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Project zerO Introduction Name: ___________________________
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Meet your teachers
Insert staff photo Name : Mrs Woodland Email : [email protected] Subject : English About me: I’ve been at UHS for seven years this year. 2016-2017, I had a little break and went to an International School in China where I discovered chinese almond biscuits ( best ever ) and got really good at using chopsticks. I love traveling and will grab any chance to jump on a plane. My most recent trip was a month long road trip to New Zealand, from the North to South island. I loved it! My favourite part of class is the creation process, I love watching how everyone interprets the DQ in their own way and what physical creation comes about as a result. Fun fact, I’m married to Mr Woodland.
Name: Mr Woodland Email: [email protected] Subject: Science About me: Born and raised in Australia's capital I have been fortunate to work in a number of different capacities before becoming a teacher … circus instructor, snake advocate and barista to name a few. This has afforded me lots of interesting life experience and helped me to find my passion. For the past fourteen years I have taught at both primary and secondary schools. I am constantly trying to adapt and refine my teaching and welcome feedback. I believe students learn best when they feel safe and are challenged … "Smooth seas don't make good sailors". I am genuinely excited about the amazing opportunity of working with Y8 HUB’s this year. Fun fact, I do a handstand everyday.
Name: Mrs Irwin Email: [email protected] Subject: English About me: 2018 marks my fourth year teaching at UHS! I was born in Ulladulla, lived locally until mid way through Primary School, moved to a farm near Bega and returned to Ulladulla during Year 9 to graduate from Ulladulla High School in 2010 (at the time when MySpace and hiptop phones were the craze!) I live locally and enjoy spending time at the beach with my German Shepherd, Zeus. I LOVE teaching because there are wonderful moments called ‘aha’ moments where you kids step up
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and lead the learning process and your creative and inquiring minds leads the way! Fun fact, my favourite afternoon snack during high school was Maggi chicken noodles with tomato sauce and grated cheese mashed up! Try it!
Name: Mrs Hunt Email : [email protected] Subject: HSIE About me: I moved to Ulladulla 6 years ago and have been teaching HSIE at Ulladulla High for the last 5. I moved from a small town in outback NSW called Walgett (10 hours north-west of here!) however I’m originally from Wagga Wagga - so good they named it twice. Before I was a teacher I was a bank manager and before that a real estate agent. I believe you can do anything you work for - so dream big and put the effort in to make it happen! This is the best part about being a teacher: helping you realise your potential and achieve your goals. Fun fact, I am married to a police officer and together we have moved 13 times!
Name: Mrs Knight Email: [email protected] Subject: HSIE About me: 2018 will be my 7th year teaching HSIE subjects at Ulladulla High School. Before teaching I worked as a secretary in a hospital, in a translation/linguistic organisation, owned a pet shop and raised three children. Fun fact: I love learning new things and have challenged myself to begin learning Latin this year so ask me how that’s going from time to time!
Name: Ms. Cattanach Email: [email protected] Subject: Maths About me: This will be my 10th year at Ulladulla High School. I am a very small town girl. I grew up knowing absolutely everyone, which meant I got in trouble from a lot of elders along the way. I grew up on the Murray, so still don’t have much idea about the ocean! I’m an exfarmer and really miss the physical work and the lifestyle around it. I have basically picked and or packed every vegetable and fruit known to man. I can muster, wool class and cook for shearers. I still use phrases from working out in the paddock. I love learning. I have come to realise, the more I learn, the less I really know! My job is to help you become the “BEST” version of
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yourself. This means I will challenge you; but I will be your greatest supporter.
Name: Mrs Johnson Email: [email protected] Subject: Maths About me: This year marks my first full time year at UHS and my 7 th year teaching. I was born locally and was lucky enough to grow up in this beautiful community. I love the outdoors, living a healthy lifestyle and going on adventures with my husband and three children. I have a passion for student wellbeing and look forward to supporting Year 8 through the “Hub” experience.
Name: Gemma Schrederis (Smith) Email: [email protected] Subject: Science About me: I went to UHS as a student and love being back for my 3rd year to teach and share time with students. I first taught while living on Phillip Island in VIC and then spent two years teaching in London. I found my passion for Science through my sport but now thrive on following and understanding all domains of Science, especially by listening to Dr Karl. I have a love for travel, outdoors and good food. Fun fact… I got married at the end of the holidays!
