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8/8/2019 FINAL of VVV - Lincs NQTs 2010 - 9.9.10 - Full Set Cut for 22.9.10
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© John Pearce 2010
n o t V o d k a !
For Lincolnshire NQTs 2010 until retirement in 50 years….
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© John Pearce 2010
n o t i n d e p e n d e n c e
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© John Pearce 2010
interdependence
I’m happy for these © JP materials to beused for
non-profit making purposes…
I’m keen to discuss these developingideas
and explore ways of progressing them (see
notes page)
See an emerging BLOG
www.jpearceconsultancy.blogspot.com
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© John Pearce 2010
Simple conceptsSimple concepts
sometimes get over sometimes get over
complicated….complicated….
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© John Pearce 2010
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© John Pearce 2010
Looking at what we doLooking at what we do
with a view to doing it betterwith a view to doing it betternext timenext time
is part of our jobis part of our job
and most of and most of
ususdo it most of the time.do it most of the time.
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© John Pearce 2010
Helping factors?Helping factors?
PULL
PUSH
Hindering factors? Hindering factors?
What I have done has made me what I amWhat I have done has made me what I am
NQT experienceNQT experience = to be repeated 30 times? = to be repeated 30 times?
What I will do will make me what I willWhat I will do will make me what I will
bebe
Strengthen the helping forcesStrengthen the helping forces
Weaken the hindering forcesWeaken the hindering forces
Whereare you
now?
Where doyou
wantto
be?
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© John Pearce 2010
CURRENT
HELPS HINDERS
FUTURE
W
hereIwantt o
be
helps
helps
hinders/barrier
hinders/barrier
Force field planning….Force field planning…. (From an idea by Kurt(From an idea by Kurt
Lewin)Lewin)
Howmight
you getthere?
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© John Pearce 2010
What are your What are your
fears – concerns? fears – concerns?
Write down three Write down three (right hand side) (right hand side)
Activity:Activity:
What are your What are your
hopes-expectations hopes-expectations
for this year? for this year?
Write down three Write down three (left hand side) (left hand side)
Individual then pairs…Individual then pairs…
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© John Pearce 2010
VisionVision
ValueValue
ss
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© John Pearce 2010
Golden Rule 1Golden Rule 1Develop good, clearDevelop good, clear
VALUESVALUES
Be sure they are good for you,Be sure they are good for you,and do good for others too….and do good for others too….
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© John Pearce 2010
Activity:Activity: Educational vision andEducational vision and
valuesvalues
Why did you want to work ineducation and with young people?
What characteristics do you wantyoung people to have when they
become adult?
What do you see as the purpose of education?
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© John Pearce 2010
Timothy WintersTimothy WintersCharles Causley 1951Charles Causley 1951
People often ask me if he was a real boy. My God
yes he was, poor little devil. I don’t know where
he is now…
Charles Causley 1995
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© John Pearce 2010
Wheredo youwant
to be?
Howmightyouget
there?
Haveyougot
there?
In education and elsewhere we typically have processes
like this to plan what we do….
Whereare you
now?
Vision
Action
Measure
Planning, Coaching, Self-Evaluating, Performance Management etc
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© John Pearce 2010
FUNCTIONALITY
22 VisionsVisions (approaches)(approaches)
to leading and learningto leading and learning
MO
RAL
PU
RPOSE
I want to argue these visions are complementary…that they are not separate, or exclusive…
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© John Pearce 2010
VisionVision 11 FunctionalityFunctionality
FUNCTIONALITY
• Skills….Skills….
• KnowledgeKnowledge• UnderstandingUnderstanding
(mainly)(mainly)
learning learning what what and how to do it and how to do it
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© John Pearce 2010
FUNCTIONALITY
3 Rs
Li t e r a c y N u
m e r a c
ySpeak i ng O p e
r a t i n g
C o n s t r u c t i n g
L i s t e n i n g
To whatpurpose?
G e o g r a p h y
H i s t o r y
P E
E T C E T C
S
T A N D A R D S ?
P LT S E N Q
U I R E
T E AM W O R K PA R
T I C I PA T
E
SE LF - M AN AGE
R E F L E
C T
T H I N K C R E AT I V E LY
Ab o ut t he i nd i v i d ual ?
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© John Pearce 2010
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© John Pearce 2010
ValuesBeliefs
MoralPurpose
Many teachers feel that functioning is enhanced
by an associated set of values or moral purpose…
Visionfor society
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© John Pearce 2010
Activity:Activity: Moral purpose?Moral purpose?
Have you a moral purpose in
your work with young people?
