Friday, May 23, 2014

Should you be judged by your internet communications?

p. 100 Should you be judged by your internet communications?

Should employers require that employees adhere to e-mail authoring policies?
I think that employees should adhere to e-mail authoring policies because these policies are in place to protect a business and employees. But I think that employers need to go beyond just e-mail. Employees today may be communicating via text message, email, blog posts, comments on internet sites, etc. and these employees must be aware of their rights and responsibilities for what they write. The model policy for internet, intranet, email, phone, and fax from the government of New Zealand http://www.justice.govt.nz/justice-sector/strategy/justice-sector-information-strategy/publications/information-knowledge-management-guide/7.14-model-policies-on-the-use-of-the-internet-intranets-email-phone-and-fax did a great job of outlining the importance of positive appropriate usage of internet communications. This site reminded me that what is written is part of the public record and could be used as evidence in a court of law. I am guided by the verse from the Bible that says in Philippians 4:8, “Finally, brothers and sisters, whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable—if anything is excellent or praiseworthy—think about such things.” Following this guidance could inform a person’s internet communications and help have a positive communication experience with others.

In general, has e-mail’s impact on communications been positive or negative? Why? I think that in general communication via the internet has been positive. It has allowed short and quick communication. It has allowed for quick feedback that can have a positive affect on communication. A research study into email ( http://www.itdl.org/journal/jun_04/article06.htm ) as feedback showed that email communication can “increase the likelihood of student achievement and satisfaction and promote learner retention.”  

Would you judge somebody by the quality of his or her e-mail message? Why or why not?
I do judge individual's by their email and internet communication. I believe with the tools available today that there is no excuse for a poorly written email. Tools are available to check spelling and grammar as well as applications where a person can speak words and those same words are typed in proper context with correct spelling. In my sewing hobby, there is the adage, measure twice, cut once. I think the same can be said for communication via email and the internet, think and read twice, send or post once.

Could someone's professional reputation be enhanced or hindered by the quality and effectiveness of his or her internet communications? I believe a person's professional reputation could be either enhanced or hindered by his or her internet communication. This article in Forbes magazine http://www.forbes.com/sites/susanadams/2013/03/14/6-steps-to-managing-your-online-reputation/  did a great job of reminding the reader how to keep a positive online reputation. I personally have created several blogs for the things I am most interested in and I try to add content occasionally to them either in written or video format. The idea that if negative information is on the third page of a Google search, then people won't notice it seems logical. It is still it important to know that negative unprofessional content may exist sometimes posted by others. When writing content or posting pictures or videos to the internet, referring to the guidance from Philippians 4:8 would go far to keep a person’s internet reputation positive.

How to deal with technology overload?

This blog posting is in response to my Ethics and Issues questions for OIT 100 Introduction to Computer Information Systems

p. 9 How can People best cope with technology overload?

 What steps can people or society take to cope with technology overload? In an article by Take One Step: Wellness at Work some useful steps include setting boundaries on technology use, setting a schedule for checking email or text messages, making use of face to face interactions, and avoiding adding more features or applications than you really need on your devices. I thought these steps were the most helpful to guide people into a better relationship with ever present technology. However, I think in today's society boundaries are more often than not loosely defined if present and it makes it hard for people to make a decision to limit their technology use, even when it is for their own good.

How might one determine if he or she suffers from technology overload? I found some useful questions to ask oneself at http://www.doctoroz.com/quiz/internet-addiction-quiz The first question was do you feel preoccupied with the internet? Then it asked Do you feel the need to use the Internet for increasing amounts of time in order to achieve satisfaction? Have you made repeated unsuccessful efforts to control, cut back or stop Internet/technology use? Do you feel restless, moody, depressed or irritable when attempting to cut down or stop Internet/technology use? Do you stay online longer than you originally intend to when you log on? Have you jeopardized or risked the loss of a significant relationship, job, educational or career opportunity because of the Internet/technology use? Have you lied to family members, a therapist or others to conceal the extent of your involvement with the Internet/technology use? Do you use the Internet/technology as a way to escape problems or to relieve a dysphoric mood (for example, feelings of helplessness, guilt, anxiety or depression)? These questions created by Dr. Kimberly Young from the Center for Addiction Recovery would be very useful for a person to come to terms with their technology overload. I would be concerned however that a person who is overloaded wouldn't notice that these questions apply to his or her life. Sometimes an outside intervention is needed to help an overloaded individual see that his or her behavior isn't helping them lead a better life.

How can technology companies help to alleviate the problem of technology overload? In an article by Jonathan Fader, he discusses some key points that I think would help technology companies alleviate the problem of technology overload. Technology companies need to recognize and share with their users that technology has power to "prevent you from being present" in an activity. They should demonstrate how to set boundaries with technology by scheduling screen free time into your day. One idea was to stack phones on a table when eating out together with others and the first person to look at their phone pays the bill. Technology companies should make it easier to create specific alerts to content notifications that really are important or come from important people. Turning off the blinking LED light could help a person focus on the here and now. People should plan for breaks from technology. People should use a real watch or clock instead of the technology to tell time. Technology companies should provide guidance on how to find therapists trained in cognitive behavioral therapy to help people change their behavior.

