Archive for the ‘Stuff for Teachers’ Category

Expectations: Elizabeth Gilbert shares some wisdom about expectations and creativity.

Sir Ken has an important message – and he’s so funny with it!  Make sure you take the time to watch and let me know what you think.

One of the things that I enjoyed and found interesting in my teacher training was learning about conceptual development in children. Piaget’s work  was the thing at the time. Up until then I’d been busily developing my own concepts (obviously) but I’d only been aware of them from the ‘inside’ – from my own ‘learners perspective’.

Looking at conceptual development from the ‘outside’ – from an observers perspective was fascinating. What needs to happen for a child to get sense of ‘three’ for instance – what is ‘threeness’, or ‘twoness’ or ‘oneness’. What determines whether a four legged creature is a dog or a cat or a tiger?

Teachers of young children design environments that offer children experiences to support their development of these concepts. They will meet ‘three’ for instance, often – and in so many different guises (three counters, three mice, three teddies, three cups, three plates, three knives etc) that sooner or later they will sense the ‘threeness’ – distinct from the objects themselves. For me (and I guess for most teachers) the moment that happens is the essence of the joy in teaching. It’s amazing!

When I started to learn Clean Language and Symbolic Modelling I stepped out into a perspective beyond that of the observer. A kind of meta-metacognative perspective. I’m revisiting my own conceptual system with new eyes – a new kind of awareness. And I am able to promote thinking about thinking in my classes with greater insight now and with an authentic sense of awe and wonder.

It’s exciting stuff!

Have you ever noticed that when you tell children DON’T they DO?

I was thinking about this yesterday when I was talking with a group of teachers about children’s learning. Some of them find it frustrating that their ‘don’t rules are ignored but some make good use of what they’ve noticed by flipping the whole thing around – and they get great results.

Here’s an example to show you what I mean.

When they want young children to make use of a planning sheet to aid their writing, instead of saying. “Use the planning sheet.” (resulting in most of the children not using it) they say, “Now, you don’t  have to use the planning sheet. It’s just there to help you if you if you need it but you don’t have to use it at all if you don’t want to – it’s up to you.” (resulting in everyone using the planning sheet effectively)

So I’m going to suggest that you don’t have to use this ‘don’t idea’ right now to get great results like this – it’s up to you!

And when you find some great ways to use it, you don’t have to share them with everyone in the comment section below either – just a thought!  ;-))

I found this so inspiring when I first heard it, I can’t think why I haven’t put it here sooner!

I won’t say anymore – J K Rowling says it all far more eloquently than I can.

It’s a long speech but boy is it worth every minute.

I give it a 5 star must watch rating.

Traditionally, this is the time of year to ‘up-the-anti’. Messages on school newsletters map out the importance of scheduling in time for revision and the need to put in more hours. And parents and teachers across the nation are advising, and sometimes imploring,  their students to try harder.

But, do you know, there’s a very strong case to be made for not trying?

When you talk about trying it supposes that you won’t necessarily achieve your goal – trying is about effort not success.

You can get an idea of what I’m talking about by trying to pick up an object from the floor. When asked to try to pick something up, most people will actually pick it up. But of course they’re not being asked to pick it up – but to try to.

When you’re talking to children about studying, you may find it helps to ask them to do their best, rather than to try. After all, that’s really what you want them to do isn’t it?  To do their best?

And if they can do their best without all the tension created by trying, all the better surely?

So how can they do their best without trying?

Watch out in the coming days and weeks because I’ll be writing a series of posts about the effects of stress on memory and thinking.

You’ll find ways to help your children really get into the flow for effective revision and to approach their exams with ease for peak performance.

Please join in the conversation by sharing
your comments and ideas on the blog.

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I’m off to visit a castle now in preparation for a school trip. Will they learn about the castle and life in medieval times, or will they learn about running around (and up and down) in a huge grassy landscape with dirt paths and steep slopes for climbing – and overcoming a fear of heights – and the joys of eating lunch outside on the grass with a large group of friends – and how to open their own yogurt pot – and how to, “wait until we get there” when their bladder is screaming, “NOW!”

I came to this book having trained as a Clean Language facilitator with Wendy and Judy and having read Metaphors in Mind by James Lawley and Penny Tomkins.

The power of ‘Clean Language: Revealing Metaphors And Opening Minds’ is in it’s simplicity and clarity.

It takes a reader step by step through a learning process – providing exercises and examples, taken from a variety of ‘real life’ contexts – that is so well structured that readers are able to learn the process and put it into practice without additional input.
It’s also a valuable resource for experienced practitioners because it covers the spectrum, from basic to advanced techniques in the same clear, concise style.

I’ve seen newcomers begin to use Clean Language having read the book and practised the exercises, with no other external support. I’ve also see students arrive at a live training, having read the book beforehand, and make accelerated progress as facilitators because of it.

As a teacher and coach I can see that it’s holds the kind of information that has the potential to transform the practice and effectiveness of educators and coaches around the globe and so it will make a valuable addition to anyone’s professional reading list.

I can thoroughly recommend it!

Clean Language: Revealing Metaphors and Opening Minds

Jonathan Livingston Seagull: A Story

This book was a present to me from a student.
I’d taught him how to listen and facilitated his thinking
and his present helped me to listen better and to teach listening better.
It helped enhance my questioning skills as well. A virtuous circle!

Nancy’s book is an absolute treasure.
She presents a narrative to provide a context for the work she developed.
Anecdotes are balanced with bulleted guidance lists to create a practical guide.
Although this is a book about listening and questioning, to facilitate thinking,
it is fundamentally about respect and deals with practical ways to create respectful environments, which nurture the people in them, whatever the setting. (business, educational, family etc)

This book will benefit anyone who works with people in formal or informal contexts
- parents, teachers, managers, friends, spouses – the list is endless.

Time To Think would make a valuable addition to every teacher’s and parent’s wish list.

If you want to do your bit for the next generation, buy it for a teacher near you!

Time to Think: Listening to Ignite the Human Mind