In the first minutes of the lesson Steve Friedland, our special guest, told us to imagine that we were all lawyers. He gave us some situations of crimes. He told us that he used to be a prosecutor. He then told us about a man that video taped his speedometer, put it on YouTube, was then caught and the tape was used against him as evidence. he then told us what a crime was. He said that in some cases killing somebody is not a crime. He then told us that a tort is. He told us that we would be in a " trial." He then gave us an example and we started the trial. In the beginning of the trail we learned words such as "battery" and "assault."
We were taught about the people that take part of the trial, such as the witness, the prosecutors, and the defendant. You then need to swear in that you will tell the truth. The prosecutor then asks a lot of questions, and shows evidence to the witness. The defense council also asks questions to re-exam, and try to help the witness to try to the defendant. The judge then makes sure that everything is in order. The prosecutor also gets a chance to cross examine the situation. The defendant was then called to the stand. He got quite tripped up and made a lot of mistakes. The victim did not agree with the defendant whatsoever. The eighth grade learned a lot about the court room. It was a very interesting experience for all of them, and a very fun scenario, to act out.
Noah Kaplan, BSDS '11
Tuesday, February 15, 2011
Tuesday, February 1, 2011
Caffeine and Alcohol - Not for Our Leaders!
Dr. Tannenbaum began today's session with a pre-test to determine what the eighth graders knew about caffeine.
How many people drank a soda this week? Four students answered "yes." We learned that Coca Cola was invented by a pharmacist and originally contained a little cocaine - thus the name. It turns out that this area of the country consumes more sodas than other.
Two potential beneficial health effects of caffeine: Energizing, more alert, less drowsy, increases adrenaline (impact on athletics and performance?)
Two potential dangerous side effects: Stimulants go up and down, makes you more alert and nerves work faster; it also elevates mood. Increases heart rate and basal metabolic rate. This can give you palpitations, arrhythmia, urination. It makes you urinate more frequently and increase your stomach acid.
Most to least caffeine: Some caffeinated drinks have more than others. Some drinks, such as Monster, Spike Shooter, Red Bull and Redline, have an extremely high amount of caffeine.
Guarana, a plant from Brazil, has 2.5x the amount of caffeine as coffee. This appears in energy drinks, sometimes with other stimulants.
Side effect of mixing alcohol and caffeine:
Caffeine is used by 90% of the world population. Th
e recommended maximum for 5th-6th graders is 50 mg. a day. Sources include coffee, tea, sodas, chocolate, medicines.
Caffeine dependency is a problem. It causes anxiety, nervousness, insomnia and other side effects. Decaffeinated coffee is achieved through various methods, including water, ethyl acetate, CO2 and Methyl Chloride.
Caffeinated alcohol drinks, such as Four Loco, has high caffeine and alcohol + to 6 beers plus 5 colas. Blood alcohol reaches two times the national intoxication standard and alcohol poisoning, nausea, vomiting and cardiac arrhythmia may result.
Environment and genetic predisposition contribute to addiction.
Dr. Tannenbaum reviewed his pre-test at the end to make sure students understood the points he made in his presentation. The kids looked at the cans to see what was sold. At the end of the session, students pondered situations they might encounter in high school and how to deal with them for themselves and their friends. Thanks to Dr. T. for a very informative session!
How many people drank a soda this week? Four students answered "yes." We learned that Coca Cola was invented by a pharmacist and originally contained a little cocaine - thus the name. It turns out that this area of the country consumes more sodas than other.
Two potential beneficial health effects of caffeine: Energizing, more alert, less drowsy, increases adrenaline (impact on athletics and performance?)
Two potential dangerous side effects: Stimulants go up and down, makes you more alert and nerves work faster; it also elevates mood. Increases heart rate and basal metabolic rate. This can give you palpitations, arrhythmia, urination. It makes you urinate more frequently and increase your stomach acid.
