Wednesday, July 27, 2016

From the Archives: Do It Yourself FIRST

This speaks to a rule I have for myself when teaching or leading - thanks to Rick's management lessons....

Is this something I have done and / or are willing to do?

People can read the inauthenticity if you are telling them to do something you are not willing to do yourself.

I can't help people through the process of change if I haven't done it before and / or won't be right there with them. If I haven't done it before, I NEED to be right there with them.  If I HAVE done it before, I still should be right there with them.

Over the years - I've learned that being willing to walk with someone through change is one of the most powerful things we can do.
November 18, 2008

Chris Lott gave one of the most eloquent descriptions of the role of trust and risk in education.

When we ask students to blog, collaborate, participate and present, we are asking them to perform. Meaningful performances demand taking risks. Is it any surprise that students doubt us– resenting and even pushing back– when we demand performances that there is no evidence we understand?

During DevLearn 08 it dawned on me that many members of our profession still need to prove that they understand the tools we are asking them to use. And in my mind, the best way to understand the tools is to use them yourself for an extended period. For your own purposes.

At the Work Literacy session - I heard a number of questions about "how do I get other people to do this stuff" where the real question still needs to be - how do I get MYSELF to use this stuff.

I struggle with that question with Wikis, Twitter, Second Life, Facebook and LinkedIn (for starters). Until I get more comfortable with these technologies, there is no WAY I am going to force my students to use them. As Chris said - "Gotta walk the walk."

Remember: so much of what we do is sales. We just sell ideas. And if we are not familiar and/or don't like the thing we are selling - we are NEVER going to convince others of its value. No instructional design in the world can help that.

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