Text 352, 83 rader
Skriven 2006-06-20 14:46:07 av Ardith Hinton (1:153/716.0)
    Kommentar till text 348 av James Bradley (1:134/77.0)
Ärende: Second Thoughts...  3A.
===============================
Hi, James!  Recently you wrote in a message to Ardith Hinton:

AH>  I see how some jobs could be stultifying after awhile.
AH>  When a person gets to such a point it may be time to
AH>  change jobs, as your friend did....  :-)

JB>  Here we go again. My friend, who?


           The one who said he'd never fall back on auto mechanics....  :-)



JB>  I too, would first try to repeat the failure with an
JB>  empty dryer.


           Sure.  But then, if you couldn't duplicate the failure, you probably
wouldn't need me to suggest you add some wet laundry next time.  Not after your
recent experience with the loaded vs. unloaded roof rack, at any rate....  :-))



JB>  the reason I mentioned the typical troubleshooter in
JB>  any given house, would be to presume they forgot they
JB>  turned it off, or that the timer wasn't turned far
JB>  enough to keep it on for a length... ... ...


           The machine quit repeatedly in mid-cycle, which suggested to me that
the timer kept getting stuck at a particular point... as it did on a dishwasher
we had years ago... or that the thermostat (rightly or wrongly) interpreted the
temperature at a certain point as dangerously high & responded by cutting power
to the machine... drawing a parallel with a circuit breaker here.

           The above is an example of an intuitive skill, BTW.  In the EdBiz we
call it synthesis.  I put information together from different sources, then ran
a "compare/contrast" on it.  If I told you how I make Welsh rarebit & then told
you I make cheese sauce essentially the same way... with a bit of extra milk to
make it runnier... I think you'd get the picture.  But not everybody can do it.
Dallas told me about a class he was teaching recently in which all the students
were university graduates, so one presumes they're all reasonably bright.  He'd
just explained how to do xxx on the computer.  He went on to explain yyy, which
involves something no more complicated than adding milk to a basic recipe.  The
procedure for yyy is virtually identical to the procedure for xxx.  Yet some of
the students had to start from the beginning as if they'd never heard of xxx...
and asked exactly the same questions at the same point!  Those of us who aren't
good memorizers have to find alternative strategies for learning, I guess.  :-)



AH>  ... so if they found drill unsuccessful they thought
AH>  the solution was more drill (which they expected me
AH>  to carry out).  IMHO that's a waste of my talents.

JB>  Maybe that's what SJ wanted, and belying you to the
JB>  chore, satisfied their equilibrium.


           That's a thought.  While SJ's freely share their opinions about what
"should" be done, they're not necessarily willing to exert themselves to do it.
Another factor... in one case at least... may be that the classroom teacher was
pulling rank on me.  Technically she was responsible for the curriculum used by
her students & for evaluating their progress.  I was more highly qualified with
regard to diagnosis & remediation and I had more formal education than she did.
I may even have had more classroom experience, although not at a primary level.
So who outranks whom here??  Ask me if I care!  As an NT, I felt our job was to
find the most effective way to help the kid in question.  SJ's tend to be quite
conscious of status & hierarchy, however, while at the same time they miss much
of what's below the surface.  Because I was referred to as a Learning Assistant
on the staff list, this person evidently took me for a menial servant.  I don't
like being ordered about & therefore I don't treat other folks that way even if
they *are* menial servants.  Classic NT/SJ conflict.  To many SJ's there's only
one right way... i.e. their way... while I persist in thinking outside the box.
It seems to me the latter is more or less what I was being paid to do.  I'm not
unappreciative of the SJ sense of responsibility.  I'd learned a long time ago,
however, about delegating to folks with a somewhat different skill set....  :-)




--- timEd/386 1.10.y2k+
 * Origin: Wits' End, Vancouver CANADA (1:153/716)