2023 June - Sessions - Today @ Apple @ Jewel

Decided to pick up some basic tips on the products: iPad Air (5th generation) and iWatch (SE) this holiday, especially when I felt quite handicapped when handling the new devices. Though I've used the iPad for more than 10 years. Well, my 2nd iPad (i.e. the iPad Air) lasted for more than 9 years, the features that come with the 5th generation is definitely a far cry (for me) from what I used it, especially when it's equipped with an Apple Pencil. 

On 2 June 2023: Apple Online Training, an one-hour online session over the phone an 

Glad that I chose to have the session before I depart for my trip as it offers some very useful tips. 

Initially, I thought it was a face-to-face online session but it turned out to be (really) via the phone, and screen control where both the trainer and me could interact through the same screen. Of course, the trainer is a very experienced one who could immediately diagnose what went wrong or preempt what I would do. I'm impressed. 

The MOST valuable tip is, use the Apple Pencil as a pencil. Do not treat it like a status, which could be confusing. By doing so, it helps to connect to our prior 'pencil' use experience, which I think it's easier (when the 'role' is more well defined, though more compartmentalise). 

Also discovered (and understood) some helpful features that come with the pencil, e.g.. we could write the URL instead of typing, and how a single stroke (straight down) could join 2 words or split a word. Of course, the anyhow scribble is the command to erase what's wrongly written. Nevertheless, these apply only when it's in the mode when the written text becomes a typed text; not the handwritten kind (which we'll still need to find the eraser to do the job).

More importantly, I need to know I should not be bothered with the animation at the "General"/"Settings" page as it's something that would stay there.

Apart from having the main objective achieved, I learnt that the iPhone comes with a phone screening feature (which has been there for a long time) that silences phone calls from unfamiliar number (to reduce spam calls). That got me appreciate the iPhone (& its features) more! Well, when the number could not get through, one should be smart enough to send an email or WhatsApp message if it really requires my attention. 

How to set/ Where to find the setting: Settings > Phone > Silence Unknown Callers 

On 15 June 2023: Getting Started with iPad

A useful session that I wished I would have attended the session before the trip.

On the other hand, could be a blessing in disguise, i.e. after experiencing some challenges, the need to attend the session is more obvious.

Some useful tips uncovered in this session are

• To shutdown (normal) the iPad, press top solo and top side button at the same time.
• To force shutdown the iPad when the screen was frozen is not as difficult as I went through during the trip. Frankly speaking, I was quite upset on the day when I was stuck with the camera app and eventually the screen was frozen in my Day 2 in Sydney. The YouTube clips were not that helpful though I eventually managed to force shutdown after several attempts. The truck is, quickly press the top volume button, followed by the bottom one, then hold down the solo button on top for a few seconds. That is so hassle free!
• To screenshot, hold top side button then press top solo button to shut down.
• Came to know that there are 3 microphones in the iPad - the dot on top (in- between the speakers), the one built-in with the USB-C charging outlet, and the dot below the camera (back of the iPad). 
• When camera is activated, teh side buttons serve to "shoot".
• Configuration of the shortcut panel after swiping right on screen, to put in the most frequently used app.
• Understanding the purpose of the APP LIBRARY that is automatically generated in the last page (be it in the iPad or iPhone) and how it works - it helps me to appreciate its existence 
• Multiple selection when organising the desktop - to hold down and slightly drag down/ out of place for the 1st app icon, followed by using another finger to tap the remaining (desired) icons

Though I already know some of the features, there's always something new to learn and take away. 

Well, I would still forget those lesser used features - learning is always learns driven. But the awareness would be useful when the need arises. At least, I know that the device is capable of doing something that I need at that point of time.

On 16 June 2023: Personalising Your Apple Watch

Received the watch as a lucky draw prize in 2022 October/ November staff dinner. Did not unbox it until February this year when the strap of the fitness watch (from HPB) broke. Was not so keen to start using it as its operation is dependent on the battery, which means its life span is determined by the life span of the battery which would depict over time; it also means need to get the relevant charger to charge the battery! 

Nevertheless, can't just leave the expensive watch there. I was a bit clumsy when first started using it. Only learnt the simplest features - I actually had to ask advice from a colleague - even the simplest setting like how to turn off the noise alert from the watch so that it would not sound in the middle of the singing of the national anthem!  

Saw this "advertisement" after the iPad session, and decided to sign up to learn more about the iWatch, though having to make another trip to the Apple Jewel store. Fortunately, the timing was right and it's not that far from home.

