Tuesday, January 1, 2019

Engage...defined

Engage
 verb en·​gage | \in-ˈgāj,  en-\engaged; engaging
Definition of engage
transitive verb
1: to offer (something, such as one's life or word) as backing to a cause or aim : to expose to risk for the attainment or support of some end engaged his all in the king's cause
2a obsolete : to entangle or entrap in or as if in a snare or bog
b: to attract and hold by influence or power
c: to interlock with : MESH also : to cause (mechanical parts) to mesh engage the clutch
3: to bind (someone, such as oneself) to do something especially : to bind by a pledge to marry
4a: to provide occupation for : INVOLVE engage him in a new project
b: to arrange to obtain the use or services of : HIRE engage a lawyer
5a: to hold the attention of : ENGROSS her work engages her completely
b: to induce to participate engaged the shy boy in conversation
6a: to enter into contest or battle with engage the enemy
b: to bring together or interlock (weapons)
7: to deal with especially at length
intransitive verb
1a: to pledge oneself : PROMISE
b: to make a guarantee he engages for the honesty of his brother
2a: to begin and carry on an enterprise or activity —used with inengaged in trade for many years
b: to do or take part in something —used with inengage in healthy activities engage in bad conduct
c: to give attention to something : DEAL failing to engage with the problem
3: to enter into conflict or battle
4: to come together and interlock the gears engaged

Sunday, January 8, 2017

5 Tips for when you have too much to do

Too much to do, not enough time.
This is a perpetual problem for a lot of people, but it seems to be especially pronounced during the holidays. With holiday events, shopping, travel, family visiting … things tend to pile on top of our already busy lives.
But no matter what time of year it is, the problem is the same: our list of tasks is never ending, and our days are too short.
How can we deal with this in a sane way?
I’ll offer five suggestions that work for me.
1. Use this as an opportunity to practice mindfulness. In the middle of your stress and feeling of being overwhelmed … you have the opportunity to be present. When you notice yourself feeling this way, drop in: notice how your body feels. Take a second to observe the physical sensations of your surroundings (sounds, light, touch sensations, etc.). Notice how your body feels as your mind is spinning with anxiety or busyness.
No, stress and overwhelm are not the two most pleasant feelings, but they’re also not the end of the world. And if you see them as an opportunity to practice, to learn, to get better, then they can actually be good news. They are your teachers, and this is your time to be mindful.
You don’t have to spend a whole minute dropping in, but just take five or 10 seconds. Just observe how you’re feeling, observe your surroundings, observe how your thoughts are affecting you. Just notice, briefly, and in that short time, you’ve woken up from the dream we’re in most of the time.
2. Realize that you can’t do it all right now. You might have 20 things to do, or 100 … but you can’t do all of them right now. You probably can’t do them all in the next hour even. How many can you actually do right now? One.
This reminder is meant to free us from the idea that we need to do everything right now. We can’t. So instead, this allows us to focus on just one thing. Just pick one task, and focus on that. Because the others, as urgent as they might seem, can’t possibly be done right now. You can delegate them, eliminate them, defer them, but you can’t do them all right now. So focus on one, and give it your full attention. This is the most helpful way to work, in my experience.
3. Pick a high impact task to focus on. When we’re busy, we often get into the mode of doing a lot of small tasks really quickly. It feels like we’re knocking a lot of things off the list, which can feel productive. But it’s just running around like a chicken without a head.
If you’re going to focus on just one task, it’s best to make it a good one. Something that will have a decent impact on your day, your work, your life. That probably isn’t answering a bunch of unimportant emails or checking Facebook messages. One important email that will close a deal, move along a key project, help someone’s life … that’s a higher impact task. For me, writing is almost always the highest impact thing I can do. It’s hard to figure out what the highest impact task might be, but if you give it some thought, you can see which ones are probably not that important, and which ones are more important. Pick one from the latter category when you can.
That said, you still have to do the smaller tasks. Answer the other emails, run the errands, clean the kitchen counter. I like to take care of those between the bigger tasks, as a way to take a break. Do something important with focus, then relieve my brain by cleaning or answering a few emails. The key is not to procrastinate on the bigger tasks by doing the smaller ones.
4. Be present with this task, with intention. Once you’ve picked an important task, set aside everything else for now. You can’t do them all now, so be here with the one you’ve chosen. Breathe. Set an intention for this task: who are you doing this for, and why? For me, I am often doing my work tasks for you guys (my readers), but I do personal tasks for my family or to help myself. Set a simple intention: I’m writing this article to help my readers who are struggling.
Then let that intention move you as you focus on the task. Be present with the task, noticing how your body feels as you do the task, letting yourself melt into the doing of it, pouring yourself into it as fully as you can. You might get the urge to switch to something else — just notice that and stay with the urge, not letting yourself follow it unthinkingly, then return to the task when the urge subsides. Remember your intention, then let yourself be fully immersed in the task.
5. Practice letting go, with a smile. Having too much to do, and wanting to get it all done as soon as possible … can actually get in the way of doing. This desire to get it all done is an obstacle. Luckily, it’s a great practice to work with this obstacle!
The practice is letting it go. Notice what you think you need to do (your ideal), and let go of it. Instead, tell yourself you don’t know, and instead be open to the reality that’s right in front of you: you can only do one task. Be open to that idea, and the stress will be lowered.
And as you let go of your ideal and open to the reality, smile. Be grateful for the moment you actually have, rather than wishing for the one you don’t have. Smile, and be happy now, rather than waiting for happiness to come at some unspecified date.
In the end, will these suggestions clear away your to-do list? No. You’ll always have a lot of things on your list, and not enough time to do them all. What this does is help you to deal with that fact, and make you more mindful and focused in the middle of that reality.
Life is too short to spend most of it stressed out by an unchangeable fact. We don’t have to waste our time and mental energy worrying about too much to do. Instead, we can smile and be happy doing what we can do now.

