The DNA of Learning Part I: When Horses Come to Water.... What Then? Robert K. Greenleaf, Elaine M. Millen, and LaVonna Roth
Denny: Two minutes after the class settles in, the door opens. As soon as he enters the classroom, Denny has an attitude. You can feel the perfect storm brewing. He is armed with a wealth of personal tools, often used to derail whatever is supposed to be happening. Chronically interfering with the Robert K. Greenleaf, M. Ed., has 45 years of experience in education from superintendent to playground supervisor. He was a former professional development specialist at Brown University and an adjunct professor at Thomas College SNHU and USNII-GSC. As President of Greenleaf Learning Bob specializes in strategies for understanding behaviors, learning and cognition. He holds a doctorate in education from Vanderbilt University and is the author of eight instructional books. bob@greenleaflearning.com
class lesson is his mantra. As the need for attention escalates, Denny annoys other students by invading their workspaces and tortures their thinking. Keeping to oneself requires full effort. He wanders aimlessly about the room, sharpening a purposefully broken pencil out of boredom, as he disrupts the learning culture. Aggressions include verbal assaults. Denny’s trips to the bathroom provide a brief sigh of relief by the teacher for a few distraction-free minutes! He is not focused, nor engaged, nor drinking the Kool-aid of the school mission. He’d rather negative attention than address schoolwork he has neither the skills nor the perseverance to accomplish. He lacks confidence and hope. Sade: Sade enters her English class reluctantly, knowing there’s little to feel good about. There is no joy in coming to school. Attempts to do the assigned work are seldom completed without a hovering adult. Sade’s the poster child for “hand-over-hand” assistance, profuse with “I can’t” and “I don’t know how.” Sade’s quiet and masterful at ducking so as not to be noticed. When prompted about her work, she seeks direction continuously from the paraprofessional. She 14
