Essay about Reframing

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Chapter-by-Chapter Notes and Teaching Suggestions

Chapter 20 Summary ___________________________________________________
The chapter opens with a case—Robert F. Kennedy High School—depicting the many problems facing David King, the new principal of a deeply troubled urban high school. A school that opened with high hopes only a few years ago now finds itself mired in conflict and dissatisfaction. King’s first meeting with his new administrative staff produces a blow-up in which a male housemaster physically threatens the chair of the English department. By the end of the case, the situation feels overwhelming. Is there hope? The authors follow
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Chapter 20: Replay and Critique of David King’s Reframing _______________
There is value in having students compare their own thinking about the RFK High case with the reframing process depicted for David King in the chapter. One way to do this is to ask students to read the case, stop there, and engage in their own effort to reframe using the same questions David King used. (This can be done either individually or in groups.) Once students have developed their own diagnoses, they can read the remainder of the chapter and compare their thinking with David King’s. Another option appears in Exercise 20.1.

Chapter 20: Applying Reframing to Cases or Personal Experience_________
The chapter focuses on putting it all together: integrating everything learned about organizations and leadership into more comprehensive and powerful understanding and action. The reframing process illustrated in the chapter can be applied to almost any case or experience: students’ personal cases, published cases, films or fiction, or class experiences (role plays, experiential activities, team experiences, the course). Instructors can, for example, have students study a challenging case (multiple suggestions are offered elsewhere in this instructor’s guide) and then, either individually or in teams, reframe to develop both diagnoses and solutions. Individuals or groups will differ in what they see and what
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