“Do you know your weak link(s)?” Life Coaching by Kavita Satwalekar

chain-2027199_1280Do you know your weak link/(s)?

All of us have weak links in our lives. For some of us it’s the things
we do to sabotage ourselves. Do you know what you do to
sabotage yourself?

How do you sabotage yourself?

Step 1: Reflect on your life

Think through all the times you have led your life as you desire. Now
think through all the times you haven’t.

Step 2: Note down any patterns in your behavior

  • Was there a similarity in the way events played out?
  • What was the difference between successful and unsuccessful
    events?
  • What patterns did you notice in the events that weren’t a
    success?
  • Did you knowingly or unknowingly sabotage yourself?

Step 3: Outline your plan in small, achievable and measurable
steps

  • How can you anticipate patterns in your life?
  • How can you intercept those patterns and use them to your
    advantage?

Step 4: Start working towards the new YOU

  • Create an achievable plan and start working towards it.
  • Now that you’re starting to be more aware of yourself, how can
    you continue to help yourself?

Knowing about your strengths & weak links, and consciously working
with them, can put you way ahead of yourself. If you find yourself
wanting to learn more about the cluster of emotions and experiences
you’ve become, please do reach out to me and I can conduct online
life-coaching sessions with you. I can be reached via email at
kavita@innersensecoaching.com, through my website at
www.innersensecoaching.com, or via LinkedIn or Facebook.

 

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Wake up! Slow down. Leave time for learning.

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I caught myself again.

The last time was in 2013 and I wrote about it then too.

What did I catch myself doing? Rushing my children… and, by doing so, denying them countless opportunities to learn.

We’ve just moved to Paris. Everything is new. At the moment, the newest things are christmas decorations in the streets and the increasingly intense cold. Every morning, my children just want to look, talk, feel, experience, ponder, notice, appreciate and wonder. But, I have caught myself rushing them. Hurrying them up towards some imaginary or completely unimportant deadline – the need to be early, on time or not late.

It doesn’t really matter if I’m early, on time or not late. My children matter. their experiences of the world matter.

It’s shocking for an educator to do this to his own children. But, we do it to our students every day. We hurry them from lesson to lesson. We dictate their agenda all day. We reduce break times. We don’t give them enough time to eat. We decide if they can go to the toilet or not. We treat “inquiry” as a stand-alone subject that we do in the last period, if they’re lucky. We make their lives busy, indeed we teach the art of “busyness”, as if we don’t trust them to do anything of value if we don’t.

And yet, we all know that the most powerful learning happens when we slow down, when we give them sustained periods of time, when we don’t interrupt and when they’re making choices about why, how and what to learn.

Old habits die hard. How much of modern schooling is still “old habits”?

Incendiary Learning

We’ve always stated that meaningful learning is flammable. It starts with a spark and then ignites! You know when learning has caught fire….. agency ensues and the student drives their learning and not too much can get in their way. The difference between a flame and incendiary learning can be categorized quite easily in terms of duration, desire and determination.

A flame burns during a specific period of time (unit of inquiry) and usually reduces to embers, just like a typical fire. The student was empowered and energized, yet there was a point that they moved on to the next thing.

Incendiary learning catches fire and stays burning bright, long after a unit of inquiry. The student is empowered and energized, and they are still in the fire taking their learning even further, long after the next thing.

A stark contrast. One is perishable and one is enduring.

The subtle difference between ‘was‘ and ‘is‘ has a remarkable difference at the same time. This changes the whole complexion of learning as the ‘energy of learning’ has been sustained and has the learner enthralled.

Last week, I visited a previous School I was at and a number of the students I taught literally, hunted me down. One of those students was Nicole.

This is Nicole as a Grade 5 student chatting with the Head of School (Adrian Watts) and explaining the message she is trying to communicate through her art piece. Her art work is incredibly personal and powerful as she is expressing the importance of finding her voice and expressing who she is. The mouths in the background are all those who have told her that she can’t do anything. With Nicole at the center of her art work, her positivity is radiating out and drowning out the negative and judgmental voices. This was a real turning point for Nicole in developing her self belief. She had a teacher who saw something special, and it was all about allowing her to see that too. This was Step 1 in Nicole’s journey of finding herself.

The next learning experience pushed her even further. Enter the PYP Exhibition. Nicole’s artwork was the first step she needed to take and this naturally led her to explore and better understand her next self-discovery…. putting her new transformative experience of who she is becoming into action and finding direction in the process!

