Planning “To do or not to do” that is the question.

plannin 1

Planning is is the curse of my life or is does it have purpose ? Do students benefit from hours of endless planning? Do we have the time in which to write plans that as Tummons (2009) purposes The planning process: who is it for? p50 suggesting the importance of planning documents are for quality assurance and to demonstrate or provide evidence of your teaching for management and bodies such as OFsted. This leads to me another question why is that the mere mention of the word “O F S T E D”  promotes a genuine fear amongst  managers and teachers. I witnessed precious time being wasted with generic planning that had been delivered weeks ago, should we focus our attentions on looking back or forward thinking?  Back to my inquiry into planning documents David Didau blog compares and contrast peoples opinions on the usefulness of these blogs, which only did increase more questions, although a few are answered.  He used the analogy  “does a good cook book make you a good cook?” What must be considered are SOW indiviualised, do they promote effective learning, provide context not just content, do they allow for pace and level ,quality not quantity. pupil progress, evaluations.  The Nut suggest that excessive time spent on planning is not necessary , however “must be fit for purpose”

I believe that SOW need to be individualised  not generic a “working document” that focuses you to holistically look at the what is needed for you to effectively deliver the curriculum, to break it down into manageable parts and embedding skills such as: Functional, employability, independent learning strategies and diversity rather than as “bolt on”  strategy.  rather than : planning

a scribble that leaves you unprepared and even worse negatively impacting upon your students.

Mind mapping is  method that I approach a new subject so I am able to see the holistic picture of learning required then that is broken down into aims and objectives that meet the criteria of assessment for the individual diploma units. Activities are selected that provide a multi sensory approach and also enable students to practice and master embedded skills.  For example how to prepare for an interview, the teaching method is role -play students engage in being the interviewee and interviewer asking and answering questions this develops communication skills, recall of experience and to enhance the activity students have to research a job and work out how much it will cost, determine the time of the journey what time students will need to leave home at arrive on time, E&D explores discrimination, appearance for interviews and then writing CV promotes English skills. The SOW works shows a picture and shows progression. I don’t add Initial assessments because the activity can be adapted to include students varying levels and pace.  I have set up folders that are mostly arranged and organised with worksheets and resources required for the delivery of the unit. However Lesson plans I do find do not work especially in my education establishment. I work with disengaged students and attainment is a constant challenge. Lesson plans contain information for specific students and when they do not turn up this has to be repeated. I find that an exercise book that details students targets, including maths and English targets enables me to be more student-centered.

The question is what impact does this have on the student?

  • Being organised, worksheets and activities
  • providing a variety of teaching methods engages students
  • Promotes effective classroom management because the tutor is organised and have clear aims and objective
  • Students are able to work at their own pace, however need to be aware that assessments need to be completed by a specific date.
  • If a tutor is ill, another tutor is able to see what is needed. My book is like a diary and Students initials are at the side of  the task a student is required to achieve.
  • I provide alternative resources, such as U-tube videos that I can draw upon if I feel that the activity I have chosen students are not progressing or understanding
  • References
  • Tummons, J.  (2009) Curriculum studies in the lifelong learning sector. Exeter. Learning matters LTD.
  • Didau, D. Blog The Learning Spy;  Brain food for the thinking teacher . http://www.learningspy.co.uk/learning/the-best-laid-schemes-of-work/

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Holistic thinking and reflecting

Why is that the reflective brain wakes up at 5.30 in the morning with streams of thoughts and feelings that explode  with a kaleidoscope of clarity? Neuroscience suggests that sleep clarifies our thoughts, with the power of neuro-imaging the scientist have found that the days of studying and staying up late are not what helps us to remember, “Sleep” gathers our thoughts and connects them up.( Neuroscience quote) Time to think, Kleine (1999) suggests we need time to think, although she develops her theory into thinking rounds where people are able to speak and think without interruptions, maybe our brain needs that biological time in which to think, to not make harsh judgement, mistakes. We are encouraged to complete evaluations after each session we teach maybe we should sleep on it before those evaluations are made and analysed. Can we reflect at that moment if students have met the learning outcomes, do they need time for their brain to process the information?