Name: Mr Youens Email: [email protected] Subject: English About me: Born in Canberra, raised in Ulladulla. I am a slightly mad Raiders fan. I love to take on new challenges. While studying to become a teacher, I spent three years in Bourke working with local youth services. And, in between teaching gigs, I spent two years working for the Aboriginal mentoring program (AIME) from Batemans Bay to Eden. This will be my third year teaching at Ulladulla High School. I firmly believe that positive relationships and an inclusive environment are vital for students to feel valued and achieve academic success. I look forward to facilitating this learning environment in the Hub.
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Mentor Program In the coming weeks, each student will be assigned a mentor. Your mentor will be one of the Hub teachers, and they will play a key role in helping make sure this year is a success for you! If you, or your parent/carer, has any questions, concerns or would like to discuss your progress, please set a time with your mentor to discuss this and how we can help resolve it with you.
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Some things you should know about our HUB We will divide every lesson into four sections. The timing will change slightly depending on whether it’s a single lesson or a double lesson, however the routine will always be the same. Hub - This refers to the whole group. In this space we will discuss learning intentions for the lesson, plan and reflect upon our work. We’ll start and end every lesson together. If you are late to class, you will see the door has been closed. Knock once and wait outside quietly until your teacher comes to greet you. Once you have signed in, you will need to sit at the Q+A table. Zone - This refers to smaller groups of about 20. In this space we will take a closer look at our content through master classes and targeted learning. This is a good space to ask questions if you’re unsure. Pod - This refers to either your individual work, or your work in a small group, whichever the project requires.
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Driving Question (DQ): This is the question that launches our investigation. You should be able to answer this question by the end of the creation process. Three before me - The class is your best resource. You’re surrounded by a group of people with very different skills and strengths to you. When you have a question, ask three people before you ask the teacher. We will also use ‘three before me’ when seeking feedback on our work. Flip Card - When you move into your Pods it is the responsibility of each team to place a green/yellow card on their table. Green means your team understands what they’re doing and do not require help. If your teacher sees the green card, they won't interrupt your work. If you have a yellow card facing up, it means you have questions and would like help when someone is available. Remember, you always do ‘ three before me ’ before turning a yellow card. Q+A Table - If you do not understand the work, or require urgent assistance, during Pod time you will need to go to the Q+A Table. Here you will find someone ready to help you. Remember to implement ‘ three before me ’ before coming to the Q+A Table. Technology - Technology is an important part of our work in this room, however, we need to use it responsibly. Phones are to be placed in the phone dock upon entry into the room and left there for the lesson. When using your device, we have a strict ‘no game’ policy. A school approved laptop is the preferred device - you will need to bring this to every lesson.
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Icebreaker Scavenger Hunt
Find someone in our room who fits one of the following categories. You can’t use the same person twice!
Is left handed Was born in the same
month as you Is the same height as
you Has a dog
Has green eyes Has planted a tree Is a skater Read two books in the holidays
Was born in milton hospital
Is an only child Lives at Bawley Point Likes to bake biscuits
Plays an instrument Likes to draw Likes creative writing
Has a cat
Top speller Singer Enjoys public speaking
Hates pumpkin
Like crunchy peanut butter
Surfs Parent born in another country
Has a brother
Likes to drink tea Has Braces Has a part time job Likes mint ice cream
Can roll their tongue Can wiggle their ears Slept in past 3pm in the holidays
Has an apple in their bag
Has a passport Name starts with the letter ‘S’
Plays handball at lunch
Likes running
Can use both left and right hand
Has made jam from scratch
Likes History Plays football
Has been to the snow Has been overseas
Has a cheese sandwich
Likes maths
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Project ZerO Coursework Due Date: 8.55am - Friday, 9th February Submission method: To be uploaded to Google Classroom Instructions : During O Week we will look at a range of learning styles, teamwork strategies and leadership styles. You will need to take what you learn during our Hub and Zone time and apply it to your own work during Pod time. This booklet has been broken up into sections with helpful prompts to assist you in applying what you know. This booklet must be completed and submitted by the end of O Week . Please see your teacher if you have any questions or concerns.
