Would a dedicated hashtag to museum learning in Australia work?

IMG_3661I’ve been having great discussions with MAAS educators and the communications crew about audience engagement with social media. Particularly from the education stance and illuminating the unique learning that occurs. We have been thinking about how to engage teachers, students, museum educators, and learners as a whole. How could we do this?

One hashtag that has a profile online, although US dominate, is #musuemed. What if we leveraged this profile and created a hashtag called #museumedoz? Would this engage an audience of educators – in schools and in museums to engage in conversations through the platform of Twitter? If the focus is on museum learning there would be an open dialogue created that provided opportunity to engage in real time two-way conversations that explore the various aspects of object based pedagogy, learning in museums, school visits, public programming, learning with objects, curriculum, museum educator roles, discussions on various approaches or curriculum ideas. Underpinning this would be building the capacity to engage in cultural participation from an education stance.

Would we showcase various museums?

Would we have guest hosts?

Would we have a dedicated time for an online discussion?

 What do you think? What is your initial reaction?

A spontaneous observation of energized museum learning

I’ve just begun a new partnership with the Museum of Applies Arts and Sciences (MAAS) as their inaugural Visiting Research Fellow. This is an exciting new adventure for both the museum and myself. Most importantly for me this is a significant new opportunity to be able to explore my research in museum education. My fellowship is focusing on how we can utilise young people’s personal social media use – specifically how they photograph their experiences and share these via various social media platforms that enable them to compose a narrative, share their insights, and pose questions to a community of peers. I’m really interested to investigate how we can utilise these personal online behaviours in education spaces to further promote engagement with objects, spaces, content, and meaning making.   But more on that later.

My adventures in the first two days have allowed me to have such inspiring conversations with curators, museum educators, volunteers, the communications crew, and even the director. I love the fluidity of the space for learning opportunities – formal and informal. I’ve been intrigued by quite a few experiences since being here including those being in the form of organized conversations and spontaneous public observations of interactions.

Screen Shot 2015-03-03 at 2.44.28 pmThis morning was one of those spontaneous moments I just have to share. Moving through the exhibition spaces and between floors I came across an open carpeted floor space that was covered in rows of large bowls. In them gold bottle lids were piled, shining in the museum low-level lighting. “What’s going on here? How intriguing” was the comment I made to a colleague I was walking with at the time. To my delight a museum educator came up to shed insight with an invite to return in an hour or so to witness 80 primary school students engaged in a learning experience with these bowls.

Screen Shot 2015-03-03 at 2.44.59 pmI went off to another area of the museum and finished a couple of tasks before returning later to discover this space within the museum filled with laughter, excitement, energy and 80 young people, their teachers and two museum educators enthralled in an exploration of the Eureka Stockade. The bowls were indeed gold pans, and the golden bottle lids gold. Young people were in costumes, there were small groups of students problem solving together while others were trading in gold fields business, and most importantly there were public still interacting with surrounding exhibitions (with some even stopping to look with the same big smile I had on my face!). The discovery and inquiry into key aspects of the Eureka Stockade were being acted through a carefully designed game involving dramatization, small group work, whole class discussions, and questioning defined by learning by doing.

Screen Shot 2015-03-03 at 2.44.47 pmAt key moments in time a museum educator would yell out “Eureka” which was followed by a collected response of “Eureka”. Oh my noise in a museum! How cool I thought! This was followed by some quick instructions or a posing of a question that the students then needed to go about and solve.

What I loved about this museum learning experience was the strategies engaged with to communicate with the students by the museum educators. At no stage was there a raised voice, a reminder to listen, nor extended periods of wait time. The students were engaged, the museum educator was engaging, and the learning task was inspiring and motivating. Clear expectations of how the game was to be played out were set that allowed for a learning community to be quickly established. The students were smiling and the listen to each instruction so they could continue with the game.

Screen Shot 2015-03-03 at 2.45.22 pmDrama, costumes, props and a script took the young people through an experience that unpacked the learning focus. Interdisciplinary skills were engaged with throughout the process. I observed cooperative teaching and learning strategies, group roles to enable inclusive involvement, problem solving, communication, posing of questions, and reflective and metacognitive thinking while inter- and intra-personal learning was engaged with. A no stage did I see one student who had to be guided back into focus. There was interaction, problem solving and inquiry. Most importantly the young people were trusted to engage with the content that promoted the generation of a memory that provides a connection to history, the past, and context to now.