My thoughts are so clear after a goods nights sleep, to catch those clouds of clarity I keep a pen and note pad at the side of my bedside cabinet and catch as if they are dream never to be forgotten. The real challenge is what to do with those thoughts, analyse, compare and contrast, be critical, Action Plan pigeon hole your reflections into a model, a cycle, a box a concrete experiences in which to reflect upon. I wonder do we need concrete experiences in which to reflect? Just the word “concrete” puts a cold process into the “emotional” views of reflection. Education establishments suggest  reflections are a “purpose to help you learn from a particular practical experience” (uefap) and then to make it “better next time” Petty(2009) p341.  Brookfield(1995)) choice of words “it helps us to take informed action” (p1).  Reflection is important and as Brookfield suggests that without the reflective habit “we run the continual risk of making poor decisions” p3

The next question, is our assumptions a concrete experience, or are they based on other view points other experiences. When we reflect we make assumptions, for example my action research project explored Accelerated learning techniques in which to improve students independent learning to support them with the next stage of learning. My assumption was that these methods had worked in primary and within my early years practice so they are bound to work with teenagers in FE. Brookfield (1995) suggests that critical reflective thinking  is about “unearthing our assumptions” p28 and that “sooner or later, however something happens that forces teachers to confront the possibility that they may be working with a assumptions that don’t really fit their situations” p28  For example as the action research project progressed I read an improved my knowledge and understanding of brain based learning and explored neuroscience and education, the subject is fascinating and opened my eyes to how to learn and how not only environmental factor, but biological factors impact upon our learning. Further reading engaged my thirst to understand more, was this reflecting upon the concrete experience or has theory provided me with knowledge in which to have a concrete experience? Wallace (2002) points out that “as professionals we can only judge the worth of theory when we have measured it against our own experience.” (introduction)

Do we need to have a reflective cycle in which to be critical and reflective. Dewey cited in Ruston (2012) discuses a systematic approach to address the “uncertainties and complexities of human action” p25 Brookfield proposes 4 critical lenses, four different perspectives in which to critical reflect upon. Kolbs cycle of reflection, focuses the trainee teacher to reflect upon those concrete experiences  and apply theory, action plan and test it out, however teaching is a passion where does the feeling come into it or the students voice? Why would you change something, without getting the views of the learners? Are we making assumptions based on theoretical underpinning, theory doesn’t know my students. After saying that theory helps us to understand.

My thoughts was so clear at 5.30, I have my notes, driving to work I work through them, repeat the words so I will remember,  a strategy I learnt to help improve my memory. Pen to paper and thy are gone. My brain has gone into work mode and my “to do” list overshadows the real thought the passion to not do better next time, but to create and improve experiences. So if predominately our thoughts are about improvements,  feelings are apart of those reflections. Our emotions are apart of our teaching Rushton (2012) discusses effective teaching and learning is based upon our own “set of values” p4 and reflective practice is at “the heart of all teachers” (l2) Gibbs Improved Kolbs cycle of reflection and added in “Feelings” one example of improvement, however does not necessarily mean that it is “better” . The cycle if one has to use one,does provide a more emotional viewpoint to the reflection. Brookfield (1995)  suggests that we need to be aware of the wider context in which to be critical about  our emotions  because when our feelings are involved we inherently blame ourselves if students do not learn, what did we do wrong, how can we do better, what strategies and theory will engage that student, form within our emotional state, have we met the individual needs of that student? Brookfield continues to discuss how a critical stance in terms of how we teach and reflect keeps us grounded emotionally and breaks down that “innocent view” (p1) of blaming ourselves and that by thinking and reflecting critically we “will survive in the classroom with enough energy and sense of purpose to have some real effect” Susan Wallace (2002) discusses the realities of teaching in the FE sector, she suggests that we need to challenge our assumptions that in FE students are there because they want to, so when we emotionally question why students have not learnt we need to seek the answer within a wider political thought. She continues to propose that “choice or lack of it can cause disruptions and disengagement to education” p5  With  the raise of the participation age, students do not have the choice any more to stay on in education.

Reflection is a natural part of what we do, I reflect upon my life, my experiences and make decisions. So do we need to be modeled by a reflective framework, critical reflection is suggested as being a deeper thinking, a context in which to see the wider picture and not a narrow viewpoint. During an observation with a trainee teacher, we discussed various subjects, it became clear that both the observer and trainee teacher reflections and conversation took on a feminist perspective, there was passion in their voices, however does this provide a narrow pedagogy, or provide diversity to the session? the session explored assumptions and discriminatory practices and how those behaviors can impact upon various groups and individual people that are protected under the Equality Act (2010) Sometimes when you view the world from one perspective you lose sight of the “full or big picture” I have heard feminist disgust at the oppressive nature of E.L.James 50 shades of grey, whereas I see the holistic view of his possessive nature and his attitudes towards women as oppressive and controlling in the beginning, however the love of one woman changed that.

