Tag Archives: training

BAMEed Network Conference 2018: Habits of Highly Effective People

BAMEed

When we were setting the agenda and theme for this year’s BAMEed Network annual conference, I have to admit that the idea of a theme of the habits of highly effective people felt like it could stray into contentious territory.  I don’t buy into the ideology that promotes a view that hard work breaks all barriers if you just put your mind to it. I do believe that our world is inherently racist, our institutions are structurally racist and that many white people, when faced with challenge on this are prone to being fragile and defensive, often crying out the case for colour-blindness instead of taking responsibility and committing themselves to join the call to be agents of change. We will need to all work extremely hard as a society to make meaningful changes for people of colour, Gypsy, Traveller and Roma people, the working classes, women, people with disabilities, LGBT people and the many marginalised people in general. We will need to understand that these changes need to take place, not out of pity or do-goodery which creates further ‘othering’ people of colour. Change needs to happen for the good of us all.

One of the strong themes of the day was to explore the reasons why diversity and anti-racist practice, in all its forms, is good for everyone. After all, diversity is actually good for business. In our increasingly materialistic and managerialist world, employers in all sectors and business people alike should be aware of the impact of ignoring the issues. It might seem cynical to overlook real human experience in favour of putting the business case for equality, but it might also be a good way to make people start to engage with the issues. Where you can’t first change people’s attitudes, perhaps you can change their actions.

A healthy workforce is a happy workforce

Mental health and wellbeing is a good place to start.  The evidence is there, cumulative exposure to racial discrimination has incremental negative long-term effects on the mental health of ethnic minority people in our country. Studies that examine exposure to racial discrimination at one point in time may underestimate the contribution of racism to poor health.

I think what is hard for people to understand is that when we refer to racial discrimination it is not confined to outrageous and obvious racist abuse, it is confined to these small acts, daily reminders, constant and seemingly subtle markers of territory which white people are prone to do.  White people too are victims of constant, deep and consistent conditioning that we will need to work hard to free ourselves from.

A person who is consistently made to feel that they do not belong, that they are not fully British, or they are Brit(ish) as Afua Hirsch so powerfully explains in her recent book of the same title, is exhausting. The impact on health, both mental and physical, is tangible and has been researched, written, documented and spoken about extensively. The incidents of micro-aggressions and denying people of colour an equal place in shared spaces is imperceptible to most white people’s consciousness. As a Jew, I know these micro-aggressions all too well but as a secular, white Jew, I can choose to expose my ‘otherness’ and don’t wear it as obviously as many marginalised people do.

The ‘innocent act’ of taking an interest in someone’s heritage is a prime example and in many accounts I have heard, it involves this simple but powerful way to show someone their right to be fully British is under question:

Q: “Where are you from?”
A: “London/Birmingham/Dorset/[insert any part of the UK]”
Q: “Yes, but where are you from? Where is your family from originally?”

Diverse teams are 35% more productive

Diversity in the workplace doesn’t mean having a bingo card full-house of ‘minorities’ or marginalised groups. What it does mean is diversity of thought. If you have a diverse group of people they will differ in the way they approach situations, think things through, perceive challenges, view the issues, come to solutions, work together, articulate themselves, network and collaborate. This leads to higher rates of productivity in all sectors and of course profitability in the private sector, according to a recent McKinsey study. You can’t have diversity of thought if everyone in your organisation has the more or less the same background and experience.

The best way to ensure diversity is to change recruitment practices. Too many employers say that they struggle to recruit a diverse workforce because the diverse candidates just don’t apply. Anyone who attended his workshop or has spoken to him, will know that Roger Kline’s work with the NHS is a fascinating insight into how simple changes in practice make a huge difference. The interesting fact is that while you can’t oblige people to believe this is the right thing to do morally, simple target-setting can certainly be a huge motivator for people to reach the levels of diversity, and therefore productivity, that workplaces should strive to achieve. It’s a two-pronged attack of targets and educating managers that works best of course. It’s not enough to believe, you need the tools and sometimes the carrot and stick approach to make change happen.

But Roger’s work shows that it doesn’t just stop with getting the team in. It also extends to treating people well.  His research shows that it is 1.56 times more likely that BAME staff will enter the formal disciplinary process than white colleagues, while in London it is twice as likely. We see this also with punishment and exclusion of our students in schools. We should learn from Kline and colleagues on what works and what doesn’t in promoting equality for our staff members and our children.

Change always begins with me

There is a place though to consider what measures each of us can take to promote change, point out inequality where it is taking place and to position ourselves as best as we can to mitigate the effects of structural and inherent racism in our society.

For me as a white person, I know that I have a moral responsibility to keep reading, learning, listening and educating myself so that I can open doors, send the elevator back down, and share my privilege where I can. As Peggy McIntosh so rightly points out, white people have a ‘knapsack of privileges’ which we are encouraged to not even recognise or see as inherent to the experience of ‘whiteness’ and white privilege. She says, “As a white person, I realised I had been taught about racism as something that puts others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage…I have come to see white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about which I was ‘meant’ to remain oblivious”. I was pleased that this year, our conference included more white delegates than ever. We are yet to be blessed with ‘the great white male’ among their number. Next year, our conference will be in Brighton on 15th June and I hope that we can do better on this front.

My fears of even a hint of victim-blaming or ‘just try harder’ message coming across in our choice of theme transpired to be unfounded of course. One workshop I attended, further helped me reconcile my original worry.  Issy Dhan’s session explored how we can make our work and achievements more visible in the workplace. He was sensitive to the fact that culturally, especially those not socialised and conditioned in the way our white, British, male colleagues may have been, can find the whole concept of potential immodesty, extroversion and trumpet-blowing hard to stomach. However, some simple processes and actions can go a long way to helping make ourselves more visible as credible people in the workplace and the knock-on effect can be to raise the profile of our perceived minority group, whether we like it or not.

One great and relevant piece of advice came from one of the participants in this particular workshop. She said that where your workplace still isn’t convinced of your strength and worth, consider making your impact outside of the workplace. Get involved in things you can lead, organise, be active in. Show your professional abilities and leadership qualities. Blogging, writing for professional publications and getting involved in movements like the BAMEed Network are prime examples. We’d be delighted to see your blog on the event and to hear what impact it had on you. We are looking for more regional leads who can ensure that across the country we are making change happen. Just get in touch, we’re waiting to hear from you.

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Why be a governor?

BEST SCHOOL

This Saturday, the inimitable Raj Unsworth and I ran a session on thinking like a governor at the BAMEed Network conference in London. The session was aimed at anyone thinking about school governance, but in addition, was aimed at anyone thinking about BAME representation on school governing boards.

It is true of many governing bodies that they are made up of the usual ‘pale, male and stale’ volunteers. We shouldn’t overlook the great contribution governing bodies can make, whatever their make-up. However, to better reflect diversity in general or the school community and/or that of our country as a whole, if you are from a black, Asian or minority ethnic (BAME) background, this is your chance to help change this just by taking your rightful place around the table. Of course, you should not be expected to represent and speak for all BAME people, so watch out for this. If you aren’t BAME and have an awareness of and a commitment to addressing any of the issues that affect BAME students, staff and community members, I can’t urge you enough to be vocal, challenging and insistent about this as a governor. This is an excellent way to recognise and unabashedly use your white privilege for the common good. If you feel you don’t know much about the issues, but would like to know more, just do some Googling and start getting yourself educated! Following the @BAMEedNetwork might be a good place to start.

Raj, with her rich experience of over 20 years can give the low-down on the intricacies of being a governor at an academy or a multi-academy trust and this is probably worth setting out in a separate piece rather than trying to cram it all in here. This piece will cover school governance in general and what you might like to consider if you are exploring whether you should become a governor.

Why be a governor?

If you already work in education, you might think that volunteering as a school governor might be counter-intuitive and that if you are going to volunteer it should be time spent elsewhere. However, there are many benefits to you becoming a governor.

Firstly, for your own professional development, school governance, in any phase or type of school or academy is a fascinating opportunity to come out of your comfort zone, up your game as a professional and to see things from a different angle.  You will see that there is more than one way to skin a cat, whether you choose to volunteer in a school like your own, or one that is wildly different.

You can see what your own school looks like from a strategic perspective, or see another school that is similar, or indeed completely different from your own place of work. Whether you are a governor in your place of work or in a different school, you can gain the opportunity to set the strategic direction of the school, shape the school development plan and see how these play out in practice.

You can get a chance to take on leadership roles in manageable chunks, for example by chairing one of the committees and practising ensuring that the aims, progress and outcomes of the committee are addressed well.

Let’s look more closely about the pros and cons of being a governor at your own school or in another school.

Being a staff governor at your own school: pros and cons

Being a staff governor at your own school is one of two particularly challenging roles on the governing body. The other is that of parent governor and I will cover that later on. It is a challenge because you have to keep front of mind at all times that you are a representative from the staff but you are not a representative of the staff. You are not a union rep, you are not there to champion the grumbles and needs of the staff body, and nor are you there to report back to the rest of the staff about what came to pass in the meetings. All minutes are freely available, so any staff member that is interested, can read these after each meeting.

Many staff members may feel quite intimidated by being a staff governor at their own school for the simple reason that you are exposed to situations where you may disagree with your boss, the headteacher, and you will need to speak out if you do. A huge part of effective governance is knowing how to challenge and question things with the aim of ensuring real rigour in decision-making, and to support the school to do the right things for the right reasons.

Finally, being a staff governor means you have a strange insider-outsider status which means that at some points during meetings, committees and decision-making, you might actually be asked to leave the room as there will be a conflict of interest or a certain level of confidentiality that needs protecting. If your school’s governing body is not very effective, you may also find it demoralising to see in more detail some of the school’s weaknesses and struggles to address these well at a strategic level beyond the day to day operational activities you know more closely.