When have you observed a learning experience that has just glowed with energy? What strategies have you observed being used?

Teacher education and partnerships with galleries: What do pre-service teachers think?

Partnerships with cultural organisations such as galleries and museums are under utilised by teacher education programs in Australia (Abeles, 2004Bybee, 2001Falk, 2001; Lemon& Garvis, 2014; Nichols, 2014; Wilson, 2004). Cultural organisations are community assets that offer a range of rich and diverse learning resources and programs for learners encompassing all levels of education (Eames & Coll, 2010; Grossman & McDonald, 2008). This project aimed to investigate how a partnership between Shepparton Art Museum (SAM) and La Trobe University could begin to understand how working in partnership while embedding a site visit into teacher education curriculum could support future teachers awareness of resources available.

Approach

The project was a case study that gathered the voice of pre-service teachers in order to understand the impact of cultural engagement within teacher education.

There were three stages to this study: 1) pre survey, 2) participation in visual arts workshop at SAM, and 3) post evaluation.

Participants

The participants were pre-service teachers (students) of the Graduate Diploma of Education (Middle Years) course. A total of 59 participants were involved in this pre-survey of the study, with a return rate of 54.6%. In the post-survey 82 returned the survey with a return rate of 78%. 108 pre-service teachers were in the class who participated in the education program at SAM as a part of their teacher education studies.

Findings

Pre-service teachers background in creative participation:

Visual arts participation saw largest numbers in crafts like ceramics, jewelry making, sewing or woodcraft (53%) and photography as an artistic endeavor (45%). 61% play a musical instrument while 58% sing and 35% participate in traditional or contemporary theatre. Creative literacy practice participation sat in the writing of a biography, memoir, essay or history (52%) and novel or short story (48%).

Background in arts and specifically receptive participation:

The pre-service teachers indicated that they visit galleries (71%) and museums (79%) as a part of their personal time. 91% attend live music, 70% attend traditional or contemporary theatre, and many read a novel (85%) or read a biography, memoir or history (83%).

From this pre-data collected there is a strong percentage of pre-service teachers in this cohort who participate (creatively and receptively) in cultural activities connected to visual arts, performing arts (music and theatre/drama), and creative literacy.

Access to cultural organisations as teachers:

54% of the pre-service teachers indicated they had visited a gallery or museum for education purposes. The top reasons for this visit was for: a) School excursion (74%), b) Public program (19%), and c) Artist talk (16%). Only one pre-service teacher had visited these sites for teacher professional development.

In reflecting upon the reasons for not considering cultural organisations as educational resources, the pre-service teachers indicated that they had not made connections to these sites as resources. There were also reflections indicating lack of confidence, not knowing how to engage the site for education and were not too sure about moving form personal engagement to professional engagement. These are significant findings for partnerships between teacher education and cultural organisations and indicate the importance to engage future teachers who currently do not engage with cultural organisations for educational purposes in order to support them to make connections. While for those who do already engage with cultural organisations connections are reinforced and reminders are provided in how personal to professional links can be made to enhance both curriculum work with young people in school settings and for professional development as a teacher.

 Evaluating the learning experience at SAM:

The visit to SAM stimulated thinking:

  • About pedagogy from the perspective of art and thinking skills
  • How to engage students

The top ideas or curriculum connections emerged while at SAM:

  • Integrated curriculum approaches
  • Utilising the collection for literacy

Strength indicated were:

  • Gaining awareness around curriculum links
  • Gaining awareness pedagogical ideas
  • Experiencing SAM as a site for learning

Weaknesses indicated were:

  • More unpacking of art in the classroom (how to)
  • Too much talking (by educators)

Observations indicated were:

  • Enjoyed opportunity
  • Enjoyed the variety of art
  • Could begin to make connections to their role in teaching

Threats indicated were:

  • Logistical areas (time, location, travel, seeking permission from leaders to attend)
  • Perceived value to the curriculum (finding time, justifying need/value, working in a crowded curriculum, miss understanding how cultural organisations support/enhance curriculum and are not an add on)

Adolescents, their relationship with teachers and coping skills to adjust to teacher classroom management strategies.

