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The Johari Window

The Johari Window is a psychological model developed by Joseph Luft and Harrington Ingham. It’s a tool for improving self-awareness, communication, and interpersonal relationships. The model consists of four quadrants:

1. Open Area:

Represents what is known to both the individual and others.

Example: A teacher's strengths in lesson planning, openly acknowledged by colleagues.

2. Blind Spot:

Represents what others know about the individual but the individual is unaware of.

Example: A teacher might not realize they interrupt students frequently, but colleagues notice it.

3. Hidden Area:

Represents what the individual knows about themselves but keeps hidden from others.

Example: A teacher might feel insecure about their subject knowledge but doesn’t share this with colleagues.

4. Unknown Area:

Represents what is unknown to both the individual and others.

Example: Untapped potential or skills that emerge only in new situations.

The goal of using the Johari Window in mentoring or coaching is to expand the Open Area by:

Sharing more about oneself (reducing the Hidden Area).

Seeking feedback to uncover Blind Spots.

Exploring new experiences to reduce the Unknown Area.

This model is particularly useful in mentoring and coaching as it fosters trust, self-awareness, and effective communication.

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The Johari Window is a versatile tool for improving self-awareness, communication, and relationships. Here are some practical ways to use it effectively:

1. Expanding the Open Area

Share More About Yourself: Open up about your thoughts, feelings, and experiences with others. This builds trust and strengthens relationships.

Example: In a mentoring session, a mentor might share their own challenges and how they overcame them, encouraging the mentee to do the same.

2. Reducing the Blind Spot

Seek Feedback: Actively ask for constructive feedback from colleagues, mentees, or peers to uncover behaviors or traits you might not be aware of.

Example: A teacher might ask a colleague to observe their lesson and provide feedback on their teaching style.

3. Exploring the Hidden Area

Self-Disclosure: Gradually reveal aspects of yourself that you usually keep private, especially in safe and supportive environments.

Example: A mentee might share their insecurities about classroom management with their mentor, opening the door for guidance and support.

4. Discovering the Unknown Area

Try New Experiences: Engage in activities or challenges that push you out of your comfort zone to uncover hidden talents or potential.

Example: A mentor might encourage a mentee to lead a workshop, helping them discover their ability to inspire and teach others.

5. Team-Building Exercises

Use the Johari Window in group settings to improve team dynamics. Encourage team members to share their strengths and seek feedback from one another.

Example: A department might hold a workshop where teachers identify their "Open Area" traits and discuss how they can collaborate more effectively.

6. Role Plays and Simulations

Practice using the Johari Window in role plays to simulate mentor-mentee interactions. This helps participants understand how to give and receive feedback constructively.

7. Reflection and Growth

Regularly revisit the Johari Window to reflect on personal growth and changes in relationships.

Example: A mentor might use it as a tool to track their progress in building rapport and trust with their mentees.

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Decision

Language

Time

Action

Creativity

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Time and Space

The Future comes to Us

An Event

Time is Possibility

Time is Opportunity

Kairos

Chronos

Aion

Relationship to Time

Social Time and Personal Time

Acceleration

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Make Grow

Make Beautiful

Make Autonomous

Make Happy

Make Healthy

Care for the Self

Care for the Other Human

Care for the Other Living

Care for the Planet

Traditionally perceived as Feminine Values

Change the Current Climate to a Climate of Care

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Practical Information

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Activity Three: How to Bring Care to the Classroom?

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Activity Three: How to Bring Care to the Classroom?

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Fixed Mindset

Growth Mindset

Disposal

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Motivation

Expectations

Take-aways

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1948: Human Right / Article 1

Instrumentalization

The Visible versus the Invisible people

The expectation to be/have:

Important

Heard

Seen

Considered

A Place

A Role

A Voice

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Open and Closed
Think possible
Think cooperation
Think involvement
Think global
Act local
Act non-violent
Act inclusive

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Activity Five: Bringing Mindset to the Classroom: Problem Solving

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Activity Five: Bringing Mindset to the Classroom: Problem Solving

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Effort leads to Rewarding

Gratefulness

Being Attentive

Recognition as a Permanent Goal

Exist versus Live

Ipse versus Idem

Empty Lives

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Link Between SLII and Mentoring

Adapting to Mentee Needs: SLII categorizes individuals into four development levels (D1 to D4) based on their competence and commitment. Mentors can use this framework to tailor their approach:

D1 (Low Competence, High Commitment): Beginner teachers may need more directive guidance and structured support.

D2 (Low Competence, Low Commitment): Teachers facing challenges might benefit from encouragement and coaching to rebuild confidence.

D3 (Moderate Competence, Variable Commitment): Experienced teachers new to the school may require a mix of mentoring and coaching.

D4 (High Competence, High Commitment): Highly skilled teachers might thrive with autonomy and peer mentoring.

Leadership Styles: SLII suggests four leadership styles (S1 to S4) that align with the mentee's development level:

S1 (Directing): Provide clear instructions and close supervision.

