COACHING GUIDELINES FOR TEACHERS OF YOUNG  CHILDREN By Zara Jane Juan
<ul><li>COACHING GUIDELINES  </li></ul><ul><li>FOR TEACHERS OF YOUNG CHILDREN  </li></ul><ul><li>by Ms. Zara Jane Juan </l...
Profile  of  Learners
0-7 yrs old <ul><li>General Characteristics: </li></ul><ul><li>-  Imitating those around them </li></ul><ul><li>Absorbs ev...
<ul><li>1-3 yrs old  </li></ul><ul><li>Imitative play; mimicking actions </li></ul><ul><li>3-5 yrs old </li></ul><ul><li>T...
8-14 yrs old <ul><li>General Characteristics: </li></ul><ul><li>- picture thinking </li></ul><ul><li>- They love storytell...
<ul><li>8-11 yrs old </li></ul><ul><li>Notices that she /he is different from the rest </li></ul><ul><li>A lot physical & ...
15-20 yrs old <ul><li>General Characteristics: </li></ul><ul><li>- upsurge of sexual drives </li></ul><ul><li>Aggressive i...
Summary <ul><li>12-14 yrs old > Concern:  Body Image </li></ul><ul><li>15-17 yrs old > Concern:  Establishing  peer group ...
Diagnosis of Childhood Source:  Childhood Disorders  by  Dr. Norman R. Bernstein
Child Psychiatry (general) <ul><li>The approach to the child’s network of drives and psychological defenses is based on th...
Innate Temperament <ul><li>Studies focus on the inborn characteristics of children that determine the ways in which they w...
9 factors in innate temperament
1. Activity Level <ul><li>The frequency & speed of movement of the child in the bath or in the crib in early infancy or cr...
2. Rhythmicity <ul><li>Biologic regularity or irregularity, as seen in such functions as the sleep-wake cycle and the timi...
3. Approach / Withdrawal <ul><li>The immediate reaction of a child (e.g. acceptance or rejection) to a new experience such...
4. Adaptability <ul><li>The amount of time required (short, moderate, long) for a child to adapt to a new experience or sc...
5. Threshold <ul><li>The minimum strength of stimulus required to engage the child’s attention </li></ul>
6. Intensity <ul><li>The energy expenditure given to the expression of mood </li></ul>
7. Mood <ul><li>The predominance during waking hours of positive mood as opposed to neutral or negative mood expression </...
8. Distractibility <ul><li>The ease to which the child’s attention is drawn from an on-going activity </li></ul>
9. Attention span & persistence <ul><li>Attention span refers to the uninterrupted attention given in an activity such as ...
Special evaluation issues in Childhood <ul><li>Physical Abuse </li></ul><ul><li>Sexual Abuse </li></ul><ul><li>Divorce / S...
General Treatment
Psychotherapy <ul><li>Requires a permissive, non-threatening atmosphere in w/c an attempt is made to the child understand ...
Psychotherapy <ul><li>The treatment varies according to the developmental stage of the child: </li></ul>
Psychotherapy <ul><li>Toddlers requires more support in feeding & simpler play </li></ul><ul><li>Kindergarten benefits bot...
Behavioral Therapy <ul><li>Methods based on concepts of learning theory </li></ul>
Behavioral Therapy <ul><li>Focus on undesirable behavior, examine their frequency & setting up reinforcers & adversive sti...
Behavioral Therapy <ul><li>Desensitization has been used to gradually diminish a negative response such as fear of classro...
Play therapy <ul><li>It encompasses the use of the room, pens, pencils, models, crayons, and dolls to evoke & express a wi...
Family therapy <ul><li>Involves an awareness of the family context, its cultural pattern and socio-economic level, and the...
Back to  Innocence Workshop Sensitivity  Exercise 1
TEAM BUILDING
Age Write down a Significant Event in your life? If you imagine the Shape, what is it: Spiky  or Curved Why that shape? Ex...
<ul><li>What was your favorite toy when you were 5 yrs old? </li></ul><ul><li>If you want something badly, how do you get ...
<ul><li>What was your favorite role in a play when you were 8 yrs old? </li></ul><ul><li>What is your role in your peer gr...