Most to least caffeine: Some caffeinated drinks have more than others. Some drinks, such as Monster, Spike Shooter, Red Bull and Redline, have an extremely high amount of caffeine.
Guarana, a plant from Brazil, has 2.5x the amount of caffeine as coffee. This appears in energy drinks, sometimes with other stimulants.
Side effect of mixing alcohol and caffeine:
Caffeine is used by 90% of the world population. Th
e recommended maximum for 5th-6th graders is 50 mg. a day. Sources include coffee, tea, sodas, chocolate, medicines.Caffeine dependency is a problem. It causes anxiety, nervousness, insomnia and other side effects. Decaffeinated coffee is achieved through various methods, including water, ethyl acetate, CO2 and Methyl Chloride.
Caffeinated alcohol drinks, such as Four Loco, has high caffeine and alcohol + to 6 beers plus 5 colas. Blood alcohol reaches two times the national intoxication standard and alcohol poisoning, nausea, vomiting and cardiac arrhythmia may result.
Environment and genetic predisposition contribute to addiction.
Dr. Tannenbaum reviewed his pre-test at the end to make sure students understood the points he made in his presentation. The kids looked at the cans to see what was sold. At the end of the session, students pondered situations they might encounter in high school and how to deal with them for themselves and their friends. Thanks to Dr. T. for a very informative session!
Tuesday, January 25, 2011
Jewish Leadership
Marilyn Chandler, Executive Director of the Greensboro Jewish Federation, was today's SOAR speaker. "What does it mean to be a leader?" was her opening question to eighth grade students, followed by definitions of Jewish leadership to be discussed in "chevruta" - with a partner. First, students shared their definitions of leadership:
Sergey: To guide people by making rational decisions on what to do
Celia: To be strong and passionate
Jordan: To have innovative ideas that are beneficial to people
Sydney: To be brave and courageous (to take risks and not be afraid)
Marilyn summarized: "Someone who guides people to make decisions that are sometimes risky, requiring bravery and courage and possibly fighting against the mainstream - someone who can influence others."
The class generated a list of Jewish leaders: Moses, Golda Meir, Lou Reid, Fran Drescher, my mom, Herzl, my parents, teachers, head of school, Ben Gurion, and rabbis. Personal connections and guidance as well as bravery were the main reasons students made their choices.
The Hebrew root nun-hey-gimmel is the "shoresh" for "minhag" - custom, or practice - and "manheeg," which means leader. Leadership, said Marilyn, is the way we behave - what we do in a particular role.
Next, students worked on characteristics that describe a Jewish leader:
Celia: Someone who is active in the Jewish community, someone who attends services, helps to make decisions, serves on different boards, volunteers for different things
Liz: Someone who is pro-Israel, who does fundraisers and goes to AIPAC (American Israel Public Affairs Committee - a lobby group)
Jordan: Add Jewish values and philosophy to our general definition of leadership.
Marilyn talked about being Jewishly literate and knowledgeable, in order to operate as a leader in a Jewish context. Finding a mentor to learn about active Jewish leadership is a good idea, she said. Liz suggested that studying Torah would be a good idea. "Constant learning is critical for Jewish leadership," concurred Marilyn. She asked the students to consider the relationship of money to Jewish leadership. As an example, she cited the duffel bags that Greensboro Jewish community sends every year to the Moldova Jewish community.
Next, students studied the difference between lay leaders and professional leaders. Lay leaders are volunteers and professionals are paid. Both make an impact on the community. Do they add value in different ways to an organization? Liz offered that lay leaders added value by being part of the decision making on boards. Sydney said volunteers add value by their choice to volunteer, showing care for the organization. Both the lay and professional leaders have passion for their work, said Marilyn.
Marilyn differentiated between lay and professional leaders. Lay/volunteers are usually board members, committee members and professionals are "staff." Boards are responsible for making policy; the professional informs the board and implements policy decisions. Board members are also ambassadors to the community after a decision is made. Several examples were discussed in order to help students understand the different roles of board members and professionals.