 SOURCE: ZEN HABITS BY LEO BABAUTA

Friday, January 24, 2014

People don’t resist change. They resist being changed! – Peter Senge

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During this week and the first week back at work in January the common thread in my work has been about coping with change. I decided I should spend some time thinking about how to manage change as this appears to be what I have had to be managing over the past few weeks. At teachthought.com the five strategies for dealing with change have been outlined. Reflecting on them will assist my work... I hope.



 The first strategy is to  1. Manage the perception.
Many people see change as something that just happens, something that’s “done to them” without their consent and outside their control.
In our role in schools we have the  opportunity to encourage people and empower them by encouraging them to have input into the new curriculum so that they have more control and more “buy in” .  Research shows that a greater sense of ownership is more likely to lead to successful change implementation within schools.
2. Make change a part of school culture.
This is our current greatest challenge as change is anathema to many of those with whom we work.  Finding small but visible changes that make a positive difference is essential. Finding small “wins” to accumulate, so that staff members become more open to trying out new things. The process for implementation of Ready Gen  has been fraught and has had unintended consequences. It is important not to hide this but to turn it into a learning experience. Dealing effectively with setbacks is critical if change is going to be an accepted part of a school’s culture. Unfortunately we have had to jump in with both feet, and “impose” this significant change on staff before they are comfortable with new ideas. The challenge is to ensure that the program isn't doomed before it’s even started.
3.  Appreciate the skeptics.
Making the most of the skeptics in the mix is important as they ask the tough questions. If someone poses a reasonable question for which we can’t provide a reasonable answer then we need to rethink something that’s being proposed. It’s great to be optimistic about new initiatives, but the skeptics are the ones that can keep us grounded in reality
4.  Know the history of change within the organization.
We know that there has been great change over a very short period of time- teachers evaluations, the common core learning standards, the political landscape in the city. Keeping in mind our successes in the past and acknowledging and using them may help us addresses the risk of teachers becoming jaded about new ideas making them more reticent to try new things. There are no hard and fast rules, but as with many things in life, looking to the past can provide vital information regarding how things may (or may not) work moving forward.
5.  Always be aware of preconceived notions.
There are many stakeholders in education, students of course, but also administrators, teachers, and parents.
All members of the latter three groups have been to school and most of them have some preconceived notions as to what school should be about. After all, the structures of school (both physical and metaphorical) have changed little over the past 200 years. However, maintaining this status quo is counterproductive. We must consider and respect individual notions of what school should look like, while at the same time convincing people that what is being implemented will be better.
Not all preconceived ideas can be dispelled, but being aware of people’s preconceptions (and yes, prejudices) can help as we formulate strategies and frameworks for implementing something new, and hopefully better. opportunities for learning and achievement for students.

