Browsing articles in "KMT Blog"

Confronting Negative Thoughts: Owning Who You Are

May 7, 2014   //   by admin   //   KMT Blog  //  No Comments

Have you ever felt like you were not good enough, passed over for a promotion, rejected in a relationship, told that you would not surmount to anything, or felt like an outsider looking in? And then you start wondering, “what is wrong with me” and start believing what was said over you must have some element of truth. Well, allow us to assist you in reframing that negative mindset, shake off self- doubt and gain your confidence back. It is time to “OWN WHO YOU ARE”.

The honest reality is that there will always be someone somewhere out there or related who carry with them their own feelings of insecurities and hurt who feel that the only way for them to feel good about themselves is to hurt others because they are hurting as well; but it does not mean that we have to allow their pain to cripple us from realizing the wonderful beings we are despite all of our past pains. The best place to start healing is from within, by living a positive and fulfilling life.

No one is going to care or love you more than you care and love yourself.

Now do not misunderstand the old adage that “sticks and stones may break my bones, but words will never hurt me” is the most underestimated phrase known to mankind in my opinion, because words do hurt, they seep into our psyche and embed themselves deep down into our unconscious mind, and when we are feeling great and in control, that tiny annoying voice raises its head and pulls us into a state of uncertainty. We begin to question who we are and where do we belong? This solidifies the negative words that were spoken over us at some point in our lives. It can occur suddenly or sneak up on you like an illness causing you to feel unsettled, anxious, fearful or depressed.

Days go by with you trying to figure out why, “why am I feeling like this?” or “why am I so angry?” you cannot fully pinpoint the moment or reason that provoked those emotions in the first place and you have no idea why you feel this way or why you spent the last few days in bed/ feeling sad. Life feels like a dark cloud has rolled in, following your every step. All of a sudden, that haunting feeling of not being good enough and unworthy of happiness marinates within; for some it can become extremely overwhelming to the point of wanting to give up and for many others going through the motion of not knowing why it happened in the first place (accepting it).

It is time we recognize that words spoken over us can be deadly and can cause a lifetime of hurt but there are ways to deal with how our mind manages the discomfort of life’s challenges. To allow healing to take place, we must let go of the past and focus on the here and now.

Here are 10 steps to guide you on your way.
1. Every day see yourself as a success, despite how your mind tries to trick you.
2. Practice elements of Mindfulness and take control of your mind.
3. Start recognizing and responding to your own core values.
4. Forgiveness means letting go.
5. Embrace each day with hope and realistic expectations.
6. Build a team of genuine, supportive friends and family that believe in your vision and success.
7. Nurture moments of bliss by capturing them in some form of expression that brings you closure.
8. Stay immersed in becoming truly self-aware.
9. Embrace and love yourself, faults and all
10. Learn that living life is its own lesson and own your story.

As you can see the steps above may appear to be quite an undertaking with months of practice but it is not necessarily the case. The truth is, in life there will always be setbacks and days that may seem overwhelming, crisis after crisis, but I assure you that every moment of challenge leaves you with some aspect of growth, confidence, resilience and strength. In the long run, this will prepare you for the next setback that will most likely have a lesser impact on your life further developing your story.

Let’s communicate!!! To get you on the path of rewriting your own story and building self-confidence by taking the first step. Over the next ten weeks, we will cover each step to begin owning who you are and taking control of your mind.

Step 1

Every day see yourself as a success, despite how your mind tries to trick you.

   Starting today, write down ten things you either created, made happen, achieved, accomplished, stood out at, are proud of; no matter how big or miniscule, anything that comes to mind. Now, this may be the trickiest part of today’s lesson, allow yourself the opportunity to take it all in.

   Take a second to acknowledge your good work, all that you have already accomplished and all that you already are. Celebrate the day, feel happy where you are at; mind, body and soul. If for some reason you still feel blocked, it is alright to acknowledge the feeling and let it pass through your consciousness knowing that you are becoming more self-aware.

   Just start the process again tomorrow knowing that you are capable of recognizing areas that challenge you, but you are now more capable of allowing growth and success to take place.

