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Angela Lee Duckworth: The key to success? Grit:


What Makes a Leader?

What Makes a Leader? What Makes a Leader?

It was Daniel Goleman who first brought the term “emotional intelligence” to a wide audience with his 1995 book of that name, and it was Goleman who first applied the concept to business with his 1998 HBR article, reprinted here. In his research at nearly 200 large, global companies, Goleman found that while the qualities traditionally associated with leadership—such as intelligence, toughness, determination, and vision—are required for success, they are insufficient. Truly effective leaders are also distinguished by a high degree of emotional intelligence, which includes self-awareness, self-regulation, motivation, empathy, and social skill.

These qualities may sound “soft” and unbusinesslike, but Goleman found direct ties between emotional intelligence and measurable business results. While emotional intelligence’s relevance to business has continued to spark debate over the past six years, Goleman’s article remains the definitive reference on the subject, with a description of each component of emotional intelligence…

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Child autonomy and choice


Helping a child be autonomous builds self-esteem and generally makes him feel good. It also helps a child continue to be more mindful of his own thinking and surroundings. When an adult swoops in to help or take-over, the child is not able to learn and can easily detach from the situation. I recently read a list of ideas to help create child autonomy developed by a University of Minnesota researcher on early childhood development.

A few simple and profound ideas caught my eye:

Wait 60 seconds before jumping in to help a child play or solve a problem. As a parent or care provider, always watch a child play first. It is so tempting to help – to help that child put the block in the ‘right’ way. Or color the sun the ‘right’ color. When an adult waits 60 seconds to help, the following things can happen: 1)…

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Explaining Emotions

sub rosa

A great post by Ann Michael made me curious about the work of Antonio Damasio: Here is Damasio in a recent interview:

Q: What made you so interested in emotions as an area of study?

A: There was something that appealed to me because of my interest in literature and music. It was a way of combining what was important to me with what I thought was going to be important scientifically.

For me, it’s very important to separate emotion from feeling. We must separate the component that comes out of actions from the component that comes out of our perspective on those actions, which is feeling. Curiously, it’s also where the self emerges, and consciousness itself. Mind begins at the level of feeling. It’s when you have a feeling (even if you’re a very little creature (animal)) that you begin to have a mind and a self. 

We wouldn’t…

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free play advice from 75 years ago


Our adult world owes children many apologies, but one it owes more than any other. The special apology for having intruded on their play.” ~ Katherine Glover and Evelyn Dewer

In a book first published in 1939, Lillian de Lissa asks us to view free play in exactly the way modern neuroscientists and educators are pushing for. We have discovered nothing new and it is incredibly reaffirming to read this message repeatedly across the ages.

de Lissa writes:

“Play, the most characteristic feature of childhood is the child’s natural way of developing himself in body and mind and preparing himself for the serious business of life. It is an activity that arises spontaneously and is similar in type all the world over.” (p.190)

“Not only is play the surest index of a child’s character, it is also an indication of the normality of his development and of his…

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Pedagogy of the Digital World

Pedagogy of the Digital World

172e307-2 I write this blog post on a flight coming back from a week working in Singapore with UWCSEA. A fabulous school committed to values of education that recognise and generate contexts for Creativity, Innovation and Collaboration through an enquiry/inquiry-based approach to learning. One of many thoughts arising out of this week of complex thinking about meta-projects, learning contexts for discovery and the intelligences of materials we offer children was the pedagogical values and choices we make for approaching Digital Languages with young children. I am also a pedagogical point of connection and provocateur of thinking of a network of schools committed to exploring the digital world in relation to social, constructivist practice(s) in both the UK and in Sweden and questions of relevancy, ethics and pedagogy of the digital pervade my thoughts currently.

Opposing Points of View about the World of Digital Tech


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