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Posts Tagged ‘Dan Rothstein’

I’m over halfway through my 7 week class. It’s been hard to read much. In fact, the only things I’ve read are my textbook (which I don’t care for) and some things for work. One of which is Callings, a StoryCorps collection about work. We’re considering it at my university as a common read for the freshmen. Other than the subtitle, which includes the word “passion” (I told my freshman student success class that I think “follow your passion” is crummy advice), I enjoyed it. Like other StoryCorps books, it’s a collection culled from the interviews people submit.

There are actually several examples in the book that fit the advice I prefer over “follow your passion” — follow opportunity and try to be happy where you are. A number of people interviewed discovered things about themselves by taking jobs they needed but didn’t necessarily want. Or their career took a turn in a direction they never expected and that became their life’s work.

An example I really loved was Rev. Eric D. Williams of Kansas City, Missouri. He talks about being asked to hold a funeral for young man who died of AIDS, because his own church wouldn’t have it. Rev. Williams didn’t want to either but he listened to his heart, which was telling him that being rejected by your church when your kid has died is wrong, and he needed to help. After that he realized his community wasn’t talking about AIDS, and that he could educate people about it, to help end the fear and prejudice.

What he said that really got me was this: “I came into this work kicking and screaming. I just didn’t want to do it. But my heart was pulled. Everything good that I’ve been able to accomplish in ministry, has started with some kind of burden, and AIDS burdened me.” I find that really interesting. I’m not even sure what to make of it. Burden as a breakthrough . . .  I really want to ponder that.

What Rev. Williams, and many other people featured in Callings, did was ask themselves questions about their life and the world and the work at hand, and take action for themselves as they answered those questions. The other book I recently read (albeit very quickly; I hope to go back and spend more time with it when I can), was Make Just One Change: Teach Students to Ask Their Own Questions  by Dan Rothstein and Luz Santana. Over on Nocturnal Librarian I blogged about coming across the work of the Right Question Institute in an interview about the Question Formulation Technique and librarianship. I decided to read Make Just One Change so I could try QFT. It’s a good guide to the technique and has helpful examples of real life applications. But I wasn’t sure when I’d try it.

Well this week, I used QFT with my Student Success class. This is a one credit year-long course all freshmen at my university take, and I’m teaching a section of it this semester. We’ve had a few weeks to explore the idea of vocation — not an easy concept for anyone, let alone 18 year olds, to wrap their heads around. After a week where there wasn’t much discussion and a fair number of bored looks, I decided to shake things up a bit. I asked them to read the rules of the QFT (Ask as many questions as you can; Do not stop to discuss, judge or answer the questions; Write down every question exactly as it is stated; Change any statement into a question) and then come up with questions using this question focus: 

“Before you tell your life what you intend to do with it, listen for what it intends to do with you.” Parker Palmer, Let Your Life Speak

(No, I haven’t yet read Let Your Life Speak but I’ve read excerpts)

Once they had questions, they looked at which were open and which were closed (could be answered with yes, no, or another one word reply). They practiced changing questions from one kind to the other, and thought about what the pros and cons of each kind of question are. Then they prioritized three of the questions they chose and wrote down why those were their priority, and thought about how they might use those questions. Finally, they reflected on what they had learned about asking questions, what they had learned about the question focus, and what they would do with what they learned.

It was fabulous. I had split them into groups of three, and each group came up and talked about their question creation and analysis, and I could not have been happier. When I handed out the papers, one of my peer mentors had already said she didn’t get it and didn’t think they would, and I had enjoyed (not really) a moment of panic that the whole plan was going to flop miserably. But they got into it — conversation was livelier than it had been in weeks. And, they came up with some really good questions, like “How will I know if my life is speaking?” and even “What is life?” and they had amazing ideas about how to use what they learned, from asking questions in order to study for hard exams (many in my class are nursing students) or using the questioning method we had explored to look hard at issues in the world around them.

If you’re an educator or leader of any small group, I highly recommend you give it a try.

Of course this means I need to come up with something really good for our next class, which is also our last. We’re talking about service, and I have a surprise field trip planned, so there isn’t going to be time for a full QFT, but I will remind them to use what they learned as they write a reflection.

This weekend I have to read a pre-pub novel for Kirkus, but I hope to be back to pleasure reading very soon. Only three more weeks of adolescent development class!

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