[Music] [Applause]
[Applause]
[Applause] as a child I was in all of this toolbox
as a child I was in all of this toolbox
as a child I was in all of this toolbox because my granddad’s toolbox seemed to
because my granddad’s toolbox seemed to
because my granddad’s toolbox seemed to have a tool for everything my granddad
have a tool for everything my granddad
have a tool for everything my granddad seemed to be able to use these tools to
seemed to be able to use these tools to
seemed to be able to use these tools to solve problems that need everyday
solve problems that need everyday
solve problems that need everyday problems that needed fixing for example
problems that needed fixing for example
problems that needed fixing for example for the broken bounced on bed that we
for the broken bounced on bed that we
for the broken bounced on bed that we bounced on of course it was a series of
bounced on of course it was a series of
bounced on of course it was a series of plates and bolts and rivets constructed
plates and bolts and rivets constructed
plates and bolts and rivets constructed together to make this new frankenstein
together to make this new frankenstein
together to make this new frankenstein bed even stronger than before and for
bed even stronger than before and for
bed even stronger than before and for the problem we had a freezing cold
the problem we had a freezing cold
the problem we had a freezing cold clothes in the morning in the house that
clothes in the morning in the house that
clothes in the morning in the house that I grew up in as a child with no central
I grew up in as a child with no central
I grew up in as a child with no central heating and ice that was on the inside
heating and ice that was on the inside
heating and ice that was on the inside of the windows my granddad designed this
of the windows my granddad designed this
of the windows my granddad designed this carefully constructed wooden shelf that
carefully constructed wooden shelf that
carefully constructed wooden shelf that SAT over the only storage heater in the
SAT over the only storage heater in the
SAT over the only storage heater in the house and we then had warm toasty
house and we then had warm toasty
house and we then had warm toasty clothes but my granddad’s Gracie acid
clothes but my granddad’s Gracie acid
clothes but my granddad’s Gracie acid was not the fact he could teach us to
was not the fact he could teach us to
was not the fact he could teach us to use these tools but he he taught me the
use these tools but he he taught me the
use these tools but he he taught me the tool of leadership he taught me how to
tool of leadership he taught me how to
tool of leadership he taught me how to lead myself he taught me how to lead he
lead myself he taught me how to lead he
lead myself he taught me how to lead he taught me that leadership was a multi
taught me that leadership was a multi
taught me that leadership was a multi tool that could apply to anything and
tool that could apply to anything and
tool that could apply to anything and here i am a generation later as a head
here i am a generation later as a head
here i am a generation later as a head teacher and everyday i use that tool of
teacher and everyday i use that tool of
teacher and everyday i use that tool of leadership to overcome the everyday
leadership to overcome the everyday
leadership to overcome the everyday problems that i face but every day I
problems that i face but every day I
problems that i face but every day I come into school I see a generation
come into school I see a generation
come into school I see a generation where many children don’t know how to
where many children don’t know how to
where many children don’t know how to lead themselves they’ve never been
lead themselves they’ve never been
lead themselves they’ve never been taught in it perhaps can be taking the
taught in it perhaps can be taking the
taught in it perhaps can be taking the form of the mass problem that they face
form of the mass problem that they face
form of the mass problem that they face and they don’t know how to do it so they
and they don’t know how to do it so they
and they don’t know how to do it so they just give up or they quickly write an
just give up or they quickly write an
just give up or they quickly write an answer that they know to be wrong just
answer that they know to be wrong just
answer that they know to be wrong just to keep the teacher quiet or maybe it’s
to keep the teacher quiet or maybe it’s
to keep the teacher quiet or maybe it’s that relationship difficulty they have
that relationship difficulty they have
that relationship difficulty they have and so they just melts down and they
and so they just melts down and they
and so they just melts down and they freeze or they run to their parents to
freeze or they run to their parents to
freeze or they run to their parents to solve it for them you see this problem
solve it for them you see this problem
solve it for them you see this problem though isn’t just isolated to the UK in
though isn’t just isolated to the UK in
though isn’t just isolated to the UK in my trip to Kenya to see some of the
my trip to Kenya to see some of the
my trip to Kenya to see some of the poorest communities in Nairobi and
poorest communities in Nairobi and
poorest communities in Nairobi and navassa I came across a similar thing so
navassa I came across a similar thing so