Tick the following sections off as you complete them:
Section Task Date completed
Section 1 About Me
Section 2 Local Indigenous – power of the spoken word
Section 3 Thinking and Learning
Section 4 Working in Teams
Section 5 Leadership
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Activity 1 – Google Drive 1. Log into your Student Portal
2. Select Google Drive
You will need to use your Education (internet) username and password
When you enter Google Drive it will look a little something like this:
So, let’s get started!
3. Select NEW – in the top left hand corner
4. Create a new FOLDER by selecting this option – and label
it: Year 8 HUB 2018
5. Click on and enter the Year 8 HUB 2018 folder you have just created.
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6. Now you want to create 5 (FIVE) new folders INSIDE this one to help organise your class
work. So repeat the same process as number 3 + 4 above , and label the folders as:
• English
• Math
• HSIE
• Science
• Project ZerO
Now you can use these folders to organise your class work into different units of study.
For example: This term we will be looking specifically at a unit on Landscapes and
Landforms in HSIE. So how about you go ahead and create a folder specifically for this
unit:
7. Click on and enter the HSIE folder you created.
8. Now create a NEW FOLDER inside this one and label it:
Unit 1: Landscapes and Landforms
Awesome! Now go back to your Year 8 HUB 2018 folder.
9. Just click on the file path that reads: Year 8 HUB 2018 at the top of your screen
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10. Now click on and enter
the Project ZerO folder
you created.
Here is where you will
put all of your work for
this booklet.
So, let’s go ahead and create your Project ZerO Google Document to store your booklet
work.
11. Once you have entered your Project ZerO folder – select NEW from the top left-hand side
again and click on Google Docs .
This will create a new online google document, similar to a word document.
The main difference however is with google docs, you can access your work from ANY device,
you can share it instantly with others (like your teachers and peers!) and you don’t have to
remember to save it, because google will automatically do that for you
12. Your final task for this activity is to create your digital cover page to display your Project
ZerO course work. Remember to include:
- a heading: Project ZerO.
- Your name.
- And anything else that represents YOU! (hint: images/words/colours…)
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CHEAT SHEET : How to Google Drive Our HUB will follow UHS’s BYOD policy. The online learning platform used will be Google Drive and Google Classroom. Below are quick guides to navigating these sites to help you: Video tutorial link: https://www.youtube.com/watch?v=mfc2ORSSN8Y
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CHEAT SHEET : How to Google Classroom Video Tutorial Link: https://www.youtube.com/watch?v=uVJHM5V7l2M
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Section 1: About me
Resources: This resource will be viewed in class .
https://www.ted.com/talks/susan_cain_the_power_of_introverts (Skip to 3 minutes 15 seconds for those who want to skip to content)
Description : This section is all about YOU. Consider the following questions and answer as
honestly and as thoughtfully as possible. Please break your work up into clear subheadings.
1. What am I good at?
2. What do you like to do when you’re not at school?
3. Do you think you’re an introvert or an extrovert? Or somewhere in between? Explain
your answer.
4. Best book you’ve read. Or, if you don’t like reading tell us why and the last book you read
5. How would you describe yourself as a student?
6. What type of person do you see yourself as? Do you think this is different to how others
might see you?
7. Who inspires you? How have they influenced you?
8. Who are two people, in this school, who believe you’ll be a success?
9. What kind of person do you want to be?
10. What are your expectations this year?What do
you think will be exciting? What do you
anticipate being a challenge?
11. Someone in our Hub you like working with
12. Someone in our Hub you’re easily distracted
by
13. Someone you might not know well, but think
you’d work well with or would like to get to
know better.
14. Is there anyone you cannot work with for
personal reasons?
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Section 2: Local Indigenous – Power of the spoken
word
Resources: This resource will be viewed in class .
10 ways to have a better conversation - Ted Talk https://www.ted.com/talks/celeste_headlee_10_ways_to_have_a_better_conversation
Description: This section is designed to get you thinking about the power of language. You
will have a guest speaker talk to you about the local Indigenous people of the area, and the
power of the spoken word and listening in Indigenous culture. We will also look at ‘I’ statements
VS ‘you’ statements and the impact they can have on your team.
1. Describe the importance of storytelling in Indigenous culture
2. Identify and reflect on your current speaking style, how can you improve this skill this
year? (Do you speak over people, dominate the conversation, hesitate to share ideas?)
