January 14 & 15, 2011 - President Glenn Smith has announced an IAACT Faculty Meeting and sharing session for Friday & Saturday, Jan. 14 & 15, prior to the New View sponsored Intensive Seminar at the Hilton Oceanfront Resort, Hilton Head Is., SC.
Friday's activities will concentrate on two areas. Faculty members will participate in sharing sessions with focus on areas/clients they are currently working with to share PCT instruction. The second part of the day will be spent with a presentation of the new IAACT organizational structure and its implication for members. Discussion of the changes will follow.
On Saturday, several faculty members will present more in-depth formal looks at their particular area of expertise as it relates to presenting 'Control Theory' concepts. The purpose of these presentations is to provide more understanding of and tools for faculty as they share PCT concepts. Social networking and reconnecting activities will take place each evening following the meeting sessions.
All faculty members are invited and encouraged to attend both sessions. Housing is available at the Hilton Oceanfront Resort (use New View rate) or at area hotels (your call). For more information or questions, contact Glenn Smith at reactnot@aol.com.
Friday, December 31, 2010
Tuesday, December 7, 2010
Thoughts on Elizabeth Edwards
As the word of the seemingly imminent death of Elizabeth Edwards has surfaced on the national and local news, I am struck by her approach to this tragedy of life. Mrs. Edwards is taking the high road - if you will "bumping it up" - as she approaches the end of her life.
We are all aware of the underlying stories that have surfaced over the past 10 years form the Edwards family - some good and some tragic. Throughout, Elizabeth Edwards has been a pillar of strength and a role model for us all.
The most recent press release from the family in Chapel Hill with Mrs. Edwards own announcement of the situation is heart-warming, courageous and symbolic of a person who is living out what we as practitioners of Control Theory believe. Listen to her words: "The days of our lives, for all of us, are numbered. We know that. And, yes, there are certainly times when we aren't able to muster as much strength and patience as we would like. It's called being human." "But I have found that in the simple act of living with hope, and in the daily effort to have a positive impact in the world, the days I do have are made all the more meaningful and precious. "
Edwards goes on to reflect on her life and the what is positive in it for herself, her children and family. She has looked at the circumstances of her life and has decided to "be the person she wants to be" and needs to be to leave a positive legacy.
I have no knowledge that Elizabeth Edwards ever attended an IAACT intensive seminar where 'Control Theory' was shared. What is evident is that she embodies the characteristics that are the foundation of PCT and lives them in her daily life.
As this post is being written, TV and radio shows are airing details of Mrs. Edwards' life and approach to impending death due to cancer. What courage & resolve she shows. Bravo Elizabeth Edwards! I grow stronger as a person because of you. Our prayers and good thoughts are with you and your family.
We are all aware of the underlying stories that have surfaced over the past 10 years form the Edwards family - some good and some tragic. Throughout, Elizabeth Edwards has been a pillar of strength and a role model for us all.
The most recent press release from the family in Chapel Hill with Mrs. Edwards own announcement of the situation is heart-warming, courageous and symbolic of a person who is living out what we as practitioners of Control Theory believe. Listen to her words: "The days of our lives, for all of us, are numbered. We know that. And, yes, there are certainly times when we aren't able to muster as much strength and patience as we would like. It's called being human." "But I have found that in the simple act of living with hope, and in the daily effort to have a positive impact in the world, the days I do have are made all the more meaningful and precious. "
Edwards goes on to reflect on her life and the what is positive in it for herself, her children and family. She has looked at the circumstances of her life and has decided to "be the person she wants to be" and needs to be to leave a positive legacy.
I have no knowledge that Elizabeth Edwards ever attended an IAACT intensive seminar where 'Control Theory' was shared. What is evident is that she embodies the characteristics that are the foundation of PCT and lives them in her daily life.