Article written by Karen Thornton B.A., B.S.W., M.S.W. Candidate

Building a Bookcase: Are you Mom Enough?

May 14, 2012   //   by admin   //   KMT Blog  //  1 Comment

Have you ever tried building a bookcase with your teenager?  Picture it: using a hammer, screwdriver, nails, wooden plugs, screws and all the necessary tools – sounds disastrous. At least, that is what I thought when I decided to work alongside my teenage son to assemble bookshelves for my home office.

To prepare, I didn’t approach him. I gave him the lead to ask for what he wanted in his new assistant. He invited me into his space and provided instructions as to what my role would be to complete the task.  Knowing that neither he nor I have ever put together any kind of furniture, much less trying to do it together, I knew it would either be an accomplishment for both of us or an attitude of will, leading to referees being called in to save the furniture meltdown.

As he took the instructions from the box and began separating the long from the short pieces, the screws from the nuts and bolts and putting in place the appropriate tools to assemble the job, I had a feeling that half the battle was already won.  He taught me what a star head was and that I would need a Philips screwdriver. I did not know what a metal wash was, but quickly learned that it supports the screw (holds it in place).  As my lesson continued, I could hear joy in my son’s voice; the joy of having a partner in the process not an enforcer or dictator just waiting to take over if he messed up.  Instead, there was laughter, high-fives, positive words of encouragement along with the lifting, measuring and banging of wooden pieces slowly shaping into a bookshelf.

Many of you may be wondering what is so important about building a bookcase with your teenager. Well, it was one of our most fulfilling bonding experiences. I would encourage any parent of a teenager to try building something with them and allow them the opportunity to lead.  My teenager guided me through something that was uncommon for both of us. An opportunity such as this allows them to see that, as parents, we are not perfect and that we are interested in learning, growing and connecting.

Now I am not saying it has to be a bookcase, but try doing something that allows them to lead and you to follow. Try some activity where they guide you through the steps from concept to completion, where they are able to teach you an unfamiliar task. If something messes up, provide words of encouragement, let them know you are in it for the long haul, and time is not a factor as you are committed to seeing the task through to the very end.

Cherished moments occur along the journey. One of ours was when one of the wooden plugs got stuck to the corner slab of the shelf as it was positioned incorrectly. We had to remove it or the bookshelf would be unstable. We pulled and pulled. I gave up as it seemed easier, but my son continued to wiggle, pull and wiggle, pull and wiggle some more. I was not sure what his motivation was:  the need to impress his mother or his determination to complete the task? Then I realised that this was not about the bookshelf, but his desire to make me proud and share with me his will power and perseverance. After the wooden plug was finally dislodged, after all the high-fives, words of encouragement and smiles, I could see pride and accomplishment on my teenager’s face. Pride that he fixed the problem and accomplishment that he did it himself.

As we continued nailing, lifting and measuring our way through, the conversation and communication flowed, laughter ensued and when I heard my son say to his mother, “mom you are enough”, I knew that the boy who one day will turn into a man still believes that I have value in his life.  As I swallowed the lump in my throat, I looked at my once small baby and saw a budding father, nurturer, encourager, protector but most of all I saw my boy becoming a man.

I realized that everything teenagers put us parents through and the hectic lives we live (and God knows they don’t always do what we expect them do or become) at the end of any task and every journey, all they really want is approval and respect.

To all the mothers of teenagers (birth, adopted, acquired or otherwise) let me encourage you to stay steadfast in the journey with your teenagers as they still need us to the very end.

Happy Mother’s Day to All!

Share your Mother’s Day story – let’s communicate.

ADD_Asperger’s by Dr. Gabor Mate

Apr 3, 2012   //   by admin   //   KMT Blog  //  No Comments

Some years ago it was reported that a teacher in British Columbia taped a seven-year-old hyperactive boy’s head to his desk to keep him still. Last year a Toronto 9-year-old with Asperger’s syndrome, a related condition, ended up being handcuffed by police after he lost his temper in school. The teachers did not know what to do with him except to call laws enforcement.

