Teacher Matter Magazine Issue 9

PROFESSIONALLY & PERSONALLY

TeachersMatter The Magazine of Spectrum Education

LEARN THE A-B-Cs OF DECISION MAKING

LET THE THREE RUSSIAN BROTHERS AND THEIR COUSIN HELP YOU

GET YOUR COLLEAGUES TALKING WITH PROTOCOLS

WHY STUDENTS NEED LEARNING HEROES

HOW YOU CAN WALK THE PLANK OF SUCCESS

NZ$15 / AU$15

Leaders in Developing Teachers

ISSUE 9

JO ISSA

If

your conference experiences involve settling down in your seats for two days of copious note-taking then you’ll be relieved to know that at Teachers Matter you’ll be moving your body as well as engaging your brain as leading educators and professional speakers share their stories and effective strategies to use in your professional and personal life.

The 2010 Teachers Matter Conference This year’s conference shined the spotlight on teaching with inspired ideas for a brilliant performance.

Three hundred educators from preschool to high school level packed a Christchurch conference centre in January for two days of workshops and key note speeches on topics from using music to engage learners, leadership, Bloom’s digital taxonomy, storytelling and speed-reading personalities to mastering money management and style tips for the image conscious.

Encourage risk taking and accountability Carol Carter opened the conference with her keynote speech on promoting risk-taking. In her work with students in the United States, she discovered that many graduates were programmed to think academically and struggled in the workplace where they had to prioritise and problem solve. She believes that students need opportunities to take risks, both in the classroom and in their personal life. To tolerate risks, we need to show a willingness to be adventurous, to try, to fail and to be resilient. If we encourage risk-taking, our students learn to think creatively to overcome obstacles. As teachers we can coach students through the process by asking questions and suggesting possibilities, and by setting goals with our students, we encourage them to be accountable and find their own solutions.

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Allison Mooney’s offered entertaining insights into understanding personality types by speed-readings others so we can adapt how we approach people. After we grouped ourselves as powerful, playful, precise or peaceful, she described our traits with alarming accuracy.

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• Develop meaningful relationships through collaborative work

• Communicate – work together in teams and observe that others think differently • Problem solve – dive into something unknown and figure it out • Be flexible – respond with a different set of skills.

Carol emphasised that while the school curriculum has focused historically on

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analytical thinking, there are three keys to successful intelligence. Students must be able to think creatively, practically (the “how” of how you accomplish something) and analytically to thrive in the workforce.

Speed-read personalities for team success

Coaching students toward successful intelligence Carol Carter defined the broad spectrum of skills students need to have successful intelligence. These are an ability to:

• Use initiative – see a problem that needs to be solved

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1. Participants at Christchurch Teachers Matter 2. Learning through play with Sally Simpson 3. Team from Rakaia School 4. Karen Boyes with workshop presenter Ngahihi o te ra Bidois

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5. Workshop activities 6. Karen Boyes with Presenter Rich Allen 7 . Keynote presenters: Carol Cartier, Glenn Capelli, Karen Boyes and David Koutsoukis 8. Mike Handcock leadership workshop 9. Chryssie Russell leading the Transform Yourself with Colour and Style workshop

The precise amongst us squirmed in our seats while she proceeded to describe our pedantic little habits. By gaining the skills to recognise our students and colleagues’ personality types, we’re better equipped to build effective teams, work collaboratively and empathise with others.

Learn to act like a leader Ngahihi o te ra Bidois shared his personal journey rediscovering his Maori culture and how the traditional values his ancestors passed on have relevance in the modern world. As a speaker and mentor who works with people from all walks of life, Ngahihi showed us that how we act rather that what we say speaks volumes and his leadership style demonstrated that leaders with humility and compassion can often win the most respect.

Unleash the energy of kids Rich Allen’s brilliant session on high-impact teaching demonstrated that the kids we teach are from a completely different generation.

He shared his knowledge of how high-impact teaching unleashes kids’ energy through a green-light approach: getting kids moving to help them learn. His practical tips included creating giant floor calculators and teaching grammar through movement. Encourage kids to get out of their chairs to talk about concepts with their learning partners because “conversation leads to comprehension.”

Rich also suggested using alternative ways to hook kids in with doodles and wordtoons designed to help kids remember key concepts by recording them visually.

Influence others with your onyx effect David Koutsoukis incorporated aspects of his Greek heritage to describe how inspiring parents, mentors or teachers can have the onyx effect, which is then passed on to others. David suggested using the three E’s: enthusiasm, electricity and energy.

1. Teach with enthusiasm A positive mindset affects practice. If you’re dealing with negative behaviour, flip it around so you visualise what you want students to do and find strategies to make it happen. Be or act passionate, because if you’re excited, it’s contagious. Prime kids with phrases like “we’re going to have fun today” as your enthusiasm is infectious.

2. Electricity Create positive encounters with your students.

Initiate a school smiling policy, meet and greet kids at the gate, use eye contact and walk and talk with kids as it’s great for relationship building.

3. Energy Keep kids active. Introduce an element of

JO ISSA surprise to break up negative brain patterns by using humour, brain wakers or optimal illusions.

Have what the Greeks refer to as “kefi” – a zest for life. You’ll feel more energised, and it shows kids you’re interesting.

Think global Mike Handcock shared his personal story of how transformational leadership has affected people globally and highlighted that we all have the potential to make quantum leaps in life. Mike described the traits of innovative leaders who are able to transform what seems impossible into reality by an ability to think differently.

Incorporate play into your teaching Sally Simpson likes to play, and it was quite clear that teachers love to play, too, by the raucous laughter and high participation levels.

Sally’s workshop was packed with practical tips for drama and strategies to engage the whole class and encourage students to think creatively and freely.

Smarter teaching for smarter learning The conference ended with Glenn Capelli’s keynote speech on smarter teaching for smarter learning. Glenn shared his teaching philosophy: include involvement, sharing (encouraging an environment where students are learning from each other) humour (demonstrating an ability to laugh) and purpose, so students fall in love with learning and feel better about themselves as a person as well as a learner.

While teachers’ minds were being stimulated, two floors below at the Kids Matter conference, super teacher Nik Edwards, with the help of guest speakers, taught kids about their brains, how to recognise their personality type, use wordtoons to help them remember and connect with other learners globally through an innovative online learning project called “learn-now.” Participant Jasmyn Davis, 9, said, “It was really fun” and described the best part as, “the learning about learning part so I can use my knowledge about how to learn when I go back to class.”

The Teachers Matter conference was full of inspiration and ideas for teaching. One common theme throughout the conference was the power of relationships: developing positive and engaging relationships with our students, our colleagues, our communities and seeking out relationships with mentors who share their wisdom, encourage us to take risks and model what a leader looks like. We all have the potential to become great mentors and leaders ourselves; perhaps we need to overcome our stage fright and step out into the spotlight.

CONTENTS

In this issue

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18 Using the RoundRobin to Infuse Active Engagement

32 Fostering Intelligent Relationships

3 The 2010 Kids Matter Review

20 From Teaching to Smarter Teaching

34 Teaching Values For Life DAVID KOUTSOUKIS

10 The Habits Of Edupreneurship

24 How to Really Make it a “Good Morning”

37 Appreciating Your Workplace Teams

HAMISH MACARTHUR

ARTHUR COSTA AND CHUCK LAVARONI

12 Adolescence Unplugged

MAGGIE DENT

15 The Brain, Sleep, and Learning

DR MARVIN MARSHALL

16 The Three Russian Brothers and Their Cousin

GLENN CAPELLI

LAURIE, SPENSER AND MIGUEL KAGAN

JO ISSA

MARY WILLOW

26 A Decision - Making Model For Environmental Sustainability

MICHAEL POHL

31 Rattle Ya Dags

NGAHIHI O TE RA BIDOIS

ALLISON MOONEY

JANICE DAVIES

43 Dig Into a Goldmine

MARGARET MACLEAN

45 Get Moo,Moo,Moving

SIMON EVANS

46 Give Your Worries Away

MIKE HANDCOCK

48 Shaping Teens Into Independent Young Adults

TEACHERS RESOURCES & LESSONS pages 22,23,29,30

YVONNE GODFREY

50 Students in the Middle

DR IAN LILLICO

COVER PHOTO: JAMES BARBER

Teachers Matter

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2 The 2010 Teachers Matter Conference Review JO ISSA

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MAGAZINE CONTACTS

Subscribe today To receive your own copy of the next issue, send an e-mail to magazine@spectrumeducation.com

Teachers Matter Magazine Team Publisher, Sales and Advertising: Karen Boyes Managing Editor: Kristen De Deyn Kirk Graphic Design: Mary Hester / 2nd Floor Design Printer Spectrum Print, Christchurch

Subscriptions Toll free (NZ) 0800 373 377 Toll free (Australia) 1800 063 272 Thanks to the educators, speakers and authors who contributed interviews, articles, photographs and letters.

Teachers Matter magazine is registered with the National Library:

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ISSN 1178-6825 © Spectrum Education 2009

52 Students Once Had A Photographic Memory – And They Probably Can Once Again

KAREN BOYES

54 Can We Be Friends?

ANDREW CHURCHES

56 Thoughts and Words

64 Recipes: Delicious Treats For You And Your Family 66 Teach Your Teen Financial Responsibility

STUART FLEMING

68 The Magic Wand KEVIN MAYALL 70 Would You Walk The Plank?

57 Jokes

58 Working With Picture Books

72 Do You Ever Struggle To Make The Right Decision?

TRICIA KENYON AND BARBARA GRIFFITH

JOHN SHACKLETON

ROBYN PEARCE

61 Nurturing Competitive Kids

74 Examining Exercise Excuses

WENDY SWEET

ROWENA SZESZERAN-MCEVOY

63 When Your Child Only Wants To Wear Black

77 A New Way Of Thinking Can Lead To New Successes

THELMA VAN DER WERFF

KAREN BOYES

All rights reserved.

Parts of this publication may be reproduced for use within a school environment. To reproduce any part within another publication (or in any other format) permission from the publisher must be obtained.

The opinions expressed in Teachers Matter are those of the contributors and we love them!

All Enquiries Spectrum Education Ltd Street Address: 19 Rondane Place, Lower Hutt, New Zealand Postal Address: PO Box 30818, Lower Hutt, New Zealand Phone: (NZ) +64 4 528 9969 (Australia) 1800 063 272 Fax: (NZ) +64 4 528 0969 (Australia) 1800 068 977 magazine@spectrumeducation.com www.spectrumeducation.com

MAKE-UP YOUR MIND Page 72 5

EDITOR’S NOTE

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get so motivated reading Teachers Matter that I often want to make posters out of the good advice I find. I don’t live in a huge house, however, so I don’t have enough wall space to hang many posters. My next idea was to write down all of the advice on sticky notes, but they have a tendency to lose their stickiness quickly. So I’ve instead decided to write quick reminders of what I’ve learned here and keep this page near my bed for when I need guidance in doing my best every day. You might like to do the same thing – or at least read this list to entice you to read more inside. I’m willing to bet that quite a few articles will lure you in: • Karen Boyes wants students to look up while they’re studying so they can remember facts, and she also wants us to think innovatively. Keep in mind the man who revolutionised shopping by making it self-serve.

• Spenser Kagan takes us from better class participation to better notetaking with variations of RoundRobins.

• Dream big, says Kevin Mayall, and show a teen how to do so with a “magic wand.”

• Allison Mooney tells you why a Peaceful student might be more challenging than you think: They have simple goals of sleeping, eating and entertaining themselves, and sometimes not much else.

• Arthur Costa and Chuck Lavaroni say it’s great if you’re a creative teacher – but you have to look for ways for others to continue what you’ve taught after the students move on.

• David Koutsoukis asks us to focus on learning heroes, those successful people with good work habits, especially if you’re working with low-achieving students.

• You’re going to immediately welcome Glenn Capelli’s friends, “Morov, Lessov, Ridov and Tossin.” They can help you fine-tune your life.

• Janice Davies says you can love your co-workers, if you just remember that they are educators for the same reason you are: To help people.

Teachers Matter

• John Shackleton wants you to know that you can walk across a plank and into a challenge, if you first find your motivation and then control your imagination.

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• You knew that a lack of sleep messes with your mind, and Maggie Dent confirms this. Make sure that you and your students get enough because otherwise, you’ll recall unhappy memories much too easily.

• And Marvin Marshall is big on catching up on your zzz’s, too.

He’s seen firsthand how a good night’s sleep can make you a better student (and note to myself: a better writer.)

• Wish that your colleagues would speak up more during meetings – and that you’d feel more comfortable doing so, too? Margaret MacLean shows you how to do so with protocols.

• Can’t figure out what you want to do? Robyn Pearce swears any decision can be made with the “Triple A B C” approach: Alert, Avoid or Accept; Build; Change.

• Michael Pohl offers advice on making changes, too. His process: Consider a solution and then ask “Why Yes?” Then “Why No?” Keep going with “Why Wait?” and “What Else?”

• If your house resembles a battlefield every morning, you need Mary Willow. She reminds parents that they lead the way – and she gives them step-by-step instructions in how to do so. (Wake early, offer cuddles, start with a clean slate.)

• Wendy Sweet asks you to reconsider being competitive in sports and encouraging students to do the same. It’s not as scary as it sounds to some people, if they first focus on “skill mastery.” Unlike winning, they can often control that much more easily.

• Thelma van der Werff shows how a simple change of clothes (from black to something lighter) could improve a teen’s life. Or maybe your own.

• Stuart Fleming wants you to spend more and more money every day. Don’t get too excited; he’s talking about pretend money, but the game could lead to more of the real stuff in your life.

• You won’t find this surprising: Ian Lillico reports that the key to children thriving in the middle schools is to have good, caring teachers who help them make connections. Now, we just have to make sure it happens.

• Yvonne Godfrey wants you to stop changing your nearly-grown children’s sheets. Let them step up and take responsibility.

• Mike Handcock says you’ll accomplish more if you fire the “leftshoulder guy” who tells you you’ll look stupid if you try.

• Ngahihi o te ra Bidois recommends pausing before you say “yes” and “no.” Think of the traffic lights in England, where they flash orange before both the green and red lights.

• Rowena Szeszeran-McEvoy wants you singing – and exercising – in the rain. Think of the fun you’ll have in the puddles and how good the rain is for your hair and skin.

• Simon Evans says to think of COWS as research tools – and not task assistants. He’s not talking about those white and black animals; he’s talking about what most of us want more of: computers on wheels.

• Andrew Churches says “say yes to sudents and social networking, if it’s the right site.”

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HAMISH MACARTHUR

Kids Matter 2010 What it’s like to attend the students’ conference

Hi!

I’m Hamish and I was lucky enough to go to the Kids Matter Conference in Christchurch in January. Kids Matter Conference is designed to teach kids to have a positive attitude towards life and give them skills for adulthood. Facilitated by Nik Edwards and Craig Porter, there were 28 children aged 8 to 12 years learning, designing and thinking in a conference room alongside the Teachers Matter conference.

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David Koutsoukis taught us the Six Kinds of Best. We learned to be kind to ourselves, be kind to others, be kind to the environment, be the learning kind, be the achieving kind and be the community kind.

Allie Mooney and Shay Behague taught us about our different personalities. We did a quiz and played fun games to discover who we were and how other personalities were different from mine.

Marion Miller introduced us to Fred The Brain and we learned some exercises that switch on our brains for learning. They will be helpful at school.

Karen Boyes taught us how to Wordtoon, a cool way to turn words into pictures to help with learning and remembering.

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Mike Handcock worked with us on mini plays, and it was fun.

Between all these great presenters, we did some great activities including mask making, balloon challenges, and icing our own cupcakes, and we went to watch some of the phenomenal acts at the World International Busking Festival.

I think Kids Matter was a great conference, and I think all kids aged 8-12 should attend.

A special thanks to all the presenters and especially Nik and Craig for making the two days incredible.

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1. Kids Matter kids 2. Reflection time 3,4,5. Icing Muffins with chef Taren 6,7,8. Mask Making 9. Winning team with Mike Handcock

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10. Playing with Allie Mooney

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CONTRIBUTORS

Adrian Rennie A successful classroom teacher, Adrian is passionate about excellence in teaching.

He combines simple yet effective classroom techniques and Art Costa’s Habits Of Mind to create a culture of thinking. www.habits-of-mind.net/

Allison Mooney Allison is a passionate and endearing speaker who infuses a desire in her audience to significantly increase their performance as educators through identifying the behaviours and traits of others. Author of Pressing the Right Buttons, Allison has been twice awarded “Speaker of the Year” by the Auckland Chapter of NZ National Speakers Association. www.personalityplus.co.nz

Andrew Churches Andrew is a classroom teacher and staff trainer at an independent school on Auckland’s North Shore and a moderator and workshop leader for the International Baccalaureate Organisation. He developed Bloom’s Digital Taxonomy. Learn more at http://edorigami.wikispaces.com and http:// edorigami.edublogs.org

Teachers Matter

Dr Arthur Costa

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Arthur is co-director of the Institute for Intelligent Behaviour and the creator of “Habits of Mind.” Actively concerned that there must be worldwide change in educational systems if they are to meet the needs of a global society, Arthur compels educators to create classrooms that are thoughtful places to learn. www.habits-of-mind.net

Barbara Griffith Barbara has been a primary school teacher for 36 years. She has specialised in the teaching of literacy for more that 20 years and recently retired from a position as a Resource Teacher: Literacy, which she had held for the last 16 years.

David Koutsoukis

Jo Issa

David Koutsoukis is an award-winning international speaker and author who helps educators build positive and productive classrooms and schools. He presents at education conferences throughout Australia, New Zealand, South East Asia and the Pacific region, and is the author of the Values Education Toolkit resources, the Behaviour Management Toolkit resources, the Daily Dose of Fun series and the Six Kinds of Best Values Education program. For bookings, resources and free downloads visit www.dkeducation.com.au

After 10 years teaching in New Zealand and the UK, Jo Issa swapped the playground for a pencil and began freelance writing. She is currently completing two diplomas in creative writing and publishing at Whitireia Community Polytechnic in Wellington.