In the session, I learnt that we cannot decouple the iWatch and iPhone. The controls are mostly easily done via the iPhone app: iWatch, which I had not been bothered to explore though sometimes it prompted for updates. 

The first thing that caught my eye was the trainer's watch wall paper - the animated/ jumping mini-mouse. Now, I know this wall paper setting can be much more easily done through the phone.

In addition, I also get to figure how how to stop the default notifications coming from the watch, which could be quite distracting and irritating, sometimes. Hooray! Of course, from another perspective, I have these inconveniences because I'm using an iWatch. It would not have been an issue if I'm just using a normal watch! 

One very useful tip that I learn is using the iWatch to ping for my iPhone if I could not find it. 

This would be the most useful feature I learn from this session! Probably something that I could share with others :P

LINK to clip

One other interesting fun stuff is the Walkie talkie feature. It works just like a phone! 

Glad that I found this session, that happened so timely. 

20230616 Flipped Learning: Dive Deep with Productive Failure (by Prof Manu Kapuar)

Some new perspectives and takeaways from the 1.5h session. 

The key takeaway from the session is the 4F approach to Flipped Learning: FAIL, FLIP, FIX/FORM, FEED

Heard about "Productive Failure" - which is not new actually... heard this many years back but had not really take a look at what it is. Literary, it is about learning from failures which are opportunities created for students so that they learn from these attempts that would potentially lead to failure. 

This session has unveiled (to me) the thinking and intent behind it - which is active learning, a deliberate approach to get students go through experience where they could learn something new or are required to put together some knowledge and skills to solve an unstructured non-routine. Through these experiences which students should somehow capture it somewhere - in their heads or recorded somewhere, they derive or create new knowledge or bite size knowledge, followed by instructions (facilitated the teacher) that enables them to construct new knowledge/ deepen their understanding. 

Flipped learning is not new. It has been there, and was an innovative practice in the early days when technology was introduced to classrooms - a new way when students (were expected to) take ownership of their own learning and teachers would facilitate discussions to consolidate learning (where facilitation is the key word here).

• Adapting from what Prof Manu described in the form of the model, putting it simply: Flipped Learning started with "FLIP > FIX/ FORM" approach. 
• The assumption is - the students (or learners) are self-motivated and self-directed. The approach failed badly when many students or some students did not carry out the "flipped" part of the lesson, which tested teachers' ability to facilitate an uneven group of students. 
• Its true spirit would not come in play unless there is a force to push student to commit themselves to learn on their own first. On the other hand, we cannot dismiss that, there are students who are actually self-driven and would benefit from this approach very well; unfortunately, not to the mass. There are too many factors. 

To deepen the practice (flipped learning) as Prof Manu described... I would say, to make flipped learning work (more) effectively, it would be necessary to introduce some elements of engagement in lesson/ activity design. 

When it comes to flipped learning, most of us would think of some passive activities like reading notes or watching video - which of course, Prof Manu pointed out that these seemingly passive activities actually requires students to use their brain to actively process what they read or watch! But, it's considered a lower form of activity. He is right! The brain must be doing something else nothing goes into the head! 

So, what's this engagement element? In his presentation, (of course) he advocates the introduction of Productive Failure to engage students through (hands-on) activities that require student to actively think, process, test, observe, etc.... (FAIL). Then make sense through the accompanying materials (FLIP). Back in face-to-face engagement would be the FIX stage when teacher facilitates consolidation and provides FEEDback. 

Indeed, putting the "Productive Failure" component aside - which definitely requires us to think deeper to design such experience, we could generalise the FAIL stage to just active learning (which could take different forms, e.g. experiments, onsite survey, observations, problems, construction of ... (models), etc. This engagement would probably bring in more success to Flipped Learning.

• Activity (active engagement, individual or small groups) | Flipped (prepared materials - read/ watch) | Classroom consolidation | Feedback to Practice or work done

Exploration: Padlet - GRID & MAP in SECTIONS

In the recent months, Padlet has introduced a new feature, i.e. SECTION into some of the formats like GRID and MAP. 

This is indeed a great feature, for someone who loves to organise information in a clean and structured manner. 

So far, have tried GRID with SECTIONS. Love it! 👍👍👍

• When I have used it to organise photos of my trip! Love this, as it enables me to organise photos taken in various places within the same city! With this, I require fewer pallets to the organise the photos as I can now easily categorised them within the same pallet. It does take a bit of effort, for a start, to ensure the photos are posted in the correct section or to re-organise it. 