Such incidents ought to ring alarm bells about the ill-preparedness of our educational system to cope with the increasing number of children struggling with attention deficit/hyperactivity disorder and other neuropsychological problems.

These particular teachers’ responses may not be typical of teachers in general. They do, however, exemplify the helpless frustration many educators feel when confronted with the disruptive and out of control behaviour of the troubled child who, single-handedly, appears to have the power to make shambles of an entire day’s lesson plan. If we are to avoid the shaming attitudes that so often make the classroom experience of the neurobiologically challenged child a humiliating misery, we need to conduct a compassionate inquiry into the emotional life of the child and appreciate the physiological and psychological impulses that drive his behaviours.  Beyond that, school boards and governments must avoid making individual classroom teachers solely responsible for what is clearly a growing problem of societal dimensions.

Children with ADD or other learning and behaviour disabilities do not, for the most part, act the way they do out of conscious choice. Far from committing wilful misdemeanours, the child is acting out impulses which he little understands and over which he has little control.  The hyperactive seven-year-old in Port Hardy cannot sit still for the simple reason that his brain will not let him. The part of his cerebral cortex, or grey matter that is meant to inhibit the impulse to fidget and move about is not up to its task.  Blaming such a child for his restlessness and trying to control it with punishment or coercion will not work. In the short term he may be helped by medication, but the long-term question is how to enable him to develop so that he can acquire some psychological rest and impulse control.  Schools cannot on their own meet these highly sensitive children’s hunger for attention, love and acceptance, but they can begin by not making the problem worse through ill-conceived disciplinary measures.

How to deal, for example, with the child who compulsively acts the part of the class clown?  Like all ADD traits, this behaviour has its inner logic, unseen by the child:  if he cannot gain the spotlight by achievement, he will do so by acting the fool.  Lacking the acceptance of the adult world, he will strive for the attention of his peers, at whatever cost.  The solution is not to chastise and humiliate him in front of his classmates, but to give him the message that he is fully accepted as a valid and valued member of the school community no matter what his shortcomings.  He is valued for who he is, not for what he may be able to achieve. Difficult as it is for the overworked teacher in the hubbub of the busy classroom, reaching out to such a child each day, even for a brief moment, will go farther than any number of sternly delivered instructions.

It is often noted that many children with poor attention skills can function quite well in the presence of a caring adult. The reason for this apparent paradox is that emotionally nurturing interactions produce positive changes in the child’s brain chemistry. Dopamine, the brain chemical deficient in ADD–important for attention and motivation–can be supplied not only by a Ritalin pill, but also by a nurturing interaction with an attentive adult. Time and time again children and teenagers with attention deficit disorder have told me how much better they are able to perform for certain teachers who speak to them with warmth and respect and who treat them not with condescension or cold authority, but with empathy and reassuring humour. A teacher can work wonders if she sees and hears the vulnerable and hurt child behind the bored look, the off-putting tone, and the seemingly defiant gesture.

Not everyone’s brains work the same way. It is folly to impose uniform expectations as if there were no differences in brain chemistry, emotional needs, or maturational levels from one child to the next. There has to be enough flexibility in the system to allow for individual thought patterns and learning styles. In these days of cash-register approaches to education among the first to be sacrificed have been learning assistants and teachers’ aides–the very people who could give classroom teachers some respite and offer the many needy students in our schools patient tutoring, individual contact, and emotional support. The most troubled of these children are increasingly lost, desperate, angry, and, sooner or later, almost beyond help. If such policies continue, the cost to society will be enormous, to the children devastating.

The incidents in Port Hardy and Toronto should wake us all up.

Is a Bully Born or Made?

Mar 20, 2012   //   by admin   //   KMT Blog  //  No Comments

Recently I had a disagreement with an old acquaintance and the label “bully” was directed towards me.  It was like the sun ceased shining, the ocean’s roar silenced and the laughter stopped.  I thought this must be a joke. Where are the cameras? This must be my fifteen minutes of fame. Seriously, how can this be? I come from humble beginnings. I’ve honoured and respected my elders and humanity. A bully? Not me!

