Prelims

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

pdf (1.8 MB) ePub (1.4 MB)

Citation

Werner, L.R.L. and Hellstrom, D. (2021), "Prelims", Teaching from the Emerging Now, Emerald Publishing Limited, Leeds, pp. i-xviii. https://doi.org/10.1108/978-1-80043-724-120211014

Publisher

:

Emerald Publishing Limited

Half Title Page

Teaching from the Emerging Now

Title Page

Teaching from the Emerging Now

By

Linnette R. L. Werner

Hamline University, USA

and

David Hellstrom

University of Minnesota, USA

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2021

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British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-80043-725-8 (Print)

ISBN: 978-1-80043-724-1 (Online)

ISBN: 978-1-80043-726-5 (Epub)

Dedication Page

To my mom and dad who always believed in my ability to write, teach, and lead. Thank you for your undying love and support.

To Dr Sharon Daloz Parks – for your mentorship, guidance, and leadership.

There are no words to express my gratitude for you and your life’s work.

– Linnette R. L. Werner

To every student that allowed me to walk with them for a short time on their journey. Thank you for your work, your challenge, your trust and your connection. Thank you for your grace in allowing me to grow as fast as I could, even if it wasn’t as fast as you wanted me to.

To my partner Susan and my children Gracey, Hank and Sam. You will always be my first circle. Almost all of the big lessons I learned from you.