Glenn Capelli An author, songwriter, radio and television presenter and creator of the Dynamic Thinking course for Leadership, Glenn delivers a message of creativity, innovation and thinking smarter. He teaches people how to be a learner and thinker in today’s fastpaced and ever-changing world through the use of creative thinking, humour, enthusiasm and attitude. Glenn’s new book, Thinking Caps, is available from Spectrum. www.glenncapelli.com

Ian Lillico Ian Lillico is the former Principal of City Beach High School in WA and international consultant in gender, boys’ education and middle schooling. He has done action research in gender throughout Australia and New Zealand from 1992 and in the Northern Hemisphere during his Churchill Fellowship in 2000. Ian is the founder and CEO of the Boys Forward Institute. www.boysforward.com

Janice Davies Janice Davies is The Attitude Specialist, teaching people to be positive and empower themselves. As a professional speaker, success coach and author, Janice educates people at conferences, workshops and through books. She is the founder of the global movement Selfday - International Self Esteem annual awareness. Janice has online products bout attitude, goals, success, relationships and more. Visit www.attitudespecialist.co.nz for other complimentary articles and tips.

www.joissa.co.nz

John Shackleton With a sport psychology and sports coaching background, John now shows international business audiences techniques that exercise and improve the biggest, most powerful muscle in the body – the brain. His clients include Coca-Cola, Air New Zealand, IBM, Hewlett Packard, Sony and Renault. www.JohnShack.com

Karen Boyes Karen Boyes is a leading authority on effective learning and teaching in Australasia and is founder and CEO of Spectrum Education. A highly skilled, enthusiastic and dynamic presenter with over 18 years experience in the education profession, she works with teachers, parents, students and corporate clients internationally, unleashing their peak performance. www.spectrumeducation.com

Kevin Mayall Kevin works with individuals and families from around the world. As well as working in a private practice, Kevin is also the creator and founder of www.kevinmayall.com, which provides online coaching tools for teens, families and individuals around the world. www.kevinmayall.com

Maggie Dent From a background in education, palliative care, radio, the funeral industry and being a transpersonal therapist, Maggie owns Esteem Plus, promoting the value of personal and professional resilience. She is an author, publisher and parenting specialist. www.maggiedent.com

Margaret MacLean An educator with over 30 years experience in seven countries, Margaret MacLean currently provides professional development services to teachers and school leaders

CONTRIBUTORS internationally. She focuses on developing collegial relationships, encouraging reflective practice, and rethinking leadership—all in support of increased student achievement. www.teachercollaboration.org

Dr Marvin Marshall

Ngahihi o te ra Bidois Ngahihi o te ra Bidois is from Te Arawa and is an International Leadership Consultant and Speaker. Book him for your conference or seminar by phoning 021482281 or through his website at www.ngahibidois.com

Marvin Marshall is the author of Discipline Without Stress, Punishments or Rewards: How Teachers Promote Responsibility & Learning. The book teaches how to live a self-disciplined life, become more responsible, increase effectiveness, and improve relationships. It shares how to teach young people to want to become disciplined — both in behaviour and in putting forth effort in their own learning.

The book is now available as an e-book at www.marvinmarshall.com

Robyn Pearce

Mary Willow

Rowena Szeszeran-McEvoy

Mary Willow has worked for over 30 years in the fields of nursing, midwifery, early childhood education and parent education.

In January she opened Plum Garden, a parent education centre in Brooklyn, Wellington.

From there she operates Plum Parent Support, a service providing education, support and advice for parents on parenting. Please visit the website, www.PlumParentSupport.com.

Rowena Szeszeran-McEvoy has a 23-year career in the fitness industry and is now serious about the business of education. She is the director of the Australian Institute of Massage and the National College of Business, after having served as the head lecturer in both the business and fitness colleges.

Tricia has been involved in the field of Literacy for 17 years, firstly as a Resource Teacher:Reading, then as a Resource Teacher:Literacy. She is passionate about books and reading, and feels privileged to be in a position where she can share that passion with students, their parents, and fellow teachers.

Simon Evans

Wendy Sweet

Michael Pohl

Originally from the UK, Simon Evans has been teaching in New Zealand for the last six years. He is an avid supporter of incorporating technologies into the learning environment and the positive result it has on student motivation and achievement. www.breathetechnology.co.nz

With over 25 years in the fitness industry, Wendy’s expertise in health, wellbeing and fitness is undisputed. She brought personal training into mainstream NZ by design and developing the Les Mills Personal Training programme in the early 1990s. She lectures at the University of Waikato and delivers workplace training. Her master’s thesis focused on successful personal trainers’ strategies in changing their client’s exercise and nutrition behaviour. Reach her at wsweet@xtra.co.nz.

A member of the World Council for Gifted and Talented Children, Michael Pohl regularly presents at local, national and international conferences on issues concerning giftedness, creativity and thinking. With a master’s degree in gifted education and formal qualifications in adult training, Michael is the director of Thinking Education, currently working with many schools in diverse contexts on an on-going basis, returning many times to work with teachers as they create a culture of thinking in their classrooms.He may be contacted by e-mail on mpohl@thinkingeducation.com.au or at: www.thinkingeducation.com.au

Mike Handcock Mike Handcock is a international speaker and best-selling author. His company, Rock Your Life, is building the number-one team of transformational leaders on the planet. www.mdh.co.nz

Robyn Pearce, Certified Speaking Professional, is the Time Queen, (plus mother of six and grandmother of 12). She mastered her own time challenges and now helps people around the world overcome theirs, including teachers in several countries. She can show you how to transform your time challenges into high productivity and the life balance you desire.

Learn more at www.gettingagrip.com

Dr Spenser Kagan Dr Spenser Kagan is an internationally acclaimed researcher, presenter and author of over 100 books, chapters, and scientific journal articles. He is the principal author of comprehensive books in four fields: cooperative learning, multiple intelligences, classroom discipline, and classroom energizers. www.kaganonline.com

Stuart Fleming Stuart Fleming is creator of the Money Mindset Mob and an enthusiastic believer in independent teens. A professional speaker, workshop leader and teen money coach, his super-power is seeing the potential in people and situations. Stuart volunteers as National Commissioner for SCOUTS New Zealand. www.MoneyMindsetMob.com

Thelma van der Werff As a colour therapist, people often mistake Thelma for an image consultant. This has led her to develop colour therapy for the mainstream, using the clothing colours to influence emotions and behaviour. Learn more at www.colourcomfort.com.

Tricia Kenyon

Yvonne Godfrey Yvonne Godfrey is a speaker and author with a passion for people. Over the last 30 years she and her husband Simon have built a successful business, motivated by a desire to find financial freedom for herself and others. After three decades of success, Yvonne continues to build her organisation, developing leaders in business around the world. Sharing her wisdom is her greatest passion and to date, more than 100,000 people in 20 countries have benefited from her wealth of experience. www.yvonnegodfrey.com

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ANDRES RODRIGUEZ

ARTHUR COSTA AND CHUCK LAVARONI

The Habits Of Edupreneurship

Seven questions to ask and answer about your school

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ustrian economist Joseph Schumpeter defined entreprenurship as the creative destruction of rigid, existing thinking and therefore the source of innovation and technological change. We think this applies to education as well.

Following are seven questions that introduce some of the necessary conditions to promote “edupreneurship.” We hope you use them to build greater creativity for yourself and your students’ future.

Does Your School Promote Thinking Interdependently?

While some of the creative processes can take place in private, in a school, those processes must also be public to the staff and the administration. Without public involvement and review, the products, programs and technologies created can be misunderstood.

The creative teacher’s contributions will all too easily stand-alone. If there is no

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preparation and no follow-through, then the teacher’s energy and effort are diminished, if not wasted. To be of continuing value to the learner, there must be opportunity to build, develop, and grow with whatever the creative teacher presents. There must be a sense of continuity. Learning is a process that needs many occasions for practice and reflection.

In the long run, the “great idea” can be lost if it occurs only in the creative teacher’s classroom and does not eventually become an ongoing part of the total school program.

Does Your School Value Risk-Taking?

Edupreneureal teachers must be willing to take risks and try new ideas. While they are basically autonomous and self-reliant, they thrive in an environment that recognizes the joy that comes from the search for growth, growth for self, for students and for the profession.

Do You and Your School Persist with Creative Processes?

The edupreneural teacher recognizes that there is much more to the act of creating than merely “doing.” Creativity is a cyclical process. That process must include at least four categories of behaviour: Data Collection (data about what is, who the students are, what are the expectations of the school and community, etc.); Data Organizing (comparing, contrasting, prioritizing, looking for similarities and differences, etc.); Idea Building and Using (generalizing, model building, inventing, designing, applying, trying out, etc.); and Evaluation (critiquing, assessing results, determining strengths and weaknesses, retracing steps, etc.). This is especially true when one recognizes that as a result of assessment and evaluation, there is automatically new data generated, which will start the cycle again.

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ARTHUR COSTA AND CHUCK LAVARONI learning, that they have influenced a child’s life and that their students are experiencing a “learner’s high.” They delight in making up problems to solve on their own and being involved in resolving others’ dilemmas. They enjoy figuring things out by themselves, and continue to learn throughout their lifetimes.

We want them to feel compelled, enthusiastic and passionate about learning, inquiring and mastering. While these qualities are sought after, it remains that their excitement can produce a sense of “speed” or stress for the participants. Therefore thought must be given to somehow managing stress to sustain the professional zest of all the stakeholders.

The effects of excessive stress on cognition, creativity and social interaction are well documented.

Also the reverse is true. In barren, intellectually “polluted” school climate conditions, many teachers understandably grow depressed. Teachers’ vivid imagination, altruism, creativity and intellectual prowess soon succumb to the humdrum daily routines of unruly students, irrelevant curriculum, impersonal surroundings and equally disillusioned co-workers. In such an environment, the likelihood that teachers would value the development of students’ intellect and imagination would be marginal.

The intent is not to alleviate stress entirely.

It is, however, intended to shift from DIstress to EUstress. (EU is taken from the word euphoria—good stress.).

This model reminds us of the cognitive operations and resources that creative edupreneurs use as they bring their ideas to reality. It is purposely cyclical and not linear. The arrows remind us that there is no “correct” sequence as he/she applies past knowledge, questions, explores and persists.

Keeping records and thinking what happens next and responding as a result is what keeps the process alive.

Does Your School Value Creating, Imagining, Innovating?

If a school really promotes the edupreneur, there must be a recognized system in place, one that clearly identifies the policies and procedures to assure the anticipated results.

This “system” will outline and describe such issues as who is involved, what are the limits, what are the rewards, how will decisions be made, how can ideas be properly protected, how will students’ learning be enhanced?

If these and many other similar concerns are openly addressed, it seems evident that

the school and the students will prosper and flourish with exciting new opportunities for learning. Each school will provide a unique support system for the edupreneur. While each will be different, each must ensure the school’s commitment to edupreneurism.

Does Your School Communicate With Clarity and Precision?

The fact that the school is part of a larger whole must be reflected in the policies, rules and regulations. Codes, laws, rules and regulations must be reviewed and critiqued not in terms of “what can’t we do,” but instead “what can we do.”

D o e s Yo u r S c h o o l S t i m u l a t e Wonderment and Awe? Creative teachers have a passion for what they do. They love interacting with their students, their content and their professional learning community. Creative, dedicated, efficacious teachers get a “charge” when they realise their students display the “a-hah” of

Does Your School Learn Continuously?

Edupreneurs function best in institutions that have a recognized structure designed to utilize their creativity. The focus must be on the ongoing change and improvement of the organization, its products and services.

In case of schools, the focus must be on the improvement of teaching and learning for all. Obviously, there must be a systematic change in how schools are organized and administered. That change can occur only as a result of a conscious resolve and commitment. That new system will be designed to ensure the implementation of the edupreneurial spirit. It will focus on solutions and see changes in terms of new beginnings, not ends. It will see the present as a steppingstone to the future. It will recognise the importance of the interpersonal between the edupreneur and the learner. It is then that creative teachers, administrators, students and communities will benefit.

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MAGGIE DENT

Adolescence Unplugged – Engaging and Understanding the Millennial Digital Native How simple things like sleep and a spotlight can make teens more successful.

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n the last article I explored the biological changes that take place during the bumpy ride of adolescence. Not only are they undergoing massive changes physically, biologically and emotionally, they are caught up in a world where massive change is the norm. Children and adolescents often struggle more because they do not have the benefit of a fully developed reasoning brain. Change creates stress. Adolescents also process their world through their amygdala rather than their as-yet-underdeveloped pre frontal lobe and together with the surging sex hormones, they feel things much more deeply and intensely.

So managing their swirling unpredictable emotional world is another source of stress for today’s adolescents. Boredom in the classroom is a brain antagonistic state and can be the trigger for inappropriate and often disruptive behaviour. In a nut shell, today’s adolescents are exposed to more stress than every previous generation.

levels. An article in the Weekend Australian Magazine highlighted research that showed that the more learned during the day, the more sleep required at night. This is so the brain can process and consolidate the memories. Vital gene activities need to occur during Rapid Eye Movement (REM) to ensure synaptic plasticity, or the strengthening of neural connections. Without deep sleep, these activities do not occur.

moods and emotions that all come from the brain. A healthy appreciation for good sleep is a life skill.

Many adolescents sleep with a consistently active mobile phone, are easily distracted by their global friends on various social Internet sites, or play games that absorb them far too much for them to sleep.

• Tiredness (decreased motivation)

Another interesting finding from research is that sleep deprivation makes people recall unhappy memories over pleasant memories. This finding is enormously important in relation to troubled teens and many people who struggle with deep depression and despair.

• Difficulties with self-control of attention, emotion, and behaviour

They are often wired by high-energy drinks, chronic lack of sleep, self medication, and on top of that, feel pressured to look cool, own cool stuff and be forever connected via mobile, email or social networking site. Many children have both a computer and TV in their bedrooms and that gap in human connectedness is hard to rebuild when the bumpy ride of adolescence starts.

Improving adolescent sleep has always been important, especially for those struggling with stress, emotional overwhelm or anxiety.

Now it seems that moods are also affected by lack of sleep. The research also supports teenagers starting school at a later time, as their brains are not ready for learning early in the morning. The results from the few Australian schools that are trialling later start times have supported this research.

• Negative effect on learning, memory consolidation

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I firmly believe that many adults, including parents and teachers, are failing adolescents by not monitoring them and protecting them from stress and other dangers.

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The value of good sleep and how it reduces stress Adolescents need more sleep than prepubescents or adults. Most are running a sleep “deficit”, and this has significant negative effects on their well being on many

Research also shows a powerful link between obesity and sleeplessness. Sleep loss elevates the stress hormone cortisol. Cortisol is lipogenic, meaning it stimulates the body to make fat. Human growth hormone is also disrupted. Normally secreted as a pulse at the beginning of sleep, growth hormone is essential for the breakdown of fat.

Sleep is essential for the physical, mental, emotional, social and spiritual well-being of every individual: It is not only important for children and teenagers whose brains are still developing. Our behaviour is moderated by

What are the consequences of insufficient sleep in adolescents?

• Missed school • Sleepiness (including micro-sleeps) • Negative synergy with alcohol

• Irritability and low-frustration tolerance • Over-eating, and yearning for high-fat foods

• Difficulties with focused attention, irritability, emotional ability • A f f e c t r e g u l a t i o n a n d C o g n i t i v e Emotional Integration

Reducing stress by caring and guiding Every adolescent will make a dumb decision at some point during their bumpy ride to adulthood; sometimes the mistake will be serious. Here are five steps that can help teachers and parents support an adolescent trying to overcome a negative experience.

Help them recognize that: 1. It was not an OK thing to do—ownership of poor choice.

2. They are sorry it happened—apologise to all who have been hurt.

3. They should repair the wrong and make it right—restitution and restoration.

4. They should forgive—both themself and others.

MAGGIE DENT

street. It didn’t take long before the row of students who greeted me every morning grew to more than a dozen, some days up to 20. The simple act of being noticed made these students feel better. It may not have seemed like a big thing in the scheme of the curriculum, but it was huge for the students.

This is an example of how we can all pause a little in our busy lives and shine that light.

5. They should acknowledge the valuable learning experience—growth and awareness.

The stronger the pastoral care or student services team in a high school, the healthier the students will be on all levels. The more that adolescents feel they belong, and that they have a valid place in a community, the less violence and the less abuse that will be present in the community. Today’s adolescents need more support than ever and when schools focus on offering this support, the benefits are life changing. Research shows that the presence of charismatic adults who care builds a significant protective factor in adolescents’ lives. I call them lighthouses.

Every adolescent needs a lighthouse to help them navigate the uncertain waters of adolescence.

Lighting the flame of potential, while being realistic about adolescent development, is extremely important. Young people are hard on themselves and adept at self-criticism and self-sabotage, and often get stuck in patterns of limitation. Lighthouses can help them see beyond these limitations. Lighthouses do not rescue, advise or make judgements on an adolescent’s behavior; instead they act as a mirror so the young person can see the world from a different perspective. They can offer “coaching” that empowers and guides.

Key attributes of a lighthouse • Solid and reliable • Offers protection • We l l - i n f o r m e d a b o u t a d o l e s c e n t development • Friendly • Shines a light in the darkness • Models healthy adulthood • Offers silent guidance • Gives hope • Committed to the greater good of all, not just the pursuit of self Lighthouses have to be able to develop a relationship that allows them to sow seeds of potential and shine a light on the invisible “Make me feel I matter”sign that hangs around every adolescent’s neck.

Many adolescents feel invisible and unheard.

It took me a while to realise this when I was teaching. It started to dawn on me when I noticed that some mornings as I headed from the staff car park to the English office, a student or two would be leaning on the brick wall that was on my route. These were students I had approached separately the previous day at lunch. They were not in any of my classes, but I had noticed how lonely they looked eating lunch by themselves.

Recognising this reaction, I searched for the students who sat alone, had obvious physical challenges or appeared to be avoiding their mainstream peer groups. I learned their names and made sure I smiled when I saw them. I even acknowledged them in the

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DR MARVIN MARSHALL

The Brain, Sleep, and Learning Ask your brain for what you need, give it eight hours of sleep, and it’ll probably surprise you.

We may be able to get by on six hours sleep, but if we want to optimise learning and memory, eight hours is better. Only with more than six hours of sleep does performance improve over the 24 hours following a learning session, according to researchers Robert Stickgold of Harvard University and Jeffrey Ellenbogen of Massachusetts General Hospital.

The research suggests that while we are peacefully asleep, our brain is busily processing the day’s information. The brain combs through recently formed memories,

“ Apparently during sleep, collections of memories are filtered and new relationships are established.