The term ‘bully’ took me back to my childhood when I got into my first and only fight.  I remember it like it was yesterday:  a school rumour spread like wildfire that I liked a boy who will remain nameless.  I would walk home from school sick to my stomach that they, my peers, would possibly think that I liked this boy. The more I tried to shake it, the more they would connect me to him. I felt teased and hurt that they would even think that I would have anything to do with a boy. I was a good girl, I thought. I got good grades and I never made fun of anyone. So, why me?

Instead of helping me out of the predicament, this boy encouraged it. Feeling helpless, alone and cornered, I agreed to meet him at the steps after school.  As word of our meeting got out, practically the entire school was there.  I was ashamed of my quandary and did not want my name connected to my ‘pain’. The boy only wanted me to like him (no…no… not Facebook ‘like’; it wasn’t invented yet, but thanks).  It was not pretty.

I, the most feminine thing in the world, sprang onto his neck like a Praying Mantis. It was horrible. I couldn’t believe it, I was in a fight, yes, and with a boy whose only transgression was he liked me.  I remember my sister being called to the steps to break up the fight; breaking a nail and looking dishevelled embarrassed me to the point of humility.  What had I become…the school yard bully.

Now, years later with more intelligence and insight, I realise I had become a creature of circumstance and dealt with the situation poorly. For many, when that fragile, insecure and vulnerable place gets compromised, human nature and the desire to survive and prosper takes centre stage and we react.  For some, these moments last a second. For others, the emotions cut much deeper and the feeling of self becomes skewed. In my opinion, the symptoms of ‘bullying’ manifest when grouped with other unexplored or unacknowledged concerns and issues. If unsupported and judged, that individual will begin manifesting the Bullying Syndrome.

Although, I was called a bully by my acquaintance, and it took my breath away, I knew professionally that the term had no effect and its desire to control did not occur but it made me think, what if.

The word ‘bully’ is seen as a bad, scary and dominating force that we have no control over. We must punish the ‘bully’ for their actions. What astonishes me is we neglect to connect the dots back to the root of the anger, the fragile insecurities, and the manifestation of the need to control, intimidate or act out against anything that makes the individual feel oppressed. What we fail to realise is that every human has the potential to become a bully and every bully has the potential to become fully human.

After months of agonising research, soul searching and retrospection, I realise that even a scholar, princess, genius, athlete, gifted, sweetheart, executive, leader, teacher or beauty is capable of bullying.  The question is why some people are able to see their circumstances as a temporary situation while others feel the need to control and bully.

Here’s how: we are blinded by our misperceptions. We proceed to battle against the symptoms, hardening the very syndrome we wish to confront. When, in effect, we cannot effectively address a problem we do not understand. Should the enemy be fear?

Today, I am free of fear. I’ve learned to deal with my reactive nature and the need to control my environment. This approach has shown most effective when dealing with many regarding the issue of ‘bullying’.

Now a question for my readers: Can one’s reaction to unfortunate circumstances be construed as being a Bully?

Bullying is real. However, we must assess the entire situation before applying another label. One never knows the journey that has created that individual. We must educate and support in order to bring about change, not pass judgement.

Below is some compelling research on Bullying as a part of the Education process:

What is bullying?
Bullying is persistent unwelcome behaviour, mostly using unwarranted or invalid criticism, nit-picking, fault-finding, also exclusion, isolation, being singled out and treated differently, being shouted at, humiliated, excessive monitoring, having verbal and written warnings imposed, and much more. In the workplace, bullying usually focuses on distorted or fabricated allegations of underperformance.

Why do people bully?
The purpose of bullying is to hide inadequacy. Bullying has nothing to do with managing. Good managers manage. Bad managers bully. Management is influencing and instructing. Bullying is intimidating and oppressing. Therefore, anyone who chooses to bully is admitting their inadequacy; the extent to which a person bullies is a measure of that inadequacy.

