Shyam Barr
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Services

Areas of practice

Keynote Speaker

 
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REFLECTIVE AND REFLEXIVE LEADERSHIP: Transformational leaders lead through reflective practice

Whether it be innovation, strategic planning or the dynamic team meeting, every situation is an opportunity for a leader to engage in reflective thinking, propelling business forward. Why? Reflective thinking is like a superpower, it’s heightened awareness and the ability to acutely monitor oneself, immediately altering behaviour that rapidly moves you closer to the desired outcome.

Some leaders are floating, engaged in habitual actions with very low levels of reflective thinking, whilst truly transformational leaders engage in a form of deep and critical reflective thinking. The difference? Transformational leaders engage in reflective and reflexive practice.

Research has demonstrated that individuals who build reflective practice into their work, learn faster, regulate their behaviour and contribute to the development of an adaptive organisation. As the late John Dewey stated “we do not learn from experience, we learn from reflecting on experience”.

 

IMPROVING YOUR ADAPTABILITY QUOTIENT: Developing as an adaptive leader

Let's be honest, our best leaders, team-members, support staff are those self-starters, self-managers, self-evaluators... in other words 'consciously adaptive'. Some even refer to this idea as the adaptability quotient, one's capacity for change. Someone with a high adaptability quotient is likely to thrive in a rapidly changing environment. How does one improve their adaptability quotient? 

This speaking session briefly provides context related to the rapidly changing landscape, positioning one's adaptability at the core of success. We will briefly deconstruct the concept of adaptability quotient but focus on the pragmatic tools that leaders can engage to improve their own adaptability quotient.

FOSTERING SELF-REGULATED LEARNING IN THE CLASSROOM: Can teachers really prepare students for the future?

Research shows that few teachers possess the necessary knowledge and beliefs to create rich self-regulated learning environments. Many self-directed learning initiatives are quickly embedding themselves in schools (e.g. project based learning, inquiry based learning, online-learning, blended learning), but in order for students to succeed in these self-directed environments, students needs to be effective self-regulated learners. 

This presentation highlights the importance of self-regulated learning in a rapidly changing world, deconstructs the fundamental elements of self-regulated learning and provides guidance for how schools and educators can begin to transform their classrooms for self-regulated learning.


PREFER A WORKSHOP EXPERIENCE? Good news, all keynote topics can be run as more practical workshops upon request. 

DON'T SEE WHAT YOU ARE AFTER? Not to worry, if you have another topic in mind and you think I'm the right guy for the job, then let's make a time to meet. We'll sit, we'll chat and we'll co-create the perfect keynote that supports your staff. 


Coaching

 

LEARNING & LEADERSHIP

Developing the capacity of leaders as learners, has a flow on effect to staff, and positions the business as a truly adaptive organisation. When change is the only constant, adaptive organisations have the global competitive advantage.

Whether an aspiring or practicing leader, Shyam’s leader-coaching program not only develops management and leaderships skills but equips leaders with the skills to engage in deep reflective practice, knowledge to enhance motivation, cognition and metacognition of self and others and an increased influence in the organisation. 

This program is also available for individual leaders who wish to invest in their own career and business success.

TEACHING FOR SELF-REGULATED LEARNING & EPISTEMIC COGNITION

Teachers are in a perfect position to foster self-regulated learning in their students. Why? Teachers design learning experiences that position students as passive or active learners. Each classroom or learning studio (no matter what you choose to call it), is filled with countless teacher-student interactions. Each of these interactions is an opportunity to promote self-regulated learning... but it requires a certain skill set on the part of the teacher.

Research shows that few teachers possess the necessary knowledge and beliefs to create rich self-regulated learning environments. Many self-directed learning initiatives are quickly embedding themselves in schools (e.g. project based learning, inquiry based learning, online-learning, blended learning), but in order for students to succeed in these self-directed environments, students needs to be effective self-regulated learners. 

Whether a graduate, early-career or experienced teacher, Shyam's teacher-coaching program will provide a foundation of knowledge related to self-regulated learning. Using the teachers' current practice as the context, Shyam works alongside teachers to enhance the teachers' instructional practice specifically related to areas of student motivation, cognition and metacognition.

This program is also available for individual teachers who wish to take their instructional practice to the next level.


Professional Development Programs

 
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THE INS AND OUTS OF LEARNING ~ A COGNITIVE PSYCHOLOGY PERSPECTIVE

Have you ever found yourself not asking a question out of fear that you might appear incapable? Have you ever wondered why some tasks are easier to tackle than others? Have you ever been easily frustrated with fellow staff or students and wanted to adopt a more productive thinking pattern? And so the list goes on. Each one of these questions can be answered drawing on research in the field of cognitive psychology, particularly the areas of motivation, cognition and metacognition.

More programs to be listed soon.