2769 Educators providing Lead courses delivered On Demand

the dance zone

Berkshire,

Becky Hi, I’m Becky, the Principal here at The Dance Zone. I began dancing at the age of 4, learning Freestyle, Ballroom and Latin American. At the age of 14 I became a Student Teacher and fell in love with teaching. I enjoy studying the theory side of dance and went on to take the Associate Teacher qualification in both Ballroom and Latin American with the IDTA; and Ballroom with the ISTD. I now have the pleasure of passing this knowledge on to any of our student teachers who wish to train to become qualified dance teachers and fulfil their own dance dreams. Quite some time ago, I discovered a love of authentic Street dance and still enjoy attending classes in this discipline. Over the years I have achieved qualifications to teach Zumba, Zumba Toning and Mash It Up Fitness, all great and fun exercise programs. I have had the pleasure of partnering students at competitions in the Blackpool Tower Ballroom, something I will never forget. I do not have a favourite style, I just love to dance; even my holiday every year is at a dance convention! Yes, dance is my passion, but it’s more than that, it’s who I am. Amy Amy Hi, I’m Amy, and I’ve been dancing at The Dance Zone since it opened in 2011 but have been dancing for 13 years. I have been a student teacher since 2017, I also take lessons in Tap dancing elsewhere. I have loved growing up and spending time with the other amazing student teachers and getting to know all the kids. Going to dance just provides me with a good opportunity to have fun and learn something new at the same time. Beth Beth Hi, I’m Beth, and I have been dancing since I was 3 years old. I started off doing ballet then moved to The Dance Zone at the age of 6. Dance was always something that I have loved so it’s amazing I have been able to continue dancing my whole life. I competed in several competition as part of a Street dance crew. I have taught dance since I was 12, I love being able to share my passion with the kids and being able to teach and dance with them. It’s rewarding to see the kids perform knowing that you helped to lead and encourage them. My favourite style of dance is street as it’s fun and allows for you to add your own style to routines. I have grown up with The Dance Zone and had the opportunity to be taught by and dance with amazing people and have amazing memories.

bernie wright

More information about my professional qualifications & approach. Bernie Photo April 2021.jpg BACP-Logo-18963.png ncfed-logo-1.png ‘‘Until we extend our circle of compassion to all living things, humanity will not find peace” Albert Schweitzer I began my therapeutic journey when I first qualified as a Counsellor in 2005. When I first started out after qualifying I very quickly recognised a common denominator in a significant proportion of my clients. So often they were presenting with low self-esteem, self-loathing, a limited ability to be kind to themselves, poor body image and problems with assertiveness tending to use anger as a way of communicating or were easily intimidated/bent against their will. Furthermore, I was working with a lot of clients who were clinically obese or painfully thin and I learnt very quickly that even the ones presenting with normal body weight were often abusing themselves by self-harming, substance abuse and poor diet. This is frequently coupled with difficult, challenging relationships with themselves and others, and they were commonly using food/alcohol/nicotine or other mood-altering substances to self-medicate. These early observations lead me on my first steps along the special interest path of eating disorders. In 2007 I trained as a Master Practitioner in Eating Disorders and Obesity at The National Centre for Eating Disorders (NCFED) and after qualifying I went on to become a Registered Supervisor. Over the following years through my specialist work, I built a solid reputation of being a caring and approachable therapist. I have an innate ability to very quickly put clients at ease at the same time as getting directly get to the heart of the presenting issues and work collaboratively to get the job done, whilst supporting the individual to move into psychological health and to live the life they deserve to live. After many years of established private practice work I began to turn my attention to an area I had often experienced as lacking when working with clients. Very frequently it became apparent that clients were experiencing a lack of awareness when it came to eating disorders from GPs, general counsellors and other relevant first points of contact. In response to this I began developing training sessions for professionals to begin to bridge the knowledge gap. After several years of running successful training alongside my practice, I have taken the decision to focus largely on the training side of my work. I do continue to supervise the work of practitioners seeking support in the field of eating disorders and people in larger bodies, as well as offering breakthrough sessions for new clients and undertaking family support work.

