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BEING AN ACCELERATED SCHOOLS SCHOOLS MOVEMENT TEACHER
Positive Psychology, Grit, & Growth Mindsets
• Develop a capacity to use strengths-based approaches in daily interactions in the classroom and with fellow teachers.
• Identify and act on high quality connections – respectful engagement, task enabling, and trust in the classroom and in our schools, overall.
• Identify the various forces that raise metacognitive ability and make us more compassionate, effective educators.
When human communities take time to imagine the future, they gravitate in the direction of the most highly valued part of the field.
Kenneth Boulding
Principle number 1: Everyone makes a difference.
Principle number 2: Everything is built on relationships.
Principle number 3: You must continually create value for others.
Principle number 4: You can reinvent yourself regularly.
The Fred Factor
There are no ordinary moments!
- Dan Millman
In and out of the LoopSM
Mindfulness in Work, School and
at Home
Making a Difference is Hard Work
Step over the line
100% Engagement
Mindful – Present Moment with prospects for the Future
Teaching Smarter
Self-awareness
Self-control
Focus on Self
Focus on Others
The Empathy Triad
Cognitive empathy
Emotional empathy
Empathic concern
Strategy
Innovation
Systems Awareness
Focus on the Wider World
The Elephant and the Rider
System 1: Automatic
FastUncontrolledEffortlessAssociative (inductive)UnconsciousSkilled
(emotion, perception, intuition)
System 2: Reflective
SlowControlledEffortfulDeductiveSelf-awareRule-following
(“thinking”, reasoning, deliberating)
When we seek to discover the best in others,We somehow bring out the best in ourselves.
- William Arthur Ward
RIGHT SPOTTING
9:35 – 10:45 – Small Group – Mindfulness and Strengths
Strengths – Right Spotting –
Strengths Scatterplot
What are the capacities that make our school come alive?
Reflection #1
How are optical illusions a good metaphor for what happens with our thinking, perceptions, reactions, etc.?
WYSIATI
Optimistic and Pessimistic Explanatory Styles
Duration
Scope
Control
Optimistic because:
Pessimistic because:
Temporary: “bad hop”
Permanent: “don’t have what it takes”
Specific: bad hop applies to one play
Broad: lack of ability affects all parts of the
game
Boost Control: bad hops happen to all, but
most games are determined by skill.
Darren is in control.
Diminish Control: not having “what it
takes” means Samantha has no control
over her performance.
Negative Emotional Links
When I Think…
I Feel…
I Do… (tendency)
My rights have been violated.
Anger
Attack
I am threatened and have no
coping plan.
Fear/
anxiety
Escape
I have failed to meet standards.
Shame
Disappear
I have violated someone’s
rights.
Guilt
Make amends
I have lost something valuable.
Sadness
Withdraw
My morals or sense of right and
wrong have been violated.
Disgust
Expel
11:25 – 12:25 – Small Group – Resilience
Positive/Negative Emotions activity
Positive Emotional Balance activity
Positive Emotional Balance at your school - discussion
Reflection #2
In and out of the LoopSM
Mindfulness in Work, School and
at Home
CAPITALIZATION
Active Constructive Responding
Constructive Destructive
Active Enthusiastic support
Quashing the event
Passive Quiet, understated support
Ignoring the event
The Nature of Error
Imagine being…
focusedcalmgroundedengagedawakehealthy
What is mindfulness?
Paying attention
On purpose
In this present moment
Non-judgementally
• The Drunken Monkey – Monkey Mind• Pay attention! Calm down!• Past, Present and Future• Success depends on our ability to be fully
present.• Our 5 senses are always present moment.
• YOU MUST BE PRESENT TO WIN!
This is NOT McMindfulness
There’s no quick-fix… …no fast ‘n’ easy…pay your money – get instant happiness…
• Mindfulness isn’t something we do –
it is getting in-touch with something
we already are.
• A “way of being”• The Self – the observer –
is the ground
of all experience
The Neuroscience of Mindfulness
•Narrative Mode (our default setting)
includes regions of the medial prefrontal
cortex, along with memory regions such as
the hippocampus
The Neuroscience of Mindfulness
•Direct-experience mode
the insula, a region that relates to perceiving
bodily sensations. The anterior cingulate
cortex is also activated, which is a region
central to switching your attention
Mindfulness Meditation
• Meditation - a practice that self-regulates mind and body by focusing one’s attention on one thing (either external or internal).
• Mindfulness Meditation – paying attention to where the mind goes naturally – shifting one’s focus from narrative mode to direct experience.
• This involves some anchoring task.
Anchoring Techniques…
• Visual• Olfactory• Gustatory• Tactile• Auditory
…our bodies are always in present moment, it is our thinking mind that takes us to past or future…
Anchoring Techniques…
Mindfulness Bell
Breathing Meditations
Listen, Listen
Body awareness
How many colours?
Magnifying glass
Watching Thoughts
Watching the clock
Food Meditations
Let’s Explore…
2:35 - 3:20 – Small Group – Mindfulness
Mindfulness Techniques – Self and others
Raisin Meditation
Reflection #3
WISHING AND WILLING
If you don’t know where you are going, any road will take you there.
