DEVELOPING YOUR CAPACITY TO BE AN AUTHORITATIVE CLASSROOM LEADER THROUGH COMPLEMENTARY
TRAINING, COACHING & CONSULTATION
TRAINING, COACHING & CONSULTATION
This Practical element of training specifically addresses sections 1 and 7: PART ONE of the TEACHERS' STANDARDS 2012 In response to inevitable incidents of disruption:
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*You can choose to explore this aspect of classroom life by yourself, or as part of a small group (8 maximum). **Both training & consultation elements presented here are also suitable for Support Workers. |
Sustained growth:
“Going back to last year, as you know I got so down about the year 10 class and ironically I have a difficult year 10 set 5 class again this year. The first few weeks were a bit of a struggle but I felt like I had lots of skills to use… I found out about the relationships in the class, made a more effective seating plan, was very careful about the way I worded what I said. Now they are the most cooperative class I have!”
(Ex NQT research subject. Update on starting new school, Oct 2011)
This Developmental aspect specifically addresses the fundamental requirement stipulated in
PART TWO of the Teachers' Standards 2012: PERSONAL AND PROFESSIONAL CONDUCT
PART TWO of the Teachers' Standards 2012: PERSONAL AND PROFESSIONAL CONDUCT
Educators have found consultation through TIFF to be particularly
helpful for exploring what it means to 'be in charge’.
helpful for exploring what it means to 'be in charge’.
TIFF is a thoroughly researched PhD validated personal development tool based on Dr. Temple's Functional Fluency model. It takes the form of a self-report questionnaire that can be completed online. It is only available from licensed trained providers who are supported by the Fluent Self CIC. TIFF has been used by professionals such as the police, the fire brigade, and nurse and medical students, as well as in education. The model and tool were integral to an aspect of my doctorate which specifically examined how I functioned when in role.
Using the Functional Fluency model, the TIFF profiles give a snapshot of a person’s behavioural patterns, tendencies and habits, showing how an individual is inclined to use energy in social interactions. Expert feedback offers understanding of both the model and the profile, along with support and guidance for turning insights into action for change that will increase effectiveness and reduce stress.
Your sense of well-being will benefit as you build on existing strengths; you will recognize the difference between your reactions and responses; and realize how a balance between ‘control’ and ‘care’ is possible and something you can monitor pro-actively.
*Each profile & consultation is unique to you; confidentiality is respected & assurred.
Using the Functional Fluency model, the TIFF profiles give a snapshot of a person’s behavioural patterns, tendencies and habits, showing how an individual is inclined to use energy in social interactions. Expert feedback offers understanding of both the model and the profile, along with support and guidance for turning insights into action for change that will increase effectiveness and reduce stress.
Your sense of well-being will benefit as you build on existing strengths; you will recognize the difference between your reactions and responses; and realize how a balance between ‘control’ and ‘care’ is possible and something you can monitor pro-actively.
*Each profile & consultation is unique to you; confidentiality is respected & assurred.
"You were the first person who was actually asking questions about me as a person, a teacher with a soul. I thought I knew myself pretty well and I’d reflect my actions fairly well, but some bits of the TIFF feedback were very surprising to me, or maybe more of an eye-opener.
I was slightly shocked at how much energy I was basically “wasting” and what sort of “dominating, controlling” strategies I tried in the challenging classes. Instead of “responding” I am/was “reacting”, and therefore functionally I was not very fluent. I realised that I could be the kind of teacher who I don’t want to be and who I never really liked myself, when I was a pupil. At the same time it made me more aware of my positive mode strengths which I should “celebrate” or those that I should use more of.”
(NQT, 2012)
I work on the assumption that you are a competent human being;
I reject the notion that you need fixing.
I reject the notion that you need fixing.