tag:blogger.com,1999:blog-18269492096296515452024-03-05T04:20:14.019-08:00Leadership, on the runBoth running and school leadership are two of the most rewarding and challenging things I've been involved with and learnt from. I look forward to learning more through running and leading, but not always leading the running!Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.comBlogger39125tag:blogger.com,1999:blog-1826949209629651545.post-29109813526914641332013-10-14T18:13:00.001-07:002013-10-14T18:13:52.951-07:00I've moved!Hi everyone,
I've moved my website to wordpress - enjoyed using that with the class last term. So... should you still wish to read some of my ramblings you can sign on to follow me there.
www.leadershipontherun.wordpress.com
Thanks,
Craig
Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com0tag:blogger.com,1999:blog-1826949209629651545.post-68311140305669359932013-06-10T01:28:00.001-07:002013-06-10T01:37:58.019-07:00That wasn't the planEver have one of those days where things just didn't work out how you'd planned or hoped?
I had one last Sunday. It was marathon day in Christchurch and I was signed up to run. I ran the same event last year and had a great race taking quite a bit of time off my previous PB and finishing strongly. I was hoping to do the same this year. In fact, it was pretty much what my race was all about - I had to go faster or I wouldn't be satisfied. I didn't have a great lead in to the race with both injury and a bit of sickness. When I woke on Sunday morning though, I was feeling good and felt the plan was ready to execute. I went through my usual race morning rituals and when I made my way to the start line I felt 'today is the day to push it hard'. The Christchurch marathon course is particularly boring. Lots of out and backs, flat as a pancake and not in the least bit scenic. The only thing to keep it interesting, I thought, was to push the pace and run a faster race. That plan went pretty well - for half the race at least. As I ran through the first half I felt strong and crossed through the half marathon point under goal time. All good.
Things started to change at around the 27km mark. I started to feel a bit tight and sore in the lower back and the hammys and quads were beginning to feel like they were running out of a bit of juice. I felt my pace start to slow and two runners who I'd been running with started to move away from me a bit. I turned a corner and hit a strong head wind - oh dear, didn't need that at that point. I kept pushing and the previous chirpy persona I'd tried to maintain started to turn to a bit of a grimace. At about the 32km mark I felt my first cramp. Basically, the whole hammy and quad of my right leg went into lock down - ouch! I had to stop at that point and try to walk it out. After a few hundred metres I felt up to running again and set off, albeit at a pretty slow pace. I managed another 500m before, bang, more cramp. This pretty much continued right through to the end of the race. I kept a bit of an eye on my watch and saw the pre-race goals slip away. In my head I reconfigured my goals and worked to try to achieve them.
By the last couple of k's, this reworking had pretty much got to "I just want to make it to the end so I can stop this hurting". I managed to run / walk my way to the finish shoot, and about 20 metres from the end I experienced another cramp. There was a collective groan from the supporters on the sidelines - the shouts of "you can do it, keep going, you're nearly there".
I crossed the finish line... 30 minutes slower than I'd hoped to. I went and lent on the fence hoardings, my legs feeling leaden. The event Dr came up behind me and asked "apart from the obvious cramping you've got, do you feel ok". I grumbled a reply that I was alright and I just needed time for my legs to work again. I remember feeling pretty mixed up emotionally. On the one hand I was relieved to be finished and it wasn't the worst time I'd ever run either, on the other hand I was really disappointed that I didn't achieve the goal I thought I could. For the next hour I felt like rubbish - not only in the legs but physically wrecked all over. I just wanted to lie on my back and not move. Family and friends were concerned, wanting to make sure I was ok. In my head I kept going over and over things, trying to work out how I'd got it wrong. I felt sorry for myself for about half an hour, but then decided that wasn't going to help.
Since then I've reflected lots further. My thinking at this point is that I went out too hard early on - it was a pace I couldn't sustain for the entire length of the race. Had it been a 25km race I would have been right, but it wasn't, it was a 42.2km race. I've also decided that how I respond to and feel about the event is up to me. I can choose to dwell on the result, feel like a loser, or even decide to never run again cause I might fail to achieve a goal... or I can choose to use it as a growth exercise and try to learn from the experience and grow stronger from it.
I've just purchased a book called Mindset by Carol Dweck. This is a book that a number of colleagues have read and given positive feedback about. I'm looking forward to getting into it and learning from it.
Hopefully I can add more 'growth mindset' to my picture, and be stronger and wiser for the next parts of my running 'hobby'. Maybe getting back to the original plan I had when I started running- that involved enjoying running, trying new events, and being fit and healthy. Maybe I've been closer to that than I thought - I've generally been achieving the big picture plan, but missed a couple a small parts on the way. It might be part time to refocus on the bigger picture again. The bigger plan.
Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com0tag:blogger.com,1999:blog-1826949209629651545.post-56642806853897498212013-05-30T15:20:00.001-07:002013-05-30T15:20:22.672-07:00Taking time to reflectThis week I've had the privilege of spending two days in Christchurch as part of a Principal learning team that I'm part of. Our team have been meeting together once a term for the last 3 years. We spend time in each others schools where we share thoughts and resources we find valuable, thinking regarding puzzles of practice, and engaging each other in challenging dialogue around what, why and how we do the things we do. As a group we have a great working and learning synergy. Our schools are different in context (size, decile, location, ethnic make-up etc) but are all connected through wanting to achieve the best possible learning outcomes for our children. We also face many similar circumstances in our roles, such as the sense of urgency in getting the audit report signed and sent off (as I've experienced this morning), the question around the building project, the newsletter that needs to be completed, the class we want to visit.
I used the word privilege in my opening sentence because I so value being part of this group. I value the friendship, the challenge, the sharing and the opportunity of being given another lens on which to reflect on my own learning and leadership practice, and our school pathways and priorities (I had to get that pathways word in somewhere!).
I appreciate being able to take the time to step out of the busyness of the day and to view things from the wider perspective. Having the breathing space to be able to think in creative and innovative ways, to reflect and re-imagine where we are heading.
If we believe that active reflection is an important part of learning process then we need to ensure that we build it in as a priority in our busy lives. Not always easy, but being part of a learning group such as this, and regular writing of a reflective blog as an appraisal goal can certainly help.
I am extremely grateful to the crew back at school who keep things trucking along and have to take on more while I'm out. Thanks team!
Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com0tag:blogger.com,1999:blog-1826949209629651545.post-33182686150994327902013-05-17T19:31:00.004-07:002013-05-17T19:31:59.383-07:00ControlI was just out walking the dog and got to thinking about the Board of Trustees elections which are currently on the go. We've had 12 nominations at school, which is the most ever. Yesterday I read the bios of each of those nominated and got a bit of a feel for them. The wide ranging skill-sets of people nominated, and their desire to give positively to our school community shone through. 3 of those nominated have served as board members for the past 3 years, whilst the other 9 would be new to the role.
Personally I can find election time a bit disconcerting. That whole element of not knowing what will happen, who I will be working closely with, how relationships might develop, what pathways the new board might want to explore... will this align with our current vision for learning, and practices in place to achieve this???
As I walked, I reflected, and came to the conclusion that much of it might come down to control - do I feel disconcerted because this is a process for which I have little or no control... and might like to?
I then made a connection back to running (as I do). In a couple of weeks I'm entered to run in the Christchurch Marathon. In choosing to enter, I did so knowing there are a number of things I can control, and some that I cannot.
I can control my preparation - choosing how far I run, how often, how fast. Choosing other things that will positively influence performance like nutrition, speed work, having good gear, sleep, mental attitude.
Things I can't control though, include the weather on the day of the event. Last year there was a howling gale for the last half hour and the weekend after there was snow - I can't control the weather. I could get ill - last year I picked up a spew bug 2 days before the Rotorua Marathon and had to withdraw. I couldn't control that. I can't control the number of other people who enter or the speed they're going to run. I can prepare for a range of circumstances, but I can't control all of them.
I think this reflection reminds me to spend time and energy on the things that matter and that I can control. I can be aware of the 'range of conditions' I might encounter but I can't choose them, so until marathon day I just need to focus on what's important, like why I like to run and what I hope to get out of the day (which is essentially to give my best and have fun). I think this could be the same in the school sense - I can prepare a bit for a range of outcomes, but the big thing is to ensure I keep prioritising what is most important - the learning of our children. Stay true to our vision and moral purpose and other things will happen accordingly. Don't over think the things I can't control.
What do you think?
Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com1tag:blogger.com,1999:blog-1826949209629651545.post-90735238532206078332012-05-24T13:48:00.001-07:002012-05-24T13:52:10.890-07:00Posting a poem I wrote this morning. Formatting has all gone wonky. If I add punctuation, maybe that will help?
Why I do what I do.
Tentative knock at the door,
Smiles of nervous excitement,
Knowing she's achieved,
Awaiting acknowledgement,
Encouraged,
A story once unachievable,
Now is enjoyable,
Conquered easily,
Accomplished.
Delight in knowing,
Comprehending successfully,
Understanding.
Self esteem,
Glowing,
Whakanui!Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com0tag:blogger.com,1999:blog-1826949209629651545.post-19596925471849842652012-04-25T14:33:00.003-07:002012-04-25T14:33:54.844-07:00Why we do what we do...Enjoyed this post from Seth Goodin today so thought I would repost.
Accept applause, sure, please do.
