every moment counts
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TRANSCRIPT
Every Moment Counts Possibilities not limits.
Presenters
Marilyn, Sue and Kerry
The vulnerable dilemma So who calls the shots?
The vulnerable dilemma Those responsible for high care environments are
well intentioned and want to minimize any potential difficulties or struggle. There is a need to explore whether this is really in our best interests
or are we capable of defining our own personal futures and direction through active participation
and decision making.
The Early Years Learning Framework for Australia
Belonging Involves: Knowing where and with whom
you belong
Building independence and
relationships with others
Identifying with groups of people
Being Involves Living and learning in the ‘here
and now’
Learning that is more then
preparation for the future
Enjoying the moment
In your own space and reality
Finding and maintaining your
sense of self
Becoming involves: Acquiring and transforming new
learning
Turning existing knowledge into a new perspective
Promoting capabilities and potential
Being shaped by different, events, relationships and circumstances
the Doors Changing the Locks The Keys
Restitution not institution : Believing in Possibilities
Unlocking the Doors The tools
Changing the locks
The Master Key Opening the doors
Exploring the spaces
To see each person with wisdom, humor and heart
The Tools • Cross-Pollination
• Level of Perspective
• Growth Mindset
• Curling
• Positioning
• Zone of Potential Ability
Cross-pollination
Influence or inspiration between or among diverse groups or individuals
Educational professionals and partners from the wider community need support to work in the spaces between their different areas of expertise – to talk and listen to each other -
across professional, sector, industry, cultural boundaries
The difference between leadership & management
Systems & Structures
Vision
Patterns of Behaviour
Events
Mental Models
Leadership
Management
L
E
V
E
R
A
G
E
(Daniel Kim)
Fixed verses Growth mindsets - Carol Dweck
Fixed
Avoid challenges
Give up easily
I can do some things but can’t do others
I give up and retreat to comfort
I hide mistakes and conceal deficiencies
Growth
Embrace challenges
Persist in the face of setbacks
If I make an effort I will learn new things
I am not afraid of failing and try new strategies
I capitalize on mistakes and confront deficiencies
The gem cannot be polished without friction nor a person perfected without challenges - Chinese Proverb
Curling
Wanting to make everything
smooth
Preventing struggles, failure, risks
Loss of voice
Learned dependence
Parent, Adult, Child – modes of communication
Transactional Analysis
Ineffective Modes
Criticizing mode – others cannot do things, not capable
Interfering mode – doing things for others they could do for themselves
Inconsistent mode – unpredictably and random way
Over adapted mode – over adapt - depression and unrealistic anxiety. ‘I’m not ok, your not ok.”
Oppositional mode – resisting what others put forward
Reckless mode – not take responsibility and run wild without focus or boundaries
Effective Modes
Structuring mode – caring while firm
Supporting mode – affirming and considerate
Co-creating – finding solutions together
Playful mode – confront people playfully as a way of dealing with difficult situations
Positioning Primordial we
Below Position
Equal position
Above position
Independent position
Progress is made by getting in the learning zone –
James Nottingham
CA
SA
PA
Current Ability
Subconscious Ability
Potential Ability
Too Easy
Too Hard
Time
Pe
rform
ance
The Teaching Target Model (TTM)
CA
SA
PA
Changing the locks Not everything is bad but everything is dangerous – Michael Foucalt
Myths and realities The mismatch between policy and practice Examining and changing assumptions beliefs and
values
Care verses creativity
The emphasis on basic needs overshadows an innate drive for growth and fulfillment
- Maslow A learned dependence
Staff perceptions
Needs Are Met Needs Needs Not Met
Sense of identity, growth and development
Self actualisation The motivation to realise one’s potential
Feelings of restlessness, lack of fulfilment and boredom
Feelings of self-respect, confidence, generosity and cooperation
Esteem Self-esteem: inner strength, self confidence, independence and freedom Respect: desire for recognition, fame, prestige and attention
Fearful of criticism and of failure, feelings of inferiority, frustration and envy
Feelings of love, trust and connectedness
Love/Belonging The need to give and receive love and affection; to have roots and connections
Feeling lonely, rejected and a hostility towards ‘outsiders’
Feeling of security and safety, relaxed about these needs
Safety Needs Personal, financial, health and resource security
Anxiety, dread, fight or flight, aggression
A feeling of generally good physical health
Physiological Needs Breathing, food, drink, sex, clothing, shelter
Cravings or obsession for basic needs
Challenging Learning – James Nottingham
The Crab Bucket Front of house and back of house
behaviors
Venting frustration and anger
Marginalizing others by
demanding compliance
Constraining aspirations of
leadership and initiative
The Master Key Learning is not the product of schooling but a lifelong attempt to acquire it
Albert Einstein
Lifelong learning
Life – Long Learning.
Positive dispositions towards learning
Personal interests and priorities
Ownership & engagement in the learning
Re-visiting former learning – existing knowledge into a new perspective
Rich and stimulating environment
Inclusive praxis – flexible, creative, innovative, least restrictive environment adaptations, incidental learning
Opening the doors Working towards goals of individuality,
personal autonomy and institutional flexibility and creativity
Exploring the spaces
Our identity our voice
Connecting to others
Keeping well
Active in learning
Communication that
counts
Our identity our voice
Ownership
A sense of self
Decision making
Individuality
Aspiration
Connecting to others Relationships Celebrations
Diversity Natural environment
Keeping well Physical, emotional, spiritual, intellectual
Spaces – physical environment
Risk and challenge
Basic needs
Active in learning Authentic experiences
Representation and signifiers
Inquiry
Problem solving
Cognitive conflict
Communication that counts Critical conversations Learning stories and narratives Performing arts Literacy
What will the face of high care environments look like in the future?
Shift away from institutionalization to
So who calls the shots?
Next Generation of Consumers
Current consumers The last of the ‘yes’ generation. A generation of people who ‘don’t want to be a bother’. Often indicate they are okay Next generation of consumers Baby boomers - between the years 1946 and 1964 (post war baby boom) boomers are widely associated with privilege and don’t suffer fools lightly Hot on their footsteps Gen X - 1963 to the early 1980s Offay with social media, technology, expect a quick solution and don’t accept having to wait