One of the pros is simply the flipside of the issue raised above: a different relationship with the headteacher. If you are looking for an opportunity to show your leadership skills and demonstrate your disciplined integrity in this tricky role, this is your chance. If you have respect for your headteacher and they are able to model how the relationship with the governing body works, this can be really good training for a time when you might be a headteacher yourself.  And if you wanted to see how a school development plan is put together and monitored throughout the year, you will have a unique perspective of both the strategic and the operational machinations that go into setting and executing the school development plan’s aims.

Being a parent governor at your child’s school: pros and cons

If you don’t have children, skip on to the next section! As mentioned above, this is a difficult one to pull off without either using your child’s experience as your only frame of reference, or being so hell bent on not doing that, that you end up not being able to find a way to address issues your child is facing at school for fear of being seen as pulling rank as a governor. Being a parent governor means trying to hold in mind all children at the school, and trying to banish from your mind your own child, their friends and specific little faces that are familiar to you. Being a representative from the parent body, but not a representative of the parents is one that the whole school community invariably struggles with. Your child’s friends’ parents will say things to you as a governor, expecting you to “sort it out”. Teachers who don’t understand the nuanced position of a parent governor can be just downright weird with you. There can even be repercussions on your children if you are seen to be too challenging or your children can be favoured if you do a good job for the school in your parent governor role. I found being a parent governor excruciatingly difficult myself and am in a much happier place being a governor at a school with which I have no personal history or affiliation.

The big advantage of being a parent governor is that you are already embedded in the school culture and it is easy to see how the values, the aims of the school development plan, policies and decisions play out in practice. You are immersed in information that helps you, such as letters home, parents evenings, how the school feels and responds to key events, behaviour issues, even snow days. You know the teachers, the parents on the school gates, and the way the school works. This is all something that is really hard to get a feel for if you don’t make time to explore all of this.

One double-edge sword of being a governor at your child’s school is related to The Guilt. You know The Guilt. It’s that feeling we all have as working parents, especially as teachers who are parents, that we are not there enough for our children, and often spend more time celebrating other people’s children’s magical moments and milestones more than we do with our own. Well, being a parent governor can either exacerbate this feeling or can in fact alleviate it. Ideally, your workplace will give you time and flexibility to be a governor because it is such great CPD. Where better to spend that time than at the school where your child learns? You can get even more of a feel for it, you can feel you are helping to make it even better for your own and all the children there, and you can get another perspective on what is behind some of the rhythms, routines and culture of the school.

Being a local authority or community governor: pros and cons

Whether a school is a local authority school or an academy, it needs to be the focal point of the community. Being a governor from the local community is a way to support this, and also a way to declare your commitment to your own community.

A lot of multi academy trusts will have some success at attracting ‘career governors’, local business people keen to bolster their CVs, and cash in their Corporate Social Responsibility (CSR) hours by supporting a school. Their skills and experience are useful indeed to schools, but someone with up-to-date education experience can be much appreciated as well.  Being a trustee of an academy can give you valuable exposure to the charity sector and it operates differently to a maintained school governing body. It’s worth reading up on the roles and responsibilities of being a trustee or governor at an academy or a multi academy trust as these are different from those of maintained schools, which people often don’t realise until things get difficult.

As mentioned above, having no link to your own workplace or children’s school can be a very positive thing. And if you are thinking about being altruistic and not being suspected of having any ulterior motives or interests, this is one way to make that really clear!

As a teacher, you can think about what you want to gain from your governor experience and direct your choice of school accordingly. You might want to choose a school that is similar to the one you work in, so you can get a different view on some of the challenges and how they are addressed. You might want to broaden your frame of reference and deliberately choose a school which is a different phase, intake, demographic, size. If you work in a secondary school, being a governor at a primary feeder school can be really informative and worthwhile. If you care about SEND children, you might want to choose to work in a special school to understand some of the issues and successes there. Or perhaps a Pupil Referral Unit or Alternative Provision setting could be stimulating and useful. You might want to choose a school that is in difficulty rather than an outstanding school, so you can really commit yourself to making an impact. You will certainly get feedback on this if the school undergoes any kind of Ofsted monitoring or inspection. Similarly, if your school is struggling, it could be useful to see what it looks like from a different viewpoint (although there’s no guarantee that the governance is outstanding, especially if the school hasn’t been inspected for a while)

Wherever you land, as a governor at a school where you have no prior connection, you can happily get stuck into seeing the world from the other side of the table. You will be exposed to HR, finance, strategic planning and examples of practice – good and bad – that are great for you to learn from and for your professional development. You might even find yourself chairing a committee that hones your skills in a particular area of the school’s development. You could even find yourself part of the recruitment panel for a new headteacher or, less uplifting but equally eye opening, a serious HR issue. You could be there when an Ofsted inspection happens. If you ever want to step up to headship, what a great experience to see these processes from the other side of the table first. You will also be exposed to governor colleagues from the world of business, local councillors, and more, who could be handy to know and could differ from your usual social and professional group. All good social capital to help you on your way professionally.

How do you build your confidence when you are starting out?

Don’t assume that because you work in education and perhaps ‘know how to do meetings’, you know it all. I would recommend that you go to your local authority governor induction, specific training sessions and any termly governors briefings meetings. They are usually very good – and even if they are awful, they are so eye opening and anthropologically enlightening! I have been to some briefings that felt like I was in a Mike Leigh film just by virtue of the range of people there and their behaviour. Others have left me so impressed with how the local authority is addressing issues that affect the local community and doing heroic efforts to do what is best for those in their care.

Make sure the school gives you a thorough induction too. Again, even if you are a staff governor or a parent governor, a good school induction will give you the information you need and will set the scene for the modus operandi you need to adhere to. A good Chair of Governors will do this themselves and might also match you with a more experienced governor as a buddy for a time.

Join Twitter or Facebook school governor groups.  Read online, especially when you get the papers for the upcoming meeting. Go through the agenda and papers carefully and note any questions or thoughts you have. Have a look online at the National Governance Association resources or on The Key for School Governors or The School Bus website. Ask your school if they have a subscription to any of these, and if they don’t, do a free trial in the first instance.  Don’t be afraid to ask the school to invest in subscription if you think it is worthwhile. I am of course biased, but I can’t really imagine not having access to The Key.

How do you become a governor?

There are several ways to become a governor. If you want to be parent governor, this needs to be by election. Ask the headteacher or Chair of Governors when the next vacancy is coming up and express your interest in standing for election. If you are not choosing the parent or staff governor route, I would recommend doing some research into your local schools and doing your own process of exploring the pros and cons to help you decide whether you become a staff, parent or community governor. My favoured method, once you have decided, is to send an email to the school you would like to volunteer at, with your CV and a cover letter of why you are interested in becoming a governor at the school. Follow up with a call if they don’t come back to you.  A good governing body will interview you and will want to find out more, although many have a ‘bums on seats’ approach and will be so flattered and amazed that they will snap you up, no questions asked! Once you are a governor and have found your confidence, if that was the case when you started, you can always take it on to sort out how governors are recruited, the type of skills auditing that happens and ensure that the selection and training of governors is tip top.

There are also organisations that have a specific mission to recruit and sometimes train governors. The School Governors One-Stop Shop (SGOSS) and Inspiring Governance both have match-making services. You can also contact your local authority Governor Services department and offer yourself up there.

I’d be delighted to hear any further comments you might have that might be useful to others, or if you spot things that I might have missed or misrepresented here. Just add them into the comments section, or drop me a line and I will incorporate them if I can. If you do decide to become a governor, let me know. And if you need any support and I can help at all, similarly, get in touch!

Good luck!

Say what you mean and mean what you say: jargonising the education system

roadman
SMS exchange with the teen 2017

The year ahead needs a jargon buster

I attended a Year 10 “Year Ahead” meeting this week. The thing that struck me most strongly was the extent to which we have systematised, bureaucratised and jargonised the education of our children. I sat through a well-meaning PowerPoint presentation intended to demystify the new system of GCSEs for parents. I work in the education sector and felt like I was having to apply my learned edu-speak skills as they reeled off jargon to the group of parents hunkered down in their seats in the dark auditorium: SLT, Key Stage 4, A*-C, expected grade, 1-9, pastoral, learning objectives, Progress 8, Attainment 8, APS, EBACC, minus scores, buckets, and target achievement ratio…god help us…The school might have supplied us with a jargon buster, like this one put together by Lord Grey School in Milton Keynes or this one put together by the Dudley Governors Association.

When lingo is laminated

I also attended a training session for school leaders this week, which was fascinating and uplifting in equal measures. It was so good to see the passion, commitment, drive and enthusiasm of a group of senior leaders dedicated to their own professional development as well as to playing their part in the collaborative challenge and support of others around the country.

One of the exercises of the day had us working in groups, using laminated lingo cards, to build a learning model. This is where the cogs started whirring for me as an insider-outsider. This is where I rekindled my anthropologist and researcher training to be the participant observer and to examine what appeared to be unfolding. The group leaned in, silently considered the words written on the cards and started to work together to build a ‘learning model’. I’m thinking to myself, what the heck is a learning model anyway? They discussed, arranged the cards on the table, discussed again and slid certain ones from here to there. Learning, reflection, modelling, pace, behaviour, assessment, marking, ethos, culture, transition, key stages, critical thinking…

With each pause for discussion and each slide around of the cards on the table, I could feel my discomfort as I thought I might be slipping in and out of the ‘inner circle’ of pedagogical language.  So much terminology, but what does it all mean? The training facilitator moved from table to table, and eventually came round to ours and said, “So, taking pace for example, what is your definition of this? Have you come to an agreed definition?” We all hesitated for a moment, realising that we had not had any discussion of the meaning of any of these words at all. “The word pace, what do we mean by this? In what context? Pace of a lesson? Pace of the curriculum across the year? Pace of transition? Transition, what does that mean to you? Transition between key stages? Transition between activities within the lesson? Transition between lessons?”

One of the things I wondered out loud was, if we as educators, haven’t discussed and defined among ourselves what the language means, what the learning model is and what the purpose and intention of what we are doing might be, isn’t it about time this happened? And if we have discussed it in our schools in the staff room, have we ever done this exercise with the children in the classroom? Shouldn’t we be starting from common agreed language and principles?

