Generativity Reflection
In William P. Marcaux's article, "Generativity: Why Care?" posted to Generativity LLC on February 29th, 2016, the word "generativity" is defined by an adult's focus and desire to demonstrate concern and actively encourage the next generation. It's definition is further nuanced by Marcaux's additional comments postulating how exuding generativity is a similar excursion whether the participant is an educator, parent, or average citizen. As a society, we must all work together to support our youth. This noble effort is valid, yet this application of the term "generativity" must be expanded upon. Specifically, Marcaux uses the phrasing "next generation" when presenting the impact generativity has on society; naturally, our minds identify the youth - our students - as the subject of the conversation. While students are the primary focus of generativity, the "next generation" is actually a complex subject with multiple meanings. As educators, we are transitioning into our own "next generation", evolving past our present comprehension and application of the teaching profession. In our graduate experience, we - as a group of next generation educators - have practiced generativity in three ways: during our Cognitive Coaching sessions, while attending the Spring Conference, and by implementing small-scale action research into our classrooms.
Emergent Leadership is listed in Marcaux's article as one of the three virtues adults need to have in order to encourage others to care about achieving their goals. This virtue aligns well with our graduate experiences concerning Cognitive Coaching. In these coaching sessions, we are rehearsing a style of conversation and introspection that is imperative to learn and master as a leader in our schools. If we are going to be leaders, we need to have practice evaluating ourselves and approaching new situations with open arms and critical eyes. We will not be resistant to change if our classroom needs it, because we have been rehearsing this type of tough, critical conversation over the course of this trimester. Cognitive Coaching is helping us learn how to manage our own thoughts and problems so others may turn to us in the future because we will be seen as leaders in our schools. In Marcaux's description of Emergent Leadership, he mentions that we live and work in a "faster-moving, globally dispersed" world. This description also applies to his next virtue, Diversity and Inclusion.
This semester, we rounded out our work with a globally-minded experience at the Spring Conference. Attending the Spring Conference allowed all of us the unique opportunity of meeting new people across grade levels, content areas, and teaching experiences. This was a global event. We had visitors from out of the country attending the conference to share their ideas and celebrate - for us, our first steps as the next generation of educators - and for others, an opportunity to share knowledge and expertise gained from fully transitioning into the next generation of educators. The Spring Conference gave us all the chance to embody Marcaux's words when he states, "[The generative style of leadership's] aim [is] to know the person, encourage him/her to speak and lead in his/her own voice, and to offer a fresh point of view." As the next generation of educators, we are fortunate to learn from others and apply that learning to our own lives.
Marcaux's final virtue is Engagement. Although he lists Engagement as his first virtue, it should be listed third because it is the culmination of what occurs when educators are Emergent Leaders who value Diversity and Inclusion. This semester, we have continued to perform short cycles of action research. We've also posted our findings to our own blogs, engaged in vigorous discussion, and posed Cognitive Coaching questions to assist our classmates in thinking deeper about their relationship with their profession. By sharing our action research, we are benefiting two-fold; first, we become more engaged with our learning since we are active participants; second, our students are more engaged because we are all trying new ideas with the enduring understanding that we want our students to walk away from class having learned more than just a state standard. Without engagement, it is difficult for our students and us to encourage critical thought. Without critical thought, we can never truly become the next generation of educators who exude Emergent Leadership, Diversity and Inclusion, Engagement, or Generativity.
After exploring Generativity and its application to our graduate cohort, we can see how much we've already grown into the role of a next generation educator. We have been focused. We have been active. We have been caring. No matter our perspectives, it's undeniable that we are quickly living up to the title of Generative, Next Generation Educators.
Emergent Leadership is listed in Marcaux's article as one of the three virtues adults need to have in order to encourage others to care about achieving their goals. This virtue aligns well with our graduate experiences concerning Cognitive Coaching. In these coaching sessions, we are rehearsing a style of conversation and introspection that is imperative to learn and master as a leader in our schools. If we are going to be leaders, we need to have practice evaluating ourselves and approaching new situations with open arms and critical eyes. We will not be resistant to change if our classroom needs it, because we have been rehearsing this type of tough, critical conversation over the course of this trimester. Cognitive Coaching is helping us learn how to manage our own thoughts and problems so others may turn to us in the future because we will be seen as leaders in our schools. In Marcaux's description of Emergent Leadership, he mentions that we live and work in a "faster-moving, globally dispersed" world. This description also applies to his next virtue, Diversity and Inclusion.
This semester, we rounded out our work with a globally-minded experience at the Spring Conference. Attending the Spring Conference allowed all of us the unique opportunity of meeting new people across grade levels, content areas, and teaching experiences. This was a global event. We had visitors from out of the country attending the conference to share their ideas and celebrate - for us, our first steps as the next generation of educators - and for others, an opportunity to share knowledge and expertise gained from fully transitioning into the next generation of educators. The Spring Conference gave us all the chance to embody Marcaux's words when he states, "[The generative style of leadership's] aim [is] to know the person, encourage him/her to speak and lead in his/her own voice, and to offer a fresh point of view." As the next generation of educators, we are fortunate to learn from others and apply that learning to our own lives.
Marcaux's final virtue is Engagement. Although he lists Engagement as his first virtue, it should be listed third because it is the culmination of what occurs when educators are Emergent Leaders who value Diversity and Inclusion. This semester, we have continued to perform short cycles of action research. We've also posted our findings to our own blogs, engaged in vigorous discussion, and posed Cognitive Coaching questions to assist our classmates in thinking deeper about their relationship with their profession. By sharing our action research, we are benefiting two-fold; first, we become more engaged with our learning since we are active participants; second, our students are more engaged because we are all trying new ideas with the enduring understanding that we want our students to walk away from class having learned more than just a state standard. Without engagement, it is difficult for our students and us to encourage critical thought. Without critical thought, we can never truly become the next generation of educators who exude Emergent Leadership, Diversity and Inclusion, Engagement, or Generativity.
After exploring Generativity and its application to our graduate cohort, we can see how much we've already grown into the role of a next generation educator. We have been focused. We have been active. We have been caring. No matter our perspectives, it's undeniable that we are quickly living up to the title of Generative, Next Generation Educators.
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