Learning from discussions on conflict

https://www.graphite.org/blog/learning-from-conflict-discussing-controversial-issues-in-the-classroom?utm_source=Digital+Compass+Now+Available+on+Mobile&utm_medium=email&utm_campaign=weekly

Compliant children

I have often talked about compliant children and how these may be the children some teachers want. They are easy, they don't rock the boat. They work 'hard'.

This article is talks about conditioning students to school. It talks about the need for students to take risks. A great article to read.

http://connectedprincipals.com/archives/11730

Learners in the driving seat

Have read this before but after looking at TeachMeetNZ  and viewing this bloke's presentation I reread it. I was very intetested in his topic ..looking at learner agency in the earlier years.

This article continues to validate my TAI this year and where i am trying to head. Will comment more on this later within my Inquiry blog. ( This does need updating.)

effective-teams-schools-emotional-intelligence

http://www.edutopia.org/blog/key-effective-teams-schools-emotional-intelligence-elena-aguilar?utm_content=blog&utm_campaign=key-effective-teams-school&utm_source=facebook&utm_medium=socialflow&utm_term=link

Karen sent me this link today. It really resonates with what I see and think is part of our school's culture.How to address this is the big issue. We need a combined strength.

1. Meeting protocols are established and someone is the keeper of these

2. Accountability measures are put in place to ensure new initiatives are well underway and meet the school expectation. It appears to be that for a long time accountability was not there, challenging conversations have not been had, so when one occurs hackles rise and people do not know how or try to respond well.

3. Because mediocre practice has been allowed or not even expected when Professional earning asks us to reach a higher step it is beyond the comprehension of those who have only ever asked mediocrity of themselves and have not been challenged.