TBCS - How to Lead - Judy-Anne

The Think Farm; People Mechanic

My notes:

John Peachey

People Mechanic

How to lead when you are not in charge

Www.thethinkfarm.org

Creating leaders who can change their world

John@thethinkfarm.org

When leaders rise, everybody rises

The dance of leadership

Leadership requires, strength, grace, poise, rhythm

Also excitement and difference

People tend to leave jobs because they donʼt feel trusted, valued or that their

contributions are appreciated

Often it is just because we forgot to say thank you - we want the

acknowledgment

God endorsed his son publicly when He got baptised!

I want to be with someone who believes in me

Staff want to be listened to - very significant findings in research

Itʼs about slowing down and listening to the heart people have

To learn leadership read Psalm 23

Stop, Listen, Start

Coffee Fixes Everything - because you have to slow down and listen

Tools and strategies

John will send the document!

Victor Frankl

Your life has value in someone elseʼs life, not only are you unique,  you are

irreplaceable

The French donʼt say I miss Megan, but Megan is missing from me

Better outcomes require:

Better communication, relationships, data, decisions

Servant leadership

Hunger for wisdom

Expect the best

Accept responsibility

Respond with courage

Think ‘others firstʼ

Big difference between having the skill of leadership and the heart of a leader

What would happen if you were looking to try to add value to every person you

meet?

Encourage, edify, comfort

Listen to podcast - servant leadership - m... company

As leaders, like Gideon,

Ignore the past

Disregard the present

Speak to the future

Speak to peopleʼs value, rather than their behaviour or performance- people

know when they arenʼt performing or behaving well.

What is in your hands?

Reflections:
When leaders rise everybody rises

Staff want to be listened to - very significant findings in research

Itʼs about slowing down and listening to the heart people have

Better outcomes require:

Better communication, relationships, data, decisions

Servant leadership

Hunger for wisdom

Expect the best

Accept responsibility

Respond with courage

Think ‘others firstʼ

As leaders, like Gideon,

Ignore the past

Disregard the present

Speak to the future

Encourage, edify, comfort

What is in your hands?

Slowing down is becoming a theme! PAUSE to think from Joy Hooker and Critical Thinking 

Next steps:
To learn leadership read Psalm 23
Research Victor Frankl
Listen to podcast on servant leadership  9m.... company)

Try to add value to every person you meet?

Speak to peopleʼs value, rather than their behaviour or performance- people

know when they arenʼt performing or behaving well.

Links to Teacher Standards:

• Making time to have professional discussions with colleagues.
• Attending and contributing to PLD opportunities within and beyond my school
• Undertaking PLD and further professional reading.

TBCS - Encounter with an Atheist - Judy-Anne

Sean got himself into character as an atheist and took questions from the floor. Too many big, technical words for me!



Reflections:
A major part of Sean's point was that we need to think about how we treat people who don't believe the same as us. We don't need to get defensive and make it into a fight and an opportunity for one up man ship or a belittling of others ideas.
His point fits nicely with his dads message about relationships that transform.
You need to have a positive relationship with people to really speak into their lives.

Next steps:


Links to Teacher Standards:

• Making time to have professional discussions with colleagues.
• Attending and contributing to PLD opportunities within and beyond my school
• Undertaking PLD and further professional reading.

TBCS - Touching the Evidence - Judy-Anne

Josh's powerpoint:

My notes:






Reflections:
It was great to go to Bibleworld in Rotorua a couple of days later. They had done an amazing job of showing a timeline of the Bible and showing how some of the places would have looked way back in history. It's interesting to see how many connections / coincidences occur with God involved. Not only were there also scrolls at Bible world but also a quote came up in my facebook feed that fitted with another session.

Next steps:

I plan to pring out the posters of the timelines. They were very useful and interesting.
I think I will follow Bible world on facebook too.


Links to Teacher Standards:

• Making time to have professional discussions with colleagues.
• Attending and contributing to PLD opportunities within and beyond my school
• Undertaking PLD and further professional reading.

TBCS - Learning Through Play at Rolleston Christian School - Judy-Anne

Kendra's notes:

What I learn when I play

My notes:

Learning Through Play

They called it this deliberately (rather than Play based learning) to expalin to parents that it was about the learning, with play being the vehicle for the learning

Question to ask children: What are you learning at the moment?

Loose parts playground – great idea

Research building blocks - Barbara Brahn, action stations

Have a solid why!

Nathan Wallis:

Eg oral language vital for under 7s

How a child sees themselves is critical- do they see themselves  as a learner

Boys particularly benefit from play based learning

Creativity is linked to resilience and intelligence

Most learning is done through play

Longworth education:

Peer to peer conversations correlate to childrenʼsachievement 

Developmentally appropriate

Age and stage donʼt necessarily link! 