The class put together a list of Jewish professionals: youth leaders, rabbis, teachers, Hillel directors, camp directors, cantors bar mitzvah tutors, shlichim.
As the time flew by, Marilyn touched on a number of other topics connected to Jewish leadership.
Students learned the difference between "for profit," "not-for-profit" and NGO organizations.
Marilyn also explained the role of the GJF in taking care of Jewish communities in the Diaspora and in Israel. She also discussed mitzvot such as bikur cholim that shape Jewish leadership roles. "Kol Yisrael Areyvim Zeh lazeh" - community responsibility - and tikkun olam is a key mitzvah shaping the work of the federation.
To sum up the session, the eighth grade supplied their ideas for a B'nai Shalom mission:
Celia: To make better Jews who can make better decisions
Zippy: Make Jewish leaders of tomorrow
Jordan: Create open minds
To learn about Judaism and secular studies.
Each student completed the sentence, "Continuing my Jewish journey I will:
Sergey: To guide people by making rational decisions on what to do
Celia: To be strong and passionate
Jordan: To have innovative ideas that are beneficial to people
Sydney: To be brave and courageous (to take risks and not be afraid)
Marilyn summarized: "Someone who guides people to make decisions that are sometimes risky, requiring bravery and courage and possibly fighting against the mainstream - someone who can influence others."
The class generated a list of Jewish leaders: Moses, Golda Meir, Lou Reid, Fran Drescher, my mom, Herzl, my parents, teachers, head of school, Ben Gurion, and rabbis. Personal connections and guidance as well as bravery were the main reasons students made their choices.
The Hebrew root nun-hey-gimmel is the "shoresh" for "minhag" - custom, or practice - and "manheeg," which means leader. Leadership, said Marilyn, is the way we behave - what we do in a particular role.
Next, students worked on characteristics that describe a Jewish leader:
Celia: Someone who is active in the Jewish community, someone who attends services, helps to make decisions, serves on different boards, volunteers for different things
Liz: Someone who is pro-Israel, who does fundraisers and goes to AIPAC (American Israel Public Affairs Committee - a lobby group)
Jordan: Add Jewish values and philosophy to our general definition of leadership.
Marilyn talked about being Jewishly literate and knowledgeable, in order to operate as a leader in a Jewish context. Finding a mentor to learn about active Jewish leadership is a good idea, she said. Liz suggested that studying Torah would be a good idea. "Constant learning is critical for Jewish leadership," concurred Marilyn. She asked the students to consider the relationship of money to Jewish leadership. As an example, she cited the duffel bags that Greensboro Jewish community sends every year to the Moldova Jewish community.
Next, students studied the difference between lay leaders and professional leaders. Lay leaders are volunteers and professionals are paid. Both make an impact on the community. Do they add value in different ways to an organization? Liz offered that lay leaders added value by being part of the decision making on boards. Sydney said volunteers add value by their choice to volunteer, showing care for the organization. Both the lay and professional leaders have passion for their work, said Marilyn.
Marilyn differentiated between lay and professional leaders. Lay/volunteers are usually board members, committee members and professionals are "staff." Boards are responsible for making policy; the professional informs the board and implements policy decisions. Board members are also ambassadors to the community after a decision is made. Several examples were discussed in order to help students understand the different roles of board members and professionals.
The class put together a list of Jewish professionals: youth leaders, rabbis, teachers, Hillel directors, camp directors, cantors bar mitzvah tutors, shlichim.
As the time flew by, Marilyn touched on a number of other topics connected to Jewish leadership.
Students learned the difference between "for profit," "not-for-profit" and NGO organizations.
Marilyn also explained the role of the GJF in taking care of Jewish communities in the Diaspora and in Israel. She also discussed mitzvot such as bikur cholim that shape Jewish leadership roles. "Kol Yisrael Areyvim Zeh lazeh" - community responsibility - and tikkun olam is a key mitzvah shaping the work of the federation.