Bullies project their inadequacy on to others to:

  • Avoid facing up to their inadequacy and doing something about it;
  • Avoid accepting responsibility for their behaviour and the effect it has on others;
  • Reduce their fear of being seen for what they are, namely a weak, inadequate and often incompetent individuals; and
  • Divert attention away from their inadequacy; in an insecure or badly-managed workplace, this is how inadequate, incompetent and aggressive employees keep their jobs.

Bullying is an inefficient way of working, resulting in disenchantment, demoralisation, demotivation, disaffection, and alienation. Bullies run dysfunctional and inefficient organisations; staff turnover and sickness absence are high whilst morale, productivity and profitability are low. Prosperity is illusory and such organizations are a bad long-term investment. Projection and denial are hallmarks of the serial bully.

Bullying is present behind all forms of harassment, discrimination, prejudice, abuse, persecution, conflict and violence. When the bullying has a focus, e.g. race or gender, it is expressed as racial prejudice or harassment, or sexual discrimination and harassment, and so on. When bullying lacks focus (or the bully is aware of the Sex Discrimination Act or the Race Relations Act), it materializes as pure bullying. This is an opportunity to understand the underlying behaviours contributing to almost all reprehensible behavior.

I believe bullying is the single most important social issue of today.

Bullying…
is a form of abuse, and bullies – and unenlightened employers – often go to great lengths to keep their targets quiet, using threats of disciplinary action, dismissal, and gagging clauses. What bullies fear most is exposure; exposure of their inadequacy and being called publicly to account for their behavior and its consequences. This makes sense when you remember that the purpose of bullying is to hide inadequacy, and people who bully to hide their inadequacy are often incompetent.

A bully is a person who:

  • Never learned to accept responsibility for their behaviour.
  • Wants to enjoy the benefits of living in the adult world, but who is unable and unwilling to accept the responsibilities that are a prerequisite for being part of the adult world.
  • Abdicates and denies responsibility for their behaviour and its consequences (abdication and denial are common features of bullying).
  • Is unable and unwilling to recognise the effect of their behaviour on others.
  • Does not want to know of any other way of behaving.
  • Is unwilling to recognise that there could be better ways of behaving.

 

To learn more about the making and unmaking of the ‘bully’ visit us at www.kmtlearning.com and let’s communicate.

 

Authentic Leadership

Jan 31, 2012   //   by admin   //   KMT Blog  //  No Comments

Who or what is an Authentic Leader?  I have pondered this question for many years while working my way through my education, career transformations, relationships, and interactions with colleagues and friends. I always seemed to come up with more questions than answers, until now.

Many refer to an authentic leader as ‘one who has influence’. Does that mean a good manager, a good person or a good paycheque? Is this leadership?  Is this authentic?  True, to be an authentic leader one must have influence, but leadership is much more than merely influence.

The term ‘leader’ no longer represents the idea of one person leading others – absolute authority.  Authentic leadership is about creating community, attracting the best ideas from the most people where “nobody is as smart as everybody.”   In reality, great leadership is about empowering other people to realize their own full potential – helping to foster greatness in others. Exceptional leaders lead by getting out-of-the-way and letting others step up to the plate.

Authentic leaders have a passionate need to collaborate with others. They are aware they cannot always be right on everything and must seek wisdom and guidance from experts whose style and values complement their own.  Becoming an authentic leader takes time, focus and practice. Authentic leaders must foster the confidence to step out of the limelight and allow others to shine in the light of recognition.

Authentic leaders desire to achieve a collective end goal. They, of course, want the best possible outcome and that means ensuring that every person on the team feels a part of the team, that they have something vital and important to contribute. Authentic leaders help facilitate that experience.

In our executive training sessions, we provide leadership strategies to business executive, managers, owners, and teams to enlighten them on how to become an authentic leader through clarity, honesty, loyalty, community, and commitment.  All the tools required to become a great leader who successfully guides and leads others.

We harness many of the leadership skills of past and present leaders as fundamental guidelines for developing these skills in our clients. We develop leaders who lead so naturally that you don’t even notice how well they do what they do because they have mastered the art of authentic leadership.

