Supporting the Emotional Work of School LeadersThis practical book deals with the emotional and moral dimensions of school leadership. The author sets out the intra-personal and interpersonal attributes, attitudes and behaviours necessary to develop emotional and moral leadership within the school community. The book provides a range of person-centred strategies for building communities of professionally committed, relationally competent, collaborative individuals. |
From inside the book
Results 1-5 of 44
Page 3
... classrooms, playground, staffroom) and however (for example, pairs, groups, departments) those relationships are constituted. A field theory map of ... classroom. Most recently, worrying trends of violence have taken root in Introduction 3.
... classrooms, playground, staffroom) and however (for example, pairs, groups, departments) those relationships are constituted. A field theory map of ... classroom. Most recently, worrying trends of violence have taken root in Introduction 3.
Page 6
... classrooms, staffrooms and playgrounds. The current preoccupation with and pressure to achieve targets leads to ... classroom, school, educational community or wider social environment is more likely to be experienced as a vibrant ...
... classrooms, staffrooms and playgrounds. The current preoccupation with and pressure to achieve targets leads to ... classroom, school, educational community or wider social environment is more likely to be experienced as a vibrant ...
Page 8
... classroom based session with between 10 and 12 pupils to discover their feelings about school and their capacity for emotional expression and understanding. A circle time format was used with younger pupils and a small focus group ...
... classroom based session with between 10 and 12 pupils to discover their feelings about school and their capacity for emotional expression and understanding. A circle time format was used with younger pupils and a small focus group ...
Page 9
... classroom based session with pupils in which they presented and talked about their photos. These were then grouped together to represent key issues. In some schools, pupils worked together to create visual representations of their ...
... classroom based session with pupils in which they presented and talked about their photos. These were then grouped together to represent key issues. In some schools, pupils worked together to create visual representations of their ...
Page 10
... Classroom Assistant P = Pupils Therefore P–H–I represents an individual interview with the head teacher of a primary school. Not surprisingly, all of the MEAZ schools had experienced difficulties and challenges in previous years ...
... Classroom Assistant P = Pupils Therefore P–H–I represents an individual interview with the head teacher of a primary school. Not surprisingly, all of the MEAZ schools had experienced difficulties and challenges in previous years ...
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Common terms and phrases
a-ha able accept activity adults Anna’s anxiety authentic behaviour brain capacity Carl Rogers Catherine Catherine’s challenging child Children Act 2004 children and young Chris Chris’s classroom climate colleagues create creative culture distress effective emotional competence emotional intelligence emotionally engage example Exercise experienced fear feel Feelings Books focus Glynn Harris head teacher highlights human I–It impact important individual’s individuals Introjection involved leaders and teachers learning Lisa’s manage mental health model of leadership moral negative Ofsted one’s organisational parasympathetic nervous system parents Perls positive Primary National Strategy problems professional projects psychotherapy recognise reflect relationships relax responsibility Retroflection rience role school community school improvement school leaders school leadership Scott Peck self-harm sense share social sustain SWOT analysis teacher leaders teachers and leaders teaching things tion tional trauma trust understanding values vulnerable whilst wounding
Popular passages
Page 105 - Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous?
Page 105 - We were born to make manifest the glory of God that is within us. It's not just in some of us; it's in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.
Page 63 - I mean the directional trend which is evident in all organic and human life — the urge to expand, extend, develop, mature — the tendency to express and activate all the capacities of the organism, to the extent that such activation enhances the organism or the self.
Page 92 - You gain strength, courage and confidence by every experience in which you really stop to look fear in the face. You are able to say to yourself, "I lived through this horror. I can take the next thing that comes along." . . . You must do the thing you think you cannot do.
Page 63 - ... develop, mature— the tendency to express and activate all the capacities of the organism, to the extent that such activation enhances the organism or the self. This tendency may become deeply buried under layer after layer of encrusted psychological defenses; it may be hidden behind elaborate facades which deny its existence; it is my belief however, based on my experience, that it exists in every individual and awaits only the proper conditions to be released and expressed.
Page 71 - That our life is not consistent with the demands of society is not because nature is at fault or we are at fault, but because society has undergone a process that has moved it so far from healthy functioning, natural functioning that our needs and the needs of society and the needs of nature do not fit together any more.
Page 60 - Change does not take place through a coercive attempt by the individual or by another person to change him, but it does take place if one takes the time and effort to be what he is—to be fully invested in his current positions. By rejecting the role of change agent, we make meaningful and orderly change possible.
Page 44 - Leadership is not the private reserve of a few charismatic men and women. It is a process...
Page 40 - It is only through the recognition of your emotions that you can be aware, as a biological organism, either of what you are up against in the environment or of what special opportunities are at the moment presented.