3. Identify and reflect on your current listening style, how can you improve this skill this
year? (Do you listen just for the purpose of forming a response or listen with your whole
body?)
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HEALTHY LIVING
14/08/2014 10:36 PM AEST | Updated 07/12/2017 2:18 PM AEDT
9 Things Good Listeners
Do Differently
By Lindsay Holmes
Despite being taught the importance of
listening from a young age -- think about how
many teachers have asked you to "put your
listening ears on" -- the truth is, most of us aren't as good at the skill as we ought to be.
Research shows that the average person listens with only 25 percent efficiency --
meaning there's a lot we're letting go in one ear and out the other. But as listening expert
Paul Sacco, Ph.D., an assistant professor at the University of Maryland School of Social
Work, explains, there are just a few simple habits that set the real good listeners apart
from the rest.
"We all have a good listener within us," Sacco tells The Huffington Post. "It all just
depends on the ability and desire to be mindful of where you are and who you're talking
to. A lot of us are focused on the mechanics of listening -- eye contact, nodding your
head -- but for good listeners, there's a naturalness to that behavior that we should all
aspire to."
As Greek philosopher Epictetus once theorized, "We have two ears and one mouth so
we can listen twice as much as we speak." So how do we start using those features
more proportionally -- or, as Sacco advises -- access our inner good listener? Below are
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nine habits that good listeners practice in their everyday lives and conversations that
you can adopt for yourself.
1. They're present.
Being mindful in conversations is a hallmark characteristic of a good listener, Sacco
notes. When you're fully aware in the moment, you're more likely to retain what you're
hearing and respond with more authenticity. That means stashing those phones and
ridding yourself of all distractions. "Good listeners really put everything down and focus
on [the person in front of them]," he says. "And as a result, the other person becomes
instantly aware that they have an interest in what they have to say."
2. They're empathetic.
Part of effective listening is the effort to empathize with the person you're speaking
with. Whether or not you're able to fully relate, your compassion won't go unnoticed.
"Spend a moment putting yourself in their position, what's going through their head and
what it must be like for them," Sacco says. "Understanding what their experience is even
before you talk to them [can help you connect with them]. And it sounds bad, but even if
you blow it, you're still better off because the other person will see the attempt."
3. They realize their shortcomings.
It may be a strange way of thinking about it, but accepting yourself is key to being a
good listener overall, Sacco says. In other words, we can't pick up on everything
everyone is saying all the time -- and that's OK. "I've definitely had my share of reflective
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listening failures," Sacco admits. "Sometimes... having that intentionality to listen and
allowing yourself to miss the boat sometimes [is good enough]."
4. They have an open mind.
Great listeners know that every conversation they have isn't going to resolve a larger
issue -- but it puts them one step closer to understanding the people they communicate
with on a daily basis. "Listening isn't magic," Sacco explains. "If I have a conflict with my
daughter, I still have a conflict -- but it puts you in a position where you can start to
problem-solve. ... It allows each person to understand the other's thoughts."
5. They're emotionally intelligent.
Emotional intelligence , or the awareness of our emotions and the emotions of those
around us, can help enhance any interaction -- especially when it comes to listening.
According to Travis Bradberry, author of Emotional Intelligence 2.0 , cultivating a high
"EQ" is paramount when sharpening your listening skills. And all it takes is practice and
focus. "When you're caught up with thinking about what you're going to say next, you
aren't listening," he told the Chicago Tribune in 2011 . "But if you stop what you're doing,
and really focus on the person talking, you activate neurons in your brain and your body
starts to hone in on the other person. This helps you retain more information."
6. They pose significant questions. Part of active listening isn't just lending your ear,
but asking appropriate follow-up questions to draw out more information. This ability to
provide thought-provoking feedback is one of the best ways to show you're engaged in
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what the other person has to say, Sacco says. "People who are good listeners validate
other people's feelings," he adds. "It shows that what they're saying makes sense."
7. They're not on the defensive.
Not all of the things you hear are going to be rosy. "I'm great at listening when someone
is telling me things I want to hear," Sacco explains. "It gets a little more difficult when
someone gives you feedback that you find troubling or you perceive as being damaging
to your ego."