Sometimes this processing helps find what we have missed.”

stabilising, copying and filing them so that they will be more useful the next day. A night of sleep can make memories resistant to interference from other information and allow us to recall them for use more effectively. Sleep, in all of its various phases, does something to improve memory that being awake does not do.

are established. Sometimes this processing helps find what we have missed.

Apparently, science is proving what many of us had intuitively known as students.

We w o u l d s t u d y w h a t w e w a n t e d t o remember just before going to bed. Sleep not only strengthens memories, it solves problems. The process can identify what is worth keeping and maintaining and thereby enhance memory. The brain may have to shut off external inputs because nonconscious cognition appears to use the same brain resources that are used for processing signals when we are awake.

1. While we sleep, our brain is processing information learned during the day.

In the process of handling new memories, sleep may be creative. As a language arts major in college, I was required to write papers from seven to 20 pages. The assignment was directed at a novel, poem or short story. I would challenge myself to write something original and interesting. I would then think about possibilities and ask myself all kinds of questions. Sometimes I went to bed saying to myself, “Let my subconscious work it out. When I wake in the morning, I will have it.” And it always came to pass.

In a nutshell, the brain needs time to process information, and sleep provides the necessary opportunity. To put it more simply, the brain learns while we sleep.

Points to Remember:

2. Sleep makes memory stronger and even appears to weed out irrelevant details and background information so that only the important pieces remain.

3. Our brain works during slumber to find hidden relations among memories and to solve problems we are working on while awake.

4. We may ask our brain during slumber for creative solutions.

5. More than six hours (closer to eight hours) of sleep maximises memory.

Even for a term paper, whenever I came to a tangle that stopped me, I used the same approach. “Let it cook in my subconscious.

The work will be done there.” I woke the next morning with the answer. And often, the answer surprised me with its creativity.

Two ingredients were at work here: First, I had filled my head with information, possibilities, and questions so that my subconscious had material to work with.

Second, I had full confidence in the process.

Apparently during sleep, collections of memories are filtered and new relationships

BENJAMIN HAAS

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he brain evolved to use light and darkness wisely. Acquire information by day, process it at night. The effects of sleep on learning and memor y are indeed impressive. Recent discoveries show that sleep facilitates the active analysis of new memories and allows the brain to solve problems and infer new information.

The “sleeping brain” may also selectively reinforce the more difficult aspects of a newly learned task.

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GLENN CAPELLI

The Three Russian Brothers and Their Cousin A Multi-purpose Thinking Caps Tool

If

I said the word “Russia” to you, what would come to mind?

The Historically Appreciative Mind might dig back to Stalin, Lenin, Trotsky and the Tsars. The really, really Historically Appreciative Mind might dig back further and mention Peter the Great, Ivan the Terrible or other characters that fall somewhere in between.

The Geographically Appreciative Mind might map out Red Square, Moscow, Stalingrad, Siberia or the Baltic Sea; perhaps even show me murals of Urals.

The Musically Appreciative Mind might simply stand with a brown girl in a ring and start belting out the many hits of Boney M, especially the infectious and slightly evil “Rasputin” tune.

I suspect that for many others, the word “Russia” would not conjure anything of music, geography or history, but rather a simple five-letter word: vodka.

Whatever, comrades. From now on, I want “Russia” to conjure up the Three Russian Brothers and Their Cousin, a multi-purpose thinking and action tool.

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The First Russian Brother The first Russian Brother’s name is Morov.

You simply look at all the good things you are doing that you can be doing a little bit “more of.”

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Sometimes when we are looking to improve, we don’t need to do anything different, just a little bit more.

In your health regime, you may be doing 30 minutes a day walking and now you lift it to 45 minutes. Morov.

In your classroom, you may be praising good student actions at the start of the year, but then forget to do it as the year progresses. Call in Morov.

In your relationship, you may be saying “I love you” at Christmas and birthdays (or when you think you are in trouble), so you might add a little more random Morov into your romantic brew.

The Second Russian Brother Russian Bro number two is named Lessov.

What behaviours could you do with less of?

Perhaps: • Less cake with the coffee?

• Less use of the voice in the classroom?

• Less stagnant time on the sofa?

• Less television time?

The Third Russian Brother Russian Bro number three is called Ridov.

What things, behaviours and ways of thinking do you need to stop?

In a health program, we might need to get rid of nicotine.

In a school, we might encourage some healthy scepticism (ask questions and seek proof), but get rid of cynicism (a cancer that stops learning).

In a workplace, we might need to get rid of “Systems Errors.” (I was once told about a fire authority in Europe that decided to pay their fire fighters based on how many fires they put out!)

In a wardrobe, we might need to get rid of whatever we haven’t worn for a decade or two.

The Cousin The Russian Brothers’ Cousin is thankfully named Tossin. What new things do you need to toss into your brew of life? Sometimes the addition of a new strategy, approach or system can make the world of difference.

In her health system, my wife, Lindy, was asked to add green tea into her diet as the tea helped some people who were in pain

with Frozen Shoulder Syndrome. (It wasn’t a cure, but it has assisted Lindy’s recovery).

In my own exercise system, I tossed in a mixture of diverse types of push-ups to develop an area weakened by broken bones caused by a very fast bowler in a game of cricket. (Note to self: Call on Lessov when it comes to facing fast bowlers and Morov when it comes to thinking quicker when I have a cricket bat in my hands).

The Three Russian Brothers and their Cousin is a multi-purpose thinking tool. If you haven’t been using it, toss it into your mix.

Think of the variety of uses: • A student can self-assess any piece of writing. What does the piece need more of, less of, to get rid of and what new things can be tossed in?

• A teacher can use it to consider their classroom teaching methods.

• A staff can utilise them to consider factors that might lift morale.

• A business can use it as a discussion tool to improve performance.

• A coach can use it to help each player know what is wanted of them for on-going improvement.

• A brave marriage might even want to consider the Russians as a way of adding some Khmeli-Sumeli (a Russian spice mix) into the bedroom or any other chosen room.

Too often we look for singular answers and silver bullets to solve complex problems. The Russians allow for organic Systems Thinking and thinking in a “chumbawamba” mix – a little more of this, a little less of that, none of that particular thing and toss in this new element.

So there they are, your new Russian Mates: Morov, Lessov, Ridov and Tossin. From Russia, and me, with love.

ARTHUR COSTA AND PATCAPELLI WOLFE GLENN

WILLIAM CASEY

“ Sometimes when we are looking to improve, we don’t need to do anything different, just a little bit more.”

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LAURIE, SPENSER AND MIGUEL KAGAN

Using the RoundRobin to Infuse Active Engagement Explore all of the ways you can get students to contribute to discussions

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oundRobin is one of the simplest and most commonly used Kagan Structures. It’s a terrific way for teachers to infuse active engagement into just about any part of the lesson. In its basic form, teammates take turns talking.

Before the lesson, the teacher may ask, “What do you know about this subject?” In the middle of the lesson, the teacher may direct students to “Summarise an important point.” At the end of the lesson, the teacher may ask, “What is the most important thing you learned?” Every student gets an opportunity to talk in a non-threatening team environment and learn from teammates’ ideas.

RoundRobin is a powerful structure. But did you know there are many variations of RoundRobin you can use? Learn the RoundRobin variations and when to use each, and you will extend the power of an already strong structure.

Single RoundRobin 1. Teacher assigns a topic or question.

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2. In teams, students respond orally, each taking a single turn at responding.

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Use for: Ensuring that each teammate gets a turn to share. It may be used for simple teambuilding content such as, “What did you do that was fun over the weekend?” or it may be academic content, such as, “How do you think the story will end?” A Single RoundRobin is the best for sharing student work when teammates may have a different amount of material to cover, such as a written student story or poem.

Timed RoundRobin

AllWrite RoundRobin

1. Teacher assigns a topic or question and announces a time limit (ex. 1 minute each).

1. Teacher assigns a topic or question with multiple possible responses.

2. In teams, students respond orally, each taking a single turn.

2. In teams, students respond orally, each taking a turn contributing one idea.

Use for: Ensuring equal participation. Each student is allotted the same predetermined amount of time. It is best used when there is a lengthy response prompted by a question such as, “Describe your hypothesis and how you plan to test it.” It is great for current events, book reports, and other reports because it equalizes teammate share time. Timed RoundRobin is helpful for management since all teams finish at the same time.

3. All teammates record the shared idea on their own papers.

Continuous RoundRobin 1. Teacher assigns a topic or question with multiple possible responses.

Use for: Creating a written record for each student. If the students are generating a list, each student has their own paper and pencil and as they name each item, each student writes it down. Students can use their lists for later independent work. The difference between AllWrite RoundRobin and RoundTable Consensus is that with AllWrite RoundRobin, each student writes on her/ his own paper, whereas in RoundTable Consensus there is one paper and pencil passed around the group and each student in turn records an idea once the team has reached consensus.

2. In teams, students respond orally, each taking a turn contributing one idea.

3. After all teammates have responded, students respond again, contributing another idea. Continuous RoundRobin resumes for multiple turns.

Use for: Generating an oral list for many items. For example, “Name prime numbers.” “What are all the possible causes (or consequences) of that historical event?”

“ Learn the RoundRobin variations and when to use each, and you will extend the power of an already strong structure.”

ANDRES RODRIGUEZ

LAURIE, SPENSER AND MIGUEL KAGAN

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ARI SANJAYA

Teachers Matter JO ISSA

JO ISSA

From Teaching to Smarter Teaching Glenn Capelli makes smarter teaching mission possible.

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l e n n C a p e l l i ’s t a l e n t s i n c l u d e professional speaking, writing, songwriting, radio and TV presenting, and being an expert on thinking. Glenn joined educational leaders and speakers at the recent Teachers Matter conference to share his savvy methods for smarter teaching. In delivering his keynote speech and workshops, Glenn demonstrated that engaging learners demands a repertoire of skills, but with thoughtful design, your lessons can include all the elements necessary to get learners thinking smarter.

Create a philosophy of learning Glenn suggests that smarter teaching for smarter learning begins with developing a philosophy. The philosophy should foster lifelong learning. Glenn described his philosophy as one that includes involvement, sharing, humour and purpose. Glenn shared his fascination with language and introduced some new vocabulary to incorporate into teaching philosophies: Neoteny – which refers to the ability to age while retaining spontaneity, creativity and a sense of wonder.

Wi d e z e n – m e a n i n g s t r e t c h i n g y o u r thinking.

Kaizen – a Japanese philosophy meaning to improve bit by bit.

Values to live by Glenn spoke fondly of super teacher and mentor Glynn Watkins, who he met at his first teaching position. Glynn set an example of how to live, love and learn and, in doing so, helped students and t h e s c h o o l c o m m u n i t y. G l y n n n e v e r missed an opportunity to be an educator, whatever the time of the day, and made time to get to know students and their families. Glynn demonstrated an ability to form relationships, be honest in communication, stay true to his values and humour in all things and influence others by direct or indirect suggestion.

Later in life, Glenn had the opportunity to interview his mentor and asked him to share his philosophy, which Glynn summed up perfectly as an ability to love the job, love life and enjoy the delight of other people’s company and ideas.

An eye for design When you’re planning, design lessons with multiple layers. Glenn shared simple ideas like speeding up and slowing down the tempo of the lesson, introducing other instruments like music, slides or lights, repeating the main message, adding time for reflection, slowing down for the main message, using pauses for effect and aiming for a strong finish.

Stand and deliver Deliver lessons with energy and humour.

Glenn emphasised the importance of being your unique self and sharing your oddities with students.

Why Y fronts?

What do an eye, a bug and y fronts have in common? Glenn used these visual cues to remind us to ask the right questions to create thinking environments. Put simply, innovation begins with an eye, keep a list of things bugging you and find solutions, and y fronts remind us to ask why and why not.

“ S u p e r t e a c h e r s may not have super hero powers, but they do have an innate ability to inspire confidence in students, act as role models and guide students toward their goals.”

Glenn’s experience with super teacher Glynn Watkins resounded with me as I, too, was fortunate enough to know a super teacher, my English teacher, Miss Palmer. She not only introduced me to great writers, but she was also an incredible facilitator, who generated discussion and debate, nurtured a desire for self improvement and reflection and always took the time to know her students personally. Although she taught me in 1987, she instilled a love of learning and a passion for books that remain today.

Super teachers may not have super hero powers, but they do have an innate ability to inspire confidence in students, act as role models and guide students toward their goals. For many super teachers, their influence can’t be measured by a standardised test, but we know that their actions or words have an enduring effect on students’ lives. Recently I heard a New Zealand teacher and writer being interviewed and her passion for teaching and for young people reminded me that we need future Miss Palmers and Glynn Watkinses.

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Teachers Resources & Lessons

from Powerful Thinking

by Adrian Rennie

        

                              

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

Teachers Resources & Lessons

from Powerful Thinking

by Adrian Rennie



   



         

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

MARY WILLOW

How to Really Make it a “Good Morning” Parents have to take the lead and model the mood and behaviour they seek each morning.

P

arenting can be challenging at any time of the day, but transition times are usually the most difficult. It is not uncommon for family life to “turn to custard” before breakfast and for everyone to leave the house traumatised. However, it is true that “every day is a new day” in parenting, so let’s start with how to wake your child.

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Children in particular awake as a “Little Self,” i.e. they are primarily “drive + desire,” very self-focused and all wrapped up unconsciously in the cloak of their temperaments and experiences to date.

We adults have a choice: We can draw the children gently toward their most capable “Big Selves,” (able to exercise increasing levels of self-control and awareness of others), or we can mismanage and stress them so that they are driven back into the

SEAN PRIOR

Teachers Matter

When we sleep, our sensory-motor systems and our brain-body connections are shut down. As we wake, these systems need to be switched back on and reintegrated. It sounds obvious, but we often do (or don’t do!) things in the morning that negatively affect the child’s process of embracing the day. The fast, physical children (the parents’ alarm clock!) need to be guided into meaningful, harmonious behaviour and the slow, dreamy children need to be enticed to awaken and connect. All children benefit from a rhythm that breathes. Tr y to balance “breathing in” activities of focus and effort, with “breathing out” activities of creative, free play and spontaneous free movement.

MARY WILLOW

“ O f t e n s t r e s s i s created by simple things such as the parents not getting up early enough, not “being on task,” or being in a frenzy of squeezing too many tasks into a short time.” extreme and reactive behaviour of their “Little Selves.”

Often stress is created by simple things such as the parents not getting up early enough, not “being on task,” or being in a frenzy of squeezing too many tasks into a short time. The most helpful principle for all parenting is that we are the “ground” under our children. If our behaviour is weak, reactionary or chaotic, then the children have no ground to stand on.

We can think of the child as a guest we are welcoming to the day. What do we do if we run a Bed and Breakfast? We prepare the night before, make sure all our supplies are ready, get up before the guests and get ourselves ready first, welcome the guests with cheerfulness and warmth, (overlooking their various foibles!), anticipate their needs and support them to embark on a wonderful day as a tourist in our land. Warmth is a key element, not just warmth of body but warmth of “soul.”

Tips: • Wake up before the children. It can be the hardest thing to do, but without it the day can be lost before you’ve even got out of bed.

• When you wake, take a few moments to inwardly prepare yourself. Remind yourself of what needs to happen to make it a good start.

• Avoid the movement “back to bed.”

We want the children to move steadily away from the realm of sleep and into

wakefulness. Many families have sleep-ins or cuddles in the morning, as well as food, books or games in the parents’ bed. These are great weekend or holiday “breathing out” activities, but they actually dampen the young child’s fresh morning urge to jump into the new day.

• Get up and lead the morning with a positive mood and welcome the children lovingly into the day (open the curtains and windows, light the fire or turn on heaters, offer kisses and cuddles and a “fresh slate” with regards to any issues from yesterday).

Make sure you directly connect with the children rather than start the day barking orders from the doorway.

• Model for your children what you would want them to do. Dress yourself first.

Focus in the way you would want them to.

• Parents need to be nearby while young children are carrying out their morning activities, with an “ear out” for conflicts or drifting off task. In this way, you nip issues in the bud. It is best to shower when the other parent is “on the children.”

If you are solo, shower the night before or before the children wake. Many morning breakdowns occur because the parent is not fully present and available to guide and lead the children at critical moments.

• It helps to accept that the children are our primary task. They are not an annoying sideline to our paid work or other agendas. The period of early childhood is vital for laying down sound integration, learning and habits that will affect every interaction in the child’s future.

• Look at the content of your morning.

Is there anything that can be shifted to the night before or later in the day? Try to prepare certain morning items the night before: clothes laid out; dishes done; lunches made.

• Try to stay focused, calm and on task. Phone calls, newspapers, radios and television all distract parents and children.

When children watch screens, they become immobilised and their sensor y-motor systems switched off. This is the opposite of awakening their systems to the day and preparing them to meet the world.

• Make some “this before that” rules.

For example, before they come out of their rooms (or away from the heater) they need to be dressed; before breakfast the cat needs

to be fed; before a little playtime the teeth and hair need to be done.

• If a child is unable to carry out a task alone without getting distracted or just plain refuses to do it, don’t get mad. Parent the behavior, not the age: work with what the children are actually capable of managing that day rather than the expectations of what they ought to be able to do for their age. If they cannot manage it effectively being alone, it is time for the adult to be alongside making it a positive, cooperative and fun experience.

When the children refuse, try the “choice trick:” Child: “I’m not putting my shoes on!”

Adult: “Which one shall I put on and which one do you want to put on?”

• Tr y to have breakfast with the children. Once again this models full participation in the activity and good eating habits. It also provides a time to connect, listen, support, and to know “where your child is at” that morning. The parent needs to be fully present, not reading the paper, listening to the radio or texting.

This meal can be the wellspring of the day, a time for light, open-ended conversation (not the adult subjects) and a sense of companionship.

• Allow enough time for the transition of leaving the house. You can give everyone a reminder five or 10 minutes prior to action time. If they are not able to get ready with simple verbal direction, then you need to lead them into the task and stay with them until it’s done (get yourself ready first). One warning is sufficient: Children listen only to the last warning, the one where they hear that you really, really mean it. Calm insistence and humour are far more successful tools than anger, bribery and threats.

