Professional Development.....Does it work?

As I read chapter 7 in Toward Excellence with Equity: An Emerging Vision for Closing The Achievement Gap regarding Professional Development (PD), I was struck by two things

1) Teachers are complaining (or in this case answering questions about the success or failure of PD) about the same things many students complain about

2) Why can educators not realize just how much they are like their students?

In addressing my first observation, Ferguson (2008) points out that professional development (PD) is often ineffective for many of the reasons. One of the chief reasons PD programs are not successful is because the ideas are never implemented (p. 245). This for me is similar to educators who talk about things that are going to happen in a classroom and perhaps they begin them but do not continue with them or they never get past the talking about it stage.

Implementing a program, or any strategy or idea requires two things, 1) actually implementing it and 2) Following through.

I have seen this happen in several classrooms. The educator discusses with the students what is going to happen (whether it’s a lesson or using the student’s ideas, or discipline, etc) and then the educator either does not implement it or they start to do it and fail to follow through. This typically leads to several things that lead to what Ferguson (2008) discusses when talking about the Five Challenges of Social Engagement. If a project or idea is talked about or presented, and everyone is excited about it and then it fails to begin or begins and then stops there is a mistrust between the educator and student. The same concept applies to PD courses and experiences. IF everyone is hyped up about, talked about it, and are ready to go with the idea and then it just fizzles or never begins to begin, there sets in an imbalance. The same situation leads to changes that throw the situation off balance and can often create confusion or a lack of desire to do anything else for that educator.

My second point: when educators were asked questions regarding effectiveness of PD programs many of the answers reflected several things: the way a program was introduced was not interesting, there was little to no accountability for the program, there was little to no training or support, and finally it was just too much on top of everything else they had going on (Ferguson, 2008, p. 245). WOW!! I think I have heard students complain about the exact same things when it comes to classes, teachers, homework, etc.

Teachers want to be introduced to new ideas and programs in a way that grabs their attention, motivates them to begin it, supports and trains them as they go through it, and that does not add anything too much extra to their already crazy schedules. I think this is something that needs to be kept in mind when we, as educators, are preparing our lessons. Students want us to grab their attention, motivate them to begin, support and train them as they learn the new concepts or ideas, and not pile it on because they have a lot on their plates too, what with sports, band, texting, family obligations, figuring out where they fit in, etc.

We all want the same thing…..for learning (whether that’s a new professional development idea or a math strategy) to be interesting, supported, just complicated enough to challenge us and something that is obtainable without overwhelming us!

Well sadly life does not work that way! We all have things in our lives that overwhelm us and that are just not fair. Quite simply, I believe education is a lot about teaching our students to prioritize and manage their time effectively. In doing so, many of the other things we want to teach them, need to teach them will fall into place.

Professional Development is something many educators are expected to participate in and it is, in my opinion, just one more way to broaden my horizons. Every small piece I get, adds another deminsion to my puzzle.

Ferguson, R., (2008). Toward excellence with equity. Mass: Harvard Education Press

From Distress to Brain Best

From Distressed to Brain Best:

The Effects of Physical Movement on Learning

Imagine sitting in a classroom for six, seven, or even eight hours a day and having little to no physical activity. Imagine the lethargic boredom that would set in. Imagine feeling so restless and tired that the only thoughts are that of escaping the monotony of what is being taught.

Learning is about getting, maintaining, and having fun with information that needs to be held captive for later recall. While having a solid curriculum is vital to the learning process, there is a piece of curriculum missing. That piece is physical movement.

Physically involving the student’s body’s while they learn will engage their minds in the learning process. Implementing a physical aspect into core classes provides many positive aspects to the everyday humdrum of education. Aspects such as better memory, increased capabilities, increased oxygen and nutrients to the brain (no more lethargic blank faces), increased brain function, better moods in the classroom (Jensen, 2008, p. 39), relief from tiredness, and rejuvenated minds (Jensen, 2008, p. 41). Physical movement is more than getting student’s bodies moving, it’s about getting their brains moving!