Should those identified as technology addicts be able to receive health insurance benefits for counseling services? Why or why not? Technology addicts should absolutely receive health insurance benefits for counseling services. These addicts may suffer from similar detrimental affects to their relationships with their family and coworkers. These individuals deserve to have an opportunity to make positive behavioral changes in their lives that may necessitate the use of an outside individual to help effect this change and be an accountability individual to the addict.

Wednesday, June 19, 2013

Reflections on 2007 Instructional Coaching Conference Learning Carousel: Chapter 7


The Big 4
A way to find beginning points to help teachers.

How have you clarified your expectations to your students?
With expectations, you need to reteach the classroom management rituals through out the year.
Use tools to observe what students are doing in relationship to the teacher.  Then help the teachers set goals to have better student behaviors that support learning.

Instructional basics - offer ways to increase effectiveness of their instruction - I do it, we do it, you do it model. 

Work with teachers to increase skills at questioning. Make a list of all the questions a teacher asks in a class.  At what level of Blooms taxonomy do those questions fall?

Advance and post organizers - teachers often neglect to use them.

Content enhancement - routines that include unit and course organizer, framing routines, clarifying table, and formative assessment. 

Sometimes you just need to pick one and start there - management or instruction but sometimes a little bit of both is necessary. Observing what a teacher does that works and reinforce that teacher behavior to help students.

PLAN planning model
HALO - high, average, low, and other students

Teachers sometimes need more support than we think they need.

Sometimes you need to challenge expectations that teachers have of their students.


Reflections on 2007 Instructional Coaching Conference Learning Carousel: Chapter 5

2007 Instructional Coaching Conference Learning Carousel: Chapter 5

Getting teachers on board and finding a starting point

What does change look like? p. 87 spiral model of change
96% will fall back into old habits

Where is the person in the cycle of change? We are looking at transformation.

A school that is making progress is not a straight linear path.  We must keep going after regrouping and restrategizing.  How do we talk with teachers to get them involved?

Teachers will act differently alone than they would when they are in a group. Small groups are further.

If we are expecting resistance, get the smallest group of teachers possible. Sometimes we need to neutralize negativity.

We need to find out what the teachers care about.

Reflections on 2008 Instructional Coaching Conference with Jim Knight: An Overview fo Instructional Coaching

2008 Instructional Coaching Conference with Jim Knight: An Overview of Instructional Coaching

Four Big Goals for areas of growth through coaching
1. classroom management
2. content planning
3. instruction
4. assessment for learning

http://vimeo.com/16323658
#1 Time - need to spend more time coaching, rather than other things

Negotiate how my time will be spent with Mrs. Fuchs

Big Rocks First!
Think about roles and projects within those roles in a word document

Have a ritual of when we actually sit down to think about these roles and projects

Unfortunately this doesn't work, you have to cut something out in order to really do what is necessary. I have to learn how to say NO!

book "power of the positive NO!"

"I have to say no because I have made a commitment to something that is more important to me."

#2 Relationships
Affirmations - find a way that you can connect with them. Go into the situation expecting the good in someone.

Look for common denominators. Avoid common dividers.

Align yourself emotionally to connect, rather than judge when someone is hot from an issue.

#3 Walk-throughs
Must be tied to specific teaching practice
internal commitment precedes external commitment.

#4 Workshops
They make a difference even when there are people who get annoyed by them. It introduces things that are being introduced. Must have supported professional learning afterward.

Use practice, not just theory in th workshop.

#5 Reflection
They must have autonomy - someone else cannot do the thinking for other teachers. Teachers will resist this.

Reflection is having the chance to say NO!

#6 Trust
credibililty plus reliability plus intimacy (feel comfortable talking to them) divided by self-focus (the more it is about the other person or their students and the less it is about me, the better)

#7 Experience
People are not persuaded by talk ( the water pump story).
Want to try this out for yourself and then see what you want to use. Set up an experience for them to experiment for themselves and then they will be persuaded.

#8 Evaluating coaching programs.

#9 Teaching Practices

#10 Community
Teachers do not generally come to a workshop excited about professional learning. Conduct one to one interviews before whole group workshops. Some people are better not to be at the workshop because they would be destructive to the team.

Coaches are used to build the cohesiveness between teachers who come to the workshops with support to teachers after the workshop.

Intensive learning teams focused on practical teaching moves things forward.

A coach can't hold teachers accountable and provide support - it will backfire.

Don't keep meeting with people who don't want coaching support. It won't help the most kids by doing that.