• Wherever possible, choose to walk or bike to school. These activities connect the child to the world and nature around them, awakening their curiosity and senses for school. If the car ride is essential, then avoid turning the radio or music on.

• Finally, on the weekends, let the focus relax and allow a “breathing out.” In children under five, it is best not to alter the rhythm too dramatically as their bodily cycles are dependent on the outer rhythm. As children grow toward age seven, letting go of the weekday routine can create experiences of flexibility and fun.

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MICHAEL POHL

A Decision-Making Model For Environmental Sustainability That’s Good Thinking!

W

Thinking to Learn, I outlined Directed Thinking, a strategy that encompasses many ideas encapsulated within Edward DeBono’s use of different coloured hats to weigh issues and alternatives. Directed Thinking is a somewhat more sophisticated strategy that encourages students to focus on individual, specific elements of an idea. In this way, students avoid making hasty decisions without giving due consideration to factors that may otherwise have been overlooked.

They defer judgement until they have Why YES? contemplated each idea’s full worth.

hen a Victorian environmental organization asked me to suggest a structure for secondary students, I suggested my Directed Thinking Model. The students found it accessible and helpful in focusing their thinking to make sound, considered judgements.

STOP / START

Way to GO !

THINK

What ELSE?

Why NO? Why Wait ?

Whilst during the Directed Thinking process students are also encouraged to express how they feel about particular ideas, the primary focus is on making rational decisions regardless of their personal feelings.

The process is perhaps best illustrated by working through an example:

Teachers Matter

Issues of an environmental nature are just that – issues. They are often complex, with many different viewpoints and stake-holders involved. They are rarely black and white, often emotive and engender passionate debate as a result. Decision-making is difficult and win-win scenarios hard to come by.

Decisions should be rational ones, decisions that have been made as a result of conscious, logical analysis of all the facts and viewpoints.

This will often require everyone involved to put aside personal feelings as they collect, analyse and judge information and generate a range of solutions before a preferred solution is put forward.

Within environmental education topics, students are often asked to present arguments for or against proposed solutions.

How might we empower them with a process for sound decision-making that takes emotions out of the argument and examines options from all perspectives?

In a publication titled Learning to Think /

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The scenario: A river winds its way through gently rolling hills, down to the plain below and finally makes its way to the sea. The once pristine waterway is now subject to hot political debate. A history of pollution from up-stream mining and agricultural activity; the dumping of chemical wastes from industries on the plains, together with contaminants in stormwater runoff collected from nearby residential estates has rendered the river unusable for recreational use. It is now continually littered with rubbish, is too toxic much of the year to even contemplate fishing, swimming and most other aquatic activities, and in summer the algal blooms present a real threat to what little wildlife remains.

As an election promise, the government has promised to spend millions of dollars on installing a series of trash racks as a partial solution.

Students are asked to comment on the proposal’s viability and effectiveness.

Applying the Directed Thinking process, students will ask and then respond to a series of questions.

Firstly they may ask – Why yes?

What are the good points about the idea, regardless of how one might feel about it?

Here students brainstorm many possible positive outcomes for the proposal.

1. River would not appear so unsightly 2. Makes collection of bottles and other large debris easy to collect 3. Trash racks may be easily disguised 4. ………………………………………………

5. ………………………………………………

Next they may ask – Why No? What are the negative aspects of the idea, regardless of how one might feel about it Here students are required to identify problems, issues and dangers associated with the intended course of action.

1. Rubbish is not the only problem 2. Proposal does not address the issue of chemical wastes.

3. Proposal will do nothing to improve the algal bloom problem.

4. ………………………………………………

5. ………………………………………………

Then they may ask – Why Wait?

What other alternatives and possibilities are there to be discovered?

MICHAEL POHL (Problem-Options-Outcomes-Choice) Having identified both positive and negative aspects of the proposal, now it time for students to consider other possible solutions.

They may consider: 1. Have we given due consideration to both sides of the argument?

2. Have we considered all points of view – i.e. how will the proposal effect….

P

O

Problem Pollution in the local waterway

O Outcomes

Options

What might be done?

Community Awareness

Greater Penalties

Possible results for each option

PlusMinusInteresting PlusMinusInteresting

- Industry?

- Residence?

- Wildlife?

- Recreational Use?

Local Council Action

Plus-

CH Choices

What option will I go with?

Option 3 FIP Organise and advertise a public meeting in local council chambers.

MinusInteresting

- Others…..?

3. What other options should be considered?

Here the application of a critical thinking strategy using my acronym POOCH may be useful. Students engage in critical thinking as alternatives are considered, priorities assigned and plans are made.

Applying a Pooch approach, students defer judgement about an initial option and consider a range of possibilities.

Using the graphic organiser, students identify : The Problem – e.g. pollution in the local waterway.

The Options – suggestions other than trash racks might include : • a community awareness campaign • greater penalties for dumping industrial waste in waterways • make local councils more responsible for water use / abuse.

The Outcomes – possible or likely outcomes for each of the alternative options identified above. Here each choice may be considered in terms of the positives, negatives and interesting aspects of the alternatives ( P.N.I.).

The Choice – now one is ready to give a preferred option and suggest pathways for moving forward. Perhaps identifying one’s first import priority (FIP) for implementing the suggestion could be listed here.

Then they may ask – What Else?

Having considered the short- and long-term sequels for possible options, now students What other infor mation may need to brainstorm appropriate criteria might be needed before one against which rank alternatives – e.g.

What other information might be to needed judges the idea? which solution:

Then they may ask – What Else?

before one judges the idea?

Do we have all the information we need to confidently select the best course of action?

• would be the most sustainable, both short and long term?

wouldthe bebest most cost-effective?

Do we have all the information we need to confidently• select course of action?

Or do we need to collect more information Or do we need to collect more information first – e.g. • dowould we need to : be time efficient? first – e.g. do we need to : - undertake a survey?

• undertake a survey?

- do further research?• would be most environmentally • do further research?

- conduct interviews? acceptable?

• conduct interviews?

- take field trip?

• ……………………………………………

• take field trip?

Here students may also use a Johari Window to consider both short- and long-term effects of a preferred decision. Many decisions, particularly political decisions, are often made with little regard for longer-term consequences. Now might be a good time to consider not just the immediate consequences.

• ……………………………………………

By applying weighting and ranking, students can quickly and easily determine the best solution.

SHORT-TERM POSITIVES

SHORT-TERM NEGATIVES

LONG-TERM POSITIVES

LONG-TERM NEGATIVES

JOHARI WINDOW

27

MICHAEL POHL

Here students set out their intended action plan:

“Applying the Who? …………….

Directed Thinking Will do what?…………..

When?…………… process, students Where…….? will ask and then Why?..…….. respond to a series of questions.”

At this point it is appropriate to revisit the first important priority ( FIP) established earlier and consider things such as the boundaries of the task, available resources, time restictions, time and cost restraints.

Here students set out their intended action At this point it is appropriate to revisit the Thenframes students for may actions ask – What Now? How might one implement the chosen idea or course of action?

plan:

Who?..............................................................

first important priority ( FIP) established earlier and consider things such as the boundaries of the task, available resources, time restictions, time frames for actions and cost restraints.

Will do what?.................................................

Hopefully, with this model, students will present well-balanced arguments for a preferred When?............................................................ choice of action rather than simply accept the preconceived ideas of others or follow an Hopefully, with this model, students will Where? .......................................................... impulsive first thought. Maybe the elusive win-win senaio may notpresent be aswell-balanced evasive as itarguments has for a preferred choice of action rather than Why?.............................................................. always been. simply accept the preconceived ideas of

The Proposal

others or follow an impulsive first thought.

Maybe the elusive win-win senaio may not be as evasive as it has always been.

STOP / START

The Action Plan

The Review ( Johari Window)

Way to GO !

THINK

What ELSE?

The The Positives Positives

Why NO? Why Wait ?

The Alternatives ( POOCH)

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Why YES?

The Negatives Negatives The

Teachers Resources & Lessons

from Powerful Thinking

by Adrian Rennie

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                                       

         

                   



         

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

Teachers Resources & Lessons

from Powerful Thinking

by Adrian Rennie



             

     

Teachers Matter

     

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            

              



NGAHIHI O TE RA BIDOIS

Rattle Ya Dags Pause before saying yes or no to any project: It might be a better opportunity than you first think.

“N

ever judge a book by its cover” is something various people have said to me many times.

So when someone invited me to be a part of an inspirational Internet program called “Rattle ya dags,” I said I would get back to them in a few days, even though I was tempted to say no immediately. The cover page did not seem to be an appealing one.

After consulting a couple of my mentors and doing more research, I discovered they were also inviting interesting Kiwis such as Annie Crummer, Mike King, Josh Kronfeld and Steve Gurney to do inspirational snippets that people could access throughout 2010.

There were other projects in line, too. So I agreed to do the engagement and found myself in an Auckland television studio recording some korero for their inspirational Internet program. It turned out to be an enjoyable and professional engagement, and the rattleyadags team were a delight to meet and work with.

JIM MILLS

If I had judged the rattleyadags book by the cover, I would not have received the benefits of this unusual opportunity, such as receiving their excellent media footage, which I can use for promotional purposes.

I also had people joining my Facebook and emailing me regarding the recordings at www.rattleyadags.co.nz.

“ When it comes to decision making, I encourage you to go to orange as often as possible before automatically going to red or green.”

So when was the last time you judged a book by its cover and immediately said no without doing a bit more research?

Perhaps it was a career opportunity, a leadership promotion or a new relationship.

In England the traffic lights show an orange light before the red one and also show an orange light before the green one. When it comes to decision making, I encourage you to go to orange as often as possible before automatically going to red or green. We are better people when we make better decisions.

“Na taku rourou me tau rourou ka ora nga tangata katoa” is a Maori proverb outlining the importance of the collective contribution to the betterment o f m a n y. We o u g h t t o p a u s e a n d consider the contributions of others to our decisions before allowing haste to decide for us. Utilising our mentors and creating time to make those decisions is an important aspect of leading. The least it will do is “rattleyadags,” whatever that means to you.

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ALLISON MOONEY

Fostering Intelligent Relationships Be patient, encouraging and direct with your Peaceful students, and they will remember you always.

P

lease choose one:

Number 2: Would you rather lead than follow, do it yourself instead of risking someone else perhaps doing it wrong?

Number 3: Are you content to let others do the work, enjoying the fruits of their labour and going where they plan?

Number 4: Do you prefer carefully planned projects and activities, ensuring they are done right the first time?

Whatever statement appeals to you, it is OK to be this way. Great minds do not think alike. In my last two articles in Teachers Matter, I covered the first two critical keys of influence, the Playful (who would say yes to number 1 above) and The Powerful (who would prefer number two.)

In simple terms: The Playful - their desire is to have fun in everything they do

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“ None of us are just one type, but if we can discover our dominant style we then can also ascertain what each type needs.�

RICK CARLSON

Teachers Matter

The Powerful - their desire is to take charge

PHOTO: LUMINIS

Number 1: Are you the life of the party, making others laugh and loving being around people?

ALLISON MOONEY

“ Interestingly, the field of teaching attracts the Peaceful type, and they far outweigh any other type. ”

None of us are just one type, but if we can discover our dominant style we then can also ascertain what each type needs. Too often we view the world from our perspective, missing how others see it and then fail to fill our emotional tanks. Yes, we have a tank that needs filling and once we discover our instinctive need, we then can get about the business of teaching.

This article is about the Peaceful personality (who likes the third statement) and their desire is to have no conflict.

These children are obliging and content.

Level-headed and approachable, they have a calming effect on others.

They thrive in an environment where consideration and respect for each team member is a high priority. Peacefuls are easy to please, adjustable, agreeable and cooperative. They have simple goals of sleeping and eating and can entertain themselves easily.

to be the listener and watcher in every conversation, rather than the participator.

These things can paralyse them with procrastination a n d i n a c t i v i t y.

They avoid conflict, making decisions, r e s p o n s i b i l i t y, a n d t h i n k i n g a b o u t controversial issues and ideas. They are probably the hardest to motivate, as they are really happy with who they are and go with the status quo. As a teacher, you may notice the Peaceful child seems to be watching the world go by. That is because watching takes less energy than getting involved.

If we know what to give them, they will engage quickly, whether the Peaceful is a parent, a colleague or a student.

Interestingly, the field of teaching attracts the Peaceful type, and they far outweigh any other type.

Easy to identify with their laid back nature, they don’t like being rushed. They are reluctant to initiate contact and prefer

Finally - a book to explain why others are not the same as you

So what do the Peacefuls need?

• They have the greatest need to be tested to discern areas of interest, creativity or motivation.

• Stimulate creativity through games of make believe and mental challenge.

• Seek to involve this child in sport and physical activity.

• Their decision making is always in low gear, and they must be taught simply and lovingly. They will sniff out quickly if you feel impatient with them, and they will freeze and lose all thought processes. Always give simple choices (no more than three.) Praise him/her warmly for each decision they make, even if wouldn’t have been your selection.

• They have a driving need for peace and become physically ill in the face of conflict or contention if forced to deal with other people’s anger.

• They have an intense need to feel special to someone. Wouldn’t it be mar vellous if you were the teacher they never forgot because you knew how to fill their tank?

Allison Mooney Keynote speaker at the Teachers Matter Conference 2006 & 2010

33

DAVID KOUTSOUKIS

Teaching Values For Life Encourage your students to become life-long learners by being positive about learning.

Teachers Matter

I admire many things about Einstein, including his enquiring mind and attention to detail. And did you know that he trained as a teacher? One of things I really like is his quote: “I have no special talents; I am only passionately curious.” Don’t you love that? Not only does this illustrate his humility, but I would argue that this quote outlines one of our key objectives as educators: to encourage our students to be “passionately curious.”

34

Learning heroes Albert Einstein is one of my “learning heroes,” a phrase coined by another of my learning heroes, educator Glenn Capelli.

A learning hero is someone you admire and can learn from. Learning heroes are not necessarily teachers (although many of mine are), but people we can learn from through their words and actions. Some examples from throughout history which fit the “six kinds of best” theme include Helen Keller (be kind to yourself), Florence Nightingale (be kind to others), Steve Irwin (be kind to the environment), Edward de Bono (the learning kind), Thomas Edison (the achieving kind) and Mahatma Ghandi (the community kind).

Students relate well to learning concepts if they are linked to real life examples such as learning heroes. This has particularly been the case with low-achieving students who are good at sport. I have used many examples of the positive attributes of successful sportspersons (such as footballers) to illustrate the kind of qualities students will need if they want to “be like them.” Examples might include values such as persistence, dedication, cooperation, and teamwork.

What learning heroes can you use with your students?

JOVAN NIKOLIC

It

is said that Albert Einstein was unable to speak properly when he was nine. Apparently his parents and teachers thought he might be retarded. Isn’t it amazing the disguises that some of the world’s most brilliant minds have? Perhaps you have some young Einsteins in your class and don’t know it.

DAVID KOUTSOUKIS

Be a learning hero

Seeders and zoomers

One of my biggest learning heroes was my late father, Albert Koutsoukis, (yes, another Albert). Dad was also a teacher who was passionate about learning, particularly about history. I have vivid memories of Dad’s huge book collection, and of him sitting in his chair reading the Rise and Fall of the Third Reich. Dad was so passionate about history that he wrote some 52 books on the subject.

Sometimes, as educators, we can become disheartened when we don’t see much progress in our students. We feel we’re not making a difference. Einstein’s teachers must have thought the same. But along the way, Einstein’s teachers did make a difference – and so do you. Glenn Capelli explains why some students “get it” straight away and why others take a bit longer through his “Seeders and Zoomers” concept.

So, what have I learned from Dad about learning? Books are good. Reading is what we do every day. Ask lots of questions (we used to play a game called “questions” where Dad would test my knowledge).

Knowledge will help you be successful.

Being passionate about something makes you feel good. Being persistent will help you achieve goals and make you feel good (I still wear dad’s ring today that reminds me that I am going to write 53 books). These are lessons I pass onto my children today.

Zoomers are those students who “get it” straight away. Seeders, on the other hand, take a bit longer. They might “get it” after 10 minutes, 10 days, 10 months or 10 years.

But it was you who “planted the seed.” How many of you have had ex-students come up to you and say “I remember you saying this or doing that,” and you have no recollection of it whatsoever. This proves that you are making a difference every day. The final stanza from the “Thank You, Super Teacher” song I wrote with Glenn Capelli says it all:

But perhaps the most important lesson Dad gave me was when he said “David, my job as a teacher is to make whatever I am teaching sound like the most interesting and important thing my students could possibly know at that particular time.” And he did that through his obvious passion for his topic and the enthusiasm of his delivery. I taught with Dad for a time, and many of his students would say “Your Dad makes history so interesting!”

So, are you a learning hero? Are you passionate about learning, and are you “passing the learning bug” onto your students?

“Hey, thank you, Super Teacher I want you to know The difference you made Hey, thank you, Super Teacher I’m a lifelong learner I do what I do I am who I am Because of you”

So, thank you, Super Teacher for the wonderful job that you do. Keep making a difference by encouraging your students to “be the learning kind.”

“ S t u d e n t s r e l a t e well to learning concepts if they are linked to real life examples such as learning heroes.

This has particularly been the case with low-achieving students who are good at sport.”

“ Perhaps the most important lesson Dad gave me was when he said “David, my job as a teacher is to make whatever I am teaching sound like the most interesting and important thing my students could possibly know at that particular time.”

35

DAVID KOUTSOUKIS

Give your children “Six kinds of best”

Key pointers Encourage your students to: • Be positive about learning • Seek knowledge about yourself, others and the world around you • Recognise the value of knowledge • Have an enquiring mind – be curious • Determine how you learn best • Have an open mind

This article is the fourth in a series of six articles based on the “six kinds of best’ concept. The concept provides a simple framework to help teachers and parents articulate what good values are and gives students sign posts to point them in the right direction when they get to “crossroad” moments in their lives, times when they need to make important decisions. By teaching the “Six kinds of best,” we are giving our children a simple, consistent and meaningful message that will help them remember what they need to do in order to become happy and successful individuals.

• Be a critical thinker

The “Six kinds of best” are:

• Have a global perspective

1. Be kind to yourself

4. Be the learning kind

• Seek learning opportunities everywhere

2. Be kind to others

5. Be the achieving kind

• Keep learning

3. Be kind to the environment

6. Be the community kind

Download free “Be the learning kind” lesson plans at www.sixkindsofbest.com.