Beyond Simple Movement

Getting students fit and healthy is only scratching the surface in regard to positive aspects of exercise. Exercise goes beyond simple movement. Exercise has an amazing affect on the human brain. Exercise helps relieve stress and tension; it allows the brain to function at a higher level of competency.

There are many things in student’s lives that cause stress. Everything from assignments being due to peer pressure to family life, and all of these things can place their brains in distress mode. A distressed brain does not function at full capacity. Jensen (2008) makes the following remarks in regard to a brain in distress. He states, a brain in distress:

•  Loses its ability to correctly interpret subtle clues from the environment
•  Reverts to familiar tried and true behavior
•  Loses its ability to index, store, and access information
•  Becomes automatic and limited in responsiveness
• Loses some ability to perceive relationship and patterns
• Is less able to use higher- order thinking skills
• Loses some long term memory capacity
• Overreacts to stimuli in a phobic way (p. 44)

Knowing what a brain in distress does and how it reacts allows room for a positive move in the right direction, implementing physical movement (exercise) into the classroom. A brain in distress sends signals out to the amygdale, the center of fear and threat responses (stress). This signal is then sent to the sensory cortex, the hippocampus, and the frontal lobes. The information is then processed and the brain begins to release adrenaline and other chemicals that change the way a person (student) thinks, feels, and acts. This distressed brain then begins to weaken in its ability to do what is needed in regard to learning. The brain begins to have trouble keeping things stored for later recall; it does not process information as accurately. However, when a body is in physical motion there are several things going on. Research indicates that “physical activity enhances brain function and produces many cognitive and physiological benefits” (Tremarche, Robinson, & Graham, 2007, p. 59). When the body begins to move, amazing things begin happening in the brain.

As the body begins to move the brain reaps the benefits. Physical exercise increases the blood flow and oxygen to the brain. More oxygen and blood flow means students are more alert. Physical exercise “may lead to production of nerve growth factor” (a hormone that increases brain function). Exercise also can stimulate mood-enhancing neurotransmitters (Jensen, 2008, p. 39). Movement can reduce stress and allow new cells to be built that increases memory and it also allows the cells to communicate more effectively (The Benefits of Exercise on Your Kid’s brain, para. 2-3). All of this adds up to more effective learning, less stress, and positive outcomes for students. Two questions remain: how to implement physical movement into the classroom and why implementing it can be educationally beneficial?

Sensory motor skills immediately come to mind when considering physical movement in the classroom, crossing the midline of the body, balance, directionality, and centering. Taking each in turn, it is easy to see how physical movement can help not only the body but also give way to better brain function which can lead to better learning experiences.  Claudette Anderson (2009) discusses each of these sensory motor skills in her article The Importance of Sensory Motor Skills. For example, she states “The ability to cross the midline of the body must be established in order for one to fully understand how to follow a sequence of activities.” She also says, “If this sensory-motor skill is not developed, a student will have difficulty with word/letter orientation and /or letter reversals” (para. 6). Anderson also discusses balance which involves all of the systems of the brain. Directionality, says Anderson (2009), relates to the management or control of work, behavior or way of thinking (para. 8). Centering involves crossing the midline from top to bottom instead of left to right and is related to disorganization and feeling overwhelmed (Anderson, 2009, para. 10). Simple exercises implemented into the classroom are healthy for the bodies of students and it allows the brain to accomplish full capacity engagement.  By simply allowing students to move around, or to do energizing segments throughout the day with students can lead to an overall better education.

Learning is more than sitting at a desk. Learning is more than attempting to take an abundance of information in. Learning is engaging the entire body which in turn engages the brain which lends to enhancing the full functionality of the greatest computer around, the brain. Through small things such as crossing the midline exercises or doing small energizers, students can begin utilizing their entire body to create a more functional brain, a brain that has the capacity to remember and recall information at a higher level. Learning is taking into account that a brain in distress does not function at a high level but that the simple implementation of physical movement can minimize the distress, bring about a greater ability of functionality, and get the brain moving as well. After all, physical movement is more than getting student’s bodies moving, it’s about getting their brains moving!