Effective listeners don't block out negative criticism. Instead, they listen and develop an
understanding of what the person is trying to convey before responding. "They're aware
of their own reactions to other people," Sacco says. "The difference between a terrible
listener and a great listener can sometimes be the response time. A lot of conversations
... can go pretty bad or pretty well depending on the ability to step back and just take a
moment [before responding]."
8. They're OK with being uncomfortable.
In addition to not playing defense, Sacco also advises embracing every emotion during
your conversations -- even feelings of discomfort or anger. "You need to get comfortable
with being uncomfortable," Sacco says. "When you're having difficult conversations with
people, if you want to be fully listening, that may be a hard thing for you to do but it's
important to try."
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9. They're good leaders.
Research has shown that there's a direct correlation between strong leadership and
strong listening skills -- and it really comes as no surprise. As Richard Branson, CEO of
Virgin Group writes , the most effective leaders and entrepreneurs listen more than they
speak.
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Section 3: Thinking and learning
Resources:
Will Smith on failure : hp s://www.youtube.com/watch?v=wFf6rhcYkXw
Description: This section is designed to help you think about yourself as a learner and how
you learn best. We will look at the Herrmann Brain Dominance Instrument (HBDI) test and the
VIA character survey in class. These test results will help to inform your answers. We will also
participate in a goal setting activity, considering our goals for the term and how we might
achieve them. You may like to set multiple goals: personal, educational and/or community. Like
in previous sections, use the following questions as subheadings to break up your work.
1. HBDI + VIA test results: identify your most preferred quadrants and least preferred
quadrants
2. Describe your prefered way of learning
3. Describe your ideal learning environment
4. Your strengths and weaknesses ( see student example P23 )
5. Goal setting. Explain the goal you have set for yourself, the steps you will take to
achieve this and any challenges you may face along the way.
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Student Sample - Strengths and weaknesses
Everyone has their own strengths and weaknesses and I believe my
strengths would be that I am:
Attentive - I notice the small mistakes and always try to make
every detail right
Empathetic and thoughtful - I always try to pay attention to how
others are feeling and put myself in their shoes. I listen to
other people’s problems and try to be a good friend. I like to
think I am considerate of others and understanding.
Enthusiastic and motivated - When other people are happy and
enjoying themselves, it makes me feel good too so I like to
influence others to have a good time and be the type of person
who spreads good vibes around.
Neat and organised - I learn best when all my school work and
desk is neat and tidy. I like organising and cleaning things as
well
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Deep Listening
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Deep Listening Journal response
1) Identify at least THREE things that are important when showing deep listening. 2) Describe a time when you were practicing cosmetic listening and you should have been
deep listening. 3) How could demonstrating deep listening develop a relationship with someone? 4) How did you feel when you were deep listening? 5) What did you find difficult about this deep listening task? 6) Who can you use this activity with? 7) Identify ONE individual who you will try this activity with.
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Learning with Digital Portfolios (ePortfolios) The digital portfolio is valuable for 21st Century learning. Portfolios no longer have to consist of the one-dimensional paper or print format. With the growing trend of ICT, teachers and students can now create vivid and dynamic portfolios that best reflect their development, vision and purpose. Digital portfolios have been used for the past decade as a holistic approach to presenting and communicating a person’s progress and achievements. Used effectively, digital portfolios enable intellectual activity that was not practically possible without the access to ICT. Increasingly, digital portfolios are used in schools and universities worldwide. They are a time capsule for condensing learning over time, demonstrating the efforts applied and progress achieved for specific goals. They also provide a platform for presenting capabilities to teachers, accrediting bodies and potential employers. What is a digital portfolio? A digital portfolio is a purposeful collection of learning over time that documents personal, academic and professional development. It is a visual guide that maps where you have been, where you are going and how you plan to get there. In this context, a digital portfolio is a tool to communicate what you know and can do. A learning tool for teachers A digital portfolio is an organised and annotated set of documents or examples that provide authentic evidence of knowledge. It is a collection of carefully selected or composed experiences and thoughts threaded with reflection, evidence and self-assessment. A learning tool for students A better understanding of a student’s abilities and accomplishments can be attained through a digital portfolio. Students can use digital portfolios to compile their best work in all key learning areas and community activities. By doing so, they present a more accurate description of their capabilities.
