Keeping a Journal

Keeping a journal has never been a consistent habit for me. Thinking back to years when all of my friends wrote in the journals, I attempted to join in the common girl activity but never kept up with regular writing. This has behavior has followed me into adulthood.

Currently, I have a three-year memory book where I write one sentence to represent a thought or memory for each given day. Just this past month, I realized I had forgotten about this book. When I opened up the book to write inside, I quickly realized that my writings were all very emotional entries. I tend to journal and record when I have very emotional to express; otherwise the entries are blank. Knowing I do not have a history of consistency with keeping a journal, I am looking for strategies to help me keep consistent with writing. How can I make journal writing a habit and not one more thing to do?

I started a research journal. Actually, I started two research journals; one in electronic form and one in paper form. When journaling it is much easier to express thoughts and reflect using a computer; typing is so much cleaner and faster than writing by hand. The challenge I have run into is that I do not have a computer with me every time I have the need to write. This has led to the use of a paper journal. As a traditional Type A personality, having two journals is not something I am comfortable with; I feel disorganized and disjointed. What suggestions do others have to better organize my journal keeping?

As for journal content, it is reflective informative and valuable to me as I look back. Stevens and Cooper (2009) mention one of the values of writing is to help a researcher understand their personal values and beliefs to ensure a clear perception when collecting data. Truly this is not something I had considered. Journal writing has been a place where for keeping notes, questions and ideas for 

Stevens and Cooper (2009) offer a list of journal possibilities, which are down to earth and possible. The suggestions to keep areas for lists, logs, notes, and research focus are all valuable and possible. However, my brain is questioning again. What is the best method; paper or electronic? What strategies do others use to ensure consistent writing?

           

Stevens, D. & Cooper, J. (2009). Journal Keeping: How to Use Reflective Writing for Learning, Teaching, Professional Insight and Positive Change. Sterling, VA: Stylus Publishing, LLC.

Potent Leadership #leadership

I have lost touch with what is happening. I am definitely the individual who tries to do what is right. Although this is less potent it is still a calculated behavior based on the concept of right. And sadly, this is considered manipulative; based on the idea of what should happen. I have a lot of work ahead of me as a leader. I am rethinking my skills.

Do I have the right qualities?

The wise leader is conscious yet spontaneous; can I be spontaneous? This means responding to what is here-and-now; no calculation and no manipulating. For me, this means losing the sense of immediacy.

It is okay to sit back for a while and absorb what is happening. I don't need to respond right away or make an immediate decision. Deep breaths!

Who am I?

PMAI Score

 Sage – 28

Warrior - 24

Seeker - 21

Caregiver - 21

Innocent - 20

Creator - 20

Jester - 19

Ruler - 19

Orphan - 18

Magician - 17

Lover - 17

Destroyer - 11

At first glance of the PMAI results, I saw Sage, Warrior, Seeker, Destroyer and Caregiver all in bold and immediately thought of these areas as strengths.  This left Innocent, Creator, Jester, Ruler, Orphan, Magician and Lover as my weaknesses.  The common quote “Sage on the stage” and the negativity associations with the terms warrior and destroyer could not be good qualities of a leader.  And all the terms associated as with being a good, fun and loving person appeared to be stuck in the middle; Innocent, Creator, Jester, Magician and Lover.  Without having knowledge of the various archetypes, I developed an immediate concern as to who I was as a person.  For this reason, I couldn’t wait to learn about the Peason-Marr Archetype Indicator (2002).

            To begin my reading, I decided to focus on the bolded areas which I quickly learned were the archetypes most and least active in my currently life’s journey. If the Sage is active in your life, you assume that "the truth will set you free." (Pearson & Marr, 2002)  An initial sense of relief came over me as this is a quote which is true to my beliefs and life today.

            With the Sage in my life I tend to show wisdom, nonattachment, knowledge and skepticism and I can be overly critical, or lack empathy at times. In Carol Burbank’s Archetypes, Story and Leadership Webinar (2013), certain there were notes which certainly hit home for me. Sages like details, questions, mysteries, and research.  We like to have all of order and like to persuade others with logic, reason and proof.  Sages do not enjoy small talk and get can get restless in situations where it is apparent.  Sages tend to get comfortable in areas which we are protected and when those protections are removed we are pushed outside of our realm.  The message to balance my life with the archetypes of the Jester and Orphan has been made. This includes being able to go with the flow and realize that sometimes decisions need to be made immediately and cannot wait for research or data; sometimes I will need to go with the feelings or insights of the group.

