Road From Perdition

Call me Ishmael. You know my given name. Okay, I admit it. I needed a break from all the demands placed upon me by APS and LMU. I went AWOL! I was more than a bit tired of all the responsibility, drama, and the constant irritant of LMU assignments and due dates. I took a get-away trip to a charted tropical isle, Cozumel. I indulged myself. I immersed myself. Doing something I love, I embarked upon a self-contained, underwater breathing apparatus extravaganza. I scuba dive! The demands foisted upon me by those tasking institutions were unable to penetrate the deep blue, sun-illuminated turquoise and emerald green heaven-sent water. Certainly the cerveza kept me in the NO LMU mood. In addition to the sharks and eels that threatened my booty (my posterior), I was also captured and viciously attacked by the assignment pirate demanding intellectual booty (not my posterior).

I rendered to the Pirate Quarles the chest of treasure she required on the 15th of June and was released to scuba the next day. It seemed the Pirate Ship LMU stole from Melville as well, “From hell’s heart I stab at thee” was written across the darkened sea vessel’s bow. Yes, from over a thousand miles I was stabbed and blood was drawn. The sharks are circling. The blood drops into the sea stirring the man-eating monsters into a hungry frenzy. I begin to feel the cold raw fear of death. No more assignments! Please! The Pirate Dutton heartlessly requires me to walk the assignment plank. Banging on the deck with his blood-stained splintered peg-leg he shouts and points at me with his hooked appendage, “Complete the assignment by the 20th of June or you’ll be feeding the sharks for sure.” Arrrr, went the Pirate Dutton as he fed his stuffed parrot and changed his patch to the other eye. Soon all the pain and suffering required by the assignment pirates will be over and I can enjoy my booty (riches, not my posterior) and freedom from the pirate ship LMU. After July 21st I can sail away on the USS Irresponsibility. From hell’s heart no one will stab at me. I can enjoy the fruits of my labor. Call me Ishmael and read some Melville.

Scuba diving is a passion, a solidified dream, a rendered opportunity that took years to develop. Shields states, “All students must have the opportunity to graduate … with opportunities to follow their dreams.” I followed and achieved my underwater dream. Check out the photos and videos if you doubt me (http://joelglorvigen.smugmug.com/). I believe, as many others do, that this is the land of opportunity. Public education provides that opportunity. The problem is not that it’s not offered, the problem is that it’s not taken advantage of. Although the offering is not equal across country (an observable varying degree of quality exists among school systems), there is enough opportunity for anyone who desires to pursue their dreams. And dreams must be planted and cultivated. Possible futures plotted and mapped out for youngsters to follow. Fears overcome or dissolved. Yet how does a teacher bring success and achievement to those who desire not the opportunity offered?

Sonny’s story is a keystone example for educators to emulate. If teachers want to make a difference they must follow the Sonny exemplar, bringing personal care, contact, and encouragement to the achievement equation. Although I wasn’t a Sonny, I nonetheless was a termite of a kid, an unremarkable ignorant comic with doom and hard labor in my future. Some teachers cared and inspired me, motivating me to change and experience success. Others only described the terrible waters of perdition I found myself in without throwing me a life preserver. “Hey kid, don’t you know you’re drowning?” “Don’t you know how to swim?” “Stupid kid!” When you’re drowning the last thing you need is a lecture. I’m glad some were Good Samaritan Teachers who showed me the road from perdition.

Growing up in the heart of cranberry country in central Wisconsin didn’t exactly spawn scuba. It started gradually with exposure to the beach via family vacations, learning to swim, comfort with water, and Jacques Cousteau. Eventually, my journey took me snorkeling off Princess Margret beach on Bequia Island and years later snorkeling turned into scuba diving. My travels have given me experience and girth, richness not achieved with restrained views of the world or oneself. This exposure must be imparted to those within my purview. They might not have the family or the community, yet they have me. I can plant seeds and watch them grow. I see them as little caterpillars, without wings, crawling around on tiny legs wiggling their segmented worm bodies, possessing a myopic worldview. I do not know what kind of butterfly they will become or how colorful their wings will be. I do not want them caged in the ignorance of purgatory, unable to fly and see the world, pursuing their dreams. In order to assist children take advantage of educational opportunities and pursue their dreams teachers must develop as Shields puts it, “[an] absolute regard for the intrinsic worth of every individual.” Every child is worth rescuing. Every child needs a road from perdition paved by a Good Samaritan Educator.

