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Princes Primary Session 2 - SEN Staff.pptx
- 2. Review Before we begin © Gazing Limited 2022 2
- 3. Prepare and practice for pressure Key Points: → Moving from Red2Blue is a skill. → The skill involves recognising accepting and choosing between what you can and can’t control. → The more you practice this skill the more likely you will be able to change your response to situations that divert you. → This means you will be more resilient under pressure. → The map just helps you recognise it, talk about it, normalize it The Red2Blue perspective Recognise Accept Choose © Gazing Limited 2022 3
- 4. © Gazing Limited 2022 4
- 5. Self Reflection • Consider the last time you were in the Red • What triggered it? • How did you respond? • How did your response impact your performance? • What could you do next time to avoid you responding like that? © Gazing Limited 2022 5
- 7. Predictable sources of pressure… Predictable responses! © Gazing Limited 2022 7
- 8. Escape EXPECTATIONS SCRUTINY CONSEQUENCES Walking towards pressure AGGRESSIVE PASSIVE ESCAPE Preparing and practising for unhelpful responses © Gazing Limited 2022 8
- 9. Practice Scenario You meet with a parent, Mr. Johnson, whose child is enrolled in your special needs classroom. You've had previous interactions with Mr. Johnson that have been marked by tension and disagreements regarding his child's progress and the strategies you employ. As the meeting begins, Mr. Johnson's demeanour is defensive and confrontational. He questions your teaching methods, expressing his dissatisfaction and insisting that his child's needs are not being adequately addressed. Despite your best efforts to explain the individualised approach you've implemented and the progress you've observed, Mr. Johnson remains adamant that you are not doing enough. Feeling the weight of his dissatisfaction and criticism, the conversation continues and the tension in the room escalates. Mr. Johnson becomes increasingly aggressive in his tone and accusations. 01: Parent meeting Please take a screen shot before you go to breakout room Questions: → What Red Head thoughts could this scenario lead to? → How might those thoughts make you feel and act?? → How might that impact other parts of your life? → What might help you shift your attention from Red to Blue? © Gazing Limited 2022 9
- 10. Practice Scenario You walk into your special needs classroom for the last lesson of the day and one of your students, Rosie, who has ADHD, is having difficulty staying focused. She constantly interrupts your instructions, blurts out answers, and distracts her classmates. Despite your attempts to redirect her attention, she continues to disrupt the flow of the lesson. Meanwhile, James, who has autism, becomes overwhelmed by sensory stimuli in the classroom. The loud noises and bright lights trigger a meltdown, and he starts crying and hitting himself. Your heart aches for him, and you do your best to create a calm and supportive environment, but managing the situation proves to be an immense challenge. You start questioning your abilities as a teacher and want the lesson to end quickly – you don’t feel with the energy nor mindset to continue. 02: Last lesson of the day Please take a screen shot before you go to breakout room Questions: Relate this scenario to Red2Blue → What indicators are there that this person is having a Red Head? → What impact is this having? → What would you do if this person came to you for help with their mindset and described this scenario? © Gazing Limited 2022 10
- 11. © Gazing Limited 2022 11
- 12. © Gazing Limited 2022 12
- 13. WHAT IF’S TOOL © Gazing Limited 2022 13
- 14. What If’s Tool It is important to plan for the pressures that are likely to come your way and to establish mental routines to help you accept and deal with them. This will help you recognise and accept what's happening rather than fight it and wish it wasn’t happening. It will allow you to free up your mental space to focus on how to adjust and what to do. Breakout Group Exercise What are the top likely diversions you will face? What strategy could you put in place to help you respond from the Blue side? © Gazing Limited 2022 14
- 15. What if’s Exercise You wake up early in the morning, already feeling a sense of fatigue and unease. As a special needs school teacher, you know that each day presents its own unique challenges, but today feels different. You try to gather your thoughts and mentally prepare for the day ahead, but a wave of stress washes over you. Arriving at school, you enter your classroom, hoping for a fresh start. However, you notice that the usual sense of calm and structure is missing. The students seem more restless and easily agitated than usual, and you struggle to manage their behaviours. As the day progresses, you find yourself dealing with multiple disruptions and incidents. One of your students, Jacob, who usually responds well to your strategies, becomes increasingly defiant and uncooperative. His behavior escalates, leading to a meltdown that affects the entire classroom. Your attempts to de-escalate the situation feel futile, leaving you emotionally drained and questioning your effectiveness as a teacher. Amidst the chaos, you receive an email from a concerned parent expressing their dissatisfaction with their child's progress. Reading the email intensifies your feelings of inadequacy and adds to the weight on your shoulders. You try to remind yourself of the progress you have seen in the students, but today, it feels like a distant memory. Throughout the day, you find it challenging to maintain the patience and composure that you usually possess. The demands of managing individualized education plans, accommodating different learning styles, and providing emotional support for your students become overwhelming. You catch yourself questioning if you are truly making a difference or if you are equipped to handle the complex needs of your students. As the day wears on, you find yourself juggling multiple responsibilities, attending to students' personal care needs, facilitating individualized education plans, and managing behavior issues. The mounting pressure and lack of respite begin to take a toll on your emotional well-being. A day in school Please take a screen shot before you go to breakout room Questions: Relate this scenario to the What If’s tool → What was predictable? → What strategies could have been in place to mitigate/avoid impact on performance? → What mental rituals could help move from Red to Blue when the What If’s happen? © Gazing Limited 2022 15
- 16. Practicing your ‘What if’s’ in advance is more likely to help you rather than just writing them down. This is what it means to use pressure to stimulate your performance. For top performers, pressure rather than being an enemy to performance, is in fact, a stimulant. Practice like you mean it. Practicing What if’s will help with building Mental Strength © Gazing Limited 2022 16
- 17. • How could we really muck this up? • Make a list • Pick your favourites MUC Tool © Gazing Limited 2022 17
- 18. Continue / Review / Personalise your What If’s exercise Homework Exercise © Gazing Limited 2022 18
- 19. Thanks! © Gazing Limited 2022 19
Editor's Notes
- Today, review what we did last session and apply it. We looked at circles and recognition radar, but today we are going to focus on some more tools. Control circles we did to illustrate the skill (recognise, accept, choose).