During a safeguarding session I made a decision to add video clips and music of very emotive subjects of child abuse, bullying, neglect and emotional abuse. The videos are highly emotive and made the decisions that this would engage the students, therefore students will have had a positive learning experience. I aware that most of my students are visual or kinesthetic learners. I am also aware of small snippets into students personal history, so I gave the speech that if this information is too sensitive then you are able to leave the room and also we would provide any additional support needed. What I was not aware of was the impact that these video’s had upon students emotions varying from, anger, frustration, throwing objects at the screen, crying, opinions. Emotions were high, the stories moved everyone. Some disclosures were made from bullying and anger towards previous establishment that she had felt did not support her through this anguish. Consequences as a result of abuse, neglect was physically felt in that session that day. Kelly Clarkson “because of you” highlighted the consequences that emotional abuse places upon children. There was no plenary that day no consolidation of learning. Had learning outcomes been met? There was no doubt in my mind they had, however later that evening I questioned my methods, was I right to evoke those emotions. Neuroscience suggests that we we are stressed learning does not take place. However is an highly emotive situation he same as when someone is stressed? Dis I meet everyone’s individual needs? Brookfield (1995) thoughts ran through my head that it is impossible to meet the needs of everyone and that this ignores “pedagogic reality” p24 and can be limiting towards the students not stretching them he suggests that “students who define their need as never staying beyond comfortable ways of thinking” can have consequences.” p21 I was criticized by my lack of compassion in an incident within my own life that exposed my 12 year old daughter to a video that highlighted the consequences to her “Behaviour” I say the word loosely because the behaviour had spiraled out of her control. It is my belief that students do need to be involved, I did take into consideration the effects that the material I presented would have on the learners, however did not expect the enormity of those emotions. Decisions are made in curriculum, schools teach sex education now in primary schools (Government Policy) City and Guilds standards inform us of what is required within the curriculum, however it is the teacher who decides the content.

So how can I improve here, what does the reflective process tell me, what have I learnt from this experience? That I haven’t taken into account the students voice. The next session I planned to inform the students in my current thinking, I explained my dilemma, we explored how the class felt, a concept word map presented various adjective emotions and the student completed their own reflection, except for one students. All students agreed that even though the subject was emotional they do need to be exposed to the wider view of the world. Would I do the same again? Yes, maybe I would involve the students more to let them include the material and involve them more in the construction of the presentation.

This is a blog and half, it is across between my emotive blogging style to an academic thought pattern. Blogging in a social platform in which to express your ideas and feels natural and more spontaneous than an academic form of writing.

References

https://www.gov.uk/government/publications/sex-and-relationship-education

Brookfield, S. (1995) Becoming a critically reflective teacher. San Francisco. Jossey-Bass.

Wallace, S. (2002) Managing behaviour in Further education. London. Learning Matters, Sage.

Ruston, I. Suter,M.(2012) Reflective Practice for teaching in lifelong learning. Maidenhead. Open University Press.

http://www.uefap.com/writing/genre/reflect.htm

Lost forever!part two. 

There was a big celebration in the house, granny and grandpa had been there too. All of us had been allowed to attend. There was a big feast and the weather was glorious. Every one was happy, I smiled, I danced and joined in with the merriment. I was older and beginning to understand my feeling now and understood my sadness. Granny and Grand pa never mentioned mum and dad. I remember once asking if I would ever see them ever again, granny cried and grandpa had a sad forlorn look in his eyes. Grandpa looks old and has never lost that look of sadness, even when he is joining in with the merriment, he looks lost and sad just like me. The next day I overheard granny discussing me with uncle John and aunt Geraldine, she looked like my mum, although her features are a little more, shall we say, less flattering. “Just wait a little longer” I heard grandpa say . ” she’s not coming back dad” I heard her say with a tremble to her voice. She should know what happened,Uncle John grunted. Jenny shouted from the kitchen, I didn’ t want them to know I had been listening.  Granny and grandpa left the next day. The day’s continued as before even though the war had ended, we continued to play on the beech and and go to school. DurIng the summer holidays, it was raining outside so I decided to Look for a book to read, that’s when I came across the letter, it was addressed to me , I looked around the room, nobody was about so I picked it up and tentatively opened it up, “my darling I am so sorry we had To leave you, one day you will understand, oh I hope you understand, I can’t bear the thought of you hating us both. This is the last time I will be able to contact you. Just remember we love you, our darling little girl.”  It was dated 5 years age. I don’t understand, where did they go? Why did they leave? Why would I hate them? Someone was comings what do I do? Shall I put the letter back? No it’s my letter, so I quickly crumpled the letter up and ran to the beech, tears burning my eyes and skin has they rolled down, my cheek. That letter is mine. I sat on the beech for ages, it was beginning to get cold and dark. I heard Jeremy call, suddenly he was beside me. 

