I felt that chapter three had many
valuable points. For example, I agree
with the idea of decision paralysis.
When given too many options, people will shut down and not make a decision. Also, I agree with the point made about being
crystal clear (clarity dissolves resistance).
People need a clear picture to move forward. I found that this applies to education
because specific directions help lead students through tasks. My only struggle seems to be that what is
specific for one student is too much for another, so how do we meet all needs? With that said, I know the answer to that
question will be for teachers to differentiate.
The hardest part for me to grasp in
this chapter was the fact that it stated that we don’t need to get to the root
of the problem. The example given was
related to child abuse. I believe change
can occur without getting to the root of the problem, but I do wonder about the
long term effects of the change because I feel that the root of the problem
needs to be addressed.
I liked and agreed with the idea about making change and, when there are too many choices, people can be paralyzed by choice. I get stuck with this at restaurants much less big decisions.I guess my issue is that the big decisions are made over our level of control, and I am not always feeling that this strategy is being applied within. In the classroom, clear directions are a necessity both for learning and for management within lessons and behavior, so we all have the power to execute this strategy at a classroom level; if we are supported by families and administration, it generally works. Again, my biggest issues are the ones I can't control.
ReplyDeleteI was surprised by the doctors' paralysis given only two untried medication options. Personally I do not have a problem choosing when given two options or even choosing from a dinner menu with several options (I'm not very adventurous so I stick with the default food I know I like.) I am paralyzed when I am asked where I want to go to dinner or where I want to go on vacation. I probably would be paralyzed by options if I were a senior and had to choose a topic for a senior project. I liked how the students in Miner County, South Dakota scripted a change that snowballed by suggesting residents spend 10 % more of their disposable income locally,
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ReplyDeleteAs a member of the STL STEAM committee, our work last year lacked focus because we were paralyzed by options. This year we are focusing on just three options - holding a STEAM fair, setting guidlines for STEAM project requests, and Project Based Learning training.
ReplyDeleteI believe in clarity. I believe in focus. I believe in structure. I believe in scripted critical moves. And then you get a group of people together...and it all goes to hell. Then in education you have to be democratic and empathetic and nothing gets done but beating a dead horse over and over again. Or something gets done and you are constantly spinning your wheels. I often feel like I am in a boat that is spinning round and round on a lake with a slow leak because change never comes...it is so frustrating when there isn't a "leader" to take charge and make the "hard" and right decisions.
ReplyDeleteThe paradox of choice was a concept that I hadn't really thought about, but it totally applies. I like to try different things, but in a restaurant (as Jane mentioned) I often stick to the things that I know I like. When Jen and I went on our cruise they had one thing each night that was a bit exotic called the "did you ever..." I tried it every night because it reduced the choices that I had to make. I think this chapter also makes a pretty compelling argument for the need for -some- top-led initiatives. I think the challenge, in education, is to know when shared leadership is appropriate and when the critical steps needs to be controlled and scripted.
ReplyDelete"Directing the rider" and scripting specific actions makes a lot of sense to me. It's easy to become overwhelmed with too much choice or ambiguity. This is true for our students as well. If give my students a big, complicated task then they will struggle and eventually give up because they're frustrated. I've found that by breaking the task down into specific behaviors, students are more successful at accomplishing the task.
ReplyDeleteI’ve been doing a lot of wedding planning these last few months. Let me tell you, decision paralysis is ABSOLUTELY a thing. My initial decisions: where to get married, where to have the reception, my photographer, these were all easy decisions because I knew what I wanted and I didn’t even need to search for it. Now it’s time for me to make decisions like florists and transportation…and I’m paralyzed! I do research like “florists in Rochester, NY,” and I get hundreds of options. All of these options have reviews in which people speak highly of the business. It’s amazing how quickly I want to throw my computer. This was all I could think about when I read, “More options, even good ones, can freeze us and make us retreat to the default plan” (p. 50). My default plan currently is to “do it later.” So far, I’m succeeding with the default plan. I think part of narrowing down these options and slowing my decision paralysis will come with actually calling local florists to speak to them in person. I have good ideas on what I want, and that is what my decision should be based on, not all of these things I read online.
ReplyDeleteI completely agree with Dawn regarding the child abuse section of this chapter. I have a really hard time believing that this “quick fix” eliminates all future child abuse cases. I know the authors describe some success with the strategy, but my brain refuses to believe it. I guess this chapter is just challenging the “you can’t teach an old dog new tricks” phrase we all know. We absolutely can replace old behaviors with new ones, I just don’t know how a deeply ingrained behavior can change so quickly.
From the person that struggles to pick a loaf of Italian bread in the Wegman's bakery section...this chapter really resonated with me! Decision Paralysis, yes!
ReplyDeleteIt was Elizabeth's comments that I found myself nodding along to. It is tough to be with a group people and try to get things done! I like to have a goal, and a list of action steps to get me there. Some how that whole "democratic process" thing can be frustrating. Clear direction from leadership is key.
I too was impressed with the students from South Dakota. Small, specific actions can make a difference. Is is really that easy?
And, I thought Maria was spot on when she said,"...we all have the power to execute this strategy at a classroom level; if we are supported by families and administration, it generally works." Support is key.