How do you
feel aboutbeing askedthis question?
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© John Pearce 2010
Hit a brick wall!
Can’t see whereI’m going..
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© John Pearce 2010
VisionVision 22 Moral purposeMoral purpose
M
ORAL
P U
RPOSE
• Skills….Skills….• KnowledgeKnowledge
• UnderstandingUnderstanding
(mainly)(mainly)
learning learning why why and how to liveand how to liveand and thinking thinking about ways toabout ways to
use skills and knowledgeuse skills and knowledge
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© John Pearce 2010
M
ORAL
P
UR
POSE CARE
R E S P E C
T
VA L U E S
P H I L O S O P H
Y
E THICS
ALT R U I S M
Based on values? But whose? Good or bad?Based on values? But whose? Good or bad?
( Philosophy – ethics – principles – codes - beliefs )( Philosophy – ethics – principles – codes - beliefs )
B E L I E F S
Social
Educa tionRe l i gi o us E d uc
at i o n C I T I Z E N S
H I P
P A S T O R A L C A R E /
P S H E ?
ABOUT COMMUNIT Y & SOCIET Y
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© John Pearce 2010
DependencDependencee
IndependencIndependencee
InterdependenInterdependencece
Needs to be looked after by another
Able (and willing) to look after himself/herself
Able (and willing) to look after others
John Pearce 2001
Originally, I thought education was a journey…..
These red lines areborderlines to a new(and better?) levelof understanding…
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© John Pearce 2010
KosmocentricKosmocentric
Kohlberg & Gilligan
WorldcentricWorldcentric
EthnocentricEthnocentric
EgocentricEgocentric
I learned of others who had described this ladder…..
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© John Pearce 2010
Vulnerable dependenceVulnerable dependence
Safe independenceSafe independence
SafeSafe
interdependenceinterdependenceVulnerable interdependenceVulnerable interdependence
Vulnerable independenceVulnerable independence
Safe dependenceSafe dependence
ulnerable isolationulnerable isolation
John Pearce 2010….. Ongoing…
not evennot even near near the ladder the ladder
And so I extended my original…..(see explanation on notes pages)
The Ladder of interdependence.
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© John Pearce 2010
For me
Forus
Foreverything!
Foreveryone
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© John Pearce 2010
What do we say What do we say
and do that moveand do that move
students down thestudents down thesnakes? snakes?
Write them downWrite them down
(right hand side)(right hand side)
Activity :Activity : Snakes & LaddersSnakes & Ladders
What do we say What do we say
and do that moveand do that move
students up thesestudents up theseladders? ladders?
Write them downWrite them down
(left hand side)(left hand side)
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© John Pearce 2010
W e m o v e t h e m u p
b y e m p o w e ri n g
t h ei r
t hi n ki n g a b o u t l e a r ni n g a
n d li f e
W e m o v e t h
e m d o w n
i f w e s t r ess j us t f u n c ti o n a l
i t y
We do bes t b y balancing func tion
wi th purpose…
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© John Pearce 2010
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© John Pearce 2010
Timothy WintersTimothy Winters
-- an alternative viewan alternative view
John Pearce 1983 updated 2004 John Pearce 1983 updated 2004
People often ask me if he was a real teacher – My
God yes he was, a nasty old devil. I don’t know
where he is now…
John Pearce 2007
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© John Pearce 2010
So…So… Key Questions on moral purposeKey Questions on moral purpose
How do we engage the vulnerableisolated?
Then promote interdependent learning
and leading in the dependent and
independent?
And what are the “Common Goods”?
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© John Pearce 2010
There are lots of “Common Goods” out there…
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© John Pearce 2010
ValuesValues
These values should relate to: These values should relate to:
• ourselveourselvess, as individuals capable of spiritual, moral,, as individuals capable of spiritual, moral,
social, intellectual and physical growth and developmentsocial, intellectual and physical growth and development
• our relationshipsour relationships, as fundamental to the development, as fundamental to the development
and fulfilment of happy and healthy lives, and to the goodand fulfilment of happy and healthy lives, and to the good
of the communityof the community• our societyour society, which is shaped by the contributions of a, which is shaped by the contributions of a
diverse range of people, cultures and heritagesdiverse range of people, cultures and heritages
• our environmentour environment, as the basis of life and a source of , as the basis of life and a source of
wonder and inspiration that needs to be protected.wonder and inspiration that needs to be protected.