Jargon is everywhere

It is of course useful to capture concepts into phrases, words and ideas that are commonly understood. This is how we make sense of the world and this is how language develops and becomes useful, and at times entertaining. I love some of the teen-lingo I learn from my kids. It is most certainly ‘fit for purpose’. In answer to “can you pick up some milk on your way home?” gets the response, “no, that is loooonnnnng”. Or “He looks nice” gets, “eww, he’s moist/crusty/clapped”

The world of work is full of the most ridiculous lingo you ever heard. Here are some favourites I have really and truly heard used:

“What does good look like in this space?”

“We should roadmap that issue”

“In the technology space, that’s really not my sandpit to play in”

“Yes but do we have the bandwidth to take this on?”

“Let’s kick that into the long grass”


Workplace woes

Without getting all existential and “emo” about it, the linear and limited experience of education and its bureaucratised jargonisation of language is just a continuation of the central problem we have with education in general. There is no agreement on what schooling is actually for in the first place. And I don’t mean the level of discussion we see on Twitter with false dichotomies between ‘Trad’ and ‘Prog’ approaches to learning. We have a model that was put in place to serve the need for a skilled and compliant workforce but we aren’t actually serving the workforce very well, it turns out. My overwhelming sense from the Year Ahead meeting and even from my day with inspiring senior leaders from schools across the country, is that the purpose of education is ultimately to get students to pass exams so they can move on to the next stage, pass more exams and then move into the workplace and ‘succeed’.

Now, I work in ‘the workplace’ and after the educators are done with them, I receive what are described as ‘bright graduates’ into roles that on paper they are qualified to take on. What I see as the most important thing needed to make these young people fit for the workplace is to unlearn the culture of schooling, to let go of punitive and hierarchical structures, and of linear progression. Success in the workplace involves the ability to think critically, to problem solve, to tie together previous knowledge and experiences with research into possible knowledge and understanding – and to push this through a critical lens again to shake out any bias, habit, laziness, fear or clinging to get to the right way forward. You need skills to influence, bring on side, provide evidence and build trust with your colleagues. And most of all, you need to build a shared language with those you are working with, which should be revisited and revised so you don’t fall into assumptions and jargon that become meaningless. I am a great believer in stopping once in a while and going round the table to see what each person believes just happened in any given meeting, for example. But more than this, we need to stop and ask ourselves what just happened to our education system and are we all speaking the same language that can get us where we need to go?

I have had children moving through schools in this country since 2007 and there have been so many changes, initiatives, systems, methods, acronyms in the last decade. I think that something went off in my brain in that darkened room this week and I reached saturation point at that very moment. I clapped my hands over my mouth just to stop myself screaming. I just don’t believe anyone knows what is really going on any more and I certainly am struggling to believe in the education system as it is now. From now on, I am encouraging my children to see their school experience as a social experiment. There is as much to learn from good practice as there is from bad, and there is so much to learn about the way our society is structured through the micro-climate of a school and the office. There is much to be learned from the language we use and the meaning we attribute to it. It’s not all doom and gloom. Language is fun and in the meantime, we can always amuse ourselves and play bullshit bingo.

When is a teacher a salesperson?

self-help graphic
From the Ten Commandments for the ethical salesperson

 

Teaching is selling

I was chatting to a headteacher at an event I had organised recently and I can’t even remember what we were talking about exactly, but he said to me: “So basically you are a saleswoman”. I backtracked and said, “Well, in a way I am, but not that kind of saleswoman, not the slimy car salesman type. I see myself as just spreading the gospel of a good thing”.

Salesperson isn’t usually used as a compliment. I felt slightly shamed by what he had insinuated but our conversation took an unexpected turn for the better. He nudged me jovially, leaned in, and confessed, “before I got myself into all this” he said, gesticulating to the room heaving with long-serving, high achieving headteachers from across the country, “I was what you might call a travelling salesman – and I loved it”.

To pare down the conversation and cut to the point, we found ourselves discussing with great interest and agreement that teaching is basically selling. Here are some thoughts on the basics of really sound sales skills based on my decade as an English teacher and a decade in consultative sales in the education sector, in my roles as Director of Business Development at The Key for School Leaders, as a consultant helping two small education businesses grow and develop, and as Head of Membership at Challenge Partners.

Believe in your product

One of the key ingredients for failure in any profession is being half-hearted or lacking in belief in yourself and in what you are doing. The best teachers are really convinced that what they have to offer is really worth knowing. Those that have great passion and enthusiasm for what they teach, and genuinely want others to share in their joy, are the ones that usually at least get the attention, respect, and often loyal commitment of their students.

Likewise, I only became interested in business development out of necessity. I started at The Key as Research Team Leader, working with a team of researchers tasked with swiftly, accurately and succinctly answering questions from school leaders on anything that concerned their school. The service was a hit, schools were feeding back that this was a game changer, freeing up their time, reducing their anxiety and ensuring that they were doing what they needed to be doing. And then the financial crash happened and the DfE decided they couldn’t roll out nationally as planned. We had two choices: fold or find a way.

My absolute conviction that what we were doing could change the way school leaders worked led me to take on the role of business development and start to spread the gospel. My enthusiasm was boundless. We went from a few hundred schools that received the service for free to 60,000 school leaders with paid membership across the country over the course of the next 5 years.

Know your market and be an expert

Belief isn’t enough of course. You have to know who you are dealing with. You have to be an expert in your subject. You have to keep refreshing your knowledge. And you have to find a way to make sure that you can communicate to your market, based on your intimate knowledge of what their needs are, where their heads are at, and how you can reach them.

I care passionately about education. I steep myself in reading, thinking, listening, connecting, and getting involved in the sector as a school governor, through events and TeachMeets and the like. I can be passionate and well-informed about a number of key issues. I am seen as someone who understands and empathises with the frontline sector folk.

A teacher who is clued up about how their subject connects with their students’ worlds and can articulate that, is onto a winner. And I’m not talking about convincing students that they really will need to use Pythagoras’ Theorum in their daily lives one day, especially if they ever have to move a sofa up a narrow staircase.  Being able to play back your peripheral knowledge to your students and being able to pitch at the right level, is essential for teachers.

In my roles to date, being clear about what schools will prioritise based on ever-changing Ofsted criteria, funding streams, times of year, demographics, local politics, or any number of factors is paramount. Working that into my discussions with my clients can help them trust me and know that I understand where they are coming from.

 Know your client group and listen carefully

Basic knowledge about your students’ lives, the things that might be pulling them this way or that, being savvy about forces such as poverty, pressures on gender expectations and your own unconscious bias can be a massive advantage when thinking about your target audience.

As teachers and as salespeople, we have a natural tendency to want to launch in with our message of enthusiastic good news. Worse still, salespeople and teachers alike often find themselves in the oppressive world of targets, box ticking and trying to get to the end point from the minute they start their day. Lest these things start to dictate unsavoury behaviours, asking questions and listening carefully is time worth taking. Greeting each child as they enter the classroom is a great way to show you are human, but actually listening to them when you ask how they are, is even better. Making connections, following up, replaying and reaching out is hard to find time for, but can actually get you further along towards your end goal than you would imagine.


Know your competitors and treat them with respect

Something I really believe in is knowing your competitors inside out. I also believe that you shouldn’t politely avoid them but should rather make efforts to connect, be in the same space and interact comfortably. Moreover, I believe that you can never get anywhere or earn the respect of others through dissing your opposition or competition.

If you know your competitors, what they do well, where you are similar and where you differ, it is possible to articulate this in a respectful and engaging way.

Kids always try it on and will compare you with other teachers. How many times have you heard them say words to the effect of “Miss never gives us homework like you do! They are much nicer than you”? Or perhaps they complain about another teacher saying you are much nicer because of x, y or z reason. What do you say in response? Can you say something that shows that you actually know what your colleague is trying achieve and what is important to them rather than skirting around the issues or god forbid agreeing that they are a moron compared with you?

Or what about those students that are more interested in other things rather than in what you think is important? How can you be inquisitive, give respect to things that matter to your students rather than defaulting to the generation-gap trap of poo-pooing their passions?

When I worked at The Key, we didn’t really have any genuine competitors until one set themselves up to aggressively mimic what we did and deliberately target our members by offering to undercut us by 50%. Legend goes that their CEO was so determined to bring us down that he used to spit on the floor every time he had to mention our name. I made it my business to always go over and say a friendly hello to their sales team at their conference stands and congratulate them on their latest small landgrab. If asked about them, it was easy for me to set out the differences around quality, methodology, capacity and so on without ever saying a disrespectful word about them.

Recently as part of my work with Challenge Partners, I was invited to a seminar of organisations that offer peer review. Instead of the usual circus of pitches behind closed doors, each organisation was asked to speak about their model in a roomful of heads and in front of their perceived ‘competitors’ for business. What was delightful was the chance to hear more about these different models and to see the virtues and differences between them. Everyone was so passionate about their belief in peer review as a way to create meaningful and impactful collaboration, it was fascinating!

Solve problems, remove barriers

Consultative sales is really all about this. Putting together the points I made earlier, the ‘sales pitch’ really isn’t one at all. It is a discussion, which starts with you listening, and genuinely trying to see if what you have to offer will work for the other person. You can only know this by listening, knowing the market, understanding needs and so on. What are the simple things you can do to remove barriers? Can you move on the price, or perhaps add value without shifting on price? Are there economies of scale or a trial before there’s a commitment in full?

Students also need this level of barrier removal. You can’t know what these barriers are without listening, understanding, thinking creatively.


Have clear expectations for timelines and next steps

Some of the best teachers fall down on not being clear on what they want, when they want it by, in what format, how often, and for what purpose. It doesn’t take much to set these out and clarity can make for much better engagement and achievement in the long run. It’s not enough to just say it once either. It needs to be communicated in several ways at different intervals.

Same goes for sales. It’s easy to get carried away with the excitement of a prospective new member of your organisation without having properly set out the timelines and next steps of your discussion or negotiation.  If you get this wrong, excitement can lead swiftly to disappointment on all sides.


