understanding leadership with the brain mind.ppt
- 1. Understanding Leadership With the Brain in Mind Dr. Abdul Kokori
- 4. To examine how some of the new revelation from neuroscience can help educational leaders become even more effective in bringing about those changes that will make our schools the most powerful teaching and learning organization they can be.
- 5. Neuroscience has disclosed important information about the brain and how we learn. We now know more about how the human brain processes, interprets and stores information than ever.
- 6. The brains run the world Our brain runs us and is significantly involved in running our families.
- 7. Futurist and management researcher, such as Peter Drucker, seem convinced that the success of a society and its culture in the 21st century will be determined largely by their supply and productivity of
- 8. Our brain is intimately involved in and connected with, everything educators and students do at school.
- 9. Yet even though the brain is involved with everything we do at work and at home, we rarely think about or honour the brain. There is no formal education about the brain, no brain- training programs,, and no real practical education about the brain in school. The lack of brain education is a huge mistake, because success in all we do starts with a healthy brain
- 10. Educational leaders become key to ensuring that schools are not focused on dispensing knowledge, but more on developing individual who will know what knowledge and skills are important for their continued success in the complex world of the 21st century.
- 11. HOW CAN LEADERS ACCOMPLISH THIS CRITICAL TASK?
- 12. Ensuring consistently good teaching and learning Integrating a sound grasp of basic knowledge and skills within a broad and balanced curriculum. Managing behaviour and attendance. Strategically managing resources and the environment
- 13. Building the school as a professional learning community Developing partnerships beyond the school to encourage parental support for learning and new learning opportunities.
- 14. Defining the vision, values and direction Improving conditions for teaching and learning Redesigning the organisation: aligning roles and responsibilities Enhancing teaching and learning Redesigning and enriching the curriculum Enhancing teacher quality (including succession planning) Building relationships inside the school community Building relationships outside the school community
- 15. Everything you will ever do as a leader is based on one audacious assumption. It’s the assumption that you matter. Before you can lead others you have to lead yourself and believe that you can have a positive impact on others. You have to believe that your words can inspire and your actions can move others. You have to believe that what you do counts for something.
- 16. Education in Nigeria can best be described by opening lines in A tales of two cities by Charles Dickens “it was the best of times, it was the worst of times. It is the best of times because, never have we known so much about how the human brain develops, grows, and learns. So that we have the potential to be more successful with more students. We have better knowledge of the causes and treatments for the learning difficulties and new therapies are evolving for helping children with psychological problems and physical disabilities.
- 17. In the worst of times, in that never before have the schools been asked to do so much for society. Schools not only teach children. They raise them. Teacher not only present their curriculum, but they also asked to counsel on family problem and personal relationships, child-rearing tasks, such as ensuring adequate sleep, and a healthy breakfast once left for the family now occur in school by default. Schools, then, whether they like it or not, are left with the unenviable and daunting task of raising children as well as teaching them.
- 18. Leadership begins with you
- 19. WHAT LEADERSHIP IS NOT ? ◦ Leadership is not position or seniority. ◦ Leadership is not title. ◦ Leadership is not personal attribute. ◦ Leadership is not manging thing and process.
- 20. CAPACITY TO TRANSLATE VISION N TO REALITY Warren Bennis A LEADER IS DEALER IN HOPE Napoleon Bonarparte. LEADERSHIP IS INFLUENCE .. NOTHING MORE NOTHING LESS… JohnMaxwell
- 21. Our generic definition of leadership – not just effective leadership – is very simple, then; it is about direction and influence. Stability is the goal of what is often called “management.” Improvement is the goal of leadership.
- 22. Therefore, Leadership involves three things:- The leader. The follower. The situation. The leader should be capable of influencing the behaviour of followers for attainment of desired objectives. The leaders should also take into account the situation of different events to come up with right leadership style and shift his/her strategy in accordance with the environment for gaining maximum impact
- 23. Leadership of self Leadership of others. Leadership of leaders Business level leadership Entrepreneur level leadership
- 24. My own definition of leadership is Leadership is tapping into unlimited potential and turning talents into deserved result. We are born with God-given talents , but talent is not enough.