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© John Pearce 2010 http://www.udhr.org/index.htm
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© John Pearce 2010
December 10, 1948 the GeneralDecember 10, 1948 the General
Assembly of the United NationsAssembly of the United Nations
adopted the Universal Declaration of adopted the Universal Declaration of
Human Rights and called upon allHuman Rights and called upon allMember countries to publicize andMember countries to publicize and "cause it to be disseminated,"cause it to be disseminated,
displayed, read and expounded indisplayed, read and expounded inschools and other educationalschools and other educational
institutions.”institutions.”
Declaration of Human RightsDeclaration of Human Rights
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© John Pearce 2010
Convention on the Rights of theConvention on the Rights of the
ChildChild Article 13 Article 13
The child shall have the right to freedom of The child shall have the right to freedom of
expression; this right shall include freedom to seek,expression; this right shall include freedom to seek,
receive and impart information and ideas of all kinds,receive and impart information and ideas of all kinds,
regardless of frontiers, either orally, in writing or inregardless of frontiers, either orally, in writing or in
print, in the form of art, or through any other media of print, in the form of art, or through any other media of
the child's choice. The exercise of this right may bethe child's choice. The exercise of this right may be
subject to certain restrictions, but these shall only besubject to certain restrictions, but these shall only besuch as are provided by law and are necessary:such as are provided by law and are necessary:
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© John Pearce 2010
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© John Pearce 2010
Individual to Table Activity :Individual to Table Activity :
How should the UnitedHow should the United
Nations DeclarationsNations Declarations
inform our work?inform our work?
Take one of the “articles”, how might aTake one of the “articles”, how might a
school or teacher break it? What wouldschool or teacher break it? What wouldhappen if they did (What would you do)?happen if they did (What would you do)?
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© John Pearce 2010
May 2010May 2010
BNP teacher Adam WalkerBNP teacher Adam Walkercleared of racial intolerancecleared of racial intolerance
UNIONS have hit out after a teacher, whoUNIONS have hit out after a teacher, whodescribed immigrants as "savage animals" wasdescribed immigrants as "savage animals" was
cleared of racial intolerance. A prominentcleared of racial intolerance. A prominent
member of the British National Party describedmember of the British National Party described
immigrants as “savage animals” and “filth” whileimmigrants as “savage animals” and “filth” whileworking as a technology teacher, a disciplinaryworking as a technology teacher, a disciplinary
panel was told yesterday.panel was told yesterday.
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© John Pearce 2010
Adam Walker, who is the first teacher toAdam Walker, who is the first teacher to
appear before the General Teaching Councilappear before the General Teaching Council
(GTC) accused of racial intolerance, used a(GTC) accused of racial intolerance, used aschool laptop to post comments on an onlineschool laptop to post comments on an online
forum, in which he also claimed that parts of forum, in which he also claimed that parts of
Britain were a “dumping ground” for the ThirdBritain were a “dumping ground” for the Third
World.World.
Teaching union NASUWT have described the Teaching union NASUWT have described the
decision by the General Teaching Council (GTC)decision by the General Teaching Council (GTC)to clear BNP activist Adam Walker asto clear BNP activist Adam Walker as
“absolutely staggering”“absolutely staggering”
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© John Pearce 2010
Individual to whole groupIndividual to whole group
Activity :Activity :
Is there any value in aIs there any value in a
pedagogical oath?pedagogical oath?Would you sign up to this as NQT?Would you sign up to this as NQT?
Would you stand and swear to it?Would you stand and swear to it?
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© John Pearce 2010
Golden Rule 3Golden Rule 3
Question & challengeQuestion & challengeunprofessional behaviourunprofessional behaviour
(or raise it with a trusted colleague)(or raise it with a trusted colleague)
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© John Pearce 2010
Be strong in the face of challenge….Be strong in the face of challenge….
QT
NQT
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© John Pearce 2010
MORAL
P
URPOS
E
FUNCTIONALITY
incapabl
ealtruistic
Capableegocentric
Capable
Altruistic
Combining VisionCombining Vision 11 && 22CapableAltruistic
WISE
L e a d i n g
l e a
r n i n
g f o
r i n t e
r d e p
e n d e
n c e
unableegocentric
Vulnerable
Isolated
Borders and barriers on this journeyBorders and barriers on this journeyH
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© John Pearce 2010
MORALP
URPOSE
FUNCTIONALITY
incapabl
ealtruistic
Capableegocentric
unableegocentric
Vulnerable
Isolated
Borders and barriers on this journey…..Borders and barriers on this journey…..
Remember - red linesare borderlines to anew/better (?) levelof understanding..
