Molly's+Box

Hi, I am Molly Potter is me. I love models, theories, ideas, concepts, evolutions, inspiration, provocation, dilemmas, free-thinking, exceptions, confusions, mistakes, contrasts, paradoxes, grey areas, exploration, humour, openness,..........................anything that expands.

I usually look marginally better than this (the world was wonky the day this photo was taken): Top Bit Middle bit Bottom bit back to front


 * Please forgive the randomness of my page. I hope you find some nourishment for thought...**

I am a fan of Mike's Thinking stories but they do tend to make my head explode. I have to ration myself. Here's my response to the creative question in the story
 * Hendergaust and Umtila:**

I am still looking for my box. I think I once nearly saw a glimpse of it. How do you relate to convention/sytems/'correct' procedures. Which box do you think best represents you?

These sum up my 'style'......please enjoy...... from //**Free Time 9-11 (see link below)**// from //**PSHE and Citizenship 9-11 (see link below)**// **//just some fun//** - //**please add to the uses for a brick**// - //**going on an overseas holiday?**//
 * //[[file:Your idea control box.doc]] thinking fun for logical minds//**

My books (I love writing books). http://www.acblack.com/children/Author.asp?sku=1424318&dept%5Fid=9&sec=0&mscssid=FKPWH8JUQJC39GXFAV7UJ3T9BQR3E3DD

My vision for the education of our children: ·  well developed self esteem, self awareness and self respect ·  know strengths and how to apply them and have future aspirations - have a good inclination of what their 'passion' is in life and what will make them fulfilled - because they have been exposed to a wide-range of stuff (not just academic) ·  intrinsic motivation and drive and a **passion** for learning ·  creativity - in approaches to problem solving in particular – a move away from right and wrong and one 'correct' way of doing anything- comfort with making and learning from ‘mistakes’ ·  developed life skills - communicating effectively, working in a team/individually, making decisions, taking responsibility for actions, respecting others and celebrating the differences between people, resolving conflicts effectively, knowing how to minimise risk to safety, keeping healthy, problem solving and dealing with dilemmas, managing emotions and develop positive ways of coping, have considered attitudes, values and beliefs and developed their own individual moral framework to guide their actions ·  a feeling of social responsibility and ‘connection’


 * What do you think?

**

or, perhaps it's being able to name the sexual organs of a flowering plant. (am I being subversive?)

My choices would be
 * More values exploration**
 * good health (when people choose this one - it usualy indicates that they are over 25!)
 * a flying carpet
 * to be able to empathise
 * to be interested in things
 * to have a good sense of humour
 * an adventurous life (although my idea of adventure does not necessarily involve white water rafting)
 * to be friendly

When I use this as a training activity some choices are things a person already has and values and other choices are things they aspire to have. It's also surprising how much this activity makes people expose about themselves! Some people choose very 'giving' choices (e.g. to be a good listener, to be helpful), others choose things with an adventure bias, others with a relationship bias....etc.. Also, very few people complete it on behalf of Prince Anir - they usually forget about him!

In a world that does not have CQ (creativity quotients), creativity appears to be an unmeasurable, un-pinpointable and therefore under-valued quality. I remember reading something once that said we are all born with the capacity to be highly creative but we soon learn to dumb it down. The first time someone laughs at us for a 'silly' idea, teaches us to quickly conform to mainstream thinking and no longer take the risk of standing out from the rest. However, it is surely this 'standing out from the rest' that challenges the status quo and makes new and exciting developments much more likely. It has always taken (often initially maligned) mavericks to move things on.
 * Creativity**

We all need to be more open to having our ideas positively challenged. (There's a lot of negative challenging going on out there - which reduces our receptiveness to challenge!) The day we 'shut down' and think we have learnt all there is to learn is a sad one. If our children are encouraged to experiment, to take 'risks' with their thinking and feel that 'mistakes' are a positive thing, surely they are far more likely to maintain their expanding potential.

Perhaps we need to rename 'mistakes'..............


 * an interesting diversion,
 * an enjoyable, slight, off-task
 * a meaningful learning route
 * a worthwhile bash against convention
 * what had to be done/thought to arrive where we got to
 * a creative expansion
 * a back burner for now
 * not the one we chose today

This is a tool I use when training teachers, exploring the idea that everyone needs to arrive at their own individual viewpoints and moral frameworks. If we just tell children what is 'right' and what is 'wrong', it's far less effective than if we allow them to explore issues and arrive at their own conclusions. This style of teaching also removes 'judgement' about the decision individuals choose to make.
 * Pro Choice Teaching Style**

I made this sheet up recently to point out that even when people are pursuing non-academic tasks, they are employing a great many different skills. Meaningful education does not always have to follow the traditional formats........ .
 * Skills Skills Skills**

I recently attended a training day on Myers Briggs and took away heaps of learning – much of which I found absolutely fascinating! Here's a summary.....
 * Myers Briggs**