Index

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

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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