But when you expect applause, when you do your work in order (and because of) applause, you have sold yourself short. That's because your work is depending on something out of your control. You have given away part of your art. If your work is filled with the hope and longing for applause, it's no longer your work--the dependence on approval has corrupted it, turned it into a process where you are striving for ever more approval.
Who decides if your work is good? When you are at your best, you do. If the work doesn't deliver on its purpose, if the pot you made leaks or the hammer you forged breaks, then you should learn to make a better one. But we don't blame the nail for breaking the hammer or the water for leaking from the pot. They are part of the system, just as the market embracing your product is part of marketing.
"Here, here it is, it's finished."
If it's finished, the applause, the thanks, the gratitude are something else. Something extra and not part of what you created. To play a beautiful song for two people or a thousand is the same song, and the amount of thanks you receive isn't part of that song.Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com0tag:blogger.com,1999:blog-1826949209629651545.post-34413159940938364802012-03-18T00:43:00.000-07:002012-03-18T00:43:23.546-07:00Empowered by new learningToday I attended a running workshop held by James Kluegger. It was advertised at our family chiropractor and when I saw it my interest was plucked because I've never before had lessons in running. Although I've been running for the last few years, entering races and setting goals, I've never had the science or biomechanics shared with me, and to be honest, I'd never really looked for it either. Running is something that pretty much most people can do, and have done as children. I just look at Kaea, she will pretty much run anywhere if she wants what's at the other end. Anyway, this workshop today reminded of the old adages 'you don't know what you don't know' and 'the definition of stupid is doing the same thing you've always done but expecting different results'. Today I learnt some things and had my thinking challenged. This is going to lead to a change in practice where I will apply some of my learning and monitor the results. I'm excited by the possibilities and the challenge. Will I be able to run more efficiently? Will I be able to increase my pace? Will I be able to achieve the big goals I've set? <br />
When I think about it, it is right along the same lines of what we aim to achieve through 'teaching as inquiry' in our appraisal. The principles behind it are the key I think. <br />
I look forward to more running, reflecting and learning.Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com2tag:blogger.com,1999:blog-1826949209629651545.post-66104499633653189462012-01-25T14:57:00.000-08:002012-01-25T15:15:44.549-08:00Start of year professional learningGuess what...<br />
I'm back! Today our team is engaged in professional learning with Dr Marion Sanders on writing. This is our third day together as a staff. One of the tasks Marion just asked of us was called looping. We had to reflect on our prior two days of professional learning together, and then write a paragraph of our thoughts. We then had to choose our favourite sentence from that paragraph, share it with a colleague, and then use this to frame our next paragraph. <br />
Here's what I wrote -<br />
<br />
I feel invigorated by the professional learning time we spend together. <br />
I get great energy and invigoration from framing moral purpose, reflecting on the big picture and dreaming of what can be. I find it inspiring to be learning, growing and gaining energy alongside those I work with. The positive buzz of possibility is like fuel that helps to drive me throughout the year. I believe we do the most important job - and I also feel that we are privileged to do so. Our work is also very challenging, and through the strength of the unity we generate in our days together, I feel invigorated. I hope others do to, as it is through our collective spirit, drive and passion that great things will occur. I hope that each year is better than the last - that the learning opportunity and outcome builds further our community. <br />
<br />
The positive buzz of possibility is like fuel that helps to drive me throughout the year.<br />
Once we begin our year with our learners the focus of learning together tends to take on subtle changes. I guess it might be selfish, but during these three days the focus is on challenging our thinking, being creative and dreaming. Next week, we will take greater cognizance of the challenges we face with our learners. Maybe someone not having lunch, or someone not treating another person respectfully, or the marriage break up that is effecting a child. Although we have been imagining this reality is some respect, the reality of it will impact our head space maybe more than we expect prior to the year beginning.<br />
<br />
I enjoyed this - and it's prompted me to get back to my blog. To again be a writer - to prioritise this as a tool for my own reflection and learning. I hope to achieve this with more regularity - maybe you, because you're reading this could support me in doing so. Ask questions, make comments, tell me to get on with it if I haven't written anything for a few weeks. <br />
<br />