References

Anderson, C., 2009 The importance of sensory motor skills Prescription for Success- Learning center  Retrieved on April 9, 2011 from http://www.ask.com/bar?q=sensory+motor+skills&page=1&qsrc=2891&dm=all&ab=7&u=http%3A%2F%2Fbusiness.intuit.com%2Fdirectory%2Farticle-the-importance-of-sensory-motor-skills&sg=MJEuM%2FX%2BqxbWgYnnX7eoE3n9beHIakwJrDU8B6sf5Yo%3D%0D%0A&tsp=1302468474359

Anonymous, (n.d) The benefits of exercise on your kid’s brain Retrieved on April 6, 2011 from http://www.raisesmartkid.com/articles/the-benefits-of-exercise-on-your-kids-brain.html

Jensen, E., 2008 Brain-b 2^nd ed. California: Corwin Press

ased learning

       Tremarche, P., Robinson, E., & Graham, L., (2007). Physical education and its effect on     elementary testing results. Physical Educator, 64(2), 58-64.  Retrieved April 10, 2011, from ProQuest Education Journals. (Document ID: 1324687111).

Best Foot Forward!

Teaching is more than standing in front of a group of students, it is more than showing up and implementing lesson plans, teaching is engaging and immersing ones self in all aspects of the world of education.

Within the world of education there are four areas that encompass the philosophies of teaching: 1) Planning and Preparation, 2) Instruction, 3) Classroom environment, and 4) Professional Responsibilities (Alvarez & Anderson, 2011, p. 61). These four areas evolve and revolve around many of the best practices I look forward to striving for and arriving at but here is my top 5!

* Understanding Development Pathways and Progressiveness

* Motivation

* Including Students in the Process of Teaching and Learning

* Good Communication Skills

* A Good Sense of Humor

        Understanding development Pathways and Progressiveness – no two students are alike, regardless of how close in age they may be. Just because students are grouped together in a grade, does not mean they are at the same place in development, skills, and ability (Henninger, 2009, as cited in Santrock, 2009, p. 7). Self Evaluation: Am I treating each student as the individual they are and not expecting them to fit into someone else’s box? Do my lessons and interaction reflect my understanding of development and progression? (Planning & Preparation)

·         Motivation - To maintain an instruction that is both interesting and interactive, a teacher must remain motivated to be an effective teacher. Bad attitudes are contagious, and it stands to reason a good attitude can be just as contagious. Being motivated to provide instruction that moves the students to think deeper and helps move them toward self motivation is the ultimate goal in instruction. Self evaluation, I need to be asking myself; Am I motivated and is that motivation reflective through my lessons and instruction? Am I seeing my students begin to self motivate? (Instruction)

·         Including Students in the Process of Teaching and Learning – If the goal of the classroom is to work together toward a common goal, regardless of what that goal may be, then it is very important that all participants have some say in how that goal will be met. Including students can be as simple as asking for their input about a lesson or homework assignment. It can mean brainstorming with the students about classroom rules that are important. Letting students have input about lessons and the classroom helps them take some responsibility for their classroom and empowers them to take that responsibility. Self evaluation: How I have I empowered my students? Have I asked for their input? (Classroom environment).

         Good Communication Skills – Knowing how to communicate is something that evolves on a regular basis and is often accomplished through trial and error. Conflicts in communication can teach valuable lessons. Positive communication experiences leave an impression that one wants to repeat. Good communication also involves nonverbal cues. How a teacher interacts both verbally and nonverbally with the students can affect the message of instruction. Good communication involves actively listening to those who are speaking to us. All areas of good communication can affect the ability to be an effective teacher. Self evaluation: Videotaping while in the classroom offers the chance to observe both my verbal and nonverbal communication. What messages am I sending to my students in both areas of communication? (Professional Responsibilities)