CapableAltruistic
WISE
Borders and barriers on this journeyBorders and barriers on this journeyH
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© John Pearce 2010
MORAL
PU
RPOS
E
FUNCTIONALITY
independent
interdependent
Ethnocentric
World
centric
Vulnerable
Isolated
Borders and barriers on this journey…..Borders and barriers on this journey…..
CapableAltruistic
WISE
Playing with the modelPlaying with the model
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© John Pearce 2010
Playing with the model..Playing with the model..
MORAL
P
URPOS
E
FUNCTIONALITY
S k i l l e d o p e r a t i v e
philosopher
recluse
aes the te
athlete
terroris t
phi l and er
er
s a i n t
B a n k
e rGood s tu
den t
(poor ci ti zen )
Good
citi zenPoor
student
I n d e p e n d e n t l e a r n i n g
I n t e r d
e p e n
d
e n t
l e a r n
i n g
P oet
I n t e r d e p e n d e n t
l i v i n g
d e p e n d e n t l e a r n e r s inn
er
N o
t h e l p f u l !
Ol ympi an
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© John Pearce 2010
MORAL
P
URPOS
E
FUNCTIONALITY
I n d e p e n d e n t l e
a r n i n g
I n t e r d
e p e n
d
e n t
l e a r n
i n g
d e p e n d e n t l e a r n i n g
I n t e r d e p e n d e n t l i v i n g
P. L. T. S P e r
s o n a l L
e a r n i n g
T h i n k i n g
S k i l l s
C i t i z e n s h i p
N o n f u n d a m
e n t a l
M o r a l a n d
r e l i g i o u
s e d u c a
t i o n
F u n c t i o n a l s k i l l s
P u r e l y a
c a d e m
i c
P.S.H.E.E.
C O NSE Q UE NT I AL DE C I SI O N M AK I NG P E E R A S S E S S M E N T
S E L F A S S E S S M
E N T i n s t r u c t i o n
Interdependent
capable, altruistic
APPLIED
WISDOM
c o a c h i n g
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© John Pearce 2010
But life isn’t all
straight lines and
arrows – it’s
organic…
So, shouldn’t the x
axis and the Y axis bend to complement
each other…
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© John Pearce 2010
FUNCTIONALITY (Capacity)
MOR
AL
PU
RPO
SE
(Altruism
)
T h i n k i
n g l e a d i n
g t o f u n c
t i o n i n g
F u n c t i o n i n
g l e a
d i n g t
o p u r
p o s e F l o w
o f i d e a
s - >
<- F l o w o f id e a s
Wisdom
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© John Pearce 2010
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© John Pearce 2010
Golden Rule 2Golden Rule 2
Judge the point, timing and Judge the point, timing and
nature of your interventionsnature of your interventions
(to build the capacity of students and colleagues)(to build the capacity of students and colleagues)
J d i th i t d t f i t tiJ d i th i t d t f i t ti
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© John Pearce 2010
CAPACITY
TELL SELLCONSUL T
NEGOTIATE
SHARE
DELEGATE
ABDICATE
J S Pearce (2001) “Judging the point and nature of decision making and the PANINI model”
Tannenbaum, A.S. and Schmitt , W.H. (1958) “Participative Leadership”
INTERDEPENDENT
DEPENDENT
W e h a n d
o v e r
r e s p o n s i b i l i t y t o
y o u a s q u i c
k l y a s
p o s s i b l e
Judging the point and nature of interventionJudging the point and nature of intervention
FUNCTIONALITY (Capacity)
Wisdom
and similarly to achieve moral purpose withand similarly to achieve moral purpose with
Judging the point and nature of interventionJudging the point and nature of interventionH
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© John Pearce 2010
Coach
DEPENDENT
Persuade
Inform
Question
Discuss
Facilitate
Mentor
and similarly to achieve moral purpose withand similarly to achieve moral purpose with
functionality functionality
I N T E R D E P E N
D E N T
You allow us to
think for ourselves as
often as
possible!
Judging the point and nature of interventionJudging the point and nature of intervention
MOR
AL
PU
RPO
SE
(Altruism
)
WISDOM
H
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© John Pearce 2010
C oac h
P er suad e
Q uest i on
D i sc uss
F ac i l i t at e
Ment or
C o a c h
i n g
z o n e ?
TELL SELLCONSUL
T
SHARE
DELEGA TE
ABDICA TE
NEGO TIA TE
WISDOM
In s t ruc t io
n
Zone?