Anyway, back on with it now... and on the running front (if you're interested), a 26km run in National Park on Saturday (The Tussock Traverse). Hope that will be fun and invigorating too!Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com2tag:blogger.com,1999:blog-1826949209629651545.post-50911506234713082012011-06-11T12:50:00.000-07:002011-06-12T12:42:01.051-07:00Exceeding expectationsWhilst driving home one night this week an interesting discussion was taking place on the radio station I was listening to. It was a talkback show (it's funny how when I was younger I only thought old people listened to talkback, now I quite enjoy it myself. What might that mean???) and the show host was asking people to ring in and share their experiences with when someone has exceeded their expectations, particularly in the service industry. Also, during the week we had a couple of things happen at school that I believe tied into this theme. Firstly, one of our teachers received a beautiful cake and letter from a parent expressing their heartfelt gratitude for the difference they had made to her son and family. I believe that parent had their expectations exceeded. Secondly, one of the 'cheeses' at school was trying to connect with a family that we have had difficulty communicating with over a period of time. After many attempts in a range of ways, a connection was finally made by calling home at about 8.30pm, and from that connection a meeting was set up for the following day to further the conversation. This lead to some great positive outcomes, more understanding and strengthening of home school partnership. Was it exceeding expectations to call after hours in this way?<br />
So, i've reflected on these events and the content of the talkback show and I'd be interested in hearing your thoughts (now I'm becoming the talkback host!).<br />
Can we exceed expectations as schools and teachers?<br />
Should that be a goal?<br />
How might it look for us to exceed expectations?<br />
If you exceed an expectation, does that then become the new expectation? If yes, is it sustainable to keep doing this?<br />
Please exceed my expectations in sharing your thoughts and helping me to learn by considering your thoughts and perspectives.Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com1tag:blogger.com,1999:blog-1826949209629651545.post-54840564037480143952011-05-16T15:40:00.001-07:002011-05-16T15:42:33.146-07:00A post I liked...From Simon Sinek,<br />
<br />
Great leaders don't try to be perfect. They try to be themselves. <br />
And that's what makes them great.Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com0tag:blogger.com,1999:blog-1826949209629651545.post-6596238506286520802011-04-27T00:01:00.000-07:002011-04-27T00:03:18.464-07:00Holiday readingOne of the enjoyable aspects of having a non-contact break is having a bit more time and space for professional reading. This break I have spent time delving into a series of research on Effective Educational Practice from The International Academy Of Education (they sound important don’t they!). As part of its mission, the Academy provides syntheses of research on educational topics of international importance. <br />
The first handbook I read was titled Effective Educational Practices, with the first theme ‘Parental involvement’. Read on if you’d like to explore some of the things that jumped out to me.<br />
<br />
Parental involvement: Learning is enhanced when schools encourage parents to stimulate their children’s intellectual development.<br />
Dozens of studies have shown that the home environment has a powerful effect on what children and youth learn within and outside school. The environment is considerably more powerful than the parents’ income and education in influencing what children learn in the first six years of life and during the twelve years of primary and secondary education. <br />
Co-operative efforts by parents and educators to modify alterable academic conditions in the home have strong beneficial effects on learning.<br />
Sometimes called the ‘curriculum of the home’, the home environment refers to the informed parent / child conversations about school and everyday events; encouragement and discussion of leisure reading; monitoring and critical review of television viewing and peer activities; deferral of immediate gratification to accomplish long term goals; expressions of affection and interest in the child’s academic and other progress as a person; and perhaps, among such unremitting efforts, laughter and caprice. Reading to children and discussing everyday events prepare them for academic activities before attending school. <br />
Co-operation between educators and parents can support these approaches. Educators can suggest specific activities likely to promote children’s learning at home and in school. They can also develop and organize large-scale teacher/parent programmes to promote academically stimulating conditions and activities outside the school in a systematic manner. <br />
<br />
My thoughts:<br />
Here are some of the reflective thoughts that entered mind when I read this. <br />
Firstly I was taken back to a ‘meet and chat’ meeting we had with four new parents to our school. As a leadership crew we have aimed to be more deliberate with meeting parents of our new entrant children when they come for their pre-school visits. Basically, during one of their visits, we aim to have a cuppa, bickie and informal chat about things to do with school in general, and specifics for our school. At the last meeting, one of the questions raised was ‘What should I do to ‘prepare’ my child for school? I’ve been reading to them lots but feel concerned that they can’t write their name yet. Should I be nailing them with this over the holidays so that maybe they have it before they start?’ Our response was, “keep enjoying reading with them, take some time to talk about things they could enjoy about school, and you could do some writing - but make sure it is enjoyable”. It’s pleasing to see this sort of approach supported by the research above. The cluster of schools that we are a part of is involved in localised research at the moment about what skills, abilities and attitudes our recent arrivals to school come with. It will be interesting to see what comes out of this. I’m very interested in the conversations happening at the moment about child ‘preparedness‘ for school. <br />
