School's Character

A school needs to create a character or ethos of its own in order for the learners to identify with the school. These characteristics should be positive and inclusive for growth and traditions of excellence to be established. Lovedale (1824) in the Eastern Cape was a non-racial school which started with 11 black and 9 white children. It was a training institution where book learning and practical application (apprenticeship) went hand in hand. The first Xhosa dictionary was compiled at Lovedale. It was also a school in which values were promoted and where women were educated as early as 1869. Music was an important part of the curriculum. Lovedale was destroyed in 1954 and is now derelict. Healdtown (1854) was developed by Methodist Missionaries. In the nineteenth and early twentieth century it was also a centre of learning excellence. Its list of alumni is impressive and includes former president Nelson Mandela, Govan Mbeki (President Mbeki’s father) and Robert Sobukwe (the founder of the PAC). It is now derelict. These examples show how tender the life of a school of excellence can be. The powerful people who came from these buildings went on to influence the world, who knows who we have attending classes at the Curro Century City? Think about Curro Century City, and its vision, purpose and the future in relation to excellence in education. A teacher’s purpose is to manage and foster good traditions. A final question is “How do we water our seeds so that they grow into strong and powerful leaders?” Let’s see what we as a staff can grow together. February is a very tough month for both teachers and students. If you pace yourself, you can accomplish everything. Don't worry - everyone feels like they had the toughest workout of their life during the first weeks of school. The best piece of advice I have come up with is to not skip lunch - or breakfast. Many teachers do it; few can keep their eyes open when they return home. Remember to eat regularly during the day. Thanks for the sacrifices made this past month!

Standing up for people

"If we don't stand up for others, who will be left to stand up for us?" - Karen Traviss, author Have you ever worked with someone who defended you when you made a mistake, or, for honest reasons, performed badly on a task? Perhaps she put her own reputation on the line, and defended your actions to a senior manager. Or, maybe, she took responsibility for your mistake herself, or defended you from unjust criticism. If you have experienced this, it probably made a very deep impression on you, and strengthened the relationship you had with that person. What if this is reversed? Do you feel comfortable standing up for your own people in this way? And do you know when you should and shouldn't do this? When you stand up for people, you show that you're "on their side" when they need help. This builds long-term loyalty, trust, credibility, commitment, and morale in your team and it gives your people a confidence boost. It also shows that you are focused on your team's well-being and interests, rather than on yourself. This helps to create a positive working environment and shows everyone that you're a leader worth following. When things go well, you all share the credit and rewards. The same should be true when things don't go well. However, you shouldn't defend your people's actions in all circumstances. For instance, you can end up looking foolish if you jump to the defence of someone who has done something genuinely bad or unethical, and you should avoid defending your people as a way of manipulating them to "pay you back" for your loyalty in the future. Make sure that you stand up for your people when they deserve it - it's an essential part of good management, and it helps to lay the foundations of trust and high morale in your team. Thanks for a successful week, enjoy the weekend!

knock em dead!

Let’s help each other through the first days, and every day, as we work to bring about educational change and do what’s best for kids! For those who don’t know, the principal is at the center of all the relationships between parents, students, teachers, external ideas and arbitrary people. On average per year we face 2,000 interactions per day – that’s what principals encounter. Did you know that as a principal, we feel guilty at the end of the day because we didn’t accomplish everything we set out to? We are addicted to the social aspect of our role and get fidgety in meetings because they’re slow and we crave those personal interactions Nearly every effective educator I have worked with in my career has excelled in the area of interpersonal skills. Although no list of such traits can be thoroughly exhaustive, I do hope that you will peruse those offered below following the first two parents’ evenings. Let’s focus on these human relations skills as we embark upon a noble journey: teaching young Curro people who need and crave our guidance! Be willing to admit when you’re wrong. Be able to laugh (a good sense of humor) and cry (display empathy and sensitivity). Take time to help others. Remember how it felt to be a child. Be able to resolve conflicts between people. Enjoy working with people of all ages. Truly care about others. Realize that you can’t please everyone. Thank you all for your prodigious efforts this week; thank you all for the human relations skills you already possess and practice daily. Well, nearly all of you. Let’s remember the importance of these as we progress through this year. I can’t wait to see you all in action next week! You hold the keys to success for our students; unlock their hearts and their minds. Have an outstanding week and knock ‘em dead (not literally, of course)!

