Lesson Plan?

Thu Sep 1 19:26:24 PDT 2005

On Thursday, 1 September 2005 Michael Herman wrote, in spite of technical problems, in posting to the list:

' ...judi, might you post your lesson plan from the school day(s)?' 

I am becoming increasingly aware, in the course of a new project I am engaged in, of the power of appropriate questions to open space for - or to invite - people to respond as they would wish. And am keen to learn more about this. 

Incidentally the term came to my notice just a few weeks ago when a friend noted that his 16 year old daughter who has Down Syndrome has a major problem socially in that she has not learned to ask 'appropriate questions'. 

Judi's remarkably comprehensive, insightful and story-packed follow up posting would seem to indicate that Michael's question 'hit the spot' with her. 

Judi, I wonder if you would comment on how you felt on seeing the question phrased in the particular way? 'Very cute' ...<grin>  gives some indication that Michael's 'conversing with metaphor' was integral to your emotional response. See http://www.cleanlanguage.co.uk/conversing.html

And I wonder too what others have pondered on what makes a question 'appropriate' to particular contexts? - in both everyday personal ife and in 'business' situations. 

With love

Alan 
Hong Kong 

PS Doug Germann's periodic incisive questioning has brought forth an array of resource materials. One which I noted, ordered through Amazon, and which arrived only yesterday is "change your questions change your life - 7 powerful tools for life and work' by Marilee Adams. Berrett Koehler.

This comes with a strong endorsement from someone who also is also published by this company :-) 

  ----- Original Message ----- 
  From: Judi Richardson PONO 
  To: OSLIST at LISTSERV.BOISESTATE.EDU 
  Sent: Friday, September 02, 2005 5:26 AM
  Subject: Lesson Plan?

  Michael and Alan-the "Lesson Plan" - very cute, indeed.  Okay here goes.  About 2 months prior to OSonOS I get a call from the co-chair of the association of over 200 Principals and Vice-principals in the region.  She and the other co-chair had attended an evening "demo" of OST I did for the local association of business women who could not quite figure out what the heck "Judi does" and as I enjoy OST as one of the things I do, I gave them a taste so they could have conversations about their association!!  That evening they asked about how I had specifically applied OST as a Prof in College and University and with the P to 12 system in assisting the League of Peaceful Schools.  When I received the call these two women were excited about the possibilities.  In fact both had gone right back and held the rest of their staff meetings for the year in circle - no tables.  So - she tells me about the two day conference or summer retreat for up to 200.  I, of course, suggested 2 days in OST.  They already had some bookings for the first day.  And they had talked the session they attended up so much the VP's and P's wanted to know the in's and out's of application, more than just experiencing it.

  One day for training 200 in Open Space?  Hmmm.. Okay so I'm playing in the realm of all possibility and potential because OSonOS is coming and that is my playground. The most I've had in an OST learning lab is about 35.   So, I remember back a few years to Julie inviting Judi, Michael H. and Chris C to Alaska through a School District.  Two days of OST for about 300 and then 2 days of training for 60.  Large circle, using a microphone, 3 different styles - it all just emerged and we had a blast!

  So I met to find out what day one was all about - communication.  I was very straightforward, agreed with them, and suggested they might want to bring that down to a more workable size.  I have watched myself and others delight in hiding behind large, vague statements like that.  I spoke to a few of the membership and heard that on a personal level overwhelm, dealing with discipline and conflict, along with all the lists you and I could easily make were the hot items.  Also the fact that they are in separate schools and really wanted to talk to each other about what really matters.   Then I meditated and hung out for a few days on what one day of OST with a minimal amount of instruction could bring to the group.

  What I love most is watching a system connect to itself - seeing people "remembering" their knowing.  And I have seen how even a couple of hours of OST can unleash that.  So - okay Universe - bring it on.  I checked out and even spoke to a speaker or two from the first day to find out their focus.  What also has become clearer and clearer when I'm asked to mentor OST or give learning labs is the deep and personal connection people make to the simplicity.  When that deep connection is made they usually say - hey this isn't anything new, and I say right on you already know it.