In a nutshell • A digital portfolio is a learning process and a product, showcasing skills, achievements and ideas.
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CHEAT SHEET : How to Google Sites
Video Tutorial - How to setup a Google Site: https://www.youtube.com/watch?v=JaYvsDZ0nkY
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Section 4: Working in teams
Description: Much of the work we do this year will be in teams. This section is designed to
help you understand how effective teams work and the role you play within your team.
1. Compare working in a group VS a team
2. Draw examples of teams you’re previously been in and how they function.
3. Teamwork activities and their impact ( see student example P29 )
Think about the team games we’ve played in class. Select one or two and
explain what you learnt from them. You might also like to reflect on how effective
(or ineffective) these games were at building teamwork skills within our class.
4. What characteristics do you think make a strong team ?
5. Tuckman’s model: forming, storming, norming, performing (see diagram P29)
Think about teams you’ve been in the past and reflect on how you worked
throughout these stages. You can focus on all four stages, or one in particular
that you have remember the best
6. My strengths in a team and areas of improvement.
7. A healthy learning community and my contributions.
Describe what a healthy community needs and how you can contribute to that
within our room. Be specific in your answer, if possible provide evidence of when
you have done these things or ideas of how you will implement them in the near
future.
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Student sample - teamwork activities and their impact I really enjoy getting feedback from a team member because it gives you a
different perspective instead of teacher feedback and also insights on what
other team members could be noticing in you. After every expedition or major
activity, 1A does a team reflection. We have a review facilitator who thinks
of a creative way for the rest of the team to participate in and talk about
what we have done well or need to improve on as a team and as an individual.
On Expo 1 I was the review facilitator and I organised an anonymous feedback
review. Everyone had to put their names on the top and then write down a
questions they wanted someone to answer in relation to their contribution to
the team. For example, “Have I influenced you in any way today? If yes, what
did I do? If no, what would you like to see from me next time?” I then
collected everyone’s piece of paper and game it to someone else to answer. We
did this 5 times so everyone for feedback from 5 people.
Tuckerman’s Model of Team Work
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Section 5: Leadership Description: We tend to have a specific idea of leadership. However, the truth is there are many types of
leaders and we will have a range of leaders within our room this year. This section is designed
to develop your understanding of effective leadership, and get you thinking about where you fit
into the whole idea of leadership.
1. Define what leadership is
2. Describe a time when you’ve been a leader. If you’ve never been a leader (even in a
small way), describe what prevents you from leading
3. Who is an inspiring leader at Ulladulla High - this might be a teacher or student
4. Maslow Hierarchy
Explain what impact Maslow’s Hierarchy of needs could have on your leadership
5. Good leaders
Reflect on the article ‘10 things good leaders do’ on P32. What would you say are
your strengths and areas to improve? What was something that you learnt from
this article?
6. How I’ve been a role model - consider how you influence
others
7. Leadership qualities I’d like to work on ( student sample
P31)
8. Leadership timeline. Where I am now? Where do I want
to be? Actions to achieve goals.
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Student sample - leadership qualities I have noticed that patience is one of my main weaknesses that can downgrade
me not just as a leader, but as a person. I know I need to have an open mind
and realise that everyone does things at their own pace, but when their speed
affects me and others it can annoy me.
An example of this, was when my expo team 1A went canoeing. My partner and I
struggled at the start a lot but I didn’t think much of it because I knew
everyone was still getting used to it. On our way back to the canoe drop off,
I realised that everyone else has gotten the hang of it... except us. We
switched places on the canoe so my partner was not in control of steering
which added to our challenge. I was getting impatient with my partner because
we kept turning, my arms we getting weak and I saw the rest of our team in the
far end waiting around for us and having fun. Feelings kicked in and I got
emotional, which caused my partner to cry as well. Although we both pushed
through and made it to the end, I know our canoe trip could have been more
enjoyable if I was just patient enough and encouraged my partner.
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Resource: 10 ways to be a better leader
If you’re not the greatest natural leader since Captain America, I’m here to help out. I’ve listed 10
guidelines to help you improve your ability to lead. If you can master these, you will exponentially increase
your ability to lead teams and manage successful projects. Keep in mind that you won’t always get these
skills right away. You’ll make mistakes. I know I do. But that’s ok as long as you keep working at it and
resolve that no matter what, you’ll be a better leader. You need to do this because so few people are, and
this world is starved for good leaders. So without further ado…
1) Don’t criticize or complain about people.