School days we have all been there  (accessed from Shutterstock)

School days we have all been there (accessed from Shutterstock)

The classroom, as a social setting for learning, provides a dynamic, yet bounded, set of conditions that engage and affect the learning process. These conditions serve either to support or constrain development of learners (Grossman, Smagorinsky & Valencia, 1999; Martin 2004). From this sociocultural perspective learning is viewed as an active process in which knowledge and meanings are constructed and reconstructed through participation in social interactions (Cole, 1996; Lave & Wenger, 1991; Lemke, 1997; Marshall, 1992; Rogoff et al., 1995; Vygotsky, 1978; Wertsch, 1985; 1998). Thus engagement in the classroom as a learning environment is an important contributor to success of being able to negotiate the world and meaning making. It is then Important for students to connect to the learning environment and indeed the teachers who lead and facilitate learning opportunities. This highlights the significance of student connection to teachers and learning, and thus relationships in the learning environment.

As Bourdieu (1986) reminds us, relationships, produced through reciprocal exchanges are repositories for social capital. Furthermore, an individual’s ability to benefit socially and/or academically may be reliant on resources such as information, norms, and support converted through relationships (Bourdieu, 1986; Coleman, 1988; Crosnoe, 2004). For the classroom this is extremely important and highlights how learning experiences are organised in relation to how they impact students in schools and how they engage with teachers, content, and indeed each other (Hopkins, 2001; Hopkins, Munro & Craig, 2011).

Student academic and social success may significantly benefit through the provision of classroom supports such as established norms of expectations, trust, communication, and engagement (Crosnoe, 2004; Stanton-Salazar, 1997). Student-teacher communications may also be indicators of the internalized expectations and trust levels teachers have of students (Good & Brophy, 2003). Crucial to the classroom, these communications transmit norms, which can positively or negatively affect student-teacher relationships (Stanton-Salazar, 1997). Furthermore, Muller (2001) states that the probability that an educator can produce a supportive classroom environment is affected by the quality of individual student-teacher interactions.  Thus, indicating that a supportive classroom is built on social relationships that should nurture students’ sense of belonging (Murray & Zvoch, 2011; Sergiovanni, 2005) which can then increase student classroom engagement levels, students’ beliefs of their own academic and social capabilities (Fan, Williams, & Corkin, 2011; Larson, 2014; Lee, 2012; Patrick, Ryan, & Kaplan, 2007; Thapa, Cohen, Guffey, & Higgins-D’Alessandro, 2013) as well as classroom responsibility (Lewis, 2011). Subsequently, if a teacher is perceived to alienate students this can lead to disconnection within the classroom (Brown, Higgins & Paulson, 2003). In order to generate effective social classroom environments, both students and teachers need to sustain reciprocal relationships through an acceptance of obligations to and expectations of the other party (Bryk & Schnider, 2002). This is essentially important, as Sullivan et al (2014) reveal in their research, that of all unproductive behaviours that occur in classrooms, disengaged behaviours by students are extremely prevalent and teachers consider them difficult to manage.

Maintaining orderly learning environments is important because they are associated with high student engagement and achievement (Angus et al., 2009; Creemers, 1994; Hattie, 2003; Lewis, Romi, Qui, & Katz, 2005; Overton & Sullivan, 2008; Sullivan, 2009; Sullivan et al., 2014). Hattie (2003) reminds us that:

 …an optimal classroom climate for learning is one that generate an atmosphere of trust – a climate in which it is understood that it is okay to make mistakes, because mistakes are the essence of learning…expert teachers create classroom climates that welcome admission of errors; they achieve this by developing a climate of trust between teacher and student, and between student and student. (p.29)

Illuminated in this quote is that a classroom environment built on trust comes from focus on relationships, engagement, and responsible classroom behaviour. This is where Pearson et al. (2008) reiterate that relationships “create unique and often lasting attachments among individuals … that influence behaviors such as cooperation, communication, and commitment to a common purpose” (p. 958).

Importance is highlighted then for students to adapt to teacher expectations and style in order to be able to negotiate the student-teacher relationships and to adapt to the requirements of school. As Hanewald (2013), and Mello and Nader (2013) reiterate, students are required to learn to act responsibly towards others and towards their learning across all age levels and transition times of schooling (for example, from kindergarten to primary, primary to secondary, or so on). Adjustment, therefore, requires coping skills to be manifested by young people (Davis & Humphrey, 2012; Keefer, Parker, & Saklofske, 2009) in order to be able to negotiate relevant expectations and thus display appropriate and responsible social behaviour. As equally important to the classroom environment and student responsibility is also teacher use of engagement and management strategies. If there is not the appropriate classroom management strategies utilised by the teacher disconnection by the student can be present. A lack of positive student-teacher relationships in the classroom may cause students to experience a disconnection (Angus et al., 2009; Creemers, 1994; Hattie, 2003; Lewis, Romi, Qui, & Katz, 2005; Overton & Sullivan, 2008; Sullivan, 2009; Sullivan et al., 2014; Trahan, 2013). In a study by Trahan (2013) with Grade 6 and 7 students (aged 11 to 13 years) findings specified that when disconnection occurs, students may become disengaged. This disengagement subsequently produces difficulties in developing self-efficacy which facilitate potential academic and/or social growth.