Values education toolkit resources

By David Koutsoukis

Book 1: ages 4 -6yrs Book 2: ages 6 -8yrs Book 3: ages 8 -10yrs Book 4: ages 10-12yrs Book 5: ages 13-15yrs -

RIC-2773 - ISBN 9781741263565 RIC-2774 - ISBN 9781741263749 RIC-2775 - ISBN 9781741263756 RIC-2776 - ISBN 9781741263763 RIC-2777 - ISBN 9781741263770

Teachers Matter

$42.95 each $45.00 each

36

Teacher resource books including values framework, explanatory notes, lesson plans, blackline masters, certificates and many other great ideas for teaching values.

RIC-7065 ISBN 9321862008074 (set of six posters) $49.95

Available from Spectrum Education www.spectrumeducation.com

JANICE DAVIES

Appreciating Your Workplace Teams Remembering what’s important can make it easier to work together.

L

earning to appreciate your colleagues and some of their idiosyncrasies provides a platform for a more harmonious work space. Following protocol and being PC at work allows for positive feedback and a boosting in performance.

reminded them that they were working for the “good” of the pupils, they relaxed and began working as a team again. They all loved their work and the positive effects, but had forgotten why they chose to work in that environment.

One of the biggest “aha’s” to remember is that everyone is there for the same goal. Some people will reply they come to work for the money, but really they are working to provide service to the customer. Whether it is the external (parents or suppliers) or internal (pupils and colleagues) customers, working by the philosophy “do unto others as you would have done unto you” provides for positive workplace relationships in any school.

They learnt each department had different personalities and understood the impact that those differences had on their actions and reactions. They could honour their differences, rather than dismiss and ridicule them.

“ S o m e p e o p l e will reply they come to work for the money, but really they are working to provide service to the customer.”

Before, the differences had resulted in bullying and emotive communication. When people appreciate their colleagues’ strengths and

In other situations, there are the negative people, unable to move past the “challenge” of how things were done or not done in the past and they’re not willing to embrace changes and move forward. The complainers and negative folks need to learn to focus on the positives rather than get stuck in the past.

It might take them three months to learn a new system, whereas it took others three days.

In creating positive workplaces, it is paramount to move past the ego and into the hearts of the team. People in the teaching profession and support staff are the caregivers in society. They have different traits, but with respect and appreciation combined, the result is a highly effective school.

Everyone has a specific task to perform and excel at. Appreciating the differences and accepting each others’ strengths is a key to improving workplace relationships and therefore levels of productivity in helping the students perform. One of Mother Theresa’s famous quotes was: “Be Kind and Merciful.

Let no one ever come to you without coming away better and happier.” Maybe this is a challenging philosophy to live by, but it’s worth the effort to try.

ANDRES RODRIGUEZ

In one school I worked at, the department heads were jostling for “their importance,” which was causing disruption. When we

Additionally, once they were reminded of their main goal, I had the platform for prompting them about helping each other. This resulted in win/ win relationships, versus the thinking “I have to win and I don’t care at ‘whose’ expense. I want the budget spent on my department because it is most important.”

learn how to communicate assertively and effectively, the relationships change.

37

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Habits of Mind

Available from www.SpectrumEducation.com

They have finally arrived - long awaited ... Karen and Graham’s new books Developing the Habits of Mind Developing Habits of Mind in Elementary Schools - Learning Tool Year 1 to Year 6

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By Karen Boyes and Graham Watts (written by New Zealanders published in America)

Take educational outcomes way beyond facts and information with this collection of tools for teaching students how to think and behave intelligently when they encounter problems and challenges.

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Each tool includes a brief explanation, step-by-step instructions, worksheets, samples, and resource pages. Plus, another set of tools helps you create teacher training sessions that introduce all 16 habits to teachers and provide a launching pad for teachers to teach these valuable lifelong skills.

By Karen Boyes and Graham Watts (written by New Zealanders published in America)

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100+ Tasty $10 Meals [book] 101 Playground Games [book]

Sophine

29.99

Therese Hoyle

145.00

Therese Hoyle

145.00

101 Ways to Praise a Child [A3 laminated poster] 101 Wet Playtime Games and Activities [book]

15.00

27 Study Tips [A3 laminated poster] 27 Study Tips for Success [book]

15.00 Karen Boyes

12.50

366 Fun Facts [book]

David Koutsoukis

25.00

366 Fun Quotes [book]

David Koutsoukis

25.00

6 Thinking Hats [A3 laminated poster] Ancient Wisdom, Modern Solutions [book]

15.00 Ngahihi O Te Ra Bidois

30.00

Art Costa

55.00

Behaviour Management Posters [6 set – A2 size laminate]

David Koutsoukis

49.95

Behaviour Management Toolkit [book]

David Koutsoukis

52.95

Behaviour Management Toolkit [cd]

David Koutsoukis

29.95

Maggie Dent

15.00

Brain-Based Learning [book]

Eric Jensen

63.00

Brainstorm [book]

Tony Ryan

35.00

Howard Small

34.95

Marzano/Pollock

46.00

Vanston Shaw

64.00

Co-operative Learning : Reading Activities [book]

Kagan

55.00

Co-operative Learning : Writing Activities [book]

Kagan

55.00

Assessment Strategies for Self-Directed Learning [book]

Black Duck Wisdom [book]

Bullyproof Your Kids [book] Classroom Instruction That Works [book] Community Building in the Classroom [book]

Co-operative Learning [book] Creating An Effective Learning Environment [book] Developing a Thinking Classroom [book] Developing a Thinking Curriculum In Your School [book]

Kagan

75.00

Karen Boyes

39.00

Clinton Golding

39.95

Michael Pohl

28.00

Developing the Habits of Mind in Elementary School [book]

Karen Boyes/Graham Watts

115.00

Developing the Habits of Mind in Secdonary School [book]

Karen Boyes/Graham Watts

115.00

Eric Jensen

61.00

Different Brains, Different Learners [book] English, Performing & Visual Arts & LOTE [book]

Michael Pohl

38.00

Enhancing Thought-Full Classroom Dialogue [3 hour dvd ]

Karen Boyes

195.00

Stuart Fleming

35.00

Rich Allen

55.00

Art Costa

55.00

Georgette Jenson

159.00

Karen Boyes

195.00

Get Serious, Its just Money [Audio CD] Green Light Classrooms [book] Habits of Mind : Across the Curriculum [book] Habits of Mind : Intelligent Behaviours [manual + cd] Habits of Mind : Introduction [3 hour dvd] Habits of Mind : Practical Ideas [manual + cd]

Adrian Rennie

129.00

How the Brain Influences Behaviours [book]

David Sousa

65.00

How the Brain Learns [book, third edition]

David Sousa

71.00

How the Brain Learns Maths [book]

David Sousa

65.00

How the Brain Learns to Read [book]

David Sousa

63.00

How the Gifted Brain Learns [book]

David Sousa

58.00

How the Special Needs Brain Learns [book]

David Sousa

58.00

Infusing Thinking [book]

Michael Pohl

75.00

Spectrum

39.95

Maggie Dent

33.00

Inspirational Printable Posters [51 A4 posters on cd] Just a Little Time Out [cd]

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Just For Kids [2 cd set]

Maggie Dent

50.00

Art Costa

65.00

Learning and Leading with the Habits of Mind [book] Learning to Think Thinking to Learn [book] Life is For Living [book] Lift off to Learning [book]

Michael Pohl

48.00

John Shackleton

25.00

Michael Pohl

75.00

Magic Affirmations [A3 laminated poster]

15.00

Magical Personal Affirmations [A3 laminated poster] Maths, Science, Technology [book]

15.00 Michael Pohl

38.00

Mental Fitness NLK Exercise [handbook + cd]

Marion Miller

30.00

Mindful Teaching and Learning [book]

Adrian Rennie

129.00

Mindmapping Pens [set of 25 in a handy carry case]

Stabilo

35.00

Multiple Intelligence : The Complete M.I. Book [book]

Kagan

75.00

Music for your Mind - Relaxed Alertness [cd]

Kagan

35.00

Music for your Mind – In the Zone [cd]

Kagan

35.00

Music for your Mind – Problem Solving [cd]

Kagan

35.00

Music for your Mind – Productive Flow [cd]

Kagan

35.00

Music for your Mind – Projects [cd]

Kagan

35.00

Music for your Mind – Reading & Writing [cd]

Kagan

35.00

My Safe Place [cd]

Maggie Dent

33.00

Nurturing Kids’ Hearts and Souls [book]

Maggie Dent

33.00

Joan Bishop

29.99

Brin Best

23.00

Peter Hook & Andy Vass

23.00

Eiona Elsa Dent

23.00

Tom Barwood

23.00

NZ Crockpot and Slow Cooker Cook Book Pocketbook: Accelerated Learning [book] Pocketbook: Behaviour Management [book] Pocketbook: Leadership [book] Pocketbook: Learning to Learn [book] Pocketbook: Stop Bullying [book] Pocketbook: Teaching Thinking [book] Powerful Thinking [manual + cd with black-line-masters]

Michelle Elliot

23.00

Anne de A’Echevarria & Ian Patience

23.00

Adrian Rennie

129.00

Allison Mooney

37.00

Quizzles [book]

Michael Pohl

15.00

Rainbow Balance [cd]

Maggie Dent

33.00

Pressing The Right Buttons [book]

Reading and English Worksheets Don’t Grow Dendrites [book]

Marcia Tate

51.00

Maggie Dent

28.00

Eric Frangenheim

45.00

Saving Our Adolescents [book]

Maggie Dent

31.00

Saving Our Children From a Chaotic World [book]

Maggie Dent

28.00

School Mastery [cd]

Maggie Dent

33.00

Secret Mountain [cd]

Maggie Dent

33.00

Marcia Tate

51.00

Kagan

49.00

Six Kinds of Best - 50 Bookmarks

David Koutsoukis

12.95

Six Kinds of Best - Class Progress Chart (set of 2)

David Koutsoukis

12.95

Six Kinds of Best - Class Progress Chart 750 Stickers

David Koutsoukis

12.95

Six Kinds of Best - Individual Progress Chart 270 Stickers

David Koutsoukis

12.95

Six Kinds of Best - Individual Progress Charts (set of 20)

David Koutsoukis

12.95

Maggie Dent

15.00

Real Kids in an Unreal World [book] Reflections on Classroom Thinking Strategies [book]

Shouting Won’t Grow Dendrites [book] Silly Sports & Goofy Games [book]

Sleepytime [cd]

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Product Name

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Social Education [book]

Michael Pohl

48.00

Still Learning to Think Thinking to Learn [book]

Michael Pohl

48.00

featuring Karen Boyes

20.00

Eric Jensen

68.00

Spectrum

60.00

Michael Pohl

48.00

Ted McCain

39.00

Michael Pohl

48.00

Kagan

59.00

The Brain’s Behind It [book]

Alister Smith

58.00

The Brain-Compatible Classroom [book]

Laura Erlauer

47.00

Spectrum

145.00

Successful Woman [book] Super Teaching [book] Teachers Matter Magazine 1 Year Subscription [4 issues] Teaching Complex Thinking [book] Teaching for Tomorrow [book] Teaching Thinking Skills in the Primary Years [book] Team Building [book]

The Document Vault The Dramatically Different Classroom [book]

Laitta/Weakland

55.00

Karen Markowitz/Eric Jensen

33.00

The Leadership Brain [book]

David Sousa

58.00

The Mindful Garden of Verses [book]

Marie Ciota

55.00

The Mindful Garden of Verses with Student Workbook CD [book & CD]

Marie Ciota

75.00

Tony Ryan

25.00

Art Costa

59.00

The Ultimate Book of Music for Learning [book]

Rich Allen

29.00

Thinkers Keys [individual licence cd]

Tony Ryan

79.00

Thinkers Keys Cards

Tony Ryan

49.95

Thinkfest [book]

Tony Ryan

30.00

Thinking Caps [book]

Glenn Cappelli

40.00

Thinking Puzzles [cd]

Spectrum

39.95

The Great Memory Book [book]

The Ripple Effect [book] The School as a Home for the Mind [book]

Thinking with Rich Concepts [book]

Clinton Golding

45.95

Top Tunes for Teaching [book]

Eric Jensen

29.00

Values Education Toolkit [CD]

David Koutsoukis

29.95

Values Education Toolkit Ages 10-12 [book]

David Koutsoukis

45.00

Values Education Toolkit Ages 4-6 [book]

David Koutsoukis

45.00

Values Education Toolkit Ages 6-8 [book]

David Koutsoukis

45.00

Values Education Toolkit Ages 8-10 [book]

David Koutsoukis

45.00

Values Education Toolkit Lower Secondary [book]

David Koutsoukis

45.00

Values Education Toolkit Posters [6 set – A2 size laminate]

David Koutsoukis

49.95

Values Education Toolkit Years Lower Secondary [book]

David Koutsoukis

45.00

Values Poster [6 set - A2 size laminate]

RIC Publications

49.95

Where Assessment Meets Thinking and Learning [book]

Lane Clark

95.00

Where Thinking and Learning Meet [book]

Lane Clark

95.00

Kagan

75.00

Wayne Logue

30.00

Marcia Tate

45.00

Tony Ryan

30.00

Win-Win Discipline [book] Wordtoones [book] Worksheets Don’t Grow Dendrites: 20 Instructional Strategies [book] Wrapped in Living [book]

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ANDRES RODRIGUEZ

MARGARET MACLEAN

Dig Into a Goldmine Tools for teacher collaboration

E

ducating students for a complex world requires ongoing professional learning for teachers. We can no longer rely on just the learning we did in college and university, we need to constantly focus on improving, refining our skills and reaching our students.

Who better to help us in this quest than fellow teachers? Think of your colleagues’ experience, learning and wisdom; even in a small school there is huge amount of knowledge gained through service to students. It is in fact a goldmine, and we need new ways to collaborate effectively.

Protocols can be a key tool to help with this task. Used within a collaborative group, protocols can help educators reflect on and improve their practice. The structure of a protocol permits a new kind

of conversation. By following agreed-upon parameters, group members can have focused conversations.

Protocols help educators look at student work, texts, and issues that surface during educators’ day-to-day lives.

They help educators share knowledge, problem solve together and reach new understandings as a group. The result of using protocols to structure the dialogue is an increased and shared understanding among group members.

They also have the power to push people into conversations they have avoided, real issues that, resolved, can make the difference between a school that succeeds and a school that fails.

“ We can no longer rely on just the learning we did in college and university, we need to constantly focus on improving, refining our skills and reaching our students.”

43

MARGARET MACLEAN Here are two protocols for use with colleagues:

Save the last Word for ME

Chalk Talk

Purpose To clarify and deepen our thinking about articles we read.

Chalk Talk is a silent way to reflect, generate ideas, check on learning, develop projects or solve problems. It can be used productively with any group — students, faculty, workshop participants, committees. Because is it done completely in silence, it gives groups a change of pace and encourages thoughtful contemplation. It can be an unforgettable experience.

Roles Timekeeper/facilitator, who both participates and keeps the process moving.

The process is designed to build on each other’s thinking, and not to enter into a dialogue.

Participants may decide to have an open dialogue about the text at the end of the process.

Timing is important; each round should last approximately seven minutes.

Total Time Approximately 45 minutes depending on group numbers

Process 1. The facilitator explains very briefly that chalk talk is a silent activity. No one may talk at all and anyone may add to the chalk talk as they please. You can comment on other people’s ideas simply by drawing a connecting line to the comment. It can also be effective to say nothing at all except to put finger to lips in a gesture of silence and simply begin with #2.

2. The facilitator writes a relevant question for the group to “discuss” in a circle on the board.

Sample questions: • What did you learn today?

2. Each participant silently identifies what he/she considers to be the most significant idea addressed in the article, and highlights that passage.

• What do you think about social responsibility and schooling?

4. The group should pause for a moment to consider the passage before moving to the next step.

5. The other participants each have one minute to respond to the passage — saying what it makes them think about, what questions it raises for them, etc.

6. The first participant then has three minutes to state why they chose that part of the article and to respond to — or build on — what they heard from his/her colleagues.

7. The same pattern is followed until all members of the group have had a chance to be the presenter and to have “the last word.”

Teachers Matter

Materials: Chalkboard and chalk or paper roll on the wall and markers.

The Protocol 1. Create a group of four to six participants. Choose a timekeeper (who also participates).

3. When the group is ready, a volunteer identifies the part of the article that he/she found to be most significant and reads it out loud to the group. This person (the presenter) says nothing about why they chose that particular passage.

44

Time: Varies according to need; can be from five minutes to an hour.

8. Optional: Be open to dialogue about the text and the ideas and questions raised during the first part of the protocol.

9. Debrief the experience. How was this a useful way to explore the ideas in the text and to expand your own thinking?

• So What? or Now What?

• How can we involve the community in the school, and the school in community?

3. The facilitator either hands a piece of chalk to everyone, or places many pieces of chalk at the board and hands several pieces to people at random. Or has many colored markers available.

4. People write and or draw as they feel moved. There are likely to be long silences; that is natural, so allow plenty of wait time before deciding it is over.

With a controversial question, the chalk talk can be dynamic a way for many “voices” to be heard, all at once.

5. How the facilitator chooses to interact with the Chalk Talk influences its outcome. The facilitator can stand back and let it unfold or expand thinking by: • circling interesting ideas, thereby inviting comments to broaden • writing questions about a participant comment • adding his/her own reflections or ideas • connecting two interesting ideas/comments together with a line and adding a question mark.

Actively interacting invites participants to do the same kinds of expansions. A Chalk Talk can be an uncomplicated silent reflection or a spirited, but silent, exchange of ideas. It has been known to solve vexing problems, surprise everyone with how much is collectively known about something, get an entire project planned, or give a committee everything it needs to know without any verbal sparring.

6. When it’s done, it’s done.

These protocols have been developed by practitioners in the Critical Friends Group developed by the Annenberg Institute at Brown University. I hope you will give them a try. As with all innovations, protocols need practise and skill to become effective. Training is encouraged for educators interested in using protocols to transform collaboration at their schools.

SIMON EVANS

Get Moo,Moo,Moving COWs, computers on wheels, can be used to enhance every lesson.

for differentiated work and personalised learning.

W

ith the new mini-notebooks and compact computers, the COW (computer-on-wheel) has become an affordable teaching tool.