To sum up the session, the eighth grade supplied their ideas for a B'nai Shalom mission:
Celia: To make better Jews who can make better decisions
Zippy: Make Jewish leaders of tomorrow
Jordan: Create open minds
To learn about Judaism and secular studies.
Each student completed the sentence, "Continuing my Jewish journey I will:
- learn
- will be part of Jewish youth groups
- will go to Temple and read Torah
- always learn something new about Judaism
- will be a role model to others
- will help others and think about Jewish values
- will be a Jewish leader
- will help others
- will go to services and try to help the Jewish community
- set an example.
Tuesday, January 18, 2011
How does personality affect leadership style?
Johan Naude of the Center for Creative Leadership joined Kitah Chet as today's SOAR guest speaker. He started by asking students to name objects in the room from A to Z. As the alphabet progressed, student responses became more creative. Eli wrote an "x" on a piece of paper to fulfill the X category and the first to notice the randomness of the responses. Liz noticed that everyone cooperated in coming up with answers. Johan emphasized the diversity in the types of answers students came up with. If everyone had the same approach, he asked, would the exercise have been longer?
Earlier this morning, students completed a Myers-Briggs survey. Students briefly discussed the survey with Johan, trying to determine the purpose of the exercise. Before answering, Johan divided the students into two groups (based on the results of the survey, but the kids did not know that!). Students were charged with building a house with M and M's. One group built a very organized house, with students working together to plan colors and tactics. The other group called this house "clean, traditional and organized." The second group pointed out the "face" of the house, with windows acting as eyes, nose and mouth. The other group described this house as "cool." Each group appreciated the other's (very different) representation. They began to extrapolate characteristics of each group. Using an MBTI preferences sheet, students examined definitions of various preferences, particularly "judging" versus "perceiving." They quickly realized which group tended towards J (judging) and which towards P (perceiving).
Students were then asked to think about how their preferences played out at school and at home. Johan emphasized that there was no right or wrong, but that different approaches would be effective in different situations. Eli pointed out that in doing projects, a more organized approach was beneficial. Johan mentioned that in certain situations, you may want to use your natural preferences, but that in others, you may need to expend energy to do something different. Jordan said that this was helpful to know in understanding why it might be easy to procrastinate and put off work.
After studying the key to MBTI preferences, students attempted to mark their choices and then compared them to their test results. Several were quite accurate in predicting their MBTI choices - a marked change from last year, when students roared with laughter as Johan shared their preferences!
Earlier this morning, students completed a Myers-Briggs survey. Students briefly discussed the survey with Johan, trying to determine the purpose of the exercise. Before answering, Johan divided the students into two groups (based on the results of the survey, but the kids did not know that!). Students were charged with building a house with M and M's. One group built a very organized house, with students working together to plan colors and tactics. The other group called this house "clean, traditional and organized." The second group pointed out the "face" of the house, with windows acting as eyes, nose and mouth. The other group described this house as "cool." Each group appreciated the other's (very different) representation. They began to extrapolate characteristics of each group. Using an MBTI preferences sheet, students examined definitions of various preferences, particularly "judging" versus "perceiving." They quickly realized which group tended towards J (judging) and which towards P (perceiving).
Students were then asked to think about how their preferences played out at school and at home. Johan emphasized that there was no right or wrong, but that different approaches would be effective in different situations. Eli pointed out that in doing projects, a more organized approach was beneficial. Johan mentioned that in certain situations, you may want to use your natural preferences, but that in others, you may need to expend energy to do something different. Jordan said that this was helpful to know in understanding why it might be easy to procrastinate and put off work.
After studying the key to MBTI preferences, students attempted to mark their choices and then compared them to their test results. Several were quite accurate in predicting their MBTI choices - a marked change from last year, when students roared with laughter as Johan shared their preferences!
Tuesday, January 4, 2011
Turning Ideas into Products
Innovative ideas, new products and return on investments...it all starts with an idea, said Michael Kaplan, engineer - and today's guest speaker for SOAR. Using a simple soap dispenser as an example, students contemplated all the parts needed to put together a new invention.