– David Hellstrom

List of Tables and Figures			xi
List of Abbreviations			xiii
About the Authors			xv
Acknowledgments			xvii
Introduction			1
1.	Intentional Emergence as a Way of Teaching		3
	Intentional & Emergent Teaching		4
	Why Intentional Emergence?		5
	The First Part of the Model: Intentional		6
		Becoming Conscious of the Invisible Fields that Shape Behavior	6
		How Intention Shows Up in the Classroom	8
		Unlearning: Protecting Competencies	9
	The Second Part of the Model: Emergence		11
		Using Lived Moments, in the Moment	11
		How “Emergence” Shows Up in the Classroom	12
	The IE Teaching and Learning Model		13
	Adding Identity as a Core Factor to the Learning		15
		Students Bring Identity with Them into the Space	17
		Instructors Bring Identity into the Space as Well	18
	Transforming the Classroom into a Community		19
		So Let’s Begin...	19
2.	Understand Your Intentions, Identities, and Triggers		21
	Setting Intentions		21
	Plan Like Hell…Then Let It Go		22
	Unexplored Intentions Allow Defaults to Enter		25
	Identities Matter		26
		Our Intentions and Identities Are Linked	26
		Getting Help with Your Defaults	27
	Know Your Triggers		28
	Make Intentional Choices		28
3.	Build a Container		31
	What Is a Container?		35
	Practices for Building the Container		35
		Know Your Students’ Names Before They Arrive	35
		Begin On-time and with Intention	36
	Prepare the Whiteboard as a Welcoming Tool		37
	How You Create the Container Will Carry Through		39
4.	Use TASCs		41
	Purpose of TASCs		41
	Types of TASCs		44
		Real Work TASCs	45
		Adapted TASCs	45
	Framing a TASC for Optimum Emerging Moments		45
		Get the Instructions Right	46
		Don’t Prevaricate	46
		Think About Obstacles for the Leader to Navigate	47
		The Time Limit Matters	47
		Allow for “Timeouts” to Think Strategically and Access Resources	48
		Remember It Is a Group TASC Ultimately	48
	Facilitating a TASC		49
	The Dangers and Opportunities of Using TASCs		50
5.	Give the Work Back		53
	Find the Natural Places to Give the Work Back		55
	Putting Themselves into Groups		56
		Facilitating Reading Discussions or Other Activities	56
		Processes Related to Community Building	58
		Just Be Quiet: Don’t Answer All the Questions That Are Asked	58
		Decide if the Questions Are Individual or Community Worthy	60
	Cautions to Notice		60
6.	See the Moments		65
	We Don’t Normally See Emergent Moments – Until We Do		65
	Types of Emergent Moments to Start Seeing		66
		Notice When You Experience High Levels of Tension or Emotion	66
		Learn to Hear Big Assumptions and Sweeping Statements	67
		Notice the Energy in the Room	67
		Notice the Things You Talk About After Class	67
	Practice Seeing Moments and Getting More Data in the Room		68
		Replay the Class in Your Head	68
		Record Your Class	69
		Ask Others to Observe Your Class	69
		Observe Others	70
7.	Notice Compassionately		73
	The Difference Between Noticing and Compassionate Noticing		73
	Practices for Noticing Compassionately		76
		Don’t Go for Perfection, Allow Re-dos	76
		When Starting Out, Err on the Side of Compassion	77
		After the First Thought, Do a Compassion Check	77
		Soften the Noticing with a Preamble	78
		Notice When Students Take on New or Challenging Things	79
		Work Hard to Keep Your Curiosity	79
	Begin to Teach the Class to Start Noticing as Well		80
	Use Language Authentic to You		80
	Ask Yourself, “To What End?”		81
8.	Regulate the Heat		83
	Things to Remember When Turning Up the Heat		85
		Stay Calm and See the Larger System	85
		Remember Your Role and Also Be a Human Being	86
		Know Where Your Class Is	87
		Make the Tension Productive	88
	Ways to Turn Up the Heat		89
		Use Natural Class Occurrences	89
		Give the Work Back to the Class	90
		Facilitate Discussions Differently	90
	Allowing and Managing Conflict to Orchestrate the Heat		93
	Ways to Turn Down the Heat Without Losing It		94
		Take a Short Pause	94
		Make the Situation into a Case Study	95
		Move It to the System Level	95
		Offer a Hypothetical “What if I did this?” Scenario	96
9.	Offer Challenge with Support		99
	Practices for Offering Challenge with Support		101
		Which One Are You? (You Might Be Wrong)	101
		Hopes Versus Expectations	102
		You Will Need to Decide How You Feel About Fairness Versus Equity	103
		It Is Important to Challenge and Support Factions	105
	Challenge and Support Outside the Classroom		106
		Maximizing Time – Another Form of Challenge	108
10.	See the Limitations & Dangers		111
	Where do I Begin?		111
	Where do I Begin?		112
	Where do I Begin?		113
	Where do I Begin?		113
	Dangers That Should Stop You		114
	Cautions and Words-to-the-Wise		114
		You Cannot Control What Happens	114
		You Ask for Their Honesty … and Sometimes You Get It	115
		You Will Disappoint People and Make Public Mistakes – A Lot of Them	115
		You Must Bring Your Own Vulnerability, But Not Be a Hot Mess	116
		You Will Need a Community to Support and Teach You	118
		This Will Take More Time Per Week Than You Knew You Had	118
		You Must Work, Work, Work, Work, Work on Your Ego	119
11.	Take the Next Steps		121
	Find Your People		122
	Plan Like Hell and Let It Go, but Don’t Skip the “Plan Like Hell Part”		123
	Start, Then Start Again		123
References			125
Index			127

List of Tables and Figures

Tables

Table 1.	T-test Results for IE Student Versus Non-IE Student Outcomes.	16
Table 2.	Dangers and Opportunities of Using TASCs.	50

Figures

Fig. 1.	The Intersection of Intention and Emergence.	5
Fig. 2.	Examples of Planning Sources Which Create the Intentional Foundation.	10
Fig. 3.	Examples of Sources for Emergent Moments.	14
Fig. 4.	Not All Optimal or Teachable Moments Can or Should be Engaged.	15
Fig. 5.	How Instructor/Student Identity Connects to Intention and Emergence.	17
Fig. 6.	The IE Teaching and Learning Model.	19
Fig. 7.	Whiteboard Content on the First Day.	32
Fig. 8.	White Board Content Third Week of Class.	38
Fig. 9.	Hope Versus Expectations.	102
Photo 1.	Challenge and Support.	109