Emotional intelligence is built

The why from a Christian context:

Time with our students

Biblical worldview- more opportunities to role model and facilitate Christian character

Enjoy the season of childhood

Through our faith we help bring light to the world

When does this happen in the day?

At Rolleston itʼs from 8:30 - 12:15

Guided reading and maths groups during this time

Where:

Outdoor spaces

A space where teachers can see, but also teacher aide available

Making sure there are boundaries, for safety

Indoor spaces - multiple spaces

Suggestion list on tki for early childhood services

We built something using some provided LEGO

What were you learning when you were building something out of LEGO?

Resilience- it kept falling apart

Construction

Spatial awareness

Will it fit

Will it stay together

Emotional regulation

Acceptance

Disappointment

Problem solving

Colours and patterns

Fine motor skills

 May have been talking with others

The what:

Sustained play

Seesaw assessment- reporting on what the children are doing with play only, eg a photo or video of the play and what it shows eg using LEGO showing fine motor skills, patterns, planning, sorting.... Relationships

Coaching

How: Teacher Practices

Team meetings- look at patterns, how to extend, what is put out is quite intentional

Questioning not what did you make but tell me about this

Provocations eg 4 pieces of coloured paper,container of mixed animals 

Guided groups

Room sectioned off for teacher time- no play occurs there

Rolling kai - from 9am til 12:15, must have 2 things  left for lunch

Challenges:

Resourcing

People not seeing the value

Noise level

Childrenʼs idea of play

Time for teachers to learn

Timetabling

NPDL - new pedagogies for deeper learning

Follow ups for reading occur for children from purple up, sent home

Have a whiteboard table and pens available

Earmuffs for children who need it quieter

Ensure you know interests of children, especially providing stuff for the interests of autistic children

Reflection:
Play is the vehicle for learning

Next Steps:
. I need to finally outline my 'Why'
. Remember to ask children- what are you learning at the moment
.Develop a loose parts playground- where?
. Research Barbara Brahn - Building Blocks
. Research Action Stations
.Check list on TKI for suggestions of desired spaces available
. When sending home seesaw posts remember to say what they were learning at the time, add some context. Like a learning story.

Links to Teaching Standards:

• Making time to have professional discussions with colleagues.
• Attending and contributing to PLD opportunities within and beyond my school
• Undertaking PLD and further professional reading.

TBCS - Building Relationships that Transform - Judy-Anne

Building Relationships that Transform

The 7 A's
Affirmation
Acceptance
Appreciation
Availability
Affection
Approach
Accountability

A day or two later something came up in my feed that corresponded beautifully to the concept of Affirmation.

It occurred to Pooh and Piglet that they hadn't heard from Eeyore for several days, so they put on their hats and coats and trotted across the Hundred Acre Wood to Eeyore's stick house. Inside the house was Eeyore.

"Hello Eeyore," said Pooh.

"Hello Pooh. Hello Piglet," said Eeyore, in a Glum Sounding Voice.

"We just thought we'd check in on you," said Piglet, "because we hadn't heard from you, and so we wanted to know if you were okay."

Eeyore was silent for a moment. "Am I okay?" he asked, eventually. "Well, I don't know, to be honest. Are any of us really okay? That's what I ask myself. All I can tell you, Pooh and Piglet, is that right now I feel really rather Sad, and Alone, and Not Much Fun To Be Around At All. Which is why I haven't bothered you. Because you wouldn't want to waste your time hanging out with someone who is Sad, and Alone, and Not Much Fun To Be Around At All, would you now."

Pooh looked and Piglet, and Piglet looked at Pooh, and they both sat down, one on either side of Eeyore in his stick house.

Eeyore looked at them in surprise. "What are you doing?"

"We're sitting here with you," said Pooh, "because we are your friends. And true friends don't care if someone is feeling Sad, or Alone, or Not Much Fun To Be Around At All. True friends are there for you anyway. And so here we are."

"Oh," said Eeyore. "Oh." And the three of them sat there in silence, and while Pooh and Piglet said nothing at all; somehow, almost imperceptibly, Eeyore started to feel a very tiny little bit better.

Because Pooh and Piglet were There. No more; no less.

Romans 12:15 - "Rejoice with them that do rejoice, and weep with them that weep."

Reflections:
It's amazing how some messages keep getting repeated. In this case it was affirmation, I have often had 'rest' and lately it has also been 'take it slower' and 'relationship.'