navassa I came across a similar thing so for example in the project that we saw
for example in the project that we saw
for example in the project that we saw there was Kennedy who didn’t get the
there was Kennedy who didn’t get the
there was Kennedy who didn’t get the point in school so he just didn’t bother
point in school so he just didn’t bother
point in school so he just didn’t bother turning up and then there was Beth who
turning up and then there was Beth who
turning up and then there was Beth who was afraid of how the teacher
was afraid of how the teacher
was afraid of how the teacher might be harsh with a wrong answer and
might be harsh with a wrong answer and
might be harsh with a wrong answer and so she just froze and just didn’t say or
so she just froze and just didn’t say or
so she just froze and just didn’t say or say a word you see similar problems
say a word you see similar problems
say a word you see similar problems again to the UK and in both countries we
again to the UK and in both countries we
again to the UK and in both countries we see poverty mindset seen children poor
see poverty mindset seen children poor
see poverty mindset seen children poor thinking maybe you’ve come across these
thinking maybe you’ve come across these
thinking maybe you’ve come across these two you know you’ve got that hopeless
two you know you’ve got that hopeless
two you know you’ve got that hopeless thinking when I come across a problem
thinking when I come across a problem
thinking when I come across a problem and they just can’t do it and so they
and they just can’t do it and so they
and they just can’t do it and so they just remember all the times when
just remember all the times when
just remember all the times when everything else has gone wrong and it’s
everything else has gone wrong and it’s
everything else has gone wrong and it’s hopeless it’s hopeless I just can’t do
hopeless it’s hopeless I just can’t do
hopeless it’s hopeless I just can’t do it I’m useless or maybe it’s that lazy
it I’m useless or maybe it’s that lazy
it I’m useless or maybe it’s that lazy thinking they just sit there and let the
thinking they just sit there and let the
thinking they just sit there and let the teacher do it for them or maybe it’s
teacher do it for them or maybe it’s
teacher do it for them or maybe it’s that recycled thinking when they leave
that recycled thinking when they leave
that recycled thinking when they leave their Hut their homework to the last
their Hut their homework to the last
their Hut their homework to the last minute every time and every time they
minute every time and every time they
minute every time and every time they feel anxious but yet they keep doing it
feel anxious but yet they keep doing it
feel anxious but yet they keep doing it the saddest one for me though is the
the saddest one for me though is the
the saddest one for me though is the fixed thinking the child that perhaps
fixed thinking the child that perhaps
fixed thinking the child that perhaps gets a bit angry and every time they get
gets a bit angry and every time they get
gets a bit angry and every time they get angry they end up getting in a fight and
angry they end up getting in a fight and
angry they end up getting in a fight and every time they get in a fight their get
every time they get in a fight their get
every time they get in a fight their get in trouble and every time in trouble
in trouble and every time in trouble
in trouble and every time in trouble they say the same thing it’s just me
they say the same thing it’s just me
they say the same thing it’s just me it’s just the way I am I have a
it’s just the way I am I have a
it’s just the way I am I have a behavioural difficulty there’s nothing I
behavioural difficulty there’s nothing I
behavioural difficulty there’s nothing I can do about it or maybe it’s stuck
can do about it or maybe it’s stuck
can do about it or maybe it’s stuck thinking you know they have that
thinking you know they have that
thinking you know they have that difficulty and so they just leave it for
difficulty and so they just leave it for
difficulty and so they just leave it for a friend of salt for them or for the
a friend of salt for them or for the
a friend of salt for them or for the teaching assistant to come and take over
teaching assistant to come and take over
teaching assistant to come and take over you see in both countries we see these
you see in both countries we see these
you see in both countries we see these poverty mindsets and these poverty
poverty mindsets and these poverty
poverty mindsets and these poverty mindset strap our children in a story of
mindset strap our children in a story of
mindset strap our children in a story of defeat and without mindset change that
defeat and without mindset change that
defeat and without mindset change that story will remain the same and so we
story will remain the same and so we
story will remain the same and so we need to teach them the secret of
need to teach them the secret of
need to teach them the secret of granddad’s toolbox we need to teach them
granddad’s toolbox we need to teach them
granddad’s toolbox we need to teach them how to lead how to lead themselves we
how to lead how to lead themselves we
how to lead how to lead themselves we need to teach them that leadership will
need to teach them that leadership will
need to teach them that leadership will help them pick up their life pin again
