Integrated Leadership - leverage your mind, brain and body to lead well

It amazes me. In spite of so much new and interesting information about health, exercise, brain function and nutrition, we see leadership and growth mindset as something that occurs above the shoulders, while fitness and wellbeing falls below the shoulders. Just take a look at the vast literature available today in each of these domains and you'll get my point.

Hence I'm promoting the idea of Integrated Leadership. To be honest, coining a term that headlines this idea is actually more difficult than writing about it. I started with somatic leadership, and some people indeed write about this subject under this heading. However, even this definition term has the definition "relating to the body, especially as distinct from from the mind". Again, the demarkation between mind and body.

It's a simple case: the brain and mind are subject to the same biological rules as the rest of the body. If diet, hydration, fitness and sleep are poor then the brain will simply not function as well as it could.  Let's take a leadership example from the perspective of some brain 'workflows' snd see what happens under wellbeing deprivation:


Doing the Flip - Flipped classrooms that work (and how they could apply elsewhere...)

For those of us in education, the flipped classroom model has been one of those nirvana-like strategies that sounds great, works for savvy teachers, but, well, there is just so much to learn.

In reality, and done well, the flipped model can be both as efficient, in terms of teacher effort, as  it is effective. The model leverages students' preference for video/visual information and the true expertise of a teacher in guiding application and understanding in the classroom.

Read More

How do our brains compare to the internet?

In reviewing content for my updated Success Zone Classrooms workbook, I cam across this wonderful YouTube video on the brain, models to explain the brain, and comparing the brain to the internet (as a model).


This well produced and equally well-explained piece could easily be used by teachers in expelling brain function to kids, if not for, ourselves, simply better understanding the organ we are trying to influence as educators.


Technology, schools and change...

Schools and education systems are not widely known for their agility and adaptability to change, all the more the case in the technology domain. Interestingly, it could be argued that, from a device and infrastructure perspective, schools have been at the forefront of technology deployment. Take my experience in the Victorian education system (Australia), where, in 1995, a 1:1 laptop program for teachers was rolled out to 35,000 educators, where broadband was deployed to every school (ISDN back then), and that system wide serves such as email and intranets were very much on the agenda. Did any of the above transform education in Victoria? Sadly (from the perspective of ROI), probably not a great deal.

You see, for change to occur, both at the level of the individual and their behaviour, and at the level of organisations and their systems, attention and time have to be diverted (as mission critical resources) to creating new workflows, new habits, new explorations. When a teacher, as driven by imperatives of the system of education, spends nearly every available moment on the delivery of teaching (preparation, delivery, marking and followup, reporting...) there is no time left for learning. Teacher learning that is.

The good news is that many schools are finally getting it - that organisational change is the aggregation of individual adaptation, and that the growth of the individual demands vision, focus, clarity, reflection and (most importantly) time. Teachers need access to learning opportunities that allow for differentiation of learning styles and entry points of engagement. Sound familiar? Isn't this what we try to provide our students?

The way that this is approached at AIS here in Singapore is constant with the complexity and diversity of learning in any brain (teacher or student):

  • Vision and Mission - at a school level, and at the ICT intent level. We have both a school level vision, and a document that positions the intent and design of ICT use ("driven by pedagogy, inspired by technology). 
  • Structure and Strategy - we have leadership and management structures across the school, and within the ICT department, that are reflective of and adaptive to the changing demands of integrating ICT. Two clear strategies (initiatives) that pervade the whole organisation are our PLRS (Professional Learning Review System), a coaching approach to individual teacher growth, and TIGs (Teacher Inquiry Groups) that provide the opportunity for group learning around key pedagogical inquiries.
  • A Culture of Learning - where the vision and strategies shape what people do on a day to day basis, and where the accumulated behaviours of many individuals lead to a set of beliefs and values that become 'who we are'.
  • Workflows and Opportunities - as provided through both the PLRS and TIGs initiatives, as well as collaborative planning, targeted professional learning sessions and a strongly developing teacher-as-learner culture
  • Action and Reflection - where at the ground zero level of change within an individual, goals, reflection, feedback, discovery and action are intertwined in an action learning cycle. 

What should be immediately obvious in the above list is that a simple approach to 'training' teachings is far from sufficient. The other discovery available here is that this all takes time and effort, and successful schools have deliberately created resources for developing this approach by strategically abandoning strategies and workflows that do not contribute to mission and vision. In other words, some hard calls have been made about prioritisation to release precious time for learning.

Watch this space...


My Morning Happy Juice

Quite a few people ask me about my morning juice regime, and I've often found myself describing the recipe verbally. Well here it is for reference - I credit this daily habit as largely responsible for my energy and capacity in what is a demanding role in a dynamic organisation. I've named it my "happy juice" literally because it gives me a general feeling of energy and well being, often within 10-20 minutes of consumption. It is also jam-packed full of bioactive nutrients, antioxidants and prebiotics. So, while it is wonderful for the short term effects, the drink contributes massively to ongoing health outcomes.

The Recipe (for 2 serves)

  • 2 heaped tablespoons of raw organic cacao
  • 1 heaped tablespoon if organic Maca powder
  • 2 sachets if YOR Healt Berry Blast energy powdet
  • 2 serves (approx a tablespoon) of YOR Health Supergreens
  • Half to a whole teaspoon of turmeric powder (depends on taste) 
  • Half a red dragon fruit and/or 6-10 strawberries and/or a 125g punnet of blueberries, and/or half a cup of frozen berries
  • 250ml of a quality juice or coconut water - I use a pomegranate and mangosteen juice available here in Singapore
 The Morning Happy Juice Ritual

The Morning Happy Juice Ritual

I'll update this post soon with the research and benefits that each of the ingredients bring.