We argue in the research we have carried out with over 1000 adolescents in Australia is that student coping is a mediator of disconnection in the face of teachers’ classroom management. Coping strategies utilised by young people relates to their manifestation of appropriate social behaviour. This is important as coping skills are closely connected to adaptation, social functioning, and social, physical and emotional health (Hanewald, 2013; Hines, 2007; Lasarus & Folkman, 1987; Mello & Nader, 2013). Discrepancies in social skills and social competence, including coping and adaption, can lead to adjustment issues and behavioral problems in childhood, adolescence, and adulthood (Bru et al., 2010; Elizur, 1986; Hines, 2007; Kolbe, Collin & Cortese, 1997; Mello & Nader, 2013; Spence, 2003). In this research it will be assumed that effective coping may lead to appropriate adjustment, and be used as a mediator of disconnection in the face of teachers’ classroom management. We highlight that there is a productivity connection between time on task and achievement for the student and therefore anything to do with the teacher and their classroom management strategies. However teacher use of aggression and thus subsequent distraction leads to a tension between the teacher-student relationship (Lewis, Romi & Roache, 2012). As a result students coping strategies assist in the adaptation to liking school, what the teacher pedagogical displays and manifests in the learning environment as a part of their classroom management strategies.

This research findings highlight the significant relationship between teacher and student. Regardless of gender those students who utilise Productive coping strategies are significantly more likely to like their teacher and to express more interest in learning and the belief that it is important. Findings also indicated that these students are more likely to remain attentive when their teacher enacts classroom management strategies to address responsible behaviour of peers. In contrast those adolescents who utilise Non-Productive coping strategies indicated that they are less likely to like their teacher and believe that learning is interesting. This non-engagement is a significant reinforcement of why teaching adolescents coping skills and how these skills can support both academic, social and emotional development is vital (Larson, 2014; Lee, 2012). If those students are utilising Non-Productive coping strategies, do not believe in learning as an interesting endeavor and thus have greater distraction as a result of teachers dealing with misbehavior in class, the maintaining of a productive and supportive classroom community where all learners can succeed according to their needs and learning styles is impacted. It could be assumed that the adolescents in need of a positive teacher-student relationship in the classroom environment to scaffold learning are the ones who are, distracted and indeed the target of the teachers classroom management that in turn is making them feel disengaged with liking learning. Whether the teacher behaviour and classroom management strategies are justified or not, for the student this is a significant issue where crucial life long learning is disrupted and impeded. These findings highlight the significance of student connection to teachers and learning, and thus relationships in the learning environment. The findings of this research reinforce how important it is to teach adolescents coping strategies. The findings contribute to the evidence that teaching adolescents to improve their coping results in positive outcomes (Carter, 2010; Frydenberg, 2004; Frydenberg & Lewis, 1999a; 1999b; 2002; Lemon et al., 2004; Meller & Nader, 2013) and influences responsible behaviour (Cook, Tankersley & Landrum, 2012; Holen et al., 2012; MacCann et a., 2012; Mikolajczak, Petrides, & Hurry, 2009) and their sense of positive student-teacher relationships (Wang & Eccles, 2011; Wigfield & Cambria 2010).

 

What are your thoughts about the student-teacher relationship and impact on classroom responsibility?

How can teacher pedagogical decisions engage all learners, but especially those who feel disconnected?

How can we meaningfully teach coping skills to young people?

What are your experiences?

 

References

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The 9 commandments of Tweets that add no value

A fellow passionate social media user for professional connections pinged me a great blog post that made me think about the value of tweets and how we critically read them. Jan (@Janpcim)  and I have regularly talked about the value of social media for us as educators. We are both advocates of this way of working and openly share with others.

