Skip to content

Posts tagged ‘book’

California Dreaming: ebook is published

Published!

This is the story of a remarkable few months that took me and 5 students 6000 miles across the ocean.

 

Well, this book (like  me) is slightly different… I had that confirmed when I received this reply (rejection!) from a big publishing house:

Dear Laura,

Thank you so much for your submission. It is a fascinating and inspiring story, well told.

However, it is not a good fit with the publishing program here [name removed]. As you say, your book “is neither a theoretical nor a how-to book,” and those are precisely the central pillars in our approach to professional development material for educators. I’m sorry. So many times I wish we could make room for things outside the box—

Fortunately I can think outside the box, and don’t give up that easily. Perhaps publishing this book is my small way to make room or pave a way for those people who, like me, think a little bit outside…

As educators we hear the great stories of how people achieve lovely things, but we don’t often hear the whole story. In this story the ups are there, and so are the downs- and you get to see how we got through it. It is not all roses, and the rosey picture portrayed by well-positioned selfies can really give a distorted view of reality and of the work needed to get stuff done. That doesn’t mean wonderful things aren’t possible- on the contrary – I firmly believe we can do more than we can understand.

That doesn’t imply that doing things is easy. Heck, even pushing ‘submit’ on that kindle book took me a moment. I hesitated and doubted, and then thought, ‘do I want to do this??’ YES. YES I DO. 

We need examples that are real. I hope that these pages provide some wonderful examples from lovely people. I count myself very privileged to have spent time with them and learned from them.

Here’s the link! California Dreaming Ebook 

Enjoy!

Photo taken by Jess (and the selfie stick)

 

California Dreaming – the book

I haven’t written on this blog in a very long time. Academically it is the busy season… strange though, classes end and it gets busy. I haven’t been idle, and have been writing. In fact I have been writing to the tune of 72,300 words that have come together in the form of my first ebook.

Exactly two years ago I was part of an epic journey with five of my students and it is time to share it. …just as soon as I learn about the last little bits of how to upload these files… Scrivener has been an awesome tool. While I get my head around ISBN numbers and the different files I need to upload, have a peek at the cover. Well, the cover so far – it could still change. I am very grateful to the friends and strangers who have given me feedback about the design so far.

California Dreaming: The Musiquality Book

Nearly there! In 2015 a group of my university students and I had an extraordinary adventure as we set to make a dream that would take us 5000 miles away to work with a group of students in California into a reality. It was one of those things that on paper just wouldn’t seem possible. We had no resources or experiences, but a whole lot of sheer enthusiasm and belief. It did happen and it was the most amazing time – from planning, learning, baking, laughing, packing, travelling, daring to go further, doing new things, teaching, meeting new people, going new places, asking, becoming a group, and saying thank you.

It was one of those happenings that really had an impact on people, myself included, and good things came of it. People kept saying to me, you should tell the story, and so I have. With encouragement and help from those who were with me, I have written it all down. We always planned to document our trip, and so had lots of recorded and documented conversations. The draft text is pretty much done – at around 200 pages, and it’s different to other educational books. It is a combination of an autobiographical story about education, but not theory, not something in the classroom, it is about life and real, meaningful, experiential learning. It’s also about our individual stories, and the commitment and perseverance it took to make it all happen.

  • We’ve kept both the lovely bits and the struggles to make a very honest account.
  • It includes the perspective of those who were with me – my students and the teachers have all contributed to writing this book.
  • As a learning situation, we were all in it together: learning, teaching, and supporting one another, and it happened completely outside the box. …started in the box and burst out pretty quickly…

Have a peek at the 1-minute trailer to have a glimpse into the story:

 Look for more updates soon 🙂

#DontYouQuit

Live music + cupcakes + David Preston = my book launch!

It’s all about that #YesICan. Self-efficacy. The book. This Tuesday 5:30-6:30 GMT is the time to share and celebrate, and yes, the event will be live-streamed.

I’m not so good at celebrating or accepting compliments of any sort, and somehow I have managed to make this event into something that I am really looking forward to and am so excited to share – and, no, I am not going to stand on a soap box and talk at people. I am going to do the book –  show you what it says on the tin. The event is to celebrate and launch my book  Fostering self-efficacy in higher education students and it has also been billed as a Learning & Teaching event by the University of Chichester, where I work. I love that – it is absolutely lovely, and makes me feel valued and supported ‘at home’. I am very grateful. There is a very special guest coming to say a few words – My good friend and colleague David Preston (He founded the Open Source Learning Foundation and I am pleased to be able to say I am also one of the co-founding members of the OSLF, which is in it’s infancy yet, but international links and projects are springing up already) is on the plane at this very moment winging his way from LA to England (the land of tea and cakes that I call home). Read more

Yes I Can: Self-efficacy

‘Yes I Can’ is about having that growth mindset. More than that, it’s what happens when you have it. There are huge differences between fixed concepts of ability and the expanding conception of capability. There are reasons for fostering beliefs about capability, self-efficacy beliefs, in people. Self-efficacy is about having a growth mindset for a specific task. Actually we need it for so many different things everyday, but it isn’t a blanket belief that covers all. ‘Yes I Can’ in one setting doesn’t necessarily translate to another. And why not? Maybe you were one of the kids who was lucky enough to have a fantastically supportive environment where YES was the default, or maybe you had a more typical experience where there was at least one thing in life where some unthinking grown-up told you that you would never do that… whether it was singing, acting, public speaking, spelling, or even wearing that shirt in public. These things have an impact.

