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“Words are only 7% of your communication
38% is voice tone
55% is body language”
Emotions are linked to your body language.
If you feel good you’ll smile.
If you force yourself to smile you’ll feel good.
Professor Albert Mehrabian
“When I begin a training session no matter what it is, I always acknowledge each person as a professional and I remind them that they are professional men and women who have sound knowledge of Early Childhood Teaching practices.” Ann Webb
| Educators issues identified | How could you be accidentally creating the issues? | How to manage issues and free up your valuable time |
|---|---|---|
| Structured routine | Allowing it to be accepted | Get the educator who excels in creating a child lead curriculum to mentor how to create a flexible routine |
| Lazy and doesn’t think they should have to reflect on anything | Not addressing the issues immediately. Allowing this person to continue not doing their job properly | Have an educator mentor how to reflect thoughtfully and showcase the professional improvement and improved learning outcomes |
| Has difficulty with literacy | Not discussing or involving the educator in relevant service information. Allowing her to feel inadequate /low self esteem as a result | Focus on educators positive skills and mentor her. Critique her literacy skills sensitively |
| Not confident in speaking to families | Continuing to let others speak on her behalf | Pair this educator with an educator who is confident and effective in communicating to build on skills |
| Wants to oversee domestic chores rather than being a lead educator in room | Allowing this avoidance technique to continue | Pair this educator with another who will support, mentor and teach her how to lead the group |
| Doesn’t want recycling in room | Allowing the initiative to be shut down | Find an educator who is creative and has a passion for recycling to oversee the ‘recycling station’ and promote the use of recycled materials |
| Won’t put out painting materials as they make too much mess | Allowing the educator to refuse to consider putting out painting materials in the environment | Consider pairing educator with an educator who has a passion for art and craft, getting them to create an art studio/area and then showcasing the benefits of creative art for children |
| Educators strengths identified | How could you be accidentally shutting your educators down? | How to manage issues and free up your valuable time |
|---|---|---|
For example, do you recognise that others in the team have strengths and experiences that can complement yours and those of other team members? Can you identify them? Where do they come from? For example, before becoming an educator team members may have:
Your knowledge of each educator’s strengths and experiences is invaluable to your team and the children. These strengths can help achieve the goals of the team. Do you value them?
Effective leaders surround themselves with the right people and invest in their strengths to maximise their team. They recognise that talents can be developed into strengths.
When leaders value the strengths, talents and interests of a team member they:
People perform best when working in their strength areas, and teams perform best when the team itself has a balanced, complementary set of strengths.
Practical ways to identify educators’ strengths and allow them to shine
| Educator’s strengths identified | How to get educators “to shine” and free up your valuable time | How could you be accidentally shutting your educators down? |
|---|---|---|
| Has a comprehensive knowledge of care giving to babies | Encourage this educator to share knowledge and practices with other team members | Allow young, inexperienced educators/trainees to manage care giving without support |
| Passion for environmental sustainability | Encourage this educator to manage room’s recycling, composting, worm farm, energy and water use etc and plan environment learning activities | Ignore the educator’s ideas for environmental activities and learning |
| Methodical and detailed educator | Get the educator to help team members work on a system for maintaining portfolios | Withhold information to assist planning processes |
| Keen interest in cooking | Encourage educator to implement cooking activities with children eg making bread | Cooking activities only undertaken by cook or family members |
| Amateur artist | Encourage educator to plan unique and innovative activities | Keep doing the same old boring art and craft |
| Keen soccer player who participates in local league | Encourage the educator to engage children in active play, including soccer games, and to teach them physical skills and concepts | Promote individual physical activity rather than team sports |
| Newly qualified early childhood teacher | Recognise that although educator lacks experience she has current understanding of contemporary theories of learning which should be shared with team members for critical reflection to consider in curriculum planning | Ignore what she has been taught and keep curriculum unchanged relying on past teachings as the only way to teach |
Practical ways to identify educators’ strengths and allow them to shine
| Educator’s strengths identified | How to get educators “to shine” and free up your valuable time | How could you be accidentally shutting your educators down? |
|---|---|---|