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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

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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

Copyright © 2021 Linnette Werner and David Hellstrom

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

Copyright © 2021 Linnette Werner, David Hellstrom. Published under exclusive license by Emerald Publishing Limited.

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters’ suitability and application and disclaims any warranties, express or implied, to their use.

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

Contents

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.

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