·         A Good Sense of Humor - Let’s face it, life is never what we expect and there are things that happen that we cannot control. When all else fails, laughter is the best medicine. Being able to laugh at my own mishaps allows my students to know mistakes happen, we learn from them, perhaps laugh at them, and move on. Humor allows for fun and learning should be fun. Often times learning takes place without even being aware that we have learned something. I believe that teachable moments often arise from humorous moments. Self evaluation: Am I taking the stress of my profession too seriously? When was the last time I had fun and added a little humor to my classroom activities? (Professional Responsibilities)

Sources:

Alvarez, M., & Anderson-Ketchmark, C.. (2011). Danielson's Framework for Teaching. Children & Schools, 33(1), 61-63.  Retrieved February 23, 2011, from ProQuest Nursing & Allied Health Source. (Document ID: 2242536331).

Santrock, J., (2009) Educational psychology. 4^th ed. Boston: McGraw-Hill Primis Custom Publishing

Conflict In All Its Glory

Elemental Conflict Management

Conflict is just something that is expected in life, whether it is interpersonal, work related, or a personal internal conflict. Conflicts can be resolved. Conflicts have certain elements just like any other form of communication. There are aspects of conflicts that allow for certain creativity and there are areas of conflict that call for doing what has always been done. Just as there are ways to effectively communicate, there are effective ways to conflict resolution and management. The elements and skills required for conflict management are as essential as learning to talk or walk, given the right tools, conflicts can be resolved and managing them can be learned.

Elements of Conflict Management

·     Learn to acknowledge the position of others

·   Actively listen

·   Gain effective questioning techniques

·    Accurately interpret non-verbal cues

·   Use collaborative communication

·    Learn to think creatively in order to resolve manage oneself

·    Master our emotions and our thoughts (Getting emotions under control can often time be one of the simplest ways to manage a conflict.)

Putting even one of these elements into practice could help lead to a better managing of conflicts of the everyday sort.

  Just by changing our minds, there can be a shift in the conflict itself. This shift can lead to a new perspective, which then opens the door for seeing solutions and ideas that perhaps were not apparent before.

Laughter is the Best Medicine

Once solution to conflict management may be humor. “Humor, creativity, and invention follow precise general patterns that occur much more frequently then we realize and that applying such knowledge in appropriate situations can help us escape vicious cycles of miscommunication and conflict” (Sclavi, 2008, p. 158).

Communication Fits In

At the heart of all resolutions and management of conflict is the art of communication. Communication skills are defined as, “the successful performance of a communicative behavior and the ability to repeat such a behavior” (Cahn & Abigail, 2007, p. 40).   Managing conflict has the ability to repeat a “successful communication behavior” during a “dynamic, ongoing” process, leads to effective communication and better resolutions to conflicts. The ability to have a dialogue with oneself before a conflict, will offer a way to know what one wants to say, even if there is no way of knowing what the other party will say. It is a precursor to the actual conflict itself. It also allows for one to keep emotions at a level that is not escalated.  

The Process of Conflict

·         The Prelude

·         The Triggering

·         The Initiation

·         The Differentiation

·         The Resolution

However, some conflicts get stuck and continue to happen over and over and over because of a communication breakdown. Knowing how to communicate effectively can help break the cycle a conflict may be stuck in.

Communication Climate

Find and maintain 

•  A climate of openness
• Assertiveness
• Cooperation.  

This type of environment allows for a different type of communication. It offers a secure arena where conflicts can be handled in a manner that is not threatening to any party of the conflict. If those involved in the conflict have stopped and calmed down before they initiate any conversation, have taken the time to think about what they want from the conflict, are willing to listen actively, and communicate in a manner that is none aggressive, then the doors for an effective managing of the conflict is well on its way.

Conclusion

“If we feel safe enough to assert our interests, needs, and goals, listen to others, and cooperate in the process of achieving an understanding, we are more likely to cooperate and collaborate”  (Cahn & Abigail, 2007, p 192)

The elements and skills required for conflict management are as essential as learning to talk or walk, given the right tools, conflicts can be resolved and managing them can be learned, utilized and effective.

