people don’t show up in my classes because they want to be there in fact
because they want to be there in fact
because they want to be there in fact most of them are scared even hate the
most of them are scared even hate the
most of them are scared even hate the idea
idea
idea you see I teach speech at a local State
you see I teach speech at a local State
you see I teach speech at a local State College and for years public speaking
College and for years public speaking
College and for years public speaking has been one of the top fears in America
has been one of the top fears in America
has been one of the top fears in America I witness students burst into tears
I witness students burst into tears
I witness students burst into tears run out of the classroom physically get
run out of the classroom physically get
run out of the classroom physically get sick all sorts of crazy reactions and
sick all sorts of crazy reactions and
sick all sorts of crazy reactions and all in the same class period teaching is
all in the same class period teaching is
all in the same class period teaching is definitely not for the faint-hearted and
definitely not for the faint-hearted and
definitely not for the faint-hearted and yet when we get to the end of the
yet when we get to the end of the
yet when we get to the end of the semester it’s not uncommon for me to
semester it’s not uncommon for me to
semester it’s not uncommon for me to hear feedback like amazing class I love
hear feedback like amazing class I love
hear feedback like amazing class I love this experience and this is from the
this experience and this is from the
this experience and this is from the same students who thought they weren’t
same students who thought they weren’t
same students who thought they weren’t even going to survive not only do most
even going to survive not only do most
even going to survive not only do most of them have a positive experience but
of them have a positive experience but
of them have a positive experience but they’re actually able to demonstrate
they’re actually able to demonstrate
they’re actually able to demonstrate high levels of proficiency and skill in
high levels of proficiency and skill in
high levels of proficiency and skill in terms of the things that they’ve learned
terms of the things that they’ve learned
terms of the things that they’ve learned how is this possible the key to deeper
how is this possible the key to deeper
how is this possible the key to deeper learning is community now deeper
learning is community now deeper
learning is community now deeper learning as an educational concept has
learning as an educational concept has
learning as an educational concept has been around for many years and different
been around for many years and different
been around for many years and different theorists and researchers have looked at
theorists and researchers have looked at
theorists and researchers have looked at what are the factors that will determine
what are the factors that will determine
what are the factors that will determine whether a student has a surface level or
whether a student has a surface level or
whether a student has a surface level or deeper understanding of the topic at
deeper understanding of the topic at
deeper understanding of the topic at hand by surface level understanding I
hand by surface level understanding I
hand by surface level understanding I mean the ability to memorize information
mean the ability to memorize information
mean the ability to memorize information and repeat basic tasks where a deeper
and repeat basic tasks where a deeper
and repeat basic tasks where a deeper understanding has to do with the ability
understanding has to do with the ability
understanding has to do with the ability to use critical thinking and synthesis
to use critical thinking and synthesis
to use critical thinking and synthesis and apply what they’re learning to
and apply what they’re learning to
and apply what they’re learning to everyday life it’s like a difference of
everyday life it’s like a difference of
everyday life it’s like a difference of being able to memorize the Gettysburg
being able to memorize the Gettysburg
being able to memorize the Gettysburg Address versus being able to understand
Address versus being able to understand
Address versus being able to understand and explain concepts like equality
and explain concepts like equality
and explain concepts like equality freedom and how they play out in today’s
freedom and how they play out in today’s
freedom and how they play out in today’s society so the key to deeper learning
society so the key to deeper learning
society so the key to deeper learning comes from
comes from
comes from the collar community and when real
the collar community and when real
the collar community and when real community is present students will
community is present students will
community is present students will embrace fears overcome challenges and
embrace fears overcome challenges and
embrace fears overcome challenges and excel in the learning environment so
excel in the learning environment so
excel in the learning environment so what I want to talk with you about today
what I want to talk with you about today
what I want to talk with you about today is what is community what are the
is what is community what are the
is what is community what are the evidences or traits of community and how
evidences or traits of community and how
evidences or traits of community and how do we cultivate this for deeper learning
do we cultivate this for deeper learning
do we cultivate this for deeper learning communities and unique entity because it
communities and unique entity because it
communities and unique entity because it is both a process as well as a
is both a process as well as a
is both a process as well as a reflection of values our understanding
reflection of values our understanding