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oxford learning college

All the courses offered by Oxford Learning College are distance learning courses. That is to say, we do not have college premises for students to attend and all courses are accessed online. We offer distance learning courses online from Level 2 Diplomas and GCSEs through to Level 7 Diplomas and foundation degrees. Oxford Learning College is a registered educational institution and is an independent, self-financing organisation. Oxford Learning College has developed quality, flexible and open distance learning materials for adults and continues to invest in the development of innovative learning systems, from first levels to degree and professional training programmes. Oxford Learning College works in conjunction with other institutions to provide students with the most comprehensive learning materials and support them in fulfilling their academic aims. Oxford Learning College offers students a flexible approach to learning which makes education possible for those who may otherwise not be able to complete a programme due to geographical restrictions and/or work or home-life commitments. It also benefits those who prefer to be in control of their studies. Please read the full course description and time-scales for each course. About Distance Learning Distance learning in the past used to involve sending coursework and assignments by post to a college and waiting for a tutor to respond with feedback by return post. Now students use our online learning environment to access the course study materials and to contact their tutor. All correspondence is online, so you don’t need to worry about delays and can access your tutor or materials anywhere in the world – at any time. Studying via distance learning – whether for an A Level in Biology, a BTEC in Business Studies or a Level 3 Diploma in Counselling – gives students flexibility. We do not set homework deadlines or issue class timetables, so you can study in your own time, when it suits you. Distance learning requires students to be self motivated, which will help lead you to fantastic grades. Our student services team and tutors offer support and guidance throughout the course, and new students are given their study materials and helpful documents as soon as they enrol. You could enrol today and be starting your studies by this evening! Tutor Support Our tutors are available online to answer student queries and to mark assignments, thus offering high levels of support and guidance throughout the course. Our Student Services department team are also here to answer calls and emails from current and potential students. In this way you can feel supported every step of the way. Whether you are accustomed to distance learning or are considering it for the first time, talk to us today for advice about any of our distance learning courses.

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jikiden reiki uk

West Midlands

Reiki Ryoho (therapy) is the art of hands on healing originating in Japan in 1922, established by Mikao Usui (臼井甕男1865-1926). Reiki itself can be described as the universal energy of existence, which flows through all life and matter. It is completely natural and non-invasive, and when a Reiki therapy is received from a trained practitioner, it can assist in the healing of both body and mind. Treatments are carried out by the practitioner placing their hands directly on the recipient, who remains fully dressed throughout the session, normally laying on a treatment couch. By doing this hands on, the practitioner effectively acts as a conduit for Reiki energy to pass through him or her in greater abundance, assisting and boosting the natural healing ability of the recipient’s body. Reiki works not only on physical issues but can also improve mental health and outlook, and over the past few decades has become increasingly popular throughout the world especially in Europe and the USA, becoming recognized as an effective and important holistic health treatment. Trials and studies are now being held in hospitals and front-line medical staff. In Japan however, despite being the home of Reiki, the situation has been strikingly different. Although Reiki in Japan has, in recent years, been slowly growing in popularity, the majority of Japanese people still do not know or accept this wonderful non-religious healing practice. Before WWII Reiki had become very popular in Japan and was widely practiced, but from 1945, partly because of connections to the Japanese Navy and also because of medical laws instituted by the occupying forces, the Usui Reiki Ryoho Gakkai (the organisation established by Usui sensei) was obliged to stop openly practicing Reiki in order to avoid being shut down. Despite this however some individuals quietly continued to use Reiki from their homes, for friends and family. With the dramatic change of ideology in post-war Japan, people gradually lost interest and belief in traditional Eastern healing arts and it is only over the last thirty years, following its journey from pre-war Japan, first to Hawaii and then throughout the West, that Reiki has been reintroduced to Japan and is now once again being openly practiced. This Reiki practice however was a Western version of Reiki with varying degrees of change and influence in the way it is practiced, and many of the teachings are therefore either missing important, essential elements from the original system or have been changed completely. It was thought that Reiki had died out in Japan and from the time Western Reiki first reappeared all those years ago, many students had been trying to find the original teachings free from Western influence, and this lead to the door of Chiyoko Yamaguchi…

