| Description |
1 online resource (135 p.) |
| Contents |
Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of contents -- Figures -- Tables -- Acknowledgements -- Introduction -- 1 Fear versus trust cultures: The need for a revolution -- Here come the statistics! -- Behind bars? -- Government -- Ofsted and accountability -- Funding -- Society and its expectations -- Outcomes of this cage -- Chapter key points -- Note -- 2 So, why are trust and fear so important? -- The three layers of the brain -- Brain number 1: Reptilian brain -- Brain number 2: Mammalian brain -- Brain number 3: Cognitive brain -- Chapter key points |
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Note -- 3 Indicators of fear versus trust-based cultures -- What do fear-based cultures look like? -- Significant percentages of people on sick leave -- Low morale -- High union involvement -- Few people in communal areas such as the staffroom -- Defensiveness -- Passive aggression -- Pedantry about hours and time spent on things -- Little collaboration either inter or intra departments or phases -- Training mainly focused on external providers -- Little smiling or laughter -- Little curiosity or conversation about life beyond work |
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Leaders behaving like parents and other staff behaving like children -- Feedback given only through very formal structures -- top-down -- A lack of social capital -- The problems with concentrating on human capital over social capital -- Chapter key points -- Note -- 4 The model: Everyone loves a plan! -- Chapter key points -- 5 The preconditions -- Precondition 1 -- Why does everyone in your school need to have the ability to speak openly with one another? -- What blocks open speech in a school culture? -- Block 1: Hierarchy -- Block 2: Ego |
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Block 3: 'Protection' of others -- The corruption of care -- Block 4: Historical baggage -- Precondition 2 -- Why does everyone in your school need to treat one another like adults? -- Precondition 3 -- Why does everyone in your school need to see failure as an opportunity to learn? -- Homelessness -- Precondition 4 -- Why does everyone in your school need to give and receive robust, curious feedback? -- We need to talk about feedback -- Deliberate practice -- Feedback in all directions -- Pent-up feedback -- The mighty four -- Chapter key points -- 6 The catalysts |
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1. The ZOUD (Zone of Uncomfortable Debate): Catalyst no. 1 to enable open speech -- The comfort paradox -- The dark side to the ZOUD -- 2. Transactional Analysis: Catalyst no. 2 to enable everyone to treat one another like adults -- The pitfalls of a parent-child culture -- Parent ego-state -- Child ego-state -- Adult ego-state -- The OK Corral -- High regard -- How to move into adult ego-state -- 3. Growth Mindset: Catalyst no. 3 to enable everyone in your school to see failure as an opportunity to learn -- Formative, not summative |
| Notes |
Description based upon print version of record |
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So how do we apply growth mindset to the staff in our schools? |
| Form |
Electronic book
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| ISBN |
9781000074499 |
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1000074498 |
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