Reflections 

My action research project is beginning to take shape, I have been adding in startegies over the month to evaluate the responses, this has been done on a slow pace as not to bombard students with too much change at one. Change is something that is a barrier to their learning. The group has been working on improving how they lear, although it wasn’t until today’s session that I connected up those strategies with how they have motivated students to learn. We discussed students change in behaviour to complete amended work and how the tracking form that students signed when work is completed provided students with motivation to complete work on time, especially when other students were. When I originally  asked students what timely targets where they said yes, however had not fully understood what they were and the purpose. In today’ session I explained how the targets worked and why work had to be completed on time, I also discussed how meeting deadlines and targets will be something that students will need to take autonomy over with their progression to level 2 and especially in level 3. Most students could see the benefit to making sure work is completed on time. When asked how they could improve this skill and what strategy they could employ. CJS informed the group that we could use the calendars more effectively. I had introduced the calendars to increase learners knowledge of timely targets, however had not really interpreted them into my classroom routine. In today’s session students are able to link the strategy to how it would improve their own learning. Reflecting on the use of the calendar I will begin to encourage the use of the calendars to further review the usefulness of them and whether they actually do provide learners with autonomy over their work. Students were introduced to new vocabulary of how to learn, linking strategies to how they learn. Students listed how they learned see mind maps. I introduced the students to mindset and asked them what they thought it meant. It was interesting to see how experiences influenced the conversation especially for one student EE. EE use of languished was negative, she was able to describe a fixed mindset and how the effects of bullying and other peoples negatives words had influenced her. This answers many questions about this students who has struggled, especially with her written work. Verbally she is able to link prior knowledge to questions that are asked of her . We continued to discuss a positive mindset. Most students engaged and produced the vocabulary to describe the qualities attributed to a growth mindset. These are the words I now intend to use and words that will form part of my learning environment to reinforce positively. During the session we viewed a power point presentation on deciding the right path to claim a mountain metaphorically speaking. Whilst watching students I watched their reactions and most where engaged . PP falling asleep why? What barriers are there? ZS very disengaged, very little confidence. In the last assignment I have provided feedback that describes their work demonstrating a lack of effort that had been previously demonstrated with other units. I was careful not to divulge this information, but, I wanted to link effort to success. Some of the issues I had reflected upon today I will discuss with students so I can have a better understanding of students motivations and barriers.  In the session tomorrow we will build on the vocabulary for a growth mindset and explore learning styles. My intentions are for students to understand how they learn and for them to look at ways, strategies for them to build upon to improve motivation and autonomy. 

Lost Forever !

Loss! what is it? is a feeling, is an thing. Loss is different for everyone from losing your first game of who wants to be a millionaire on play station at Christmas and throwing a wobbly to losing in a quiz “ah well better luck next time” shrug it off loss. To the deep sadness loss of a loved one, to the loss of an important piece of jewelry, left by your mum before she passed away on that deep deep sorrow of a  late summers evening last June. Is that a different loss, is the actual loss of one’s loved one more important than something that once belonged to that person? Who determines how important that loss is?

In this blog, I had chosen this morning, to write about my own loss of  a future that I once thought was forever, I had it all worked out in my head whilst driving in my car. Although at the time the loss was real I have a new future now and it did not seem relevant even though it was important to me. I re-read the instructions and the twist and wanted to try something new, not to write about me, although I do feel that your experiences in life are what shape your thinking and your imagination. So I decided to write a story Called Lost Forever! to try something new. I haven’t read any body post I wanted to see what I could do then see how my journey unfolds though the experiences and  flavouring of my senses with your writing. So here goes!!

