The Influence Of My Schooling Experience

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The way I view my students and clients as well as my aims as an educator with them, has been heavily influenced by my schooling experience. At primary school, I was quite clever and very well behaved. Manners and behaving appropriately in public was a very important message I received in my schooling years. That message was consistently in my head and kept me on the straight and narrow. As the youngest child, my parents also spoilt me and didn’t require me to help out in the house or over exert myself in tasks which I undertook. At this young age I made some decisions about school and life which I carried on throughout much of my academic life; making the teacher & people happy is a good way to get by, being liked is very important in life,…show more content…
This is, combined with the co-creative matrix a picture of one of my core aims as a practitioner; It involves impacting others & being impacted. It involves giving Affirmations, for the growth of the group but also expecting, as this grows something back in return. This exchange creates something unique, which is almost alive between the 2 which nourishes each party in the development. Working Co-creatively means allowing space for this and accounting for the potency which the group already has! The challenging of Script in my work is a two-way street. It's not something I “do” to staff but is a journey and exchange that we go on together! Knowing that as we submit to the process we are impacting on each other. Touching on my first point around the impact of schooling, I noticed in the training sessions they would ‘bring into the room’ old teachers and how they would in-turn relate to them. Much of the interaction would present as being quite ‘Scripty’ & would really un-account for their potency. For example, when doing a coaching session with a school member of staff; they wanted tips on how to become more efficient in their work performance. Because of my experience as perceived this as an invitation to a game. Berne (1964) defined a game as “ an ongoing series of complementary ulterior transactions progressing to a well-defined, predictable outcome”. Karpman (1968 ) expanding on this idea further and noticed that with a game, occupants generally took one 1 of 3 roles. Each role has a discount & the payoff which reinforces a negative script belief. Below is a diagram of the model. In the above situation the staff member took on the role of the Victim; When I’m in this role I discount my ability to solve problems and I’m unaware of my resources. This became apparent through the session as she
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