<ul><li>What was your initial reaction when you were reprimanded by your elders when you were 18 yrs old? </li></ul><ul><l...
Break
WHAT IS MEANT BY LEADERSHIP?  Source:  Addison, Linda  ERIC Clearinghouse on Handicapped and  Gifted Children Reston VA.
Leadership is the ability to influence the activities of an individual or group toward the achievement of a goal.  <ul><li...
leaders can be influential as: task-oriented leaders  or  relationship-oriented leaders. Source:  Addison, Linda  ERIC Cle...
task-oriented leaders  excels at establishing  well-defined patterns of organization, channels of communication, and ways ...
The relationship-oriented leader, leads by maintaining personal relationships between members of the group by opening up c...
Both task-oriented and relationship-oriented leaders are necessary for effective group functioning  Source:  Addison, Lind...
Another helpful way to identify and nurture leadership is that of  the active  versus  the  reflective leader.  Source:  A...
The active leader exerts influence over the group through the force of his or her personality.  Source:  Addison, Linda  E...
The reflective leader, on the other hand, is influential through the force of his or her ideas  Source:  Addison, Linda  E...
HOW CAN TEACHERS IDENTIFY THE LEADERSHIP ABILITIES OF GIFTED AND TALENTED STUDENTS?  Source:  Addison, Linda  ERIC Clearin...
<ul><li>--Nomination and/or rating by peers, teachers, self, or community group members </li></ul><ul><li>--Observation of...
Ten Ways to Identify a  Promising Person   Source:  Addison, Linda  ERIC Clearinghouse on Handicapped and  Gifted Children...
to distinguish between the skill of performance and the skill of leading the performance   Source:  Addison, Linda  ERIC C...
<ul><li>Leadership in the past. The best predictor of the future is the past.  </li></ul><ul><li>The capacity to create or...
Points to Consider:   Source:  Addison, Linda  ERIC Clearinghouse on Handicapped and  Gifted Children Reston VA.
It's not enough for people to have leadership potential; they must have character and the right setting in which to grow. ...
What will this person do  to be liked?  It's nice to be liked, but as a leader it cannot be the controlling factor.  The c...
Does this person have a destructive weakness?  There are only two things I need to know about myself  as a leader:  my con...
A destructive weakness may, for example, be an obsession.  An obsession controls us;  we don't control it.  It only grows ...
Can I provide this person the environment to succeed?  An environment that threatens our sense of security or well-being s...
Dimensions of  Sustaining Leadership Source:  Addison, Linda  ERIC Clearinghouse on Handicapped and  Gifted Children Resto...
Partnership and voice  Vision and values  Knowledge and daring  Confidence and persistence  Personal qualities (passion, h...
Individual Clubs Work Plan When July 29 July 22 July 15 July 8 July 01 June 24 June17 Who What Activity Where -Venue Why -...
Individual Clubs Work Plan When Aug 5 Aug 12 Aug 19 Aug 26 Sept 2 Sept 9 Sept 16 Who What Activity Where -Venue Why - purp...
Individual Clubs Work Plan When Sept 23 Sept 30 Nov 4 Nov 11 Nov 18 Nov 25 Dec 2 Who What Activity Where -Venue Why - purp...
Individual Clubs Work Plan When Dec 2 Dec 9 Dec 16 Dec 23 Dec 30 Jan 6 Jan 13 Who What Activity Where -Venue Why - purpose...
Individual Clubs Work Plan When Jan 20 Jan 27 Feb 3 Feb 10 Feb 17 Feb 24 March 3 Who What Activity Where -Venue Why - purp...
Individual Clubs Work Plan When March 10 March 17 March 24 March 31 Who What Activity Where -Venue Why - purpose How -stra...
The  Catholic  Leadership
What is your  Sense of Conviction to the Catholic Faith?
Catholic Leadership
Term 1 – focus on SELF <ul><li>“ Good leadership is truthful and trustworthy. Leaders can act more confidently if they hav...
Term 2 – focus on CONTEXT. <ul><li>This is the vision which shapes the daily life of a Catholic school as a community in w...
Term 3 – focus on TASK <ul><li>“ …  be clear that providing leadership and management for a Catholic school is totally com...