• Here are 4 pallets did in this manner in my recent trip:
• 3-5 June: On the Move… from Singapore to Adelaide, & in Adelaide
• 6-7 June: On the Move… in the Indian-Pacific train
• 7-9 June: Sydney
• 10 June: Home Sweet Home

Make an attempt to use MAP with SECTIONS. 

• Here's one created for the upcoming iLight Singapore 2023 visit. 
• The idea is to post photos taken at each location/ installation.
• Have named each location as a section...
• However, notice that it requires one to indicate the location - can choose from a list after entering the name of the road or structure. HOWEVER, this has to be done for each post for the section. 
• It's going to be a real hassle if I have more than one photo for each section (see 1st image below for #1 Glacier Dreams) ☹️
• For this, I think GoogleMap certainly has an edge over what Padlet can offer.
• Discover that the panel will be re-positioned to the bottom of the page if the display window on the desktop is too narrow (see 2nd image below)

"What would I tell my Best Friend to do?"

Got this from the PINKCAST - a means to look at the problem slightly differently, to some extent, from a more "neutral" perspective - the technique is known as self-distancing - so that we can prevent ourselves from 'sinking' in the problem.

Come to think about it, it's like talking to the yellow duck. Talk it out - have an audience. 

But now, using the duck as a friend, 'displace' the problem to it so that it would turn out to be the one that has a problem needed some advice from us.

 

READING: A little reflection.... More than a Little

A beautiful book - bought... thought it would be a nice appreciation gift. 

On reading... Realised it's a nice healing book for myself... yes, the words... seemed to be speaking to me.

I work hard, very hard. I'm hardworking... at my job.

I think hard, think very hard. I've been very thoughtful - for others, for my organisation. Probably something that I have done very little for myself. The words here are affirming. Love it! 

It says, "You're gooder than good, and you're kinder than kind." I believe I've lived up to these words most of the time, although it may not, from others' perspectives. 

On another note, I cannot claim that I'm as "bighearted" as I wish I could.

I mind things that are against the natural law that I define. I try to be see things from the bigger picture, and attempt to see from others' perspective. Unfortunately, when it seemingly does not make sense to me. It basically does not make sense to me. I can be unforgiving, in my own ways. 

Nevertheless, I would strive to be make a difference everywhere I go. Though, this difference may not be appreciative by those who have been impacted because my doing it could be one of the darkest days of these people. It requires maturity to really and truly appreciate, I believe. Hence, my ROI may take years to come back, or may never come... well, all in all, still, I've made that difference, the desired difference - at least, that's good enough.

I more than a little appreciate "me" (you).

READING: Reflection - Touching the Stars with the monkey and the butterfly

Like small easy reads like this... not just because it's "books of few words", but there are lots of inferences we can make along the simple (yet not so simple) story line. 

It started with a pair of acquaintances, with one being more passive, and the other being curious. It explicitly articulates some key ideas and reminders along the way (in their journey).

The 1st one was the monkey's reply to the butterfly that "Just because something's always there, it doesn't mean we should take it for granted." It's a very important reminder. Sometimes, it's not only that we take for granted its presence and assumed it would always be there, and worse, sometimes, we even complain about it and abuse it in our own ways, and did not even appreciate its existence or presence. We won't know and feel its impact and importance until it is gone, until we discover the inconveniences or wonder why things no longer as smooth sailing as it is. 

The monkey has a wish, i.e. to touch the moon... but it seemed had not done much to try making it come true, reason being "too afraid of falling". Yes, no doing anything is also doing something - i.e. decided to resign to fate? Probably also because, it is all alone, by itself. So, what else can it do - with this limited 'capacity'?

How about the butterfly? Its role is the encourager that attempts to ignite the kind of enthusiasm that's currently absence in the monkey. It is optimistic and believes in possibilities. The "fear not" and "why not" attitude matters a lot! It comes the driving force - to continue to pursue in the dark times, in challenging times. It does not take things granted, but it magnifies them to see the positivity in them - .e.g. (... things that make one smile...) It' snows small if it makes you smile. Once again, it shows how it appreciates things arounds, no matter how small it is. Think about it, it sounds like an old sage! 

"Everything comes to an end" - which sounds very sad. 

From another perspective, "but whenever something ends, something new begins". 

Some equivalents & deliberation... While 天下无不散的宴席，柳暗花明又一春；塞翁失马，焉知非福也？

I think what's more important is... any "ending" should not be treated too lightly, and we have to recognise that it's not about ending a relationship, too... instead, relationship should be one of the outcomes of the ending of an episode or stage. This is really very important, especially in this very real and connected world! The world is really very small, when people are so well-connected today. One may meet or work with each other in other future episodes. We have to recognise... each engagement is about building one's relationship, and trust and confidence are two elements that come with this relationship. 