Be trustworthy

This is a big one for me. Having been brought up by basically unreliable and unpredictable adults, I have a special wariness of people who are flaky, who over-promise and under-deliver. I especially can’t abide by professionals or personal acquaintances who say they were swamped and that’s why they didn’t do what they said they were going to do. It seems to be a big feature of the education sector that people will just not be there when they have asked to schedule a call with you, or are half an hour late when they have asked you to come and meet them. As well as setting out next steps clearly, I always make sure I am true to my word. If I say I can move on price, I will. If I say I will call you at 2pm on Tuesday, I will.
Children need to be able to trust adults. They need to know that you will do what you said you would do. They need to know that if you set them homework, you can be trusted to take it in and mark it. They need to know that you will behave in a way that earns their trust and they also need to know you will be trusting of them.


Be warm and friendly but keep clear boundaries and don’t be a walkover

When I started teaching, I was told that I should start like a closed fist and only unfurl gradually and on my own terms. “Don’t smile ‘til Christmas” is what is said in this country, I believe. We often mistake being warm and friendly with a lack of boundaries. It is possible, desirable, essential even, to be warm and friendly to the people that we want to trust us, respect us and learn from us.

The same goes with sales. Warmth that is genuine and being friendly even if your service is ultimately rejected as not appropriate, is really important. If you have followed the steps of true consultative sales as set out here, there will be no change in your warmth and ability to be friendly, whether what you are offering is taken up or not. On the other hand, people can take the mickey and ask for a level of flexibility that just isn’t realistic. Don’t be afraid to say no because you worry you might lose the sale. Just explain why in a friendly way. You might be surprised that you don’t lose the sale after all.

While being friendly, one has to keep those clear boundaries.


Love what you do and do what you love

I have always had one rule about work. I love what I do and do what I love. If I find things to be otherwise, it’s time to move on.  I am genuinely passionate about the organisations I have worked with and feel completely at home sharing my passion, engaging others in dialogue and seeing if they might benefit from them too. There will always be targets, ideals, peaks in workload and even days that are simply crappy. But it’s important to me to work with my colleagues to build the right culture so that these things don’t become central drivers.

As a teacher, you can find that your initial passion can become swallowed up by the demands of the job. Where you can, join together with colleagues in your school to make sure the culture is one you believe in and that makes you feel happy and alive at least most of the time. Make sure that you aspire to being surrounded by staff and students that love what they do and do what they love.

Colour-blindness, cats and cucumbers, and cycling

Image result for Unconscious bias
From Margie Warell

Why is my curriculum white vs. why, is my curriculum white?

I was telling a friend of mine about the BAMEed Network and was surprised by her reaction when we started talking about a podcast I had listened to called ‘Why is my curriculum white?’ She suddenly sounded really annoyed as she said, “you know, we don’t need this pitying, dumbing down of the world on our behalf, thank you. Of course the curriculum is white, this is England. I don’t mind adding a black or Asian philosopher into the mix but it’s not representative and it is artificial if there’s more than one or two isn’t it?”

I wasn’t sure how to react. She said, “All you are doing with this BAME thing is segregating and categorising people – I don’t want to be seen as a brown woman when I walk into a room or representing brown people or women when I am on the school governing body. I just want to be me”. I love my friend, we often holiday together as families, we feel so at home together but we are completely opposed in terms of politics and many aspects of our world views. But we can talk about things and trust each other completely. We also don’t try and change each other’s minds about things. We find the middle ground. Still, I said to her, “colour-blindness, that’s not actually real you know?” She was resolute. It would be for her.

Test yourself if you dare

It gave me pause for thought though. I am not trying to segregate the world, I am trying hard to be aware of my unconscious bias. I start from the standpoint that we are so culturally socialised by certain viewpoints that it is unrealistic to pretend to be colour-blind or neutral. I have been challenging myself recently by trying out some of the Harvard University unconscious bias tests available online. If you are brave you will give them a go too. It makes me squirm but it reminds me that this difficulty exists and the key is to be aware and to not deny or enact the consequence of your initial unconscious bias.

My husband and I keep comparing our results with great curiosity and some mirth. We are such opposites in some ways too. His experience starts as an Israeli-Iraqi Jew brought up in Jerusalem, where he is seen as mixed race and a second class citizen alongside the Ashkenazic, European Jews. He is an immigrant to this country since the early 2000s and that makes him feel an affinity with certain populations more than others. He sees how ethnic minority students, and staff members, are treated differently in his workplace, a university setting, and it makes him incredibly frustrated. Having spent over a decade living in Israel myself, being constantly reminded that I am a foreigner, I know how he feels to some extent. Back in England now, in my relative position of white privilege, but still sometimes finding it hard to assimilate back in, my experience sometimes feels so extreme that it feels disingenuous to do anything but recognise that the way we see the world and are seen by it differs depending on many factors.

Three popular internet things that make you wonder

Every day, things I see online make me think more about this. Three very different ones have made me think. The first is the story of a five year old white American boy who wanted to get his hair shaved short like his black American best friend so that their teacher “wouldn’t be able to tell them apart”. This is a stark reminder of the fact that we don’t seem to be born looking for differences and aware of skin colour that much. It is culturally constructed over time and is a part of our education. You can’t culturally un-construct it just by declaring yourself colour blind. All culturally constructed notions are deeply engrained.

Secondly, the news interview where a white man is speaking to the camera and in marches his small daughter, shortly followed by his other child in a baby walker. They are pursued by a woman who rushes in on all fours grabs them both and hustles them out of the room, returning briefly, still on her knees to shut the door. The assumption online was that this was his wife. Others speculated that it could be the childminder. There was backlash against presumed racially charged assumptions that the woman was a childminder and not the children’s mother and the white man’s wife – she was Korean. She was his wife.

Thirdly, isn’t it human, – and animal – ancient, learned behaviour to break the world up into categories of like me, not like me, threat and non-threat. You only have to see what happens to a cat when someone puts a cucumber behind it. Why would a domestic cat that has never seen a snake, have it so engrained in their ancient cat-bias, so as to be afraid of a vegetable that has only a vaguely snake-like appearance, is completely inanimate but seems to have sneaked up on them? Could this be true also for us human folk? Does it go that far back?

Cycling and gender-biased aggression

On a personal note, as a cyclist in London, I am now clocking up 45 minutes each way on my commute to and from work. I have always been bothered by the amount of abuse I get, although my cycling style is pretty mellow and non-confrontational. I have cycled for years and a while back now, I complained to my husband that as a woman, I get called all sorts of vile names and people can be unduly aggressive towards me. He said he never got any abuse and put it down to the fact that I can be bloody-minded and belligerent with my opinions so I am probably the same on the roads. One evening, we went out together locally and I suggested we cycle there together. On the way, I asked him if he would be willing to do an experiment with me, and to cycle some distance behind me and watch what happened. Sure enough, he was shocked by the different treatment I got compared to what he has been accustomed to. I had the usual array of cars beeping, or deliberately overtaking dangerously close and shouting as they passed, making me jump. There was also unwanted interaction with swearing pedestrians, heads down in their phones while they were weaving between the cars pausing for a moment in traffic, and from other (male) cyclists even.

Due to the air quality of central London, I have taken to wearing a pollution filter mask while cycling in recent months. It has been quite cold so with the mask, gloves, helmet and all my waterproof gear on, you can’t tell if I am a woman or a man or even what colour I am. It’s amazing. It’s as if I have been granted a completely new status. No-one bothers me at all. Bingo.  I can see why it would be amazing to reach a place where we don’t automatically treat people in certain ways based on deep seated and learned bias.

Dare you consider, how might unconscious bias affect your relationships at school?

Let’s assume then that unconscious bias does exist. How might this affect your relationship with your students and other staff members? Here are some all-you-can-eat, food for thought observations I have heard played back to me by school staff I have spoken to:

Have you noticed that BAME staff members tend to be in charge of certain subjects and the further up the hierarchy you go, the whiter it gets? Any BAME senior leaders that do make it in schools tend to be in charge of discipline or PE. What’s that about?

Why is it, in some schools, that the majority of kids that are in detention at the end of the day are black? Why do teachers of all races treat black children’s misdemeanours differently?

Why is it that schools which serve predominantly BAME areas, in parts of London for example, often deploy a military style discipline regime and refer to this as being appropriate for “these kinds” of students? The claim is that they are entrenching bias towards certain groups being subordinate to the ruling middle classes rather than promoting a socially mobile, lifelong learner expectation for children of ethnic minority backgrounds.

What about the teachers who are surprised when their Chinese heritage students educated in this country are not maths whizzes, when the black kid can’t run and their white working class boys love to read?

What of the Asian British pupil who wrote that he lived in a terrorist (terraced) house, and then ended up facing an investigation by police?

Why is it that more ethnic minority people get university degrees than white people in Britain and yet in the workplace they will be still more likely to be unemployed and paid less?

What about assessment, what elements of that is geared towards certain socio-economic and ethnic biases? What about the recent Year 6 SATs test and the dodo question for example?

Can you join me in learning more?

Please ask yourself these questions, try the Harvard online tests and let’s start to discuss what this makes us feel, what we could do differently and where the issues might lie. We will be holding a BAMEed Network conference on all aspects of unconscious bias on June 3rd. If you have ideas for what other issues should be covered, let us know and make sure you are there on the day!

Collective punishment: it doesn’t work but still it happens

punishment-letter
As part of a group detention, students were asked to write a letter on why it is necessary to follow the teacher’s instruction. My child wrote this.

Collective punishment might feel good to you at the time, but it is always wrong

I am not sure I need to add more than is already clearly and respectfully explained in the letter above. Collective punishment is as much a punishment for those that behave themselves as it is for those that don’t. Only, it seems perverse to me that those that have done nothing to deserve it, are punished twice. They are taught that there is no reason to behave well and that if a teacher doesn’t recognise and even disrespects their efforts to follow the rules, these students eventually may say……pfff! What’s the point?