Through my research, I discovered many common, great characteristics that brought clarity to my question of what is an authentic leader. Let’s take a quick journey through history to some of our admired leaders: Martin Luther King, Jr. (Minister and Civil Rights Activist), Mother Teresa (Catholic Nun and Missionary), Sir Winston Churchill (Politician, Author and PM of the United Kingdom), Eric Williams (Leader and PM of Trinidad and Tobago), George Washington (Commander-in-Chief of the Continental Army and First President of the United States), and Gandhi (Political and Ideological Leader of India’s Independence Movement).  These leaders all had influence, insight, charisma, and resilience.

I would like to share some key points from The Five Marks of Authentic Leadership, written by Michael Hyatt, a prominent authority on the topics of leadership and productivity, and Chairman of Thomas Nelson Publishers. In essence:

Authentic leaders have insight. Sometimes we refer to this as vision, but that usually has exclusive reference to the future. While leaders must have vision, they need more. They need wisdom and discernment. They need to be able to look at complex situations, gain clarity, and determine a course of action. In the Bible, “[The] men of Issachar … understood the times and knew what Israel should do” (1 Chronicles 12:32). This is what I mean by insight.

Authentic leaders demonstrate initiative. Leaders go first. They don’t sit on the sidelines. They don’t ask others to do what they are unwilling to do themselves. They lead by example – that is what makes them authentic. Lt. Col. Hal Moore is a great example of this. Famously depicted by Mel Gibson in the movie, We Were Soldiers, Lt. Moore told his troops, before leaving for Vietnam,

“We are going into battle against a tough and determined enemy. I can’t promise you that I will bring you all home alive. But this I swear, before you and before Almighty God: that when we go into battle, I will be the first to set foot on the field, and I’ll be the last to step off. And I will leave no one behind. Dead or alive, we will all come home together, so help me God.”

Authentic leaders exert influence. It’s no coincidence that influence and influenza (the flu) come from the same root word. Real leaders are contagious. People “catch” what they have. People are drawn to their vision and their values. Authentic leaders are able to gather a following and move people to act. They are human wave pools, creating a ripple effect wherever they go.

Authentic leaders have impact. At the end of the day, leaders make a difference. The world is changed because of their leadership. They are able to create real and lasting change. Unless something has shifted, they aren’t leaders. They are only entertainers. There is a big difference. The measure of leadership cannot be found in the leader; it is found in the impact the leader has on his or her followers.

Authentic leaders exercise integrity. Not every leader is benevolent. Adolf Hitler was a leader, as were Mao Zedong and Josef Stalin and Kim Jung IL. They had insight, initiative, influence, and impact. Yet their lives were not integrated with the highest values. Integrity—or the lack thereof—ultimately determines the quality of a person’s impact. This is the foundation of authentic leadership.

Michael concludes by stating that leaders must be deliberate and intentional if they are to be successful.

KMT builds to authentic leadership through leadership insight, value and community.  Contact us and let us support you on your way to becoming the leader you were destined to be.

If you want your team or executives to benefit from our Authentic Leadership courses, please contact KMT Learning at http://kmtlearning.com/corporate-services/ or 905 829 4378 to schedule an appointment.

Let’s communicate!

Coaches Corner: How Does our Perspective Shape Us?

Dec 29, 2011   //   by admin   //   KMT Blog  //  No Comments

As the holiday season draws to an end many of us take an opportunity to reflect on the past year.  My family unanimously decided that for 2012 our goal would be to begin new traditions. It started with having two Christmas trees as a symbol of growth.  It sounded great to have a new beginning, a fresh start, make all things new, bury the past and look forward to a better tomorrow. All clichés we have all heard or said at one point or another.  However, before we can begin creating new memories we must learn how to not let our past perspective influence our new beginning.

Well, you may be wondering what does that mean.  Perspective by definition taken from Dictionary.com provides various meanings “a technique of depicting volumes and spatial relationships on a flat surface or the state of existing in space before the eye or the state of one’s ideas, the facts known to one, etc., in having a meaningful interrelationship”.  However, most of us could relate better to these understandings of perspective: “a way of regarding situations, facts, etc, and judging their relative importance, and the proper or accurate point of view or the ability to see it; objectivity: try to get some perspective on your troubles”.   

