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| Quality
Education SELECT FROM THE LIST BELOW OR SCROLL THE PAGE FOR MORE DETAILS |
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| • | Implementing choice theory, reality therapy and lead management in schools | • | Life Space Crisis Intervention |
| • | Positive Discipline is a Curriculum Issue | • | Developing Curriculum to Meet the Needs of Students in the 21st Century |
| • | Retain Sanity Restore Responsibility | • | Emotional Intelligence |
| • | Leading in Leadership - Lead Management the Pathway for Responsible and Effective Change | • | Social and Emotional Literacy |
| • | Self Evaluation | • | Developing Responsibility Through Character Education |
| • | Interviewing for Success | • | The Elegance of the Interview |
| • | Confrontation Skills for Positive Outcomes | • | Coaching |
| • | Understanding Conflict - Prevent Incidents Becoming Crises | • | Parenting Course: Being a More Effective Parent |
| Implementing Choice Theory, Reality Therapy and Lead Management in Schools | |||
Basic Intensive Program, Advanced Intensive Program These programs link theory to practice. They focus on the core business of schools; quality teaching, quality learning and quality behaviour. Many primary and secondary schools have found that incorporating the ideas of CT/RT/LM has resulted in increased academic outcomes for students, decreased stress for students and teachers and an increased knowledge of members of the school community in dealing more effectively with conflict. These programs assist schools to align practices and procedures within a theoretical knowledge base. Choice Theory offers an explanation of how and why people behave. Understanding the purpose of behaviour enables participants to develop insights into helping people gain more effective control of their lives. Reality Therapy is a communication model committed to empowering people to make successful and effective choices based on evaluation, responsibility and planning. Lead Management focuses on the principles of effective change either at the whole school level or within the classroom. Central to the development of a quality organisation is the concept that participants are involved as a learning community in striving for more effective outcomes. 4 day registered course leading to practitioner accreditation. Many universities accredit these courses for inclusion in undergraduate and graduate qualifications. |
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| Positive Discipline is a Curriculum Issue | |||
| Positive self discipline with students will never be achieved by focussing on order or consequences. There is no discipline system that can change the behaviour causing concern. Success will only be achieved by increasing student skills in responsibility, respect, tolerance, relationships and conflict management techniques. Teaching these skills and competencies in a deliberate well planned curriculum is the key. Participants attending this course will increase their knowledge and skills in developing programs to assist students to learn more effective positive behaviours. |
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| Retain Sanity Restore Responsibility | |||
| Working with students with behavioural difficulties is stressful for all parties involved. Intervention strategies require complex solutions to complex problems. This hands-on workshop enables practitioners to understand the purpose of behaviour and to design intervention strategies for managing students within the school system. It incorporates a variety of techniques such as anger management, empathy training, moral training and effective interviewing skills. |
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| Leading in Leadership - Lead Management the Pathway for Responsible and Effective Change | |||
| Quality leadership is at the heart of a quality workplace. Managers become quality leaders through the practice of leadership skills developed through the structured learning experiences presented in this course. Effective lead management directly influences working relationships, individual work satisfaction and the quality of work performance of an organisation. By understanding and using the skills of lead management, people will work together in a harmonious environment and produce quality outcomes in client relationships and productivity. A lead manager says and shows that "my job is to help you succeed". This course amalgamates ideas from a number of leadership writers. It aims to enhance participants' skills and knowledge and effectively support the growth of organisations in achieving quality outcomes. |
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| Self Evaluation | |||
| Self evaluation is the key component for students developing responsibility for their own academic and behaviour outcomes. Research indicates that self evaluation plays a key role in fostering an upward cycle of learning. Self evaluation encourages students to set higher goals and achieve better outcomes in their learning. This course will teach the skills of implementing self evaluation in the classroom and develop the processes of teaching self evaluation to students. It will provide strategies to give students the opportunity to evaluate their work and to increase their achievements. |
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| Interviewing for Success | |||
| Administrators are placed in many situations which require sophisticated interviewing skills. Knowledge about quality interviewing is shared and techniques are demonstrated and practised in this highly interactive workshop. Participants will leave the course with skills that can be effective in managing staff, interviewing students and parents. The concepts and practical examples of "Interviewing for Success" are illustrated in a supporting audio CD which will be available to particpants. |
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| Confrontation Skills for Positive Outcomes | |||
| Confronting staff over shared concerns while at the same time maintaining positive relationships are skills necessary for all administrators. This course provides an understanding of reality therapy techniques for management situations. Practice in using skills to enable practitioners to successfully work with staff for effective resolutions of difficult situations is a course component. |
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| Understanding Conflict - Prevent Incidents Becoming Crises | |||