Students are able to have access to online resources and publishing media right there in the classroom. When technology is on hand to support students at their point of need, their motivation is heightened. They feel that the computer grants them access to a wider range of resources and material for project research and a broader range of publication tools. Provided these machines are actively encouraged within a school’s culture, there are many opportunities

It is important to use COWs to support the subject at hand, rather than for “teaching of information and communication technologies skills.” All too often we give students a task like: “Type up your story, put on a border and titles, make it look good so we can put it on the wall.” That is all well and good, except that this type of task assumes expert knowledge of the application being used, but the truth of the matter is that students have limited use of the application. They are affectively learning the process while producing the product. The result is that learning the process is limited, and the product could be a lot better, too.

The best way to use COWs is for researching projects. Make the computers work for you with these tips:

• Ensure that individuals have a set amount of time to play and explore a new piece of software. Allow them to report back to the class what they have found.

• Help students learn an application while exploring the features available; set a quiz or a scavenger hunt for functions of an application. This not only helps you learn which students are comfortable with computers (and will make great computer experts), it also helps build student confidence with the applications you plan to use all year long.

• Create cards with step-by-step instructions for students to learn the skills required. You or computer experts in your class or older classes can design them.

• Create flowcharts that support students in using the computers. For example, how to save to and open from their class folder on the school server, log onto the network and shut down the computer when finished.

Become a more effective educator by embracing technology in your learning environment.

Web 2.0, Video, IWBs, Eportfolios and much more!

Request professional development with Breathe Technology today.

Phone: 07 927 2260 Fax: 07 927 2264 Email: info@breathetechnology.co.nz

www.breathetechnology.co.nz

KAREN STRUTHERS

by Educators for Educators

45

MIKE HANDCOCK

Give Your Worries Away A step-by-step plan to focusing on the positive.

“T

here are only two days of the week I don’t worry about: yesterday and tomorrow,” says Derrick Sweet, founder of Healthy, Wealthy, and Wise.

The power of this statement is awesome. What can you do about the past: nothing. So stop living in the past. What can you do about tomorrow: nothing. Today is the day, and today we have every ability to take action.

46

Worry comes from the emotion of fear. In fact, it’s fear of loss. Why don’t you play a game with the word “Loss.” You could lose all your money. What a great opportunity to now do whatever you want, no more boring board meetings or body corporate reports.

You could lose your job. Maybe an option to start the business you always wanted to. You could lose your relationship. The world has plenty of opportunities here. It all depends on the way you frame things. People worried about getting cancer are focusing on cancer.

People worried about going bankrupt are focusing on bankruptcy. Worry is not going to stop things happening. In fact, it could speed it up.

So what else can you do to stop being such a worrier?

• Get a coach. You may need regular work to build self esteem and learn how to reframe and focus on the positive.

IOFOTO

Teachers Matter

Some people live their lives like a deer caught in the headlights. They are frozen and in a constant state of panic. What is causing all this worry? A friend of mine has a great saying when any problem arises: “Is anyone going to die because of this?” If not, then it’s not worth the worry.

Most of us seem to have two little people on our shoulders. The right one says: ‘You can do it. It will be OK. “You’ll make it.” The left one says: “You will look stupid if you try, no one ever did it, how can you, you might go broke.” Fire that left-shoulder voice. And buy a worry doll. Write down everything that worries you, attach the note to the doll, and tell it “Thank you for serving me and you are free to go.” Go and place the doll somewhere calm where you will never return. Resist the urge to burn the doll or munch it in the garbage, simply thank it and set it free. A ceremony like this is liberating, and a glass of champagne to celebrate the end of your worries is a good thing, too.

• Get absurd. Instead of focusing on loss, focus on gain beyond belief. Cut out pictures of you standing in the garden of the most expensive home in the world. Or in front of a host of awesome cars.

“ Visualise positive outcomes and wonderful things happening to you and create a dreamboard.”

• Develop affirmations and mantras. I use music. Anchor yourself to music that takes you to your inspired place. Play this mantra every time you need a pick up.

• Surround yourself with the right people.

Stay away from the doubters and doomsayers as much as you can.

• V i s u a l i s e p o s i t i v e o u t c o m e s a n d wonderful things happening to you and create a dreamboard.

In 1950, a man named Vicary subliminally put advertisements saying eat popcorn and drink cola into the theatre. Whilst no one saw these subliminal messages as they were too quick to focus on, sales increased by 18 percent. Subliminally place positive outcome messages around you, on the dashboard of your car, your shaving mirror, the fridge, and your underwear drawer, and you will find you start to become more focused on the positive.

The world is full of stories of people overcoming incredible odds to attain success.

Every one of us has worries from time to time. Recognise them as a natural human reaction, but dismiss them as quickly as you can. Don’t allow any of them to take hold. I have found one of the best things to do is to concentrate on breathing; often our worries magnify with shortness of breath. Good long breaths and a smile make it hard for them to stay around long.

TIERO

MIKE HANDCOCK

47

YVONNE GODFREY

Shaping Teens Into Independent Young Adults Parents have the power help their teens by leading the way.

A

functioning, healthy adult takes full financial, physical and emotional responsibility for himself or herself.

But getting to be one can seem like a huge leap for many teens. Whose responsibility is it to equip young people for adult life?

Is it the school’s job or the parents’? I say both. Are schools teaching what’s most important? Are parents equipping their children with the knowledge and experience to do well in the adult world? Although schools and parents are usually doing the best they can, they can fall short.

Here are seven key areas for success in adult life that we must consider:

Teachers Matter

1. Discover personal values and strengths Yo u n g p e o p l e a r e c o n f u s e d a n d disempowered if they don’t know what is important to them, what they are good at and how they can combine their values and strengths into a career. Values bring meaning, motivation and clarity to our lives. Youth need to determine their values, as opposed to their parents’ or rock star’s values. We use the system from www.valuesatwork.org to discover the students’ values. To identify their strengths, students do the online questionnaire, www. strengthsfinder2.0.com. Discovering their values and strengths helps the students to choose a career and goals.

48

2. Learn to set and achieve goals Dreams are free; they require no resources, only imagination. However, to convert our dreams into reality, goals must be set and achieved. Praise and encouragement is paramount to building positive expectations, but young people must stretch out of their comfort zones and achieve goals to have personal pride and earn self-respect.

3. Take responsibility to create pride, ownership, and contribution I frequently ask mothers if they are still changing the sheets on their sons’ beds.

A sheepish “yes” almost guarantees that the boy takes little responsibility for his physical or emotional self. Mum thinks she is showing him love, when in reality she has been robbing him of his independence.

4. Make decisions and solve problems Solving problems requires good decision making, which in turn requires the ability to reason, to think and to apply that thinking to the situation. Knowledge alone is not enough. It is far more important for young people to know how to think, so that they can solve their own problems. How we think is determined by our wisdom. And wisdom comes when we apply reasoning and instinct to knowledge. Teenagers who have been spoon-fed the answers or shutdown when asking questions, don’t develop instinct or wisdom. Where there is no instinct, there is a lack of confidence to make decisions.

If we can’t make our own decisions, then others must make them for us. Young people learn decision-making and thinking skills best from good modeling, and that is why teachers and parents carry such a responsibility to show rather than tell. Then, young people can solve their own problems and be more willing to take responsibility for the consequences.

5. Master money The borrower is servant to the lender, the proverb says. How sad to be a servant at 17 years old. We can blame advertising media for enticing us with what we can’t afford, but the aggression of money lending institutes or retailers is not about to slow down. Adults must become better educated about money to proactively teach their children about saving, credit and interest.

Parents and teachers who encourage and equip children to be financially competent as youngsters are preparing them for a healthy relationship with money. This also fosters a stronger connection between the value of education and financial prosperity.

Parents, set the example of living within

your means. All young people should be encouraged to have part-time jobs to get a start on handling money. However, if they consume it all and don’t save anything, then having money has not taught them a thing. Sylvia Bowden’s brilliant book, How to Stop Your Kids From Going Broke, www. silbo.co.nz, outlines her eight money savvy principles.

6. Build healthy relationships In his book, Toughen Up, Michael Hill says that he hires on attitude and relationship skills above technical skill. The Internet has fast-tracked relationships, many of these into shallow and/or dangerous liaisons.

Associations are critical to shaping a young adult’s future. I teach a four-step process to building good relationships: • Meet a person • Create an acquaintance • Develop a friendship • Nurture further closeness and intimacy Test the relationship at each stage to decide if you want to move to the next level.

Experience a person’s character. This takes time and discernment. Our relationships are a mirror of ourselves, so remember, to attract a person of good character, we must be one first.

7. Communicate clearly, honestly and effectively To be taken seriously, young people must be able to express themselves well to all generations. This means a good handshake, a smile and eye contact, and being able to write full words spelt properly. Encourage teens to become bi-lingual. It’s OK to text-speak to peers, but it’s imperative to communicate to a 50-year-old in his or her language.

YVONNE GODFREY

49

DR IAN LILLICO

Students in the Middle Creating comfortable and inviting environments with more teachers and volunteers can help students make the transition away from primary school.

M

uch has been written recently about middle schooling. Anything that emphasizes the importance of placing the student, rather than the subject, at the centre of schooling is an effective strategy to engage all students more effectively. It is in the middle years – five to nine – that we see the greatest dip in students’ results and engagement and the greatest difference in boys’ results compared to girls’ results.

The key factors in middle schooling are the relationships between the teacher and the student, the student and other students, and between teachers. Relationships take a tumble and, with peer influence peaking at about 12 years of age, this can be an unsettling time for students.

As they come from a familiar environment to a relatively foreign one, we often find students reluctant to make new friends, particularly the boys. They also lose the territory they previously had as leaders of their primary schools and now face many more years at the bottom of the pecking order. As many students set short-term goals, this can be a daunting prospect.

relationships by minimizing the number of new students they meet on a weekly basis. Good middle schooling involves parents and teachers working together to bring about a student-centred approach to learning. It also is often characterised by teams of teachers with responsibility for a smaller cohort of students.

I am particularly keen on the idea of more than one adult in the classroom. This can be achieved by volunteers, parents, teacher assistants and older students in younger students’ classrooms. In our modern society, people work in a cooperative way and having more than one teacher in the classroom breaks down the “them versus us” mentality that can sometimes prevail in the middle grades. Many schools are involving parents and other volunteers t o i m p r o v e behaviour and student outcomes with great success. It takes a lot of pressure o f f t h e t e a c h e r, who can therefore respond to students.

Also, in a middle school environment students often take on more responsibility. This gives students a sense of ownership.

50

Good middle school teachers endeavour to get to know the students early in their time in high school and establish effective relationships with them based on mutual trust and respect. They are also characterised by positive and cooperative connections between teachers and a willingness to assist students in developing

Cooperative learning styles, structured group work and the creation of a classroom with a great ambience make for maximizing student learning. Another feature of these years is the development of “reflection” and the emphasis on thinking before acting. A number of schools are advancing this concept through a series of initiatives including meditation, massage and the creation of classrooms that are less austere

IOFOTO

Teachers Matter

“ The days of one teacher standing in front of a class and 30 students sitting down and passively listening and learning are coming to an end.”

DR IAN LILLICO and more homey. This involves a review of the lighting, warm colours and soft lighting. I have observed boys in these years reading under their desks. Aromatherapy, background music and other such features are assisting enhanced learning outcomes and a reduction in misbehaviour.

There is a need for an emphasis on functional literacy in these years, including reading and writing, speaking, numeracy,

emotional literacy, visual literacy and digital literacy. We need to teach them correct, ethical and appropriate use of digital devices in these years.

It is particularly important that parents work with schools to establish real learning communities. The days of one teacher standing in front of a class and 30 students sitting down and passively listening and learning are coming to an end. Research

indicates that 70 percent or more of students in middle grades are no longer auditory learners, but are more visual or visual/kinaesthetic learners. I believe that we need to keep abreast of these changes and work to ensure that our children receive the most appropriate, relevant education that can be delivered.

51

KAREN BOYES

Students Once Had A Photographic Memory – And They Probably Can Again Practising this techniques can help students recall information.

Teachers Matter

Have you ever noticed where people look when they cry? Usually down and often to the right because they are accessing their feelings. Crying is an important emotion.

However, there are times when it’s not OK to cry or times when you want to stop someone crying. If you want to stop yourself from crying, all you have to do is look up.

You can no longer access your feelings when you’re looking up. Visual, auditory and kinesthetic information is processed at different neurological speeds in the brain.

Try this out: Look at a poster or picture on the wall. Close your eyes and notice how long the actual picture lasts for, not the reconstructed one that you make up in your head, but the actual picture. How long did the image last? A split second and then it is gone.

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Clap your hands and listen to the sound.

Does the sound last longer than the image of the picture? A little bit longer. This means that it takes a little bit longer for the brain to process the sound.

Lastly, clap your hands together as hard as you can. Notice how long that sensation lasts. Longer still? Kinesthetic processing takes a little bit longer. An example of this is the fact that strong kinesthetic learners tend to talk a little bit slower than other learners.

This is not because they are less intelligent.

It is because it takes just a little bit longer to process the information. Another example

“ Ninety five percent of fivey e a r- o l d s h a v e a photographic memory, yet it is extremely rare in adulthood. One reason for this is because you simply haven’t continued to practice it.”

a visual language. It doesn’t matter how many times you say e-nuu-ff, you will never get it right unless you know what it looks like. You have to know exactly how it looks to get it right.

If visual processing is your fastest memory recall, it is the best to use to study and recall information in an exam. This technique is called eidetic memory or photographic memory. Ninety five percent of five-yearolds have a photographic memory, yet it is extremely rare in adulthood. One reason for this is because you simply haven’t continued to practice it. There are four simple steps to a photographic memory. Use these steps to remember dates, formulas, the plot of a play, words in another language etc. When you get good at this you can use this technique to recall whole pages of information.

Step 1 is the strong visual learner who talks very quickly. This is because there is a picture inside their head and all they want to do is get the picture out so they process information quickly.

Write a date or a formula or something you need to learn on a card. Hold the card at eye level and then lift it higher until you’re looking up as high as you can. Keep looking

How do we actually use this information then? Take a skill such as spelling. Some people are good spellers, others are creative spellers. Creative spelling is spelling that is different from the dictionary! The only difference between being good at spelling and being creative is the way you use your neurology, the way you use your eyes and how you process the information.

Is spelling in the English language a visual, auditory or kinesthetic skill? If English was an auditory language, we would spell “enuf” like this, as it sounds. There are hundreds of other words in the English language that are spelt differently from how they sound — nite, fone etc. The English language is not, predominantly, an auditory language. It is

ANATOLIY SAMARA

Y

ou may have heard the saying, “Your eyes are the window to your soul.”

Your eyes are also the window to your brain. Research shows that when you look up, you’re accessing your visual memory, what you’ve seen and what things look like.

When you look sideways, you are accessing your auditory channel — the listening and hearing. When you look down and to the left, you are accessing the self-talk channel, the little voice inside your head, talking to yourself. When you look down and to the right, you are accessing your feelings.

KAREN BOYES

RIGHT

LEFT

Vc

at the card, and keep your chin down, just look up with your eyes.

Vr

Ac

Ar

Step 2 Look at the card, close your eyes and use your brain like a camera — taking a photo of the word and developing the photo in your mind. Open your eyes, look at the card, close your eyes, open your eyes, look at the card, close your eyes, open, close, open, close, open, close. Almost flutter your eyelashes at this card. Why? Because your brain needs to see a new word or a concept approximately 300 to 400 times before it knows it off by heart. This puts the information into your visual memory. It’s no coincidence that 95 percent of 4 year olds know the words McDonald’s and Coca Cola. Why do they know these words? They see them often, but where do they see them?

Up high. They are looking up to see them so they learn them quickly.

“ It’s no coincidence that 95 percent of 4 year olds know the words McDonald’s and Coca Cola. Why do they know these words? They see them often, but where do they see them? Up high.”

Feelings

Self Talk Vc - Visual construct Vr - Visual recall Ac - Auditory construct Ar - Auditory recall

Step 3 Close your eyes and look up. This is a funny feeling. Can you see the word or information? If not, repeat steps 1 and 2 until you can.

Step 4 Recall the word or information forwards and backwards. The only purpose for checking if you can see it backwards is to check that the information is in your visual, fast-recall memory.

Study Tip Put all information up high.

Success Stories A student in Hamilton stuck all her important study notes high around the toilet walls. Not only did she learn all her information, her Year 10 brother also learned it! Even her mother knew all the

information, without even trying. Now I’m not suggesting you have to study in the toilet, although the technique worked for this student!

Another student from Napier used this technique at university. He attached ropes high across his bedroom ceiling and hung all his study notes from the ropes.

To study he would simply sit in a different place in the room and look up. He passed every exam.

Study Tip When you can’t remember, look up. You are allowed to look up in an exam to access information from your memory. What you are not allowed to do is look at anyone else’s work! If you can’t recall information, put your eyes in the right place to access the information, look up and imagine seeing the information written in your study notes and in your books.

53

ANDREW CHURCHES

Can We Be Friends?

Pick your social networking site wisely, and you’ll keep the focus on learning.

F

acebook is a social networking phenomena. Since its birth February 2004, it has grown at an exponential rate. Facebook now boasts that it has over 400 million users, half of which log in daily.

The average Facebook user has 130 friends.

A number that, in all likelihood, exceeds the number of real face-to-face friends they have.

my professional standards and place me, my school, colleagues and students at risk.

We are expected to build relationships with our students, but these are professional relationships appropriate to our role as a teacher and their role as a student. This trust

Another concern is understanding what has been said. Much of communication in the face-to-face world involves not only speech, but also intonation, pitch, gesture and body language. A spoken comment like “Oh that’s a good idea” may be dripping in irony, clearly saying the opposite. The same comment written on a Facebook wall can be easily misinterpreted.

“ Being friends on Facebook with current students would, I believe, comprise my professional standards and place me, my school, colleagues and students at risk. ”

Teachers Matter

The people I have on my profile are those I consider to be friends in the real world. These are people I have known and shared experiences with. If an outsider looked at my communications and wall posts, they would often miss the point as they do not have the history that I share with my Facebook friends. Comments I make to my friends are often irrelevant or obscure without our mutual, shared insight. Without the correct context, such comments could be misconstrued.