- Before we begin, any questions about Tuesday that may have popped up over the last few days? First session, all about what is Red2Blue. Can separate that into two different sessions if you want. Then, we look into how we use it, scenario work, tools, applications of Red2Blue in practice.
- Little recap on last session. Started by talking about the line, performance is not all or nothing. We can all get better and improve. Pressure can be a catalyst for performance but can also hinder performance. Performance separated into three different yet equally important factors – structures, skillset and mindset. But mindset bit of a mystery – this gives you one way to talk about it and to practice it. Our view at Gazing is that mindset is a skill that can be practiced and developed. Like any skill, one main component. For mindset, control of attention main component of the skill. What is the skill? Recognise, accept, choose. Map just helps us recognise it and use the language.
- Any questions about the map?. Any general observations about the words that are there? Point at attendants to ask about this Can be a bit overwhelming at first, hence we never put it first. Unfold the story, then show map to put it into context. Child version also useful and simplification. Have you seen the kids version and the advanced map version?
- We asked you about self reflection for homework and consider the last time you were in the Red. Ask everyone to share their stories and answer the questions.
- Ask if anyone has used the Recognition template Elicit thoughts
- Most of the things that you said are predictable, know what might happen. This happens aswell in teams – you know the people in your team, what can make them turn in the red and also their red responses.
- APE is part of another acronym. This acronym helps you identify pressure and where it comes from. Can also call it the sources of pressure. Expectations - Setting a goal or having expectations, This is what I need to achieve or what need teams to achieve. Expect something to be a certain way. If it doesn’t go that way, may slip into the red Scrutiny – refers to scrutiny we place on ourselves or perceived scrutiny from others (coaches, teammates, media…) Consequences – what happens if I don’t perform? To get better, you need these three things. Its good thing! However, it its overwhelming, inconsistent, lots of the time unpredictable, we usually see some of the following three responses: We may become aggressive (not necessarily physical aggression, can be verbal and dismissive too) We may become passive – having a bit of a meltdown, poor me, don’t want to be there, blaming others, feeling lethargic Or we may want to escape – want the game/meeting to finish, want to hide This is just a pattern and help you to observe and what was the trigger? What source of pressure did make you slip into the red? And what behaviour does it usually lead to? Recognition radar. What's the value of APE? We know that different people need different things. Cant use same procedures for aggressive to escape – individual or team red heads may differ and identifying that early will allow us to provide the right sessions.
- If we go back to the line, we are trying to get a bit of perspective of what has happened in this case.
- This tool is designed to help us prepare ….to help us practice If we can anticipate what might happen we can resource ourselves to cope with it, to do well in that context Its not just about having a contingency plan….its about getting used to the feeling – the mindset skill – what red thoughts will happen, what techniques, processes, rituals can help me stay or get Blue? Exercise = 20 minutes total Breakout = 20 minutes total New groups of 4 auto-generated or same groups Facilitators must be able to visit rooms Debrief: 15 minutes in main room Discuss example what if’s from each group – can share some examples from Gazing’s work
- What has changed since Covid? People better skills and structures to do this. However, lots of things that they could have done to stay in the blue. Question is, do they have a tool in the moment that they can use to move back into the Blue? What could you do in the moment? Remember, these are just some examples of some scenarios. You can create your own for practice or make them specific to the client you are working with. More scenarios will be uploaded to the new digital platform too.
- Debrief the point of what if’s…and that the next step is to actually practice them
- Another route/angle to addressing pressure in advance is to use the screw up cascade. E.G How can you deliver the worse sales pitch in the world? How would we really screw up ….. Making a list is usually easy! And can be a bit of fun. The key though and the big insight is to honestly reflect on the aspects (usually top 3) that YOU actually do. Once this is clear you can focus on strategies to address each aspect There are other tools, but to get started, these are simple easy to use tools to get started addressing pressure head on
- Slide timing – 1 minutes; total timing – 1 hour 29 minutes We would recommend doing What if’s on a regular basis The next session will look at how you can practice Red2Blue with others
- What happens next? Call next week about 1:1 and how you tell that story. Lesson plan in the digital platform. Don’t worry about the style of delivery, main thing is that you tell the story.