A part of me is suspect when concepts and terms like “social justice” are used. As if someone owes another or is in debt to another because your father or mother or both were horrible parents. I guess the less fortunate must be bestowed with special access or monies because they are less fortunate. Part of me shuns this approach. One is free in this country to be poor and ignorant if one so chooses. And some choose ignorance and poverty because it’s an easier path. I overheard one radio personality say that we should punish poverty to remedy it. Wow. If a child is born into poverty they most likely have little ability to rescue themselves. Education is work and responsibility. These traits are not easily engrained into today’s youth. If mom and dad do not possess such qualities how can they impart them to their children? Ignorance is not foisted upon children by their teachers. Rather, teachers must foist knowledge into a child, holding the nose and forcing the bad tasting elixir down the throat of the patient. Part of me agrees with your principal associate you mentioned some months ago. The school motto read something like, “Creating an Opportunity to Learn.” Apparently you were there to give the State stamp of approval. You commented in class that it was an awful school philosophy. What would you have wanted it to say? “Forcing knowledge down the throat of your ungrateful little monster” or perhaps, “Educating the uneducable at taxpayers’ expense.” My fallen nature can muster more unkind themes, yet if I want to rescue little ones from perdition a higher road must be traveled. A road from perdition must be paved by the Good Samaritan Teacher if the student is to find a way out of the hellish world of ignorance and poverty they find themselves. I say rescue because that’s what it is, liberation … being set free. Set free from the doom that awaits them without the knowledge needed to succeed. These children say, “Rescue me” when they don’t know they are saying it. Some wouldn’t know how to take advantage of an opportunity to learn, no matter how vigorous the school fashioned a climate for such an endeavor. If you don’t know how to engage in the pursuit, what good is the opportunity? Such a school that created an opportunity to learn would not have rescued Sonny. And we need to rescue these children if we truly want to make a difference.

Shields suggests that this “rescue” would include a, “Just and caring education [that] addresses the needs, abilities, and the interests of all students by offering a range of programs … moreover, access is free and open to all students.” Sounds good to me yet what if the student doesn’t want that caring education? The Sonny example fits here. It cannot be shoved down the throat like the above mentioned elixir! Further on in the article Shields points out that, “educators must do whatever is necessary to provide all students with meaningful opportunities for participation and success.” A way must be forged to create hunger within the child so they develop the desire to learn. I would suggest that children must be “caught” before they can be “taught.” Sonny was caught. He was cared about and personal attention was rendered unto him. A road from perdition was forged by a caring person who happened to be a teacher, a Good Samaritan Teacher. Someone cared! He lived a life of quiet desperation and that desperate cry was answered! Halleluiah! Teachers must honestly care if they want to pave a way out of perdition. Our approach to children must not be as a worker approaches a widget, pushing and pulling until the desired outcome is achieved. Educating children cannot fit into the business paradigm. Children must be treated as the fragile little people they are; with feelings, cares, and concerns. Some are mistreated and find themselves in terrible places through no fault of their own, victims of circumstance to be sure. Albeit these youngsters can be monsters and termites, causing an educator to fill their adult diaper, yet children, like the rest of us, want to be valued. Children want to know they are loved and treasured. Once this is achieved a course toward knowledge and accomplishment can be plotted where their dreams can be pursued and realized. This is the road paved by the Good Samaritan Educator, a road from perdition.

I need to submit this critique before the Pirate Dutton makes me walk the plank. Call me Ishmael and don’t drink too much rum or cerveza when you read Melville! Arrr! Matey! The sea awaits me! Hold fast!