Michael asked if anyone had ever had an idea for a product to invent, noting that very little of what students saw around them was invented without engineering.
"Engineering and invention are intimately connected," Michael pointed out to the eighth graders.
"Necessity is the mother of invention," he noted. Maxx said, "If you feel like you need something, you invent it." Sergey added, "If you're going to sell it for a million a day, you have to make sure it's something people want."
When customers come to see Michael at ABCO, he wants to make sure that his product can improve quality, save time and save labor. One way to save labor, he said, was to improve technology. A few manufacturing slides were used to illustrate his points. Examples included a compact case, deodorant container, a toothpaste tube.
Turning ideas into functional and manufacture-able products is Michael's definition of engineering. The products have to work, he pointed out. You want to make sure that you have not violating a previous patent. It must be possible to put the product together with existing technology, and the process must be cost-effective and safe for the consumer and the manufacturer.
Students gave examples of dangerous industries: coal mining, fishing. Michael spoke about the ethical implications in making decisions what to produce.
Quality control must be consistent and supply and demand must be balance in order for the product to be successful. If a company does not produce enough, the customer will be upset - even though demand on many products is cyclical. Michael used freeze pops as an example. Freeze pops are made in January and stored so that they may keep up with the high summer demand beginning in May - a good example of supply and demand balance.
Money, cost, labor costs, time costs, size, speed are constraints in making a product, noted the students. Michael was amazed that students came up with all of his points!
"Time to market" - the sooner one can get the product to market, the sooner it can be sold, said Michael. This was an important concept for students to absorb. He further explained some of the upfront investments before a product is created and then produced.
Michael asked if there was anything unsafe in the room. Using the door as an example, he noted that one can walk into a door, pinch fingers in the hinges or in the doorway. We accept the inherent dangers of doors because the alternatives are not acceptable for aesthetic or cost reasons or practicality. Known hazards are acceptable, because we know how to handle them. Are doors a dangerous product, he queried - or is a door a compromise product. Child-proof containers are another example of a compromise. ABCO discusses these issues all the time when making its products. Time, material and safety are all issues considered in compromises.
Design-Build-Test is a loop his company uses. They start with a concept and then use a computer program to draw it up and model it. Next, they build it, which costs a great deal in labor and materials. The last stage is to test the product, and redesign, rebuild and retest until the product works.
In the design phase, designs are put on paper: hand sketches, CAD/CAM software, programing software. A concept is developed and problems are identified and refined (risk assessment), and feasibility is checked. They concentrate on the hardest part of the project first.
Students handled the inner parts of a soap dispenser to try to come up with the information they might need to produce the product. They came up with questions they might ask a potential customer, including how the products will be packed and shipped, how many parts per minute can be made, how will incoming materials be supplied, what variations of parts are acceptable, what chemicals are being handled. They discussed processes required for assembly, determination of quality, delivery, floor space required for machinery, budget constraints, time constraints, preferred suppliers of components. After students handled the soap dispenser parts, Michael showed them videos of the first trials of producing them - including mistakes made.
In the test phrase, engineers compare the function of finished products to the original goals. Redesign and rebuilding may be required, as well as determining areas of required improvement, whether they be manufacturing efficiency, purchased component selection or additional functionality. A discussion of patents and legal ownership of ideas (intellectual property) ensued. "You can't patent it unless you're the owner," said Michael. Who owns the design may depend on how a contract is written. That's why people keep invention journals and protect their inventions. To own a patent, one must create the product with one's own resources. If a product already exists, a patent search may be required. Patents clearly establish legal ownership, establish professional reputations and allows for temporary "cornering of the market" said Michael, It is, however, an expensive process and requires public disclosure, allowing companies to find "work arounds."