I have given group punishment. I have been that teacher. It was many years ago but when I think about it, I can still feel the ghost of sheer desperation and the feeling of vindictive hatred towards those that had wrecked my well-intended, well-planned lesson. Sooner or later I must have realised it was wrong. Or perhaps I just got better at managing behaviour in class and seeing who was misbehaving.

A couple of weeks ago, it happened in my Year 9 child’s school for the umpteenth time this term and she texted me to say she couldn’t face yet another group detention after school, having missed lunch just days before for one from a different teacher. I called the school livid but also determined to come with the suggestion that they help the offending teachers to understand why it is a stupid technique and to help them find other ways to get the students to behave. As it turned out, the way the school has responded is spot on. They will work with the teachers in question, have deployed more mentors for the class in question, will reissue the school behaviour policy, which disallows group punishment and will also meet with the well-behaved students in the class and discuss with them what they see going wrong so they can learn from their perspective too.

Collective punishment doesn’t make any sense

If you are ever tempted to deploy this as a technique, here is a short film about how ridiculous it is. And if that is not enough, here is a list of some of the reasons not to do it:

  • It makes you look weak and too lazy to get to the bottom of who is misbehaving
  • It probably isn’t allowed by the school behaviour policy so you are not only breaking  the rules yourself but also breaking the contract that each child and teacher have signed up to in the school
  • It demotivates well-behaved students and discourages them from behaving well and makes you feel horrible about yourself as the teacher
  • It doesn’t make sense – we don’t close entire roads because some people drink and drive or shut down libraries because some people damage the books
  • There are better ways

If you need other ways to punish those that misbehave, here are some people with a few ideas:

Learning Spy  deploys an approach which involves gradually releasing students until the right person can be identified and dealt with.
Larry Ferlazzo, in The Happy School, advocates a gentle approach that happens more discreetly than the public display of anger and disappointment in front of the whole class that often takes place.
Playworks advocates 6 ways teachers can build a collaborative contract with their students so that collective punishment such as withholding break-time doesn’t have to be an option.

When it comes to behaviour management, the one that needs to change is probably you

Behaviour management actually requires change of behaviour from you as the adult first and foremost. Pivotal Education is one organisation I know of that has built their entire, very successful, training business around this basic theory – and it works. See this simple but effective explanation of how adult behaviour is the biggest influencer of student behaviour. Most impactful, especially in such financially straitened times, is just considering the real costs of not sorting your own behaviour first.

pivotal
Source: Pivotal Education

An example from one of the masters

There is a Spanish teacher at the school who commands respect from all students and who we often hear about over the dinner table. This teacher seems to know a key fact about each student and uses it to draw out of them a level of engagement and concentration that is stunning. One boy can’t sit still and often loses concentration. He is a great artist. The teacher asks him to summarise the key points of the lesson in a series of drawings which can be distributed to the other students at the end of the lesson to complement their own notes. He is riveted and gets stuck in. His own understanding has increased and he is proving to be a great student where, in other classes, he is disruptive and disengaged.

One student always shouts out inane things that cross his mind, and sometimes he shouts answers to questions without permission and over the top of other students when they have been given permission to speak. His role is given to him at the start of the lesson. He is given a vocabulary list of phrases and words in Spanish like “how interesting” and “ridiculous” and he must make remarks appropriately using these words when class mates are speaking. It’s fun, it keeps others on their toes. They want to get things right because it’s hilarious making him interact with them. He is bristling with concentration, not wanting to miss an opportunity to shout out.

Finally, when the teacher is telling them a story or explaining and uses the word that means “but”, the class must catch him and call out “pero means but”! It’s hardly surprising that most of the class wants to do GCSE Spanish and he doesn’t ever encounter behaviour problems.

This might seem like an energy-intensive method to engage a class but it seems to work and I bet he will never give collective punishment in his life.

This podcast from Pivotal Education took place as a result of this post http://www.pivotalpodcast.com/whole-class-punishment-a-student-speaks-out-pp153/

School counsellor guest blog: What I do to protect clients’ privacy and why

‘What I do to protect clients’ privacy and why’ was first published in in the September 2016 edition of BACP (British Association for Counselling and Psychotherapy) “Children and Young People” journal for counsellors and psychotherapists working with young people by Ben Gross MBACP(Accred) MSc PGCE BSc(Hons) 

Ben Gross is a school counsellor, working in an infant, a primary and a secondary school and in private practice.  He is also a teacher and an author of children’s stories. You can contact him at innerrainbow@hotmail.com 

bob

Picture courtesy of Stan Dupp

I believe that protecting clients’ privacy is fundamental to ensuring the ethical and effective delivery of counselling in schools.  In this article I explore the significance of privacy by describing what I do to protect the privacy of my clients and the rationale behind my approach.

I protect my clients’ privacy by taking care to not make it obvious to their peers and staff that they are clients.  Here are a few examples of how I do this:

I cover the windows to the counselling room, although I often have to leave a small gap so staff are able to look in “if it might be necessary”.

I put a “PLEASE DO NOT DISTURB” sign on the door.

I choose discreet locations for counselling rooms.

I do not want to let other children know who my clients are because I do not want to make them seem different from the others.  If I did not take these precautions I believe that many of the children, even of nursery age, would notice that certain children are having additional input and before long all the children would realise it.  Generally children don’t want to appear different because they want to fit in with their peers.

To avoid making it obvious to their peers that they are having counselling I avoid collecting clients from class.  I ask their Learning Support Assistant (LSA) to bring them if they are Key Stage 1 (KS1).  Others can usually come alone.  If for any reason they cannot come alone, they can be brought by their LSA.  If a client forgets to come I ask either the SENCO or Deputy Head to collect the child from class (in primary schools).  In secondary schools if a client forgets to come I write them a letter explaining that they have missed a session, reminding them of their appointment time.  In the past when I have collected clients from class I noticed that it can attract a lot of attention from the other pupils.

Other ways I avoid exposing clients are by refraining from:

  • sitting with clients in the dining hall
  • working with clients during lunch break in the playground
  • pinning “counselling clients” lists to the staffroom or counselling room noticeboard
  • allowing clients to put pictures on the walls of counselling rooms with their names on.

This objective of ‘not letting others know who do not “need to know”’ also applies to parents of clients (who are also clients).  For example, I do not collect carers and parents of clients from the school foyer when we have meetings, but instead arrange for them to come straight to the room where we are meeting, so it is less likely that other parents and staff will see they are meeting with me.  I work in the same way when I have meetings with staff.

I do not let people who do not need to know, know the identity of my clients because there is inevitably a stigma attached to being in therapy, which springs directly from the stigma around having social, emotional or mental health difficulties.  We project our own vulnerability and fear that we might be mentally unwell into those who have been given this label, and then reject them, and in so doing feel we are now fine in comparison; not like them, the “mentally ill” ones.  This process of projection can cause people to treat “therapy clients” differently at best and, at worst, avoid and bully them.  Many young clients have said to me that they don’t want their peers to know they are going to see a counsellor because it would embarrass them, or they are worried they might get teased or bullied about it.   This can deter them from accessing counselling or make them want to stop if they are having counselling.

I also protect my clients’ privacy in relation to the school staff.  In my experience, many clients would not be comfortable with staff knowing that they are having counselling.  Only those who need to know should know, namely: Learning Support and Behaviour Support staff who work with the student; the teachers of the client; The Senior Leadership Team (which includes Special Educational Needs Coordinators and Head of Inclusion) and Year Heads in secondary schools.   I have found that staff readily refrain from talking with me about clients in front of other staff (ie in the staff room or corridor) and understand the idea of respecting client privacy once I explain to them the importance of this approach.

In secondary schools I protect clients’ privacy by not automatically letting carers and parents know when a student is referred for counselling; instead I ask the client how they would like this managed.  By contrast, in primary schools I have always been required to get signed parental permission before beginning the work.  This difference in approach seems to apply in many schools.  Although some clients, regardless of age, do not want their parents to know they are having counselling, privacy for clients in relation to their parents seems to be determined by whether they are in primary or secondary school.  This may be because of a mistaken understanding of The Gillick Competency where the rule has been oversimplified to match school ages for ease of application; after all, some primary-aged children have the capacity to make reasonable decisions for themselves and some secondary-aged students do not.

I contain my work within the privacy of the counselling room to protect the privacy of the counselling relationship.  Hence I avoid doing anything which would make me become part of a client’s social world such as:

  • leading assemblies about counselling
  • observing classes
  • teaching classes
  • setting up counselling info stalls in the school foyer
  • appearing in photographs of staff on the noticeboard
  • working with clients outside of the classroom (e.g. in the dining hall or playground)

The reason I avoid these activities is because in counselling work, I provide safe containment for very sensitive personal feelings in the privacy of the counselling room.  I join my clients in their private, inner, emotional world and so I feel that I should not at the same time be part of their outer, social world.  It is for this reason that the counsellor assigned to a child should not be a friend or teacher of the client, or a friend of the client’s parents.  My view is that if I enter a client’s social world, this creates two different relationships and the boundaries of therapy become blurred.

It is hard to uphold these boundaries in schools. Sometimes staff or students open the door of the counselling room, ignoring the “Please do not disturb” sign.  I have experienced members of staff not wanting the windows of the counselling room to be covered.  In a school where I worked it took over a year to reinstall the latch on the counselling room door that had been removed so that it could not close.  If staff are able to tolerate their frustration about not knowing who the counselling clients are they will model appropriate behaviour for pupils who will learn to not be intrusive with peers who are having counselling.  When a student is having counselling some of their peers and staff will no doubt find out, one way or another, even by simply seeing the child walking to the counselling room.  But this does not imply that all their peers and staff might as well be told.  So I do my best to be as subtle about it as I possibly can.

The BACP Ethical Framework for the Counselling Professions 2016 (EF) supports my approach to client privacy.  The EF states that counsellors have a “commitment to clients” to “Show respect by …protecting client…privacy” (p1).  The EF sets out guidelines on “Good Practice” (p5) which includes “Respect” and states, “We will respect our clients’ privacy”.  Thus, according to the BACP, if we let others know unnecessarily that a client is in therapy we are not respecting their privacy and this is not good practice.