"I shall pass through this world but once. If, therefore, there be any kindness I can show, or any good thing I can do, let me do it now; Let me not defer or neglect it, for I shall not pass this way again." -Grellet

See The True American Ethos:
http://americangloom.wordpress.com/2012/06/26/striking-through-the-mask-part-three-moby-dick/

Melville Quotes:
http://www.brainyquote.com/quotes/authors/h/herman_melville.html

The American Novel:
http://www.pbs.org/wnet/americannovel/timeline/melville.html

Carolyn M. Shields Article, Creating a Community of Difference:
http://www.ascd.org/publications/educational-leadership/apr04/vol61/num07/Creating-a-Community-of-Difference.aspx

Related Articles:
http://scholar.google.com/scholar?hl=en&lr=&q=related:FiUmo6311boJ:scholar.google.com/&um=1&ie=UTF-8&sa=X&ei=jnv3T_71BYym8gSbhvX4Bg&sqi=2&ved=0CFwQzwIwAQ

Article in Full:
sharepoint.lmunet.edu/.../EDUC%20651%20Article-...
https://docs.google.com/viewer?a=v&q=cache:1M5TCRJf4nYJ:sharepoint.lmunet.edu/graduate_studies/Summer%25202012%2520EdS%2520Syllabi%2520and%2520Class%2520Materials/EDUC%2520651%2520Article-Creating%2520a%2520Community%2520of%2520Difference.doc+&hl=en&gl=us&pid=bl&srcid=ADGEESj4yQbqhThwolKMGEyI4VHvszic447GzyMqiJ5qersOv6MboFeGGP2_-qrx6klhaMn1H-Nni_pqtm2M0Pr2wbOPd8wZtBMxd8QDTBC7qJZFOgBDwOVDVXlYyFJcxUDBVyqRUjBs&sig=AHIEtbQuAaT4_cKHFFYwCrATwp6NDX-Wdw&pli=1

Children in other parts of the world-poor Chinese girl working:

http://www.chinasmack.com/2009/pictures/rural-chinese-young-girl-family-working-in-brick-factory.html

Do you need a slogan for your school and staff?

http://www.despair.com/ 

Ten random and obscure facts about pirates:

http://www.dailygalaxy.com/my_weblog/2007/06/10_random_and_t.html

Areoshell Smoke And Dive

These photos were taken in early October 2011 at Falcon Field at the Peachtree City Airshow.

Yellow and Blue Cross

Negative Green Bamboo

Duck or Rabbit?

How many legs does the red elephant have?

I know you see the young lady. Can you see the old woman?

What Do You See?

One's Horror is Another's Comedy

The Kiss

THE KISS

"What other men have dared, I dare," He said.

"I'm daring, too: And tho' they told me to beware,

One kiss I'll take from you.

"Did I say one? Forgive me, dear;

That was a grave mistake,

For when I've taken one, I fear, One hundred more I'll take.

"Tis sweet one kiss from you to win, But to stop there?  Oh, no!

One kiss is only to begin;

There is no end, you know."

The maiden rose from where she sat

And gently raised her head: "No man has ever talked like that—

You may begin," she said.

By Tom Masson

Sir Ken Robinson: Do Schools Kill Creativity!?

http://www.youtube.com/watch?v=iG9CE55wbtY

Fish, Turkey-Chicken, & Paint

He Turned The World Upside Down

David Garibaldi

http://vimeo.com/23864881

The Family Before Color

1967

Beth Raatz

This drawing of Beth Raatz was completed sometime in 1982.

David Crockett, Charity, and Congress

"Remember that a government big enough to give you everything you want is also big enough to take away everything you have."

"It is not the amount, Colonel, that I complain of; it is the principle. In the first place, the Government ought to have in the Treasury no more than enough for its legitimate purposes. But that has nothing to do with the question. The power of collecting and disbursing money at pleasure is the most dangerous power that can be entrusted to man, particularly under our system of collecting revenue by a tariff, which reaches every man in the country, no matter how poor he may be, and the poorer he is the more he pays in proportion to his means. What is worse, it presses upon him without his knowledge where the weight centers, for there is not a man in the United States who can ever guess how much he pays to the Government. So you see, that while you are contributing to relieve one, you are drawing it from thousands who are even worse off than he. If you had the right to give anything, the amount was simply a matter of discretion with you, and you had as much right to give $20,000,000 as $20,000. If you have the right: to give to one, you have the right to give to all; and, as the Constitution neither defines charity nor stipulates the amount, you are at liberty to give to any and everything which you may believe, or profess to believe, is a charity, and to any amount you may think proper. You will very easily perceive, what a wide door this would open for fraud and corruption and favoritism, on the one hand, and for robbing the people on the other. No, Colonel, Congress has no right to give charity. Individual members may give as much of their own money as they please, but they have no right to touch a dollar of the public money for that purpose. If twice as many houses had been burned in this county as in Georgetown, neither you nor any other member of Congress would have thought of appropriating a dollar for our relief. There are about two hundred and forty members of Congress. If they had shown their sympathy for the sufferers by contributing each one week's pay, it would have made over $13,000. There are plenty of wealthy men in and around Washington who could have given $20,000 without depriving themselves of even a luxury of life. The Congressmen chose to keep their own money, which, if reports be true, some of them spend not very creditably; and the people about Washington, no doubt, applauded you for relieving them from the necessity of giving by giving what was not yours to give. The people have delegated to Congress, by the Constitution, the power to do certain things. To do these, it is authorized to collect and pay moneys, and for nothing else. Everything beyond this is usurpation, and a violation of the Constitution."