I loved going to the beach, even though I felt sad. I didn’t really understand my feeling at that young age I just knew I was sad and I knew the reason why, just didn’t understand. Not long afterwards, Granny and Grandpa took me to see some friends. James was 9, quite boisterous at time, but sensitive. Jenny was 10 nearly 11 very grown up, looked after me like I was her very own child. Jeremy and Jessica, twins, were a little older than me 5 and 3/4 to be precise who never stopped arguing “my drawings are better than yours” “no mine has more colour than yours” it would be up to Jenny to make the decision, she was very diplomatic and praised both of them for their effort which totally left them confused. Julia was the sweetest of them all, although sometimes not quite “with it!  In her dreamland she played not really noticing me at all and I think if she did she would not get a look in with Jenny, who constantly smothered me, I wasn’t sure if it was because of what happened or whether that was how she was made.

The house was very big with what seemed like thousands of rooms, maybe a little exaggeration! All the children slept and played in the one room, granted it was the biggest room in the house. The attic room, was bright and colourfull and noisy. I found this strange to begin with but soon got used to it. The wind would howl and the lapping of the sea would echo within the walls of the attic room, sometimes keeping us all awake . After a few days Granny and Grandpa said their goodbyes and said they would be back to see me soon.

Down on the beech we all played, smiles on our faces, running, swimming, building sandcastles, but I was sad. Jenny would try her best to cheer me up, constantly cuddling and kissing me. It was lovely to know somebody felt that way about me, but it wasn’t her kisses and cuddles I wanted, or dreamed about.  “Why is she sad” “shussh Jeremy” Julia whispered “its not her fault”. What isn’t my fault I wondered. That summer we spent most of the time on the beech even the rain didn’t keep us away. The sun shone and the birds tweeted , people laughed and played but still the sadness crept in. Jeremy whispered to Jessica, “I want to know why she is sad” “no you can’t ask her ” Jenny will tan our behinds. The risk of Jenny finding out and tanning his behind didn’t stop him this day and he blurted it out. ” I don’t know” I said “you must know” he whispered so Jenny would not hear him. I looked at the sea and the memory came flooding back and the tears began to roll down my cheek. Jessica looked at Jeremy horrified “oh no you have done it now” chastising him, even though she looked just as dumbfounded. In the distance and the recesses of my memory I could see myself laughing and hear the most wonderful sound in the world and that was my parents giggling away at me splashing the water in my eyes and screwing my face up in disgust, then doing it again and again until eventually I too was laughing. Jeremy and Jessica just stood there. “I’ve lost my mummy and daddy” I whispered in between my sobbing. ” Oh” Jessica mumbled. “I lost my favourite car in the sand right over there” he pointed and began to cry. Both Jessica and I looked toward the far point of the beech where Jeremy held out his arm and sobbed even harder . Jenny then turned around and came rushing to my side. “you poor thing, its OK I’m here now” she squeezed me tight and in a strange way I did feel better but was awfully concerned for Jeremy and wanted to go and find his lost car. Jessica hugged Jeremy whilst telling him off of course. James continued rushing around and kicking the sand in his face, Julia

Looked up to see what the fuss was about then continued in her own little dream world.

nat-farbman-children-playing-in-the-desert-sandWas his loss greater than mine?

Deep lasting memories evoked through music.

music_and_memories-203252

Music when I woke this morning and bravely read the next part of our writing journey, music it says, I love music. As a child my parents always rocked out the vinyl, Elvis, Connie Francis, Dolly Parton, country music, the 60’s my era of the 80’s. Tapes, CD and now downloads have been a big part of my life. I tried to think, driving to work, What three songs would I choose. I sit here trying to tell you my thoughts from this morning and Blank! how I wish I could bottle up those thoughts they seem so clear, now so cloudy.  For me songs are about memories and the people around me. I listen to songs and say I like that and wonder why, what is that I like about that song. Before I completed my University degree music was just like that, some music made me cry, some made me happy and other quite frankly made me ecstatically giddy especially with a few glasses of wine down my neck, dancing oh music and dancing! These days I listen to the words and its the words that move me, what does it mean, how do the words effect me and what impact do they have on my life.  My three songs are about the memories that well up inside me, they are not my favourite songs or even one’s I play regular, just reflections of the past and future.

The first song is Chain Reaction by Cher, if you could see me now smiling away vividly seeing my little girl being swung around in a crazy swirl around the room, again, again, hair, not that she had much,  swooping and swirling across her face, that smile, that laughter, oh no dizzzzzzzzzzzzzzzzzy . we stand there swaying from side to side, I hold her tight, eyes rolling around, mouth open………..again, again, again. The laughter in the room is infectious, her face is mesmerizing. Again we go around and around, until we flop on the sofa for one big hug.

