dr. baldev singh imagine education (uk). goal-setting for success objectives 1.to understand what...

Dr. Baldev Singh

Imagine Education (UK)

Goal-Setting for Success

Objectives

1. To understand what goal-setting is

2. To understand why goal-setting is important

3. To understand how to use the 5-step process for goal-setting

4. To practice the 5-step goal-setting process

5. To reflect on the opportunities to use the 5-step process with other colleagues in the school

Goal-Setting for Success 2

What is goal-setting?

• You might think of goals as elements (signposts) along the way towards your vision.

• We are going to look at a great way of setting goals for ourselves.

• There are just 5 stages to this goal-setting process.

• The most amazing thing about it is that it works!


Why set goals?

Setting goals allow us to focus on what we really want to achieve – even when we are not consciously thinking about them.

The RAS (Reticular Activating System) part of the brain will be on the look-out for opportunities that allow us to achieve our goals once it has been alerted to it.

The 5-step process here will enable you to have great clarity about the goal – and enable your RAS to support you in ensuring success.

Great leaders have clarity about their goals.


How to goal-set.The 5-stage goal-setting process

Stage 1 Your overall goal

Stage 2 Your step-by-step plan. This involves the 5 sub-goals.

Stage 3 The benefits. Give 3 important benefits that are clear benefits of the desired future goal and not the escape from negative aspects of the current situation.

Stage 4 The barriers. Give 3 barriers that you need to overcome to achieve your overall goal and the 5 sub-goals.

Stage 5 Steps to overcome the barriers. Give the steps you will take to overcome the barriers.

Your goal will now become a reality!


The SMARTER criteria

Each of the 5 sub-goals must satisfy the SMARTER criteria. These are:


S Specific

M Measurable

A Achievable (about belief)

R Realistic (about evidence)

T Time related

E Energising

R Reward

Activity 1. Practicing using the 5-stage model

In your PRM you will find a proforma that will allow you to practice using the 5-stage model of setting a goal.

Using this model a goal can become a reality rather than mere “wishful thinking”.

Yes, it requires a little bit of effort but the results are definitely worth it.

Choose a goal that you have that is either personal or professional.


Sharing the process

Once you have seen for yourself how the process works you can share this with other colleagues in your school – maybe those on the leadership team to begin with.

As well as using the model on an individual basis you can use this in teams with goals that the whole team (or whole school) is seeking to achieve.

So you can use the model for:

•Individual personal goals

•Individual professional goals

•Team goals

•Whole school schools


Plenary

What action will you now take based on what you have learnt in this unit?


The power of coaching

Leading on Effective Behaviour Management

Objectives

1. To understand what coaching is and isn’t

2. To understand how coaching can be used as a powerful leadership tool

3. To understand how coaching can be used with colleagues and with students

4. To have practiced using the GROW model of coaching

The power of coaching 12

Where did the idea of coaching come from?

Coaching has origins in sports psychology.

“ The opponent within one’s own head is more formidable than the one on the other side of the net”

Tim Gallwey – The Inner game of Tennis


Some Principles of Coaching

• People should be empowered to come up with their own solutions

• People have greater commitment to something they have shaped themselves

• People need both support and challenge

• Coaching fits well with a shared leadership approach


Definition of Insanity


“Doing the same thing over and over and expecting a different result.”

Coaching definition 1

“Coaching is the art of facilitating the performance, learning and development of another.”

Myles Downey

Effective Coaching



“A relationship and process by which a coach facilitates the success of others through a belief in that person’s/team’s ability to find their own solutions and to enhance performance. Coaching seeks to maintain a positive, strength-focused state of mind.”

Thomas and Smith 2004



“Unlocking a person’s potential to maximise their performance. It is about helping them learn rather than teaching them.”

John Whitmore 1992



“Inherent in coaching is the intrinsic belief that the answers lie within each and every one of us and that everyone has the potential to be brilliant.”

Suggett (2008)


Activity 1

• Do you see in these statements anything that may be different from what may go on in schools in general?

• What are some of the key principles of coaching that are apparent from the statements?


Summarising Coaching?

Coaching is a process of helping another individual realize their inner potential, delivering fulfillment to both the individual and the related organization.