reflection of values our understanding community has kind of evolved over the
community has kind of evolved over the
community has kind of evolved over the years
years
years traditionally community has been defined
traditionally community has been defined
traditionally community has been defined in terms of proximity or locale so those
in terms of proximity or locale so those
in terms of proximity or locale so those people who physically surround you so
people who physically surround you so
people who physically surround you so you start a new job you sign up for a
you start a new job you sign up for a
you start a new job you sign up for a class you move to a new house and you
class you move to a new house and you
class you move to a new house and you find yourself in a new community the
find yourself in a new community the
find yourself in a new community the problem though with this perspective is
problem though with this perspective is
problem though with this perspective is just because you put a group of people
just because you put a group of people
just because you put a group of people together does not mean they’ll function
together does not mean they’ll function
together does not mean they’ll function well as a unit or even individually
well as a unit or even individually
well as a unit or even individually another perspective that was popularized
another perspective that was popularized
another perspective that was popularized by Ferdinand Tonys who’s a german
by Ferdinand Tonys who’s a german
by Ferdinand Tonys who’s a german philosopher and sociologist defines
philosopher and sociologist defines
philosopher and sociologist defines community more in terms of human
community more in terms of human
community more in terms of human relationships and social interactions
relationships and social interactions
relationships and social interactions with today’s communication technology
with today’s communication technology
with today’s communication technology and social media we actually have more
and social media we actually have more
and social media we actually have more opportunity than ever before to create
opportunity than ever before to create
opportunity than ever before to create communities of our own we create
communities of our own we create
communities of our own we create connections when we find people that are
connections when we find people that are
connections when we find people that are like us that common traits or
like us that common traits or
like us that common traits or experiences and we can alter our
experiences and we can alter our
experiences and we can alter our community simply by unfriending and
community simply by unfriending and
community simply by unfriending and unfollowing those who don’t seem to fit
unfollowing those who don’t seem to fit
unfollowing those who don’t seem to fit and yet the problem with this
and yet the problem with this
and yet the problem with this perspective is it reinforces the idea
perspective is it reinforces the idea
perspective is it reinforces the idea that I only have to associate with those
that I only have to associate with those
that I only have to associate with those people that are like me who have common
people that are like me who have common
people that are like me who have common traits and experiences when in reality
traits and experiences when in reality
traits and experiences when in reality not only do we encounter people who are
not only do we encounter people who are
not only do we encounter people who are different from us with conflicting
different from us with conflicting
different from us with conflicting beliefs and values but we often have to
beliefs and values but we often have to
beliefs and values but we often have to work with them and then when we realize
work with them and then when we realize
work with them and then when we realize we can’t just vote these people off the
we can’t just vote these people off the
we can’t just vote these people off the island we decide this community’s just
island we decide this community’s just
island we decide this community’s just not going to work this group is not
not going to work this group is not
not going to work this group is not going to work so the type of community
going to work so the type of community
going to work so the type of community I’m talking about here is a group of
I’m talking about here is a group of
I’m talking about here is a group of people that come together for a common
people that come together for a common
people that come together for a common purpose who share ideas and experiences
purpose who share ideas and experiences
purpose who share ideas and experiences and the result of this is belonging and
and the result of this is belonging and
and the result of this is belonging and connection people come together because
connection people come together because
connection people come together because they’re involved in a comment
they’re involved in a comment
they’re involved in a comment ask an activity or they have a goal that
ask an activity or they have a goal that
ask an activity or they have a goal that they want to achieve and as they
they want to achieve and as they
they want to achieve and as they interact and they share experiences
interact and they share experiences
interact and they share experiences ideas they uncover those similarities as
ideas they uncover those similarities as
ideas they uncover those similarities as well as the differences when they
well as the differences when they
well as the differences when they recognize the diversity that’s present
recognize the diversity that’s present
recognize the diversity that’s present and still choose to extend understanding
and still choose to extend understanding
and still choose to extend understanding community develops and the byproduct of
community develops and the byproduct of
community develops and the byproduct of this is a sense of belonging and a sense