Joy in a Sock Monkey Hat

Claudette's Lamp

Black Splash No. 2

One Tree; Three Versions

Five Trees; Before & After

Art & Nancy Turkey Chicken

One Simple Fish

Three Cool Fish In Red Hot Black Flaming Water

Three Cool Fish

Two Fish; After & Before

If We Would of Hurried

If We Would of Hurried

by: Billy Rose, Stories from the Heart 

There once was a fellow who, with his dad, farmed a little piece of land. Several times a year they would load up the old ox-drawn cart with vegetables and go into the nearest city to sell their produce. Except for their name and patch of ground, father and son had little in common. The old man believed in taking it easy. The boy was usually in a hurry -- the go-getter type.

One morning, bright and early, they hitched up the ox to the loaded cart and started on the long journey. The son figured that if they walked faster, kept going all day and night, they'd make the market by early the next morning. So he kept prodding the ox with a stick, urging the beast to get a move on.

"Take it easy, son" said the old man. "You'll last longer."

"But if we get to the market ahead of the others, we'll have a better chance of getting good prices," argued the son.

No reply. Dad just pulled his hat down over his eyes and fell asleep on the seat. Itchy and irritated, the young man kept goading the ox to walk faster. His stubborn pace refused to change.

Four hours and four miles down the road, they came to a little house. The father woke up, smiled and said, "Here's your uncle's place. Let's stop in and say "hello."

"But we've lost an hour already," complained the hotshot.

"Then a few more minutes won't matter. My brother and I live so close, yet we see each other so seldom," the father answered slowly.

The boy fidgeted and fumed while the two old men laughed and talked away almost an hour. On the move again, the man took his turn leading the ox. As they approached a fork in the road, the father led the ox to the right.

"The left is the shorter way," said the son.

"I know it," replied the old man, "but this way is so much prettier."

"Have you no respect for time?: the young man asked impatiently.

"Oh, I respect it very much! That's why I like to look at beauty and enjoy each moment to the fullest."

The winding path led through graceful meadows, wildflowers and along a rippling stream - all of which the young man missed as he churned within, preoccupied and boiling with anxiety. He didn't even notice how lovely the sunset was that day.

Twilight found them in what looked like a huge, colorful garden. The old man breathed in the aroma, listened to the bubbling brook, and pulled the ox to a halt. "Let's sleep here," he sighed.

"This is the last trip I'm taking with you," snapped his son. "You're more interested in watching sunsets and smelling flowers then in making money!"

"Why, that's the nicest thing you've said in a long time," smiled the dad. A couple of minutes later he was snoring - as his boy glared back at the stars. The night dragged slowly, the son was restless.

Before sunrise the young man hurriedly shook the father awake. They hitched up and went on. About a mile down the road they happened upon another farmer - a total stranger - trying to pull his cart out of a ditch.

"Let's give him a hand," whispered the old man.

"And lose more time?" the boy exploded.

"Relax, son ... you might be in a ditch yourself. We need to help others in need - don't forget that." The boy looked away in anger.

It was almost eight o'clock that morning by the time the other cart was back on the road. Suddenly, a great flash split the sky. What sounded like thunder followed. Beyond the hills, the sky grew dark.

"Looks like big rain in the city," said the old man.

"If we had hurried, we'd be almost sold out by now," grumbled his son.

"Take it easy ... you'll last longer. And you'll enjoy life so much more," counseled the kind old gentlemen.