•Motivation •Excellence•Achievement•Intrinsic learning•Intense satisfaction


Coaching is NOT…

• Leading

• Managing

• Instructing

• Giving advice

• Offering opinions


A Coach Does Not Need…

• To be the expert

• To know the “right” answer

• To be in control

• To “fix” it

• To heal it or make it better


The Key Elements of Coaching

• Non directive

• Non judgemental

• Person centred


Coaching vs Mentoring

MENTORING is one person advising and informing another person about what they know.

COACHING is one person working with another to enable this person to arrive at the solutions that come from within themselves and that suit them.


The support spectrum


The 3 BIG Coaching Skills

The power of coaching27

1. Listening 2. Questioning3. Reviewing

Additional Coaching Skills

• Developing trust

• Fairness

• Encouragement

• Building rapport

• Giving and receiving feedback


Listening – Some dangers

• Hear only what we want to hear• Fail to put ourselves in other

peoples’ shoes• Think we know what other people

are talking about• Listen to the words but miss the

‘music’ (ie: emotions)• ‘Already heard’ – Made up our

minds


Listening - Aims

1. Talk less and listen more

2. Be comfortable with silence (thinking time)

3. Let go of your solution (inner voice)

4. Maintain full attention and show interest (listen to words, pick up emotions)

5. Reflect back what you think is being said (testing understanding and summarising)

6. Be aware of what isn’t being said

7. Listen with the curiosity of a fascinated stranger


Chinese Symbol for ‘listening’

This is the Chinese character which means

LISTEN

The section on the left denotes the ear

There are four sections on the right:

the top one says you

beneath that comes the eyes

next is undivided attention

at the bottom is heart


Activity 2

Poor listening


Activity 3

Great listening


Questioning

Use:

• What

• When

• Where

• Who

• How


Don’t use:

• Why

The GROW Model


Goal

Reality

Options

Will do

Activity 4. Teachers TV – Primary NQT


Activity 5. Triads


Plenary

What action will you now take to use the skills of coaching both in your own school and in the CC project?


The Benefits of the International Dimension

The Benefits of the International Dimension

Objectives

To reflect on:

1. What is meant by the International Dimension

2. What the benefits to the school are of having an International Dimension

3. How the International Dimension is demonstrated in schools

4. What a Global Citizen looks like

5. How schools may develop their International Dimension and Global Citizenship

Also:

1. Carrying out a SWOT analysis of the International Dimension

2. Creating an elevator pitch for the International Dimension

3. Considering the importance of each of the 8 dimensions of the Global Education in schools

The benefits of the international dimension 40

What is connecting classrooms

• Connecting Classrooms is a global education programme for schools. It is designed to help young people learn about global themes and become responsible global citizens, as well as give them the skills to work in a worldwide economy. The programme works in over 50 countries and offers school partnerships, professional development courses, accreditation and the chance to share best practice with international counterparts.

Connecting Classrooms – outputs & targets

1) School Partnerships: More schools across the UK and overseas have productive and lasting school partnerships

2) Teacher Professional Development: More teachers across the UK and overseas improve their teaching of global citizenship and other curriculum areas

3) School Leadership (includes International School Award): Participant schools strengthen their leaders’ skills and their curriculum’s focus on international dimension and global citizenship -

4) Policy Dialogue: Policy makers and senior practitioners develop enhanced understanding of international best practice

School Partnerships

Connecting Classrooms supports partnerships that work collaboratively towards:

•Increasing Global Citizenship •Enriching Education •Building an Equitable and Sustainable Partnership. •Eligible partnerships can:

•access free resources for partnership working (www.britishcouncil.org/schoolsonline).

Teacher Professional Development

5 online courses

• ‘International learning – get started’: For teachers new to international practice. This complements ‘Introduction to international learning’.

• ‘Intercultural and global awareness’: This complements ‘Intercultural practice – taking it further’.

• ‘Education for global citizenship’: This complements ‘Deeper understanding of global citizenship’.

• ‘Sustainable partnerships’: This complements ‘Our partnership journey’. • ‘English language for international exchange’: This course provides

basic English language skills to support international practice.

5 Online courses

www.connectingclassroom-learning.britishcouncil.org

Self certification

http://www.connectingclassroom-learning.britishcouncil.org/

The International School Award

Did you know?

Q1. What do we mean by an International Dimension in a school? and

What are the benefits to a school of the International Dimension?