So, how does our perspective shape us?  When you consider a crisis: losing your job, the state of the economy, leadership instability, end of a relationship, a bad grade, or losing a love one, our perspective can be altered just by the very nature of the situation. What many of us seem to forget is that to make new traditions and goals we have to embrace a new perspective of the old situation and be open to embracing a new way of thinking about it. If not, the old perspective would only lay dormant until a similar circumstance releases the sleeping negative reaction you have tried hard to change.  We should all try to understand that disappointments are inevitable; Crisis is inevitable but discouragement is temporary.   The most important aspect of coping with a crisis is how your perspective allows you to deal with it.  Crisis can make or break a person or an organization. How you respond to change defines how you step into the challenge. To better understand your perspectives in difficult situations ask yourself: Do I sit it out in my imaginary storm bunker hoping it will pass and hope to emerge unscathed?  Or do I rise to the moment, innovative and looking at what you can do differently?

Aforementioned, crisis might look like a changing economy, the loss of a job or a corporate restructuring. Your response determines how you will weather the storm. With the right perspective and corresponding actions, you can grow and prosper during challenging times.

You shape the circumstances or it shapes you. Consider a weather crisis. A tornado touches down or a snowstorm passes through. You stay safe during the event and emerge after to a changed world. Some buildings have moved; others are gone; some things are destroyed, while others remain standing. You can’t just pretend that everything will be exactly the same as it was before because the events have altered your perspective and you begin making conscious decisions to either rebuild or relocate.

Crisis can call us to innovation. What if you knew that it would work out better? Would that change your perspective? Your attitude? Your actions? If you want better answers, it is up to you to ask better questions.

So, as our new perspective takes shape with the unanimous decision to have two Christmas trees as a symbol of growth we have embraced the phrase that discouragement is a choice.  See it for what it is.  Whatever the future or 2012 holds we must look within and take ownership,  reflect back on how far you have come, then look ahead to your future because remember all discouragements are temporary, just change your perspective.  Let’s communicate.

KMT Learning: Education is our Passion

Aug 1, 2011   //   by admin   //   KMT Blog  //  No Comments

Over the last three years KMT entered a journey of rediscovery and humility. Along the way we gathered materials and resources to provide you with innovative, informative and, hopefully, thought- provoking content. Content that will lead us to the next level of growth, acceptance, discipline and self-discovery of who we are and what we want to say. And this time we have a unique opportunity to do it together.

We started working on “what’s our passion” – what we do and why we are so concerned about the level of education and leadership every individual has access to.  Why are so many individuals finding it so difficult to find employment when our test scores and high school graduates are at their peak?  There is so much we need to explore together and I cannot wait to hear your views and opinions about where we are in education and leadership.  Is everyone really being served or heard, in the classroom, at their jobs?  Have we supported the student/child who came home with a ‘C’ or the worker who did not get that promotion?

I’ve picked up a few tricks and strategies during my years working in both the education and corporate arenas. I’m enthusiastic to share my insights with you, to address from my perspective how we can support the student and the worker who is trying to locate their enlightenment.   Let’s begin.

Were you aware that individuals with learning disabilities use more technology than individuals with physical and visual disability, according to a 2006 Statistic Canada report on assistive technology?  With the increase of technology, the iPad, smart phones and SmartBoards, I can be convinced that that number has increased. What do you think?

RIM’s stock may not be worth as much now as in 2006, but their contribution to accessibility for those who communicate differently is undisputed, giving many an outlet to share ideas without judgement.  Who knew that so many of us just wanted to communicate our way? Who knew that so many wanted to respond their way? Technology has allowed us to do just that. So, why do many students who get laptops and such expensive software in elementary and high school refuse to use it? Could it be because someone didn’t get the memo that fifty percent (50 %) of our population use or have access to some form of technological support?  Yes, you with the Spell Checker, that’s technological support. Yes, you with the calculator, that is technological support. Yes, you with the highlighters, that’s support.

Let’s celebrate our differences and let’s make it better for all of us who at some point in our lives did it differently. Let’s communicate!

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