Hello again, this is my second post in this blog. This time I would like to talk about the eight characteristicis of an innovator's mindset. The first one is to be empathetic, which means to be able of putting on students' shoes by thinking on the classroom from the point of view of students. This characteristics allows teachers to swicth from teacher centering to learner centering, as well as being active learners from our students. This is convenient due to lots of reasons like benefitting from students' prior knowledege in a subject that is not that familiar to us, for instance the use of technology. That was the case of the teacher who decided to gear the class topic not from the use of the overhead projector but from websites or blogs with her students' help, just to let her students be more comfortable while learning. The second one is to model problem - finders and solvers, which has to do with letting our students know that the world is not flat; I mean, real facts are not solved step by step. On the contrary, most of the times we need to be self-starters and do constant self- assessment  asking what we might do to improve our practeice. This kind of habit will lead students to look for difefrent ways to solve any problem, instead of simply guiding them to the most convenient solution according to us. We need to learn how to be guides on the side, as Miguel de Unamuno said: "Do not simply give the fish, try better to teach fishing".The next characteristic is to be risk-takers, this one has to do with meeting the needs of each unique student. Sometimes risk taking could be considered a little bit crazy but we need to remember that our students did not start the educational process being fearful, but we made them like that by having conditioned them to a specific way of learning and assessment. We have to ask ourselves what a better way of teaching each lesson could be. The fourth one is to be networked, which has to do with working together, instead of isolated. The sentence by Steveven Anderson "Alone we are smart, together we are brilliant" is such a true that if we do not create teachers communities or students communities or teachers and students communities to share what we do and what we are ager to do, we won't have any chance to get along with colleagues or learners who deal with the same topics we do, and consequently, innovation will never occurs. Furthermore sharing ideas and thoughs, as well as methodologies and strategies could possitively influence thinking by giving clearance to dilemma or riddles we could have. The only act of sharing allows us to reflect on what we do and the ways of improving, changing or just rethinking about our task. We must be aware of "isolation is often the enemy of innovation". The fift characteristic is to be observant, which is closely related to making connections to the lots of free ideas given by other sources different to education and link them to our practice. As Josh Stumpenhorst says: "Organizations will look to schools for ideas to become innovate" because he does not accept that educators do not improve what others do to benefit all areas of business. The sixth one is to be creators, which has to do with learning is creation, not consumption, it has to do directly with creating new meanings. What sens does it make students watching a video to make a report? if would be extremely better students could create their own videos from their interests and likes. The seventh one is to be resilient, which has to do with being prepared for rejection becuse lots of coleagues, parents and even principals are afraid of change, sometimes a teacher asks for permisison to set a novel practice and inmediately lots of voices reject the proposal for considering not standarized. We need to be aware of anything new and different can seem threatening. I really agree with the author when he says that is better ask for forgiveness than for permission when doing njot standarized practices at school. The ight one is to be reflective, We believe that reflection is a process that is crucial to innovation. we have to be constantly asking what could be better? How can I do my best? What was wrong with this? What do I have to change to do a better job? questions like these are that important to model the trait of being searching the whole time. If we want our students refelect on what they do and how they can do better each time, we must to be examples of doing it. As our role is to empower students to see themselves as innovators who take responsibility of their own learning and leading, we have to model these characteristics, otherwise, they will never do anything different from what they are habituated.

I would also like sharing with you chapter number four, which has to do with creating conditions that empower a culture of learning and innovation. The first step for this is to work in relationships; I mean, the most important component in any organization is to build powerful relationships. According to the author, schools need to prioritize the care of human beings even over the budget. This means that fostering events in which all the staff of the school could be together in an ambiance of frienship and partnership must be considered as investment, instead of expenditure. This kind of practices will debouch in better opportunities to be networked, as well as to feel engagement in the institutional labor hood. As there are lots of teachers who prefer being classroom tecahers, I mean, those who do not  share what they do in class for many resons, than school teachers, I mean, those who share everything they do with all the staff to help, not only their studenst but all. The emphasis on consolidating relationships at schools may lead that some clasroom teachers want to share their practices. As long as they feel confident and trusted by others, they start opening their minds to be engaged in the school teachers communities, which allows them to work together, instead of being isolated. What I mean is that when you prioritize more the human being over any other component of the teaching and learning process, as more opportunities to create an innovator's mindset you have. I have witnessed how principals disregard the human component at schools and the terrible consequences this act has had in delaying processes in those schools. To conclude, I will just say I agree with the author when he says: "It all starts by creating an environment where people feel care for, supported, and nurtured" because these are the very important issues everybody wants to overtake.