Index
Linnette R. L. Werner
(Hamline University, USA)
David Hellstrom
(University of Minnesota, USA)
Teaching from the Emerging Now
ISBN: 978-1-80043-725-8, eISBN: 978-1-80043-724-1
Publication date: 22 February 2021
This content is currently only available as a PDF
Citation
Werner, L.R.L. and Hellstrom, D. (2021), "Index", Teaching from the Emerging Now, Emerald Publishing Limited, Leeds, pp. 127-130. https://doi.org/10.1108/978-1-80043-724-120211012
Publisher
:Emerald Publishing Limited
Copyright © 2021 Linnette Werner and David Hellstrom
INDEX
Adapted TASCs
, 45
Adaptive Leadership model
, 9, 12, 24, 116
Assignments
, 10, 23, 46, 88, 123
Attention
, 27, 36, 57, 68, 76, 78, 105
Authenticity
, 7, 19, 35, 116
Behavioral patterns
, 13
Bridging theory
, 1
Case-in-point approaches (CIP approaches)
, 7, 11–15
teaching
, 13
Challenge with support
challenge and support outside classroom
, 106–109
factions
, 105–106
fairness vs. equity
, 103–105
hopes vs. expectations
, 102–103
in IE classroom
, 99
Linnette experience
, 99–101
practices for offering
, 101–106
Class
, 87, 90
allowing and managing conflict to orchestrate heat
, 93–94
David experience
, 83–84
facilitate discussions
, 90–93
heat regulation in.
, 83
hypothetical scenario
, 96–97
larger system
, 85–86
making situation into case study
, 95
making tension productive
, 88–89
move to system level
, 95
natural class occurrences
, 89–90
participation
, 27
recording
, 69
remember role and human being
, 86–87
turning up heat
, 85
ways to turn down heat without losing
, 94
ways to turn up heat
, 89
Classroom
, 5
board
, 37
challenge and support outside
, 106–109
emergence in
, 13
transforming classroom into community
, 19–20
Community
processes related to community building
, 58
to support
, 118
Compassion
, 73, 81–82
compassion check
, 77–78
difference between noticing and compassionate noticing
, 73–76
language authentication
, 80–81
practices for noticing
, 76
re-dos
, 76–77
soften noticing with preamble
, 78
starting out, err on side of compassion
, 77
students take on new or challenging things
, 79
teaching class
, 80
work hard to keep curiosity
, 79–80
Complex identities
, 1
Container
, 35
begin on-time and with intention
, 36–37
creating
, 39–40
intention
, 31–32
know your students’ names
, 35
Linnette experience
, 33–34
practices for building
, 35
preparing whiteboard as Welcoming tool
, 37–39
whiteboard content on first day
, 32
Core Course Concepts
, 9
Culturally Relevant Leadership Learning model (CRLL model)
, 19
Defenders
, 116
Defensiveness
, 24
“Double Slit” experiments
, 6
Education
, 8
Emergence
, 11
in classroom
, 13
using lived moments, in moment
, 11–12
Emergent moments
, 65–66
class
, 67–68
experience high levels of tension or emotion
, 66–67
learn to hear big assumptions and sweeping statements
, 67
notice energy in room
, 67
practice seeing moments and data in room
, 68–71
types
, 66
Emergent teaching
, 4–5, 21, 60
Emotions
, 13
Energy in room
, 67
Equity
, 103–105
Expectations
, 102–103
Fairness
, 103–105
“Field theory”
, 6
“Fishbowl” conversation
, 93
Five Minutes of Inspiration
, 113
Foreshadowing
, 10
Google Doc
, 37
GroupMe
, 88, 106
Heat regulation in class
allowing and managing conflict to orchestrate heat
, 93–94
class
, 87, 90
David experience
, 83–84
facilitate discussions
, 90–93
hypothetical scenario
, 96–97
larger system
, 85–86
making situation into case study
, 95
making tension productive
, 88–89
move to system level
, 95
natural class occurrences
, 89–90
remember role and human being
, 86–87
things to remember turning up heat
, 85
ways to turn down heat without losing
, 94
ways to turn up heat
, 89
Hopes
, 102–103
Hypothetical scenario
, 96–97
Identity/identities
, 18–19, 21, 26
help with defaults
, 27–28
intentions and
, 26–27
Instructional website
, 88
Intention
, 6, 21
helpful on planning side
, 23–25
and identities
, 26–27
intentional choices
, 28–29
setting
, 21–22
unexplored intentions
, 25
Intentional Emergence (IE)
, 1–2, 5–6, 12, 22–25, 35, 42, 66, 73, 112
adding identity as core factor to learning
, 15–19
becoming conscious of invisible fields shape behavior
, 6–10
cautions and words-to-the-wise
, 114–119
classroom
, 26, 83
dangers
, 114
emergence in classroom
, 13
instructor
, 3–4
intentional & emergent teaching
, 4–5
limitations & dangers
, 113
using lived moments, in moment
, 11–12
planning sources creating intentional foundation
, 10
teaching
, 21, 28, 57
teaching and learning model
, 13–15
transforming classroom into community
, 19–20
where do I begin?
