Staff Training on Enneagram & Future
WITH KEITH COATES FROM TOMORROW TODAY
Good Questions from Workshop
Good Questions from Workshop
What are the questions we should be asking, but aren’t?
- What is the most effective way to manage the schools information?
- What are the systems we have in place that are there but no longer contribute any value?
- Are we leveraging the power of the internet effectively?
- Why are we so scared of positive failures?
- Will all the staff buy in to this new way of educating?
- How do we harness the power of social media to revolutionise our teaching?
- How do we instil value for skills that aren’t measured in a matric exam?
- How do we get the buy-in from parents and girls?
- What is the most efficient way to develop short and long term plans for the school, where everybody feels a shared sense of ownership of those goals/plans .?
- Are we maximising and leveraging the potential of the staff in the way we choose to organise ourselves?
- What is the organisational culture at WYNGHS at present , what do we want it to be in future ?
- Why aren’t these questions being asked?
- Is it a good idea to implement the use of tablets based on the subject, or would it not be better to first implement it based on individuals who are willing to run with it?
- What or who is holding us back from implementing exciting new ideas and structures that could speak to our learners in a more powerful way?
- Do we have the buy-in from our IT Department to effectively move forward in this regard?
- Are we effectively highlighting the sections of curriculum that would prepare learners for life after school, and not just giving them the tools to pass their exams?
- Why is our IT network so managed and why aren’t we making use of cloud technology?
- Why are we allowing ourselves to be so restricted in terms of IT?
- Can teaching staff be kept up to date with IT developments at school?
- How do we convince girls to take responsibility for their own learning?
- What are we teaching that’s not useful in the real world and how do we give extra emphasis to what is relevant to learners’ needs?
- why are we still blocked off certain sites which c prevents us from using the technology effectively
- who are we paying to ‘look out the window’?
- what happens to those who can’t afford it?
- what about learners who have ot previously been introduced to technology?
- what about social skills? What happens about interaction between learners and between leaners and teachers?
- what are the ramifications of not changing?
- what do we feel passionate about that we want to keep, what to kick out and what to keep?
- how do we make our teachers and learners accountable for everything they say and do?
- what are our opportunities?
- what are our threats?
- is it important to keep up with other schools?
- why are we so scared to rock the boat?
- what are we guarding that which we should not guard?
- what are we building in the air? Where do we play with ideas?
- what fires are we continually putting out?
- My main concern is that we prioritise very carefully what we do so that there is sufficient time and space to focus on the really important and urgent things.
- What is the most effective way to manage the schools information?
- What are the systems we have in place that are there but no longer contribute any value?
- Are we leveraging the power of the internet effectively?
- Why are we so scared of positive failures?
- Will all the staff buy in to this new way of educating?
- How do we harness the power of social media to revolutionise our teaching?
- How do we instil value for skills that aren’t measured in a matric exam?
- How do we get the buy-in from parents and girls?
- What is the most efficient way to develop short and long term plans for the school, where everybody feels a shared sense of ownership of those goals/plans .?
- Are we maximising and leveraging the potential of the staff in the way we choose to organise ourselves?
- What is the organisational culture at WYNGHS at present , what do we want it to be in future ?
- Why aren’t these questions being asked?
- Is it a good idea to implement the use of tablets based on the subject, or would it not be better to first implement it based on individuals who are willing to run with it?
- What or who is holding us back from implementing exciting new ideas and structures that could speak to our learners in a more powerful way?
- Do we have the buy-in from our IT Department to effectively move forward in this regard?
- Are we effectively highlighting the sections of curriculum that would prepare learners for life after school, and not just giving them the tools to pass their exams?
- Why is our IT network so managed and why aren’t we making use of cloud technology?
- Why are we allowing ourselves to be so restricted in terms of IT?
- Can teaching staff be kept up to date with IT developments at school?
- How do we convince girls to take responsibility for their own learning?
- What are we teaching that’s not useful in the real world and how do we give extra emphasis to what is relevant to learners’ needs?
- why are we still blocked off certain sites which c prevents us from using the technology effectively
- who are we paying to ‘look out the window’?
- what happens to those who can’t afford it?
- what about learners who have ot previously been introduced to technology?
- what about social skills? What happens about interaction between learners and between leaners and teachers?
- what are the ramifications of not changing?
- what do we feel passionate about that we want to keep, what to kick out and what to keep?
- how do we make our teachers and learners accountable for everything they say and do?
- what are our opportunities?
- what are our threats?
- is it important to keep up with other schools?
- why are we so scared to rock the boat?
- what are we guarding that which we should not guard?
- what are we building in the air? Where do we play with ideas?
- what fires are we continually putting out?
- My main concern is that we prioritise very carefully what we do so that there is sufficient time and space to focus on the really important and urgent things.
What does this mean for us & our stakeholders?