Spiritual Needs: Faith Hope Love
Material Needs: Sex Money Power
How do we reconcile  Material Needs &  Spiritual Needs?
<ul><li>John Paul II  stated “[Opus Dei] has as its aim the sanctification of one’s life, while remaining within the world...
<ul><li>John Paul II   </li></ul><ul><li>&quot;All the  faithful , whatever their condition or state, are called by the Lo...
Achieving Perfection  is  Working for Holiness
To reconcile Faith to achieve Power Hope to Achieve Wealth / Money Love to Achieve Physical Satisfaction
Breathing Exercise Meditation Prayer
Thank you  & you may add me up on facebook ZARA JANE JUAN
List of Trainings (Teachers)  <ul><li>“ STRESS MANAGEMENT” </li></ul><ul><li>HEALTH & WELLNESS  </li></ul>“ INNOVATIVE STY...
List of 1 Day Training (students) “ THE ART OF  LEADERSHIP “ THE CONFIDENT BEING” PERSONALITY DEVELOPMENT “ THE  RUDIMENTS...
Ms. ZARA JANE JUAN (resource person) <ul><li>Proponent of Wellness Series on Tour in the Philippines since 2008 based on h...
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Coaching Guidelines for Teachers of Young Children

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Coaching Guidelines for Teachers of Young Children

  1. 1. COACHING GUIDELINES FOR TEACHERS OF YOUNG CHILDREN By Zara Jane Juan
  2. 2. <ul><li>COACHING GUIDELINES </li></ul><ul><li>FOR TEACHERS OF YOUNG CHILDREN </li></ul><ul><li>by Ms. Zara Jane Juan </li></ul><ul><li>Profile of Learners </li></ul><ul><li>Diagnosis of Childhood </li></ul><ul><li>Nine Factors of Innate Temperament </li></ul><ul><li>Special Evaluation Issues in Childhood </li></ul><ul><li>Psychotherapy </li></ul><ul><li>Behavioral Therapy </li></ul><ul><li>Play Therapy </li></ul><ul><li>Family Therapy </li></ul><ul><li>Back to Innocence Workshop for Adults </li></ul><ul><li>to help them understand their Children </li></ul><ul><li>Factors on Leadership </li></ul><ul><li>Constructive Strength & Destructive Weakness </li></ul><ul><li>Identifying a Promising Person </li></ul><ul><li>How to Develop a Young Leader </li></ul>
  3. 3. Profile of Learners
  4. 4. 0-7 yrs old <ul><li>General Characteristics: </li></ul><ul><li>- Imitating those around them </li></ul><ul><li>Absorbs everything & blend themselves in the environment </li></ul><ul><li>Move & play </li></ul>
  5. 5. <ul><li>1-3 yrs old </li></ul><ul><li>Imitative play; mimicking actions </li></ul><ul><li>3-5 yrs old </li></ul><ul><li>Transformative play </li></ul><ul><li>(real objects into fantasy) </li></ul><ul><li>5-7 yrs old </li></ul><ul><li>Imaginative play </li></ul><ul><li>(how something will look like & plan how will it become) </li></ul>
  6. 6. 8-14 yrs old <ul><li>General Characteristics: </li></ul><ul><li>- picture thinking </li></ul><ul><li>- They love storytelling from adults </li></ul>
  7. 7. <ul><li>8-11 yrs old </li></ul><ul><li>Notices that she /he is different from the rest </li></ul><ul><li>A lot physical & psychological changes </li></ul><ul><li>12-14 yrs old </li></ul><ul><li>Interested in cause & effect relationships </li></ul><ul><li>Beginning of logical thinking </li></ul>
  8. 8. 15-20 yrs old <ul><li>General Characteristics: </li></ul><ul><li>- upsurge of sexual drives </li></ul><ul><li>Aggressive impulses </li></ul><ul><li>Acting out tendencies </li></ul><ul><li>Become capable of abstract reasoning (hypothetical situation) </li></ul><ul><li>Focus of interaction from family to peer </li></ul>
  9. 9. Summary <ul><li>12-14 yrs old > Concern: Body Image </li></ul><ul><li>15-17 yrs old > Concern: Establishing peer group identity </li></ul><ul><li>18-20 yrs old > Concern: Vocational </li></ul><ul><li>& Romantic identity </li></ul>
  10. 10. Diagnosis of Childhood Source: Childhood Disorders by Dr. Norman R. Bernstein
  11. 11. Child Psychiatry (general) <ul><li>The approach to the child’s network of drives and psychological defenses is based on the biopsychosocial model </li></ul><ul><li>BIOPSYCHOSOCIAL means that the emphasis is upon the child as a developing and maturing being in the context of the social system </li></ul>
  12. 12. Innate Temperament <ul><li>Studies focus on the inborn characteristics of children that determine the ways in which they will handle problems all throughout their lives </li></ul>
  13. 13. 9 factors in innate temperament
  14. 14. 1. Activity Level <ul><li>The frequency & speed of movement of the child in the bath or in the crib in early infancy or crawling, walking, or running in later developmental stages </li></ul>
