8, I really found that chapter 7 was my favorite, I identify with chapter 7 more because of my own beliefs. I have been told time and time again that I am such a big disciplinary. Students in my classroom would always meet Ms. Smith, the disciplinary before they met the teacher, Ms. Smith. Personally, I believe in structure and order. I believe in establishing the tone, direction, and vision for my class. A culture of discipline is a must in school settings. Before there can be any other actions take place, the school must have discipline, because it is parallel to the teaching and learning process. Teachers must have self-discipline and be able to establish an environment of discipline in their own classroom.
ReplyDeleteAs an administrator, discipline is a necessity for the correct functioning of your school. During the hiring time, we must try to find people who shows strong leadership for self- discipline and self-motivated being the top priority, followed closely by the teaching and learning process. It is the job of the administrators to clearly define routines for discipline. We implement the idea of employing people who share the drive for the obtaining the desire goal of the organization. This means utilizing the ideas for having discipline people, discipline thoughts, and discipline actions from those people. As a leader, it is my job to model discipline in school, be it decision making, setting objectives and staying focused on that objective, implementing new policy, student discipline, or implementing new curriculum.
I agree Mrs. Smith. The culture of discipline is a must in school settings. The tone and direction should be established from day 1 with students, teachers, and staff. I've always share with teachers and colleagues that learning will not take place in the classroom until it is safe and disciplined.
DeleteI must say that Chapter 6 was my favorite chapter. Collins was quick to point out that a culture of discipline should not be confused with a strict authoritarian environment; instead, he is referring to an organization in which each manager and staff member is driven by an insistent sense of determination. In addition, the author asserts it is important that within this overarching culture of discipline every team member is afforded the degree of personal empowerment and latitude that is necessary to ensure that they will be able to go to unheard-of extremes to bring the firm's envisioned objectives into existence. In relation to the school setting, carefulness to self-discipline creates freedom to try different activities and teaching styles that will lead to consistent achievement.
ReplyDeleteI totally agree with you, Mr. Hamilton. Teachers need to experience a feeling of personal empowerment and latitude. When they get to make important decisions in their classroom and implement strategies that fit both their and their students' modes of learning, much more success can be realized. Self-discipline in a teacher rises from having his/her voice heard and valued along with their freedom to choose what is best for their students.
DeleteMy favorite chapter was Chapter 6—A Culture of Discipline. I believe, like Collins, that self-disciplined employees contribute to the ultimate success of an organization. Collins is not recommending a “hands off the wheel” type of management. Rather leaders should engage teachers in conversations about their work without appearing over-bearing. We can employ this concept at our school by frequently visiting the classrooms by use of quick walk-throughs then discussing in a non-threatening reflective manner the effectiveness of their choices of strategies and management techniques. Micro-managing leaders often create a culture that is “highly dysfunctional.” Leaders who start with student-centered conversations will have more success in eliciting a teacher’s conversation than approaching the conversation with teacher-centered comments and suggestions. Data meetings can also improve self-discipline and accountability by keeping the progress of the student as the driving force of all decisions made in the classroom. When all employees are working towards the same goal, a good school can become a great school.
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