Jagan's Learning at TTF

Learning at TTF

• Coaching Culture
  Coaching for school success:
  CPD (Continuous profession development)
  ·         It is based on the need of the group (few months to 1 year)
  ·         Subject specific/course specific training
  ·         Review school performance and action plans developed collaboratively with different stakeholders
  ·         Mentorship for new roles within peer community
  ·         Specific curriculum training
  ·         Online platform for CPD
  ·         Online platform for CPD
  ·         Teachers share their success on a monthly basis with their peers
  ·         Teachers discuss methodology and content
  According to Michael Fullan: “Twenty years in teaching is one year repeated twenty times”
  ·         Good teaching is a set of learnable skills, not a God given gift.
  ·         Performance management is about performance.
  ·         We should encourage experimentation and occasional disasters
  ·         We should be intolerant of mediocrity
  ·         A genuine evaluation culture builds reflection
  ·         Real change come from within
  CPD will be very effective only if:
  ·         Experience and understand how to integrate knowledge and skills
  ·         Gain multiple opportunities to learn and apply information they have learned
  ·         Beliefs and assumptions are challenged by evidence
  ·         Have opportunities to process/deconstruct new learning with others.
  Coaching:
  Coaching is a training/development process via which an individual is supported while to achieve a specific personal or professional competence result or goal.
   
• Mentorship:
  Mentorship is a developmental relationship in which a more experienced person helps to guide a less experienced person
  Coaching V/s Mentoring
  Coaching enables and it teaches the skills and it is always two sided whereas mentoring influences and it understands the needs of the individual before teaching and it is one sided.
  Coaching can be used for the following:
  ·         Class room management on behaviour
  ·         Teaching and learning practices
  ·         Culture for collaborative and continuous skills
  ·         Interpersonal skills
  ·         Time management for various activities
  ·         Developing leadership skills
  ·         Curriculum development
  ·         Communication skills
  Leading coaching in schools: Action Implications
  1.      To develop a system, first develop yourself
  2.      Create systems
  3.      Focus on principles
  4.      Equip staff with coaching skills
  5.      Review and reward good coaching practice
  Practical guide for schools:
  1.      Addressing pupil behaviour
  2.      Improving pupil performance
  3.      Building teams
  4.      Creating a success culture
  5.      Growing the organisation
  6.      Developing assessment for learning
  7.      Improving the performance of teachers
  8.      Conducting performance management
  Communication skills for school coaches:
  Barriers of communication
  ·         Language problems
  ·         Attitudinal problems
  ·         Different perceptions undue emphasis on status, selective perception, retention/rejection
  ·         Withholding the information
  ·         Premature evaluation of what is being said
  ·         An artificial wall of silence between the sender and receiver
  ·         Poor choice of communication channel
  ·         Natural reserve, fear of lack of confidence-which tends to silence people
  Self-Image
  ·         My past is reflected in my present
  ·         Negativity begets more negativity
  ·         I realised the reactions I had for every action
  ·         Sharing joys, success in small ways binds us together
  ·         We listened without judgement and with understanding
  ·         Need to give equal importance to all people in our lives
  ·         We need to break the conditioning of negative self-image
  Skills for positive communication and effective facilitation
  1.      Active listening
  2.      Carl Roger’s conditions for continuous positive interactions
  3.      Self-confrontation- own strengths and weakness, conflict management
  Communication Conundrum
  ·         People speak 100 to 175 words per minute
  ·         Listen intelligently at 600 to 800wpm
  ·         Since only a part of our mind is paying attention, it is easy to go into mind drift-thinking about other things while listening to someone
  Sum of communication:
  According to Prof.Mehrabian
  Interpersonal communication
  ·         7%  verbal
  ·         38% tone/inflection (para verbal)
  ·         55% non-verbal/body language
  Good communicative posture
  ·         Relaxed alertness, body leaning slightly forward-arms unfolded and an appropriate physical distance
  ·         Effective eye contact- a soft involved eye contact, with focus occasionally moving away appears to be the most helpful.
  ·         Move in synchrony with other person
  ·         Avoid physical barriers
   
   Reflection on feeling:
  Focussing on feelings and reflect them back to the other person adds a further dimension to merely reflecting back the content of what has been said.
  Understanding Schools:
  Characteristics of effective school
  1.      Professional leadership
  2.      Purposeful teaching
  3.      Concentration on teaching and learning
  4.      Learning environment
  5.      Shared vision and goals
  6.      Positive reinforcement
  7.      High expectations
  8.      Pupil rights and expectations
  9.      Monitoring progress
  10.  A learning organisation
  11.  Home school partnership
  School effectiveness Research
  “School effectiveness research has emerged from virtual obscurity to a now central position in the education discourse that is taking place within many countries”
  Objectives:
  1.      Professional leadership
  2.      Purposeful teaching
  3.      Concentration on  teaching and learning
  4.      Learning environment
  5.      Shared vision and goals
  6.      Positive reinforcement
  7.      High expectations
  8.      Pupil rights and expectations
  9.      Monitoring progress
  10.  A learning organisation
  11.  Home-school-partnership
  Learning the Brain friendly way
  “Teachers are either growing dendrites or letting them wither and die”
   
• According to Geoffrey and Renate Caine
  The 12 Brain principles:
  1.      Learning engages the entire physiology
  2.      The Brain /Mind is Social
  3.      The search for meaning is Innate
  4.      The search for meaning occurs through “patterning”
  5.      Emotions are critical to patterning
  6.      The brain processes parts and wholes simultaneously
  7.      Learning involves both focussed attention and peripheral perception
  8.      Learning always involves conscious and unconscious processes
  9.      We have at least two ways of organizing memory: A spatial memory system and a set of systems for Rote learning
  10.  All learning is developmental
  11.  Complex learning is enhanced by challenge and inhibited by threat
  12.  Every brain is uniquely organized.
   
  Three conditions for learning:
  1.      An optimal state of mind that we call relaxed alertness, consisting of low threat and high challenge.
  2.      The orchestrated immersion of the learner in multiple, complex, authentic experience. The human brain learns through experience
  3.      The active processing of experience- creating optimal ways to consolidate learning
   
  Multiple Intelligence in the classroom:
  1.      Linguistic intelligence
  2.      Logical-mathematical intelligence
  3.      Spatial intelligence
  4.      Bodily kinaesthetic intelligence
  5.      Musical intelligence
  6.      Interpersonal intelligence
  7.      Intrapersonal intelligence
  8.      Naturalistic
   
• Active Learning using the dimensions of learning model 1
  Skills for positive communication and effective facilitation:
  1.      Active listening
  2.      Carl Rogers conditions for continuous positive interactions
  ·         Paraphrasing
  ·         Questioning
  a.      Genuineness- realness, transparency, openness
  b.      Empathy – being with in the other persons frame of reference, eye contact,
  c.       Unconditional positive regard-acceptance being non judgemental
  Attributes of an effective coach:
  ·         Openness
  ·         Honesty and fairness
  ·         Consistency in actions
  ·         Focus
  ·         Active listening
  ·         Accessibility
  ·         Flexibility
  ·         Enthusiasm