In schools, as already stated above, it is almost impossible to keep the fact that a child is having counselling completely private.  The EF states, “We will protect the confidentiality and privacy of clients by…informing clients about any reasonably foreseeable limitations of privacy or confidentiality in advance of our work together” (p7).  So we have a duty to explain to clients that others will find out they are having counselling, what the implications of this could be, and help them to make a decision for themselves about whether or not they are comfortable with this.

Of course some clients may be happy for others to be told.  The EF states, “We will work with our clients on the basis of their informed consent and agreement” (p7).  “Informed consent” is key here, and relates again to the idea of Gillick Competence; the ability to make an informed choice.  If a child does not have the knowledge and maturity to make an informed decision, we have a duty to protect them from the side effects they may inadvertently be exposing themselves to by agreeing to openness.  The idea of what is or is not private develops only gradually in children’s mind.  They need to be given the opportunity to develop their attitude to privacy.  If we don’t help them to make this decision themselves, but instead tactlessly reveal they are having counselling to others, we are doing them a disservice.  This could even be seen as abuse.  If I suggest to a client that it’s ok for all and sundry to know, they may agree and later regret it.  The EF states: “Careful consideration will be given to working with children and young people that…takes account of their capacity to give informed consent…and their best interests” (p8).  Clients have a right to choose for themselves whether they want the fact they are having counselling to be revealed freely to their peers and staff by those who know.  Some young clients will need support to make such a decision.

The guidelines for “Good Practice” in the EF state, in the section, “Building an Appropriate Relationship” (p8),  “We [counsellors and therapists] will establish and maintain appropriate professional and personal boundaries in our relationships with clients by ensuring that…any dual or multiple relationships will be avoided where the risks of harm to the client outweigh any benefits to the client” (p8). This supports my previous suggestion that we should avoid taking on additional roles outside the counselling room.  Similarly, the Department for Education (DfE) report “Counselling in schools: a blueprint for the future” states: “Counselling needs to take place in a safe, private and welcoming environment…If possible the counselling room should be in an area where it isn’t obvious the pupil is going there to attend counselling” (2016:p30).

I have encountered members of staff who believe that it does not matter if the counsellor is seen in public with a client because students don’t know who the counsellor is.  I think that is unlikely; after all, young people are curious and they will see the counsellor walking about and into and out of the counselling room and news spreads fast in schools.  Some staff deny the existence of stigma saying, “All the children want to go to therapy because it has such a positive image in our school.”  I think this is wishful thinking.  There is a vast body of research evidence that counselling is stigmatised in UK schools, and that children fear being stigmatised for attending counselling. “Much research reinforces the ubiquity of concerns about negative stigmatisation by peers as a barrier to young people accessing services” (Prior, 2011:p1).  Students, generally don’t want it to be known that they are attending counselling because of student attitudes towards mental health and well-being services (p1).

Interestingly I have seen situations where senior staff members are extremely attentive to the privacy of staff members who are attending counselling whilst at the same time adopt a very open policy towards children attending counselling.  They are quite aware that staff seeing a counsellor would not want other staff to know.  Perhaps this is because they believe that adults stigmatise but children don’t.  Children, in their view, might not be affected by stigma if counselling is dealt with very openly.  I don’t agree.  If a therapist stays with a student in the playground or dining hall (acting rather like a human dunce cap), this will advertise to the entire population of the school the fact that he/she is a client.  Once when I was visiting a school for an interview, a counsellor introduced me to her client as they went into the therapy room (which was just off a dining hall full of students).  The client looked extremely uncomfortable.  I do not think being open about counselling is a good way to try to reduce the stigma around therapy.  Better keep a private interaction private.

In summary, I believe that protecting privacy is an essential component of ethical and effective counselling practice.  If we do our best to protect the privacy of our young clients this will help them feel comfortable about accessing counselling support in schools and staying with it. I hope the ideas I have set out in this article will encourage practitioners to think carefully about their approach to protecting the privacy of young clients in schools.

Bibliography

BACP, (2016) Ethical Framework for the Counselling Professions.  Leicestershire: British Association for Counselling and Psychotherapy.

Cooper, M. (2009) Counselling in UK secondary schools: a comprehensive review of audit and evaluation data, Counselling and Psychotherapy Research 9, 3, 137–50.

DfE, (2016) Counselling in schools: a blueprint for the future, Departmental advice for school leaders and counsellors February, 2016. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/497825/Counselling_in_schools.pdf

Freake, H., Barley, V. and Kent, G. (2007) Adolescents’ views of helping professionals: a review of the literature, Journal of Adolescence, 30, 639–53.

Prior, S. (2012) “Overcoming Stigma: how young people position themselves as counselling service users,” in Sociology of Health & Illness Vol. 34 No. 5 2012, pp 697–713. http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9566.2011.01430.x/pdf

Educolour: change begins with you

stereotypes

 

There seem to be several ways that people tackle the issue of diversity in the workplace as far as I have experienced it. Having occupied various positions in white, middle-class dominated work environments, the issue of diversity has exercised me for a long time.  I have been regarded as “the ethnic minority” in some places by virtue of the fact that I am of Jewish heritage, am married to an Iraqi-Israeli and my kids were born abroad. I have seen the almost visible domino effect of assumptions that click into place when people find out these facts about me. But, better out than in I say. If people can tell me what they assume about me, at least then I can work through the stereotypes with them and isolate what is right and what is not. One of the most destructive things is to ignore altogether race, identity, culture, colour, whatever it is that makes for difference between people.

Whether or not I can lay claim to be classed as an ethnic minority is immaterial. I am wholly and passionately committed to doing what I can to break down barriers that exist for people based on the sex, gender, sexuality, race, ethnicity, whatever the multifarious categorisation that exists that causes these barriers. This is why I am shoving my white-privileged nose into the group of people now committed to forming the #Educolour movement in this country. And I trust each and every one of them to speak truth to me at any point.

One of Stonewall’s diversity champions once told me, when I was concerned whether I could effectively look out for the rights of others, that there is no better advocate for diversity in a workplace than someone who might outwardly represent the accepted norm. “People might listen to a black guy talking about racial equality in the workplace, but if a white person is a passionate advocate, that will get people’s attention for sure”.

The biggest problem I have encountered is that people don’t want to talk about it. This is probably mainly because they are worried about saying something wrong and causing offense, But many don’t want to accept even the basic fact that subconscious bias and racism is rife within our society. Or worse still, people pretend to be “colour-blind”. Unless each one of us is willing to admit it is our problem, nothing at all will change. Unless each and every one of us just connects with the places where we do assume, discriminate, overcompensate, skirt around, feel uncomfortable, behave differently to people, then we will just perpetuate the problem.

Here are some uncomfortable moments I have had while on recruitment panels that might make your jaw drop:

Situation 1: 

Panel of two white women, one white man. White, male, middle-aged, middle-class interviewer goes off script and asks young, Asian woman: “Are you spoilt?”

She, unfazed, quick as anything says: “No, but my brother is! Have you met an Indian mother who doesn’t spoil her son?! He is her sunshine. I don’t get to be spoilt!”

We all laughed and moved on to the next question. I died inside. When we got out of the room, I challenged my senior colleague. “What was that all about? Why on earth did you ask that?”

“Oh” He said, completely nonplussed by my obvious disdain. “I once knew an Indian woman who was really spoilt. I didn’t want you to have to deal with that on your team”

I liked her, I wanted her on my team. She is personable, she has already proved herself to be quick-witted and feisty. She has got through to a face-to-face interview based on passing several stages of the recruitment process including three written tasks. The standard of her writing is excellent and she has displayed a creativity of thought in her responses. The second woman on the panel is worried about her ability to represent the organisation because she has a lilting, Delhi accent. I remind her that according to the job we have advertised, she needs to be able to write quickly and accurately, using a high standard of English. She has proved to be able to do this and moreover, seems like she could fit in really well with the rest of the team, our values and so on. “Some aspects of writing are just there, they can’t be taught” I was told by my colleague by way of explanation of her doubts about this candidate.

I can feel myself fighting for this person and fighting through assumptions, prejudice, all dressed up as genuine concerns but moreover, all based on subtle discrimination and not on the facts before us. She turned out to be one of the best members of my team.

My colleagues weren’t bad people. They saw themselves as very open-minded and committed to diversity. But there are boundaries to all of our ability to really challenge ourselves and ask honestly what subconscious bias could be playing out here.

Situation 2:

A white, male colleague and I are waiting for two candidates to show up for an interview. One has what could be described as a non-English, Arabic name, the other has a very “English” standard male first name and surname. The first to arrive is a black man, and we both assume this is the one with the Arabic name. It is only when the second candidate shows up for the interview that we realise that we are wrong. She is a woman and cannot possibly be the one with the standard English male name.

After the interviewees have left and knew nothing of our silent confusion, I can’t contain my embarrassment and say to my colleague: “Woah, massive racist assumptions there from both of us!” He claps his hand on his forehead and said “How many discriminatory stereotypes went into that little misunderstanding?!” Awful, but at least we were aware that this actually happened and at least we could openly talk about it and think what we would do next time to ensure this doesn’t happen again.

Situation 3:

Some years ago, I keep hearing some of my colleagues declare proudly, openly and frequently that we have a team that is predominantly made up of young, Russell Group university-educated men and women. It takes me a while to understand why this makes me angry. I challenge them on this and ask why this makes us a good place to work. I am not young, nor Russell Group educated, and I am the only person to have recruited not one, but two people onto my team who don’t have a university degree at all. The first hire sparked consternation when my boss realised that they didn’t fit the ideal standard, but once they had proved themselves to be superb at their job and display a lot more intelligence and resilience than some of our more “thoroughbred” members of the stable, it was easier to get the second one through. They both had a maturity and solid work ethic that ensured that we got things done and to a high standard.