It was late in the afternoon by the time they got to the hill overlooking the city. They stopped and stared down at it for a long time. Neither of them said a word. Finally, the young man put his hand on his father's shoulder and said, "I see what you mean Dad."

They turned their cart around and began to roll slowly away from what had once been the city of Hiroshima.

Changing Tires @ The High

Trust, Character, and Leadership: Inseparable Triplets

Trust, Character, and Leadership: Inseparable Triplets 

(The Common Theme in Leadership Literature) 

     Leadership is inseparably linked to character and trust. Leadership crumbles when character and trust is found lacking. Every leadership book we reviewed deals with character and trust. It's exemplified in Zapp or outright stated in the other literature. Maxwell (p. 46 & 47) sets forth the basis of leadership that must be followed by all who desire to pursue effective leadership; trust and character. “Character makes trust possible. And trust makes leadership possible” (Maxwell, p. 47). A leader must engender trust. A leader must ooze trust all over those who follow. It’s invisible, yet very noticeable ooze. When trust is shattered, character is destroyed and leadership dissolves into pushing and shoving. And no one will follow you over the hill or go the extra mile. Loyalty turns into mutiny. Desertion desecrates moral. Therefore, character is leadership. Maxwell uses General H. Norman Schwarzkopf to point out how significant character is to leadership. Schwarzkopf points out that character is more important than strategy. That says something coming from a general planning an invasion. I can see how this works. One’s strategy must be trust and character, not only the invasion in view. If you desire to lead effectively you must have integrity, honesty, and trustworthiness. You must deal fairly and respectfully with people; even under pressure. Not that a leader must be perfect. No person is perfect. He must genuinely apologize when mistakes are made. When a mistake is made a trustworthy leader, as Covey says, “…have the reserves to draw on” (p. 205). People appreciate this honesty and appreciate the ability of a leader to take ownership of his mistakes and flaws. When a leader makes a mistake or treats someone inappropriately and refuses to acknowledge it or try to make amends, distrust and suspicion follows.
     Covey points out that trust must be established over time. No immediate results here. Gradual natural development over time develops quality trust. The aging process cannot be rushed when producing fine Scotch. “And trust grows out of trustworthiness” (Covey, p. 203). It’s foundational to character and relationships. Trustworthiness is genuine and cannot be faked in a leader. Fraudulent deceptive trust will eventually seep and spill out the true intentions of the individual. Covey says trust is foundational to communication as well (p. 203). Lack of communication causes discord, lack of productivity, and eventually financial loss. Covey shares three ways in which time can be maximized by leadership that is trustworthy in communication. (1) “…Releas[ing] the tremendous creative potential in others so that they govern themselves, (2) …take the time to work with others and clarify expectations… [and] (3) …build relationships that make effective communication possible (Covey, p. 206). Trust, character, and leadership are all about putting people first. And this will lead to success and effectiveness. Leadership must put people first as Covey points out, “…the fourth paradigm is people first, things second” (p. 206). Covey’s comparison chart on page 206 reveals the differences between treating people as widgets or as a they should be treated, as appreciated and loved.
     Fullan provides an entire chapter, the first chapter in his book, emphasizing the importance of this love for employees. FoEs, firms of endearment value both their customers and employees. When you have happy, valued employees you will have a business that is successful. Fullan on page 29 lists twenty-eight companies that are successful FoEs. I’m glad to see Wegmans and Trader Joes on the list. They all have loyal followers, including myself. I love the experience and the products. The Trader Joes brand of Bavarian beer is outstanding. Check out my blog about Wegmans (http://jglorvigenvisualarts.blogspot.com/2009/12/wegmans.html).
     It’s remarkable and beneficial to observe how our assigned leadership literature echoes each other. Covey’s first chapter deals with priority, comparing the clock and the compass and bridging the gap between them. What will drive your life is Covey’s point, direction or time? A leader possessing character must use the compass and not let the clock tear away focus and purpose. The title for chapter one (Covey, First Things First, p. 17) of that first section is “How Many People on Their Deathbed Wish They’d Spent More Time at the Office?” What a life piercing question! Maxwell (p. 44) also makes the same point about priorities, ‘Nobody on his deathbed ever said, “I wish I had spent more time on my business”.’ Spend your time with people! Value them. Byham in his book, Zapp! In Education, lists some effective coaching methodologies (p. 147) that every leader should employ to be effective. Although all are imperative for a leader, item six captures my attention: “Express confidence in the person’s ability to be successful at the task.” This certainly demonstrates leadership to effect change, which demonstrates a positive value in personhood that is the opposite from Joe Mode’s Notebook list earlier in Zapp where teachers are afraid of change and demoralized (p. 10 & 11). Blanchard and Bowles in their book, High Five (p. 68) describe the first key to team success, “A sense of purpose…” which I would echo as the first key to personal and leadership success.
     Purpose is something that every leader must possess. Character provides input as to the purpose and direction. One’s internal compass is set according to that purpose. Trust is part of the moral fiber that character must possess. Once morality breaks down, trust, character, and leadership follow. An issue I wish our leadership literature would pursue involves this “morality” and its origin. The source of this morality that informs conscience and character must come from a belief in God. We must believe we are accountable to God for how we treat people and live our lives. Why else be a leader or want success? Does success and leadership mean anything without God? If one can be successful by deception and double-cross, why not? We are just worm food in the end. Live for the moment a get ahead by any means possible. Enron certainly had this approach. Eventually, leadership comes down to what life is all about. What is the purpose of man and the reason for our existence? If evolution is true, that we are an accident, then morality becomes a necessary evil and the end justifies the means. We can pretend to care and be trustworthy for our own profit and advancement. Leadership without God is a scary, awful thing. Deceit and deception are the pillars of godless leadership. What will happen when someone moves the cheese of a godless leader? He will rob, cheat, and steal to get his cheese back. It won’t matter who gets in his way. He’ll stomp and crush your head to get what he wants.
     Leadership is character. Character comes from morality and that morality founded upon one’s belief in God. Yet, it doesn’t stop there. What kind of God do you believe in? That question we’ll save for another time. The things discussed in our leadership literature are worth my time to implement. It has caused me to look at how I interact with my colleagues and those in authority over me. If they are leaders in title, yet not in practice, I need to be. I need to lead as set forth by our review of literature even if my “leaders” do not.