I feel a sense danger when I start to see and hear lots about ‘preparing’ children for school. I wonder sometimes if the focus can narrow too early and that zones of proximal development may be lost. I’m very interested in child development and psychology and look forward to growing my knowledge about this and how it relates to learning. As educators we need to be prepared for children in our schools, not the other way around. A recent ASCD (American Society Of Curriculum Development) article recently resonated with me, where a kindergarten (or new entrant in our system) teacher describes the start of school in terms of transitions. “it’s the only time that children will begin school, and it should be a place where both children and families adjust to a new challenging context”. She worries though, that we’ve let go of what makes kindergarten a safe place for children to start. In our push to do more, sooner, faster, we fragment children into little pieces of assessment information and let go of the activities that enabled us to get to know them in more personal and integrated way. Is this a danger we face in our schools? Will a drive towards national standards shrink our curriculum and put pressure on to get children to fit? I hope not. My philosophy has been built around developing in our children a love for learning. We have children entering our schools from diverse backgrounds and with a range of experiences, and it is our duty to accept and value this and make the biggest difference for each of them. This will be challenging and look different for each learner, but is also the vital and exciting job we’ve signed up for. <br />
<br />
On a different note, we had great attendance at our recent parent / teacher / learner conferences with 95% of parents attending learning focussed meetings with teachers. These conferences can provide a great opportunity for co-construction of goals and thinking about educational progressions, and also as an opportunity to think about how we can work together to achieve goals. Our conference sheets have a section on them for how we can help at home, which can also be useful to this end. <br />
The Family Reading and Maths Evenings held by the Busy Bees over recent years have offered great practical tips and support for parents with learning at home. This is a model I think we could and should extend. Yes, it does require extra time for our teachers, but can also help make a big difference in working towards our vision and moral purpose as educators. Having children attend, keeping it practical and personalising towards children seem to be catalysts in having high attendance to these. When we have offered sessions for parents that are more general, are more theory based, or don’t involve students, we generally have small attendance. Over time this can lead to a sense that ‘it’s not worth it’, however, maybe the formula hasn’t been quite right to attract the people in the first instance. We have to think creatively about how we make links with our parents and community - and particularly with those who are the 5% who didn’t or don’t attend our conferences. This is another challenge for us, but again could be vital and is another part of the exciting job we’ve signed up for.<br />
<br />
What are your thoughts?Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com2tag:blogger.com,1999:blog-1826949209629651545.post-26974707417215914672011-04-15T18:06:00.000-07:002011-04-15T18:09:11.546-07:00Something I related toI have recently completed reading Kerre Woodham and Gareth Browns book about Kerre's marathon running experience. I found them a light and easy read with some good humour and interesting messages in them. <br />
I've struggled a bit since running the Ohope Half Marathon. I went for a run a four days after the event and found it a hard task. I felt tired, physically fatigued and dragged myself around for ten k's. I found that my heart wasn't in it much either. Part of me was a bit concerned about feeling like this, as I've entered to run the Rotorua Marathon that takes place in two weeks. What if I don't snap out of it? Will I have an experience that will feel like I'm running it because I have to, not because I want to? If that's the case, I might really find the experience unenjoyable and a drag. That's not what I want for this, only my second marathon experience. Following my less than successful after half marathon experience I made a conscious decision to take a weeks break from running. I thought I'd listen to my body and take time to physically and mentally recharge for it. It was a very full on week work wise as well, so taking the running out of the mix might be helpful from that perspective as well. <br />
That takes me back to Kerre Woodham, and the title for this post. In the final chapter of her second book, Kerre reflects on the experiences of her running, and some self found wisdom from it. I think it's worth sharing, so here goes...<br />
"I remember reading Lorraine Moller's autobiography, On The Wings of Mercury, and thinking how sad it was that she'd spent so much time beating herself up for coming third and not first. She seemed to have spent the first 30 years of her life in physical and mental pain, and I thought what a waste that was. And yet I'd gone and done exactly the same thing for the better part of a year. We're far too tough on ourselves. Its important to focus on what we can do, what we have done, the successes rather than the failures, otherwise it makes for a miserable life. None of us is perfect. Each of us is just trying to do the best we can and live the most productive and enjoyable life we can in the time we have on the planet".<br />