My challenge to my previous workplace was a challenge to this idea that having people who have made their way through a path of privilege means that they are necessarily better at their jobs than others. In my experience, some of the best-educated and holders of the highest accolades from Oxbridge were the weakest staff members in terms of their teamwork, resilience, creativity and initiative-taking. I was told time and again, “we need the best candidate for the job, and the easiest way to see that is through their qualifications and work experience”. What is not clear here is that there are so many barriers to people who don’t have access to the level of privilege needed, that they may not be getting a shot at the places of education and work that others may be able to just glide in to.

We really have to create a recruitment process that both sorts people’s ability to do the job advertised but that also can sort between things that are trainable skills and things that are essential to have inbuilt. This is where we have an opportunity to halt the assumptive wheels of institutional prejudice and actually create a step for people to take.What I mean is this. Faced with two potential candidates, I must look to see where I can challenge myself and my own assumptions. I must also look to see if with a small amount of effort on my part, I might be able to provide an opportunity for someone who has proved that they can do the job well but may not have the standard set of traits of privilege that we lazily may assume make them the “best candidate” for the job. If I can take someone on and invest an extra few hours of training in them to fill any gaps, which may cost the organisation slightly more, I will. I know that through doing this, I have diversified the workplace, shifted the accepted norms about what pathways people need to have followed to land here, and have broadened my own and my colleagues’ horizons about where good people can come from, I must do this. And if I need to fight a bit to do it, I will.

There are simple things that we can all do, and that we all must do. We must embrace our own prejudice and never avoid an opportunity to delve deeper into it to understand it better. We must call out prejudice when we see it (including our own!) but not in a confrontational and aggressive way, we need to champion growth-inducing challenge and whenever possible model a better way through as many channels as possible – such as recruitment processes as I have tried to illustrate here. This is what I mean when I say, change begins with you.

From the inside, a hamster wheel looks like a career ladder: sabbatical year for teachers

solid-wheel

Image: http://www.catexpert.co.uk/

The College of Teaching is really going to start taking shape now and I am hoping that one of the things they will consider will be a sabbatical year as a way to prevent teacher burn-out.

I was a teacher for over ten years and I took a sabbatical year once in my penultimate year of teaching. The decade in which I taught was filled with probably familiar personal milestones for many teachers today. I was at the peak of juggling the demands of my professional life and the responsibilities and developments of my personal life. I completed my PGCE, taught for 4 years and then graduated from my M.ed, which had involved action research and lots of late nights reading voraciously and writing, on top of my full time teaching timetable. Shortly afterwards I was married and a year later had our first child. In Israel, where I taught, it is accepted practice that a mother returns to work after 12 weeks of statutory maternity pay. By the time I was mother of two a couple of years later, I was working full time, supplementing my salary with tutoring dyslexic students and exhausted from sleepless nights which are part and parcel of having small children.  Adding together the long working hours and the cycles of lesson preparation and marking that happens out of school – you may not know this, but the weekend in Israel consists of Saturday as school runs Sunday to Friday – I was wondering how long I can sustain this intense lifestyle. My sabbatical year was a godsend.

How does a sabbatical year work?

The sabbatical year is part of an expectation of ongoing professional development for teachers and has been going for a long time in Israel. In 1962, the government approved the sabbatical year for all teachers as a way to prevent burn out and retain teachers within the profession. It was also seen as a good idea to strengthen teachers’ professional identity by encouraging them to take time out to study, recharge and reconnect with their profession.

There is an expectation that teachers will undertake CPD activities outside of their school hours throughout the normal working year to help strengthen their subject knowledge and also to support them to hone and develop their teaching methodology. I would usually do at least one evening class a week at one of the teacher training centres. An Israeli teacher’s pay is determined by their level of education and so each course helps you accrue “points”. These points, the different leadership roles you might take on and the number of years you have taught then inform your salary rate. The direct result being, the more you learn as a professional and the better you are able to use that back at school, the more valuable you become. Cynics would say that teachers could just attend courses to bolster their salary, but you have to pass the courses you attend and they are usually very interactive. So unless you sit there with earplugs in chanting nah nah nah nah, you will learn and your learning should inform and improve your teaching.

The sabbatical year gives you time to step off the hamster wheel of teaching and invest some time into a dedicated time for study and reflection.

How is it funded?

During the sabbatical year, a teacher is paid about 66% of their salary which they draw from a fund to which they have contributed 4% of their salary over the previous 6 years. The education department match-funds this. Of course, if you don’t want to take the sabbatical year, you can just defer it to another year or you can even take the money and continue working so you can also view it as a savings scheme. You can read more about this here

How can a teacher afford a pay cut?

You are able to teach on a part-time basis while on sabbatical. I took the opportunity to support a struggling English department at another school one day a week and it was a great insight into how another school operated. It also gave me quite a lot of professional confidence that I could deploy some good practice in another school and contribute to the improvement of their department overall. This in turn boosted my professional network and reputation. And of course, it helped supplement my income a little.

What can you study on sabbatical year?

To qualify for the sabbatical funding, you need to study at least 15 hours a week. We were offered a vast choice of courses and were encouraged to find courses ourselves too. We were required to think of three broad categories of courses: something that builds on my current professional interest, something that broadens my horizons and something for my physical and mental well-being.  Gym membership or Tai Chi classes for example, were a completely acceptable way to spend a couple of hours a week.

What did I do?

Aside from working one day a week at another school and continuing to give some private lessons in the evening, I decided to take a two-term diploma in conflict resolution, knowing it could be helpful as a tool in the classroom or beyond. I also took a 12-week course in graphic design, imagining myself perhaps writing my own materials in a more professional way or even illustrating that children’s book I had often thought about. And as a wild card, I did a year’s qualification as a Doula (or birth coach). This was a golden opportunity to explore a possible career fall-back plan if teaching ever got too much. Oh, and I clocked in and out of the gym at least once a week, doing yoga, Pilates and other classes, finally taking care of that niggling lower back ache that had been bothering me for years.

I passed all of my courses and had the incredible experience of supporting 5 couples through their births as part of my Doula course. I was able to charge my clients the going rate and therefore recoup some of what I spent on the course (as only the official education department courses are funded or subsidised). I am still planning to do a refresher and become registered as a Doula as my next career move when I am in my dotage and it was an amazing experience which perhaps I will write about more fully one day.

How can the government afford it?

I couldn’t find anything online about how the government affords the scheme but I can only assume that matched against the cost of high attrition rates of teachers and the fact that this scheme has been going since the 1960s, one can only assume that it must pay off. I did find the results of a research piece which says that findings indicate that a sabbatical in conjunction with a professional training programme had great impact on strengthening the teachers’ professional image, and reducing their feelings of job burnout and intentions to leave their workplace or profession


What did it do for me professionally?

Having a year to do something different, to recharge, and learn new things is definitely empowering. The fact that it is encouraged and is not seen as a sign of weakness or that your enthusiasm for the profession is waning to take a year out, is a great thing. Being able to spend time in another school, as I said earlier, was also a great experience. Just stepping off the great hamster wheel of school life was so refreshing.

I recommend a sabbatical year for teachers in this country but…

…this is on several conditions:

  • I think it is important that this is a whole year and not a one month or six week offer as was trialled in England in 2001 and as is available in places like New Zealand. You can read the English DfES (as it was called then) report here
  • It shouldn’t be made into the usual highly-monitored surveillance and hoop-jumping exercise that is so often the case in this country. If we want to professionalise the profession, then trusting the professionals is a first big step. If you give people the space they will usually make good use of it
  • It should be simple to administer and not a bureaucratic and expensive nightmare. Teachers should be automatically enrolled and if at the end of the 6th year they decide to take the money and run, so be it. This is the only point at which they should be able to opt out
  • The sabbatical should be the grand festive climax of an ongoing expectation that teachers should be given space and adequate time for continuing professional development that is high quality and impactful as far as the teachers themselves are concerned. Short courses and INSETs are notorious for being often centred on fad topics and not adequate in length or quality to have a lasting impact on the teacher or the school
  • It would be great if as part of the salary-supplementing ideas teachers were paid to undertake research, supply teaching or other interesting and much-needed activities to support the profession as a whole
  • There should be a limit on the amount of paid work you can undertake during a sabbatical year and a minimum expectation regarding professional development hours per week so that you don’t just work yourself into the ground when you are meant to be recharging

I would love to hear other people’s ideas of how to make this work and I wonder to what extent it is on the agenda at all with the College of Teaching, the DfE or fellow people of the teaching profession in general.

 

 

 

 

A letter to future you: strength-based leadership and development

letter writing Alma

Picture taken by Penny Rabiger

The tree of hope and a letter to future you

At the start of term, I used to get my new intake of Year 7 students to do two things: I would create a tree of hope on the display board and give every child a cut out leaf. They and I would write messages of hope and wishes for the coming year to ourselves on the leaves. These were sometimes declarations of intentions to work hard, do homework, listen, or to respect others. Whatever they were, they were deliberately intended to be for all to see. These leaves would stay pinned to the tree throughout the year for the class to refer back to and browse whenever seemed appropriate. There was great learning to be had through referring back and reflecting on what was written.

The second thing I would do is to get my students to write a letter to their future selves.  We would spend some time imagining and discussing what we thought the coming year at school would mean, what they would need to achieve, learn, understand, overcome, and conquer. It’s also important to use this time to help students understand their own strengths and the opportunities, support and challenge they should expect during the year to help them make sure their ideas of what might happen to them are grounded in reality.

Each student would then write themselves a private letter, seal it up and hand it over to me for safekeeping. And I would do the same. As part of the ceremonies for the end of the year, we would open the letters and the children would laugh at how innocent and naïve they were, or gasp at how well their wishes for their future selves had been fulfilled or not. I liked this exercise as it created the feeling of a full circle and it challenged the children to connect deeply with themselves as individuals and as learners – trying to imagine what lay ahead of them and how they would respond to new things, react to challenges, overcome difficulty and seize opportunities. I am a firm believer in the idea that learning is as much about process, self-awareness and personal development as it is about the acquisition of knowledge.