this is a sense of belonging and a sense
this is a sense of belonging and a sense of shared connection so let’s look at
of shared connection so let’s look at
of shared connection so let’s look at that sense of belonging first recently I
that sense of belonging first recently I
that sense of belonging first recently I had an opportunity to direct a play and
had an opportunity to direct a play and
had an opportunity to direct a play and the actors and casts were made up with
the actors and casts were made up with
the actors and casts were made up with mostly rookies who had little to no
mostly rookies who had little to no
mostly rookies who had little to no stage experience so as we got closer to
stage experience so as we got closer to
stage experience so as we got closer to the performance dates I thought it would
the performance dates I thought it would
the performance dates I thought it would be good for them to get some feedback on
be good for them to get some feedback on
be good for them to get some feedback on their acting techniques and their
their acting techniques and their
their acting techniques and their characteristic characterization so they
characteristic characterization so they
characteristic characterization so they could give the best presentation
could give the best presentation
could give the best presentation possible so what I decided is I would
possible so what I decided is I would
possible so what I decided is I would bring in some reviewers who could give
bring in some reviewers who could give
bring in some reviewers who could give them feedback now when I informed the
them feedback now when I informed the
them feedback now when I informed the cast and crew about this most of them
cast and crew about this most of them
cast and crew about this most of them weren’t very excited I mean let’s be
weren’t very excited I mean let’s be
weren’t very excited I mean let’s be honest we all know how much actors love
honest we all know how much actors love
honest we all know how much actors love critics and yet what surprised me most
critics and yet what surprised me most
critics and yet what surprised me most not only was how intently that they
not only was how intently that they
not only was how intently that they listened to the feedback they’re
listened to the feedback they’re
listened to the feedback they’re receiving but the questions that they
receiving but the questions that they
receiving but the questions that they asked and the dialogue that ensued when
asked and the dialogue that ensued when
asked and the dialogue that ensued when we did the next run-through the actors
we did the next run-through the actors
we did the next run-through the actors continued to give each other feedback
continued to give each other feedback
continued to give each other feedback and help each other out now what was it
and help each other out now what was it
and help each other out now what was it that allowed them to hear difficult
that allowed them to hear difficult
that allowed them to hear difficult things and process them in a short
things and process them in a short
things and process them in a short amount of time
amount of time
amount of time it was the camaraderie that had
it was the camaraderie that had
it was the camaraderie that had developed within the group and the sense
developed within the group and the sense
developed within the group and the sense of acceptance they had within the group
of acceptance they had within the group
of acceptance they had within the group and with each other that allowed them to
and with each other that allowed them to
and with each other that allowed them to apply and synthesize on a deep level
apply and synthesize on a deep level
apply and synthesize on a deep level researchers at the University of
researchers at the University of
researchers at the University of Pittsburgh as well as University of
Pittsburgh as well as University of
Pittsburgh as well as University of Michigan have found a direct correlation
Michigan have found a direct correlation
Michigan have found a direct correlation between a college students willingness
between a college students willingness
between a college students willingness to persist to degree completion with a
to persist to degree completion with a
to persist to degree completion with a sense of belonging the experience other
sense of belonging the experience other
sense of belonging the experience other research by dr. Karen Osterman has found
research by dr. Karen Osterman has found
research by dr. Karen Osterman has found that student success rates and retention
that student success rates and retention
that student success rates and retention specifically in terms of motivation and
specifically in terms of motivation and
specifically in terms of motivation and academic performance are directly
academic performance are directly
academic performance are directly correlated with a sense of belonging
correlated with a sense of belonging
correlated with a sense of belonging they feel in the learning environment so
they feel in the learning environment so
they feel in the learning environment so belonging
belonging
belonging is important it has to do with a
is important it has to do with a
is important it has to do with a recognition that a person is part of a
recognition that a person is part of a
recognition that a person is part of a group and that they matter to the group
group and that they matter to the group
group and that they matter to the group it comes first with a willingness to
it comes first with a willingness to
it comes first with a willingness to know those around them and second a
know those around them and second a
know those around them and second a willingness to be known now it could
willingness to be known now it could
willingness to be known now it could start on a real simple level by getting