help them pick up their life pin again
help them pick up their life pin again and write that new story you see just as
and write that new story you see just as
and write that new story you see just as my granddad’s taught me how to lead
my granddad’s taught me how to lead
my granddad’s taught me how to lead myself we need to teach children how to
myself we need to teach children how to
myself we need to teach children how to lead and so that’s what we did in a
lead and so that’s what we did in a
lead and so that’s what we did in a project in the UK and in Kenya my new
project in the UK and in Kenya my new
project in the UK and in Kenya my new friend John from works with the school
friend John from works with the school
friend John from works with the school llll theory school in Nairobi in Kenya
llll theory school in Nairobi in Kenya
llll theory school in Nairobi in Kenya and I work with four schools in Suffolk
and I work with four schools in Suffolk
and I work with four schools in Suffolk in the UK and we taught them seven
in the UK and we taught them seven
in the UK and we taught them seven leadership mindsets in a multi-sensory
leadership mindsets in a multi-sensory
leadership mindsets in a multi-sensory way we taught them first of all to lift
way we taught them first of all to lift
way we taught them first of all to lift up their head we did this activity where
up their head we did this activity where
up their head we did this activity where we had them pecking like chickens and
we had them pecking like chickens and
we had them pecking like chickens and all they could see was the stuff in
all they could see was the stuff in
all they could see was the stuff in front of them and then we taught them to
front of them and then we taught them to
front of them and then we taught them to be Eagles to be up high to look around
be Eagles to be up high to look around
be Eagles to be up high to look around to see the panorama to realize actually
to see the panorama to realize actually
to see the panorama to realize actually the problem they fell
the problem they fell
the problem they fell huge is actually tiny in comparison and
huge is actually tiny in comparison and
huge is actually tiny in comparison and actually there are things around them
actually there are things around them
actually there are things around them that can help them so what was the
that can help them so what was the
that can help them so what was the impact of that well what we saw a new
impact of that well what we saw a new
impact of that well what we saw a new theory school and in no theory school
theory school and in no theory school
theory school and in no theory school they got them to score themselves 125
they got them to score themselves 125
they got them to score themselves 125 about how they felt about themselves
about how they felt about themselves
about how they felt about themselves with five being the highest and before
with five being the highest and before
with five being the highest and before the project we have eighty-one percent
the project we have eighty-one percent
the project we have eighty-one percent of them scoring themselves to or below
of them scoring themselves to or below
of them scoring themselves to or below but by the end of the project we had
but by the end of the project we had
but by the end of the project we had ninety percent of them scoring
ninety percent of them scoring
ninety percent of them scoring themselves for or above they began to
themselves for or above they began to
themselves for or above they began to lift up their heads and then we taught
lift up their heads and then we taught
lift up their heads and then we taught them to see themselves as a leader and
them to see themselves as a leader and
them to see themselves as a leader and what we do there is we got children to
what we do there is we got children to
what we do there is we got children to think about good leaders that in you and
think about good leaders that in you and
think about good leaders that in you and bad leaders that they knew and we got
bad leaders that they knew and we got
bad leaders that they knew and we got them to think about how good leaders
them to think about how good leaders
them to think about how good leaders lift them up how badly does push them
lift them up how badly does push them
lift them up how badly does push them down we got them to think about what is
down we got them to think about what is
down we got them to think about what is a goodly to think what is a good leader
a goodly to think what is a good leader
a goodly to think what is a good leader say and what is a good leader do and to
say and what is a good leader do and to
say and what is a good leader do and to apply that to themselves and then of
apply that to themselves and then of
apply that to themselves and then of course once they realize what a good
course once they realize what a good
course once they realize what a good leader could say think and do they could
leader could say think and do they could
leader could say think and do they could apply that to themselves and so what’s
apply that to themselves and so what’s
apply that to themselves and so what’s the impact of that will we saw this
the impact of that will we saw this
the impact of that will we saw this wonderful example from one of it the
wonderful example from one of it the
wonderful example from one of it the year three children in Bosnia school in