| Understanding and avoiding conflicts are essential skills for all educators working in schools. 95% of crises begin with the most insignificant of incidents. By attending this course participants will understand the conflict cycle, learn skills to defuse potential conflict situations, reduce stress experienced, save valuable time, remain calm and grow in confidence in managing difficult behaviour. |
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| Life Space Crisis Intervention | |||
| Life Space Crisis Intervention is an advanced interactive therapeutic strategy for turning crisis situations into learning opportunities for youth with chronic patterns of self-defeating behaviour. This course will enable staff to understand the techniques and strategies to prevent escalation of incidents. Learn to identify different patterns of behaviour. Learn skills to help students whose unresolved conflicts become violent. Learn how to help align the implementation strategy to the specific needs of the students. |
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| Developing Curriculum to Meet the Needs of Students in the 21st Century | |||
| A mental shift from the traditional to the emerging paradigm of education is required by teachers for classrooms to successfully meet the current needs of students. This workshop focuses on the needs of students in the 21st century and how they differ from the teaching and school structures of the last three decades. The quality school concept is defined and developed. |
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| Emotional Intelligence | |||
| Emotional intelligence is a different way of being smart. It is a sense of self awareness. It includes social skills and empathy skills, identifying feelings, being confident, understanding and managing moods, motivation and delaying gratification. Researchers now generally agree that IQ counts for less than 20% in achieving success. The ability to manage one's emotions, having empathy for the feelings of others and the regulation of emotion in a way that enhances living, are far more important. This course introduces staff to the ideas and concepts of emotional intelligence. The program outlines ideas for effective curriculum planning to provide avenues for students to develop these crucial life skills. |
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| Social and Emotional Literacy | |||
| As the task of teaching grows ever more challenging, educators need to know how to understand social and emotional learning to help students manage their emotions and behaviours. Bolstering emotional learning provides students with significant advantages in their cognitive abilities, skills performance and interpersonal adjustment. This workshop presents a number of perspectives and programs for educators to promote social and emotional learning in the classroom. Programs are identified that assist students to learn to monitor and manage their own feelings, develop a positive self image, identify with others and be able to listen and communicate verbally and non verbally. |
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| Developing Responsibility Through Character Education | |||
| Restoring respect and responsibility through teaching Character Education is a world-wide trend that has proven to be an important ingredient which assists students to develop self discipline. Self discipline and responsible behaviours are key competencies to enable youth to achieve success in the world today. The ability to develop effective relationships, team work, and co-operative self management skills, are now identified as essential outcomes for students. This course will introduce participants to the strategies involved in teaching Character Education. It will include whole school programming for improving, time-tabling and ideas developed by staff in schools to teach the behaviours associated with developing positive values in children and adolescents. |
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| The Elegance of the Interview | |||
| The art of interviewing incorporates techniques that enable the interviewer to develop skills to work effectively and efficiently in a variety of situations with varying types of clients. This workshop builds skills in communicating for success with resistant clients. Participants will enhance their ability to move the client from negative involvement with personal externally controlled difficulties towards internal understanding of their behaviour. This change of focus in the interview will lead to responsible behaviour as a basis for ongoing success for the client. During this course, participants will be practising interviewing skills in a variety of scenarios with direct coaching and feedback by the trainer. |
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| Coaching | |||
Interactive coaching is available for organisations seeking to facilitate real and sustainable change. Coaching assists participants to internalise concepts presented in 2, 3 or 4 day intensive courses. In an environment that is supportive and non-judgemental, this program enables participants to engage in processes of self reflection and self evaluation to further develop their techniques in interviewing and lead management. Outcomes of the coaching sessions include participants gaining a deeper understanding of internal psychology whilst enhancing their skills in communicating for success. |
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| Parenting Course: Being a More Effective Parent |
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Being an effective parent is one of the hardest jobs in the world. There is no instruction manual that provides answers to all the problems that parents face daily. Without a clear understanding of how and why children behave, parents, while trying to do their best, can develop levels of frustration which may lead to them feeling powerless. The focus of this program is on particpants learning about practical strategies for positive parenting. Topics to be covered in this course include understanding how and why children behave; linking of behaviour to the understanding and identification of the five basic genetic needs; specific strategies to enable parents to develop behaviours to achieve a sense of balance in different situations and discussions on different parenting styles. The workshop aims to develop skills in positive parenting techniques and highlights the importance of adults modelling respectful and co-operative behaviours for children. The one day program allows time for parents to practise some of the skills introduced in the workshop and provides opportunities for participants to discuss their ideas with other parents. Evening, half day or one day courses |
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