We had a terrific opening conversation this morning as kids started to consider ideas of accountability. We had started this earlier in the quarter but as with most things, you need to deal with it again and again. <\/p>\n
KS led the discussion effectively. <\/p>\n
I had two things that I wanted to get on their radar: one, how do social pressures affect ideas of accountability? In other words, how do we manage this one-on-one, in small groups, and as a large group? Two, how do we deal with situations when there’s no dissonance as a student talks about their work? In other words, when a student holds up a crap project and claims that it is amazing, how do we help puncture that illusion\/delusion? <\/p>\n
Some notes from their conversation:
\nIt’s hard to hold people accountable when:
\nMH: ou don’t know them or the their work; when it doesn’t affect you.
\nAH: you’ve never done that work before
\nTC: they’re upset or angry
\nVG: people won’t reflect honestly; when it’s subtle (big is easier than small)
\nIP: they don’t accept responsibility <\/p>\n
It’s easy to hold people accountable when:
\nDD: you have proof
\nVG: you share the same goals
\nMT: you focus on their goals
\nVG: you know their situation
\nKS: you’re aware of their (unique) situation. <\/p>\n
Favorite line: We’re doing complex projects so it’s not always clear what good work is. <\/p>\n","protected":false},"excerpt":{"rendered":"
We had a terrific opening conversation this morning as kids started to consider ideas of accountability. We had started this earlier in the quarter but as with most things, you need to deal with it again and again. KS led the discussion effectively. I had two things that I wanted to get on their radar: … Continue reading When is accountability easy? When is accountability hard?<\/span>