Let’s help each other through the first days, and every day, as we work to bring about educational change and do what’s best for kids! And thus ends the day in the life of a principal. d approaches to improving the school and our relationship. Some articles will be specific and others general enjoy reading and please stay in touch. ) The principal is at the center of all the relationships between parents, students, teachers, external ideas and arbitrary people. 2,000 interactions every day – that’s what principals encounter. Did you know that as a principal, we feel guilty at the end of the day because we didn’t accomplish everything we set out to? We are addicted to the social aspect of our role and fidgety in meetings because they’re slow and we crave those personal interactions

Techno vs the Student Since I was a little boy – and that goes back quite a while –the rapid pace at which technology impacted our lives has raised danger signs. It began with the radio cutting into family time, graduated to television replacing family time, and finally resulted in the computer abolishing it completely. In many different areas of life we began to ask at what point was the human element going to be overtaken by the technological. Interestingly, the one area in which things remained more or less the same was education. Sure the slide ruler was replaced by the calculator (which, in itself, took much longer than it should have) but the blackboard remained at the front of the classroom (changing to a white board does not really qualify as a significant technological advance) and text books still weighed down our students backpacks. The argument could be made that the techno-lag that affects schools is the result of a funding-lag. After all, new technology is expensive. And, while we are frequently willing to go out and spend precious dollars to ensure that our family has the newest and latest gadgets in our living room we feel no such drive when dealing with our child’s classroom. However, this is starting to change. For one, the clear advantages that technology offers simply cannot be ignored. This is certainly true when some of our educational goals include the technology itself, calculators and computers being the best examples, but also holds true regarding the use of technology to enhance the teaching of almost any subject, smart boards being an obvious example. Secondly, since our students relate to their world through certain technological media, it has become worthwhile for teachers to try and relate with such media as well. Finally, as educators come to realize, perhaps more than ever, the need to individualize education, technology seems to offer the tools to allow such individualization. And here the need for caution. We often forget that teaching a child individually, whether in an one-on-one session, or through any technology, does not mean that you are actually individualizing. It is possible that while you are teaching the individual you are not taking the needs of the individual into account at all. (Hence we often speak of differentiating instruction, not individualizing.) Frequently, it is not addressing the needs of the individual student and tailoring instruction to his learning style that is difficult, but rather in ascertaining what those needs are in the first place. Thus, the first step is not in the realization that I must teach each child as an individual, but that I must see each child as an individual. For the former, technology is a blessing, for the latter, a curse. Pupils in classrooms today are the first generation that will go from cradle to graduation as digital natives. That's why classrooms have to evolve from non tech to high tech. Here’s what I tell Principals who want to know why they should invest in digital technology for their schools' classrooms: "imagine if your colour television at home was taken away and replaced with a 28" black and white model from the fifties. How would you feel and how would it affect your enjoyment and absorption of your favourite programmes having to watch them on a small size monotone screen?" That's the effect that today's digital-using pupils feel when they walk into a classroom with ink marker board presentation, or worse chalk! Some of them have higher technology in their pockets or at home than they work with in their classrooms. That’s no good. However good and inspirational a teacher may be, they are made even better by having digital presentation and resources to support them in their classroom. Technology doesn't replace teachers; it's the teacher's slave to use as they see fit. Schools that don't get this (yet) and aren't making the investment are greatly disadvantaging their pupils. Classroom technology needs to be the number one item on the budget application list. There's no turning back! In past posts I have lauded the educational possibilities presented by some of the newer technologies. However, if they remove our focus from the child that lives within the student, they should be abandoned. The human element in all we do should never be minimized, this is all the more so when teaching children. Let’s make sure we never forget this simple truth.

