The Art and Adventure of Leadership

The Art and Adventure of Leadership
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Bring a fresh perspective to your classroom Teaching Outside the Box: How to Grab Your Students by Their Brain, Third Edition integrates practical strategies and engaging advice for new and experienced teachers. Whether you are preparing for your first year of teaching or have been working in the classroom for decades, this conversational book provides you with answers to the essential questions that you face as an educator—how to engage students, encourage self-directed learning, differentiate instruction, and create dynamic lessons that nurture critical thinking and strategic problem solving. This updated edition includes expanded material that touches on Project-Based Learning, brain-based teaching, creating smooth transitions, integrating Common Core into the classroom, and other key subject areas. Questions for reflection at the end of each chapter help you leverage this resource in book groups, professional development courses, and in both undergraduate and graduate classes. The art of teaching is one that evolves with changing educational standards and best practices; to be the most effective teacher possible, daily self-reflection is critical, along with a need to see things from a different perspective. This means we must step outside the box—moving our focus from 'fixing' the students when a problem arises to helping a teacher improve his or her practice. Improve classroom management, discipline, motivation, and morale Explore strategies for arranging your classroom, engaging students, and avoiding the misbehavior cycle Create an environment where students learn and teachers teach Leverage insight from teachers and students Teaching Outside the Box: How to Grab Your Students by Their Brain, Third Edition is an essential resource for teachers at any stage in their careers.

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Rob Asghar. The Art and Adventure of Leadership

PRAISE FOR THE ART AND ADVENTURE OF LEADERSHIP

DEDICATION

FOREWORD

PREFACE

ACKNOWLEDGMENTS

INTRODUCTION

1. REDEFINING SUCCESS AND FAILURE

Leadership as Playing with Fire – The Very Fire of the Gods

It Depends: The Contingency Principle in Action

Why we Must View Leadership Through the Lens of Complexity

2. WHY SUCCESS REQUIRES THE RIGHT KIND OF APPETITE FOR THE FIGHT

If You Do Want to Do Leadership …

Reality Check: Leadership as 70 Percent Trivia

Staying Out of Prison, and Other Benefits of a Healthy Expression of Leadership Skill

Management Versus Leadership

3. ACCEPTING AND EXERCISING MORAL RESPONSIBILITY. THE ABILITY TO ACCEPT – AND MANAGE – RESPONSIBILITY FOR DIFFICULT ETHICAL CHOICES

When There is No Win-Win Scenario: The Painful Moral Calculus of Failure

The Ability to Compromise – And to be Compromised

A Compromised Saint: The Dilemma of Thomas More

4. AVOIDING GROUPTHINK, MASS MEDIA, AND THE FAILURES OF THE HERD

Failures Caused by Groupthink

Why Leaders Don't Follow the News: Ignoring Today's Trivia in Search of Timeless Truths

Information Versus Gossip

Media Myopia is Most Visible in Hindsight

5. A TIMELESS READING LIST THAT LEADS TO TIMELY SUCCESS

Beware the Trade Press

A Daily Dose of Discipline

6. WHEN FAILURE IS BAKED INTO THE SYSTEM

How Democratic Governance Avoids and Prevents Failure

Failure and Disillusionment

Defending Democracy

Where Good Decisions are Born

Democracy Works as Science Works

A Brazen Prediction About Democracy's Success

7. BANKRUPTCY AND FAILURE AS THE GREAT AMERICAN PASTIME. A LAND OF SECOND CHANCES

The Human Consequences of Fear of Failure

CONCLUSION REDEEMING FAILURE

NOTE FROM THE WRITER

ABOUT THE AUTHORS

WILEY END USER LICENSE AGREEMENT

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Dedicated with love to Grace Gabe and Kathryn Sample

As Warren wrote years ago, “The process of becoming a leader is…similar to becoming a fully integrated human being.” He and Steve believed that leaders develop through their life experiences and emerge ever stronger – ready and equipped to take on the true responsibilities of leadership.

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Warren was an acclaimed author and public intellectual, and I was an electrical engineer by trade and an administrator by profession; but he and I would both look back on our 16 years of coteaching that course as a true highlight of our careers. Our students were bright eyed, eager, and passionate. They challenged us, they challenged each other, and they challenged our impressive list of top leaders from around the world who visited as guest speakers.

The experience was intensely human and intensely productive. And many alumni of the class told us something that surprised us. One of the most educational aspects of the class, they said, was a certain dynamic tension resulting from the confrontation of Warren's ideas and my own.

.....

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