The second song I chose is Elton Johns, Are You Ready for Love. I din’t know it at the time, but that was the song that was telling me “are you ready” not for love but for my independence, to live my life and be free from the shackles I had allowed myself to be bound by. I was making decisions, I had grown, I finally was becoming ME! . No No it all came crashing down, I wasn’t ready, I allowed myself to shackled again, I wasn’t strong enough. This song I believed set alight a fire that eventually exploded and burnt down my barriers to living and to ME. Although the fire was hot, the cool waters of my new life have dampened the flames, the embers are still smoldering in the distance there to protect me, but I don’t think I will need them now.

My final song belongs to both myself and my husband,one our wedding song that we debated and spent many hours choosing. This was the song to walk or in our case run out of the church. the first two songs told a story of how we felt for each other, but this one had to be about our future and what this day is about. When I suggested Mcfly, Love is Easy Gary dismissed it straight away . Based on both our past experiences LOVE was not EASY. We talked, we laughed, I have overcome his OCD and he has learned to live with my chaotic mismatched, unorganised, funny, witty, grotty! ways. And we found that love is easy, turbulent and messy sometimes. Wherever he is we say good night and good morning and in between we carry on with our day knowing that there is someone there to discuss our day, someone to smile at and just to be .

Those are my memories enchanted into music.

music and memories

Enter the utopia world of learning

A-Sea-of-Red-and-Gold-Wildflowers-near-Llano-Texas

My world isn’t a fantasy, with some hard work it can be reality that  is plummeted into the depths of our consciousness,  our growth mindset rather than the relics of shadows to our failures,  an environment that is unevenly proportioned and compartmentalised that it causes people to stumble. The zone of proximal development has become stilted like a pyramid of old fashioned books, dull, dank, disinterested, shadows of failed ambitions. A teacher led session is taking place, she resembles a wooden character from Pinocchio, fixed and rooted, working automatically like the building of cars on the assemble line, everyone the same, some have problems and need to be sent back to the manufacturer, some will always have a life long ignition dilemma, where passions for learning are dampened rather than ignited.

The room is quiet the fixed mindset has been firmly rooted  in the silence of lost ambition, passion and growth.  “I can’t do this so whats the point…My mum says she was never good at school so i am not good either… I wonder what I can do for tea…listen to the birds they are tweeting away living in a garden of sweet smelling aromas of a process environment…that’s where I want to be.” A spark ignites, has the problem been solved, no, but a sea of wooden figures are slowing gaining life,”I am human”.  Its uneven, there are places to stumble and fall, places to fail, a place to explore your sameness and individuality.   A place where you can plant a seed and watch it grow depending on the intake of water and the amount of sun the seed is exposed to. It is a beautiful place if you are willing to have a belief in yourself, to keep trying your best, practice, challenge yourself and develop a process of growing your mind, changing your behaviors, building a culture of success and students individual achievements.

You are the sacred keeper of the garden of utopia, you hold the key you are the ghosts who sends the messages to be decoded. Send the right messages decode the growth mindset. A garden doesn’t grow without hard work and qualities of  personal beliefs  with the aromas of our personalities developing within a zone that scaffolds and motivates and imitates the behaviors of the guardians of Utopia, the growing minds of self belief, an array of colours that have selfishly taken time to open up and show us the of results of our labour. Cast your mind over our garden and feast on its sweet smell of learning and achievement. The swaying of the tulip, upright and proud looking forwarding to the sun. “I am here, my colours are bold I may sway in the gentle wind but I keep coming back, I will succeed, this may take some time and effort and I may always sway.   When I was growing I needed a stick to scaffold and  hold me up now I am free. I have autonomy, I have a purpose withing my challenges, I will master my skill. “Here young Rose, make my stick smaller and stick it in the ground near you, so you have the choice to support your growth.”

The Rockery Plants flourish within their soggy undergrowth, the Daisy grow small but strong and determined, Marigolds, Dandelions, Blossoms trees, Carnations, Jasmine cumulatively encompasses ones lifetime and experiences. The garden is a fusion of colours and smells, a sea of Bluebells,  a burst of wild flowers all blossoms within a renewal of growth that is rooted in a belief from positive praise, feedback that encourages improvement and growth. Connection of what is known to what will be known, mastery, challenge, autonomy, purpose, imitating influences and behaviours within a collaboration and ethos of “I can’t do it YET!” A world where growth is possible given the right tools, motivation and dedication from all who swim in the growth mindset. grow your mindset