  So - when they asked for 45 minutes to one hour of "overview" prior - I knew that I couldn't just have them sit as I went over the basics... yawn!  So I chose to cover the story - what, when, where, why of OST.  We explored the future being created in webs of human conversation in small groups, creating compelling visions.  We explored chaos and control - and I laugh as one woman even said out loud and hit her head - There is no Control, There is no Control!  And then as I used video clips and the posted matrix and signs as demos - we explored the simplicity of form of OST AND related it to ourselves personally.  The Circle, Breath, Givens (personal as boundaries), emergent qualities - staying with what wants to express itself even when uncomfortable, the question (appreciatively and to build a compelling vision), accountability, passion and responsibility, marketplace and newswall, meeting format, facilitator, decision making (using the brilliant example of the answer emerging from the center at OSonOS), individual and collective, conflict, OST as cosmic mirror or group awareness, generative listening - the space inside.  I also shared some of the Canada/US research I was involved in with the Conference Board of Canada in org. culture and the quality of the space in which meetings take place.   We also explored how richer our time together is when we talk about what matters.  And they loved the "dead moose" analogy of course.

  And when they were ready to jump into OST (or when the bladders were calling from morning coffee) - we broke, straightened up the circle.  Because they were watching to apply what they had just explored, they were incredibly attentive - increasing my mindfulness as I walked the circle and opened the space.

  Noisy - this group was engaged from the start - we laughed and laughed.  The laughter really stands out in my mind and heart.  This is the educational system my sons grew up in and several of their teachers where participants.  My sons - and yeah I'm biased - have grown up to be amazingly decent human beings - caring and funloving.  They are a product of this system.  To be given the opportunity to give back to that system and see the rejuvenation and capacity building in the group - well how cool is that?

  Theme:  System Communication:  What's Possible?

  Topics generated:

  How to make synergy work in a school

  Communication - Quality over quantity works

  Developing Integrity of Conversation

  Building collaboration and respect with a new school community

  How to open a conversation about a topic everyone has already shut down about.

  How can we create more opportunities for administrators to share insights, expertise, experiences, etc., without a set agenda?  ie informal networking

  How to create a time and space for parents to communicate and participate in school culture and community

  How would you like to see your relationship and communication with your Board member?

  Sharing Board initiatives (directives) with staff

  Friendly vs. Friends:  Building rapport with students

  How can we foster more open dialogue/conversation among school administrators

  How do we open communication with external agencies who will support

  Issues around making a move to a new building and/or a new position.

  How would you see this process working with parent concerns in your school?

  How to build collegial relationships

  Creating a climate for an opportunities for staff meetings that are meaningful

  Supportive Supervision - Cooperative evaluation "TIME"

  What are some creative ways support teachers with time to engage in ongoing P.D.

  Building rapport and sense of trust with staff, students, and parents in a new school community.

  How can we foster a culture of trust and collaboration in a staff that makes unhealthy assumptions about each other?

  What strategies could be used to improve staff relations with a colleague that is negative?

  Staff "meetings" - need to have them to pass along info (traditional model) vs. making the meetings meaningful, productive, and collaborative and engaging ALL.

  How can we help parents create a safe home environment?

  How do we weave together what needs to happen in the school, in the context of students' learning and the expectation of central office?  Or Are they all givens?

  In the closing circle they spoke from their hearts.  Throughout the day more topics emerged - one gentleman sat with me and shed a few tears about how some of the students he works with are treated at home which lead to a session entitled:  how can we support parents in creating a safe home environment?  He completely stayed away from blame - amazing.  Administrators said they never see their School Board members so a Board member posted - How would "you like" to see your relationship and communication with your Board member?  It was rewarding for them to articulate their discoveries, the freedom they discovered in the space they created.

  Connections were made, best practices shared, storytelling sessions, commitment to initiatives.  Before the day was out, one principal was talking to me about bringing the "family" of schools together at the end of September - possibly just teachers and administrators and staff in the beginning.  I have agreed to work with them with the request of a few teachers to mentor - building internal capacity.  Five or six came up inquiring about a couple of days of training.  Over 100 left their names for more info!!  And I've sent that already.  A few suggested mentoring circles and they got together right away.

  One of the Principals in the closing circle said that he is having 100 business cards made with "Whatever happens is the only thing that could" and giving them to the first 100 parents who complain!!  Yup - that really brought laughter...

  And the group did handwritten reports, is having them typed and I'll have a copy when done - so I'll keep you posted.

  Judith Richardson, MA, BA, BEd, MEC

  PONO Consultants International

  Optimizing Performace, Potential and Profitability

  Phone: 902.434.6695

  FAx: 902.435.1085

  Winner International Coach of the Year 2004

  Nominee Progress Club Woman of Excellence 2005

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