Services For Schools

Computers In The Classroom      - Workshop Feedback   7 November 2008

Selected quotes:

Lesson was well prepared and good time management.
We enjoyed and learned during the workshop.
A learning experience.  Would look forward to more of such workshops.
<This> one and a half hour workshop was very interesting but I feel 90 minutes is not enough. 
This workshop should have been of a longer duration... We could have learned more from <the presenter>.
Overall very interesting and informative.
Overall a very interesting workshop.
Workshop was useful. 
Please do another workshop!
Thank you!

Individual Mentoring - Professional Coaching

Would you like:

  • ongoing dialogue - for yourself - as you experiment with new ideas? 
  • a member of your staff to benefit from fresh ideas and new perspectives? 
  • periodic 'check ups' on the development and implementation of long-term plans? 

Let's talk ... and see what might be both possible and productive. 

Step 1 - 30 Minute Consultation - FREE

    Please send an email to schedule a meeting time. 
    We can discuss the services you require and the service costs at that time. 

Step 2 ... and any further steps are entirely negotiable.


Contact Bryan

OWLS Global Educational Consultant Services

We come and live with you for one week:

Day 1: Informal observations across activities, grades and classrooms - all day

Having 'official looking' strangers poking around a school can be unsettling.  Feelings of concern and suspicion can naturally arise.  Preparing staff and students for occasional intrusions, explaining what is happening, and allowing concerned parties to ask questions helps to create a smooth beginning.  Trust is fundamental to all relationships, and it is important to begin building trust right away through transparent processes.

An OWLS Observer will want to drop in to see portions of regular lessons already in session.  We mainly focus on the learners: What questions are guiding their work? How much and how comfortably are learners interacting?  What resources are the learners accessing? and more ...  Our objective is to see a range of subjects taught by a variety of teachers across the span of grades. 

As questions arise, we may sound out teachers, course leaders and / or administrators.  We're seeking to understand the "big picture", not to analyse specific teachers, subject-delivery or student conduct. 

¨Fundamentals Workshop¨ (optional) - for all participants - 1 1/2 to 3 hours

We want to lay good foundations for the week: to get to know staff members (and student / community leaders?), to let them become comfortable with us, and to 'rediscover' together issues related to character, vision and effective communication. 

Seeking Direction

At the end of Day 1, we offer our overview - our observations and our key questions - in a confidential discussion with the administration and / or departmental head(s).  The questions, issues and tantalizing possibilities which arise from this end-of-day discussion will guide the next stages of our exploration.

Days 2 & 3: Scheduled Consultations: administrators, teachers, students, support staff, community

In collaboration with you (our hosts) we will want to schedule short, confidential consultations with the broadest possible range of 'stakeholders'. 
We will explore the range of responses to similar questions offered by different members of the school.  Names and specific details which we note will be kept confidential.  However, our goal is to gain and then communicate a clear analysis of thinking on the issues we are collaborating on

Final decisions about how wide (entire school + community) or narrow (particular section, teachers and students only) this consultation will be naturally rest with the school authorities. 

Day 4: Feedback & Action-Planning - collective consolidation

We meet with you to summarise all of our consultations and observations, and to propose the widest possible range of opportunities for change.  The goal is to ask (and answer) two main questions:

  • What is the present situation?
  • What new directions (if any) would move us toward even greater success?

An effective "Action Plan" will take present realities into account and point in the direction of S.M.A.R.T. goals. 

If you wish, this discussion can be expanded to include staff leaders, the staff as a whole, student leaders and more ...   

Day 5: Moving Forward¨ Discussions: individual and group discussions with administrators, departments, teachers, student groups - as appropriate

With Day 4's general consensus (the "Action Plan") in hand, we will again ask to schedule consultations with relevant groups and their leaders.  The aim will be for each group to collaborate on "realizing" the goals.   We will seek help each group identify:

  • Specific:  Specify detailed short-term and long-term goals relevant to their area
  • Measurable:  Talk about what 'success' will look like:  How many? What quality?
  • Achievable: Think through ways and means needed to reach these goals.  What resources do we have?  Are other skills or resources needed?
  • Realistic:  Your people are all already busy.  How can new initiatives be 'balanced' with previous practices and responsibilities?
  • Time-limited:  Determine - together - how we'll regroup and assess these changes, and decide on adjustments in 'the journey'.

Please Contact Us for more details:

Email:     This email address is being protected from spambots. You need JavaScript enabled to view it.
India mobile:  +91 9748269659
Hong Kong mobile:  +852 6740-1212

OWLS Global Workshops

'Classroom Matters' Workshops

Learner-Centred Classroom Methologies: an overview

Learners Leading - Maximizing Learner Involvement

‘Shell’ Learning Activities       

Teacher-Generated Materials

Active Listening Skills: Effective Questions and Empathy

Creating and Using Rubrics:  hands-on, collaborative classroom practice

The Global Classroom: Creating and Using ‘Connectedness’

Computers In The Classroom: managing (& benefiting from) the challenges

Continuous Assessment as Collaborative Learning

Student Portfolios: inspiring and guiding individualised learning

¨Back Pocket¨ Activities: being ready to use ¨extra time¨ effectively


Please Contact Us for more information.

Our Views On Classrooms for Life-Long Learners

Learner-Centred Classrooms

Learner-Centred Instruction focuses on the needs, abilities, and learning styles of individual students.
Learner-Centred classrooms involve Learners in:
- engaging in tasks which attract the learners' interest.
- handling content the learners find meaningful.
- relating specific topics to broader (global) inter-disciplinary,
complementary concepts.
- developing interpersonal communication skills: including team-work, cooperation, leadership, recognising and serving the group's interests.
- consciously building a range of their own life-long learning capabilities.
- discovering and exploring the bases for their own individual perspectives.

Equipping Teachers for Learner-Centred Classrooms

We work with you to equip teachers with:
- a range of classroom methodologies which encourage
learners to interact with materials in focused ways
- an awareness of frameworks for developing fundamental competencies:
- 'process' skills: brainstorming, structuring speech & writing, publishing
- learning styles: auditory, visual, kinesthetic, and more
- effective questions: Blooms Taxonomy
- inquiry-based learning frameworks:
- an overview of learner-centered approaches:
- PBL / TBL (Project/Task Based Learning),


The greatest sign of a success for a teacher to be able to say,
"The children are now working as if I did not exist."
Maria Montessori
The important thing is not so much
    that every child should be taught,
as that every child should be given the wish to learn.
John Lubbock

There is much more 'to be said' about the 'hows' and 'whys' of Learner-Centred Classroom management.  Please feel free to Contact Us ... with questions, suggestions, inspiration or concerns.

  Resources for Learner Centred Classrooms

OWLS Global - Your Partner in Educational Excellence