As this post is being written, TV and radio shows are airing details of Mrs. Edwards' life and approach to impending death due to cancer. What courage & resolve she shows. Bravo Elizabeth Edwards! I grow stronger as a person because of you. Our prayers and good thoughts are with you and your family.
Saturday, November 20, 2010
New View Announces Intensive Seminar Dates
New View Publications will host their annual Control Theory "Intensive Seminar" Jan. 17-20, 2011 in Hilton Head Island, SC. Seminar sessions for ACTs I, II, III & IV will be offered to participants. Registration information can be found at http://www.newviewpublications.com/index.cgi?page=workshops.html.
New View will also host a Take Charge! training session Jan. 21-22 at the same location. Information can also be found at http://www.iaact.com/training/schedule.html .
Both trainings are co-sponsored by the International Association for Applied Control Theory (IAACT) at the Hilton Oceanfront Resort.
New View will also host a Take Charge! training session Jan. 21-22 at the same location. Information can also be found at http://www.iaact.com/training/schedule.html .
Both trainings are co-sponsored by the International Association for Applied Control Theory (IAACT) at the Hilton Oceanfront Resort.
Thursday, November 4, 2010
A Point to Ponder
Food for thought: "What Happens to us does not have to define who we are." Consider how you deal with life.
Monday, October 18, 2010
Rethinking Teaching and Learning
Lately I have been thinking a lot about how new information is learned, and why other information is not learned. I should first say that my definition of learning is that a person has acquired knowledge or a skill that can be recalled months later in a different setting. Of course this is not really measurable in a classroom, but it is my goal when I teach a student. I want them to recall something I taught them when in a college class or talking with their parents one night, etc. One of my pet peeves is students telling my that I learned it but forgot it. My question is that if we forget something, was it really learned in the first place?
This leads me to the question that is always on a teacher's mind these days, how do students learn? My original teacher training was in Constructivism which basically says that all people construct their understanding of the world. Learning occurs when a person is confronted with their own misunderstanding and replaces that misunderstanding with a truer understanding. My understanding in PCT takes this to the next level. In PCT thought, a person learns when they encounter error and choose to educe that error by changing a reference (replacing an old understanding with a new one).
In order for this to happen, several things need to occur. The first is that students need to have error about their own misunderstanding or lack of knowledge. This is incredibly difficult to do in a lecture style classroom. Even in a lab or hands-0n environment this can be difficult to achieve because it presupposes that a student cares about the knowledge. I think that this is why we need to tap into a student's beliefs. If a student does not see a need for the knowledge, even if they have some sort of error about the knowledge, they can always say, "Well I don't really need this anyway," or something similar.
This brings me to the next point, once a student has an error about their understanding of the world, they need to do an action to correct it. Teachers assume that students come to them with the tools to learn. I hear many students say that so and so teacher does not teach in a way that I can understand. I wonder, though, in this climate of testing, testing, and more testing which leads to cover, cover, and cover that we have forgotten to teach students the tools to learning. How do you learn in a classroom that is being taught in a style that is contrary to the method you best learn? How do you learn when you are depressed because your boyfriend just dumped you? How do you learn when the kid next to you keeps distracting you? In my experience, many students do not know how to take notes in a way that helps them, let a lone how to learn despite distractions. As professionals we have found our own ways or had parents or other adults that taught us strategies. Where is this taught? Where does a person learn the tools of learning?
In all, I guess what I am proposing in this long blog is a different way of looking at teaching and learning. Instead of teaching kids content, maybe I should be creating a classroom of discovery where students' beliefs about themselves and the world are looked at and encouraged or challenged. I should then focus my teaching on tools of learning so students have actions that help them reduce the error in their systems that also lead to learning.
This leads me to the question that is always on a teacher's mind these days, how do students learn? My original teacher training was in Constructivism which basically says that all people construct their understanding of the world. Learning occurs when a person is confronted with their own misunderstanding and replaces that misunderstanding with a truer understanding. My understanding in PCT takes this to the next level. In PCT thought, a person learns when they encounter error and choose to educe that error by changing a reference (replacing an old understanding with a new one).