year three children in Bosnia school in
year three children in Bosnia school in the UK pilot and she realized how she
the UK pilot and she realized how she
the UK pilot and she realized how she worked through problems and how she
worked through problems and how she
worked through problems and how she overcame them so she designed this
overcame them so she designed this
overcame them so she designed this poster about how she could work them
poster about how she could work them
poster about how she could work them through and it wasn’t just for her she
through and it wasn’t just for her she
through and it wasn’t just for her she used this poster in our school to teach
used this poster in our school to teach
used this poster in our school to teach others she’d begun to see herself as a
others she’d begun to see herself as a
others she’d begun to see herself as a leader and then we taught them to be
leader and then we taught them to be
leader and then we taught them to be proactive we had them running on their
proactive we had them running on their
proactive we had them running on their front foot and how good that felt and
front foot and how good that felt and
front foot and how good that felt and are nothing when got them sideways but
are nothing when got them sideways but
are nothing when got them sideways but when they were on their back foot how
when they were on their back foot how
when they were on their back foot how easy it was to fall over for that little
easy it was to fall over for that little
easy it was to fall over for that little thing and then we got them to to lean
thing and then we got them to to lean
thing and then we got them to to lean back and see how just one finger would
back and see how just one finger would
back and see how just one finger would push them over but how leaning forward
push them over but how leaning forward
push them over but how leaning forward it would take all of somebody’s force
it would take all of somebody’s force
it would take all of somebody’s force and they still couldn’t push them over
and they still couldn’t push them over
and they still couldn’t push them over we got them to be proactive well the
we got them to be proactive well the
we got them to be proactive well the impact of this in new theory school is
impact of this in new theory school is
impact of this in new theory school is they had a twenty five percent rise of
they had a twenty five percent rise of
they had a twenty five percent rise of children home handling their homework in
children home handling their homework in
children home handling their homework in on time so they’ve gotten to lift up
on time so they’ve gotten to lift up
on time so they’ve gotten to lift up their heads see themselves a leader to
their heads see themselves a leader to
their heads see themselves a leader to be proactive and then we taught them to
be proactive and then we taught them to
be proactive and then we taught them to see and take responsibility for
see and take responsibility for
see and take responsibility for themselves we talked to them about the
themselves we talked to them about the
themselves we talked to them about the problem they might have had with litter
problem they might have had with litter
problem they might have had with litter in their community and we said whose
in their community and we said whose
in their community and we said whose responsibility is it as we started
responsibility is it as we started
responsibility is it as we started throwing down literally in front of them
throwing down literally in front of them
throwing down literally in front of them and of course they said well it’s the
and of course they said well it’s the
and of course they said well it’s the person who threw it down but before long
person who threw it down but before long
person who threw it down but before long as we talked about it they realized
as we talked about it they realized
as we talked about it they realized actually now that they’ve seen it they
actually now that they’ve seen it they
actually now that they’ve seen it they need
need
need to take responsibility otherwise the
to take responsibility otherwise the
to take responsibility otherwise the story of litter would remain the same
story of litter would remain the same
story of litter would remain the same and the impact in new theory school in a
and the impact in new theory school in a
and the impact in new theory school in a theory school they have no school
theory school they have no school
theory school they have no school dinners like we have here in the UK if
dinners like we have here in the UK if
dinners like we have here in the UK if you want lunch you have to bring it in
you want lunch you have to bring it in
you want lunch you have to bring it in yourself and only thirty percent of the
yourself and only thirty percent of the
yourself and only thirty percent of the children brought their luncheon with
children brought their luncheon with
children brought their luncheon with them and before the project only fifteen
them and before the project only fifteen
them and before the project only fifteen percent of them shared their lunch with
percent of them shared their lunch with
percent of them shared their lunch with others but at the end of the project
others but at the end of the project
others but at the end of the project eighty-five percent of them shared it