I was nodding my head upon reading the blog post in how Twitter is a resource for educators. There are numerous opportunities to focus on content and interactions that are professionally valuable. There are resources, ideas, research, literature, live Twitter chats, collaborations, question posing and responding, and opportunities to access innovative and current concept. Most importantly there is a global perspective.

Many of my face-to-face colleagues have been initial connections through Twitter. Through this link I have had the chance to meet them and we have had the chance to further grow our professional relationships. For me this has been so exciting as usually research opportunities have been presented that enable some exciting new findings in regards to learning and teaching across K-12 and higher education and for teacher professional development.

What I liked the most about the post was the comment that many don’t articulate –

“But then there are tweets that add little, if any, value…”

I’m going to call What Ed Said list (with slight embellishment and rewording) as The 9 commandments of Tweets that add no value.

  1. No one really wants to hear how fabulous you think you are (Self promotion) – I have to admit I do turn off when I read a tweet that tells me how great you are, especially when this dominates most of the original content you share. BUT a RT from someone else who has acknowledged an achievement is okay but don’t RT it too often!
  2. Don’t canvas for voters to showcase how great you are – this goes in partnership with commandment number 1. You can send the link but don’t tweet continuously as this is just another version of a door-to-door salesman trying to get me to change my electricity company.
  3. Please do not share your minute to minute life updates on your professional account – although interesting at times (and only some times), perhaps a different social medium will be better for this type of sharing. If you would like me to engage with you professionally the professional tweet content equals lots of engagement. If you send through too many photos of your dinner, your dogs dinner, your neighbours cat’s dinner, etc etc then an unfollow will come pretty soon after.
  4. Please do not share your children’s minute to minute life updates on your professional account – this equals an immediate unfollow on a professional account and an initial non connection when you follow me. If you have a professional account then there are certain expectations around content, perhaps set up another account to share this content.
  5. Popularity stats are for your eyes only – at times we are all interested in various stats that come with social media engagement for professional connections BUT they are for you and not for all your followers. There is no value at all in me seeing how many people followed, unfollowed or RTed your weekly tweets.
  6. Inspirational quotes about education and life can be overwhelming – the random quote is great to share but if you fill my Twitter stream up with RTs of inspirational quote posters and no other professional content that is original then I’m afraid this will equal disengagement. What is much more inspirational is hearing your voice and stories.
  7. Critically think about sharing someone else’s infographic – these can be “all colour and movement” as we would say in the arts world. Sometimes the sources and information is not accurate or contextually relevant so a good critical read is needed before an infographic with ace colour and icons is shared. Would you share this many infogrpahics in your classroom as posters on the wall?
  8. 100 best anything and everything is a turn off – Although it is great to share resources, links, fellow social media educators in a list, 100 is overwhelming and a list of between 3 to 5 with detail and context would be such a more stronger contribution to possible future professional connections.
  9. Negative Nancy tweeters are such a downer – energetic professional engagement with content, ideas, and possibilities offers much to the Twitter community, and your professional reputation.

What do you think?

Would you add or change any commandments?

Renewing and reinvigorating to work smarter

AristotleOver the end of year period I stopped. I think it was the first time in over 12 months that I actually truly stopped to reinvigorate my body and my mind, and most importantly to reflect about how I wanted to approach this new year. Some might call it a new year’s resolution but for me it is not this. It is so much more.

The time away from my work, colleagues, university space, and research was required. I was exhausted. My time away was about renewing and reinvigorating how I want to take care of myself so I can continue to do what I love. A part of this was a stopping and rethinking how I would do this. The stopping was the most important part of this process. Then I decided I would read about how others do this. How can we renew and reinvigorate our ways of working so that we can be smarter in our approaches? I was searching for some triggers that will reconnect me to approaches that are caring to my mind and body while also providing me with new ways of working. The article I read that most captured my attention was 12 Weekend Habits of Highly Successful People. This is what I learnt…

We are what we repeatedly doExcellencethen, is not an actbut a habit.” – Aristotle

  1. The mind is the freshest in the morning so utilise these most productive hours.
  2. Purposefully plan.
  3. Align goals and tasks for the day with a focus on 2 key items to be achieved per day.
  4. Make time to exercise each day. Find the sport or activity that you like.
  5. Exercise assists in counteracting the work dinners.
  6. Spend time with those who you care for – this is just as important as work deadlines.
  7. Make the time to spend with friends and family.
  8. Practicing mindfulness and meditation is a daily advantage to assist the mind, thinking and how you approach life.
  9. Resist FOMO (fear of missing out) and focus on JOMO (the joy of missing out) – for example, is it really that important to check your email late at night, first thing in the morning and on the weekend? Resist the checking and find balance.
  10. Give back and be generous. Re-energize your thinking in other areas.
  11. Use the weekend to do all the other things you love alongside of your work. Activity and reflection are the key to becoming refreshed to continue to work productively.
  12. Look after yourself and you must find balance.

