There are no good feelings or bad feelings. Emotions are just data. This data dramatically affects the way humans respond. When teachers are trained in Emotional Intelligence (Ei) and embed the knowledge in every subject, students soon learn the power of recognising emotions, giving it a name, mastering the art of regulating the effect it has on their life and using emotions to improve their own and others’ wellbeing.

This package of Ei includes:

Managing emotions is like learning to surf. It requires training and practice. Meeting our far and near incoming sensory systems. Brain processing – Reacting vs Responding. Meeting RURU:

• Managing emotions is like learning to surf. It requires training and practice.
• Meeting our far and near incoming sensory systems.
• Brain processing – Reacting vs Responding.
• Meeting RURU: The emotional elephant. This involves learning to Recognise, Understand,
• Regulate and Use emotions.
• The power of empathy
• Naming the CORE emotions to build emotional literacy
• Applying for the EXCEL programme. The PEDTalk explains this in detail.
• The three levels of the human brain.
• The Handy Model of the Brain The Butt, Gut, Heart, Brain connection.
• The role of a CARE circle with students.
• The power of multi-age MENTOR groups in a school.
• Student Journals for each quarter to guide the application of Ei among students
• Classroom Posters to focus attention.
• Staffroom motivation Posters. 

When mindfulness-based instruction (MBI) is carried out within the school and embedded by each teacher, the treatment indicates the same positive effect and on par with treatment carried out in a therapeutic setting. Schools can no longer say that there is no time for mindfulness. It is an essential part of anxiety management and wellbeing. 

This package equips all teachers to:

• Recognise the vital role mindfulness has in laying neural pathways to the thinking brain.
• Know how the brain processes data using the Handy Model of the brain.
• Prepare lessons that have a mindful flavour.
• Teach students how to calm their gut and manage is-ease.
• Teach students the power of paying attention to life with kindness and curiosity.
• Move away from multi-taking to uni-tasking.
• Develop a culture of mindfulness in a classroom using breathwork exercises included in each lesson.
• Create a Deep Thinking Space by focusing on positive emotions, engagements, relationships meaning and accomplishments.
• Place all relationships ahead of academic rigour and load.
• Use the relationship to build confidence in students.
• Avoid anxiety, fear and turmoil.
• Reduce stress in the Thinking Space of the classroom. 

Goethe said, “Everything is hard before it is easy!” That quote seems to sum up the reality that the human brain is hardwired for struggle and when teachers allow students to fail and try again, mastery is achieved as a result of a combination of passion and resilience. In an age where parents try to make the road to success smooth, students are losing out on an essential ingredient in their success sojourn - ie, GRIT. The package takes educators on a journey into mindsets, the power of choice, the role of relationships and the damage caused by anxiety when failure isn’t encouraged as a life skill. It is a powerful package that has makes a fundamental difference in the life of students. 

This package equips all teachers to:

• Master the concept of GRIT and compare a fixed mindset with that of a growth mindset.

• Dig deeply into the concept of what a growth mindset looks like and how to develop that in the classroom.

• Explore the different types of GRIT.

• Design GRITTY thinking spaces.

• Acquire the skill-set necessary to make a difference in the life of students.

The brain seeks and creates meaning. The more important the meaning, the greater the amount of attention we give it. If we want students to master the curriculum beyond just regurgitation, then we need everything we teach to be meaning-based. The most recent research presented at the Singapore World EduLead 2019 Conference focused on the need for schools to reimagine thinking by addressing new instructional strategies, making learning irresistibly engaging, elegantly efficient, technologically accelerated but steeped in real-life problem-solving. When schooling is so closely linked to real life, meaning increases, attention improves and students begin to engage in deep thinking. 

This package equips all teachers to:

• Ensure that problem-solving drives lesson design.

• Assess whether their planning included engaging activities that raise the level of relevance and meaning.

• Explores the Six C’s of 21st-century teaching, ie Communication, Creativity, Collaboration, Citizenship, Critical Thinking and Character.

• Recognise that deep thinking occurs when we make the walls of the school transparent.

• Make use of mindfulness techniques to manage anxiety.

• Work together in high performing teams by understanding the power of professional coherence.

• Identify the difference between the right drivers and the wrong drivers when reimagining meaningful schooling

• Master the role of integration with an understanding that the brain learns not in subjects, but in CROPS (categories, relationships, order, patterns and symbols).

• Review the role of play.

• Make use of small data instead of larger data to impact the lives of students. 

The brain loves PLAY. Somehow teachers know the truth but battle to apply it in a content heavy curriculum and an academic year short of time. The word PLAY has been simplified and in the process we have lost the science behind it. This module digs deep into the science behind PLAY and how to use it effectively in high performing schools. It is rich in ideas, showing how play serves to build all the necessary scaffolding for long term explicit memory. Play is certainly not a waste of time. Play is essential. 

This package equips all teachers to:

• Fully comprehend the multi-faceted nature of PLAY.

• Identify the different types of play.

• Answer the question, Why we should be playing?

• Understanding how important movement is for brain development.

• Link PLAY to learning and the 21st-century world of work.

• Ask the question of why teachers so often opt not to allow PLAY as an essential part of their teaching programme.

• Consider various PLAY ideas.

• Assess their own classroom as a play-centre irrespective of the age of the student.

Happiness is an interesting concept. Our brains are not designed to be happy. We have a natural bias towards negativity and we cling to it as if it is velcro. After you have received possibly five precise recognition or praise, you open one email that is negative or disparaging and guess what you fixate on - the one negative. HowIf happiness is essential for our wellbeing, then educators need to learn how to re-wire the brain to make happiness stick. Its the stickiness that we call FAST - like colour-FAST, enduring like steadFAST and meticulous like FASTidious. 

This package equips all teachers to:

• Understand the Happiness ride.

• Identify the three key aspects that determine how we feel.

• Create positive experiences in class.

• Spark ideas

• Recognise the 5S’s for creating a SAFE place.

• Teach PERMA

  • Positive emotions

  • Engagement

  • Relationship

  • Meaning

  • Accomplishment/Achievement

• Always include HEALTH. Happiness is often dependent on a healthy body.
• Apply the three-level brain strategy.
• Teach the Brain - Heath - Gut - Butt relationship.
• Make use of the AEIOU system for stress reduction.
• Identify the Golden Nuggets.
• Unpack the F.A.S.T Happiness strategy.

(Coming in 2021)