start on a real simple level by getting
start on a real simple level by getting to know the names of the people that
to know the names of the people that
to know the names of the people that we’re learning with but if we’re willing
we’re learning with but if we’re willing
we’re learning with but if we’re willing to go a bit deeper and actually share
to go a bit deeper and actually share
to go a bit deeper and actually share part of our stories we can develop a
part of our stories we can develop a
part of our stories we can develop a deeper sense of engagement and empathy
deeper sense of engagement and empathy
deeper sense of engagement and empathy the other aspect of belonging has to do
the other aspect of belonging has to do
the other aspect of belonging has to do with a sense of mattering not only
with a sense of mattering not only
with a sense of mattering not only recognize that I’m part of a group and
recognize that I’m part of a group and
recognize that I’m part of a group and that I’m added to the group but the
that I’m added to the group but the
that I’m added to the group but the group matters to me it’s an
group matters to me it’s an
group matters to me it’s an acknowledgement of the diversity and the
acknowledgement of the diversity and the
acknowledgement of the diversity and the differences that are there and those
differences that are there and those
differences that are there and those differences are valid and viable and in
differences are valid and viable and in
differences are valid and viable and in spite of them we can still work together
spite of them we can still work together
spite of them we can still work together the other evidence of community has to
the other evidence of community has to
the other evidence of community has to do with a sense of belonging
do with a sense of belonging
do with a sense of belonging it’s that acknowledgement of the
it’s that acknowledgement of the
it’s that acknowledgement of the interconnectedness of the relationships
interconnectedness of the relationships
interconnectedness of the relationships and the impact on each other several
and the impact on each other several
and the impact on each other several years ago I had an opportunity to
years ago I had an opportunity to
years ago I had an opportunity to volunteer with the Ruth house which is a
volunteer with the Ruth house which is a
volunteer with the Ruth house which is a local transitional shelter for women and
local transitional shelter for women and
local transitional shelter for women and children crisis and during that time I
children crisis and during that time I
children crisis and during that time I could I was able to sit in a few of the
could I was able to sit in a few of the
could I was able to sit in a few of the group sessions where ladies would talk
group sessions where ladies would talk
group sessions where ladies would talk about the their life stories and the
about the their life stories and the
about the their life stories and the challenges that they were facing the
challenges that they were facing the
challenges that they were facing the group was pretty diverse in terms of
group was pretty diverse in terms of
group was pretty diverse in terms of their ages and backgrounds and yet they
their ages and backgrounds and yet they
their ages and backgrounds and yet they shared some similar life experiences
shared some similar life experiences
shared some similar life experiences they were also working through the
they were also working through the
they were also working through the challenges of living working and having
challenges of living working and having
challenges of living working and having communal life together and in doing so
communal life together and in doing so
communal life together and in doing so they were building a shared history now
they were building a shared history now
they were building a shared history now this combined with other factors of
this combined with other factors of
this combined with other factors of community that are infused into that
community that are infused into that
community that are infused into that program has resulted in a successful
program has resulted in a successful
program has resulted in a successful sustained recovery rate for the
sustained recovery rate for the
sustained recovery rate for the participants of over three to four times
participants of over three to four times
participants of over three to four times the national average
the national average
the national average so structure is important it has to do
so structure is important it has to do
so structure is important it has to do with the approaches that we learn in the
with the approaches that we learn in the
with the approaches that we learn in the environment we create for learning
environment we create for learning
environment we create for learning experiential activities and learning is
experiential activities and learning is
experiential activities and learning is a great way of actively involving people
a great way of actively involving people
a great way of actively involving people in the process and an example of this is
in the process and an example of this is
in the process and an example of this is on the first day of my speech classes we
on the first day of my speech classes we
on the first day of my speech classes we do an activity I like to call thank you
do an activity I like to call thank you
do an activity I like to call thank you flipping me the bird and what we do is
flipping me the bird and what we do is
flipping me the bird and what we do is the students take a toy birds and other
the students take a toy birds and other
the students take a toy birds and other objects and they toss them around the
objects and they toss them around the
objects and they toss them around the room and as they do so they answer
room and as they do so they answer
room and as they do so they answer questions about their background their
