understanding leadership with the brain mind.ppt

understanding

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. Neurosciencehas
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
knowledge workers.

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.

38. Unrealistic optimism fallacy
Egocentrism
Omniscience
Omnipotence
Invulnerability

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.”

44. INTELLIGENCE
CREATIVITY
WISDOM

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 process that
lead to 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 & allostaticstates.
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. Educationalleadersneedtohaveaworking
knowledgeofhowresearchintheneuroscienceis
expandingourunderstandingofhowthebrain
learns.
Learningistheprocessesbywhichweacquirenew
knowledgeandskills,memoryaretheprocessby
whichweretainknowledgeandskillforthefuture.
Learningdoesnotalwaysinvolvelongterm
retention.bedependentonexternallyinitiated
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. Nooneleadershipstyleswillsuccessfully,manage
theissuesemergingfromrapidlychangingand
technologicallycomplexworld.
Tosuccessfullyimplementschoolreforms,
educationalleadermustunderstandtheirown
strengthandweaknesses,sothattheycanfind
solutionswithintheschoolorganizationratherthan

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!