- 25. Although it is true that some people are born with greater natural gifts than others, the ability to lead is really a collection of skills, nearly all of which can be learned and improved, but that process doesn’t happen overnight. “It is the capacity to develop and improve their skills that distinguishes leaders from their followers”. Successful leaders are learners. Moreover, the learning process is ongoing, a result of sect discipline and perseverance. The goal each day must be to get a little better, to build on the previous day’s progress.
- 26. A Process of Internal Self- Discovery Becoming a leader is a process of internal self-discovery. In order for me to become a leader and become an even better leader, it’s important that I first define my values and principles. If I don’t know what my own values are and determine expectations for myself, how can I set expectations for others?
- 28. No one expect leaders to know everything, but they should be well versed on the competencies needed to be successful in the organization. they should also know the rules that govern position and control the exercise of their authority.
- 29. People won’t follow you, or even pay you much attention, if you don’t have strong values. People rightfully expect their leaders to have the courage of their convictions. They expect them to stand up for their beliefs. When leaders are clear about what they believe in, they can take strong stands and are much less likely to be swayed by every fad or opinion poll
- 30. Leaders need to determine where they want the organization to go and how they will get it there. To know where they are headed, leader must analyze, assess, plan, implement and evaluate. In the schools, the most common vision statement is that all children can learn.
- 31. Effective leadership is a partnership with others rather than a one – person operation. Natural respect between leaders and follower is essential for developing a sense that all member of the organization care about and contribute to each other’s success.
- 32. With few exception, job performance tends is rise or fall to the level of expectation set by the leader. Higher expectation view high performance, generally, followed by monetary and in- kind reward for both leaders and followers. when setting high expectation in schools,
- 33. Trust is the cornerstone of the leader –follower relationship. Followers must feel confident that that leader speaks truthfully, keep confidences and avoid playing one member of this organization against another.
- 34. Successful leaders lead by example, demonstrating with their behavior the very attributes that they honor and reward on their followers.
- 35. OTHER ATTRIBUTES OF LEADERS For leaders to effectively demonstrate the seven attributes listed above they must be able to be and do the following: • Understand people. • Be decisive. • Communicate and listen well. • Be flexible. • Know when to delegate.
- 36. Be Innovative. • Set priorities. • Be a Visionary. • Know when to be Intense and when to relax. • Be Positive. • Have a sense of humour that avoids sarcasm. • Be willing to take ri • Develop good problem- solving and decision making skills. • Be there
- 37. Leaders are proactive, committed and decisive individuals who are willing to take risk while looking for creative ways to solve problems. Managers, on the other hand, tend to be reacting. They avoid risks and make decisions within the confirm of rules and regulations. Creativity separate leaders from managers, managers direct something that exit, leaders create something new. Modern schools need leaders: There are already too many managers.
- 39. “The first, unrealistic optimism LEPROSY, occurs when leaders think they are so smart and effective that they can do whatever they please.”
- 40. “The second, egocentrism LEPROSY describes successful leaders who think that only they matter, not the people who rely on them.”
- 41. “The third, omniscience LEPROSY, occurs when leaders think they know everything, and lose sight of their own limitations.”
- 42. “The fourth, OMNIPOTENCE LEPROSY, portrays leaders who think they are all-powerful and can do whatever they want.”
- 43. “The fifth, INVULNERABILITY LEPROSY, happens when leaders think they can get away with anything, consider themselves too clever to be caught, and even if caught, figure they can get away with it because of who they imagine themselves to be.”
- 45. “Academic intelligence refers to the coalescence of memory and analytical abilities to constitute the conventional notion of intelligence-the abilities needed to recall and recognize, and analyze, evaluate, and judge information.”
- 46. “Practical intelligence is the ability to solve everyday problems by utilizing knowledge gained from experience to purposefully change oneself to suit the environment (adaptation), change the environment to suit oneself (shaping), or find a new environment in which to work (selection).”