References

Cahn, D., & Abigail, R., (2007) Managing conflict through communication 3^rd ed. Boston: Pearson education Inc

Kohlrieser, G.  (2007). Six essential skills for managing conflict. Perspectives for Managers,(149), 1-4.  Retrieved July 16, 2010, from ABI/INFORM Global. (Document ID: 1300014231)

Sclavi, M.. (2008). The role of play and humor in creative conflict management. Negotiation Journal, 24(2), 157-180.  Retrieved July 16, 2010, from ABI/INFORM Global. (Document ID: 1473329661).

Taylor, K., Mesmer-Magnus, J., & Burns, T.. (2008). Teaching the art of negotiation: improving students' negotiating confidence and perceptions of effectiveness. Journal of Education for Business, 83(3), 135-140.  Retrieved July 19, 2010, from ABI/INFORM Global. (Document ID: 1517979611).

Taking the Time for Collaboration

Collaborating

I win, you win

Symbol: Owl

Fundamental premise: Teamwork and cooperation help everyone achieve their goals while also maintaining relationships

Strategic philosophy: The process of working through differences will lead to creative solutions that will satisfy both parties' concerns

When to use:

·         When there is a high level of trust

·         When you don't want to have full responsibility

·         When you want others to also have "ownership" of solutions

·         When the people involved are willing to change their thinking as more information is found and new options are suggested

·         When you need to work through animosity and hard feelings

Drawbacks:

·         The process takes lots of time and energy

·         Some may take advantage of other people's trust and openness

Source: Culbertson, H., (200-2001) Conflict management strategies and styles  Southern Nazarene University

Taking the Time for Collaboration

Conflict is a phenomenon that can occur in many daily interactions. Cahn & Abigail (2007) say engaging in and dealing with conflict in our lives is as likely as getting up in the morning (p.2). It is always a challenge to determine how best to handle conflict, however, fictitious conflicts offer a chance to dig deep into how to handle conflicts.

 The case scenario below, (Communication Studies Capstone, 2011) puts a conflict into the hands of a pseudo manager of a fictitious company. Looking at the scenario, there are three things that must be answered; 1) how will the employee be approached, 2) how will the employee respond and 3) what conflict resolutions will be utilized.

    You are a department manager in a mid-sized company that provides technology support services.  You have ten employees who are required to maintain a high level of technical expertise and deliver excellent customer service.  One of your employees, who has been with the company for two years, is performing at a substandard level and you have received numerous complaints from customers and coworkers.  In addition, this employee has displayed confrontational behavior which has created a hostile environment.  You must now meet with this employee and deliver an ultimatum regarding the need for immediate improvement or dismissal (Wk 3).

In this scenario, there are several conflicts that are already evident. There are conflicts between the employee and coworkers and complaints from customers the employee is coming in contact with. At this point in the scenario the possibility of resolution falls to the manager and how the conflict is handled.

The Approach

When considering how to approach the employee several items need to be in place. First, for the manager, documentation is vital. Documenting dates, times, and offenses gives the manager the ability to approach the employee in a matter of fact manner, with some assertiveness but without aggressiveness. Hybels & Weaver (2007) call this type of approach “emotional disengaging” (p. 224). Approaching an employee with facts and documentation maintains a professional manner and an objective viewpoint, without emotion. Taking the emotions out of a potential conflict is not an easy task, however, in a professional setting “emotional disengaging” is a task well worth working toward. The preparation of documentation is one of many steps when addressing an employee who is not working up to par.

The next step is finding a location that is both private and professional within the workplace facility. Choosing a private local shows respect for the employee, allows the conversation to remain confidential, and will help ensure the meeting is not interrupted (Hybels & Weaver, 2007, p. 225).  The reaction of the employee is not guaranteed; therefore, taking the time to ensure privacy is an important step when a manager needs to give constructive criticism or ultimatums.

Employee Reaction

The scenario states the employee has been confrontational and the manager can anticipate the same reaction when having this conversation with the employee. At this point, the manager needs to adopt a “constructive attitude”. This attitude again may lead to the employee feeling respected by and confident in the manager and their ability (Hybels & Weaver, 2007, p. 225).  The goal of the manager and the meeting is to gain an openness from the employee so an agreed upon resolution can be found.