eighty-five percent of them shared it
eighty-five percent of them shared it with others and then we taught them to
with others and then we taught them to
with others and then we taught them to change something if they’ve seen
change something if they’ve seen
change something if they’ve seen something they’ve seen it’s not working
something they’ve seen it’s not working
something they’ve seen it’s not working don’t do it the same way change it and
don’t do it the same way change it and
don’t do it the same way change it and so we told them the story of angry Ben
so we told them the story of angry Ben
so we told them the story of angry Ben and Ben couldn’t read and write very
and Ben couldn’t read and write very
and Ben couldn’t read and write very well so he’s called Vicky Ben and he got
well so he’s called Vicky Ben and he got
well so he’s called Vicky Ben and he got angry and he got in fights but one day
angry and he got in fights but one day
angry and he got in fights but one day his mom his mom came home having been
his mom his mom came home having been
his mom his mom came home having been taught to read by a work colleague and
taught to read by a work colleague and
taught to read by a work colleague and she taught her boys how to read and
she taught her boys how to read and
she taught her boys how to read and before long angry gay ben became he
before long angry gay ben became he
before long angry gay ben became he became reading been he became clever Ben
became reading been he became clever Ben
became reading been he became clever Ben and he went on to become a successful
and he went on to become a successful
and he went on to become a successful surgeon well what’s the impact of that
surgeon well what’s the impact of that
surgeon well what’s the impact of that well I love this part of the story as
well I love this part of the story as
well I love this part of the story as I’m telling this to some of my children
I’m telling this to some of my children
I’m telling this to some of my children one of them who have real difficulties
one of them who have real difficulties
one of them who have real difficulties with behavior said that’s me that’s me
with behavior said that’s me that’s me
with behavior said that’s me that’s me I’m angry Ben I need to change now he
I’m angry Ben I need to change now he
I’m angry Ben I need to change now he still has difficulties but he recognizes
still has difficulties but he recognizes
still has difficulties but he recognizes that he needs to change something and
that he needs to change something and
that he needs to change something and then we moved on to focus focus we
then we moved on to focus focus we
then we moved on to focus focus we re-enacted that David Beckham free kick
re-enacted that David Beckham free kick
re-enacted that David Beckham free kick do you remember the one the one against
do you remember the one the one against
do you remember the one the one against Greece the one in the dying minutes
Greece the one in the dying minutes
Greece the one in the dying minutes where he scored the free-kick to rescue
where he scored the free-kick to rescue
where he scored the free-kick to rescue victory from the jaws of defeat to get a
victory from the jaws of defeat to get a
victory from the jaws of defeat to get a place in the world cup final we’ve got
place in the world cup final we’ve got
place in the world cup final we’ve got them to reenact it and think about all
them to reenact it and think about all
them to reenact it and think about all the interference that was coming from
the interference that was coming from
the interference that was coming from the crowd and in his own heads but
the crowd and in his own heads but
the crowd and in his own heads but reminded them how David Beckham had
reminded them how David Beckham had
reminded them how David Beckham had practice practice practice that
practice practice practice that
practice practice practice that free-kick and how he’s had to focus on
free-kick and how he’s had to focus on
free-kick and how he’s had to focus on it and we help them understand if they
it and we help them understand if they
it and we help them understand if they wanted to achieve something that they
wanted to achieve something that they
wanted to achieve something that they had to think about their performance was
had to think about their performance was
had to think about their performance was going to be their potential minus their
going to be their potential minus their
going to be their potential minus their interference and if they could reduce
interference and if they could reduce
interference and if they could reduce that interference in their head those
that interference in their head those
that interference in their head those negative voices they too could achieve
negative voices they too could achieve
negative voices they too could achieve their goal now I love the impact of this
their goal now I love the impact of this
their goal now I love the impact of this one I want to tell you about Erin Erin
one I want to tell you about Erin Erin
one I want to tell you about Erin Erin is one of our year five children in my
is one of our year five children in my
is one of our year five children in my school and when we talk to him about the
school and when we talk to him about the
school and when we talk to him about the five stages of a story and how you need