This is Nicole during the Exhibition selling her ‘FABTAB’ (comes in different sizes and colours) at a market at a funky local cafe and skater hangout. This is the moment that shaped her to be a confident and articulate communicator as she interacted with dozens and dozens of people interested in her entrepreneurial idea. Incendiary Learning! Students, parents, teachers and customers were truly astonished!

As I mentioned above, I saw Nicole last week. We got talking and she said that she just made her first nternational order to Ireland of 100 FabTabs…..  Nicole is still producing, refining and taking orders, now international orders, for her FabTab. What a journey she has been on and is still very much on. It all started from her artwork, that was the first step she took in believing in herself, because she had someone who believed in her.  We must believe in all of our students. Personalize learning, individualize learning, whatever form it takes or looks like, choose the right approach at the right time to connect, develop and strengthen their identity of who they are. Work from that point, work from within! Let students determine their own identity and not the other way around! It is our role to play a hand in nurturing and nudging them in positive ways to see their own potential.

This is exactly what I mean by Incendiary Learning! The fire is still burning bright and Nicole has stretched in ways where she can confidently talk about the learning experience….. long after ‘the unit.’ Nicole has led her learning and is proud of what she has achieved. Agency…… yeah, true Agency at its very core! This is Nicole now in Grade 7 doing a photo shot for this very piece. The relationship and connection seems just like yesterday, still very much alive too!

Again and again…. keep our eye on the ball!

Being a PYP Teacher Part 4: Collaborate with your students

 

interview-secrets

Kath Murdoch says that inquiry teachers “let kids in on the secret”, and I totally agree.

Far too often, we keep all of the planning, decision-making, assessment data, idea-generation, problem-solving and thought-processes of teaching hidden away from our students. Because of this, teaching becomes something that we do to students, not with students. As long as we are doing all of those things ourselves, behind closed doors, education will retain its traditional teacher-student power relationship and, no matter how often we use fancy words like “agency” and “empowerment”, students will continue to participate in, rather than take control of, their learning.

PYP teachers take simple steps to “let kids in on the secret”, to collaborate with their students.

They begin by showing students that their thoughts matter – they quote them, they display their words, they refer back to their thinking and they use their thinking to shape what happens next. When students become aware that this is happening, their relationship with learning instantly begins to shift.

Then, PYP teachers start thinking aloud – openly thinking about why, how and what to do in front of their students and not having a rigid, pre-determined plan or structure. This invites them into conversations about their learning, invites negotiation about how their time could be used, what their priorities might be and what their “ways of working” might be. There is a palpable shift in the culture of learning when this starts happening, from compliance to intrinsic motivation.

Finally, PYP teachers seek as many opportunities as possible to hand the thinking over to their students deliberately – not only because they have faith in them, but also because they know their students are likely to do it better than they can themselves! It’s shocking how frequently we make the assumption that students are not capable of making decisions, or need to be protected from the processes of making decisions, or that getting them to make decisions is a waste of “learning time”. As soon as we drop that assumption and, basically, take completely the opposite way of thinking… everything changes. Hand things over to them and they will blow you away! I still love this video of my old class in Bangkok figuring out the sleeping arrangements for their Camp and doing it way better and with more respect than a group of adults ever could!

So… today, tomorrow, next week… look for ways to let kids in on the secret, and let us know what happens as a result!

Keep your eye on the ball

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Teaching is an incredibly challenging and fulfilling profession. It’s emotionally charged and demands and expects so much of us. As teachers we give everything we’ve got to see our students be successful and thrive.

This posting is a very personal one, with a powerful message for us all.

Leadership is challenging. And to be a good leader you need to make tough calls. While good leaders aim to be transparent and involve others in the decision making. To that end there is so much that teachers don’t see. They don’t need to see. And as leaders we need to shield teachers. While every effort goes in to creating a positive and professional culture, there are times when a decision falls the other way. As professionals we need to respect that and know that we are all trying to do the best we can to create the best conditions for learning. There are obvious ebbs and flows in our line of work. And when we begin to question ourselves (which we do) or lose confidence in why we are leading down a particular path, or not. We must keep our eye on the ball. I read a profound quote from Steve Jobs today. It said, “If you want to make people happy, don’t get into leadership, sell ice-cream.” How true is that….

We hear teachers say, ‘it is about the kids.’ This is why we are doing what we do, every single day. Yesterday, I was feeling rather deflated. It happens. More frustrated that we still have teachers who just don’t get it.

And then I received an email. Like the universe was dropping a piano on my head to snap me out of my funk. We must keep our eye on the ball. I’m listening!