“If the Warrior is active in your life, you assume that the tough prevail.” (Pearson & Marr, 2002) The appearance of the archetype story provides me with discipline, courage, determination and skill but I can appear as ruthless.  As an individual and leader, I have the outward appearance of being tough, competent, and in control; certainly not weak. In teaming situations, I am often the goal setter and motivator. If the group can’t make a decision, I consistently ask if what we doing is best for students. This is my mantra for students and leading in the building.  However, there are times when this Warrior archetype is a front for the true person that I am inside. To those who I truly do not let into the true life of Katrina Hall, there the appearance of being a strong, decisive and ready to compete at all times. And it is those individuals who only see me in roles where I can seem as ruthless, and without regard to feelings.  However, for those who I trust to let into the personal life of which I live they will see the other side of Katrina Hall; the Caregiver.

As a mother of three, the archetype of Caregiver is one which cannot be avoided; nurturance, compassion and generosity.  As a Caregiver leader, I am able to observe the stress or anxieties in group situations and like to help individuals work through such challenges.  My family is number one to me and the story line of the Warrior can certainly be seen if my family is being challenged.  This is also true of individuals who are friends, students and team members; they are considered my family.  When individuals are essential or key aspects to my life and work then I ensure they are cared for.  This makes me think wonder if the archetypes of Warrior and Caregiver will forever be a part of my life’s cycle.

Within my current life’s journey one can certainly see the archetype of the Seeker; “the grass is always greener somewhere else” (Pearson & Marr, 2002).  Ever sense I can remember this archetype has been present in my life.  I tend to be an individual who does not follow the crowd and is certainly is not willing to wait for the crowd.  The Seeker in me tends to set my eye on something and go for it. I am often quoted as saying, “Let’s try it” as I am always willing to try out new ideas. The worse that can happen is failure and a chance to try again.  I see life as a way to strive for perfection; if that is possible.

The Destroyer in archetype appears to be least active in my life.  However, during times of turmoil and change I must say that I have seen these characteristics rise.  During times of personal challenges, very rarely do I let others see the hurt or pain I am feeling.  And there have been times when there has been an injustice in the community, world, or workplace where I have thought that the individuals will get what they deserve; karma.  However, I would hope never to see the extremes of the Destroyer in my life’s cycle as they tend to be characteristics of individuals who are harmful to themselves and to others.

Underlying the high activity and lack of activity of the archetypes mentioned, lay the archetypes of the Innocent, Creator, Jester, Ruler, and Orphan.  Happily I have the archetypes to inspire and have empathy for others, to use my skills to be creative and take control when chaos reigns, and to be happy, and laugh. Knowing that these archetypes may not be at their highest levels right now in my life but they are there when I need them is comforting in itself as I see these as qualities which any team player or leader should have.

Currently, I tend to put aside my own needs; physically and emotionally. Putting others first tends to be a priority; and I often fail to accept the help of others.  I am definitely one who can spread myself thin but working beyond what is necessary; ensuring all cared for. Taking the time to enjoy the moment and not worry about what is next is an area I can certainly work on.  Ensuring that I take time for myself and saying “no” to the extra tasks are some of the archetypes I would like to cycle more frequently into my life.

            The PMAI results have provided me with insight into developing in my leadership style and life’s journey.  Within my workplace, staff members often see me as an advisor and look for me to lead the way in tough situations.  However, I do understand that there are times when I need to stop, listen and learn. Winning is not everything and I should focus on choosing my battles.  Can I decrease my focus on winning, striving for perfection, and motivating the team? I am not sure but I can see ways in which I can balance these archetypes when leading. 

            The results of the PMAI, proved to be thought provoking and insightful.  Burbank’s webinar made it clear to me that my world as leader is not stagnant but instead an ever changing story of what has happened, what is happening and what will happen in life.  The Caregiver and Warrior archetypes are my survival skills.  The Seeker is my expression of self.  The Sage is what supports me in “living authentically, making a positive contribution to the world while also experiencing personal fulfillment” (Pearson & Marr, 2002).  It would be intriguing to learn about the individuals with whom I work with to so see how we may or may not balance one another and where they are in their journeys of life.  Who are the archetypes I am working with?