  15. 15. 2. Rhythmicity <ul><li>Biologic regularity or irregularity, as seen in such functions as the sleep-wake cycle and the timing of hunger </li></ul>
  16. 16. 3. Approach / Withdrawal <ul><li>The immediate reaction of a child (e.g. acceptance or rejection) to a new experience such as new bed, place, schedule </li></ul>
  17. 17. 4. Adaptability <ul><li>The amount of time required (short, moderate, long) for a child to adapt to a new experience or schedule </li></ul>
  18. 18. 5. Threshold <ul><li>The minimum strength of stimulus required to engage the child’s attention </li></ul>
  19. 19. 6. Intensity <ul><li>The energy expenditure given to the expression of mood </li></ul>
  20. 20. 7. Mood <ul><li>The predominance during waking hours of positive mood as opposed to neutral or negative mood expression </li></ul>
  21. 21. 8. Distractibility <ul><li>The ease to which the child’s attention is drawn from an on-going activity </li></ul>
  22. 22. 9. Attention span & persistence <ul><li>Attention span refers to the uninterrupted attention given in an activity such as gazing or playing with toys </li></ul><ul><li>Persistence is the direction on uninterrupted activity toward completion of a task or spontaneous return to task after an interruption </li></ul>
  23. 23. Special evaluation issues in Childhood <ul><li>Physical Abuse </li></ul><ul><li>Sexual Abuse </li></ul><ul><li>Divorce / Seperation </li></ul>
  24. 24. General Treatment
  25. 25. Psychotherapy <ul><li>Requires a permissive, non-threatening atmosphere in w/c an attempt is made to the child understand his/her behavior and clarify the realities of the situation while providing a climate for the child to continue developmental tasks </li></ul>
  26. 26. Psychotherapy <ul><li>The treatment varies according to the developmental stage of the child: </li></ul>
  27. 27. Psychotherapy <ul><li>Toddlers requires more support in feeding & simpler play </li></ul><ul><li>Kindergarten benefits both from a mixture of play and talking </li></ul><ul><li>School Age kids on drawing, reading & sports activities & talk therapy </li></ul>
  28. 28. Behavioral Therapy <ul><li>Methods based on concepts of learning theory </li></ul>
  29. 29. Behavioral Therapy <ul><li>Focus on undesirable behavior, examine their frequency & setting up reinforcers & adversive stimuli to alter the components of behavior that are involved using rewards or punishments </li></ul>
  30. 30. Behavioral Therapy <ul><li>Desensitization has been used to gradually diminish a negative response such as fear of classroom; this is used with concurrent relaxation or anxiety reducing methods </li></ul>
  31. 31. Play therapy <ul><li>It encompasses the use of the room, pens, pencils, models, crayons, and dolls to evoke & express a wide variety of the fantasies of the child </li></ul><ul><li>Enhance the child’s self reliance in adaptation to his or her place in the family and in society </li></ul>
  32. 32. Family therapy <ul><li>Involves an awareness of the family context, its cultural pattern and socio-economic level, and the particular value systems of the child’s family </li></ul>
  33. 33. Back to Innocence Workshop Sensitivity Exercise 1
  34. 34. TEAM BUILDING
  35. 35. Age Write down a Significant Event in your life? If you imagine the Shape, what is it: Spiky or Curved Why that shape? Explain in 3-5 sentences What is the Color do you see when you recall that significant event? 21 18 14 10 8 5
  36. 36. <ul><li>What was your favorite toy when you were 5 yrs old? </li></ul><ul><li>If you want something badly, how do you get it when you were 10 yrs old? </li></ul>
  37. 37. <ul><li>What was your favorite role in a play when you were 8 yrs old? </li></ul><ul><li>What is your role in your peer group “barkada” when you were 14 yrs old. How do they call you or see you? </li></ul>
  38. 38. <ul><li>What was your initial reaction when you were reprimanded by your elders when you were 18 yrs old? </li></ul><ul><li>What was your secret wish when you were 21 yrs old? </li></ul>
  39. 39. Break