- Lewis Carroll
Specific and Written: The goal needs to identify exactly what will be accomplished and may need to be broken down into very tiny, sequential steps on the way to something big. What is a goal you want to accomplish?
Challenging: Easy goals don’t feel worth it, and sometimes a person needs something big to capture their imagination and focus. You may need to work backwards from the big picture to the incremental steps needed. Why is this goal challenging for you?
Provide Meaningful Feedback: Regular and incremental review feedback ideally comes from both an objective source, e.g. a stopwatch, measuring tape, video, or rubric, as well as your personal site team of one or more people to whom you are accountable. How will you receive meaningful feedback, both objectively and from your personal “site team”?
Measurable: If it cannot be measured, there's no way of knowing if a goal has been accomplished. How will you know that this goal has been achieved?
Intrinsically valuable: The person doing the work wants to achieve the goal—not just doing it for someone else, like a parent, teacher, or coach, or to avoid making that person angry, sad, etc.
Who are you doing this for? Is your goal something that will make you feel more . . . Skilled? Independent? Connected? Happy?
Nonconflicting: Won’t harm the accomplishment of other goals or be in opposition to your values.
Cross-check (and maybe check with your personal site team to be sure your goals are a good fit for each other and your values. Are they? How do you know?
Approach versus avoidance: Goals are something to accomplish rather than avoid, e.g.: take steps to get a good grade rather than avoid a bad one; win a game rather than avoid losing one. Is your goal stated in a way that shows it is something you are attracted to and which will involve you?
Leveraged: Take advantage of and contribute to other goals. What are other goals you have that are related to this one? How will achieving this goal specifically contribute to other goals .
Use your Strengths: List several you feel most aligned with how you will use them in the service of attaining your goals.
Engaging: Using strengths in the service of attaining goals puts you into flow state where you build well-being resources. Anticipate your success! What will it be like when you achieve your goal? Write your imagined future:
3:45 – 4:30 – Small Group – Goal Setting
Right Spotting/360/AI Potentials
Reflection #4 - The Written Goal Plan
We need a psychology of rising to the occasion, because that is the missing piece in the jigsaw puzzle of predicting human behavior.
Martin Seligman
Appreciative Inquiry
Discovery“What gives life?”The best of what is.
Appreciating
Discovery“What gives life?”The best of what is.
Appreciating
Dream“What might be?”Envisioning
Results/Impact
Dream“What might be?”Envisioning
Results/Impact
Design“What should be –
the ideal?”Co-constructing
Design“What should be –
the ideal?”Co-constructing
Destiny“How to empower,
learn, and improvise?”Sustaining
Destiny“How to empower,
learn, and improvise?”Sustaining
Discovery“What gives life?”The best of what is.
Appreciating
Discovery“What gives life?”The best of what is.
Appreciating
Dream“What might be?”Envisioning
Results/Impact
Dream“What might be?”Envisioning
Results/Impact
Design“What should be –
the ideal?”Co-constructing
Design“What should be –
the ideal?”Co-constructing
Destiny“How to empower,
learn, and improvise?”Sustaining
Destiny“How to empower,
learn, and improvise?”Sustaining
Tindley
Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be?
There is nothing enlightened about shrinking so that other people won’t feel insecure around you. We are all meant to shine, as children do.
And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others. - Marianne Williamson
Our Deepest Fear
When we change ourselves, we change how people see us and respond to us.
When we change ourselves, we change the world.
This is living in the fundamental state of leadership.
Robert Quinn – Building the Bridge as You Walk on It
Being exemplars in modeling actionsInspiring a shared visionChallenging the status quoEnabling others to actEncouraging the heart
THE LEADERSHIP CHALLENGE - Kouzes and Posner
Reading List• Drunk Tank Pink and other Unexpected Forces that Shape how we Think, Feel and Behave;
Adam Alter• Experiments in Ethics; Kwame Anthony Appiah • Predictably Irrational and The Upside of Irrationality; Dan Ariely• The Invisible Gorilla; and Other Ways our Intuitions Deceive Us; Chris Chabris and Dan
Simons• Mindset: The New Psychology of Success; Carol Dweck• Incognito: The Secret Lives of the Brain; David Eagleman• Stumbling On Happiness; Dan Gilbert• The Happiness Hypothesis; Finding Modern Truth in Ancient Wisdom; Jonathan Haidt• The Righteous Mind: Johnathan Haidt• Thinking Fast and Slow; Daniel Kahneman • The Willpower Instinct: How Self-Control Works, Why It Matters, and What You Can Do to
Get More of It; Kelly McGonigal• Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School; John
Medina• Being Wrong: Adventures in the Margin of Error; Kathryn Schultz.• Nudge: Improving Decisions about Health, Wealth and Happiness; Richard Thaler and Cass
Sunstein• Strangers to Ourselves: Discovering the Adaptive Unconscious; Timothy Wilson