With some of the events I've run, I've put extra pressure on myself with time goals. At Ohope I ran a 1:32. My big goal is to run a half in under 1:30, and I thought I was going to achieve it on that day. I pushed myself, but came up short. With the Goat last year, I basically had the most horrible and humbling day. I was struggling by the time I was ten k's into it, and hated the whole second half of it. I did learn quite a bit from that experience, and that learning helped me after Ohope. I haven't beaten myself up too much - 1:32 is still a pretty good time for me, and I'll keep the goal alive. I think the key thing I learnt from the Goat though, is to aim to enjoy my running. If I'm feeling like I'm hitting the wall, and not enjoying it, then maybe I need a break. Hopefully that will help me more in the long run. <br />
Tomorrow I'm heading out for my first run in over a week. I'm going to make sure I enjoy it, and keep my confidence up for an enjoyable marathon. <br />
Back to Kerre to finish...<br />
"If your reality is one you don't like, change it. We're only here for a short time and every day is precious. If you don't want to change your life , if you actually quite like your wife, your kids and your job, remember to take the time to enjoy them. Think of those who through circumstance or ill health will never be able to fulfill their dreams. Take ten minutes of every day to appreciate all you have and all you have achieved. Then take a deep breath and give the sigh of a satisfied person before heading back into the maelstrom that is life". <br />
Thanks Kerre.Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com1tag:blogger.com,1999:blog-1826949209629651545.post-40058506016794944282011-03-29T00:04:00.000-07:002011-03-29T00:04:53.993-07:00Unlearning“Learning is about more than simply acquiring new knowledge and insights; it is also crucial to unlearn old knowledge that has outlived its relevance. Thus, forgetting is probably at least as important as learning.” Gary Ryan Blair<br />
<br />
I wonder if sometimes 'experience' can do us a dis-service. This might happen when our experience blinkers our view, our doesn't promote our thinking about things in new or previously unexplored ways. Our 'experience' can build assumptions, and sometimes these assumptions can be counter productive to new learning.<br />
<br />
What do you think?Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com6tag:blogger.com,1999:blog-1826949209629651545.post-14181929598882793662011-03-27T00:39:00.000-07:002011-03-27T00:41:08.479-07:00Ted EDWant to explore some interesting learning focused thinking?<br />
<br />
You could try <a href="http://education.ted.com/">Ted ED</a>.Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com0tag:blogger.com,1999:blog-1826949209629651545.post-80710917988416426672011-03-26T11:34:00.001-07:002011-03-26T11:35:50.932-07:00'First in, first served!'Isn't that just common sense? If I'm the first one in, shouldn't I expect to be served first?Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com5tag:blogger.com,1999:blog-1826949209629651545.post-44671894666749676302011-03-20T12:44:00.000-07:002011-03-21T00:46:19.297-07:00More thinking about 'spaces'Connected with this blog this morning:<br />
<br />
<a href="http://www.edutopia.org/blog/classroom-environments-make-difference-andrew-marcinek?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+EdutopiaNewContent+%28Edutopia%29">Classroom Environments: Does Space Make a Difference?</a><br />
<br />
Although I feel we are a long way down the track compared with the classrooms described in this blog, it does again raise the question, 'how do we create dynamic learning spaces that enhance opportunities to achieve our vision for learning?'.<br />
An interesting task at the bottom - photographing your classroom and sharing aspects of it. I'm still very interested in considering the further development of outdoor learning spaces also.<br />
What might your ideal learning space look like?Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com8tag:blogger.com,1999:blog-1826949209629651545.post-30796634359646252622011-03-19T13:36:00.001-07:002011-03-19T13:38:33.184-07:00CommunicationHave been thinking about communication and reflecting on the ways we communicate the range of things we need to at school. <br />
<br />
Have we become too efficient with the ways we try to communicate some things? These things generally take on a lower level of importance (but are still important in many ways), and are repeated in a range of ways for our learners. By having things in the term overview book, talked about at a Friday morning meeting and again at a Monday morning meeting, and maybe again in the morning communication book, are we disempowering the message because people feel either:<br />
a) I've heard this before. I heard you the first time and responded,so if you're saying it again, obviously it's up to other people to respond, because I already have. Maybe the others I work with aren't as professional as I am. <br />
b) I'm not going to pay too much attention to this now, because you'll just tell us again when it gets more important.<br />
c) I know it's in the term overview booklet, but who reads that? I looked over it at the start of the term, but hey, things change, and you'll just re-organise things anyway.<br />
d) 80% of the stuff talked about doesn't pertain directly to me. I have other things I could be doing that would be better use of my time right now. In fact, I think I'll start doing them in my mind anyway.<br />