Jordan asked what would happen if the design-build-test loop did not work after several iterations. He explained that the answer often depended on budget and time. She and Celia suggested a new product: caffeinated gum. No spills, no mess...Michael suggested to figure out on your own how to take the product to market in a small batch. Make enough to sell at the next Israel trip fundraiser and sell it locally. While you are doing that, he said, keep notes, a video diary, and have witnesses to your design notebook. By bringing the product to market, you have documentation for your use if you choose to patent - or sell it to a company.
I could see the students buzzing about potential products as they left the session. Thanks to Michael for putting the gears in motion!
Michael asked if anyone had ever had an idea for a product to invent, noting that very little of what students saw around them was invented without engineering.
"Engineering and invention are intimately connected," Michael pointed out to the eighth graders.
"Necessity is the mother of invention," he noted. Maxx said, "If you feel like you need something, you invent it." Sergey added, "If you're going to sell it for a million a day, you have to make sure it's something people want."
When customers come to see Michael at ABCO, he wants to make sure that his product can improve quality, save time and save labor. One way to save labor, he said, was to improve technology. A few manufacturing slides were used to illustrate his points. Examples included a compact case, deodorant container, a toothpaste tube.
Turning ideas into functional and manufacture-able products is Michael's definition of engineering. The products have to work, he pointed out. You want to make sure that you have not violating a previous patent. It must be possible to put the product together with existing technology, and the process must be cost-effective and safe for the consumer and the manufacturer.
Students gave examples of dangerous industries: coal mining, fishing. Michael spoke about the ethical implications in making decisions what to produce.
Quality control must be consistent and supply and demand must be balance in order for the product to be successful. If a company does not produce enough, the customer will be upset - even though demand on many products is cyclical. Michael used freeze pops as an example. Freeze pops are made in January and stored so that they may keep up with the high summer demand beginning in May - a good example of supply and demand balance.
Money, cost, labor costs, time costs, size, speed are constraints in making a product, noted the students. Michael was amazed that students came up with all of his points!
"Time to market" - the sooner one can get the product to market, the sooner it can be sold, said Michael. This was an important concept for students to absorb. He further explained some of the upfront investments before a product is created and then produced.
Michael asked if there was anything unsafe in the room. Using the door as an example, he noted that one can walk into a door, pinch fingers in the hinges or in the doorway. We accept the inherent dangers of doors because the alternatives are not acceptable for aesthetic or cost reasons or practicality. Known hazards are acceptable, because we know how to handle them. Are doors a dangerous product, he queried - or is a door a compromise product. Child-proof containers are another example of a compromise. ABCO discusses these issues all the time when making its products. Time, material and safety are all issues considered in compromises.
Design-Build-Test is a loop his company uses. They start with a concept and then use a computer program to draw it up and model it. Next, they build it, which costs a great deal in labor and materials. The last stage is to test the product, and redesign, rebuild and retest until the product works.
In the design phase, designs are put on paper: hand sketches, CAD/CAM software, programing software. A concept is developed and problems are identified and refined (risk assessment), and feasibility is checked. They concentrate on the hardest part of the project first.
Students handled the inner parts of a soap dispenser to try to come up with the information they might need to produce the product. They came up with questions they might ask a potential customer, including how the products will be packed and shipped, how many parts per minute can be made, how will incoming materials be supplied, what variations of parts are acceptable, what chemicals are being handled. They discussed processes required for assembly, determination of quality, delivery, floor space required for machinery, budget constraints, time constraints, preferred suppliers of components. After students handled the soap dispenser parts, Michael showed them videos of the first trials of producing them - including mistakes made.
In the test phrase, engineers compare the function of finished products to the original goals. Redesign and rebuilding may be required, as well as determining areas of required improvement, whether they be manufacturing efficiency, purchased component selection or additional functionality. A discussion of patents and legal ownership of ideas (intellectual property) ensued. "You can't patent it unless you're the owner," said Michael. Who owns the design may depend on how a contract is written. That's why people keep invention journals and protect their inventions. To own a patent, one must create the product with one's own resources. If a product already exists, a patent search may be required. Patents clearly establish legal ownership, establish professional reputations and allows for temporary "cornering of the market" said Michael, It is, however, an expensive process and requires public disclosure, allowing companies to find "work arounds."