Leadership 101

Maxwell Critique: Character is Leadership

     Maxwell’s book, Leadership 101 is the most significant book in the leadership literature repertoire that you assigned. This is a life book, not just a book on leadership. Maxwell lists four areas to master in life: Relationships, Equipping, Attitude, and Leadership. In my opinion, all of them involve character. Character is inseparably linked to leadership. Actually, I think it can be said, character is leadership. Leadership crumbles when character and found lacking. Maxwell points out that, “Character makes trust possible. And trust makes leadership possible” (p. 47). Maxwell uses General H. Norman Schwarzkopf to point out how significant character is to leadership. Schwarzkopf points out that character is more important than strategy. One’s ultimate strategy must be character. If you desire to lead effectively you must have integrity, honesty, and trustworthiness. All these are the building blocks of character.
     His question in the preface, “Why Leadership 101” he discusses influence. Later he discusses it in more depth. Maxwell points out that we will influence at least ten thousand people in our lifetime. That’s a bit unbelievable, yet reasonably true if we reach 80. His question raised for us to consider is how will you use your influence? In that regard this book challenges me. To be a leader I must first lead myself. Simple point, yet an important one. How can I lead others if I am not leading myself? What am I influencing my own character with? This book provides a map to follow. It’s pocket size too!
     On extending influence, Maxwell points out that you must grow so that you have something to give. The work never stops. One can always grow and one should grow. I guess the problem is desire to do so. Change is hard and when you grow things must change. Personal growth is important. When we stagnate we start to rot and smell. We take those around us for granted and begin to use them for our own selfish gain. Not good stuff. Principals should not use and destroy others for their own selfish aggrandizement. Some stepped on others, cheated, and laid waste to themselves, their colleagues, and the school system. Then others, tainted by the scandal of failed leadership must pick up the pieces and lead. Yet, the leadership is one that involves politics and micro-managing. True change in my opinion involves empowering as Maxwell describes it on page 96 and 97. I doubt that most principals will empower their staff this way. An appearance of change must be made; I hope true change will also result. Maxwell’s book should be on every teacher’s Christmas gift list for their principal and School Board member! It’s a blueprint for true leadership. The cover is blue too!