What 2014 has taught me…

It’s coming to the end of the year and Chat with Rellypops blog is going to take the time out to relax and refresh after an action packed year. I’ve been slightly more reflective than usual about the events of 2014 and thought it would be timely to consider what I have learnt from the various amazing brains I have interacted with this year. I’m going a personal and professional spin as between my institutions restructure and announcement of future visions, lots of travel, and writing I have also under taken major home renovations.

Photo: Keeping hydrated with tea while writing (N.Lemon, 2014)

Photo: Keeping hydrated with tea while writing (N.Lemon, 2014)

 

What I’ve learnt about writing….

  • It is hard to find good co-writers but when you do it is one amazing learning experience. Treasure these thinkers and doers!
  • Establish your own writing habits and stick to these no matter what else is happening.
  • Keep a balance between co-authorship and solo-authorship.
  • Mentoring colleagues with their writing is very invigorating.
  • Don’t juggle too many different ideas at once but keep a balance to allow for thinking and action to remain in your space.
  • Keep reading while you are writing. It is amazing how many stylistic ideas and approaches begin to shape your writing.
  • Bad posture at the laptop is not sustainable long term.
  • Feed your brain while writing.
  • Write everyday.
  • Stop on the weekend.
  • #Circleofniceness
Photo: Wee Jeanie is power point heaven (N.Lemon, 2014)

Photo: Wee Jeanie is power point heaven (N.Lemon, 2014)

What I’ve learnt about a flexible work office and work travel

  • Before you settle into a café in the location where ever you are working (whether it be near home, work or while you are travelling) check that there is a power point so you can keep charged. There is nothing worse than being in the moment of writing and finding that your laptop’s power cuts your thoughts.
  • A tiny notebook is a must for capturing thoughts on the move. This year I changed the size of my notebooks for hand writing ideas to a tiny A6 (half of an A5 which is half again of A4). Best move ever especially space wise in bags (can sneak it into travel bags no problem) but most importantly it shifted the majority of my note taking to digital.
  • Travelling for work means staying in different locations. Learn to travel light, especially in regards to the toilet bag and shoes! This was a challenge for me but after about 20+ trips this year in various locations I am happy to say I can travel light now and this can only assist with time to pack, ease of movement, and giving a little breathing space for that funky must have item discovered while travelling!
  • If you can travel with hand luggage only then this will be one of the best decisions you can ever make especially when it comes to the airport, queues, and crowds.
  • Hotel pens are the best as they are lightweight and when you misplace them on the road (which we all do) then it is not as worrying as the lovely weighted pen that was gifted to you by someone close to you.
  • Ask for a weak green tea everywhere you go…I don’t need to really say anymore!

What I’ve learnt about renovating

  • Communication is the key but what communication type and style is important. It’s a challenge but worth figuring out as silence is not a great option!
  • Just don’t take the word of one person who claims to be an “expert”. Investigate!
  • Plan, plan and then plan some more as there can be options you never even thought of as you research, seek varying opinions and think outside of the square.
  • Be flexible and have a back up plan (or four) when it comes to dates and timelines.
  • Know where you can buy new underwear as never under estimate how difficult it is to keep on top of the laundry when you don’t have a working washing machine or access to water at home while working full time and living in a building site.
  • Laundromat’s like to eat your clothes. They are most fond of towels.
  • You meet the most interesting people at Laundromat’s.
  • You can get used to sleeping on a blow up mattress…it only takes 3 ½ months to become desensitized.

What I’ve learnt about work restructures

  • New vision can be exciting especially when you discover where you fit.
  • Stressed colleagues equals varied behaviours, some of which are generous, thoughtful, and inspiring.
  • Change is okay, as opportunity exists.
  • Just listen.
  • Some colleagues need to repeat the same stories while they are processing their thoughts and this is okay.
  • Advice from those who have been through a major restructure is priceless.
  • Some people make it all about them and forget it involves the entire workplace.
  • Admire those who take control of their own destiny.

 

What have you learnt in this past year? How have you been inspired and challenged?