In order for this to happen, several things need to occur. The first is that students need to have error about their own misunderstanding or lack of knowledge. This is incredibly difficult to do in a lecture style classroom. Even in a lab or hands-0n environment this can be difficult to achieve because it presupposes that a student cares about the knowledge. I think that this is why we need to tap into a student's beliefs. If a student does not see a need for the knowledge, even if they have some sort of error about the knowledge, they can always say, "Well I don't really need this anyway," or something similar.
This brings me to the next point, once a student has an error about their understanding of the world, they need to do an action to correct it. Teachers assume that students come to them with the tools to learn. I hear many students say that so and so teacher does not teach in a way that I can understand. I wonder, though, in this climate of testing, testing, and more testing which leads to cover, cover, and cover that we have forgotten to teach students the tools to learning. How do you learn in a classroom that is being taught in a style that is contrary to the method you best learn? How do you learn when you are depressed because your boyfriend just dumped you? How do you learn when the kid next to you keeps distracting you? In my experience, many students do not know how to take notes in a way that helps them, let a lone how to learn despite distractions. As professionals we have found our own ways or had parents or other adults that taught us strategies. Where is this taught? Where does a person learn the tools of learning?
In all, I guess what I am proposing in this long blog is a different way of looking at teaching and learning. Instead of teaching kids content, maybe I should be creating a classroom of discovery where students' beliefs about themselves and the world are looked at and encouraged or challenged. I should then focus my teaching on tools of learning so students have actions that help them reduce the error in their systems that also lead to learning.
Thursday, October 7, 2010
Live Healthy - My Choice
Choose to live & be healthy - it is YOUR right & privilege. "If its to be, its up to me."
Monday, August 23, 2010
Four Agreements for the Classroom
The beginning of a new school year is both an exciting and a challenging time for all concerned. Turning the page to a new chapter in life holds anticipation and uncertainty for students and teachers alike. Sharing a common purpose and goals creates the conditions for a successful year. Shelley Roy has shared the following article that can assist teachers in creating those positive and productive conditions. When student & teacher agree on their purpose, progress and growth are much more attainable.
Four Agreements for the Classroom
By Shelley A.W. Roy
When Miguel Ruiz wrote the FOUR AGREEMENTS, he once again brought the importance of forming agreements with ourselves to the forefront. As the school year begins across the U.S., educators and students alike are contemplating the upcoming school year. Fall is often a time of reflection and reorganizing our lives after the hustle and bustle of a summer of adventure and vacation.
In successful classrooms, teachers and students are members of a team. Individually and collectively, they ask and answer three basic questions during the team-forming process: "Who am I?" "Who are you?" and finally, "Who are we?" In answering these questions, in building classroom agreements, teachers and students build a firm foundation for the upcoming school year. I believe that the most effective agreements are formed at the principles level of life. This is the level that answers the question, "Who do I want to be?" It is not the level that answers, "What am I going to do?" It is the level of opportunity, not obligation. It is the level at which I shift from thinking, "I have to do such and such." to "This is an opportunity to be the mother, daughter, educator, I want to be."
The four agreements that form the foundation for the school year are personal, social, role and goal agreements. The teacher and every student in a class must have a personal agreement that answers the question, "Who do I want to BE?" As they answer that question, they need to remember that they can’t possibly be everything. They need to limit their lists to three to five principles they want to use to measure their success. For example, my top three BEs are wise, generous, and spiritual. The list is used to self-evaluate who a person is being. The number one life skill is self-evaluation, and responsible self-evaluation measures how being aligns with agreements with self and involves evaluating what is within a person’s control. On a regular basis, a person needs to ask, "What did I do today to live my principles?"