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calderstones school

Liverpool

I am exceptionally proud to lead and work in such a richly diverse school community in which students with different languages, cultures and religions learn together in harmony. The school's comprehensive nature is something that we value immensely. Our students are encouraged to explore, discover and question through a range of exciting learning opportunities both within and outside the classroom. The staff endeavour to provide a calm and stimulating environment where good behaviour and mutual respect is modelled by everyone and where everyone is valued. We work closely with parents/carers and the wider community to ensure the success of our students. We believe that children deserve the best possible chances in life and that they learn best when there are strong links between home and school. Over the last few years we have spoken constantly about raised expectations and we will continue to push this throughout this academic year, particularly as we look to re-set and recalibrate on the back on the impact of the pandemic. In every aspect of school life, we will raise the bar for students and staff with the view that 'nobody rises to low expectations'. In terms our curriculum delivery, student achievement and progress, their involvement in school and community life, the ways in which students wear the uniform and present their work with pride, the ways in which they speak to each other and the behaviours that they demonstrate within the school and the community in which it resides ... in all of these ways, our expectations will be more ambitious and explicit than ever before. To this end, we have developed a ‘Manifesto for Change’ which sets out the ways in which we aim to continue our journey to excellence and identifies the long-term priorities for the school. One of our main priorities this year will be to ensure, as far as we can, that no child is left behind and that every child is challenged by the curriculum that we have in place. Students should find things difficult, although not impossible, at times. They should struggle at times and be expected to think deeply about the work that they do. They shouldn’t be getting everything right all of the time; if they are, the work is too easy and they’re not being challenged. None of this means that they shouldn’t be enjoying their learning; being challenged can be enjoyable. The curriculum is the bread and butter of our educational offer and should be inspiring a real thirst for learning; we can only do this through supporting and challenging. I hope you enjoy finding out more about our school by browsing our website. Visits are encouraged and welcomed; we would be delighted to show you around our wonderful school.

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generation women

Belfast

I spent the first half of my career in a thick fog, and of course I got lost and ended up somewhere I didn’t want to be. I felt lost, miserable, and what little confidence I had was waning by the minute. I also became a total bore. I was consumed by how unhappy I was. I couldn’t even apply for another job because I didn’t know what I’d do. So I felt stuck. I had, by many measures, a great job, a great salary, in a great company. But I was in the wrong place. I was ambitious with nowhere to direct it, so it evolved into frustration! It took a fair bit of effort to turn it around, which started with working out what I wanted and developing some much needed confidence to get there. Thankfully I had a good basis with my Psychology degree, throw in a mountain of self-help books, a coaching and NLP qualification, a mountain of training on presenting and the like…and a real desire to build my brand, visbility, and expertise, meant I built a reputation for business and leadership transformation. That experience of having a big impact, being recognised, and having real influence made me feel like I could achieve anything. My values, purpose, and strengths were all aligned and I felt amazing! It came as quite a shock then to be confronted by my inner feminist one day. I’d had my first daughter (I now have 2), and was having a cheeky nap. You know how it is, I love my sleep! So for the first time ever, I sat her down in front of Nickelodeon so I could get some zzz’s. I was happily snoozing away when the advertising started to filter through to me. The ‘boys toys’ were all exciting and adventurous. The ‘girls toys’ made me want to vomit. All about being pretty and vacuous. I jumped off the sofa with an ‘oh hell no’! Ever since I was a little girl I’ve been driven by fairness. I think it may be because I’m the youngest of 4 and nothing ever seemed fair from my standpoint. My sister tells me of times I used to fight for gay rights at the dinner table and I was always arguing for what I felt was right (because it is). The one thing I’d never have called myself back then, or until that day, was a feminist. No, I’d been well trained by society to see feminists as embarrassing, hairy, dungaree-wearing angry women who made a show of themselves. This moment set a chain of events into action that lead me to start a political party where I live, and gave me the direction for the business I would later start.