References

Pearson, C., & Marr, H. K. (2002). Introduction to Archetypes: A Companion for Understanding and Using the Pearson-Marr Archetype Indicator Instrument. Center for Applications of Pyschological Type.

Burbanks, Carol. (2013). Archetypes, Story and Leadership Webinar [Webinar]. Retrieved from http://elearn.une.edu/bbcswebdav/pid-748888-dt-content-rid-5086188_1/courses/21581-201402-EDU-801-A2/EDU%20801%20Burbank%20Webinar%20Thurs%209-26-13%207.55%20PM.mov

Inspiring Students with a Tin Man #mathed #mathchat

The time of year came when students were ready to study surface area. How was I going to make this interesting and real? The students in my classes were itching for geometry. The common chant heard, “I love geometry!” I had to make sure I kept this level of excitement within the students.

As I began searching through my vast amount of resources, I couldn’t quite find the “best fit.” This led me to Twitter. Reaching out to my PLN, a fellow math teacher had shared a lesson she did with robots. This sparked the idea of creating a “Tin Man”.

The task for students was to create their own version of the Wizard of Oz’s Tin Man. As they created groups of 4 and 5 students, they were given further direction. All groups had to use at least one sphere, one cone, one cylinder and one rectangular prism in the creation of their Tin Man. The final product had to fit on a school desk and had to stand on its own when complete. The planning began, as did the excitement for the task.

Groups brought in objects from home such as cereal boxes, wrapping paper tubes, and Styrofoam spheres. Birthday hats and unused Snowcone wrappers were used for cones, although some groups used nets to create their own cones. When the final designs were ready to be implemented, students then began to question how they were going to make it “silver.” Great question!

Each Tin Man was to be covered with aluminum foil, “tin.” Students had to work together to determine the amount of “tin” needed for their Tin Man by determining its surface area. This meant measuring, calculating and using formulas correctly. This also meant students had to recognize which areas needed to be covered and which did not. For instance, when a cylinder was connected to a prism the circular area would not need foil. It was great to see students then determine that this area then had to be account- ed for twice. Do you know why?

Precise measurements and calculations would lead to a relatively precise amount of foil needed to cover the Tin Man. Once the total surface area was determined, students were given a roll of foil to cut the needed amount. Important to know here is that students were only allowed to cut once. Whatever they cut for foil was what they needed to use. They could not come back for more. They also could not throw away extra.

The cutting of the foil turned out to be another task. Students were allowed to use any unit of measure for their work. As they approached the roll of foil some realized that their measurements in centimeters or feet needed to be converted. The second challenge came when they realized the number which they had was in square units and they needed to determine the correct linear measurement, or length, before cutting the foil.
A great deal of discussions happened around the rolls of foil.

As groups realized they needed to divide their calculated surface area by the width of the foil, the rolling of the foil began. This step proved to be telling for some groups. They knew that as soon as the foil was cut, that was what they had to use. Using estimation skills, some were quick to realize that they were going to have too much or too little foil. For some groups, this meant going back to check measurements and calculations.

When groups made the official cut of foil they were on their way to covering their Tin Men, another challenge. The piece of foil, which was cut, was rectangular in shape. Students had to determine how to cover the surface area of the Tin Man. Some areas were going to be covered with scraps of foil and not full sheets. Appearance of the Tin Man was important, as it was a part of their grade.

The grading of the Tin Men was easy. Students were graded on calculations, precision, quality, and collaboration. Each student had to submit a calculation sheet showing the formulas and mathematics used to determine the surface area of the Tin Man. Precision was determined based on the precision of the foil. These two grades were math grades where quality and collaboration were responsibility grades. Students earned their individual grade.

The final products varied in quality and precision but they were all displayed. Students were proud of their efforts and even named their Tin Men.

As a teacher, I felt I had achieved my goals of making the lesson interesting and real. I was looking for students to work with surface area and hadn’t thought of the other aspects of mathematical learning which students encountered. The best aspect was reading student reflections at the end of the year. Students loved this project despite the challenges and hard work they encountered. Students even spoke about the Tin Man Project during the school’s Day of Learning, expressing how proud they were in persevering, and collaborating to complete a very challenging task.

Getting the “right answer” isn’t the way to inspire students.