  40. 40. WHAT IS MEANT BY LEADERSHIP? Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  41. 41. Leadership is the ability to influence the activities of an individual or group toward the achievement of a goal. <ul><li>The definition has evolved from the idea of </li></ul><ul><li>a leader being </li></ul><ul><li>a born leader or simply &quot;one who leads&quot; </li></ul><ul><li>to a more complex view of </li></ul><ul><li>how a person exerts influence. </li></ul>Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  42. 42. leaders can be influential as: task-oriented leaders or relationship-oriented leaders. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  43. 43. task-oriented leaders excels at establishing well-defined patterns of organization, channels of communication, and ways of getting tasks accomplished Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  44. 44. The relationship-oriented leader, leads by maintaining personal relationships between members of the group by opening up communication, providing emotional support and using facilitating behaviors. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  45. 45. Both task-oriented and relationship-oriented leaders are necessary for effective group functioning Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  46. 46. Another helpful way to identify and nurture leadership is that of the active versus the reflective leader. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  47. 47. The active leader exerts influence over the group through the force of his or her personality. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  48. 48. The reflective leader, on the other hand, is influential through the force of his or her ideas Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  49. 49. HOW CAN TEACHERS IDENTIFY THE LEADERSHIP ABILITIES OF GIFTED AND TALENTED STUDENTS? Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  50. 50. <ul><li>--Nomination and/or rating by peers, teachers, self, or community group members </li></ul><ul><li>--Observation of simulation activities </li></ul><ul><li>--Biographical information on past leadership experiences </li></ul><ul><li>--Interviews </li></ul><ul><li>--Personality tests </li></ul><ul><li>--Leadership styles instruments </li></ul>Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  51. 51. Ten Ways to Identify a Promising Person Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  52. 52. to distinguish between the skill of performance and the skill of leading the performance Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  53. 53. <ul><li>Leadership in the past. The best predictor of the future is the past. </li></ul><ul><li>The capacity to create or catch vision. </li></ul><ul><li>A person who knows how to ask the right question </li></ul><ul><li>A person who feels the thrill of a challenge </li></ul><ul><li>A constructive spirit of discontent </li></ul><ul><li>Have Practical Ideas </li></ul><ul><li>Willingness to take responsibility </li></ul><ul><li>Completion factor </li></ul><ul><li>Peer respect & Family respect </li></ul><ul><li>Holding Court (people listen to them) </li></ul>Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  54. 54. Points to Consider: Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  55. 55. It's not enough for people to have leadership potential; they must have character and the right setting in which to grow. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  56. 56. What will this person do to be liked? It's nice to be liked, but as a leader it cannot be the controlling factor. The cause must be the prime motivator. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  57. 57. Does this person have a destructive weakness? There are only two things I need to know about myself as a leader: my constructive strength and any destructive weakness Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  58. 58. A destructive weakness may, for example, be an obsession. An obsession controls us; we don't control it. It only grows worse over time. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  59. 59. Can I provide this person the environment to succeed? An environment that threatens our sense of security or well-being splits our concentration from the cause. Young leaders need an environment in which they can concentrate on leading. Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  60. 60. Dimensions of Sustaining Leadership Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  61. 61. Partnership and voice Vision and values Knowledge and daring Confidence and persistence Personal qualities (passion, humor, and empathy strength of character, general maturity, patience, wisdom, common sense, trustworthiness, reliability, creativity, sensitivity) Source: Addison, Linda ERIC Clearinghouse on Handicapped and Gifted Children Reston VA.