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bee lingual

London

Carrie has over 30 years’ experience in education - now Director of Curriculum for the Brooke Weston Trust and a visiting fellow for Ambition Institute delivering NPQ training, Carrie was at that time the Principal of Peckover Primary School in Wisbech; a school with 54% of pupils, originating from many parts of Europe, having English as an additional language. This was a challenge that she tackled with great enthusiasm and creativity! Our first step was to re-write the curriculum completely, ensuring children were exposed to high quality texts and a wide range of vocabulary. Our classroom environments immersed children in their learning and our mantra was ‘talk, talk and more talk’. We planned structured oral opportunities into all our lessons, using the excellent ‘Tower Hamlets, ‘progression in Language structures; we had continuous provision from Nursery through to year 2 centred on language rich environments and opportunities. However, we discovered that once our pupils had acquired enough English to let them read, write and converse fluently, the progress of some began to plateau. These could be pupils who weren’t speaking their first language much at home, or reading books in it. In some cases, pupils were starting to lose their first language altogether, making it harder to build and develop their English. We sent a set of BeeLingual UK dual-language books home with every EAL child, so they could read stories in their first language and in English with their parents We used our bilingual Teaching Assistants to lead daily first language discussion groups to develop a rich and challenging vocabulary We used colourful discussion mats to pre-teach pupils in first language and English, deploying them alongside stems based on Progression in Language Structures Our pastoral team used first language emotion cards to help pupils describe and explain their feelings We introduced a ‘no hands up’ policy to promote lively class discussion We taught the whole schools songs in first languages and English Using the resources we were developing at BeeLingual UK, we introduced a whole raft of strategies to cultivate a rich vocabulary in first language and subsequently in English.

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oxford high school

Oxford

elcome to our website and our history. Oxford High School (OHS) to its devotees is a place of scholarship and learning tempered by spirit, fun and community. Justifiably proud of its extraordinary academic outcomes, OHS is a place where young women are prepared for a world where they give back to others who have not had the same opportunities. A place where young women are prepared for the demands of the future, led by committed and dedicated staff absolutely devoted to their students’ wellbeing and achievement. The women who find their way here are curious, sparky and delight in challenge of any kind, whether it is joining the water polo club, singing opera for the first time or managing our very own hives of bees. Leadership opportunities abound and we are so proud that our students lead the school, put on world rivalling conferences, write to world leaders and enable opportunities for all those around us. We are also lucky enough to be in the heart of a city which thrives on curiosity and learning. That is reflected at OHS, where Academics come into school to demonstrate the accessibility of an academic career as well as share the excitement of challenging world constraints, whether forging ahead with a new vaccine (Dr Sarah Gilbert), working to ensure that everyone belongs in a diverse world (Aduke Onafowokan) or even managing a country in the middle of a pandemic (Jacinda Ardern). These are not leaders who speak to the school as requested by staff, but rather our students who are given the confidence and aspiration to put their dreams into action. Don’t make the mistake, however, of believing that OHS is purely academic; we, and the Girls’ Day School Trust, understand how high achieving women learn, thrive and flourish. The Trust enables our young people to access a network of over 25 other schools, conferences run by women for women across the country, and an astonishing alumnae network of over 70,000 former pupils who are extending a hand to help your daughter find her own place in the outside world. Our pastoral care nurtures our young women to ensure that they succeed at their pace. Despite being a bigger school, our staff are absolutely dedicated to the young women in their care, get to know them and their ways of learning and do all they can to support them. That does not mean we lower our expectations but rather extend the safety net to ensure they are lifted towards their dreams. Any website can only give you a flavour of what happens beyond the doors but I urge you to come in, meet me and our dedicated staff whether virtually or in ‘real life’, and, above all, enjoy the sparky, original, curious, lively young women who flourish and thrive here. I look forward to sharing with you the magic of opportunity, fun and spirit that pervades our school.