Basic, Narrative Analysis or Phenomenology Type of Research

Merriam (2009) is quick to state, “the challenge to those new to qualitative research is trying to figure out which “kind” of qualitative research to do” (p. 32). As one of those individuals who can be identified as new to research, I wasn’t even aware of the various types within qualitative research. After reading Merriam’s writings I have found a peaked interest in narrative analysis but am unsure if this is a type or methodology to be used for my research.

My current research is focused middle school students’ attitudes towards mathematic and how this correlates to achievement. The mathematical performance of students in the United States is regularly compared to the performance of students globally. How do the attitudes of students compare globally? One way to find this out is to listen to the stories of those who are directly connected to middle school students and their attitudes towards mathematics, past and present, locally and globally as well as those who are living it; the students themselves.

In researching I am interested to hear about the school, home and cultural expectations, which may or may not influence students’ attitudes. Narrative analysis centers around the study of individuals but also of groups, societies, and cultures. These are the narratives which can help me to better understand middle school students’ attitudes globally and factors which may affect these attitudes. Does delving into the lives of those who have lived with or experienced a particular mathematics education within in the U.S. and globally direct my type of research into phenomenology? (Lichtman, 2012)

Merriam (2009) describes the end result of a phenomenological study as “a composite description that gives the reader a better understanding of what it is for somebody to live the experience” (p. 26). As a new researcher, the ability to gather personal perspectives and descriptions from a significant global population seems unlikely. Not having access to a significant population will make eliminate my research from being statistically reliable. Am I simply using phenomenology as a philosophy versus a type of qualitative research?

After reasoning through the various types of qualitative research, Merriam (2009) has helped me to identify myself as “a researcher who is interested in understanding the meaning a phenomenon has for those involved” (p. 22). There is interest in the narrative analysis and phenomenological aspects of qualitative research, however, I have convinced myself that my research will fall under that of a basic qualitative study; “a study looking to uncover and interpret meaning” (Merriam, 2009, p.24).

Lichtman, M. (2012). Qualitative research in education: A user's guide. Sage.

Merriam, S. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass Publications.

Kate’s Inspiration for Basic and Narrative Analysis

Merriam (2009) suggests, “A central characteristic of qualitative research is that individuals construct reality in interaction with their social worlds” (p. 22). This is relevant to my topic for which I intend research. My plan is to study the culture of the middle schools, identify middle school students’ attitudes towards mathematics which impact achievement.

It would also be ideal if my research could provide the school with a factors which directly effect the middle school students attitudes towards mathematics which impact achievement. In order to accomplish this I will certainly be deeply invested in trying to understand the “reality of this social world."

What are the similarities and differences amongst cultures? If you attend a math class in one school and then another you may feel some similarities exists. What factors contribute create the students’ attitudes?  In the fields of humanity, especially education the perception of the community is key to the way those involved treat the community. Merriam (2009) suggests that, “Meaning is not discovered but constructed” (p. 22). Our school is what we make it; is this true for our students’ attitudes? What factors are making their attitudes? School culture?

I don’t feel one can accurately discuss culture of any community without included the voices and perspectives of the students. According to Merriam (2009),  “The key to this type of qualitative research is the use if stories as data, and more specifically, first-person accounts of experience told in story form, having a beginning, middle and end” (p. 32). Should I also focus on the voices of the teachers? Parents? Administrators?  Whose voices will collect, organize and analyze to identify key factors which effect students attitudes to define reality?

The Description of Critical Ethnography

Merriam describes it as an attempt “to interpret the culture but also [to] expose cultural systems that oppress and marginalize certain groups of people” (36). A combination of studying culture and changing that culture (or empowering a group of people)?  Is this what I am looking to do?  Am I trying to raise an awareness of the U.S. culture and its effects on middle school students mathematics achievement?

Schein (1996) writes that organizational culture can only be evolved through genuine change in behavior that occurs over time.  Critical ethnography can be a mechanism for uncovering the culture that results in marginalization while also raising awareness of behaviors that need to be changed.

Schein, E. H. (1996). Leadership and organizational culture. In F. Hesselbein, M. Goldsmith, & R. Beckhard (Eds.), Drucker Foundation Future Series: The leader of the future: New visions, strategies, and practices for the next era (pp. 59-70). San Francisco, CA: Jossey Bass.