Resolution

The goal is to reach collaboration between the employee and the work environment. Collaboration allows for self interests of the employee while meeting and respecting the needs, interests and goals of the company (Cahn, & Abigail, 2007, p. 83). The manager is going to need to use a direct, assertive, yet constructive manner to obtain the goal of resolution. The manager needs to clearly state the problem(s), referring to documentation and company policy, and then allowing the employee to absorb what has been said, thus demonstrating a willingness to listen to the employee.  When responding, the manager needs to rephrase what was said by the employee (Hybels & Weaver, 2007, p. 225). After the employee has had time to respond and the manager has restated the employee’s response, it is time to begin working toward a resolution.

It is very important to remain focused on the issues and how to resolve them. By using effective listening skills, paraphrasing, and respect, doors to resolution can be opened (Hybels & Weaver, 2007, p. 225).  The employee, in this scenario, is a risk for greater conflict, yet, the manager has the ability to make or break the resolution via the approaches that are used to handle the conflict.  The conflict is not always the issue, often times, the problem lies in how the conflict is handled which leads to resolution or not.

References

Cahn, D., & Abigail, R., (2007) Managing conflict through communication 3rd Ed.  Boston: Pearson Education, Inc.

Communication Studies Capstone. (2011). Delivering bad news tactfully and effectively Week 3. Ashford University

Hybels, S., & Weaver, R., (2007). Communicating effectively 8th Ed. Boston: The McGraw-Hill Companies, Inc.

 

Social Virtual E-book Phones

 

 

  Does technology intimidate you? It certainly does me. There are times I wonder how in the world I will ever figure out all of the new technologies that are emerging in our world. Technology comes in many forms. The number of technologies currently available could not possibly be discussed in a short amount of time and the discussions could possibly be endless. In order to ease into technology, here is a look at a select few I have hand picked , what they are, how they are being used and who might possibly use them. Lets see if we can wade through a few technologies together.

Social Networks/Blogs

Social networks have enabled us to let others know where we are, what we are doing, even where we are at any given moment. While it isn’t face to face communication, it is a means to stay in touch. Social networks have led to other arenas for communicating, such as the blog.

Blogs can be personal or professional. “Blogging is personal, and that’s a good thing. The effective blogger develops a relationship with his or her readers and, in so doing, earns a greater measure of credibility and trust while reaching an ever larger audience” (Wetzel, 2010, p. 62). Credibility and trust are two of the most important traits when building and continuing a business. Another tip from Wetzel (2010) on blogging, “blogging is not corporate speak; it’s not legal but is also not sloppy conversation, you need to project a conscientious attitude that you truly care about your subject and about providing quality content for your readers” (p. 63). It is possible to make a blog personal and professional, all at the same time.

Virtually Virtual Realties

Virtual worlds or virtual realities are also breaking onto the scene. While these are something “gamers” know about they are beginning to make an appearance in other areas. Virtual worlds/realities allow a person to engage in an environment without actually having the pitfalls of real life. For example, driving simulators are a form of virtual realities. They allow a person to sit behind the wheel of a car, drive the car, and then see how they would handle situations that may arise while driving, such as icy conditions or fog. According to the website driving simulators are beneficial to older adults. The simulation, along with a ‘coach,’ can help older adults improve their driving skills (Science Daily, 2011).

Virtual realities are making an appearance in education as well. Most virtual world learning is taking place in higher education institutes. Students who are entering college are entirely comfortable with technology and suddenly they are thrown into an arena that requires them to sit in classrooms, listen to lectures, and take notes, something that is almost foreign to them. Virtual worlds offer students a way to learn the content, and to learn to communicate within the virtual worlds (Dawley, 2009, p. 113).

