 Hello everyone. Ross at Teacher Talkit. I've got five ideas for you here. This is from a lovely little book called The Decision Book which I've had for about a year and there's 50 ideas inside and they're really good ideas for thinking strategically so really good for middle leaders, want to be kind of school leaders or people who might work with schools. So I'm going to just share five of them so you've got the graphics on the screen. So this one is great for coaching, for providing feedback whether that's to a child and an appearance evening or a child in a lesson or if you're working with other teachers and you're pushed for time it particularly looks at how can we move away from giving an emotional piece of feedback to rather than just advice or a compliment which might just be superficially pleasing but how can I provide a suggestion that might elicit more thinking from you as the individual, so student or teacher context is key here, but where I draw out your own solutions rather than me give you advice or something that feeds your ego. So the feedback box is an idea in the book. It's also on my blog I want to read out more details. It's an idea that I'd recommend checking and if you've been to my teacher training sessions and Mark Planteech I talk about the flow model. So this comes from Mihal Cheek-Zemmahai he's a Hungarian psychologist and what this looks like in the classroom are when Bryce or Ross or Sarah or Ahmed or whoever if I pitch the work too high they're over challenged and they burn out so they would essentially opt out sir Mr. McGill I'm not going to do this. The work's underpitched not at their level I'm bored and it's under a challenge it's under challenge so I'm not meeting the challenge of their abilities and what I need to do as Cheek-Zemmahai describes is move the student from apathy to flow. In the lesson this might look like so you might be doing an activity and a student at the end of lessons will say Mr. McGill that lesson went really quickly. That's a good hallmark that they were immersed in their learning and that often comes from this an intense focus on activities that line in the middle where I provide the students with a choice but they it's both linked to a clear objective and I give them immediate feedback and when this happens so Cheek-Zemmahai calls this immersion and I get the right pitch of work and I can move a student from not enjoying the subject not engaging to getting immersed and getting lost in the learning. The next idea is the cognitive distance model so this kind of goes back to the feedback if you're providing someone with feedback and they might not like what you say whether it's a conversation with a colleague or an observation or someone visiting your school. How do you know if someone's experience in cognitive distance? Now at the top we've got if I said to you your teaching's under par and if that was their attitude and someone said to you well I'm not paid to teach you are that's a good cue or signal that that person is experiencing cognitive distance they don't want to engage in your dialogue and they think your teaching's weak and they are paying you to be the teacher and they're coming to give you that advice so often leadership responsibilities people that don't teach as much in the classroom that's an indication that you're the person you're working with is experiencing cognitive dissonance thinking about disagreements that's essentially what it means. However if you are working with someone where they are more consistent with working out the differences between the things that you say in your disagreements someone might say your teaching's under par Ross but I understand why XYZ so then they would model this through their behaviors when I talk it was XYZ but let's work out some solutions so that happens then you're probably working with someone who's not experiencing cognitive dissonance they're not finding it difficult to disagree with you but they're offering some suggestions that's a nice way to look at that. In terms of you want someone to make a decision for you on this here's another idea this model shows the extent of consequences for your decisions now you might often have someone who doesn't want to make a decision I think it's important here that the person says I'm not going to make a decision but I will get back to you with a decision and that essentially at the extent of that choice so we've got a positive and a negative here over a period of time I need to find out and make that decision for that knowledge but if I don't make that decision and I just leave it to linger there's a consequence if I don't make a decision that's just as bad as sorry let me articulate that again if I am not ready to make a decision it's helpful to say let me get back to you with a decision by X period of time and that's very good for the other person to know that the kind of conversation you're having or the problem will be kind of actioned there's more of a blog to explain that I want that one's quite an interesting model and the last one now this is probably a good idea to use in any context but the difficulty is with schools that are in high accountability models to evaluate other team members I think this is something needs to be done openly the challenge is for us all with someone else saying oh Ross your person number two we've rated you down here so what we're looking at here is what's the critical threshold the critical limit where you want everyone to be performing you may do this yourself as a manager the challenge is then to share this with the people that you work with or ask them to do that of yourself now these are largely business strategic leadership models they may not all apply in a school setting so don't take them as these are the things that you must do but there's some things that you might want to consider that you can use in your own place of work so get in touch at teacher toolkit or email me at support at teacher talk it dot code UK and something for the summer to read the decision book and it's worth checking out so thanks for watching