Investing in strengths

It’s time for performance reviews at my workplace and I often feel like objective-setting can be a form of letter to one’s future self. It certainly should be done on the same backdrop of self-awareness as well as taking a realistic view of the needs and aims of the organisation where you work and what opportunities for development and growth there are within it.

There is much evidence to show that at school and at work we are all too often encouraged to invest time and effort on the things that we are clearly not skilled at or interested in and not enough time developing and building on areas of strength and interest. Of course we should not be subscribing to the view that we should only occupy our time and effort on things we think we are good at – some things are important to get to grips with, whether you like them and are good at them or not. One example I am really proud of is that I did my maths O Level/GCSE three times and got two U grades before I got the prized C grade. I even got a Saturday job to pay for my own private tutor the third time. I didn’t know it then, but dyscalculia made this hard for me. My determination made me the only member of my family to get maths GCSE and to go on to get a BA and and MA. My strength may not have been in maths but somehow even at that age, I could see that maths GCSE was a ticket to the future that I needed. Coming from a low-income, single-parent family and with a mother who had significant mental health challenges, I really wasn’t going to give up on it!

The Strengths Finder tool

This is why I really like Strengths Finder as a great way to connect people to their own leading strengths and to help them understand how they can build on these at work and in their out-of-work lives too. I have previously been asked to do Myers Briggs and other personality tests at work and felt that these were akin to horoscopes. It was hard to unravel how to share and implement what they described. I also feel that people need to take confident ownership of their own strengths, make these clearly known in the workplace and find opportunities not only to hone their skills but also to use them for the maximum benefit of the organisation where they work.

Strengths Finder measures the presence of 34 themes or strengths. These are people’s naturally recurring patterns of thought, feeling, or behaviour that can be productively applied. We often talk about talent when speaking of students and colleagues and it is key to remember that your talents are indeed the building blocks of strengths.  Combining your talents with skills, experience and knowledge is what creates your strengths.  With Strengths Finder, the more dominant a theme is in a person, the greater the theme’s impact on that person’s behaviour and performance. The Strengths Finder test is thorough and the results are presented in such a way that they are easily shared. You are given a short summary, a longer and more in depth overview, and an action plan with suggestions of how you could be using your strengths, how others should make use of them and how to work with people with different strengths. *I have included my short summary at the end of this post to give you a feel for what it looks like. It was very affirming for me to see my strengths described in this way and to see the tangible ways in which I really do have an impact in the workplace through using these strengths. Rather than seeing them as a rather quirky part of my personality, it fell into place for me the power and value my strengths represent to my workplace and to people that know me. This can give incredible confidence and enhance one’s creativity and decision-making abilities when you know you are building on a strength that is tangibly valuable.

We have all recently completed our Strength Finder profiles at work and have started to map them out on a simple matrix of where each person’s strengths lie. We will continue to explore how we should work together around these and it will be an integral part of each new employee’s induction to do the Strength Finder test and share their results. I believe that all organisations should be moving towards strength-based leadership rather than the often humiliating and punitive methods that we can unwittingly subscribe to through performance management.

Strength-based leadership

While I find that a lot of focus in work and education can be on identifying and working on mending weaknesses, in their book of the same name, Strengths Finder writers Tom Rath and Barry Conchie describe what strength-based leadership can look like:

  • The most effective leaders are always investing in strengths. In the workplace, when an organisation’s leadership fails to focus on individuals’ strengths, the odds of an employee being engaged are a dismal 1 in 11 (9%). But when an organisation’s leadership focuses on the strengths of its employees, the odds soar to almost 3 in 4 (73%). When leaders focus on and invest in their employees’ strengths, the odds of each person being engaged goes up eightfold
  • The most effective leaders surround themselves with the right people and then maximize their team. While the best leaders are not well-rounded, the best teams are. Strong, cohesive teams have a representation of strengths in each of these four domains: executing, influencing, relationship building, and strategic thinking
  • The most effective leaders understand their followers’ needs. People follow leaders for very specific reasons. When asked, thousands of followers were able to describe exactly what they need from a leader with remarkable clarity: trust, compassion, stability, and hope

It certainly makes you think doesn’t it? So, tying this back to a letter to the ‘future you’ exercise, at work we have been thinking about giving feedback and about our performance objectives in the light of our strengths. When setting objectives you are in fact trying to future gaze and describe a snapshot in time in the future. But if you are working these around what you already know, and creating a formula of strengths + organisational goals/business need + opportunities to use and develop strengths for the benefit of the organisation, you should be able to pretty accurately describe your objectives and planned outcomes.

Similarly, if you can spend time getting students, colleagues, employees, team members, people you coach or mentor to really focus in on their strengths, understand what the aims and goals are for the coming few months to a year, and to consider how they will build on their strengths to move forward, your letters to the future you will be inspiring when you write them and delightful when you open them a year later.

 

*Strengths Insight Guide: Penny Rabiger

 

Individualization

Shared Theme Description: People who are especially talented in the Individualization theme are intrigued with the unique qualities of each person. They have a gift for figuring out how people who are different can work together productively.

Personalized Strengths Insights: What makes you stand out? By nature, you derive much joy from assisting people in need. Instinctively, you are hardwired to do exactly what you said you would do. Your word is your bond. You are likely to earn the respect of many people. You even win over those who have a hard time trusting anyone. Why? You rarely disappoint them. Because of your strengths, you derive much satisfaction from doing things that benefit people. You typically work as industriously on big projects as you do on everyday chores. Driven by your talents, you are compelled to help people. You yearn to leave the world in better shape for those who will follow you years, decades, and centuries from now. It’s very likely that you help individuals acquire knowledge and gain skills. You are a fine instructor, tutor, and/or trainer.

Relator

Shared Theme Description: People who are especially talented in the Relator theme enjoy close relationships with others. They find deep satisfaction in working hard with friends to achieve a goal.

Personalized Strengths Insights: What makes you stand out? It’s very likely that you are naturally open and honest about who you are, what you have done, what you can do, and what you cannot do. Your straightforward explanations and stories help listeners see you as you see yourself. You reveal your strengths and limitations. You are forthright and plainspoken. People generally seek your company and want to work with you. Many are impelled to move into action by your words and examples. By nature, you have the ability to instruct, train, or offer suggestions to people who look to you for assistance. Driven by your talents, you are determined to share your knowledge and skills with people you coach, mentor, or train. Chances are good that you are comfortable being open and honest about who you are. Often you intentionally avoid people who are less than truthful. You prefer to spend time with individuals who speak as candidly as you do about their strengths, shortcomings, hopes, disappointments, failures, or successes. Because of your strengths, you enjoy the companionship of individuals who tell you what they plan to accomplish in the coming weeks, months, or years. Once you know their goals, you can help them reach their objectives. Few things please you more than this.

Arranger

Shared Theme Description: People who are especially talented in the Arranger theme can organize, but they also have a flexibility that complements this ability. They like to figure out how all of the pieces and resources can be arranged for maximum productivity.

Personalized Strengths Insights: What makes you stand out? Because of your strengths, you naturally choose to work in groups rather than do things by yourself. This preference for partnerships reflects your willingness to welcome into the team many different types of individuals. By nature, you automatically notice what people do well. You pay attention to their individual interests, too. Combining this information, you are likely to understand who should work and should not work together. You probably create partnerships where one person’s talents complement those of another person. You tend to match people to tasks they enjoy. Instinctively, you embrace a wide array of people. You honor their differences with ease. You identify specific things each one does quite well. These insights help you mix and match one person’s talents, skills, and knowledge with those of others in the group. Ultimately, you position individuals in such a way that cooperation becomes the norm rather than the exception. Driven by your talents, you are known as a reliable and dependable person. You are motivated to work diligently. You cannot rest until you have completed what you told someone you would do. Chances are good that you periodically think about what you need to upgrade or do better. What you discover may help you determine the number of things you can handle simultaneously. Perhaps you produce some of your finest results when you have more than one thing to do.

Achiever

Shared Theme Description: People who are especially talented in the Achiever theme have a great deal of stamina and work hard. They take great satisfaction from being busy and productive.

Personalized Strengths Insights: What makes you stand out? Chances are good that you push yourself to meet high standards and reach important goals. Your feelings of success or failure likely hinge on the way others judge your results. Your keen awareness of people’s moods motivates you to work even harder. You want to please them. You want to earn their approval. You often just want to make them happy. Because of your strengths, you critically examine the essential elements of the current condition. You toil tirelessly to identify the basic parts of various plans, problems, opportunities, processes, or ideas. Instinctively, you ordinarily take time and exert extra effort to comprehend what you are reading. You probably refuse to rush through written material. Why? You likely intend to commit to memory as many facts and concepts as possible. It’s very likely that you exhibit the physical and mental endurance needed to continuously toil long after others have stopped working. You are hardwired to pursue goals until they are reached. When obstacles arise, you become even more determined to succeed. By nature, you likely have a reputation for being a hard worker. This explains why you tell individuals they can accomplish a lot more than they think they can. You repeatedly pressure people to excel rather than settle for mediocre results. You probably have a very difficult time associating with people who do only what is expected and who whine when they are challenged to do much more.

Connectedness

Shared Theme Description: People who are especially talented in the Connectedness theme have faith in the links between all things. They believe there are few coincidences and that almost every event has a reason.

Personalized Strengths Insights: What makes you stand out? It’s very likely that you sense you are not all alone in the world. You probably feel linked with every person and living thing. This openness explains why you invite a vast array of people to participate in conversations, activities, social events, or groups. By nature, you occasionally help people realize they are part of the human family. With your guidance, perhaps they understand that their lives are intertwined with people they will never meet. Because of your strengths, you have no doubts about being linked in some way with everything in the universe. This includes all creation and all humankind. Driven by your talents, you routinely isolate facts that link ideas, events, or people. You are especially sensitive to how one person’s optimistic or negative thoughts can affect the entire human family. This prompts you to pay close attention to what individuals and groups think and do. Chances are good that you may underscore what people have in common even though their backgrounds, experiences, languages, cultures, or interests may vary. Sometimes you facilitate dialogue between individuals. Once in a while, you create peace within groups or between people by pointing out links between them.