The surest way to demotivate people is to constantly criticize them or complain about them. If they make
a mistake, put it in perspective with the things they constantly do well. Accentuate the positive and utilize
mistakes as opportunities for continued improvement. This leads us to our next item…
2) Praise improvement, even minor improvements.
Psychologists discovered long ago that when you positively reinforce a desired behavior, people are far
more likely to repeat that behavior. Most people want to do the right thing, which means you will find far
more success in leading a team if you focus on using positive reinforcement rather than negative actions
like threats and fear tactics.
3) Give honest and sincere praise and appreciation.
All people deeply desire significance. One of the easiest ways you can help fulfill desire that is by offering
honest and sincere praise and appreciation whenever possible. This is probably one of the greatest
motivational methods you can ever employ.
4) Encourage other people to talk and be a good active listener.
People want to be heard, really heard, and not patronized. Oftentimes, instead of listening to someone in
a conversation, people are really just waiting for an opportunity to speak. If this is an area where you
struggle, one trick is to say “What I understand you’re saying is…” By repeating what you understand the
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other person to be saying, it forces you to really listen to what they are saying. And as a side benefit, it
reinforces to the speaker that you truly are listening to them and respect what they have to say.
5) Be genuinely interested in other people and make them feel important.
Everyone’s favorite primary subject is themselves, its human nature. Social media at large and the “selfie”
testify to this fact. Nobody likes to feel ignored and unappreciated, including you (see item 3). So go
ahead and make an effort to be interested in people and you will win their gratitude and by extension a
cooperative attitude.
6) Be sensitive to people’s pride and let them save face.
The simple fact is that all people are prideful creatures. If you call them out on being wrong about
something and make them look bad in front of others, they’ll fight you to the bitter end. But if you can offer
criticism or disagreement in a manner that allows them to save face, they’ll be much more willing to
cooperate and work with you.
7) Be respectful of other people’s ideas and opinions. Try to see things from their point of view.
When you try to understand another person’s point of view you may find that you learn something. But
even if you don’t, you will still find it much easier to respect the people with whom you disagree.
8) If you are wrong, be honest and humble enough to admit it.
Sit down for a moment, are you ready for this? You are not perfect, you are not always right; you can and
do make mistakes. One of the greatest personality traits you can develop is that of humility. We all make
mistakes, and rather than deny and repeat those mistakes, wise people admit their failures and learn from
experience. In doing this the wise person is able to grow and continually get better. If you’re honest and
humble enough to own up to your mistake, apologize to those affected, and work to avoid repeating your
mistake; you will gain the respect of those you work with.
9) Set a high bar for people and let them know you believe in their ability to succeed.
In 1980, the US Olympic Men’s Hockey Team was set to play against the Soviet Men’s Team in the Winter
Olympics. At the time the Soviet team was the undisputed powerhouse in men’s hockey. Nobody
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expected the US team to have any chance of beating the Soviet Team. The US team was a mix of
amateur and collegiate players and the Soviet Team had won the gold medal in six of the seven previous
Olympic Games. Before the game, the US team coach Herb Brooks read his players a statement he had
written out on a piece of paper, telling them that “You were born to be a player. You were meant to be
here. This moment is yours.”(Coffey, 2005). The US team went on to beat the Soviet Team and then
Finland and secure the Olympic Gold. Set a high bar for your people, believe in them, communicate that
to them and be amazed at what they can achieve.
10) Follow the greatest leadership rule ever given (IMHO).
If you wish to be a great leader, make it your focus to serve those whom you would lead. There are a lot
of people that want the power, prestige and pay that comes along with leadership positions, but few want
to do what it takes to actually be a good and effective leader. Great leadership isn’t about bossing people
around; it’s about inspiring and guiding people towards a common goal for everyone’s benefit. Build your
team up, give them credit for their work, praise their efforts and reward them when they succeed. There is
a saying that states “Be the change that you want to see”, we can adapt that to this discussion by saying
“Be the leader that you would want to lead you”.
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