The Birth of a Philosophy-Pt2

My experience with the LA Bd of Ed. began in the mid 50s and continued to the mid 60s. During this time I did folksong concerts, was a “story teller,” had counseling sessions with troubled students and teachers, did Inquiry Training with 5thand 6thgraders and for extended periods took over classroom teaching with difficult 5thand 6thgraders.  In other words my time with LA elementary school education was full, challenging and fun.

My working philosophy came right out of my camp experiences with campers and staff. I made my students a big part of what we did in every possible way. We would talk about what we were doing and to be doing. In fact, dialogue was constant between us as a group and as individuals dealing with one’s unique issues. I was always available for one on one talk and if they did not come to me, I went to them. 

When it came to academics like math or reading I would assign A and B students to work with a class mate that was a C or D student while I would work, one on one, with F students. When the slower students improved, and they always did, their mentor would be acknowledged and receive applause from their class mates. Also, to continually mix them with each other so that getting to know their fellow classmates and to develop some degree of responsibility towards each other was assured.

The relationships we established with each other and as a tribe or gang was a constant. Nothing took place that did not accentuate both the “I” as an individual and the importance of group. This grew to the point that Saturday’s and Sunday’s actually got in the way of school and their being together during the week. They missed each other and I have to guess that they missed my being the adult amongst them? Many years later and with the help of intimate work and relationship with leaders, along with intense study in the history of Leadership and power, I accept that I was a “role model” and not just a leader to campers, staff and my students. Being a “role model” is vastly different from being a leader, but is absolutely essential to a leader’s success with those they lead.   Sy

Author: Sy Ogulnick

Sy Ogulnick received a BA from UCLA, Teacher’s Credential from Los Angeles Board of Education and completed phase I (Master’s portion) in a Doctor of Behavioral Science program at California Coast University. Sy leased and operated a summer day camp in LA. He and his wife then purchased virgin wilderness land in Northern CA, where they built and operated a coed summer camp. They moved to Las Vegas, NV, and purchased, built and operated a community children’s program for families staying in a major resort casino in Las Vegas. They have created programs for children nationwide that employed many people and in the process developed successful training programs for personnel. This led Sy to lecture on how to train staff and the creating of community within the workplace. Sy was then invited to speak at professional conferences on how best to hire and train employees, which led to his becoming a consultant in the art of improving relationships in a work environment and eventually to his epiphany that “Leaders are the primary problem and the answer to the personnel issues that arise in the workplace.” Sy has written numerous papers on the subject of interpersonal relationships, leadership and power. He has lectured throughout the United States, has been interviewed by the media and has appeared on many radio and TV talk shows

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