The second of the agreements, the social agreement, answers the question, "Who do we want to be when we are together?" After we have each developed a personal agreement, after we are each clear on how we want to BE, then collectively we need to come to consensus on how we want to treat each other. To form a social agreement, we all must have a sense of connection to everyone else in the group, and there must be a modicum of trust amongs group members. In a school, social agreements may typically be summarized as, "We want to be learning, be respectful, be responsible and be safe."
The third type of agreement, the role agreement, answers the question, "What is my role in getting us where we want to go?" In our family car, whoever sits in the shotgun seat (front seat, passenger side) plays the role of navigator. This has been our long-standing family agreement. In a classroom, it is best if all the adults and students involved in the room are present during role negotiation. The process of
discussion and compromise used in determining roles lays the groundwork for a successful school year during which many hazards and obstacles are avoided. Role clarification allows students to know what to expect and helps develop a safe-risk environment.
Goal agreements, the fourth and final kind of agreements, infuse district and state standards with students’ needs for relevance. To develop meaning and relevance in content learning, and to enhance students’ commitment to learning, teachers and students together develop essential questions for each of the major units of study and for the year. All learning is personal and constructivist by nature, and essential questions, if they are thoughtfully developed, encourage personal engagement with content. Students who are engaged and challenged, students who see real value in what they are learning, are more interested in learning and create fewer distractions in the classroom. Student goal setting moves easily toward student led conferencing.
When these four agreements are included in the beginning of the school year, processes then creating rituals and routines that highlight these agreements becomes the basis of effective task and relationship management in the classroom. Agreements take the guesswork out of expectations; they make what for many is implicit, explicit.
Four Agreements for the Classroom
By Shelley A.W. Roy
When Miguel Ruiz wrote the FOUR AGREEMENTS, he once again brought the importance of forming agreements with ourselves to the forefront. As the school year begins across the U.S., educators and students alike are contemplating the upcoming school year. Fall is often a time of reflection and reorganizing our lives after the hustle and bustle of a summer of adventure and vacation.
In successful classrooms, teachers and students are members of a team. Individually and collectively, they ask and answer three basic questions during the team-forming process: "Who am I?" "Who are you?" and finally, "Who are we?" In answering these questions, in building classroom agreements, teachers and students build a firm foundation for the upcoming school year. I believe that the most effective agreements are formed at the principles level of life. This is the level that answers the question, "Who do I want to be?" It is not the level that answers, "What am I going to do?" It is the level of opportunity, not obligation. It is the level at which I shift from thinking, "I have to do such and such." to "This is an opportunity to be the mother, daughter, educator, I want to be."
The four agreements that form the foundation for the school year are personal, social, role and goal agreements. The teacher and every student in a class must have a personal agreement that answers the question, "Who do I want to BE?" As they answer that question, they need to remember that they can’t possibly be everything. They need to limit their lists to three to five principles they want to use to measure their success. For example, my top three BEs are wise, generous, and spiritual. The list is used to self-evaluate who a person is being. The number one life skill is self-evaluation, and responsible self-evaluation measures how being aligns with agreements with self and involves evaluating what is within a person’s control. On a regular basis, a person needs to ask, "What did I do today to live my principles?"
The second of the agreements, the social agreement, answers the question, "Who do we want to be when we are together?" After we have each developed a personal agreement, after we are each clear on how we want to BE, then collectively we need to come to consensus on how we want to treat each other. To form a social agreement, we all must have a sense of connection to everyone else in the group, and there must be a modicum of trust amongs group members. In a school, social agreements may typically be summarized as, "We want to be learning, be respectful, be responsible and be safe."
The third type of agreement, the role agreement, answers the question, "What is my role in getting us where we want to go?" In our family car, whoever sits in the shotgun seat (front seat, passenger side) plays the role of navigator. This has been our long-standing family agreement. In a classroom, it is best if all the adults and students involved in the room are present during role negotiation. The process of
discussion and compromise used in determining roles lays the groundwork for a successful school year during which many hazards and obstacles are avoided. Role clarification allows students to know what to expect and helps develop a safe-risk environment.