  62. 62. Individual Clubs Work Plan When July 29 July 22 July 15 July 8 July 01 June 24 June17 Who What Activity Where -Venue Why - purpose How -strategy
  63. 63. Individual Clubs Work Plan When Aug 5 Aug 12 Aug 19 Aug 26 Sept 2 Sept 9 Sept 16 Who What Activity Where -Venue Why - purpose How -strategy
  64. 64. Individual Clubs Work Plan When Sept 23 Sept 30 Nov 4 Nov 11 Nov 18 Nov 25 Dec 2 Who What Activity Where -Venue Why - purpose How -strategy
  65. 65. Individual Clubs Work Plan When Dec 2 Dec 9 Dec 16 Dec 23 Dec 30 Jan 6 Jan 13 Who What Activity Where -Venue Why - purpose How -strategy
  66. 66. Individual Clubs Work Plan When Jan 20 Jan 27 Feb 3 Feb 10 Feb 17 Feb 24 March 3 Who What Activity Where -Venue Why - purpose How -strategy
  67. 67. Individual Clubs Work Plan When March 10 March 17 March 24 March 31 Who What Activity Where -Venue Why - purpose How -strategy
  68. 68. The Catholic Leadership
  69. 69. What is your Sense of Conviction to the Catholic Faith?
  70. 70. Catholic Leadership
  71. 71. Term 1 – focus on SELF <ul><li>“ Good leadership is truthful and trustworthy. Leaders can act more confidently if they have a strong sense of their own inner truths and are resolute in upholding positions that may be unpopular but congruent with the leader’s values.” (Kevin Treston) </li></ul><ul><li>their own faith experience/spirituality </li></ul><ul><li>their knowledge and understanding of their faith </li></ul><ul><li>their own values  </li></ul>
  72. 72. Term 2 – focus on CONTEXT. <ul><li>This is the vision which shapes the daily life of a Catholic school as a community in which faith is expressed and shared through every aspect of its activity.” </li></ul><ul><li>How their personal vision impacts on their present school </li></ul><ul><li>How they would want their personal vision to impact on any future leadership role in a school </li></ul><ul><li>The distinctive vision/mission of a Catholic school </li></ul><ul><li>Evaluating the Catholic nature of a school </li></ul>
  73. 73. Term 3 – focus on TASK <ul><li>“ … be clear that providing leadership and management for a Catholic school is totally compatible with the ‘standards agenda. The requirement to improve the quality of educational provision and pupil achievement needs to be understood and interpreted within the setting of an ethos rooted in the Catholic Church and Gospel values.” </li></ul>
  74. 74. Spiritual Needs: Faith Hope Love
  75. 75. Material Needs: Sex Money Power
  76. 76. How do we reconcile Material Needs & Spiritual Needs?
  77. 77. <ul><li>John Paul II stated “[Opus Dei] has as its aim the sanctification of one’s life, while remaining within the world at one’s place of work and profession: to live the Gospel in the world, while living immersed in the world, but in order to transform it, and to redeem it with one’s personal love for Christ. </li></ul>
  78. 78. <ul><li>John Paul II </li></ul><ul><li>&quot;All the faithful , whatever their condition or state, are called by the Lord, each in his own way, to that perfect holiness whereby the Father Himself is perfect (Mt 5:48).&quot; &quot;It belongs to the laity to seek the kingdom of God by engaging in the affairs of the world and directing them according to God's will.&quot; </li></ul>
  79. 79. Achieving Perfection is Working for Holiness
  80. 80. To reconcile Faith to achieve Power Hope to Achieve Wealth / Money Love to Achieve Physical Satisfaction
  81. 81. Breathing Exercise Meditation Prayer
  82. 82. Thank you & you may add me up on facebook ZARA JANE JUAN
  83. 83. List of Trainings (Teachers) <ul><li>“ STRESS MANAGEMENT” </li></ul><ul><li>HEALTH & WELLNESS </li></ul>“ INNOVATIVE STYLES IN TEACHING SCIENCE & MATH” workshop ARTISTIC EXPLORATION WORKSHOP THEATER “ INTEGRITY IN THE WORKPLACE” LEADERSHIP TRAINING “ VOCATION @ WORK” CONFLICT MANAGEMENT “ INNOVATIVE MIND & BODY” GUIDE ON DANCE THERAPY TO CHILDREN Venue: Your Place Group Fee (10pax-40pax) ½ day: P6k Whole day w/ workshop: P8k Text: 0927.676.7738. Thanks!
