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!

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

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.

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!

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.

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.

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

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.

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.

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.

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.

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.

Peace On Earth

Let it begin with me... What better way to spread "peace" than to show it to others through my actions. Share the gift.

Frantic Frenzy or Merry Memories?

Tis the Season to be Jolly . . . or Is It?

What a challenge we could face if the potential pressures of the season are allowed to creep into our heads. On Black Friday, I ventured to the Mall to return a previously purchased item. My trip was not a part of the mass hysteria of the day after Thanksgiving - I chose not to let the adversticing hype lure me.

I did however experience the angst of the day in the "full to the brim" mall parking lot. Every aisle, every space, every driver jockeying for a spot. My choice was to cruise up & down until I found a mom & daughter leaving & "jamming" bags into a totally packed trunk.

Inside the mall store, as I stood in line to return my item, shoppers checking out had obviously not embraced Control Theory philosophy. Frustrated, anxious and persistently arguing why "Early Bird" prices were no longer being accepted (at 1:00 pm) - Oops! Thankfully the cashier/sales rep. remained calm and tactfully courteous.

I returned my item, thanked the cashier, wished her a Merry Christmas and walked away passing more frantically busy shoppers with arms full. I smiled, went to my car and bequeathed my highly prized parking space to the first car in a long line of potential bargain hunters. My, what we put ourselves through to be "happy" during the Season of Joy.

Merry Christmas All...Remember the real reason for the season.

You Can't Tell What Someone is doing....

"You can't tell what someone is doing by looking at what they are doing." If you have been through the ACT training, you are probably familiar with this phrase. I can't stress to you how much these words have come back over and over again to haunt me. I think that I understand it, then something happens and BAM! I am assuming I know what someone is doing, thinking, or believing based on what they are doing and acting on that assumption (positively or negatively).

Normally, I try to repeat this phrase to myself to remember that, although I can make assumptions about someone, I really cannot know what a person is controlling for when they do something. Usually, this helps me take a step back and assess a situation before acting in a mean or derogatory way. As my principal likes to say, "I am good at until I am not."

Just recently I have had the sad experience in life of loosing a friendship in part because we both forgot this universal truth. You probably have a similar story, she gave me unsolicited advice in area where I told her to give me space. I made assumptions and fired off an e-mail. She made assumptions and fired one back. I made assumptions and fired off an even nastier one. Before you know it, we are both stuck in our world of assumptions, too angry to talk to the other person. (Isn't e-mail great!) There is a lot more to the story, but suffice it to say I wonder what would have happened if I took the time to look at it from a different perspective instead of believing that I KNOW what she was trying to do. I wonder what would have happened is she took a step back and re-thought how she thought about me and my boundaries or intentions. Life is certainly filled with I wonders!

The good thing that has come out of this is that I understand on a deeper level the importance of approaching the world from the perspective that we don't know what someone is doing. I can't stop myself from making assumptions; it is part of who I am. What I can do is to stop myself before acting on them.

Choosing Connection and Cold Chicken

This evening, a friend and I went out for dinner.  Nothing fancy, really, just a simple dinner at Boston Pizza.  I ordered the Chicken Parmesan and he ordered the Cajun Chicken rice bowl.  His food arrived piping hot and mine stone cold.

I found this annoying even though this sort of thing happens ALL the time in ANY restaurant in town.  For the past 15 years, enjoying a nice meal out with a friend is hit or miss.  Knowing that this happens all the time and expecting it to occur, did not help keep me in balance; error was still present.

However, I refused to return the dish.  I forced myself to eat the breaded chicken breast covered with tangy tomato sauce and cheese with a side of boiled frozen vegetable; all of it cold.

Informing the waitress of the situation did not help my error.  I tried to justify to her why I informed her of a problem but then refused to send back to the dish.  It was an awkward conversation, to say the least, and by the end of it, my error had grown. 

All of a sudden, I realize that what had happened really didn’t make sense to me either. Why was I eating a disgusting meal, complaining about it and refusing people the opportunity to fix it?  What was it I was trying to get?  What’s more important here?

As I was walking out the restaurant door, it came to me.  I valued eating at the same time as my friend and sharing a meal together much more than I cared about what I was eating.  Once I realized this and said it out loud to my friend, I felt a lot better. 

The things we do for connection, eh?

Introductions: Hello fellow ACTers

My name is Jason and I am a teacher of a grade 2 class in Canada.  This year, I have the opportunity of working with a child who has been labeled “autistic.”  I am quite excited about using my understanding of PCT and ACT to help Sophia "be the best she can be."  I've also decided to blog about it.

