Welcome to my latest edition of Chisnell Chatter. In my meanderings across the South East of England, life in school continues to be both joyful and challenging with equal poise.
I am thrilled to be speaking at the Northern Rocks education event in Leeds this summer about embedding research practice in schools.
Humbitious – reflection on a good read
I was recently introduced to Amer Kaissi’s book Humbitious, the power of low-Ego, high-drive leadership. The book outlines the importance of tempering your leadership ‘Ego’ and provides five helpful steps to being a leader with humility.
1. Be self-aware
Kaissi says self-aware leaders are six times less likely to experience career derailment such as a demotion or termination. Becoming self-aware requires intention. Leaders must make time for internal reflection while also assessing their impact on others.
To better understand yourself, Kaissi says to block out daily “heads up” time to proactively think about personal and professional challenges. Conversely, he recommends identifying “loving critics” to offer specific feedback about your interactions with others.
2. Don’t get defensive
Accept feedback as a gift. Kaissi says leaders often push back when they receive negative feedback. “The only thing you need to say is ‘Thank you, you’ve given me something to think about’ whether you like the feedback or not,” he says.
3. Show appreciation
Employees of leaders who show appreciation are 40% more engaged, Kaissi says. But meaningful appreciation takes more than a cookie cutter email. High-impact conversations with employees have a huge effect on motivation and engagement. Hand-written notes that are specific, genuine and timely also convey deep appreciation.
“Leaders who show appreciation on a regular basis create special work environments where people are engaged in their work. People are intrinsically motivated to go above and beyond,” Kaissi says.
4. Keep an open mind
Leadership programs tend to teach students how to argue, debate and negotiate. Rather, Kaissi says successful leaders should listen to understand others, not to prove themselves. “That empowers people to speak up and creates psychological safety in organizations. When people speak up, we have to listen,” he says.
5. Follow the ‘Platinum Rule’
Leaders should treat their employees the way they want to be treated. That requires understanding how employees operate. Kaissi says leaders should ask employees for their owner’s manual—their values, recognition needs and environment that allows them to perform at their best. “It’s all about understanding what people need and taking the time to ask that question,”.
Headspace – a time to reflect and re-connect 27 & 28 June 2024
Headspace is a two-day conference for school and trust leaders. It is held in the beautiful setting of the Hythe Imperial Hotel and spa. The conference is centered on your well-being and provides a breathing space for your leadership thinking. You will be left with a range of fresh leadership ideas that can be added to your professional toolbox. Nadia Hewstone, author and educational coach, will be speaking at the event and sharing her top tips for school leadership. Spaces are limited so please get in touch quickly to secure a space.
Ofsted on the Early Years
Here is a link to an Ofsted webinar produced by Ofsted’s new Chief Inspector that explores his future direction regarding the Early Years. This may be a useful link to share with governors with responsibility for the early years and early years practitioners.
I hope this edition has been of interest to you. Please feel free to share this with colleagues.
My back catalogue for school leaders is available here:
Chisnell Chatter Edition 1. Chisnell Chatter Edition 2. Chisnell Chatter Edition 3. Chisnell Chatter Edition 4. Chisnell Chatter Edition 5 Chisnell Chatter Edition 6 Chisnell Chatter Edition 7 Chisnell Chatter Edition 8 Chisnell Chatter Edition 9 Chisnell Chatter Edition 10 Chisnell Chatter Edition 11 Chisnell Chatter Edition 12 Chisnell Chatter Edition 13
If I can help you in any way then do get in touch, you can email me chisnellg@gmail.com or call / text me on 07825149535.
For more information about my consultancy offer, please visit my website here. My latest consultancy offer includes Coaching for Appraisal, a course that prepares leaders and staff for impactful appraisals. This course is co-facilitated with HR expert Gary Edwards. I will also be co-facilitating Headspace, a residential recharge for school and trust leaders on 27 and 28 June 2024 at the beautiful venue of Hythe Imperial Hotel in Kent (flyer for this later in this edition). Let me know if you would like to secure a place for you and your team.
Do get in touch if you are interested in training, consultancy or coaching support.
Professional Learning Communities
EEF – what do we know about PSED in the early years?
Here is a link to a great little blog by the EEF regarding Personal Social and Emotional Development in the early years by Laura Grocott. In the blog she outlines five key strategies:
1 teaching awareness of emotions and feelings
2 teaching and modelling managing emotions and feelings
3 teaching and modelling social behaviour
4 teaching relationship skills
5 teaching how to sustain positive relationships
EEF on conditions for effective feedback
The EEF have produced an interesting article on the three conditions for effective feedback. The full article is available here. The article resonates with other research articles shared in this blog regarding retrieval practice, questioning and assessment. The top three in the EEF feedback toolkit are:
- Feedback needs to be perceived as useful by the students.
- Students need strategies for using their feedback.
- Feedback should be delivered without a grade.
These are really powerful prompts for teachers to ensure that their feedback to pupils helps them to learn and remember.
Reading for pleasure – the wisdom of Theresa Cremin
I have had the pleasure of meeting Theresa and hearing her speak about reading. Her knowledge about reading and passion for promoting reading in schools is palpable. Here is an interesting article written in the TES where Theresa gives us her wise counsel on reading.
Behaviour Detective
I came across this super article by Stephanie from Echotraining where she introduces a super behaviour detective chart.
Being a behavior detective when working with children and young people is crucial. It means looking beyond the surface of their actions to understand what they’re really trying to communicate. Every behavior, whether good or challenging, is like a clue that can help us understand their needs, feelings, and past experiences.
By being detectives, we can figure out why a child is behaving a certain way and find better ways to support them. It’s about listening to their behavior and responding with empathy and understanding, which can make a big difference in helping them thrive.
- Basic Needs: Children may exhibit certain behaviors (like wriggling or lack of concentration) to communicate basic needs such as using the restroom or being hungry, which can be addressed in real-time.
- Developmental Stage: Behaviors can also reflect the child’s stage of development, such as a teenager needing more sleep or an eleven-year-old’s brain not fully developed for advanced planning, and may resolve as the child grows.
- Nervous System State: Excitement or stress can affect concentration and learning. Understanding the state of the nervous system can help in calming or stimulating it to help students focus.
- Survival Response: Children may exhibit fight, flight, or freeze responses to perceived danger, which are natural survival instincts. However, these responses can become problematic if they are the default reaction to minor stressors due to living in a constant state of high alert.
- Coping Strategies: Children who have experienced trauma may use coping strategies that were once necessary for survival but are now hindering relationships and learning. Understanding these strategies can help provide alternatives.
- Brain Changes: Long-term exposure to trauma can impact brain architecture, affecting areas responsible for emotional control, memory, and learning. However, these changes are reversible with a safe, stable, nurturing relationship.
- Trauma-induced Thinking: Trauma shapes how children see the world and can lead to narratives about safety and trust. Understanding trauma-induced thinking can help in challenging negative beliefs and perceptions.
- Child’s Solution: Behaviors that may seem problematic are often solutions for the child in some way. By understanding the value these behaviors bring to the child, educators can offer safer alternatives more effectively.
Irresistible Learning 