Q3. What does a global citizen look like?

Think about the:

• qualities,

• attributes,

• skills,

• knowledge and

• Aspirations

an individual needs in order to thrive as a global citizen.


Activity 1. SWOT analysis

What are the strengths, weaknesses, opportunities and threats for the creation of global citizen in your school?


Q4. How will the International Dimension and Global Citizenship be made real in your school?

Will it be:

• a lesson or series of lessons• a project• embedded in the curriculum• part of the culture


Activity 2. Why is the international dimension in schools important?

How do you articulate to others the reasons why do you believe in having a global dimension within your school?

This is your “elevator pitch”.


The Global Dimension from a UK Perspective


This is a document produced by the DfE in the UK.

It sets out 8 key concepts of International Education.

Activity 3. What is the meaning for you of each of these?

The 8 key concepts of the Global Dimension in schools (UK) are:

1.Global citizenship2.Interdependence3.Conflict resolution4.Sustainable development5.Diversity6.Social justice7.Human rights8.Values and perceptions


So is it possible to produce a Global citizen?


• Born in Honolulu• Father born in Kenya • Mother born in Kansas• Step father born Indonesia• Brought up in Jakarta• Then raised in Hawaii• Graduated in New York

Who is this?

• Would you say he is a global citizen?• What would he say?

YES I AM!

So is it possible to produce a Global citizen?


What action will you now take to develop the International Dimension in your school?

Leading EffectiveTeaching and Learning

Leading Effective Teaching and Learning

Objectives

1. What are we trying to provide for young people in our schools?

2. What constitutes great teaching?

3. How do we bring about great learning in our schools?

Leading Effective Teaching and Learning 62

Part 1. What are we trying to provide for young people in our schools?


Q1. Which of these are we trying to achieve?


OR

What serves young people best in the world they are in today and tomorrow?

What is the percentage of each of these going on in schools?

The UN Charter:


OR

“The education of the child shall be directed to the development of the child’s personality, talents and mental and physical abilities to their fullest potential”

How do we achieve this? By…….

Q2. Purpose and vision

What is your school, subject or personal vision for the purpose of education?

How would you go about realising this vision if you were free of all constraints?

What are those constraints?

Are they real or imagined or exaggerated (by some)?


The debate

Many debates about learning focus on the importance of

A.knowledge,

B.skills and

C.characteristics (or attitudes)

Let us here focus on B and C


Activity 1 Skills

Write down a list of the skills you think, and your school thinks, are most important for your students to develop before they leave school.


What skills does Doreen here need?

Possible skills responses

Physical

Mental

Listening

Learning

Social

Learning to Learn

Subject-specific


Study

Business

Language

Communication

Thinking

Reasoning

Enquiry

Creative thinking

Activity 2 Characteristics

Write down a list of the characteristics (attitudes) you think, and your school thinks, are most important for your students to develop before they leave school.


Possible characteristics responses?

Empathy

Creativity

Adaptability

Resilience

Flexibility

Understanding

Resourcefulness

Confidence

Self-esteem


Persistence

Positivity

Responsibility

Curiosity

Caring

Sociability

Responsibility

Independence

Self-efficacy

If these characteristics are important how would you go about supporting pupils to develop them?

How would you evaluate their development?

Activity 3 Putting it all together!


Part 2. What constitutes great teaching?


Q3. What makes a great lesson?


1. What makes a great lesson?

2. Can you give three elements that make a lesson good?

3. What does a great lesson look like from the learner’s perspective?

When watching the video…

• What did they (pupils) think about him?

• What skills did he demonstrate?

Activity 4. Philip Beedle


When watching the video…

• What did you

Activity 5. A science teacher


Hay McBer Report A good teacher…………

• is kind

• is generous

• listens to you

• encourages you

• has faith in you

• keeps confidences

• likes teaching children

• likes teaching their subject

• takes time to explain things

• helps you when you're stuck


• is kind• tells you how you are doing• allows you to have your say• doesn't give up on you• cares for your opinion• makes you feel clever• treats people equally• stands up for you• makes allowances• tells the truth• is forgiving.

A year 8 pupil

Hay McBer, 2000

“We found that biometric data (i.e. information about teachers’ age and teaching experience, additional responsibilities, qualifications, career history and so on) did not allow us to predict their effectiveness as a teacher. Effective and outstanding teachers came from diverse background. Effective and outstanding teachers teach in all kinds of schools and school contexts”.