S2 (Coaching): Combine guidance with encouragement and collaboration.

S3 (Supporting): Facilitate self-reflection and decision-making.

S4 (Delegating): Empower mentees to take ownership of their growth.

Link Between SLII and Coaching

Goal-Oriented Approach: Coaching aligns with SLII's emphasis on achieving specific outcomes. Coaches can use SLII to identify the mentee's development level and adjust their coaching style accordingly.

Facilitating Growth: Coaching often involves asking open-ended questions and encouraging self-discovery, which corresponds to the Supporting and Delegating styles in SLII.

Link Between SLII and the Johari Window

Self-Awareness and Feedback: The Johari Window complements SLII by helping mentors and coaches understand their mentees' "Blind Spots" and "Hidden Areas." This insight allows leaders to adapt their style to the mentee's needs.

Building Trust: SLII's focus on rapport and trust-building aligns with the Johari Window's goal of expanding the "Open Area" through feedback and self-disclosure.

By integrating SLII, mentoring, coaching, and the Johari Window, you can create a dynamic and responsive approach to supporting teachers.

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Defining versus Questioning

The Course Outline and Method

Focus on "How come" and "the Fact that"

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The BOOST model is a practical framework designed to help people give constructive and effective feedback. It’s especially useful in educational and professional settings where clarity and growth are key. BOOST is an acronym that stands for:

Balanced: Feedback should include both positive and developmental points. This helps maintain motivation while encouraging improvement.

Objective: Focus on facts and observable behaviours, not personal opinions or assumptions.

Observed: Base your feedback on what you’ve directly seen or experienced, not hearsay.

Specific: Be clear and detailed about what the feedback refers to—vague comments don’t help anyone grow.

Timely: Give feedback as close to the event as possible so it’s relevant and actionable.

Think of BOOST as a checklist to ensure your feedback is clear, fair, and impactful. It doesn’t prescribe a rigid structure like some other models (e.g., SBI or AID), but it ensures the quality of what you say is high

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Who Am I?

Me and Myself

The I-Perspective

The You-Perspective

The His/Her-Perspective

The Us-Perspective

The Them-Perspective

The Group-Perspective

The Nation-Perspective

The European Perspective

The Anthropocentric Perspective

The Global Perspective

The Total Perspective is not Possible

Modesty

Humility

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A common good that needs protection
Learning space where people feel safe
Learning space where people care
Learning space where people trust
Space where people grow their capacities and knowledge
Space where people "co-..."
Space where people make and act
Library - Laboratory - Factory
Learning to know, to do, to be and to live together

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Faith in what is, not in what is to come (Things)

Switch of Goal and Mean

Trend of Urbanization of the Planet : Anonymity & Efficiency

Necessity versus Contingency

Discrepancy between what we think and what we say, between what we say and what we do

Acceleration

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A Gift, a Task, an Opportunity and an Obstacle

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A Gift, a Task, an Opportunity and an Obstacle

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Jigsaw Technique / Story Puzzle

I would like to wake-up in the morning without ...

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Activity Two : What makes us being tired? What are we tired of?

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Activity Two : What makes us being tired? What are we tired of?

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Jigsaw Technique / Story Puzzle

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Activity Four: Writing a Social Media Post from Different Perspectives

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Activity Four: Writing a Social Media Post from Different Perspectives

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A Classroom with multiple spaces/zones
Horizon
Silence
Light
Colour
Line
Walls cut perspective
Flexible building blocks
Transformable
Animals
Plants

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Global Citizenship Education (GCED) is a transformative approach to teaching and learning that equips individuals with the knowledge, skills, values, and attitudes necessary to contribute to a more inclusive, peaceful, and sustainable world. It emphasizes the interconnectedness of all people and encourages learners to think critically about global issues, take informed actions, and respect cultural diversity.

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What's a Good Life for a Human Being on Earth?

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What's a Good Life for a Human Being on Earth?

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Historical Answers

Ancient Greece

Christianism

Renaissance and Humanism 1.0

Rationalism

Alienation from the Self

Marriage of Love

Alienation from Nature

Work-Life Balance

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Ignorance > enemies of Global Education
Knowledge supports Global Education
Transmission of knowledge remains essential and critical

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1. Activity Part 1: Expanding the Johari Window (40 minutes):

Participants pair up and use the Johari Window template to share traits in their Hidden Area and seek feedback on their Blind Spot.

Encourage honesty and constructive discussions.

Debrief as a group: Discuss how sharing and feedback expand the Open Area.

2. Activity Part 2: Situational Mentoring Role Plays (60 minutes):

Divide participants into groups and assign SLII development levels (D1 to D4) to role-play scenarios:

Example D1: A mentee is unsure about classroom management (needs directive guidance).

Example D3: A mentee has moderate competence but lacks confidence (requires supportive mentoring).

Assign each group a Johari Window-based challenge to address (e.g., encouraging self-disclosure or reducing Blind Spots).