Goal agreements, the fourth and final kind of agreements, infuse district and state standards with students’ needs for relevance. To develop meaning and relevance in content learning, and to enhance students’ commitment to learning, teachers and students together develop essential questions for each of the major units of study and for the year. All learning is personal and constructivist by nature, and essential questions, if they are thoughtfully developed, encourage personal engagement with content. Students who are engaged and challenged, students who see real value in what they are learning, are more interested in learning and create fewer distractions in the classroom. Student goal setting moves easily toward student led conferencing.
When these four agreements are included in the beginning of the school year, processes then creating rituals and routines that highlight these agreements becomes the basis of effective task and relationship management in the classroom. Agreements take the guesswork out of expectations; they make what for many is implicit, explicit.
Thursday, July 8, 2010
International CSG Conference 2010
The 2010 International Control Systems Group Conference will be held at the University of Manchester, UK (England) on Saturday, July 24. 2010 marks the 50th anniversary of Perceptual Control Theory's initail presentation. Warren Mansell of U Manchester is the conference host.
IAACT faculty members Denise Pappas and Fred Good will be in attendance at the conference. Fred Good will be presenting his paper "A Connected School: Improving Schools and Communities from the Inside Out" to the conference. A copy of Good's paper can be read on line at http://pctweb.org/ along with other information about the conference.
The PCTweb site has many interesting connections to various autheors and practitioners. Check it out...
IAACT faculty members Denise Pappas and Fred Good will be in attendance at the conference. Fred Good will be presenting his paper "A Connected School: Improving Schools and Communities from the Inside Out" to the conference. A copy of Good's paper can be read on line at http://pctweb.org/ along with other information about the conference.
The PCTweb site has many interesting connections to various autheors and practitioners. Check it out...
Sunday, June 20, 2010
'Connected School' Highlighted on the Web
The Connected School program has been recently highlighted on a NC High School web page. The Atkins High School School of Pre-Engineering (Winston-Salem/Forsyth County) web page has a link specifically dedicated to the Connected School program. View the site by clicking on the title link to this article.
Principal Doug Gerringer and Academic Advisor Leslie Eaves are both IAACT certified and operate the Atkins SOP using control theory principles. Atkins SOP students have been recipients of both state and national awards. Mrs. Eaves was recognized recently as on of five educators nationally to receive the Building the Future Award presented by the 3M Company. Eaves is a member of the IAACT Faculty. Thanks Atkins for sharing your focus on becoming a 'Connected School' with the world and congratulations on your successes.
Principal Doug Gerringer and Academic Advisor Leslie Eaves are both IAACT certified and operate the Atkins SOP using control theory principles. Atkins SOP students have been recipients of both state and national awards. Mrs. Eaves was recognized recently as on of five educators nationally to receive the Building the Future Award presented by the 3M Company. Eaves is a member of the IAACT Faculty. Thanks Atkins for sharing your focus on becoming a 'Connected School' with the world and congratulations on your successes.
Monday, June 14, 2010
Reclaiming Futures Forsyth County - Mina Cook
Mina Cook, IAACT faculty member and co-author of "Who To Be", has been named project director of Reclaiming Futures Forsyth County, NC. Mina was recently highlighted and interviewed on local Triad, NC television news (WXII, NBC 12). Reclaiming Futrues is a national organization dedicated to giving a second chane to individuals who have found themselves caught in the judicial system.
Click on the title above to view the Reclaiming Futures Forsyth Co, NC site.
Click on the title above to view the Reclaiming Futures Forsyth Co, NC site.
Friday, May 7, 2010
Transition Team to Meet
The IAACT Faculty Transition Team, created at the March Faculty retreat, has set a date on May 18 to hold it's first meeting. The charge of the team is to create a process for IAACT to move forward and share Control Theory concepts and strategies. The "Team" will plan a course of action & present its findings to the Board of Directors, Executive Council and the faculty when their work is completed. Stay tuned for more info from the TT!