Hay McBer Three key elements


Pupil Progress

ProfessionalCharacteristics Teaching

Skills

ClassroomClimate

Teaching skills


1 High expectations

2 Planning

3 Methods and strategies

4 Pupil management/discipline

5 Time and resource management

6 Assessment

7 Homework

Teaching skills


HomeworkHomework

High ExpectationsHigh Expectations

PlanningPlanning

Methods and Strategies

Methods and Strategies

Pupil Management/

Discipline

Pupil Management/

DisciplineTime & Resource

Management

Time & Resource Management

AssessmentAssessment

Lessonflow

Time ontask

Professional characteristics

“Professional characteristics are deep-seated patterns of behaviour which outstanding teachers display more often, in more circumstances and to a greater degree of intensity than effective colleagues. They are how the teacher does the job, and have to do with self-image and values; traits, or the way the teacher habitually approaches situations; and at the deepest level, the motivation that drives performance.”


Professional characteristics


1 Professionalism

2 Thinking

3 Planning and setting expectations

4 Leading

5 Relating to others

Professional characteristics Hay McBer

“Whilst teaching skills can be learned, sustaining these behaviours over the course of a career will depend on the deeper seated nature of professional characteristics”.


Professional characteristics Do we have to have all of them?

“Referring to the clusters of professional characteristics the Hay McBer Report says that, “effective teachers need to have some strengths in each of them”. Realising and recognising the distinctive nature of each teacher the report makes clear that: “Effective teachers show distinctive combinations of characteristics that create success for their pupils”.


Professional characteristics Teachers are not clones

“There is, in other words, a multiplicity of ways in which particular characteristics determine how a teacher chooses which approach to use from a repertoire of established techniques in order to influence how pupils feel”.


Classroom climate


1 Clarity

2 Order

3 Standards

4 Fairness

5 Participation

6 Support

7 Safety

8 Interest

9 Environment

Q4. Seeking excellence

1. In striving for excellence in teaching what one teaching skill are you looking for above all others? Why is this?

2. In striving for excellence in teaching what one professional characteristic are you looking for above all others? Why is this?

3. In striving for excellence in teaching what one classroom climate are you looking for above all others? Why is this?


Part 3. How do we bring about great learning in our schools?


Principles of Learning

• Learning Is Not Necessarily an Outcome of Teaching

• What Students Learn Is Influenced by Their Existing Ideas

• Progression in Learning Is Usually From the Concrete to the Abstract

• People Learn to Do Well Only What They Practice Doing

• Effective Learning by Students Requires Feedback

• Expectations Affect Performance


Summary


Q4. Seeking excellence




Objectives

1. Leading the macro to the micro in behaviour management

2. Considering examples of School Behaviour Management Policies

3. Considering examples of Behaviour Management Plans for teachers

4. Considering examples of personal behaviour strategies

5. Providing CPD in behaviour management

6. The importance of data

7. The 5 R’s

8. Understanding why children misbehave

9. Looking at four examples of factors that influence positive behaviour

Leading on Effective Behaviour Management 98

Do we do enough?

“Behaviour can be an area where we expect so much and teach so little.”

Galvin, Miller and Nash, 1999


Leading from the macro to the micro in behaviour management


All three elements are important.


Q3. What does a typical Teacher’s Behaviour Plan include?

Do you have a whole-school behaviour policy?

Does everyone know what it is?

Who leads on this?


Q2. What does a typical Teacher’s Behaviour Plan include?

Are teachers required or encouraged to have their own Behaviour Plan?

Do you or someone else in the school review these?


Q3. What kind of personal behaviour strategies do teachers use?

Can you highlight some strategies that you have seen and that work?

What makes some teachers have lots of problems and others have very few?

What do you observe in effective classrooms?


Activity 5. A science teacher


Q4. How do teachers learn to develop their personal behaviour strategies?

What is the behaviour management CPD that the school offers to teachers?


Q5. Data

Do you collect data to establish patterns of behaviour so that the school can proactively deal with this?

If so how do you collect it?

Do you use the data measure how behaviour is in the school aa whole and in individual lessons?