Maybe it's time to rethink our purposes and practices with communication. In Singapore, Simon Sinek said 'To lead you’ve got to have a vision and the ability to communicate it'. Maybe more of our communication should be vision centered (more big picture) and challenge based? Or would that then be in danger of losing its power also? I read <a href="http://feedproxy.google.com/~r/typepad/sethsmainblog/~3/kUOBxBCmaoQ/coughing-is-heckling.html">Seth's blog</a> this morning and found it an interesting possible link as well. <br />
What are your thoughts on this? Am I over analysing things?Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com6tag:blogger.com,1999:blog-1826949209629651545.post-41398562680693064512011-03-17T15:48:00.000-07:002011-03-21T00:50:44.352-07:00An article I found interestinghttp://www.independent.co.uk/news/education/education-news/state-school-pupils-being-put-in-for-soft-alevel-options-2243736.html<br />
<br />
Outlining the research to the Independent Schools Council’s annual conference in London today, Rudolf Eliott Lockhart, its head of research, said: “The real reason was that the most disadvantaged students simply don’t apply in enough numbers and don’t study the necessary A-levels in enough numbers.”<br />
<br />
He added: “Schools in the independent sector have the good fortune to be free of government interference and are thus able to choose the best curriculum for their pupils, concentrating on education rather than targets.<br />
<br />
“Our schools are able to guide pupils towards the subjects that will benefit them rather than the subjects that will help the school rise up a league table.”Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com0tag:blogger.com,1999:blog-1826949209629651545.post-28173880677112928982011-03-16T22:04:00.000-07:002011-03-21T00:51:13.071-07:00What's important?I was just driving home reflecting on an e-mail from a Principal colleague in a school effected by the earthquake in Christchurch... got me thinking...<br />
I wonder whether they've thought about national standards in the last 3 weeks? <br />
What's really important?Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com0tag:blogger.com,1999:blog-1826949209629651545.post-33225753045265058362011-03-13T14:00:00.001-07:002011-03-13T14:00:40.002-07:00Also...We must take time to stop and 'smell the roses'Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com0tag:blogger.com,1999:blog-1826949209629651545.post-57578863364633989522011-03-13T00:03:00.000-08:002011-03-21T00:52:22.896-07:00Make a differenceOne of the great things about being an educator is the thought, 'I can make a difference!'. As a school we've been thinking about our friends in Christchurch. We've thought about how we might make a positive difference for them, given the adversity they've faced. What might we be able to do to help and support them? How can we help bring some smiles back to the faces of those who have endured so much hardship?<br />
This disaster, and now also the tragedy that has occurred in Japan, has caused me to pause and reflect often over the last few days and weeks. Watching the images and hearing the stories, I've felt a sense of helplessness - what can we do to help??? Money has been the most practical answer. Raise some money and send it down to help with the repair. As a school, we've done this, raising just over $1200 for a school in need in Christchurch. It was a good effort, and I'm sure will be appreciated. Well done to our school community!<br />
Whilst celebrating this, my thoughts have also been on not taking for granted the ability we have to make a difference every day. <br />
So the question is,<br />
HOW WILL YOU MAKE A POSITIVE DIFFERENCE TO THE LIVES OF OTHERS THIS WEEK?<br />
Who might you connect with who you haven't done so recently?<br />
Who might need that extra bit of support or understanding?<br />
Which parents might appreciate a call to let them know how you're enjoying learning with their child?<br />
Which colleagues have inspired or supported you? How could you say thanks or pay it forward? <br />
How are you going to have fun and celebrate learning? <br />
Can you make a bit more time for that learner that you've had a bit more difficulty understanding? <br />
How can you look 'outside' of yourself, and towards a bigger picture.<br />
<br />
As we get caught up in the busyness of life, both in school and out, it can be easy to lose sight of the woods for the trees. I believe that these local and global disasters can serve as a reminder - they remind me how fortunate we are, and that we should not take that, and our ability to really make a difference for granted. <br />
I'm going to try hard to make a difference this week, I hope you are too!Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com0tag:blogger.com,1999:blog-1826949209629651545.post-33262421820892817382011-03-06T18:50:00.001-08:002011-03-21T00:53:40.694-07:00So What, Now What?I’ve had some time now to reflect on the experiences and learning of the last few days, and as I sit on the plane returning for home, I’m going to try to capture some of the possible next steps. The following bullet points will serve as my ‘so what, now what’.<br />
<br />
Further explore the concept of Challenge Based Learning. Investigate this in relationship to our current conceptual curriculum. Share a learnshop with Think Tank in this regard<br />
<br />
Reflect on our vision statement. Do we want to simplify a layer across the to? At the moment we have ‘Kids on the Ridge Soaring High. I particularly like. ‘A school in which all learners are empowered to realise their own unique talents’. The vision - get it out there more. Charter development.<br />
<br />
I have a dream... what is our dream for learning? Articulate on the walls of our school why we are here. Flags of SOTA school. Investigate putting our vision statement up, as previously discussed with Shelley. Inside and outside.<br />
<br />
• Further leadership thinking. What is leadership? What is your vision for learners in your team? How is that vision communicated? Leadership is seeing a world you believe in and putting it in to words. Leadership by vision<br />