Rotate roles (mentor, mentee, observer) to ensure diverse perspectives.

3. Activity Part 3: Feedback Workshop (40 minutes):

Participants practice giving feedback based on role-play outcomes.

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Resentment
Anxiety
Nostalgia

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Mentoring vs. Coaching

While mentoring and coaching share similarities, they differ in their approach, purpose, and dynamics:

1. Mentoring:

Focus: Long-term relationship aimed at personal and professional growth.

Approach: Directive; the mentor shares their knowledge, experience, and advice to guide the mentee.

Goal: Career development, emotional support, and confidence-building.

Example: A senior teacher mentoring a new colleague, helping them navigate school culture and develop teaching strategies.

2. Coaching:

Focus: Short-term, goal-oriented process targeting specific skills or outcomes.

Approach: Non-directive; the coach facilitates self-discovery by asking questions and encouraging reflection.

Goal: Performance improvement and achieving measurable results.

Example: A coach working with a teacher to improve classroom management techniques through structured feedback and action plans.

In essence, mentoring is about guidance and relationship-building, while coaching emphasizes self-reflection and skill enhancement.

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Peace

Tone of voice

Choice of wording

Active inclusion

No judgement, no blaming, no pointing out

Non-Violent Communication: speaking in terms of needs

Disagree without being Disagreeable: listening

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1. Integrate Building Blocks into Existing Curriculum

2. Map the Building Blocks to current subjects or themes. Help students understand how their actions relate to the broader world.

3. Use art to develop empathy

4. Project-Based Learning

5. Collaborative Learning : Foster teamwork

6. Conduct experiments to demonstrate the greenhouse effect and global warming.

7. Climate Emotions Wheel : Address the emotional impact of climate change on students.

8. Inquiry-Based Learning : Encourage students to ask questions and explore climate change topics independently.

9. Create an open and safe space for students to engage critically with diverse perspectives.

10. Connect classroom learning with community service projects.

11. Promote understanding and appreciation of different cultures.

12. Youth Voice & School Democracy

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I Say what I Think

I Do what I Say

From Plan to Action

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Introduction Activity to Building Block 2

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Introduction Activity to Building Block 2

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Use the classroom space and put yourself in a vulnerable position. Express with your body what is feeling vulnerability.

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Basic Principles of Mentoring

1. Building Trust and Rapport:

Trust is the foundation of any mentoring relationship. A mentor must create a safe, non-judgmental space where mentees feel comfortable sharing their challenges and aspirations.

Techniques: Active listening, empathy, and consistent support.

2. Clarity of Roles and Expectations:

Both mentor and mentee should have a clear understanding of their roles, responsibilities, and the goals of the mentoring relationship.

Techniques: Setting ground rules and discussing mutual expectations at the outset.

3. Focus on Growth and Development:

Mentoring is about fostering the mentee’s personal and professional growth, not just solving immediate problems.

Techniques: Encouraging self-reflection, goal-setting, and skill development.

4. Confidentiality:

Maintaining confidentiality builds trust and ensures open communication.

Techniques: Explicitly agreeing on what will remain private within the mentoring relationship.

5. Adaptability:

Every mentee is unique, so mentors must adapt their approach to suit the individual’s needs, personality, and context.

Techniques: Using frameworks like Situational Leadership II to tailor mentoring styles.

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Activity Seven: Individual School Presentation including Project Presentation 

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Activity Seven: Individual School Presentation including Project Presentation 

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Vulnerability of the Self

Vulnerability of the Other Living

Vulnerability of the Planet

Physical vulnerability

Mental vulnerability

Social vulnerability

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Interconnected dignity

Mapping interconnectivity of the self, of the classroom, of the school, ...

Identify and localize situations of indignity

Express personal experiences of Indignity

Express personal bio & lifeline

Move from expressing & identifying to projects

Move from projects to action

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Translating Building Blocks into Behaviour

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Translating Building Blocks into Behaviour

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1. Active Listening:

Fully focus on the mentee’s words, emotions, and non-verbal cues.

Techniques: Paraphrasing, summarizing, and asking clarifying questions to ensure understanding.

2. Asking Open-Ended Questions:

Encourage mentees to think critically and explore their own solutions.

Examples: “What do you think could be done differently?” or “How do you feel about this approach?”

3. Providing Constructive Feedback:

Offer feedback that is specific, actionable, and focused on growth.

Techniques: Use the “feedback sandwich” (positive observation, constructive critique, positive reinforcement).

4. Encouraging Self-Reflection:

Help mentees analyze their experiences and identify lessons learned.

Techniques: Journaling, reflective discussions, and self-assessment tools.

5. Goal Setting:

Work with mentees to set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals.

Techniques: Break down long-term goals into manageable steps and regularly review progress.

6. Role Modeling:

Demonstrate professional behaviors and attitudes that mentees can emulate.

Techniques: Share personal experiences and lead by example.

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Activity Three: Choose a Song about Vulnerability

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Activity Three: Choose a Song about Vulnerability