faith brooke academy

London

Founded in 2013, Grace Brook Academy is a Christian School, located in Syokimau. We enrich the lives of our pupils, their families and the community through dedication to the principles of academics, discipline and faith. Our diverse student body, comprised of children from different regions, benefits from a progressive, modern, and congenial school setting, designed to foster academic achievement. We provide a safe, positive, learning environment that encourages the scholastic achievement of our pupils, as well as the development of their spiritual and social lives. Our staff is committed to providing high quality relationships, including faith in God, and practical skills as part of our school and life preparation. MISSION STATEMENT The mission of Grace Brook Academy is to provide a Caring, Christ-centered education producing students who thrive in the word. This is derived from the acronym CARE – Christ-centered: GBA sees its primary purpose to be a welcoming school where students can be exposed to the rich life of God’s love by knowing Christ personally. It is our desire that every student comes to a point where Christ is the center of their life, influencing every thought that they have and action they make, and in so doing they can spread His Word even further. Accessibility/Affordability: Allowing Christ to influence every thought and action, we model our school after Jesus’ example of making Himself available to all that would come to Him. He did not set Himself aside for the most privileged or most affluent, but rather was welcoming to all that wanted to hear Him. Following His lead, our goal is to be accessible to the greatest number of students and families possible. Real-Relationships: Motivated by love, God sacrificed His own Son, so that we could have a real eternal relationship with Him (John 3:16). Likewise, the evidence that we have a vital relationship with Christ shows up in the way we love one another. Having a personal relationship with Christ is central to every other relationship we have and as we pursue this relationship with Him, He will increase our desire to serve one another. Educational Excellence: Finally, as a school, these values are expressed in an excellent Christian education. We don’t believe excellence is compromised with accessibility and therefore we dedicate ourselves in the pursuit of academic excellence unmatched by both public and other private schools. It is our desire that each student develop a lifelong love of learning and improving themselves for the future. Our Vision To be a leading Christian based institution for early childhood education and to become a center for academic excellence. Objectives and Goals Grace Brook Academy is committed to preparing all students to thrive in the 21st century by providing a solid foundation in Christ and an education that will allow them to excel in college and beyond. GBA strives to develop critical thinkers who can give well-reasoned answers to challenging questions.

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daftein

Everyone one of us has the potential to reach our goals. It’s just a matter of discovering what our goals are and bringing that side of ourselves to light, making it a significant part of who we are. How do you do that? You could do self-study and muddle your way through it, or you could take on the services of a personal coach to work with you on your development. Personal coaches can help you with a range of concerns. The most skilled of them will take your personality into account, understand what you want to achieve and tailor their guidance to suit your growth style. Finding a coach who gets you is already half the battle in your quest to live more meaningfully. A coach could be an invaluable asset to you in the following instances: Showcasing yourself as the best candidate for a position at work Learning to cope with and gradually move on from a loss Effectively marketing yourself and your business to expand your network Projecting yourself as a confident public speaker Finding a purpose in life, and more! Three people having a discussion outdor THE COACH Nahal Motahari NAHAL MOTAHARI My coaching method involves fostering an accurate and empathic understanding of your life journey as an individual who is willing to explore the meaning behind and the answers to questions like Who am I? What do I want to do? How should I overcome any challenges that stand in the way of my personal or professional development? In my quest to further improve upon my skills as a coach and my ability to guide you, I’ve taken and earned certifications in several courses that I apply holistically in my practice: Socratic Questioning in Psychotherapy & Counseling Working with Resisting Clients Choice Theory- Reality Therapy- Lead Management MBT (STEP-1) Workshop Mire Healthy Personality Workshop Nahal’s Coaching Method No coaching session of mine is the same — I adjust each encounter based on your needs and the progress you’ve made. To keep a little structure, however, I follow a certain flow to establish our direction and pace: First, you and I set up a session or two getting to know each other so the subsequent sessions will be open and relaxed. During this period, I will ask some questions to discern your needs and goals. The following session will then deal with the formalisation of the coaching agreement, wherein I will present the coaching strategy that I believe will benefit you most. As this is about your development, your input on my plan is very welcome. Together, we can fine-tune the map of your coaching journey. When that’s taken care of, you and I will embark on an exciting journey of self-discovery. I will be there to help you develop positive habits, attitudes and ways of interpreting situations so that you can eventually reach a point in life wherein you are comfortable and confident in your true self.

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