Next steps:

Slow down and remember these things!
Important for family and friends and not just work mates too.

Links to Teacher Standards:

• Making time to have professional discussions with colleagues.
• Attending and contributing to PLD opportunities within and beyond my school
• Undertaking PLD and further professional reading.

TBCS - Critical Thinking - Judy-Anne

Thinking like a leader 


My notes:

Thinking Like a Leader

Joy Hooker

Brains shortcut is to seek out things to confirm what you already suspect- you need to be open minded as it could very well be wrong

Easier to trust people you like

Our decisions are only as good as the knowledge we have at the time

If you are looking at things from up close they look bigger- so problems seem bigger when we are in them!

Our mind fills in gaps in missing information- with things that arenʼt there!

Sometimes we need to look outside the box which we have put around the issue, by not thinking that we have seen this before so this is what will happen -look outside the pattern, get other peoples perspective as they have a different

box!

Steps to critical thinking:

1.     Identify

Identify the main points, the claims being made, the evidence used, the conclusions reached

Do I have enough info and the correct info

Hit the pause button - not jumping in with a solution or a reaction

Apollo 13 movie clip

Didnʼt panic

Listed what was happening

Constant communication

Team work

Check the data

Pause, check, Iʼll get back to you

Listen to one at a time- create order

May need to accept the impossible!

Dealt with immediate safety

Deal with what you can deal with, immediately

Clear in their identification

2.    Analyse

Look at the issues from different angles

What are underlying motives and root causes

Strengths and weaknesses

Fact versus fiction

3.    Evaluate

What conclusions can you draw?

Which solution fits the best?

Why is this the best solution?

Apollo 13 clip

Saw problem

Communicated immediately to a leader

Gave their analysis

Team charged with finding solution

Used what was going to be available on the shuttle

Built a model

Wrote step by step procedures

Passed their info on

Stayed with guy giving the instructions

Knew what could be used when a problem arose, because they knew what equipment was available

Delegated

Didnʼt waste time on blame

Corrected miscommunication

Solving the immediate problem

Critical thinking allows you to make the issue less personal, itʼs a factual, logical process

Tends to de escalate an issue

PAUSE to THINK

Bad leaders donʼt make bad decisions, they make no decisions

The way to get out of a bad decision is to make a good decision

Donʼt aim to make zero wrong decisions! Realise you will make wrong decisions!

Decision time is when you have around 60 percent of the knowledge you need

If you have between 40-70 percent of info go with your gut!

Takeaways for me:

Be open minded, look outside the pattern, get other peopleʼs perspectives, PAUSE to think, you only need about 60% of the info to make a decision, If you have between 40-70 percent of info go with your gut! The best leaders make decisions- even though some of them will be wrong

Reflections:
.Be open minded
.Look outside the pattern
.Get other peopleʼs perspectives
. PAUSE to think
. You only need about 60% of the info to make a decision, If you have between 40-70 percent of info go with your gut! 
.The best leaders make decisions- even though some of them will be wrong

Next steps:
Use the process! Especially Identifying the issue clearly

Links to Teacher Standards:

• Making time to have professional discussions with colleagues.
• Attending and contributing to PLD opportunities within and beyond my school
• Undertaking PLD and further professional reading.

TBCS - Margaret - Conference - Building Relationships that Thrive

Josh McDowell Power Point 

Website 

Josh McDowell –

Personal Notes from Course

Displine is worthless without relationship

Truth is worthless without relationship

Discipline without relationship leads to rebellion

Affirmation – affirm their feelings

Rejoice with those who rejoice.  Weep with those who weep Romans 12:15

Share in their sorrow, rejoice in their happiness

(Blame, suck it up, quote scripture) identify in their hurt

Finding out what is wrong – what are you feeling.  Feeling questions not thinking questions

Share in your kids sorrow and happiness

Acceptance

Romans 15:7 Therefore accept each other just as Christ accepted you so that God will be given glory

Your child will rise to the level of your opinion of them.

Appreciation

Give them a sense of significance – done or said something worthwhile

Matthew 3:7  This is my son and Im well pleased in him

The sweetest sound is praise – XENOPHON

Availability

A sense of importance

TIME  Matthew 19:14  But Jesus said “Let the children come to me

Spend time with your kids otherwise they wont come home

Affection

Give them a sense of them a sense of their lovability

John 15:12 Love each other as I have loved you

Verbally, express appropriate physical affection

Approach

Sense of connection – connect with what what they are interested in

Give them a sense of What Im interested in Mum is interested in

Accountability

Responsibility  give limits and boundaries (with relationship) without leads to rebellion

Wifi protection

So the next generation will know - book