high school OST

[Peggy Holman]

One thing I LOVE about what you're playing with is that it tests a theory of
mine -- that processes that work, such as a mediation process, do so because
they tap into natural, universal patterns.  To invite students to discover
their own methods, I bet is to see established processes mirrored back at
you.  And since they are self-discovered, they'll no doubt feel like a
natural act and have staying power.

Best of success and let us know how it goes!

Peggy

----- Original Message -----
From: "J. Richardson" <judir at accesswave.ca>
To: <OSLIST at LISTSERV.BOISESTATE.EDU>
Sent: Thursday, July 11, 2002 9:15 AM
Subject: Re: high school OST


> Julie -- all the questions you mention are absolutely wonderful.  And
> remember -- the map is not the territory <grin>!!  I mention showing a
video
> of a mediation or a role play to "inform" the OST.  Rather like what we
did
> in Fairbanks -- two days OST then the workshop so participants already had
> an idea of what they were discussion (or most participants anyway).
>
> It could also provide critical analysis as students might see the examples
> and say "I don't want to do it that way" -- which to me would be
terrific --
> students exploring their own methods of peer mediation.  The groups I've
> done this with come up with great ideas -- much like traditional forms of
> healing circles, a restorative justice approach sort of!
>
> And you are there as an OST facilitator and as a great resource for you
> questions and answers like "when I encounter that situation, I sometimes
> ______, or maybe ________.
>
> Sound like great "stuff"!!
>
> J
> ----- Original Message -----
> From: Julie Smith <jsmith at mosquitonet.com>
> To: <OSLIST at LISTSERV.BOISESTATE.EDU>
> Sent: Thursday, July 11, 2002 4:08 AM
> Subject: Re: high school OST
>
>
> > Hmmmmmm.....
> >
> > Judi, what I'm gleaning from your message is that it might be better to
> > combine traditional kinds of information sharing/teaching with the OST
> > process.  Maybe do a little map drawing and territory walking before
> > engaging in deep conversation about maps and territories.  That makes
> > perfect sense to me.
> >
> > And I also have this curiosity about what might happen if we DIDN'T do
> > that information sharing/teaching.  I've been carrying this fantasy
> > around for awhile about a school where the primary role of the teacher
> > is not to teach, but to support students and answer questions.
> > Sometimes the answer could be the answer you give when you're holding
> > space: "how can I support you in doing __________?"  And sometimes the
> > answer can be "what do you think about that?"  And sometimes the answer
> > could be an actual answer "when I encounter that situation, I sometimes
> > ____________, or maybe ______________."
> >
> > So, why not?  Why not say "We're here to learn about Peer Mediation.
> > We're going to do that using this process called OST."  And then do the
> > opening. Things are likely to get murky and confusing pretty darn fast,
> > not unlike what often happens in a mediation. It might even feel like a
> > problem to some. So they'd have to figure it out. Maybe ask some
> > questions. Read some books. Talk. Think. Experiment. Play. Sounds a lot
> > like learning to me.  Might this even qualify as double loop learning?
> >
> > What do you think?
> >
> > B.J. and Alan, I appreciate your thoughts about grades.  I guess my
> > feeling was that if I was going to withdraw from teaching in the
> > expected way, that it might be helpful to give students some guideposts
> > for learning the material and making their way through the class.  I
> > also thought it would be helpful to provide clear options that enable
> > students to identify the grade they want and how to get it, balanced
> > with openness to grading in a different way if asked to do so.  In
> > thinking about it more today, I realized the way I presented it doesn't
> > feel judgmental to me in the way grades usually feel judgmental.  It
> > feels like an offering of choices.  Beans or corn?  B or C or A?
> >
> > As for what do I HAVE to do with grades, it's a wide open book, except
> > that grades DO have to be given.  Alan, I like the idea of asking the
> > students to develop the grading system.  If I wasn't stretching so much
> > in other ways, I'd be more tempted to give that a try.  In the situation
> > I'm considering,  I wonder if a grading system along the lines I've
> > outlined creates some friendly boundaries in an otherwise perhaps
> > too-big space.
> >
> > Doug, schedules vary by school.  In one of the schools we'll probably be
> > meeting 3 times a week for 80 minutes.  Other schools meet more often
> > for shorter time periods (as short as 45 minutes). I have lots of
> > latitude about how many weeks I work with each class.  4 - 5 weeks is
> > typical.  I'm very interested in ideas about morning announcements and
> > evening news..... (just went back and read Judi's post about the way she
> > did it..... her classes were 80 minutes long and they spent the last 30
> > minutes reporting back...... if another 10 minutes is spent on morning
> > announcements and the opening, that leaves 40 minutes for posting topics
> > and meeting.....)  I like the idea of morning announcements and
> > reporting back.  The time feels scrunched.  Yikes.
> >
> > Thanks for all the good feedback.  I'm tired and my brain hurts.  A good
> > hurting though..... the kind that makes me feel like there might be a
> > new twisty line forming itself in that gray mass up there..... I forget
> > what those things are called ('cause I'm tired and..... oh, you know.)
> > Sleep tight and don't let the bed bugs bite.  :)
> >
> > Julie
> >
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