- 47. “Creativity refers to skill in generating ideas and products that are relatively novel, high in quality, and appropriate to the task at hand. Because creativity generates ideas that others will follow, it is an important component for leadership.”
- 48. “An individual is wise to the extent he or she uses successful intelligence and experience, moderated by values, to (a) seek to reach a common good; (b) balance intrapersonal (one's own), interpersonal (others'), and extrapersonal (organizational/institutional/ spiritual) interests over the short and long term; and (c) adapt to, shape, and select environments.”
- 49. Leadership a catalyst for change Creativity a processthat leadto change
- 51. Educational leaders are like teachers in one very important aspect. They change brain, Consequently, the more leaders know about how brain works, the more likely they are to be successful at changing it.
- 52. Some basic information about human brain. The goal is not to make neuroscientist out of leaders. Rather is to give them enough knowledge and understanding about the brain so that leaders can be more effective in carrying out their many responsibilities.
- 55. The growing brain: the human brain can and does grow new cells. The social brain: how interactions and social status impacts stress levels. The hormonal brain: hormones can and do impact cognition.
- 56. The hungry brain: what to eat: the role of nutrition in learning and memory. The memorable brain: how our memories are encoded and retrieved. The chemical brain: which chemicals do what & how to activate the right ones. The attentional brain: prefrontal cortex, what really drives attention and ADD
- 57. The emotional brain: impact of threats on hormones, memory, cells and genes. The adaptive brain: the impact of distress, cortisol & allostatic states. The patient brain: the role of time in the learning process
- 58. The computational brain: the role of feedback in forming neural networks. The artful brain: the role of arts and music. The connected brain: how our brain is body and body is brain. The developing brain: what to do and when to do it; value of the first 3 years.
- 59. “I cannot give you the formula for success, but I can give you the formula for failure, which is: Try to please everybody.” – Herbert Swope “You don’t lead by pointing and telling people some place to go. You lead by going to that place and making a case.” – Ken Kesey “A man who wants to lead the orchestra must turn his back on the crowd.” – Max Lucado
- 60. Educational leaders need to have a working knowledge of how research in the neuroscience is expanding our understanding of how the brain learns. Learning is the processes by which we acquire new knowledge and skills, memory are the process by which we retain knowledge and skill for the future. Learning does not always involve long term retention. be dependent on externally initiated change.
- 61. The left and the right brain hemisphere of the brain are specialized for certain functions. This specialization can led to lateral preference that influences our personality, abilities and learning styles. The prefrontal lobe; is the executive system of the brain, responsible for problem solving and higher order thinking. It is its interpretation that determines our personality, creativity and motivation.
- 62. Educational leaders are made not born. They can learn and develop the knowledge and skills they need to be successful leader. Organizational have expectation of their leaders. When school leaders meet these expectations, they are more likely to get the loyalty of the staff and students in time of crisis. Leadership styles describe the general approach that leaders use to carry out responsibility.
- 63. No one leadership styles will successfully, manage the issues emerging from rapidly changing and technologically complex world. To successfully implement school reforms, educational leader must understand their own strength and weaknesses, so that they can find solutions within the school organization rather than
- 65. “The best leader is the one who has sense enough to pick good men to do what he wants done, and the self-restraint to keep from meddling with them while they do it.” -Theodore Roosevelt
- 66. The challenge of leadership is to be strong, but not rude; be kind, but not weak; be bold, but not bully; be thoughtful, but not lazy; be humble, but not timid; be proud, but not arrogant; have humor, but without folly.” – Jim Rohn
- 67. “Successful leaders see the opportunities in every difficulty rather than the difficulty in every opportunity.”- Reed Markham
- 68. YOU ARE A PENCIL IN THE HANDS OF GOD!
- 69. ACT AS IF YOU CAN NEVER FAIL. BELIEVE IN YOUR SELF !GREAT LEADER!