- Duplication of information gathering wastes time that could be better invested elsewhere.
- Certain systems only take up time but do not contribute value
- Prioritising stable and fast access to the internet for all stakeholders , ahead of almost all other projects , understanding how to manage that
- Should the girls have a say in how we move forwards (with regards to getting their opinions on how to manage the wifi)
- how do we engage the parents on the way forward at Wynberg, given the changes that TIDES will bring?
- Duplication of information gathering wastes time that could be better invested elsewhere.
- Certain systems only take up time but do not contribute value
- Prioritising stable and fast access to the internet for all stakeholders , ahead of almost all other projects , understanding how to manage that
- Should the girls have a say in how we move forwards (with regards to getting their opinions on how to manage the wifi)
- how do we engage the parents on the way forward at Wynberg, given the changes that TIDES will bring?
Practical things we could do/implement based on the talk?
- Implement better feedback systems for gathering up to date information from all stakeholders
- Get more staff input before big decisions are made -> less of a top-down approach to planning, even at the subject level.
- Try to become more nimble in our decision making and planning ,try to have more of a culture of planning on the go as well as long term planning. Inevitably the goal posts will move and we need to be able to handle that quickly and efficiently
- Educate parents on the use of technology so that communication with them becomes easier
- Educate learners not only on what to think but also on how to think, by equipping them with ways to filter, summarise and critically analyse information (especially information that they find on the internet). (Should we have training on this? Or would our own discretion be enough?)
- As IT requirements have changed, we should look at changing job functions/descriptions of our IT staff
- Look at starting a few more societies that are academic in nature but not confined to what’s covered in the curriculum – try to encourage learning for the sake of the love of learning.
- what do we want our IT staff to do?
- Implement better feedback systems for gathering up to date information from all stakeholders
- Get more staff input before big decisions are made -> less of a top-down approach to planning, even at the subject level.
- Try to become more nimble in our decision making and planning ,try to have more of a culture of planning on the go as well as long term planning. Inevitably the goal posts will move and we need to be able to handle that quickly and efficiently
- Educate parents on the use of technology so that communication with them becomes easier
- Educate learners not only on what to think but also on how to think, by equipping them with ways to filter, summarise and critically analyse information (especially information that they find on the internet). (Should we have training on this? Or would our own discretion be enough?)
- As IT requirements have changed, we should look at changing job functions/descriptions of our IT staff
- Look at starting a few more societies that are academic in nature but not confined to what’s covered in the curriculum – try to encourage learning for the sake of the love of learning.
- what do we want our IT staff to do?
General things that don’t fit elsewhere but you want to note.
- School Book Club with focus on interesting books with applications to education, executive summary produced noting ideas discussed.
- Steven Covey (7 habits of highly …….) , start by influencing things in your sphere of influence and over time it will enlarge and allow you to influence a greater degree of situations in the future .
- Needs to be much more staff training in how to use lots of different technologies.
- I would like to see something come of the course that we attended on Saturday. It’s very deflating when you are inspired by such things, but it bears no fruit.
- I think we need to be very clear about what we want to keep at WGHS, what we want to get rid of because it is no longer useful and what we need to adapt.
- Good book to read ( Team of Rivals – A Lincoln )
- What is an enneagram and how could we use it to inform our perspectives on different members of staff
- shift the mindset, it’s not a technology change.
- why do we fear change? We need to be more afraid of not changing
- Peter Drucker: The greatest danger in times of turbulence, is not the turbulence, it is to act with yesterday’s logic.
- Second law of Dator:any idea about the future which does not appear ridiculous, is not worth considering
- Important to develop skills to use available technology but not to let that become the focus rather than just a useful tool to teach the skills we need to teach in each subject area of the school curriculum.
- Good movie to watch: “Disconnect”
- Anyone interested in Mindfulness/Meditation training as a means of focus and stress management ……..