Sunday, April 18, 2010
Board of Directors Hold First Meeting
On Sunday, April 18, the IAACT Board of Directors held their first meeting in Clemmons, NC. Fred Good and Glenn Smith facilitated the meeting. Board members were given the IAACT Faculy Handbook & history notebook. Glenn & Fred also updated the Board on recent changes that were initiated at the March Faculty retreat.
Among topics of discussion were the role and organizational structure of the Board, transition of authority from the Executive Council to the Board of Directors and methods of reporting progress on grants & programs already in place. Board members asked clarifying questions and immediately contributed ideas that will streamline IAACT activity & support for faculty work. Board members agreed to "take it slow & grow" with well thought out procedures & practices.
Board members are:
Nancy Dixon, Mt. Airy - Chair
Kathy LaFone, Hillsborough - Treasurer
Mark Southern, Clemmons - Secretary
Bertha Caldwell, Winston-Salem/Forsyth Co. Schools
Sherri Trotter, Randolph Co. Schools
Among topics of discussion were the role and organizational structure of the Board, transition of authority from the Executive Council to the Board of Directors and methods of reporting progress on grants & programs already in place. Board members asked clarifying questions and immediately contributed ideas that will streamline IAACT activity & support for faculty work. Board members agreed to "take it slow & grow" with well thought out procedures & practices.
Board members are:
Nancy Dixon, Mt. Airy - Chair
Kathy LaFone, Hillsborough - Treasurer
Mark Southern, Clemmons - Secretary
Bertha Caldwell, Winston-Salem/Forsyth Co. Schools
Sherri Trotter, Randolph Co. Schools
Friday, March 26, 2010
Success Comes With Effort
IAACT held it's first annual 'faculty retreat' March 18-21 at the Caraway Conference Center (NC). Twenty-three faculty members participated in the retreat. Activities for the first day and a half were led & facilitated by Dr. Joseph Johnson of Fayetteville Satate University. Dr. Johnson challenged participants to take a look at themselves and rebuild group connections. As a result of his leadership, the group recrafted IAACT's Vision & Mission statements.
The last two days of the retreat were spent sharing what individual faculty and groups were doing with the PCT concepts we believe in. A 'Transition Team' was also created to work out details -for presentation to the full faculty- as a part of the reshaping of IAACT's operations. Watch for more information from the Transition Team.
The last two days of the retreat were spent sharing what individual faculty and groups were doing with the PCT concepts we believe in. A 'Transition Team' was also created to work out details -for presentation to the full faculty- as a part of the reshaping of IAACT's operations. Watch for more information from the Transition Team.
Tuesday, March 16, 2010
Tick, Tick, Tick...
Faculty Retreaters,
Set your clock (for Thursday evening), check your luggage (all clean undies), bring your "What I am Doing" 'share & tell', be ready for an enlightening & informative weekend of interaction. And, by all means, do not forget to do your homework - reading (or listening to) "The Speed of Trust". There is a lot of language in "TSOT" that parallels and reinforces what we teach.
See you Thursday evening. Don't forget your toothbrush!
Set your clock (for Thursday evening), check your luggage (all clean undies), bring your "What I am Doing" 'share & tell', be ready for an enlightening & informative weekend of interaction. And, by all means, do not forget to do your homework - reading (or listening to) "The Speed of Trust". There is a lot of language in "TSOT" that parallels and reinforces what we teach.
See you Thursday evening. Don't forget your toothbrush!
