The Third Teacher

THE THIRD TEACHER

My Favourite Quotes:

Education must shift from instruction to discovery to probing and exploration

If you really want to shift a culture, it’s two things: its habits and its habitats- the habits of mind and the physical environment in which people operate

Most of today’s clasrooms are designed with the teacher at the centre, But if the classroom is focused on the learners instead, then learning becomes paramount

We use a guideline for all our school furniture: Educators and students have to be able to adjust or reconfigure it themselves without calling in a facility manager, and they have to be able to do so within three minutes

The rich cultural traditions of a school’s students offer design opportunities. Embracing them is a mark of respect that tells students that where they come from matters as much a where they’re going to.

Children of all ages need places where they can learn by touching, manipulating, and making things with their hands

Open the doors- give students places to exhibit their work as it it were in a public gallery

Universal design- creating an environment for all learners

We introduced a cafe into each of the four academies, so the students can take a break and go get a snack when they are hungry or thirsty, rather than when the bell rings

Survey students about what they would like to study, then design spaces that let them learn what they want to learn

Make sure each classroom has the capacity to link into learning opportunities beyond its four walls- even beyond the Earth

Main Ideas:

• DREAM BIG AND BE BRAVE
• Incorporate cultural traditions into learning design
• Changing the physical environment helps people to change their habits
• The number 1 priority for furniture is that it is flexible
• Learning environments and learning space (classrooms) need to be learner centred not teacher centred. Resources learners need shouldn’t be gate-kept by adults.
• Making is an important part of learning for ALL ages.

How it Relates to Haeata- Learners- Community

• DREAM BIG AND BE BRAVE
• Move learning design into a base of probing and exploration rather than discovery
• Learning centred-learning communities. Putting learning and learners at centre
• Flexible furniture- adults prepared that furniture is constantly being reconfigured by themselves and students
• Build nests- soft, quiet areas- within larger spaces
• Use culture and cultural tradition as an integral part of designing learning not an add on
• Reveal how stuff works- Sensing Schools??
• Making stuff is important for ALL ages
• Think, pull apart, the need for things like set eating breaks and bells. How can we organise for learnig wihtout these tools that schools have alway relied on?

How it Relates to Haeata Values

Alofa-

Learner Centred all the way- schools are for learners and learning, not the comfort of teachers

Service-

Manaakitanga-

Cultural identity integral- design incorporating it rather than as an ‘add-on’

Hanga Whare-  

Hook into learners natural curiosities and design from there

Success-

Dream Big. Be Brave. What are all the definitions of success we could/should consider?

How to Reach the Ultimate Goal of Leadership

https://leadershipfreak.wordpress.com/2015/06/26/how-to-reach-the-ultimate-goal-of-leadership/

Don't F... Up Culture

http://scottberkun.com/2014/critique-dont-fuck-up-culture/

Ed Journeys Grant Lichtman

Forces of Change Michaell Fullan

8 Forces fo Change

Learning to be a New School

The report

Literature that discusses transformative change in schools typically draws on experiences of renewal and change in existing schools. This report explores the shaping of a new school with the intent, established at the very outset, of offering a curriculum for the 21st century. The report discusses four key aspects of curriculum innovation at this school, outlining the intent of each and then discussing issues and challenges encountered in bring each aspect to fruition as the school got under way.

In its third year of operation when this report was compiled, this senior high school has dared to be different, in the process riding a rollercoaster of hopes and dreams, expectations met and occasionally dashed, careful planning, ongoing troubleshooting and collaborative professional learning. Through the lens of complexity theory, the report discusses the learning and problemsolving processes the school has set in place, describing how they have acted as a key enabler of the school’s success in addressing challenges it has encountered to date.

The perspectives of all members of the school community are included in the report: senior leaders, teachers, students, parents and some members of the school’s board of trustees.

This report was funded by NZCER's Purchase Agreement with the Ministry of Education

Types of Leadership

• Autocratic or Authoritarian Style of Leadership
  
  • Under the autocratic leadership style, all decision-making powers are centralised in the leader. Leaders do not entertain any suggestions or initiatives from subordinates. This approach provides for quick decision making but is generally not successful in gaining employee engagement
• Laissez-faire or Free-rein Style of Leadership
  
  • A person may be in a leadership position without providing leadership, leaving the group to fend for itself. Subordinates are given a free hand in deciding their own policies and methods. This can sometimes be a positive leadership style if workers are responsible and self-starting and do not require a lot of supervision. 
• Participative or Democratic Style of Leadership
  
  • A participative or democratic style of leadership involves the leader sharing decision- making abilities with group members while also promoting the interests of the group members and practicing social equality. Employees will likely enjoy this style of leadership because it gives them a say in many decisions.
• Transformational Style of Leadership
• The transformational leadership style is one of the most inspiring leadership styles that enhances the motivation, morale and job performance of followers. The concept was initially introduced by James MacGregor Burns- a leadership expert and presidential biographer. According to Burns, transformational leadership can be seen when "leaders and followers make each other to advance to a higher level of morality and motivation."

Leadership styles 

Based on a three-year study of over 3,000 executives, Daniel Goleman identified six different leadership styles:

• Pace-setting
• Authoritative
• Affiliative
• Democratic
• Coaching
• coercive or commanding

Six Leadership Styles

• Pace-setting leaders expect excellence and self-direction, and can be summed up as ‘Do as I do, now’. The Pace-setter very much leads by example, but this type of leadership only works with a highly-competent and well-motivated team. It can only be sustained for a while without team members flagging. Like the Coercive leader, Pace-setters also show drive to succeed and initiative, but instead of self-control, these are coupled with conscientiousness.
• Authoritative leaders move people towards a vision, so are often described as ‘Visionary’. This style is probably best summed up as ‘Come with me’. It is the most useful style when a new vision or clear direction is needed, and is most strongly positive. Authoritative leaders are high in self-confidence and empathy, acting as a change catalyst by drawing people into the vision and engaging them with the future.
• An Affiliative leader values and creates emotional bonds and harmony, believing that ‘People come first’. Such leaders demonstrate empathy, and strong communication skills, and are very good at building relationships. This style is most useful when a team has been through a difficult experience, and needs to heal rifts, or develop motivation. It is not a very goal-oriented style, so anyone using it will need to make sure others understand that the goal is team harmony, and not specific tasks. It is probably obvious from this that it cannot be used on its own for any length of time if you need to ‘get the job done’.
• The democratic leader builds consensus through participation, constantly asking ‘What do you think?’, and showing high levels of collaboration, team leadership and strong communication skills. This style of leadership works well in developing ownership for a project, but it can make for slow progress towards goals, until a certain amount of momentum has built up. Anyone wishing to use this style will need to make sure that senior managers are signed up to the process, and understand that it may take time to develop the consensus.
• A coaching leader will develop people, allowing them to try different approaches in an open way. The phrase that sums up this style is ‘Try it’, and this leader shows high levels of empathy, self-awareness and skills in developing others. A coaching style is especially useful when an organisation values long-term staff development
• Coercive leaders demand immediate obedience. In a single phrase, this style is ‘Do what I tell you’. These leaders show initiative, self-control, and drive to succeed. There is, of course, a time and a place for such leadership: a battlefield is the classic example, but any crisis will need clear, calm, commanding leadership. This style does not, however, encourage anyone else to take the initiative, and often has a negative effect on how people feel.