questions about their background their
questions about their background their interest their career goals it’s a great
interest their career goals it’s a great
interest their career goals it’s a great way to break the ice and start the
way to break the ice and start the
way to break the ice and start the bonding process we repeat this activity
bonding process we repeat this activity
bonding process we repeat this activity several times to Lily there is objects
several times to Lily there is objects
several times to Lily there is objects flying all over the place and then I ask
flying all over the place and then I ask
flying all over the place and then I ask them to stop and to take in and look and
them to stop and to take in and look and
them to stop and to take in and look and what and talk about what did you observe
what and talk about what did you observe
what and talk about what did you observe what would happened here then I pose the
what would happened here then I pose the
what would happened here then I pose the question how is what you just
question how is what you just
question how is what you just experienced or saw anything like the act
experienced or saw anything like the act
experienced or saw anything like the act of communication itself now it’s a
of communication itself now it’s a
of communication itself now it’s a little bit off the wall literally and
little bit off the wall literally and
little bit off the wall literally and yet when we come to the point in the in
yet when we come to the point in the in
yet when we come to the point in the in our discussion where we’re trying to
our discussion where we’re trying to
our discussion where we’re trying to unpack and explain what are the elements
unpack and explain what are the elements
unpack and explain what are the elements needed for effective communication the
needed for effective communication the
needed for effective communication the students have a common paradigm or an
students have a common paradigm or an
students have a common paradigm or an experience from which they can draw so
experience from which they can draw so
experience from which they can draw so community is important and it builds in
community is important and it builds in
community is important and it builds in the 1950s muzafer sherif looked at how
the 1950s muzafer sherif looked at how
the 1950s muzafer sherif looked at how the presence of super ordinate or
the presence of super ordinate or
the presence of super ordinate or overarching goals impacted group
overarching goals impacted group
overarching goals impacted group dynamics and in an experiment disguised
dynamics and in an experiment disguised
dynamics and in an experiment disguised as a summer camp for twelve-year-old
as a summer camp for twelve-year-old
as a summer camp for twelve-year-old boys he took and he is along with other
boys he took and he is along with other
boys he took and he is along with other researchers orchestrated riot or these
researchers orchestrated riot or these
researchers orchestrated riot or these situations where that caused tensions
situations where that caused tensions
situations where that caused tensions and rivalries and con factions to break
and rivalries and con factions to break
and rivalries and con factions to break up in the group what they found though
up in the group what they found though
up in the group what they found though is when there was an overarching goal or
is when there was an overarching goal or
is when there was an overarching goal or challenge that required everyone to be
challenge that required everyone to be
challenge that required everyone to be involved with and to achieve for
involved with and to achieve for
involved with and to achieve for everyone to experience success rivalries
everyone to experience success rivalries
everyone to experience success rivalries diminished tensions vanished and
diminished tensions vanished and
diminished tensions vanished and cohesion developed community is
cohesion developed community is
cohesion developed community is important what we need to recognize now
important what we need to recognize now
important what we need to recognize now is what are the challenges that lies
is what are the challenges that lies
is what are the challenges that lies before us is how do we take and
before us is how do we take and
before us is how do we take and cultivate this for deeper learning
cultivate this for deeper learning
cultivate this for deeper learning whether you are a learner or a teacher
whether you are a learner or a teacher
whether you are a learner or a teacher we need to recognize that community is
we need to recognize that community is
we need to recognize that community is not inherent based on structure and
not inherent based on structure and
not inherent based on structure and intent alone that ink requires
intent alone that ink requires
intent alone that ink requires engagement in and with the process
engagement in and with the process
engagement in and with the process so here’s what
so here’s what
so here’s what we need to do based on everything we’ve
we need to do based on everything we’ve
we need to do based on everything we’ve just talked about in order to cultivate
just talked about in order to cultivate
just talked about in order to cultivate learn a cultivate community and that
learn a cultivate community and that
learn a cultivate community and that will lead to deeper learning the first
will lead to deeper learning the first
will lead to deeper learning the first is we need to find what that common
is we need to find what that common
is we need to find what that common purpose is what has brought us together
purpose is what has brought us together
purpose is what has brought us together and focus on that next we need to be
and focus on that next we need to be
and focus on that next we need to be willing to embrace dissonance and that