  84. 84. List of 1 Day Training (students) “ THE ART OF LEADERSHIP “ THE CONFIDENT BEING” PERSONALITY DEVELOPMENT “ THE RUDIMENTS OF THEATER” ON BASIC ACTING “ THE RUDIMENTS OF THEATER” ON DANCE & MUSIC YOUNG LADIES & GENTLEMEN HOW TO? MANNERS 101 PUBLIC SPEAKING Venue: Your Place Group Fee (10pax-40pax) ½ day: P6k Whole day w/ workshop: P8k Text: 0927.676.7738. Thanks!
  85. 85. Ms. ZARA JANE JUAN (resource person) <ul><li>Proponent of Wellness Series on Tour in the Philippines since 2008 based on her book Innovative Mind & Body which got positive reviews from the Manila Bulletin, Business Mirror, Philippine Graphics & Philippine Daily Inquirer. With her continuing effort to inspire Filipinos to wellness as “discipline & preparation to climate change”, she is receiving several Plaque of Appreciations from THE OFFICE OF THE PRESIDENT NATIONAL COMMISSION ON THE ROLE OF FILIPINO WOMEN; OFFICE OF THE PRESIDENT NATIONAL COUNCIL ON DISABILITY AFFAIRS (NCDA); PHILIPPINE ACADEMY OF REHABILITATION MEDICINE (PARM) & THE PHILIPPINE HEART CENTER. </li></ul><ul><li>From 1995 to 2006, she was a Producer, Associate Director & Stage Actress to Philippine International Convention Center, Philamlife Theater & Cultural Center of the Philippines. Also being once a Ms. Hawaiian Tropic Int’l Finalist & Bb. Pilipinas awardee, she received the citation from CHILDREN INTERNATIONAL as an Ambassador of Goodwill to Sailing for Peace. Now, she is an Environmentalist of the global organization, Earthday Network International & an active Peace Advocate of the United Nation's International Day of Peace Vigil as Lady “Datin” Knight of the Royal Order of Sulu and Sabah. </li></ul><ul><li>She is a writer & resource speaker by profession. Some of her writings are: Integrity in the Workplace; The Art of Leadership; Public Speaking, a Breakthrough Approach; Colors of Wellness, Vocation @ Work & Resolving Conflict. Her work received PLAQUE OF APPRECIATIONS FROM: DE LA SALLE UNIVERSITY, TAFT AVE., MLA; THE ASSOCIATION OF PRIVATE SCHOOLS IN BATANGAS CITY; ASSOCIATION OF PRIVATE SCHOOLS IN BAGUIO CITY; ST. MATTHEW’S COLLEGE, SAN MATEO, RIZAL; DR. CARLOS LANTING COLLEGE, QC; RECOLETOS ACADEMY, ANTIPOLO, RIZAL; UNIVERSITY OF PERPETUAL HELP CAVITE CITY; ELIZABETH SETON SCHOOL, LAS PIÑAS & CAVITE; INFORMATICS CUBAO & DILIMAN CAMPUS; GOOD SHEPHERD CATHEDRAL SCHOOL, QC; STO. NIÑO SCHOOL, MUNTINLUPA; PHILIPPINE CULTURAL HIGH SCHOOL, MANILA; CLARET SCHOOL, QC, ST. MARY’S COLLEGE, QC </li></ul><ul><li>In her free time, she acts as the Spokesperson CEACO on fine culture & environment & Women’s Leadership & Responsibilities of the Philippine Commission on Women, Soroptimist Cervical Cancer Awareness Program & Young Active Citizens for Positive Change by JAYCEES Phil. </li></ul><ul><li>To support all Advocates for the Refinement of our society, she is currently hosting her TV program on cable aired via G-SAT all over Asia </li></ul><ul><li>To know more, add zara jane juan via facebook or visit her blog: http://www . zarajanejuan.blogspot.com. </li></ul><ul><li>Retrieved from &quot; http://en.wikipedia.org/wiki/User_talk:Innovative_mind_and_body </li></ul>

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