Random Reflections
Summary from SH of Enneagram
Style 1 With high internal expectations for behaviour, I hold myself and others accountable to meet these important standards. It is easy for me to see what is wrong or incorrect in a situation, as well as see how things can be improved, I may come across as overly demanding or critical, but it is simply hard for me not to have things done the right way. I take great satisfaction in assuming responsibility, and I enjoy a refined, aesthetic sense of perfection. When I say I will do something, I make sure it is done properly. When others act unfairly or irresponsibly, I get resentful, although I try not to show it. Growth to good things of Style 7
Stress tends towards the negative characteristics of Style 4
Style 2 My greatest strength is being sensitive to other people’s needs – sometimes with people I don’t even know. It is as if I have an invisible antenna that can read other people’s needs, often before they do. I like to think if myself as a warm-hearted, friendly and generous person. Good relationships are important to me; I work hard at developing them. Sometimes it is hard for me to resist helping others, even though I may be overwhelmed or in need of help myself. I may then feel taken for granted or unappreciated for my efforts and come become emotional or insistent Growth to good things of Style 4
Stress tends towards the negative characteristics of Style 8
Style 3 I am motivated by a need for success, achievement and being the best. Generally, I have done well with whatever I have set as a goal. I strongly identify with work, and I believe a person’s value is largely based on what he or she accomplishes. Because I am so busy, I often set aside feelings or self-reflection so I can get everything done. I can get frustrated with people who do not use my time well or who do not step up to the task. Although I am a competitor, I can also be a good team player (although I often head up the team!) Growth to good things of Style 6
Stress tends towards the negative characteristics of Style 9
Style 4 I am a sensitive person who finds richness and meaning in authentic relationships with others. Because I enjoy a symbolic aesthetic expression, I may be drawn to the arts in various forms. My artistic sense is for the sophisticated and unique. I often feel that other people do not understand me; I can react strongly to this with anger or sadness. I am happiest when I feel special and deeply connected . I am also willing to experience the sadder parts of life, in fact, melancholy has a wistful quality for me. Often, I find the ordinary boring, and distant or unavailable appealing. Growth to good things of Style 1
Stress tends towards the negative characteristics of Style 2
Style 5 I see myself as an analytical person who thrives on time alone to recharge my energy. I enjoy observing situations rather than being in the middle of them, and I do not like too many demands being placed on me. I like to reflect on my experiences when I am by myself so I can enjoy, understand and sometimes relive them. Because I have such an active mental life, I am never bored when I am alone. I would like to live a simple uncomplicated life and be as self-sufficient as possible. Growth to good things of Style 8
Stress tends towards the negative characteristics of Style 7
Style 6 One of my greatest strengths is my sharp incisive mind which switches into high gear when I imagine something is threatening my security or safety. My inquisitive mind also allows me access to keen insights or intuition. Trusting others is a central issue for me and I often scan my environment to determine whether a danger may be forthcoming. Suspicious of authority, I am also committed to organisations to which I belong. I may either avoid danger, or confront it head-on and I am usually supportive of underdog causes. Growth to good things of Style 9
Stress tends towards the negative characteristics of Style 3
Style 7 I am an optimistic person who enjoys coming up with new and interesting things to do. I have a very active mind that quickly moves back and forth between different ideas. I like to get a global picture of how these ideas fit together and I get excited when I can connect concepts that initially do not appear to be related. I like to work on things that interest me, and I have a lot of energy to devote to them. I have a hard time sticking with unrewarding or repetitive tasks. If something gets me down, I prefer to shift my attention to more pleasant things. Having multiple options is important for me; otherwise, I feel boxed in. Growth to good things of Style 5
Stress tends towards the negative characteristics of Style 1
Style 8 I set great value on being strong, honest and dependable and I approach issues of importance in a straightforward way. I like strength and directness in others and I can usually tell when someone is not telling me the truth or being devious. I will protect innocent people, especially when an injustice had been done, yet I have trouble tolerating weakness in others. If I do not agree with those in authority, or if no-one is taking charge, I will step in and take control. It is hard not to display my feelings when I’m angry, and I am usually ready to stick up for friends and family Growth to good things of Style 2
Stress tends towards the negative characteristics of Style 5
Style 9 Because I can usually see and appreciate all points of view, I am good at helping others resolve their differences. This ability to grasp the advantages of all sides makes me non-judgemental but may make me appear indecisive. I do not like conflict, and it takes a lot for me to show my anger directly. I enjoy engaging in a number of activities, and I sometimes get so completely involved in an activity that I may forget about something else I am supposed to be doing. Easygoing and likeable, I seek a comfortable, harmonious and accepting life.
- School Book Club with focus on interesting books with applications to education, executive summary produced noting ideas discussed.
- Steven Covey (7 habits of highly …….) , start by influencing things in your sphere of influence and over time it will enlarge and allow you to influence a greater degree of situations in the future .
- Needs to be much more staff training in how to use lots of different technologies.
- I would like to see something come of the course that we attended on Saturday. It’s very deflating when you are inspired by such things, but it bears no fruit.
- I think we need to be very clear about what we want to keep at WGHS, what we want to get rid of because it is no longer useful and what we need to adapt.
- Good book to read ( Team of Rivals – A Lincoln )
- What is an enneagram and how could we use it to inform our perspectives on different members of staff
- shift the mindset, it’s not a technology change.
- why do we fear change? We need to be more afraid of not changing
- Peter Drucker: The greatest danger in times of turbulence, is not the turbulence, it is to act with yesterday’s logic.
- Second law of Dator:any idea about the future which does not appear ridiculous, is not worth considering
- Important to develop skills to use available technology but not to let that become the focus rather than just a useful tool to teach the skills we need to teach in each subject area of the school curriculum.