Jordan asked what would happen if the design-build-test loop did not work after several iterations. He explained that the answer often depended on budget and time. She and Celia suggested a new product: caffeinated gum. No spills, no mess...Michael suggested to figure out on your own how to take the product to market in a small batch. Make enough to sell at the next Israel trip fundraiser and sell it locally. While you are doing that, he said, keep notes, a video diary, and have witnesses to your design notebook. By bringing the product to market, you have documentation for your use if you choose to patent - or sell it to a company.
I could see the students buzzing about potential products as they left the session. Thanks to Michael for putting the gears in motion!
Tuesday, December 21, 2010
SOAR Continues - Year II - Leadership
SOAR began its second year with a terrific presentation on December 7 by Dr. Mark Hyman. Eighth graders learned how to handle a dentist's drill and each child held a drill and drilled one tooth. Discussions centered around developing a business model for running a health care business.
Today's program was taught by Dr. David Altman, Vice President of Research and Development at the Center for Creative Leadership in Greensboro. Dave opened the session with a "self-awareness test" where students were asked to count basketball passes they saw on a video clip. The class was astonished that each child missed the moon-walking bear in the video, and so the message was that "it's easy to miss something you are not looking for" came across very clearly.
Dave asked students to rate their leadership capability now and in the future. A greater percentage of the class gave themselves high ratings for leadership in future years. Several activities followed, where the kids chose cards and described positive and negative examples of effective leadership ideas. Zippy said that a "top dog" took what he should share. Noah chose "not my problem," explaining that leaders have to take responsibility for their actions.
"When you think about being a leader...which quote speaks to you?" was Dave's next question, as he herded the eighth graders to a table full of pithy quotations about leadership.
Haddas said, "You need to know what you're doing, not just think about it," explaining why she chose her quote.
Sydney added, "You have to learn about things; you're not just born with leadership."
Zippy noted, "To be a good leader, you have to have an adventurous side and a serious side."
Celia spoke carefully, "When you do something you enjoy with people you enjoy, you're a more effective leader."
Eli pondered, and said, "Everybody has a path; you just have to follow it."
Sergey: If you are what you do best, and if you are good, so be it. If you are not very good, do not strive to be what you are not."
Noah commented, "I always feel like I'm in tune, go out there and do what I'm going to do - so don't waste a day."
After photographs, metaphors and quotes, Dave introduced a new fragrance test, asking students to pick one candle and reflect on insight it evokes. "How does it relate to leadership?" he asked the students.
Haddas thought her smell prompted peacefulness, calm and uniqueness. Sydney talked about calm and being openminded. Comfortable, homelike and relaxing, were sense Zippy felt from her scented candle. "Strong yet calm" was Celia's description. "You reap what you sow," was Eli's comment on leadership - emanating from a fruit scent. "I implement what I know to describe this smell - a normal rainy day." said Sergey. "You have to be confident to be a leader," said Noah. "It smells like nature," said Maxx.
"Write a six word short story," said Dave, citing the six word short story by Ernest Hemingway: "For sale. Baby shoes. Never worn." He asked students to base the short story on the metaphors, quotes and pictures they collected, thinking about a leadership philosophy. A selection of the "short stories" appears below.
Sergey's story: There is no going back now.
Celia: Be strong,yet careful. No giving up.
Zippy: Be a good leader, you'll help.
Sydney: Helping hands are how to succeed.
Eli: First prove, then achieve, finally inspire.
Noah: To be a leader, must grow.
Final words from Maxx - which neatly sum up the session: "Trees can sprout through land uncultivated."
Today's program was taught by Dr. David Altman, Vice President of Research and Development at the Center for Creative Leadership in Greensboro. Dave opened the session with a "self-awareness test" where students were asked to count basketball passes they saw on a video clip. The class was astonished that each child missed the moon-walking bear in the video, and so the message was that "it's easy to miss something you are not looking for" came across very clearly.