Managing Stress 2

Mental Stress Management Have you ever used your imagination to escape, or cope with a stressful situation? If so, you were using "guided imagery" to relax. In this article, we'll look at how to use imagery to manage stress, and we'll discuss how you can use this technique to cope with difficult situations. Warning: Stress can cause severe health problems and, in extreme cases, it can cause death. While stress management techniques have been shown to have a positive effect on reducing stress, they are for guidance only, and you should take the advice of suitably qualified health professionals if you have any concerns over stress-related illnesses, or if stress is causing significant or persistent unhappiness. What is Imagery? Guided imagery is a stress management technique, where you use your imagination to picture a person, place, or time that makes you feel relaxed, peaceful, and happy. Imagery is slightly different from other stress management techniques, in that it relies on the use of all of your senses. For instance, in your imagination you hear the sound of birds chirping, you see the drops of dew on the grass, you feel the breeze on your skin, you smell the wildflowers, and you taste the cold drink. In imagery, using all of your senses is what creates such a powerfully relaxing experience, and this is why it's so useful in managing stress and coping with difficult situations. There are several other ways that you can use imagery to relax. For example, you can create mental pictures of stress flowing out of your body, or of your problems, your distractions, and your everyday concerns being folded away and stashed in a padlocked chest. Some people are sceptical about the effectiveness of using imagery. However, research suggests that it can be incredibly effective in lowering your stress levels. For instance, one study found that using stress management techniques alongside relaxation imagery, and even just using imagery alone, significantly reduced participants' blood pressure. Another study, which researched the effectiveness of imagery on breast cancer patients, found similar benefits: patients who used imagery to cope with their disease experienced less stress, more vigour, and a higher quality of life than those who didn't use the technique. As well as these examples, many other studies have successfully used imagery to lower stress in patients suffering from post-traumatic stress syndrome, abuse, depression, and other conditions, including occupational stress. Note: Imagery is similar to Visualization, in that you're using your imagination for a specific purpose, however, visualization is more focused on a definite outcome. People use visualization techniques to imagine completing goals or working through a situation with an exact outcome in mind. Both are useful, but guided imagery is more relevant for managing stress. Using Imagery to Reduce Stress To start managing stress using imagery, take the following steps. Step 1: Find a Quiet Place If possible, find a quiet place to sit down. This could be a park bench, an empty room, or even your office. Close your eyes, and breathe slowly and deeply to calm down. Step 2: Choose Your Setting Once you feel relaxed, picture yourself in the most peaceful environment that you can imagine. This can be an imaginary place, or a memory of a place or time that has a special meaning to you. The scene that you imagine is highly personal and should ideally be one that you feel emotionally drawn to. However, if you're having trouble thinking of an image, consider using the following: • Relaxing on a sunny tropical beach, listening to the waves, and digging your toes into the sand. • Curling up in an armchair in a remote cabin, surrounded by mountains and snow, and relaxing in front of a fire with a cup of hot cocoa. • Going on a picnic with your family in your favourite secret spot. • Sitting by a waterfall deep in the forest, feeling the gentle moisture against your face, and listening to the birds. It's important to remember that imagery's effectiveness relies on using all your senses. For instance, don't just imagine yourself in the remote mountain cabin. In your imagination, look around you. Pay attention to the rustic feel of the room. Feel the fire's warmth against your skin, and inhale the musky, earthy scent of the wood's smoke. Touch the cozy blanket, taste the sweet hot chocolate, and look out of the window at the deer finding food in the snow outside. Experience the feeling of having nothing else to do but eat, read, and go snowshoeing. Your goal is to immerse yourself fully in the scene: this includes what you can see, taste, touch, and smell, as well as how you feel. The more details that you can include in your imagery, the more effective this technique will be. Tip: Keep in mind that when you first begin to use imagery, it might feel strange, and you may have difficulty immersing yourself fully in your imagined scene. With practice, this will get easier; your imagination will get stronger, and you'll be able to enter a relaxed state more quickly. Step 3: Relax Stay in your relaxed scene for as long as you feel comfortable, or as long as your schedule allows. Continue breathing deeply, and try not to let any outside thoughts intrude. When you're ready to leave, sit quietly, and let your mind turn back to the situation at hand. You'll now feel much more relaxed, in control, and ready to tackle your challenges. Key Points Guided imagery is a useful technique for managing stress and coping with difficult situations. In this technique, you imagine a scene, time, or place that is peaceful and that has an emotional connection with you. Step 1: Find a quiet place. Step 2: Choose your setting. Imagine yourself there, use all of your senses to immerse yourself in the experience, and include as many details as possible. Step 3: Relax, for as long as your schedule allows you to. Keep in mind that imagery is most effective when you use all your senses. The more details that you can include in your imagined scene, the easier it will be to relax.

Successful Principal's

I believe that all schools that are committed to high performance should have access to the thoughts of educational and sporting leadership. y empowering our educators and coaches to become winners through learning – The WCSS has emerged as a true winner, equipped with better skilled staff to serve its’ learners and athletes in a more competent and committed way. Learning and competence are what keep our athletes ready for the challenge. Positive Emotion, Engagement, Relationships, Meaning and Achievement in tough times demand resilience from athletes in our schools. Optimistic individuals, unlike pessimists, tend to believe that defeat is just a temporary setback. When optimistic individuals are confronted by a bad situation they perceive it as a challenge and try harder. Optimists recover faster and are able to lead in a proactive and productive way, thereby preserving their wellness and the wellbeing of the staff who work with them. I believe tough times in sport require resilience. The good news is that optimism can be learned. he main point of well-being is not merely to have learners, educators and coaching staff in the office who smile more. Rather it is the downstream effects of well-being: people have high well-being: to be more productive, have better physical health, and are more peaceful. Using our values in action sit right at the core of our life and enhance the degree of happiness and fulfilment for staff. Make sure their level of competence is aligned to their level of challenge. Too much competence and too little challenge leads to boredom. Too little competence and too much challenge lead to anxiety. Find their flow and they will be engaged and enjoy what they do. In summary, consider the findings of some of the best companies and research institutes the world over: • Unhappy people only work 2 days a week. • Employees who score low on life satisfaction or happiness have a decrease in productivity by 15 days per annum. • Employees who scored high on life satisfaction generates R21 more in earnings per square foot of space which translated into R32 million in additional profits. • Happiness = 37% rise in sales | 31 % improvement in productivity | 19 % increase in task accuracy. • South Africa ranks 90th out of 156 countries. • A thriving workforce – one in which employees are satisfied and productive demonstrates 16% better overall performance. • A thriving workforce – one in which employees are satisfied and productive demonstrates 125% less burnout. Great leaders build abundant schoolss. Identity – aligning personal identity with the schools’ identity. Purpose – clarifying personal purpose aligned to jobs and assignments in your school. Relationships – creating high relating teams that lead to high performing teams. Connections – creating positive work environments by the way the work is done. Challenges – Finding challenges that personally energises and encourage staff to find meaning at work. Change & Learning – Using change as an opportunity for growth. Delight & Creativity – Helping employees have fun at work through creativity.