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.