<br />
• Gathering evidence of learning - our challenge - we’ve identified it... now lets move further. Investigate the potential of technology within this. IPad 2 - Online portfolios.<br />
What evidence shows that the adults are learning in schools? Portfolios - for adults as well as students. - The importance of being able to show this. WHAT DOES OUR EVIDENCE LOOK LIKE (Teachers). My blog development here.<br />
<br />
Try to organise a meeting (virtual or face to face with the lead programmer for Assembly. Show them our thinking and investigate building functionality into the assessment side of the programme for our learners.<br />
<br />
Share with all staff the key messages of Dan Pink and ‘Motivation For Learning’. Encourage all staff to put a microscope over their practice and interogate the way motivation for learning and creative teaching occurs for their learners. <br />
<br />
Learning Space design and development - ask our students/ teachers. An i-pad wall??? Share with all staff the research on classroom space set-up. Link back to ‘Personalising Learning. Watering hole, Cave, Campfire, Mountain Tops. May need to reconsider furniture - start to strategically plan further for furniture upgrades / changes across the school. Build on what has already occured. Indoor and outdoor spaces to achieve this.<br />
<br />
• Library / Information centre - an IPAD wall. We need to revision what we believe this space is for. Who are you designing this for? Why the learning space is needed? What is being learnt?<br />
<br />
• Further consider the place of technology in our vision of personalising learning. Next steps? I-pad 2 for teachers? <br />
<br />
There is quite a bit to be done in considering these pathways. I come away from my short time in Singapore with a mix of feelings - I feel inspired, challenged, affirmed, determined, excited, and privileged. I look forward to further sharing my learning, and hopefully instilling similar feelings in my colleagues as we join together to further grow our learning, and the opportunities for all to be empowered to realise their own unique talents.Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com0tag:blogger.com,1999:blog-1826949209629651545.post-81192674777605327812011-03-06T00:52:00.000-08:002011-03-06T00:52:01.880-08:00Worth a lookhttp://www.ted.com/talks/lang/eng/gever_tulley_on_5_dangerous_things_for_kids.htmlCraighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com0tag:blogger.com,1999:blog-1826949209629651545.post-76244103831927601522011-03-05T20:20:00.000-08:002011-03-21T00:54:39.014-07:00John Couch - The wrap upSchool can get in the way of learning.<br />
<br />
Free agent learning: 2011 - the year of the cloud. Interconnectedness of devices etc.<br />
<br />
‘Personalised learning’ the pathway for the future. Apple tools are being developed to support pathways of personalising learning.<br />
By 2019 50% of high school courses will be delivered online. <br />
<br />
Students moving from a world of <br />
Compliance to Creativity<br />
Attendance to Participative<br />
Corrective to Self motivated<br />
One size fits all to Personalised<br />
<br />
Teachers moving from a world of <br />
Isolated to Connected<br />
Broadcast to Dialogue<br />
Limited knowledge to Ubiquitous information<br />
Expert to Guide<br />
<br />
Learning environment from a world of<br />
Seat time to Anywhere, anytime learning<br />
Static books to Dynamic blended content<br />
Subject based to Challenge based<br />
Teacher centric to Learner centric<br />
<br />
http://blog.mrmeyer.com/<br />
Classroom walls will come down. Learners will not be limited to whats in the classroom.<br />
<br />
We have 2 choices: <br />
1 - Ignore<br />
2 - Transform the learning experience<br />
<br />
The way we define our schools today will ultimately define our society of tomorrow!Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com0tag:blogger.com,1999:blog-1826949209629651545.post-88139239290189690972011-03-05T20:04:00.000-08:002011-03-21T00:55:17.114-07:00Motivation and learning - Dan PinkWhat really motivates us to do good work? <br />
<br />
Behavioural physics - the intuitive sense of what drives behaviour, but not necessarily what we would think. Reward and punishment seems an obvious motivator to many people - but it's not for creative thinking.<br />
<br />
As long as a task involves mechanical skills the higher the reward the better the performance.<br />
But once a task calls for “even rudimentary cognitive skill”, a larger reward led to poorer performance. <br />
<br />
'If / then' rewards work for simple routine based tasks but not for hueristic type tasks.<br />
<br />
Our students will be using the cognitive skills of artists.<br />
<br />
Nearly all schoolwork is like ‘commissioned' work. Non commissioned work gives more creativity. Schools should work towards more non-commissioned time.<br />
<br />
3 important motivators:<br />
Autonomy<br />
Mastery<br />
Purpose<br />
<br />
Management is a technology designed to give compliance.<br />
<br />
High standards and autonomy are generally what is talked about when people talk about best leaders or teachers.<br />
People want autonomy over - <br />
Time<br />
Task<br />
Team<br />
Technique<br />
<br />
Fedex days for schools - you have 24 hours to come up with 1 idea to improve our school - after 24 hours you have 3 - 4 minutes to present your idea. <br />
<br />
The single biggest motivator ... Making progress in one’s work.<br />
<br />
Do it yourself report cards.<br />
<br />
Elevate the 'why' and don’t get too caught up on the how.<br />
<br />
http://www.danpink.com/Craighttp://www.blogger.com/profile/04747247073946057002noreply@blogger.com0