• What is the difference between Compulsive Reaction and Conscious Action? Do you know?
• How does one know if he/she is Responding to the situation rather than Reacting to the situation?

The presence or absence of Self-Awareness determines the type of interaction we have with others in our lives. This is why I believe a good first step to being consciously active is to explore Self-Awareness during our own times of disappointment.

• What triggers us?
• What comes in the way of having a fulfilling experience?
• What stops us from our own self-expression?

This understanding in our own lives and the eventual embodiments of these realisations impact the very quality of life.

I have run many Self-Awareness sessions in schools. I am honoured to be contributing to the community with something I am passionate about. Contact me if you would like to learn more.

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We all are unique and perceive life and life events in our own individualistic manner. We consciously or unconsciously follow and are inclined towards an ideology or a philosophical paradigm.

These underlying differences, if not addressed, may lead to questions like

– Why can’t they simply follow my guide?

– What is so difficult in my opinion that they just can’t understand?

– Why can’t we all be on the same page?

– How can someone be so closed-minded?

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There are times we Self-Realise what is needed of us, but it takes time for us to Embody these realisations in our lives. What comes easy to us, may not be that simple for others.

This is when we often ask ourselves questions like:

• Why can’t they just get this simple thing?
• Are my instructions too complicated?
• Do they even want to listen to what I am saying?
• Are they doing this on purpose?

In the world of Improvement and Growth, we all are trying to step up from where we are to where we can be, one barrier at a time.

 

During such circumstances, as a leader or as an educator, perhaps what we can offer to ‘others’ is our Patience, Love and Care.

Here I am sharing my perspectives with staff and children, helping them see what could also be possible. 

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Children make sense of the space and environment around them quite differently from how you or I might see it. Our expertise and ideas assist you to look at your environment in new ways – even with new eyes! This dynamic theory and experienced-based workshop will help you make the most of the space and resources you have at your workplace We explore your current programs, practices and paraphernalia and discuss avenues for creating an effective environment

On completion of this program the team will be able to evaluate these variables at the service and make necessary changes in the team’s approach towards children and to the physical environment around children and staff. This powerful program will also allow staff members to have more confidence in their way of conducting their duties at the service. They will have a deeper understanding of their roles and responsibilities and will be able to have more ownership of their own reactions towards children’s behaviours.

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This fun workshop enables you to identify areas in which you excel and those you might like to improve upon. In this workshop, we will share 3 major theoretical perspectives on social and emotional competencies among children and adults. The triangulation of these approaches builds a platform that educators can use to critically reflect on their actions and behaviours thereby creating a deeper understanding of children’s actions and behaviours. This fosters a healthy environment of positive interaction between educators and children in their care. This also assists in enhancing the communication culture of an entire service with the intention to empower educators in gaining a deeper understanding of themselves and of other educators. During the workshops, we make use of fun activities to maximise participation and ensure that the participants at your service are equipped with a profound understanding of self-awareness, which leads them to understand and reflect on issues around them.

Our holistic approach to the SELS will enable the participants to generate a new context through which they can view themselves, children and people around them. This workshop also caters to a very important issue of staff members’ overall wellbeing; one of my core beliefs. On completion of the workshop educators will leave feeling touched, moved and inspired; for this is a beautiful arena and opportunity to transform children’s lives.

Thus, your connection with children is transformed in a positive direction. We see this workshop transforming connections between educators and children in positive new directions.

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Through this program staff will become self-aware of their roles and responsibilities as educators and leaders. In this workshop, I will go through some lenses through which we listen to “the other”. By doing so we will tackle off the communication barrier which already exists among humans. Once this barrier is taken care of, all the staff members will find themselves on the same page. This will enable the leaders to communicate with their staff more effectively and the staff members will be able to “listen” to the leaders from a newly acquired context. Thus, creating a safe and supportive environment for all staff members. We make use of your personal life experiences and apply our technology to further enhance your knowledge of the key elements of effective communication. We pay attention to your current communication culture and how that can be enhanced.

We will then expand on this new understanding to the interactive supervision. We will distinguish between Active and Interactive Supervision which will be theoretically supported. In this workshop, the staff members will be able to see what makes an effective supervision as compared to the already existing practice. In this way, the leaders will be able to establish interactive supervision expectations which are crucial for children engagement.

We consider what theoretical model might best fit your organisation and how those theories can be implemented in your day to day practices. This workshop will enable participants to explore newly generated possibilities in how they listen to children, outside of familiar preconceived contexts.

We will explore latest research in this field and the combination of our research and real-life examples will assist you in creating an environment such that everyone is felt heard.

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We keep the end goal in our mind and we work backwards from that mindset. We ensure that you enjoy this experience and understand reflections and evaluations in a way that makes sense for you.

This methodology will assist you to reflect efficiently from the very first day! Throughout the duration of the workshops, as we share theoretical perspectives and real life examples with you, you will develop a deeper understanding of reflecting on and evaluating educational practice and by the end of the sessions, be well placed to apply this easily at your workplace.

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Furthermore, we explore the concept of Metacognition among staff members: a powerful phenomenon through which staff members become self-aware of their thought processes and are enabled with a capacity to analyse and evaluate their understanding of conceptual knowledge. This empowers staff members with an ability to self-regulate and generate intrinsic motivation instead of relying on the extrinsic rewards.

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