- Good movie to watch: “Disconnect”
- Anyone interested in Mindfulness/Meditation training as a means of focus and stress management ……..
Random Reflections
Summary from SH of Enneagram
| Style 1 | With high internal expectations for behaviour, I hold myself and others accountable to meet these important standards. It is easy for me to see what is wrong or incorrect in a situation, as well as see how things can be improved, I may come across as overly demanding or critical, but it is simply hard for me not to have things done the right way. I take great satisfaction in assuming responsibility, and I enjoy a refined, aesthetic sense of perfection. When I say I will do something, I make sure it is done properly. When others act unfairly or irresponsibly, I get resentful, although I try not to show it. | Growth to good things of Style 7
Stress tends towards the negative characteristics of Style 4
|
| Style 2 | My greatest strength is being sensitive to other people’s needs – sometimes with people I don’t even know. It is as if I have an invisible antenna that can read other people’s needs, often before they do. I like to think if myself as a warm-hearted, friendly and generous person. Good relationships are important to me; I work hard at developing them. Sometimes it is hard for me to resist helping others, even though I may be overwhelmed or in need of help myself. I may then feel taken for granted or unappreciated for my efforts and come become emotional or insistent | Growth to good things of Style 4
Stress tends towards the negative characteristics of Style 8
|
| Style 3 | I am motivated by a need for success, achievement and being the best. Generally, I have done well with whatever I have set as a goal. I strongly identify with work, and I believe a person’s value is largely based on what he or she accomplishes. Because I am so busy, I often set aside feelings or self-reflection so I can get everything done. I can get frustrated with people who do not use my time well or who do not step up to the task. Although I am a competitor, I can also be a good team player (although I often head up the team!) | Growth to good things of Style 6
Stress tends towards the negative characteristics of Style 9
|
| Style 4 | I am a sensitive person who finds richness and meaning in authentic relationships with others. Because I enjoy a symbolic aesthetic expression, I may be drawn to the arts in various forms. My artistic sense is for the sophisticated and unique. I often feel that other people do not understand me; I can react strongly to this with anger or sadness. I am happiest when I feel special and deeply connected . I am also willing to experience the sadder parts of life, in fact, melancholy has a wistful quality for me. Often, I find the ordinary boring, and distant or unavailable appealing. | Growth to good things of Style 1
Stress tends towards the negative characteristics of Style 2
|
| Style 5 | I see myself as an analytical person who thrives on time alone to recharge my energy. I enjoy observing situations rather than being in the middle of them, and I do not like too many demands being placed on me. I like to reflect on my experiences when I am by myself so I can enjoy, understand and sometimes relive them. Because I have such an active mental life, I am never bored when I am alone. I would like to live a simple uncomplicated life and be as self-sufficient as possible. | Growth to good things of Style 8
Stress tends towards the negative characteristics of Style 7
|
| Style 6 | One of my greatest strengths is my sharp incisive mind which switches into high gear when I imagine something is threatening my security or safety. My inquisitive mind also allows me access to keen insights or intuition. Trusting others is a central issue for me and I often scan my environment to determine whether a danger may be forthcoming. Suspicious of authority, I am also committed to organisations to which I belong. I may either avoid danger, or confront it head-on and I am usually supportive of underdog causes. | Growth to good things of Style 9
Stress tends towards the negative characteristics of Style 3
|
| Style 7 | I am an optimistic person who enjoys coming up with new and interesting things to do. I have a very active mind that quickly moves back and forth between different ideas. I like to get a global picture of how these ideas fit together and I get excited when I can connect concepts that initially do not appear to be related. I like to work on things that interest me, and I have a lot of energy to devote to them. I have a hard time sticking with unrewarding or repetitive tasks. If something gets me down, I prefer to shift my attention to more pleasant things. Having multiple options is important for me; otherwise, I feel boxed in. | Growth to good things of Style 5
Stress tends towards the negative characteristics of Style 1
|
| Style 8 | I set great value on being strong, honest and dependable and I approach issues of importance in a straightforward way. I like strength and directness in others and I can usually tell when someone is not telling me the truth or being devious. I will protect innocent people, especially when an injustice had been done, yet I have trouble tolerating weakness in others. If I do not agree with those in authority, or if no-one is taking charge, I will step in and take control. It is hard not to display my feelings when I’m angry, and I am usually ready to stick up for friends and family | Growth to good things of Style 2
Stress tends towards the negative characteristics of Style 5
|
| Style 9 | Because I can usually see and appreciate all points of view, I am good at helping others resolve their differences. This ability to grasp the advantages of all sides makes me non-judgemental but may make me appear indecisive. I do not like conflict, and it takes a lot for me to show my anger directly. I enjoy engaging in a number of activities, and I sometimes get so completely involved in an activity that I may forget about something else I am supposed to be doing. Easygoing and likeable, I seek a comfortable, harmonious and accepting life. |
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