The 5 R’s - Rights, Rules, Routines, Responsibilities and Relationships


We've all heard this about students: "If they are engaged, they are managed." And this is absolutely the truth. But we still need rights, rules, routines and responsibilities to make a classroom run smoothly and effectively.

And …. Relationships: The 5th R

The overarching fifth R, namely that of relationships, is crucial to the successful implementation of any activity within the classroom.

The 5 R’s


Q6. What elements would you include within the 5 R’s?


Are teachers clear about the 5 R’s?

Are students clear about the 5 R’s?

Are the 5 R’s integrated into the effective school behaviour system?

Understanding why children misbehaveAAAP


Alfred Adler and Rudolf Dreukers suggested that misbehaviours stem from four main goals:

Avoidance of failure (feeling inadequate)

Attention seeking

Anger or revenge

Power or control

Finding the correct goal


• Trying to establish which of the four causes are relevant can be difficult.

Also:

• It is unlikely that the pupil will be driven by one cause. In many cases there are a combination of these four causal factors at work.

Traits of an Avoidance of failure (feeling inadequate) individual


• Loner

• Does ‘stupid’ things apparently on purpose

• Feels inferior

• Gives up easily

• Rarely particiapates

• Does not attempt anything new (however exciting)

• Doesn’t try

• Morose, lethargic, apathetic

In other words - low self-esteem

Traits of an Attention seeking individual


• Nuisance

• Showing off

• Class clown

• Tendency to be lazy

• Pesters, whines, noisy, interrupting

Traits of an Anger or revenge taking individual


• Deliberately hurt people (physically/emotionally)

• Defiant, sullen

• Have a negative attitude

• Steals, sore loser

• Calls names / swears

Traits of a Power (or controlling) individual


• Do little or no work

• Stubborn, defiant, disobedient

• Argue

• Do the opposite of what they are being told to do

• Uncooperative

Discrimination is important here


• It is important to try to discriminate between the four causes when dealing with behaviour because each one has a different approach to managing it.

• Get it wrong and your intervention will either prove ineffective or may even make the situation worse.

Q7. What actions would you take?


Think now how you might deal with students who display:

•Avoidance

•Attention

•Anger

•Power

Four examples of factors that influence positive behaviour


• Using learning styles in lessons

• Using praise

• Awareness of the sequencing of lessons

• Using a rating scale

Learning Styles


Based on Bernice McCarthy’s model

“WHY” learners


“WHY” learners seek meaning.

They need to be involved.

They learn by:

• Listening

• Speaking

• Interacting

• Brainstorming

“WHAT” learners


“WHAT” learners seek facts.

They need to know what experts think.

They learn by:

•Observing

•Analysing

•Classifying

•Theorising

“HOW” learners


“HOW” learners seek usability.

They need to know how things work.

They learn by:

•Experimenting

•Manipulating

•Improving

•Tinkering

“IF” learners


“IF” learners seek hidden possibility.

They need to discover other ways of doing things.

They learn by:

•Modifying

•Adapting

•Risking

•Creating

Q8. The use of the 4 learning styles in your school


Do you see teachers catering for each of the 4 learning styles of WHY, WHAT, HOW and IF in the lessons in your school?

10 tips on using praise


1. Aim for a ratio of 8:1

2. Start the lesson by praising specific things from last session

3. Be genuine

4. Make praise specific – relate to the 5 Rs

5. Choose carefully when to give it

6. Praise what matters to children as well as what matters to you

10 tips on using praise


6. Keep going even if children do not acknowledge your praise – it works on the inside

7. Don’t ‘qualify’ praise

8. Acknowledge any effort the child has made – praise is a consequence of that effort

9. See the child individually and tell them what you observed

10. A quick positive note or phone call home can work wonders

Sequencing lessons


A solution-focused strategy for developingexpectations in the classroom


Summary on Leading on Effective Behaviour Management


We have covered:

1. Leading the macro to the micro in behaviour management

2. Considering examples of School Behaviour Management Policies

3. Considering examples of Behaviour Management Plans for teachers

4. Considering examples of personal behaviour strategies

5. Providing CPD in behaviour management

6. The importance of data

7. The 5 R’s

8. Understanding why children misbehave

9. Looking at four examples of factors that influence positive behaviour

Plenary



dr. baldev singh imagine education (uk). goal-setting for success objectives 1.to understand what...

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