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Many of my students have Facebook pages. Like me they share experiences, relationships, photos and often much, much more. Facebook for them is a lynch pin in their social fabric. It is how they arrange their social calendars, discuss their friendships and relationships and, for many, share their joys, tears and angst. The pictures they have of their social events, often involving alcohol, are posted to their wall, as are the candid snaps of them with boy or girl friends, acting badly or relaxing on the beach. Facebook for many is the cornerstone of their lives.

And this is where, as a teacher, Facebook, can present problems. What do we do if a student says, “Can we be friends?” For me the answer is simple: No. Being friends on Facebook with current students would, I believe, comprise

that we establish, this rapport we build, is one built on boundaries that are in place for our safety and that of our students.

Our professional standards should prevent us from socialising with our students. Our roles as loco parentus means we must act in that pastoral care/parental role. We are charged with our students’ safety. We do not allow them to act in ways that are illegal, immoral or likely to endanger them or others. We have a professional responsibility to protect ourselves and our teaching peers as well.

There is a conflict on social networks with our pastoral role. If a student was observed by a teacher acting inappropriately, for example, drinking, are we obliged to then act in our pastoral care role?

What of the parties and gatherings planned using this social medium? I can think of many occasions when such arrangements would have put the student, their peers and their schools at risk. The after-ball parties are one such common event. Should the teacher friend act? Is the teacher who views this and does not act liable?

And what about our privacy as teachers and social people?

Would you want your students presented with a synopsis of your social activities, presented in short snippets often without the context that make the events relevant? What of your own pictures and relationships; are these suitable for sharing with those in your care? It isn’t wrong for us as teachers to have a life beyond the boundaries of our schools, but we must be circumspect in how we share it.

All of this doesn’t mean I do not use social networks with my students. Far from it.

Social networks are powerful education tools, which yield excellent benefits and learning outcomes. Students are literate in these tools and find them engaging.

Of course, I am going to use them.I use purpose-built social networking tools, such as www.ning.com. I invite students to join and can easily remove them. They can still customise their spaces, but because this is our space to moderate and manage, they do this within the guidelines and boundaries we set. These educational networks can be safe and beneficial, allowing appropriate communication and collaboration without compromising standards and expectations.

DANIEL SROGA

ANDREW CHURCHES

55

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Teachers Matter

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57

STUARTKENYON TRICIA FLEMING AND BARBARA GRIFFITH

Simple or Sophisticated Working with picture books

Title: A Present from the Past Author: Jennifer Beck & Lindy Fisher Published by Scholastic ISBN 1 86943 744 6

E Teachers Matter

mily is reluctantly waiting at the airport for a distant aunt to arrive from England for Christmas. The childless Great Aunt Mary had searched the Internet for her long lost family and had brought a special gift from the past to hand on to her newly discovered next-of-kin in New Zealand.

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During the First World War, Princess Mary wanted to show her appreciation to soldiers and nurses by giving them a small brass gift box at Christmas time. Great Aunt Mary tells Emily the family story of how one of these boxes came to be in their family’s possession and its significance.

Title: Memorial Author: Gary Crew & Shaun Tan Published by Lothian Books ISBN 0 7344 0545 6

M

emorial is a story about a Moreton Bay Fig tree that servicemen planted beside a war memorial monument in a small country town after they returned from the war. A young boy tells the moving story of the tree, with detail provided by his great grandfather, grandfather and father as they speak of their war experiences. Years have passed, and the tree has grown to be huge and unruly, so a local council decides to cut the tree down.This story interweaves the themes of war, memory and conservation with a strong ANZAC link. It allows the reader to form an opinion about whether the tree should be chopped down or not.

These two books have similar themes about wartime memories and artefacts. They emphasise the importance of remembering what has gone on in the past and the impact the First World War had on families. Memorial has a male lineage and perspective, while Present from the Past has a female perspective.These books would be useful in a thematic unit related to ANZAC day.

STUART FLEMING TRICIA KENYON AND BARBARA GRIFFITH

Activities 1. Using either text, construct a family tree from the oldest remembered family member to the youngest

Aunt Mary’s Mother

Emily’s Grandfather

Aunt Mary

2. Compare the books using a graphic organiser.

A gift from the Past

Memorial

3. The artefacts – wartime What is the artefact in each story?

Whose idea was it to have the artefact?

How do they go about having the artefact created?

Why are these artefacts important – then and now?

59

STUARTKENYON TRICIA FLEMING AND BARBARA GRIFFITH

4. Exploring the visual language and imagery The illustrations expand on, and add depth to, the story in each book.

Colour Depth, contrast, shade/ Symbols Red Cross, medals, crosses, flowers Layout Insets, pictures, text Mood Colour, line, shadow, Choose the double layout that has the most impact for you and explore the use of visual language and imagery. Explain what is so striking about this layout.

5. Characters – with either book Characters have a “voice” in the story, an impact. Which character’s voice had the most impact on you and why?

6. Timeline – with either book Using both text and illustrations, identify the earliest time mentioned in the story.

Draw a timeline and show events that took place in the story and who was involved.

You will have to make informed guesses or approximate to fit events into the timeline, including approximate ages.

1914 Aunt Mary’s Mother in France

A GIFT FROM THE PAST

7. The Illustrator

8. Memorial

9. Comparing the main characters.

What role do you think the illustrator plays in how the characters are portrayed? What is the impact of the illustrations?

What is this story about? (Theme)

What information can you collect about the boy and girl in each of the stories?

What are the arguments for and against having a living memorial like this and how do you feel?

Arguments For

Compare and contrast this information using a graphic organiser.

Arguments Against

Teachers Matter

Boy

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Girl

We hope you enjoy and use these thought-provoking books which are significant at this time of the year.

WENDY SWEET

STUART FLEMING

Nurturing Competitive Kids Help your students focus on skill improvement and they’ll benefit more from sports.

M

MIKHAIL KOKHANCHIKOV

any of you know the traits of highly competitive kids involved in sports. It’s easy to pick them out. They’re the kids who focus on winning rather than having fun, get frustrated with other less- competitive kids, and can’t leave the game behind when it’s over. For years, we’ve been informed that the best way to involve kids in sports and exercise is to encourage them to do their best.

But highly competitive kids are different.

They find the approach of “playing to participate,” rather than “playing to win,” hard to swallow and, when losses occur, it’s left to parents and teacher-coaches to pick up the pieces.

Most people agree that competition offers positive outcomes and teaches life skills. Athletes learn about teamwork, perseverance, commitment, dedication, sportsmanship, loyalty, self-discipline, and compassion for others. Competition motivates children to make the most of their potential throughout life.

However, kids who are too competitive may drop out of their sport as their expectations of winning aren’t met because team members “participate for fun.” And on the flip side, research in the United States shows that 75 percent of children in organized sports drop out by

the age of 14 because of over emphasis on winning.

So what should teacher-coaches and parents do to support competitive kids to ensure that they enjoy their sport, stay in it long-term and reap the rewards?

Dr Ken Hodge, a leading sport psychologist in New Zealand, has a number of approaches to consider: “Parents and teachers need to remember that ‘winning’ is not a dirty word!” he says. “Most people (including kids) playing competitive sport are interested in winning, but since every game/race also has a loser, kids

61

WENDY SWEET

“ Great coaches will focus on “skill mastery” rather than the scoreboard, and emphasize that winning is ideally the “pursuit of excellence in technique and skill mastery.”

will have their fair share of losses.

Therefore, to avoid regular disappointment, competitive kids need to have other sources of satisfaction rather than just the joy of winning. I advocate taking a ‘how to win’ focus (skill mastery/performance) that is more in their control. That way, win or lose, they have a means of feeling satisfied with their performance. Plus, a ‘how to win’ focus usually increases their chances of actually winning!”

Use the following checklist to enhance the how-to-win approach for competitive kids:

Teachers Matter

• A young person must first develop the skills necessar y to succeed in their sport. Great coaches will focus on “skill mastery” rather than the scoreboard, and emphasize that winning is ideally the “pursuit of excellence in technique and skill mastery.”

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• Like life, mistakes are an important and inevitable part of learning. Coaches and parents can help kids learn from their mistakes and respond positively rather than negatively.

GEO MARTINEZ

• Recognise that “winning” is an uncontrollable outcome. It’s better to focus on what players can control, such as improvement in certain areas.

• R e i n f o r c e c o n f i d e n c e i n p l a y e r s ’ proficiency and give positive, corrective feedback on how to improve rather than criticise any mistakes they make.

Legendary basketball coach John Wooden, winner of an unprecedented 10 NCAA men’s basketball championships, taught his players that “a winner is someone who makes maximum effort, continues to learn and improve, and doesn’t let mistakes (or fear of mistakes) stop him or her.”

Wooden has often said that as a coach, he was most interested in his athletes displaying the following qualities: a consistent daily work habit; a realistic view of themselves and their skill level; the ability to listen to the coach (or people of authority and experience); the ability to take what’s been learned and put it quickly into practice and natural athletic ability.

With ongoing support in all of these areas, you can assist competitive kids in redefining what it means to be a “winner.”

These approaches move them from a “scoreboard orientation” to a “mastery focus.” As you take this approach with them, you will assist them in enhancing their self-efficacy (confidence in being able to succeed) and reducing their game anxiety. The ultimate outcome, though, will be building their coping skills so that they enjoy their sports experience, whatever the outcome, and stick with competitive sports.

THELMA VAN DER WERFF

When Your Child Only Wants To Wear Black What does this mean and what can you do as a parent or teacher.

To

understand our personality and others’ personalities, we have to acknowledge that behind every colour is an emotion and that emotion delivers a message. This message communicates our hopes and fears, happiness and unhappiness, talents and stumbling blocks, inhibitions and achievements.

What does this say about your child? The colour is a so-called “hiding colour” and it gives the wearer a sense of protection, a barrier between the wearer and the outer world. Whenever someone needs some time to reflect or wants to fit in without being noticed, but also wants to appear to be in control, black is the colour that will enhance these emotions. Teenagers often get into a phase where they want to figure out life themselves and the colour black gives them that protection, but it is communicates to others a sense of strength. Teenagers are often both conscious about their appearance and emotionally vulnerable. Wearing black will disguise this vulnerability.

As a colour coach, I emphasize that there are no specific good or bad colours.

However, overdosing on one or two colours can create a negative effect. As with our nutrition, we need balance.

KALEENA KRUSE

I often talk to parents who are worried about the fact that their child only wears black. Some kids also prefer to have their room painted in a dark colour.

When you realise that your child is wearing black and is in the “do not disturb me, I’m trying to figure who I am and sort things out” phase, it is important to understand that too much black over too long a period can indicate the child isn’t in control and may be depressed, vulnerable and emotionally sensitive. This excessive use of black will have an adverse effect on their personality. Although it feels like a safe colour to “hide” in, it will limit the wearer’s potential and hinder his identity.

One of my clients had an 18-year-old son who painted his room partly black, only wore black clothing and did not study or

work. He slid into a depression. I told my client to go shopping with him and buy some coloured polo-shirts and t-shirts.

After three months, she said her child had changed dramatically. He had started working and felt better. Just the simple introduction of colour had given him a more “colourful life.”

As a parent or teacher, you can acknowledge the fact that the child needs some me-time.

But you can also use your new knowledge to explain to the child that black can also hinder their achievements. By starting to introduce just one other colour, you can break the cycle.

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RECIPES

Delicious Treats For You And Your Family Never fear the “what’s for dinner” question: We’re here to help

Lamb Biryani

Recipes from 100+ Tasty $10 Meals

by Sophie Gray Available from www.spectrumeducation.com $29.95

Serves 4

Teachers Matter

One-pan dinners are a lifeline on a busy night. Adjust the seasoning at the end to suit your palate and serve with chutney.

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2 ............. tbsp oil 300 g ...... lamb stir-fry or lamb mince 1 ............. onion, finely chopped 2 cloves.... garlic, crushed 1 tsp......... turmeric 1 tsp......... ground cumin pinch....... of cinnamon 250 g ...... long-grain white rice

(I like jasmine rice in this dish) 750 ml..... beef stock 3-4 cups... chopped vegetables, such

as carrots, broccoli, cauliflower

or use frozen peas, beans or

mixed vegetables or a

combination (fresh or frozen) ½ tsp........ salt Heat the oil in a pan and cook the meat until sealed (you’ll notice the colour changes). Add the onion and garlic, and cook until softened. Add the remaining ingredients, stir and cook for 20 minutes or until done.

Beetroot, Orzo and Feta Salad This salad looks and tastes gorgeous. Use it as a side dish with fish or chicken, or as part of a salad selection at barbecues and parties.

2 ..............medium beetroot, stalks trimmed

off (you could substitute diced

canned beetroot) drizzle.......of oil for roasting ¾ cup ......orzo or risoni 2 stalks.....celery, finely chopped 1/3 cup.....chopped walnuts handful....of chopped parsley (optional) few chunks of feta

For the dressing 1 tbsp........balsamic vinegar 1 tbsp........olive oil 1 tsp..........wholegrain mustard ½ tsp.........sugar 1 clove......garlic, crushed If using fresh beetroot, preheat the oven to 190°C. Boil the unpeeled beets for around 8 minutes to soften a little. Drain then peel and dice the beetroot. Place in a shallow roasting pan with a little drizzle of oil and roast for 25 minutes or until tender. If using canned beetroot no preparation is required.

Cook the orzo in boiling salted water according to packet directions.

Meanwhile, prepare the dressing by whisking together all the ingredients.

RECIPES

Recipes from Joan Bishop’s New Zealand Crockpot and Slow Cooker Cookbook

by Joan Bishop Available from www.spectrumeducation.com $29.95

Country Beef Casserole Serves 5

Crockpot • low for 9–10 hours • high for 4½–5 hours

Slow cooker • low for 8–9 hours • high for 4–5 hours

A long-standing family favourite, this is a complete meal in a pot.

Tasty Chicken Wraps Serves 4–6

Crockpot • low for 5–6 hours • high for 3–3½ hours

Slow cooker • low for 4½–5½ hours • high for 2½–3 hours

Little morsels of chicken cooked in this lightly curried sauce make a succulent and tasty filling for wraps. This can also be served with rice or potatoes.

6............ boneless, skinless chicken thighs

(about 1 kg) 3 Tbsp.... flour 2 tsp....... curry powder 1 tsp....... smoked paprika 2 Tbsp.... apricot jam 2 Tbsp.... soy sauce 2 Tbsp.... tomato sauce (ketchup) ¹/ 8 tsp... cayenne pepper ¼ cup.... chicken stock For the wraps 8 tortillas or other flat bread finely diced red onion chopped salad greens chopped tomatoes grated cheese Greek yoghurt or sour cream

1. Trim chicken of excess fat, and cut into 2 cm pieces. Toss with flour in a plastic bag.

Shake off any excess.

2. Place curry powder, paprika, apricot jam, soy sauce, tomato sauce, cayenne pepper and chicken stock in the slow cooker. Stir to combine.

3. Add chicken and stir gently so that all the chicken is coated with the sauce.

4. Cover with lid and cook according to the times and settings specified above.

5. Warm the tortillas and place some of the chicken mixture in the centre of each one. Top with diced onion, chopped salad greens, chopped tomatoes and grated cheese. Fold in three sides of the tortilla to enclose the filling.

6. Serve immediately with a dollop of yoghurt or sour cream.

1 kg.........chuck or blade steak 1 ............small onion, finely chopped 3 ............large potatoes (700 g), peeled and

diced into 2 cm cubes 2 ............medium carrots (200 g), peeled

and cut into thin rounds 3 Tbsp.....flour 2.............bay leaves 1 tsp........dried thyme ½ tsp.......onion salt 1½ Tbsp.. Dijon mustard 2 Tbsp.....soy sauce 1¼ cups..beef stock 250 g.......frozen green peas, thawed fresh thyme leaves to garnish 1. Trim any fat from the meat. Cut meat into 2 cm cubes.

2. Arrange onion, potatoes and carrots on the base of the slow cooker.

3. Toss the meat in the flour and place on top of the vegetables. Add the bay leaves, thyme and onion salt.

4. Combine the mustard, soy sauce and beef stock in a small bowl and stir. Pour over the meat in the slow cooker.

5. Cover with lid and cook according to the times and settings specified above.

6. Twenty minutes before completion of cooking, turn the control to high (if cooking on low). Add the green peas and stir.

7. Cover and cook for the remaining twenty minutes.

8. Sprinkle with thyme and serve.

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STUART FLEMING

Teach Your Teen Financial Responsibility Pinpoint your Focus: is it Fight or Fun?

“ If you believe money is hard to come by and there’s never enough, chances are that’s what your teen will leave home believing. They will fight for their money.”

According to my parents, it was too expensive and they refused to buy it for me. Gutted!

I now understand my parents were giving me their “enough for the basics” money belief.

Their highest money value was security; as farmers they could never guarantee how profitable each season would be, so it made perfect sense to plan for the long-term unknown.

W

hen you hear the word “money,” what is your reaction? Do you recoil in horror, picturing all the scary bills that must be paid? Do you frown, wondering how you are going to afford Christmas later presents this year? Do you cringe, knowing you spend your cash on little treats instead of big adventures?

Or when you hear the word “money,” do you glow with pride, pleased with your bank balance? Do you feel confident in how you’ve mastered your income and expenses? Do you smile at the thought of being independently wealthy?

No matter your response, I hope you’re sitting down for this next bombshell. Are you ready for this? Here it comes… <drumroll please> Your teen is developing their money focus based on your financial attitude.

If you believe money is hard to come by and there’s never enough, chances are that’s what your teen will leave home believing. They will fight for their money.

When I was 14, my parents dragged me clothes shopping. In one store I saw the most amazing sweatshirt. It was awesome. It fit me, I looked good in it, it was the latest style and colour. I loved it!

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DMITRIY MELNIKOV

If you believe money flows effortlessly and there’s always plenty, you’re setting your child up with an abundant attitude. They will have fun with their money.

STUART FLEMING

“ So how do you set your teen up with a constructive money attitude? Simple – play with it!”

My highest money value is freedom. I want the flexibility to take advantage of sudden opportunities, to fully enjoy my dollars and not feel constrained or tied down. While planning for my future is still vital, I lose my creativity and sense of potential if I focus too intently on security.

As you would expect, I have always had enough money for the basics, but it’s taken a bit of “reprogramming” to step into my true freedom money value.

