Are you conflict phobic? 7 steps to mine conflict for growth

Natively we see conflict and confrontation as something akin to a visit to the dentist: if we face up to it, it will probably be full of pain, much better to avoid it. In amongst the 'ore' of pain and effort lies some significant paydirt: conflict is the bedrock of innovation and improvement. We rarely learn when we are comfortable, and relationships won't grow without learning. If we can permission and harness conflict, great things can happen.

Change - the battle between brain and strategy

Ever wondered why change can be so difficult? Many wonderful change models exist, yet all but a few truly consider the brain and neuroscience. This missing element from change management often explains change success stories, as much as the disasters. If you are a change agent (i.e. a teacher, leader, parent, manager...) ignore the brain at your peril!

Doing the Flip - Flipped classrooms that work (and how they could apply elsewhere...)

For those of us in education, the flipped classroom model has been one of those nirvana-like strategies that sounds great, works for savvy teachers, but, well, there is just so much to learn.

In reality, and done well, the flipped model can be both as efficient, in terms of teacher effort, as  it is effective. The model leverages students' preference for video/visual information and the true expertise of a teacher in guiding application and understanding in the classroom.

Mind Zones: a red and blue zone primer

Based on contemporary neuroscience, we suggest a model of two mind states: the blue zone – where we are at our best – and the red zone where we operate well below our full capabilities.  In terms of our brain’s resources these two zones or mind states represent having our resources in the most modern parts of the brain, the blue zone, and having them in the more primitive parts, the red zone.

10 common behaviour engagement mistakes teachers make

Teaching is a complex social activity, and while teacher training prepares teachers well around content expertise and delivery, very little is done to skill teachers in behaviour engagement. Behaviour engagement/management, in what is already a high-stress profession, remains one of the most significant stressors for teachers, yet little has been done systematically to solve the problem.