five stages of a story and how you need
five stages of a story and how you need to know you’re here and you’re there as
to know you’re here and you’re there as
to know you’re here and you’re there as the first two steps he proudly told us
the first two steps he proudly told us
the first two steps he proudly told us what is there was going to be his there
what is there was going to be his there
what is there was going to be his there was going to be a zookeeper
was going to be a zookeeper
was going to be a zookeeper but not just any old zookeeper a
but not just any old zookeeper a
but not just any old zookeeper a zookeeper of wolves and every day now he
zookeeper of wolves and every day now he
zookeeper of wolves and every day now he tells me how he’s looking after his dog
tells me how he’s looking after his dog
tells me how he’s looking after his dog and now he’s telling me how he’s looking
and now he’s telling me how he’s looking
and now he’s telling me how he’s looking after his neighbor’s dog because he
after his neighbor’s dog because he
after his neighbor’s dog because he knows he has to focus and practice
knows he has to focus and practice
knows he has to focus and practice practice because he wants to become a
practice because he wants to become a
practice because he wants to become a zookeeper of wolves and finally we
zookeeper of wolves and finally we
zookeeper of wolves and finally we taught them appreciative thinking we
taught them appreciative thinking we
taught them appreciative thinking we talked to them about a quest you know
talked to them about a quest you know
talked to them about a quest you know the quest when you’re facing that ogre
the quest when you’re facing that ogre
the quest when you’re facing that ogre on the bridge and you’ve never defeated
on the bridge and you’ve never defeated
on the bridge and you’ve never defeated an ogre before and it all looks hopeless
an ogre before and it all looks hopeless
an ogre before and it all looks hopeless until you remind yourself you’ve already
until you remind yourself you’ve already
until you remind yourself you’ve already defeated the soldiers you’ve defeated
defeated the soldiers you’ve defeated
defeated the soldiers you’ve defeated the mermaids that have tried to lure you
the mermaids that have tried to lure you
the mermaids that have tried to lure you to the rocks and you’ve defeated the
to the rocks and you’ve defeated the
to the rocks and you’ve defeated the evil creatures of the woods and that
evil creatures of the woods and that
evil creatures of the woods and that gives you the confidence and the skills
gives you the confidence and the skills
gives you the confidence and the skills to defeat that ogre now for the children
to defeat that ogre now for the children
to defeat that ogre now for the children there ogre might be there a times table
there ogre might be there a times table
there ogre might be there a times table and once they remember that they’ve
and once they remember that they’ve
and once they remember that they’ve learnt there tues and therefore that
learnt there tues and therefore that
learnt there tues and therefore that gives them the strategy and the
gives them the strategy and the
gives them the strategy and the confidence to tackle that last one you
confidence to tackle that last one you
confidence to tackle that last one you know we have taught our children how to
know we have taught our children how to
know we have taught our children how to lead and with a leadership mindset
lead and with a leadership mindset
lead and with a leadership mindset change the story can change to you see
change the story can change to you see
change the story can change to you see as teachers we can teach them we can
as teachers we can teach them we can
as teachers we can teach them we can teach them how to lead we can also teach
teach them how to lead we can also teach
teach them how to lead we can also teach in your course and give them the English
in your course and give them the English
in your course and give them the English and the maths and we can give them a
and the maths and we can give them a
and the maths and we can give them a geography in the history but unless we
geography in the history but unless we
geography in the history but unless we take and put leadership at the core of
take and put leadership at the core of
take and put leadership at the core of our curriculum unless we do that we will
our curriculum unless we do that we will
our curriculum unless we do that we will miss out on the inspiration you see we
miss out on the inspiration you see we
miss out on the inspiration you see we as teachers need to teach our children
as teachers need to teach our children
as teachers need to teach our children how to lead so they can lead themselves
how to lead so they can lead themselves
how to lead so they can lead themselves they can lead others and so that they
they can lead others and so that they
they can lead others and so that they can inspire the next generation we need
can inspire the next generation we need
can inspire the next generation we need to be as teachers we need to teach them
to be as teachers we need to teach them
to be as teachers we need to teach them how to lead and we need to be granddad’s
how to lead and we need to be granddad’s
how to lead and we need to be granddad’s toolbox thank
you
you [Music]
”
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