So how do you set your teen up with a constructive money attitude? Simple – play with it!

Instead of fighting with money, have some fun with it. I don’t mean taking your cash and splurging at your favourite shop. I mean playing with your financial beliefs and rules.

So let’s play:

Their first dollar today is added to two dollars tomorrow, four the day after and eight the next. By the end of the week it’s grown to $64. After two weeks it’s sitting at just $8,192 - nowhere near a million!

But keep doubling. It reaches the one million mark after just 21 days. At the end of 30 days it has swelled to an amazing $536 million.

Go on, ask your teen if they’d like a million dollars. It’s an awesome example of how waiting for the reward is sometimes the best money option.

Game #2 : Spend it This exercise is also called the Prosperity Game. The aim is for your teen to experience making big financial decisions before they start risking the real thing. Plus, it opens their mind to what might be possible and also what they truly want.

Day

Date

Amount

Game #1 : Choose it

1

100

Ask your teen this question: Would they rather receive $1million right now, or one dollar doubled every day for a month?

2

200

3

300

4

500

Which would you choose? Cold hard cash-inthe-hand right now, or wait a month for onedollar-a-day-doubled?

5

800

6

1,300

7

2,100

When I ask this question, most teens glaze over as they picture the million - and how they could easily spend it on cars, clothes, house and trappings of wealth. Nearly every time they forgo the dollar-doubled and choose the million.

8

3,400

9

5,500

10

8,900

11

14,400

12

23,300

If they had the self-control to invest it (say at 10 percent per year), they would have - thanks to the magic of compound interest - a tidy sum of almost $9,000 extra at the end of that first month. “Beats working!,” they claim.

13

37,700

14

61,000

15

98,700

16

159,700

Occasionally I encounter a teen who picks the dollar-doubled, but they usually don’t know why. “Seems like a trick question” might be the explanation.

17

258,400

18

418,100

19

676,500

20

1,094,600

21

1,771,100

How does it work? Each day for three weeks you spend an increasing amount of virtual money. The challenge is you must spend the entire amount – anything left over isn’t carried forward to the next day.

Some people create their own play-money so they can handle the “cash.” Others keep a detailed record of each purchase, or journal why they want the item and what it means to them.

Use the simple grid to record your purchases.

Today you can spend $100. Tomorrow spend $200, then $300 and $500; each day increases by adding together the last two totals. By the end of three weeks you’re trying to spend over a million.

Are you and your teen up for the challenge?

Have fun with these games. Start talking with your teen about money. It’s not a taboo subject and is definitely not worth fighting about. Play with ways to cut your financial umbilical cord and give your teenager a secure financial foundation.

Item(s) purchased

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KEVIN MAYALL

The Magic Wand A simple tool and working backwards can propel your students forward.

P

art of being a teenager is figuring out how to be an individual and figuring out what you want to do in life. Teens know they have to grow up, but many choose to put it off, possibly because of the messages we give them, such as: “Get good grades so you can get a good job.”

Why are teens not sponging this good advice? Consider our kids’ first experience with jobs – low- paid, boring menial work that sucks. Think supermarkets and fast food outlets. Compounding the problem is adults’ negative attitude toward work. It’s Monday; I “have to go to work.” We arrive home from work tired and miserable.

“Follow your dreams; you can do anything you want”

Let’s turn ever ything upside down. A completely new way of thinking is to work backwards. Find your passion/ your unique ability/ what you do for fun and then figure out a way turn that into your career.

This now gives a teen a good reason to work hard. They are working hard to follow their dream life.

That may mean doing some things right now that may seem hard, like passing exams and getting assignments done, but if that’s what you have to do to have your dream, then isn’t it worth it?

I SK

OV

OK

SM

This is where you encourage the kids in front of you; empower them toward “their” dreams. Teens love self ownership, and they will look up to you because they know you genuinely care about their future.

CO

Who said work had to be hard? Who said work had to be “work.” I say: “Never work again for the rest of your life!”

The Magic Wand takes those blocks away.

Give your kids a Magic Wand and let them play with it. Let them have any future they choose. With the Magic Wand, you can do anything, be anything and have anything.

No limits. No restrictions. Stand back and watch what the kids come up with. Now it’s just a matter of working backwards. What is my ideal life? What do I have to do to achieve my Magic Wand life? Work all the way backwards to the present, establishing the right subject options to take.

UP

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The Magic Wand

I n m y Tweenology, Te e n o l o g y and Adultology life and career planning programs used in schools across the world, I use an exercise called “The M a g i c Wa n d . ” T h e r e i s science involved. As humans, we instinctively put blocks in our brains. We tell ourselves why ”it can’t be done” based on our past experiences and beliefs, hence blocking out any future possibilities.

LJ

Teachers Matter

Here’s another beauty we keep telling our kids. Yet no one ever tells them how to follow their dreams. Our kids don’t see adults following their own dreams, so where are the role models to teach them? This lack of an example directly affects the classroom because students wonder what’s the point in learning? The curriculum is based around academic qualifications. Where are our kids learning about their special gifts, their unique talents and abilities? Passions and dreams are etched in our souls. Every person is born with a purpose, something unique to them and them alone. Yet somewhere these dreams are being covered up.

“ Let’s turn everything upside down. A completely new way of thinking is to work backwards.”

7th

clo 09-176-11

An nu al T

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er B awk

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David Sousa Heidi Hayes Jacobs Jay McTighe Gayle Gregory Ruby Payne Jan Chappuis Patti Drapeau Sue Presler Mike Scaddan Lane Clark Elizabeth Simon

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Saturday 15 to Tuesday 18 May, 2010 Venue: CaulďŹ eld Racecourse, Melbourne, Australia

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JOHN SHACKLETON

Would You Walk The Plank?

With enough practise, we can all control our thoughts and find the motivation to succeed.

T

here is a large plank of wood on the floor. It’s a fairly big bit of wood, at least 60 cm wide and 15cm thick. Would you all be able to walk across it ? Of course you would. Even if we raised the plank off the floor onto two chairs, most people would still walk across it. But what if we were to position it between two third floor windows? Would you be happy walking across it then?

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For all of those who said they wouldn’t walk the plank, how would you react if I offered you $1,000,000 to do it? Now I know I’ve got some people’s attention. In fact some of you are not reading this anymore; you’re day dreaming of what you’ll be spending the money on.

However, there are quite a number of you who are thinking that I haven’t gotten to your price yet. Well, just to circumvent a big negotiation problem here, let me phrase the next question a different way. Who amongst you will not walk the plank for any amount of money? It wouldn’t matter how many zeros on the end of the cheque, you’re not doing it.

At this stage, some of you who haven’t yet walked across the plank. Think that you’ve won the game, don’t you? Well, let me try a different tack, a different type of motivation.

Do you have children? Think back to a time when your child was a toddler. Your child is on the other end of the plank, and I’ve set fire to the building. Would you go across now? No one else is going to save her and, if you don’t

LINDSAY DOUGLAS

Teachers Matter

We learn a lot about ourselves if we imagine how we would react under extreme pressure, so I’m now going to suggest that we take the plank to a large city and place it right at the top of two large skyscrapers 60 floors high. Now, would you walk the plank in this situation, if there was no safety net, no parachute and no safety rope? Most people (me included) would not have to think about it for too long; we’d just say no. For the few of you who would say yes, congratulations on being either brave or foolish. Unfortunately you are now out of the game, because I’ve gotten you across to the other side.

JOHN SHACKLETON

“ W h a t I ’ m suggesting is that there is always something that will motivate us to overcome our fears and attempt things we are scared of.”

What about the people without children? If I’m not careful, they’ll think that they’ve won the game, so to make them walk the plank, I’ll have to set fire to the building they are in. Now, of course, I do occasionally get the joker who tells me he’d rather burn to death than walk across, but I suspect that he hasn’t thought things through.

I can get everyone to walk the plank or anything (even things they are scared of) if I can find the correct motivation. Now I’m not suggesting that burning buildings and threatening the lives of your kids are good forms of motivation. What I’m suggesting is that there is always something that will motivate us to overcome our fears and attempt things we are scared of.

Even in extreme circumstances, with large amounts of stress, most people will be able to identify something that will motivate them

to accomplish things.

Unfortunately few people take the time to discover what their motivators are and take action.

The plank game illustrates beautifully the two types of motivation, toward and away from.

To w a r d - t y p e motivation is when you are motivated to do something because you will receive some kind of pleasure or reward. For example: “If I get a job, I’ll get paid, which means that I’ll be able to save some money and buy that car.” Away from motivation is when you are motivated to do something because of what pain you’ll get, if you don’t do it. For example: “If I don’t get a job, I’ll never be able to get out of the financial mess I’m in.”

Can you use either of these processes to motivate yourself to achieve your goals?

emotional decision making. Most people like to think that they make logical decisions, but if we find ourselves under even small amounts of stress, logic is often neglected and we use emotions to decide our actions. Logically everyone can walk across this plank. Think about it: The plank is 60 cm wide, if it was lying on the floor, you’d probably run along it backwards with a blindfold on. However what happens when we are under the stress of walking across it 60 floors up? Do we make a logical decision under that amount of stress?

When we place a person under stress, they let their emotions make decisions for them and, in fact, they allow their imagination to influence that decision. When you’re standing on the edge of the plank 60 floors up, what are you imagining? Most people can almost feel themselves falling off and plunging to their death. But then when I offer $1,000,000, where does your imagination switch to?

Our imagination controls us. If we imagine we are going to fall off, we won’t even take the first step. The real learning point: Our imagination can control us, but we can decide what to think about in advance of a stressful situation and use logic to achieve success.

PHOTO: IQONCEPT

get her she’ll die, so of course you would go.

Another interesting point raised by the plank game is the difference between logical and

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$25 71

ROBYN PEARCE

Do You Ever Struggle To Make The Right Decision?

Learn the ABC’s of decision making and you’ll find it much easier.

H

ow often do you ponder which course of action to pursue?

Sometimes it’s confusing. You can stop that confusion with a simple formula I think you’ll like. But first, let me introduce the formula’s source: Glenna Salisbury, whose three-page story, “Glenna Dream Book,” was published in Chicken Soup for the Soul. You can find the story online or in the book. It’s a great example of what can happen when we become clear about what we want. And whilst you’re looking it up, you might like to read some of the creative and fun ways teachers have used it to teach goal-setting.

Glenna’s wisdom on decision-making: Any decision that moves us out of status quo tends to drain our energy and causes us to lose focus. We don’t think clearly when it comes to difficult decision making. Instead, we tend to chase our tails.

We may say:

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“ We are where we are, because we haven’t taken ourselves someplace else.”

And before we know it we’re into, “I can’t do that. We get fearful about the perceived risks, so we stay where we are, and then we become negative and frustrated about that.

All our attention is focussed on what we believe we can’t do.

We may say the same thing about a relationship “I really need to get out of this relationship, but I don’t have the money to go out and live on my own, so I’m stuck here,” or “I’m employed somewhere and I don’t like my boss, so I should leave, but I really can’t afford to.”

I have a phrase that helps me: “We are where we are, because we haven’t taken ourselves someplace else.” We tend to blame people.

We act as if it’s someone else’s fault, other than ours.

Here’s a formula to help us stop chasing our tails. It’s called the Triple A B C (AAA, B, C).

In any decision, no matter what it is, there are only three things you can do:

Or ACCEPT (and quit complaining!)

Then, once you’ve done one of the three A’s...

BUILD your strength and resilience - emotionally, physically, spiritually, mentally.

And

ALTER your current circumstance

CHANGE your perspective

For example, move within a company.

Maybe you’re in sales, and you’re sick and tired of it, so you move to customer services.

You didn’t quit the company. You altered your current experience.

It’s not always going to be like this.

Ask yourself, “Can I alter my current experience?” If the answer is “No,” then I only have two options left.

Or AVOID the experience completely DENNIS OWUSU-ANSAH

Teachers Matter

• My business isn’t working • I’m not making enough money

• I should change jobs or go out and get a job • I can’t do that right now • I might miss a mortgage payment on my house.

If I live where it’s boiling hot, and I don’t like it, I have two options: I can’t “alter” the weather but I can avoid the heat and move or I can go to the third A: accept.

This process works better than a pros and cons list, which only makes you move back and forth between the two lists. With this simple method, you just need to think clearly about what you’re doing. It causes us to be clearly energetic and not whining over our current circumstances.

To find more about Glenna, check out www. glennasalsbury.com. And, if you’d like to hear an interview (which also contains many other pearls of wisdom), check out the $1 trial at www.gettingagrip.com/products/ membership.asp.

ALEKSANDR FROLOV

ROBYN PEARCE

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ROWENA SZESZERAN-MCEVOY

Examining Exercise Excuses With fewer people around and an instant wash off, exercising in the rain is fun.

A

ll of us, at one stage of our lazy phase in life, have come up with an excuse not to get our butts out of bed or off the couch to do some exercise.

Here is a classic: It’s raining.

While some people call it rain, we like to call it “free water out of the sky.” Australia has finally gotten some of that free water falling in the right places, and yes, people have been using it as an excuse not to exercise.

Apart from the absolute obvious that it does not rain inside, and there are so many great indoor exercise activities to do, let’s look at why exercising in the rain is such a great experience:

“Fewer people are on the beach and in the park on your running track when it is raining so you will have more room to move.”

• It’s cooler.

• You sweat when you exercise; rain water will wash it right off.

• Rain water is great for your skin and your hair.

• Puddles to jump in can make your walk/ jog/run much more fun.

• Fewer people are on the beach and in the park on your running track when it is raining, so you will have more room to move.

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Remember a little common sense before thinking that being cold or wet gives you a cold: A cold is caused by germs, and germs are everywhere, hot or cold. The challenge in fighting off a cold comes from not being fit, healthy and strong. If this is the case with you, your immune system is not as strong as it should be to fight off germs and bacteria – and then you are more likely to get a cold. Be fit, strong and healthy, get sick less often and enjoy the experience of singing, dancing, jumping and yes, exercising in the rain.

LAWRENCE WEE

Teachers Matter

• An exercise session in the rain leaves you feeling exhilarated and refreshed.

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Habits Of Mind Boot Camp The Habits Of Mind Boot Camp is a hands-on experience of teaching in action.

Over four action-packed days you will: • Acquire the tools every teacher must have •

Learn the processes to create, plan and teach powerful lessons

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Be mentored by an incredible group of successful teachers and presenters

• Witness the effect of the Habits of Mind in real-life situations

• Learn how to build your teaching capacity and students abilities

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Benefit from the opportunity to make important decisions about your teaching, away from your day-to-day classroom.

THE THINKING TOOLBOX When you arrive, you will receive a comprehensive Manual, containing working templates in hard copy and soft copy that can be modified and used at the Habits Of Mind Boot Camp and in every lesson you teach.

These essential templates ensure you cover the bases and anticipate the opportunities and pitfalls that you will face in such areas as:

• Discovering & exploring the HOM • Engaging & Activating the HOM • Planning for deep understanding

• Have more FUN than is allowed!

• Evaluation & Reporting

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• Exploring Meanings • Expanding Capacities • Increasing Alertness • Extending Values • Building Commitments

THE HOM CHALLENGE 2010 IS AT THE CORE OF THE BOOTCAMP SCHEDULE You will work over the four days on developing your understanding of the Habits Of Mind and leadership in your school, in your communication, and in yourself.

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THE LAST WORD: KAREN BOYES

A New Way Of Thinking Can Lead To New Successes Challenge the usual way of approaching a problem and you will be rewarded.

T

hinking outside the box and looking for solutions from different angles is a skill that is responsible for our ‘Kiwi ingenuity’. It is also a skill that as you face more complex challenges in your life will allow you the flexibility to think through and provide solutions for particular situations.

Many of the major shifts in our society have come from such lateral thinking. For example, in the early 19th century, it was believed that the only way humans would travel faster was to breed faster horses.

However, though attempts were made to build better carriages or breed faster horses, no major breakthroughs were achieved. It wasn’t until the invention of the steam train that people could travel faster and more efficiently.

In 1930, Michael Cullin revolutionised shopping with the concept of customers helping themselves to the goods on the shelves in the first chain of supermarkets. Lateral thinking can be used to solve challenges in education, business, social and family life. So how do you look at challenges from a different angle?

How can you teach your students to think laterally, outside the box?

There are four steps to lateral thinking, according to Paul Sloane:

There is a saying that “assume” makes an ASS out of U and ME. Jumping to conclusions without weighing up all the facts

77

JAMES THEW

1. Test assumptions.

77

KAREN BOYES

When solving challenges, test your assumptions by asking simple questions.

Restate the puzzle in a slightly different way.

Dropping false assumptions is not as easy as it sounds.

2. Ask broad questions.

Start with broad questions to narrow the possibilities. As you get closer to the solution, ask more detail-oriented questions. For example, if I asked you to guess the number I’m thinking of between 1 and 100, a wide question would be, “Is it more than 50?,” “Is it an odd number?,” “Is it divisible by 3?” Detailed questions are more of the rifle shot approach, “Is it 32?” This strategy will take longer and is not as efficient.

When solving challenges, establish a broad framework of what happened or could happen and then move into more specific details.

3. Be creative.

Dick Fosbury, introduced a new approach, the “flop,” leaping over with his back close to the bar and face up. Up until then he was ranked 48th in the world. Using this new technique, he won the gold medal.

Today, nearly all top jumpers use this method.

4. Logical Thinking.

To be great at lateral thinking, you also need to be good at thinking logically. This means using the information you already have to correctly figure out the answer by asking intelligent questions and checking assumptions. Combining the openminded, imaginative approach to problem solving with the skills of logical analysis and reasoning forms the basis of really successful lateral thinking.

Until 1968 Olympic high jumpers rolled over the bar face down. In 1968, an American,

JY LEE

restricts our ability to solve challenges.

Assumptions can be useful. If you see smoke coming under a door, it is sensible to assume there is a fire on the other side and to test the door before opening it and ring the fire brigade. In Brazil a car thief u s e d p e o p l e ’s a s s u m p t i o n s t o h i s advantage. When cars stopped at the traffic lights he would throw a snake in the open driver’s window. The driver would jump out of the car, assuming the snake was poisonous, and the thief would jump into the car and drive away. Of course, the snake was harmless.

Education is not the filling of a pail but the lighting of a fire.

William Butler Yeats

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