willing to embrace dissonance and that
willing to embrace dissonance and that dissonance is the tension that results
dissonance is the tension that results
dissonance is the tension that results because of our differences we need to
because of our differences we need to
because of our differences we need to not hide those differences but bring
not hide those differences but bring
not hide those differences but bring them out in the open and be willing to
them out in the open and be willing to
them out in the open and be willing to talk about them we also need to
talk about them we also need to
talk about them we also need to recognize we don’t have to agree on
recognize we don’t have to agree on
recognize we don’t have to agree on everything just the main thing and
everything just the main thing and
everything just the main thing and finally we need to recognize that
finally we need to recognize that
finally we need to recognize that sometimes conflict will result but
sometimes conflict will result but
sometimes conflict will result but conflict actually is the process that
conflict actually is the process that
conflict actually is the process that brings about understanding when we work
brings about understanding when we work
brings about understanding when we work through improper ways next we need to be
through improper ways next we need to be
through improper ways next we need to be willing to encourage respect respect for
willing to encourage respect respect for
willing to encourage respect respect for the individuals as well as the group for
the individuals as well as the group for
the individuals as well as the group for the skills and abilities that are
the skills and abilities that are
the skills and abilities that are present as well as the future potential
present as well as the future potential
present as well as the future potential next we need to value diversity and the
next we need to value diversity and the
next we need to value diversity and the richness that brings to the group and
richness that brings to the group and
richness that brings to the group and finally we need to come full circle back
finally we need to come full circle back
finally we need to come full circle back to the beginning point and finding and
to the beginning point and finding and
to the beginning point and finding and focusing on that common purpose and as
focusing on that common purpose and as
focusing on that common purpose and as long as we keep that main thing the main
long as we keep that main thing the main
long as we keep that main thing the main thing
thing
thing community will result so going back to
community will result so going back to
community will result so going back to that opening story of the kids and
that opening story of the kids and
that opening story of the kids and students in my speech class what is it
students in my speech class what is it
students in my speech class what is it that will turn fear into learning and
that will turn fear into learning and
that will turn fear into learning and dread into positive experience well
dread into positive experience well
dread into positive experience well according to what my students have told
according to what my students have told
according to what my students have told me it’s community when students feel
me it’s community when students feel
me it’s community when students feel like they’re in a judge free environment
like they’re in a judge free environment
like they’re in a judge free environment they feel they’re able to stretch their
they feel they’re able to stretch their
they feel they’re able to stretch their comfort zones and grow when students
comfort zones and grow when students
comfort zones and grow when students feel like they know the people that are
feel like they know the people that are
feel like they know the people that are around them they feel like they are part
around them they feel like they are part
around them they feel like they are part of something that they’re connected and
of something that they’re connected and
of something that they’re connected and they’re able to actually learn better
they’re able to actually learn better
they’re able to actually learn better when students feel like there’s a
when students feel like there’s a
when students feel like there’s a positive atmosphere or positive energy
positive atmosphere or positive energy
positive atmosphere or positive energy they feel empowered and once people feel
they feel empowered and once people feel
they feel empowered and once people feel like that they’re part of something
like that they’re part of something
like that they’re part of something they’re able to connect more with the
they’re able to connect more with the
they’re able to connect more with the people around them as well as what
people around them as well as what
people around them as well as what they’re learning so the key to deeper
they’re learning so the key to deeper
they’re learning so the key to deeper learning comes from harnessing the power
learning comes from harnessing the power
learning comes from harnessing the power of community and when real
of community and when real
of community and when real the community is present people will
the community is present people will
the community is present people will experience a sense of belonging and a
experience a sense of belonging and a
experience a sense of belonging and a sense of shared connection and just
sense of shared connection and just
sense of shared connection and just think how amazing that would be if we
think how amazing that would be if we
think how amazing that would be if we help people not only become better
help people not only become better
help people not only become better learners but better human beings thank
learners but better human beings thank
learners but better human beings thank you
you
you [Applause]
”
Be First to Comment