Dave asked students to rate their leadership capability now and in the future. A greater percentage of the class gave themselves high ratings for leadership in future years. Several activities followed, where the kids chose cards and described positive and negative examples of effective leadership ideas. Zippy said that a "top dog" took what he should share. Noah chose "not my problem," explaining that leaders have to take responsibility for their actions.
"When you think about being a leader...which quote speaks to you?" was Dave's next question, as he herded the eighth graders to a table full of pithy quotations about leadership.
Haddas said, "You need to know what you're doing, not just think about it," explaining why she chose her quote.
Sydney added, "You have to learn about things; you're not just born with leadership."
Zippy noted, "To be a good leader, you have to have an adventurous side and a serious side."
Celia spoke carefully, "When you do something you enjoy with people you enjoy, you're a more effective leader."
Eli pondered, and said, "Everybody has a path; you just have to follow it."
Sergey: If you are what you do best, and if you are good, so be it. If you are not very good, do not strive to be what you are not."
Noah commented, "I always feel like I'm in tune, go out there and do what I'm going to do - so don't waste a day."
After photographs, metaphors and quotes, Dave introduced a new fragrance test, asking students to pick one candle and reflect on insight it evokes. "How does it relate to leadership?" he asked the students.
Haddas thought her smell prompted peacefulness, calm and uniqueness. Sydney talked about calm and being openminded. Comfortable, homelike and relaxing, were sense Zippy felt from her scented candle. "Strong yet calm" was Celia's description. "You reap what you sow," was Eli's comment on leadership - emanating from a fruit scent. "I implement what I know to describe this smell - a normal rainy day." said Sergey. "You have to be confident to be a leader," said Noah. "It smells like nature," said Maxx.
"Write a six word short story," said Dave, citing the six word short story by Ernest Hemingway: "For sale. Baby shoes. Never worn." He asked students to base the short story on the metaphors, quotes and pictures they collected, thinking about a leadership philosophy. A selection of the "short stories" appears below.
Sergey's story: There is no going back now.
Celia: Be strong,yet careful. No giving up.
Zippy: Be a good leader, you'll help.
Sydney: Helping hands are how to succeed.
Eli: First prove, then achieve, finally inspire.
Noah: To be a leader, must grow.
Final words from Maxx - which neatly sum up the session: "Trees can sprout through land uncultivated."
Friday, March 26, 2010
Summary and Conclusion of SOAR
Samuel said "You have to be confident and have initiative." These words summarized his leadership learning experience through SOAR. Today, students also discussed extroverts and introverts, judgment versus perception, and reviewed a variety of issues brought forth in the leadership series.
To sum up, Susan emphasized that everyone does things differently and that what seems natural to one person may be approached differently by someone else. Good leaders, she said, are not judgmental. Students gave Susan some feedback on the questions that were asked in their leadership journals. Evan said, "You always feel the same when you go by your values and when you do not." Jessie said that it was easy to answer what she learned from each day's class, but that the questions about living by your values were more difficult for her. Matt suggested doing the values clarification exercise a second time after several additional sessions. "A good leader will ask for feedback," said Susan.
Students watched "Celebrate What's Right With the World." Susan said that one of her favorite types of leadership is servant leadership, where the leader brings out the best in everyone else. At the end of your B'nai Shalom career, she said, "Your world is full of possibilities and you can celebrate what is right with your world."
Susan asked each student come up with a personal goal for leadership development, listing two strengths, and the two things that are areas for growth, noting one goal of to accomplish by April 30.
Some of the goals students shared:
Zach: "Speak up more."
Matt: "Use my talking skills at better times."
Kendall: "Keep an open mind more often."
Jessie: "Be more non-judgmental about people. "
At the end of the session, students evaluated the leadership portion of SOAR. A summary will be posted in April.
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