Friday, March 5, 2010
BE-Print Book Released
Glenn Smith and Shelley Roy's Book: Creating Your BE-Print - Drafting Your Personal Blueprint for Living has been released by Five Crows Publishing as of March 1, 2010. You can preview the book by going to the BE-Print for Living web site at http://www.be-print.net/. Below is the description offered with Lightning Press:
The BE-Print is a document and a process that asks the reader to look deep within and explore their depths. "Just as an architect needs a blueprint to build a structure, a person needs a BE-Print to build a life.” There are two problems facing most people: they do not apply self-discipline to creating the life they desire and most people have no clue what criteria on which to evaluate themselves. If this criterion does not exist, individuals are prone to evaluate others, worry about how others evaluate them, and evaluate what is happening to them. With BE-Print, the focus shifts from others to you and who you want to be in any given situation. What makes this approach to personal exploration different is its strong foundation in scientific research on human behavior — Perceptual Control Theory (PCT) along with the latest thinking on learning, change, leadership, and organizational development. The focus of this book is on this moment forward and helping you handle the vicissitudes of life. This book is not about digging into your past but digging deep within yourself. It is about living in the now with an eye on the future. While reading you will engage in self-evaluation and self-reflection, trying to pull from within you the person you want to be. Unlike other self-help books this book does not provide rules to follow or strategies that apply in a limited number of situations to specific problems; instead, it helps you become the best you in EVERY situation.
Wednesday, February 24, 2010
Call for Retreat Information
Glenn Smith has requested IAACT Faculty Retreat participants complete & return to him the documents & information requested before March 1. The information provided will assist our facilitator, Dr. Joseph Johnson, lead atendees in the first day and a half of activities. Glenn's email is reactnot@aol.com.
A call has also gone out from Mark Southern for participants to submit their plans to "Share What We Are Doing" with the group during the Saturday session. Group and individual presentations will take place and sharing at a "Museum Walk" of group tables will conclude Saturday evening. These presentations will lead to Sunday's "one-on-one" small group circles. Email Mark at msouthern6@triad.rr.com with you topic.
If you have not forwarded your conference deposit, those go to Fred Good at the IAACT office.
The IAACT address is PO Box 1046, Carrboro, NC 27510.
A call has also gone out from Mark Southern for participants to submit their plans to "Share What We Are Doing" with the group during the Saturday session. Group and individual presentations will take place and sharing at a "Museum Walk" of group tables will conclude Saturday evening. These presentations will lead to Sunday's "one-on-one" small group circles. Email Mark at msouthern6@triad.rr.com with you topic.
If you have not forwarded your conference deposit, those go to Fred Good at the IAACT office.
The IAACT address is PO Box 1046, Carrboro, NC 27510.
Wednesday, February 3, 2010
Evaluation Capacity
Hi all. The evaluation capacity project is moving along. After a first round of classroom observations it was clear to those who conducted them that the "instrument" was only marginally useful. Several reasons were noted by interviewers. Spending a class period in a classroom was not enough time to ascertain whether a teacher was actually using many of the strategies learned in ACT. "Bump it up" questions would not be observed in a classroom that was well managed and where students were behaved and on-task, as was the case in the classrooms we observed. It was generally agreed by interviewers that we should design an instrument (questionnaire) for teachers and for principals that would go along with classroom observations. It was also generally agreed that the classroom observation questions should be more open ended and that the comments section should offer more room for comments. So we have now revised the classroom observation instrument and have developed two questionnaires to go along with the observations.
A new round of observations and interviews are being scheduled for the third and fourth weeks of February and the first few weeks of March. Any faculty member interested in helping with these interviews should contact me at nview@aol.com.
Thanks,
Fred Good
A new round of observations and interviews are being scheduled for the third and fourth weeks of February and the first few weeks of March. Any faculty member interested in helping with these interviews should contact me at nview@aol.com.
Thanks,
Fred Good
Tuesday, February 2, 2010
New PCT Site On-line
A great new web site dedicated to Perceptual Control Theory (PCT) has been created by Warren Mansell and his students at the University of Manchester, UK. The site cover various aspects of the history and applications of PCT. Bios of leading PCT practitioners and teachers are highlighted. References are made to the influence of PCT on several disciplines and aspects of life. Click on the title above to link to the new site.