E-books and Virtual Libraries

Books are another area that is going techno. Libraries are beginning to go digital with many having the ability for their patrons to download books straight to their computers. There are more than 400 real world librarians currently working in virtual libraries (Waller, 2008, p. 373). The ability to do most of the business one would do in a library is now available online. Then there are the digital books that allow readers to access millions of books and have them all in one compact, streamlined notebook. Everyone from students to leisurely readers can utilize virtual libraries and downloadable e-books. There is no end to the possibilities.

Cell Phones

Cell phones, while not new, are certainly a technology that is moving  in new and amazing directions. Phones are no longer just for talking, they now offer the ability to text, surf the web, take pictures, shoot video and more. The cell allows users to create to do lists, track and manage calendars, as well as play music. Gone are the days of having to have a paper calendar or an organizer, now it is all right at the finger tips of those who have one. The cell phone is also making an appearance in classrooms with teachers using them to assign classroom assignments, check assignments, have students take polls or allow students to text the teacher when they have questions. There are teachers using the cell phone for Spanish students to record themselves so they can hear how they sound for a test (Armario, 2009, para. 9-11).

The world is moving and it is moving at a rapid speed. The number of technologies grows by leaps and bounds with new and innovative ideas breaking ground on a regular basis. Is it any wonder there is confusion and intimidation? With a bit of research and some thoughtful insight, technology can be less intimidating and more invigorating!

 

Sources:

Armario, C. (2009). Cell phones now teaching tools once banned at schools, the communication devices are becoming part of lesson plans. South Florida Sun - Sentinel, D.3.  Retrieved January 28, 2011 from Sun Sentinel (Ft. Lauderdale). (Document ID: 1909694921).

Driving simulators help older adults improve their road skills. (2010, Jan. 14). Science Daily. Retrieved on January 29, 2011 from http://www.sciencedaily.com/releases/2011/01/110113131444.htm

Lisa Dawley.  (2009). Social network knowledge construction: emerging virtual world pedagogy. On the Horizon, 17(2), 109-121.  Retrieved January 26, 2011, from ProQuest Education Journals. (Document ID: 1880656431).

Vivienne Waller.  (2008). Legitimacy for large public libraries in the digital age. Library Review, 57(5), 372-385.  Retrieved January 26, 2011, from Research Library. (Document ID: 1497848401).

Wetzel, T.. (2010, October). To blog or not to blog.  Rough Notes, 153(10), 62,64.  Retrieved January 26, 2011, from ABI/INFORM Global. (Document ID: 2164426091).

Talk about...well...Talk!

Communication is more than the words we utter or the words we use when we put pen to paper or fingers to keyboard. There are several sights out there that discuss communication, one such sight, http://uwe.keller.supersized.org/archives/2-Effective-Communication.html is the topic of this post.

The afore mentioned blog discusses the act of effectively communicating. In reading through this blog, several questions were put to me:

•       What are the effective elements on this blog?
•       What are some effective elements highlighted on the article?
•       Which portions of this blog may you incorporate into your blog? Why?

 Effective Elements

In answering the first, I can only say, it was a simple blog. The blog page itself didn’t offer any frills or thrills but quite simply had a post, a place for comments, a post archive and not much else. The simplicity made it a place to focus on what was being said without much distraction. However, it also left me feeling as if I wanted to read and then move on to other more interesting things.

Highlighted Elements of a good blog

In regard to the second question, the article itself was fairly interesting and provided me with information which tended to lead me down a path of wondering how often I leave communication situations with a less than positive attitude. The writer, Uwe, seems to actually be interested in presentations given effectively, which requires knowing how to effectively communicate. The author addresses his having done many presentations wrong and that he is looking to improve and perhaps help others along the way. For me, this is a great element of blogging. Being able to put down one’s personal short comings makes it more real for the reader and allows for a connection on some level. This answers a portion of question three.

Incorprating Elements

I believe when adding posts to my blog, I will be sure to keep it real. It is important to have technical information but in blogging, I feel it is just as important to give readers a chance to connect with me. The element of “I do not always do it right” is one that offered just such a connection and an element of my posts that I plan to integrate!

Moving forward in Communication

Robyn