List of Abbreviations

CIP	Case-in-point
CRLL	Culturally Relevant Leadership Learning
IE	Intentional Emergence
ILA	International Leadership Association
TASC	Temporary Authority Skills Challenge

About the Authors

Linnette R. L. Werner, PhD, spent many years as the Director of the Undergraduate Leadership Minor at the University of Minnesota. She started working with the Leadership Minor in 2001, when she was asked to join the teaching faculty of the newly created program. With a background in educational policy and administration, teaching, the arts, and leadership, Linnette worked with the minor to align its curriculum to the civic engagement mission of the University of Minnesota, increase its capacity, provide instructor mentoring, and begin research initiatives.

Starting with a total of 251 students per year in two sections of the introductory course and one section of each of the upper core courses, Linnette increased its capacity to serve over 1,800 undergraduates per year, making it the largest program of its kind in the world. In 2019, she left the University of Minnesota to serve as the Associate Dean at Hamline University and to create new academic leadership programs at the undergraduate and graduate levels.

David Hellstrom, MA, is a well-loved national leadership trainer and speaker, having been the keynote speaker at more than 350 colleges and universities in the last two decades on leadership and self-development. David’s efforts have brought him an Omni Education Award, an appearance on the TODAY™ Show with Katie Couric, and many accolades. Both as a speaker and as a teacher of leadership, David’s audiences and classes describe him as funny, curious, engaging, and truly passionate about what leadership means and how it can be taught.

David began teaching in the Leadership Minor at the University of Minnesota in 2002. In 2007, Linnette and David, under the care and mentorship of Dr Sharon Daloz Parks, began to adapt the work of Heifetz and his colleagues at Harvard to be equally effective with undergraduates and emerging-adults. Based on programmatic research and evaluation, the adaptation has been extremely successful.

Acknowledgments

We would like to thank the many talented and compassionate teachers and leaders who helped to make this work a tangible product. First and foremost, we are indebted to Sharon Daloz Parks who not only helped us to adapt case-in-point to our context, but who also told us it was time to write and mentored us in the process. We are also grateful to Ron Heifetz not only for his encouragement and feedback along the way, but also for his pioneering work in Adaptive Leadership and case-in-point teaching. In addition, Alex Fink, a talented teacher, leader, and scholar, spent many hours with us imaging the structure of the book, its tone, and the outline. Although Alex’s words do not appear in the text, his vision and heart guided us.

We’d like to thank Emerald Publishing and our amazing editor, Kim Chadwick – thank you for your belief in us and your feedback. We would also like to acknowledge those who graciously reviewed, again and again, work that needed to be codified, but which will always be in progress: Ethan Brownell, Gracey Hellstrom, Anna Capeder, Zachary Carter, Jessica Chung, Kate Kessenich, Christine VeLure Roholt, Betsy Priem, Marcus Carrigan, Nick Mabee, Parker Mullins, Laura Shelley, June Nobbe, Brian Fredrickson, Jason Jackson, Leonard Taylor, and Evonne Billotta-Burke.

A huge thank you also goes out to Annika Brelsford who created the visuals in the book. Thank you for taking our ideas and working to bring them from messy ideas in our heads to clear pictures for others.

We would also like to express our deepest gratitude to all of our Leadership Minor instructors and colleagues (both at the University of Minnesota and Hamline University). Without this talented, courageous, authentic group of leader-teachers, we wouldn’t have had the audacity to say, “this stuff works.” The number of hours of collective creativity, adaptation and failed experiments (that eventually led to a proven, solid foundation) that went into this model were only possible because of these courageous people. It’s truly miraculous that we get to work with them every day.

Finally, none of this would be possible without our students. We hope the importance of that statement connects with those who read this book. We are the teachers we are because our students are the students they are. Ubuntu: I am because we are. Thank you for being. Thank you for showing up and giving us your trust and allowing us to practice our craft. Thank you for making us better people and leaders in the process.

Book Chapters

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