Above is a photo of Kevin and I during my first overseas post in Sweden in 2006, where I was teaching a grade 3/4 composite class. Kevin’s mother emailed me saying that she was clearing out his room and came across a book with a letter I wrote to him.

letter

Tine, Kevin’s mother, wanted a photo of me to give to Kevin as something special for his 20th birthday. She went on to say, that I was Kevin’s best teacher and had the most impact on him throughout his schooling. One of the sentences I wrote in the above letter stated the importance of following his dreams and how I would ‘love to see where he was in 10 years….’

Well, I got my answer and it could not have come at a better time. One that made me quite emotional. It hit me like a lightning bolt. No matter how tough our job gets, we must keep our eye on the ball. Our students. This is one of these times, when we say it is about the kids and mean it with a full heart. Every word! Kevin is now at Coventry University studying Motorsport Engineering. He is following his passion – formula 4 championship racing. I got goosebumps reading the email from his mother.

car

The other takeaway I got from this is the importance of knowing or finding out the paths our past students take later in life. We need to find a way that makes that tangible. This is where the real fulfillment comes from in our profession. To appreciate that we had a very important role in their lives. There is no better feeling when years later, our students of ‘tomorrow’ look back, reach out and say you made a difference – look where I am now! That is what this is all about for me. Moments with impact. We have so many moments with our students. Moments we don’t realize the gravity of and how that stays with our students years beyond moving on through their lives. As teachers, we must keep our eye on the ball. It is beautiful moments, stories like these that make it all worth it.

I am fine with the tough talks, making calls and challenging negativity. This is because I have my eye back on the ball today!

Being a PYP Teacher Part 3: Know your students

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Bill and Ochan Powell (rest in peace, Bill) always say, above all else, “know your students”.

The written curriculum in your school is the students’ curriculum.

Your curriculum is the students.

They are learning about all the things expressed in their curriculum (and hopefully much more!).

You are learning about them.

Understanding this will help you make the shift from “deliverer of content” to a facilitator of learning, a designer of learning experiences and a partner for each of your students as they learn and as they navigate their curriculum. Each day, you will arrive at work full of curiosity, poised and ready to:

  • get to know your students better
  • inquire about them
  • research into them
  • get a sense of who each of them is in the context of learning taking place at the time
  • discover what motivates them
  • find out what interests and inspires them
  • help them develop their own plans for learning
  • get a sense of what they can do and what skills they may develop next
  • learn about how they think
  • try a wide variety of strategies to do all of the above
  • never give up…

It is a very exciting moment when PYP Teachers realise they are inquirers who are constantly seeking, gathering and using data (in it’s most sophisticated and powerful forms) about their students.

It is this realisation that sets apart genuine PYP Teachers from those who simply work in a PYP school, for the two are vastly different.

Being a PYP Teacher Part 2: Talk less, ask (and scribble) more

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I’ve borrowed the inspiration for this one from two important sources, Kath Murdoch and Inquiry Partners.

PYP Teachers need to be determined to allow their students’ voices to dominate discussions in the classroom, and to use strategies that promote the thinking that is necessary for that to happen. They use open-ended questions or problems that invite debate, differing perspectives, controversy, elaboration and uncertainty… and then they listen, they probe and they invite others to add their thoughts. Most of all, they are curious about what students may be revealing through their words and how they might be able to use that information to guide what happens next.

The traditional “whole class conversation” tends to be between the teacher, who controls the conversation, and the one student doing the thinking at the time. There may a few others listening and waiting to contribute, but there will also be some who have drifted off, who have stopped listening and who may just be waiting for it to be over.

Simple strategies like “turn and talk” or “chalk talk” set things up so everyone is doing the thinking at the same time, not just one person at a time. Asking students to record their thoughts in writing also ensures they’re all doing the thinking, and sets them all up to be able to contribute to discussions afterwards.

More complex approaches, like Philosophy for Children and Harkness, model and teach the art of conversation and invite students to participate in deep conversations in which all are equal members.

The most simple strategy though is simply to remember to talk less. Say less at the beginning of lessons. Only repeat instructions to those who need the instructions to be repeated. Even better, display instructions or processes visually so that those who are ready and able or get on with it can do just that. You’ll be amazed how much time – a precious commodity in schools – can be saved.

Some of that time, of course, is yours… and it can be used to redefine your role as a teacher. Rather than doing so much talking, you can be observing students, listening to them, taking notes, writing down quotes that come from their mouths… all of that scribbling is formative assessment, planning, affirmation and honouring the importance of things your students say. It is inevitable that the teaching that follows will be different as a result.