?discuss
Fulfilmenty
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© John Pearce 2010
Fulfilment
P h
i l o s
o p
h y
Functionality
The 3 FsThe 3 Fs
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© John Pearce 2010
PHILOSOPHY
FULFILMENT
FUNCTIONALITY
The 3 Fs…The 3 Fs…
i i h i di id l
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© John Pearce 2010
Activity : For the individualActivity : For the individual
Think of a lesson, a job, a project Think of a lesson, a job, a project
you have to do this term…..you have to do this term…..
How might I involve or empower How might I involve or empower
othersothers moremore?? How will I help themHow will I help them
becomebecome moremore interdependent?interdependent?
nn
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© John Pearce 2010
VocationVocationC a r e e r
C a r e e r
P r o f e s s i
o n
P r o f e s s i
o n
! !
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© John Pearce 2010
VVacuum
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© John Pearce 2010
VacuumVacuum
CleanerCleaner
ssVo
d ka
Vod ka V e r v e V e r v e V a c a
t i o n s !
V a c a t i o n s
!
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© John Pearce 2010
Golden Rule 4Golden Rule 4
Do less well,Do less well,rather than more badlyrather than more badly
If only I’d had more time …If only I’d had more time …I would have written you a shorter letter I would have written you a shorter letter
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© John Pearce 2010
You will You willbecomebecome
overworkedoverworkedandand
pressured...pressured...So, how will you keepfit for
r ?
Personal efficiency – Work life
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© John Pearce 2010
WORK
Out of balance?
Personal efficiency – Work-life
balance…
H e l p i n g
H e l p i n g
In-Tray
H i n d e r i n g
H i n d e r i n g
The Nature of Stress and
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The Nature of Stress andDistress
ANXIOUS
““RUST OUT”RUST OUT”
FRUSTRATED
BORED
STIMULATED
ALERT
DECISIVE
CREATIVE
EFFECTIVE
OPTIMUM PERFORMANCEOPTIMUM PERFORMANCE
REDUCED EFFICIENCY
CONCENTRATION HARD
INDECISIVE
IRRITABLE
CONFUSED
FATIGUED
EXHAUSTED
““BURN OUT”BURN OUT”
L E S S
L E S S PRESSUREPRESSURE M O
R E M O
R E
A
BIL
ITY
TO
COPE
A
BIL
ITYTO
COPE
M O R
E
M O R E
T h i s i s Y O U
b y h a l f t e r m i f y o u d o n ’ t
t a k e c a r e o f
y o u r s e l f !
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© John Pearce 2010
SuperSuperNQTNQT- a pre-application telephone- a pre-application telephone
callcall
John Pearce 2010 John Pearce 2010
People often ask me if this is a real person….
Not really, but s/he is made up of bits of colleaguesI have watched (including me)
John Pearce 2010
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© John Pearce 2010
Golden Rule 5Golden Rule 5
Keep a sense of proportionKeep a sense of proportionand a sense of humourand a sense of humour
(have a life – get a life out of school)(have a life – get a life out of school)
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© John Pearce 2010
Golden Rule 6Golden Rule 6
Find enduring role modelsFind enduring role models
ask them to teach youask them to teach you( be a learner too )( be a learner too )
2010 20112048
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© John Pearce 2010
STRENGTHS
OPPORTUNITIES
HELPING FORCES
WEAKNESSES
THREATS
HINDERING FORCES
2010 20112048
A ti it F llActivity : For us all
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© John Pearce 2010
Activity : For us allActivity : For us all
What will I actuallyWhat will I actually
dodo, as a result of my, as a result of mythinking today?thinking today?
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© John Pearce 2010
Timothy Winters 2010Timothy Winters 2010 John Pearce 2010 John Pearce 2010
I often wonder what happened to Timothy
Winters. What kind of adult did “we” in the
system make him? He would be about 65 bynow..
““What you believe is what youWhat you believe is what you
get”get”
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© John Pearce 2010
Over toyou…
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© John Pearce 2010
THE GOLDEN RULES
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THE GOLDEN RULES
1. Develop good, clear VALUES and Moralevelop good, clear VALUES and Moral
PurposePurpose ((go for Interdependence)go for Interdependence)
3. Question & challenge unprofessional behaviour3. Question & challenge unprofessional behaviour(or raise it with a trusted colleague)(or raise it with a trusted colleague)
2. Judge the point, timing and nature of interventions2. Judge the point, timing and nature of interventions
(to build the capacity of students and colleagues)(to build the capacity of students and colleagues)
4. Do less well, rather than more badly4. Do less well, rather than more badly (Plan – do –(Plan – do –
review)review)
5. Keep a sense of proportion and a sense of humour5. Keep a sense of proportion and a sense of humour
6. Find enduring role models, ask them to teach you6. Find enduring role models, ask them to teach you