, 111–113
Intentional teaching
, 4–5
Language authentication
, 80–81
Leadership
, 1, 41, 53
class
, 56
teachers
, 1, 15
teaching of
, 26, 124
theory
, 1, 42
Leadership Can Be Taught
, 97n1
Learning
adding identity as core factor to
, 15
IE model
, 15–16
instructors bring identity into space as well
, 18–19
students bring identity into space
, 17–18
Lecture
, 111–112
Metaphors
, 22
Micro-aggressions
, 1
Mini-lectures
, 10
Natural class occurrences
, 89–90
Pandemic interruptions
, 1
People
, 122–123
Personality
, 17, 66, 87, 116
Planning
, 123
Pleasers
, 116
Polarized belief systems
, 1
Professor
, 9
Quantum physics
, 6
Readings
, 10
Real work TASCs
, 45
Self-organization
, 12
SnapChat
, 88
Social Change Model
, 10
Social Justice
, 1
Socially-distanced teaching
, 1
Student Development Outcomes
, 15–16
Syllabus
, 9
Teachers
, 4
Teaching
, 53
intentional & emergent
, 4–5
leadership
, 26, 124
Temporary Authority Skills Challenges (TASCs)
, 23, 41, 46–47, 53, 58–60, 65, 108, 113
adapted TASCs
, 45
allow for “timeouts” to think strategically and access resources
, 48
cautions
, 60–63
dangers and opportunities of using
, 50–51
decide questions individual or community
, 60
facilitating
, 49–50
facilitating reading discussions or other activities
, 56–57
finding natural places to give work back
, 54–56
framing TASC for optimum emerging moments
, 45
getting instructions right
, 45
group TASC
, 48–49
groups
, 56
Linnette case
, 53–54
obstacles for leader to navigation
, 47
processes related to community building
, 58
purpose of
, 41–44
real work TASCs
, 45
time limit matters
, 47–48
types
, 44–45
Tension productive
, 88–89
Time
allotment
, 23
limit matters in TASCs
, 47–48
maximizing
, 108–109
on-time and with intention
, 36–37
Traditional case-in-point classroom
, 83
Transformational learning
, 8, 86, 118
Transformative moments
, 112
Transforming classroom into community
, 19–20
Transparency
, 51
Triggers
, 21, 28
“Ubuntu”
, 118
Unconscious intentions
, 25
Unexplored intentions
, 25
Unlearning
, 9–10
Unproductive tension
, 88
Venn diagram
, 4–5
Vulnerability
, 116–118
Whiteboard
content on first day
, 32
preparing whiteboard as Welcoming tool
, 37–39
Work
avoidance
, 88
on ego
, 119
Zoom call
, 87
- Prelims
- Introduction
- 1: Intentional Emergence as a Way of Teaching
- 2: Understand Your Intentions, Identities, and Triggers
- 3: Build a Container
- 4: Use TASCs
- 5: Give the Work Back
- 6: See the Moments
- 7: Notice Compassionately
- 8: Regulate the Heat
- 9: Offer Challenge with Support
- 10: See the Limitations & Dangers
- 11: Take the Next Steps
- References
- Index