Tuesday, September 2, 2008

Getting things in place

Working on an assessment calendar hardly seems interesting but hte logistics of it have taken me a little while to understand and get the hang of. Today I was back at a school I have been at the past two years although last year was the only year that I had substantive time at. Togther with the math coach and math consultant we tried to replicate what we needed for the year. I couldn't work out why it was so difficult last year and now I know why- some people reinvent the wheel every year rather than draw on what they had done and scheduled for the year before- eliminating things that didn't work and adjusting as you go.
It reminds me of the yearly planning where they plan for the next year- the whole year rather than an outline and then use planning time to genuinely plan units of study. Then throughout the year if people reviewed what had worked and what didn't work they could use tht in the planning session the following year. But no they have to have all the mini lessons outlined- what happens if the kids work through the ideas faster/slower than they think they will? What happens if the poor kids are doing the same thing year in year out?
By getting our calendar of assessments in place hopefully we will be able to have data that can be discussed and studied and developed to meet the needs of kids and teachers.

Friday, August 29, 2008

Changing roles

It was a bit of a disaster really. I went back to one of the schools I'd worked in last year and had a meeting with the new principal. It was to be a day's work which meant I could write my log and claim the work. Unfortunately there was miscommunication about what I was doing and what I could do there on this particular day and she left me waiting for 2 and a half hours.

However it made me think about the changing roles one experiences and the things that one must put in place when moving from Assistant Principal to Principal. It is complex when one moves from the AP role to the Principal role in the same school.
I've done it and I know some of the pitfalls and the difficulties.
Sandra (the name I've given her here) is really battling with this
The mind set is different when you are principal- it needs to be and is forced on you.
There are a whole lot of questions and situations one needs to deal with that may seem petty at the time but involve fast thinking and quick response. Things like:
Ho do you deal with people who are accustomed to being always able to stop you and get a response about the little things? Things like their supplies are not in their room- it is the principal's role to ensure they have them but the nitty gritty of that is the AP's role and they are still seeing you as an AP.

Thursday, August 28, 2008

Workshop planning

It is uncommon to have the opportunity to jointly plan or think about a workshop they may be given.
A group of consultants met to plan our workshop for schools across the river. The meeting was held at the office with one of the Education Directors and the curriculum manager from the city.
It is a danger that instead of a racehorse we'll end up with a camel but I think the plan for the two hour workshop that is repeated three time across the course of the day will be a good one.
Having said that I have yet to get my planning done. Just because our planning gave us the skeleton and scheduling of the workshop it didn't give us what we would use or necessarily say.
My task now is to put together the writing pieces I want to use as the work is to be centred on using mentor texts for writing as well as a focus on the writers notebook.

Wednesday, August 27, 2008

Essentail organizing

It may well not be essential for any one else but for me it is. I need to have my head organized and my paperwork in some semblance of order so that I can get through the day and the school year. So today was spent puttering around doing some of that. I had no appointments in schools or arrangements made to meet with schools.
I started on my calendar but until I meet with all schools I can't "firm up" many of the dates until I particularly talk with them and one school more than the rest as I have already mucked up my own organization of days.
But I have managed to organize some of my colour coding for the year! Very important. I have decided on the colour each workplace (so far0 will be on my calendar and have set up the matching folders and notebooks with the same colour scheme. Trivial I know but it makes getting everything together in a rush in the morning as I know there will be, easier.
I still need to write the directions to the schools in the notebooks. I have them in my diary (did a quick double check on Monday that I getting off at the right station!) but having them in the notebook too will be an added advantage I think.
I should also get a better contact list in a prominent place in my diary.