Sunday, January 31, 2010
Practicum Facilitator Training Process Changes
Barnes Boffey, Director for Professional Development, recently announced a significant change in the 'Practicum Facilitator' training process. Beginning Jan. 1, 2010 those wishing to become IAACT Practicum Facilitators will complete competencies outlined in "Competencies for the Unified ACT I & ACT II Practicum Facilitator". Information about the unified competencies can be obtained by contacting Barnes at barnes_boffey@alohafoundation.org.
Faculty Retreat Update
The call has been made by President Glenn Smith for IAACT faculty attending the March 19-21 retreat to submit their conference deposits. All payments (deposit - $125 for residential atendees; $45 for commuters or full - $250 & $90) should be directed to:
IAACT, c/o Fred Good PO Box 1046, Carrboro, NC 27510 as soon as possible.
We are excited to announce that Dr. Joseph Johnson has agreed to serve as retreat facilitator. Check out his web page at http://faculty.uncfsu.edu/jjohnson/ . Attendees are in for a treat in meeting and working with Dr. Johnson.
The conference agenda is being finalized with major emphasis on reconnecting, 'mapping IAACT's future' and 'sharing what works best'. Make plans to join us March 19-21 to strengthen bonds & grow IAACT. If you are still interested in attending the retreat and have yet to make that commitment, do so today. Your time will be well spent.
IAACT, c/o Fred Good PO Box 1046, Carrboro, NC 27510 as soon as possible.
We are excited to announce that Dr. Joseph Johnson has agreed to serve as retreat facilitator. Check out his web page at http://faculty.uncfsu.edu/jjohnson/ . Attendees are in for a treat in meeting and working with Dr. Johnson.
The conference agenda is being finalized with major emphasis on reconnecting, 'mapping IAACT's future' and 'sharing what works best'. Make plans to join us March 19-21 to strengthen bonds & grow IAACT. If you are still interested in attending the retreat and have yet to make that commitment, do so today. Your time will be well spent.
Tuesday, January 19, 2010
BE-Print Training Announced
BE-Print for Living, Inc. is joining Life Connections, Inc. and IAACT, Inc. in facilitating an ACT I (BE-Print I) and ACT II (Be-Print II) training in Charlotte, NC on Tuesday - Thursday: March 16th, 17th, and 18th. Mark your calendars now. Information on registration for this training, applying for scholarships, and agency rates can be obtained from Glenn Smith at 704-332-7278 or e-mail reactnot@aol.com if you have any questions. This training is approved for Professional Certification Credits.
Monday, January 18, 2010
Connected School Training @ Hilton Head
"A Connected School" training took place on Hilton Head Is., SC Jan. 18-21. Participants from California, Indiana, Nebraska, New York, North Carolina, Vermont, and London, England joined together under the leadership Perry Good and IAACT faculty to further their understanding of Perceptual Control Theory ideas and practices. AND, after four years, the weather was great! Don't you wish you were there? Have you ever seen the Loop drawn & described in the sand? It was an impressive site.
Sunday, January 10, 2010
Intensive Training Seminar - Jan. 18-21
Are you tired of the cold, snow & being inside all the time? Relief is here and now - join us at the Hilton Head, SC Intensive Seminar Jan. 18-21. The sessions for ACT I, II, III & IV are held at the Hilton Oceanfront Hotel on HH Island. Strolling on the beach, soaking up the warm coastal sun and relaxing. Doesn't that sound better to you? Not to speak of the insight and extent to which you will have a deeper understanding of Control Theory. What a great deal!
Information and registration information can be found at http://www.iaact.com/ , email info@newviewpublications.com or by calling New View at 800.441.3604.
Information and registration information can be found at http://www.iaact.com/ , email info@newviewpublications.com or by calling New View at 800.441.3604.
Subscribe to:
Posts (Atom)