‘Yes I Can’ doesn’t happen overnight, and to make it last takes more than a reading of the well known story The little engine who could.

2290311284_9fcb47c167_zImage CC BY-NC-SA by Viki

I was talking to my students about teaching (I lead a degree in Instrumental / Vocal Teaching for musicians) and we got to thinking about the differences between school learning and university – and then of course compared these to music learning. In school, at least in the UK, currently there is a strong trend to teach to the test. When children approach the final years of school here, they take big end of year subject exams that have a huge impact on university entrance. It is different to sitting an SAT test on a Saturday, because most of what you do in school is geared toward that final assessment. Even at 15, the coursework counts toward the grade that determines which three or four subjects a student can specialise in for those final two years of school. There is huge pressure, and huge formula. My own teenage children come home and I say things like-‘ Can I see a draft of your essay?’ and just last weekend I was met with the retort ‘Why would I show it to you? Do you know how we are required to structure the essay?’ -I felt like I didn’t have a good reply. Sometimes when you’re in a horserace, there are hoops to jump, but that doesn’t mean that they are the defining factors of your learning. I hope we can all go beyond, and learn because we want to, and because we can. But, grades, rules, exams, these things all impose restrictions and as much as any teacher would like to say it doesn’t happen, there is teaching to the test, at any level. It is simply that our students have a lot of it in the final years of their schooling.

What happens next is a shock to the system.

At university, there is a strong push to develop autonomous learners, to develop people who will make a lasting contribution to society, to guide those who will change the world. Individual differences are valued and encouraged. The skills that were honed to write just so, to answer with the correctly phrased re-articulation of the definition of a plate tectonics are no longer being asked for. I am not saying these activities are useless. That foundation of factual knowledge and the understanding of how to follow rules is essential and is one of many skills needed as people navigate life. I love how Stravinsky found freedom in the confines of rules. He was known for pushing boundaries in his music, not through anarchic daydreaming, but with an extremely high level of skill, careful compositional planning, and precisely notated instructions. He said:

349px-Igor_Stravinsky_LOC_32392u“Well, in art as in everything else, one can build only upon a resisting foundation: whatever constantly gives way to pressure, constantly renders movement impossible. My freedom consists in moving about within the narrow frame that I have assigned myself for each one of my undertakings.” (Stravinsky, 1970, p.65)

Photo by George Grantham Bain Collection – This image is available from the United States Library of Congress’s Prints and Photographs division under the digital ID ggbain.32392. Licensed under Public Domain via Commons

The foundational knowledge learned through the final school years is useful, and forms a base from which people move forward, but students can be unprepared for the dramatic change in tack of methods of learning and expectations they meet as they begin their university education.

A growth mindset is definitely needed, but there is also a need for transitions to be facilitated, and for the positive ‘Yes I Can’ self-efficacy beliefs to be developed and enacted. There has been a growing awareness of practical links between university learning and achievements and professional life, with the rise in vocational courses and the emphasis on embedding employability.

Self-efficacy is about the ‘Yes I Can’ and teachers can do a lot to help foster this.

Self-belief is at the core, but is not enough. It is backed up with skills and the practical accomplishments that demonstrate the reality that actually, yes, you can do something.

This morning, mid typing I read Alan Levine’s Tedx talk about +/- memory and how that relates to teachers you may have had, who makes an impact, and what you remember, and he recalled the positive impact of various teachers throughout his education. I thought, yep, I was really lucky to have a few of those teachers who really made a difference because they showed me how to develop that belief. It takes work for an educator and it is not something that can come from an extra assignment or additional research. The teacher has to start by believing, and continue, even when the student doesn’t. The rewards may not be immediate, and might not come until much later, sometimes years after the students have left and they come back and say how that thing you encouraged them to do was really useful and led them on to something else – because they knew they could do it. I realised the impact of one of my teachers and thanked him decades after leaving school. Sometimes educators never see the direct results, but it is important to believe in people. It takes a commitment from the teacher and even some risk, as this is a different perspective for some, and it requires that you are willing to learn yourself.

For me knowing that I can, and the possibilities brought about through having the self-efficacy to put that first foot forward have led to great connections and opened doors, and I want to pass that on. I wrote the book Fostering self-efficacy in higher education students, because I believe in students, I believe in teachers, and I believe in the power of education.

#YesICan

Featured image CC BY-SA by Chris Gilmore

Fostering Self-efficacy… book out next month

This book has been a year in the making and a longer time bubbling away in the back of my mind. It is a book for all teachers, and for students too – across all areas of learning (it is not a music book). I cannot promise any instant solutions to cure all self-efficacy issues, but I can give insight into the construct of self-efficacy, why it is important, and how to build it through practical, everyday means. At a time when students, their opinions, experiences, and ultimately achievements really do matter, self-efficacy is something that needs consideration, because at the end of the day it’s you and only you who know what you can do, how you feel about it, and whether or not you actually can and will see it through.

In the book I use my research and the foundation of research that has been built over the past 30 years, plus my own experiences and the experiences of other teachers across fields of study to demonstrate self-efficacy in action.

It is something that I believe in wholeheartedly. I hope you find it useful!

The book can be found via Palgrave Macmillan or Amazon. Any questions, please ask! Either email or comment…

LRitchie book flyer