I invite you to check it out:  PCT and a Student with Special Needs (link below and to the right)

My contribution to this blog will be posts of "A-Ha!" moments while my blog will be updated weekly.  I hope to generate discussion so please feel free to comment and share your ideas.

In the meantime, here's an excerpt:

"I always start my school year with the “Connected School” lesson plans.  I use the first two weeks to create classroom beliefs, rules, and a list of “jobs” for students and teacher.  In control theory terms, what I am doing is creating common reference perceptions at various levels of perception in order to have everyone connected.

I made sure Sophia, who is autistic, was present for all these lessons. I also made sure to call upon her to participate and share her ideas.  It made no difference to me whether she actually spoke or contributed.  What was important to me was that she was exposed to the info and activities and that she in some way experienced them.  In control theory terms, humans learn by experiencing something, then labeling that experience and finally self-evaluating.  I could expect other students to experience and label at the same time, but I was not expecting that from Sophia.  I only wanted her to experience the lessons.  I would label her behaviour afterwards throughout the school day.  I was also controlling for Sophia to feel a connection to everyone in the class at some level of perception."

Observations, Questions and Comments of a Mad Pregnant Woman

Hello All, I have been absent for sometime from the blog. As many of you know, I am expecting my first child in January. This has left me forming many new loops in my brain as I accommodate for this important change in my life. All this change has left me with so many PCT thoughts and questions that it is hard to put them into words.

First, I have found it interesting rediscovering myself as hormones course through my body. For most of my adult life, I have a reference at my principles level that I want to be a peace maker. This series of loops usually has me compromising and maintaining calm, sometimes to my detriment. However, it is important to me to be this person, so when in conflict, I find myself "bumping it up" to this loop. Recently, though, I had a couple friends tell me that I seem to be a little feistier than usual. After reflection, I would have to say they are correct. I still do try to be the peace maker, but when that doesn't seem to work I go into "Feisty Girl" mode. Everyone says that it is the hormones. My question is how, in terms of PCT do the hormones effect the brain chemistry and therefore which loops/levels I operate on?

Another mind blowing thought has been centered on the loops that my child is forming while growing in the womb. I never thought about this before, but as I read about the development of a baby in-utero I am amazed at the loops that are already forming. We usually combine the lowest levels into one category, called, Sensory. Already my child can distinguish light from dark, she can taste, hear, and touch (as evident by all the kicking around I am experiencing). I just find it amazing and how necessary it is for her survival to start these before coming into the world. I then wonder, is she forming categories from these senses as her brain develops? What about sequences? We know that babies in the womb test their movements; they can "play" with the umbilical cord, and other things with their limbs. Don't they need sequences to perform these actions? It was always a wonder to me that we have proven that by a child is 2 years of age, they have (in some form), all the different levels of perception in place. Of course my thoughts were that everything started outside the womb. From the perspective that forming loops starts even before a child enters the world, I can see how this miracle is accomplished.

"Shift" Happens

When faced with shaking your comfort zone & moving into the unknown - or at least the fog - it is reassuring and rewarding to witness when positive "shift" occurs in people around you. This week I witnessed such a positive internal realignment on the part of two co-workers.

One is an ACT III trained career teacher who was "reassigned" to the role of a Primary Reading Teacher (not the lead teacher role she has known for the past 12 years). The initial 'erk' was big and hard to swallow for this very caring and sensitive teacher. Using what she knows about Control Theory & the Loop, the adjustments made and ability to change her reference. Her reference shift & attitiude was "this is going to give me the opportunity to interact with and help more students with far less stress". Choosing a positive approach has eased her initial pain.

The second teacher is not ACT trained, but clearly understands the fundamental concepts of self-evaluation & redirection. School has been in session for only one week; the room is set and bulletin boards & instructional goals are in place... UNTIL... On Thursday afternoon this career teacher was presented with a wonderful yet "status" shattering opportunity. Her room will soon be transformed into the technological classroom of the 21st Century. Talk about upsetting the applecart - new tools, new techniques, new room arrangement, new instructional direction. Most would have a "hissy-fit" and question "Why now, why this; I'm already set & prepared?". Amazingly just the opposite occurred. In our conversation - just after the classroom visit - the response was "You know, I'm thinking this is going to work. This is going to be a good thing for the kids; we can do it!" What a positive shift in thinking again choosing to seek a new reference.

What amazing strength and insight on the part of both these ladies who when looking into the the eyes of the evil "change monster" faced with an unbelievable challenge and to seek a new reference midstream. It's wonderful to see someone "bump it up" to a higher level to resolve a conflict at a lower level. Understanding how to deal & react in such situations is healthy.