This point was illustrated twice in the story - the monkey & butterfly's encounters with the snake, as well as the bird (towards the end of the story). Good reciprocates good. Sometimes, one never know how the other party has sacrificed to render the necessary support, just to help one to succeed selflessly - not for a reward, because "being able to help others, is a reward," replied the snake.

Because of this willingness to help, to selflessly give... one has actually stretched its capacity.... "as it takes someone very strong to help others with their problems, while they are dealing with problems of their own."

One other point - which is very real world, is being illustrated through the perception that the monkey and butterfly had with the snake. Nevertheless, I like how they approach it. They describe how they feel when the realised the "vine" is the snake, and were fearful that the snake would be angry. However, the snake responded "we often assume the worst... but appearances can be deceiving."

The climax comes towards the end when the bird lifted them up to the volcano, to borrow its power to send the monkey and the butterfly to the furthest point (nearest to the moon and star). 

The fear of being placed at the edge - "It's okay to be scared," replied the bird, "bu no matter how bad the storm gets, it will always pass.". Isn't that encouraging? It's just like we were at the moment just before the exam, just before giving an important presentation, or meeting someone important who would determines our progression? This sounds so familiar! Looking back, we would be able to count... some of those moments that left such heavy impressions in us, and there are also countless that we had to brave through.... "Our emotions come and go, just like clouds in a stormy sky." replied the bird. To manage this, like what the butterfly said, "a calm mind is the best weapon to use against a challenge".

How to manage the fall? What happens when one fails? What's the attitude to face it? 

The moment when the bird flew to pick up the pair, it said, "even though we can't control the outcome, we can always control our actions."

In reality, "Life doesn't always go as planned" (from the monkey) and "sometimes, the unplanned moments are better than the planned ones" (from the butterfly). "Following your dreams is never silly" (from the snake)

Hence, while we may plan, we still need to plan because without a plan is planning to fail. But, we need to exercise flexibility and be adaptable, and accept change is constant, ride along it and brave through the storm and enjoy the fruits. When we look back at peacetime, we would be so proud of ourselves as we have grown each time as we move on the journey. 

 

Fostering Mathematical Thinking: Disposition for Future Ready Learners

This is the keynote address of the Mathematics Learning Day 1 (18 April 2023), by Dr Tan Liang Soon. 

He started off asking the question, "Can our students be adaptable & resilient for the VUCA work demands?" 

Indeed, looking inward, I wonder... perhaps as educators, we should ask ourselves the same question, too!

I guess, we already experienced the first wave more than 20 years ago, when the ICT Master Plan was rolled out to all schools. I guess, the emotion was a mix of excitement (hope!) and anxiety. Back then, many would not have imagined how life would be like once technology was first introduced to schools, and no one, more than 20 years ago, could have imagined how technology has become part of our livelihood today, and how undetachable it is (to us)! No, the ICT Master Plan did not prepare us for this massive change. It first came as a means to improve how teachers teach, hence the way students learn (in the form teachers dished out the lessons), but not about changing how students learn.

To answer the question, have we, the educators, adapted? 

Yes... over time. Those who could not, they probably belong to the group we infamously labelled as "those who were resistant to change" or "technology" (more specifically). Many were those near retirement age, then... and that was probably the group that most HOD ICTs had to face and struggle with, while trying to carry out the mandate. Then, we allow those who could fly be the champions in the school, and of course, some of those champions landed up with key roles in the ICT department. The transition was tough, though varying degree - depending on the profile of the school (also the school leadership) and the staff. 

Can I conclude those who survived till today had demonstrated resilience? Probably yes. OR because they were not given a choice as teaching is their means of living, hence they have to follow the flow? After all, this flow doesn't end up bad, isn't it? Because we acknowledge that change is inevitable and change is constant, we been change in order to keep up with what we are supposed to be doing? 

Those of my era... and survived in the school system (till today) - kudos to us! Knowingly or unknowingly, we braved through the tough weather. We learn to be adaptable, not just the way we do things, but also our way to think, our mindset. Not bad, after all, when we look back. If we were determined to be resistant to change, we probably would be the rare few cavemen around. Continue to remain in the cave... and being isolated from the society. 

About Abstraction: 

To illustrate abstraction, Liang Soon used the example, on how the engineers managed to pin point at the problem that caused the train delay of the circle line a few years ago - to illustrate how data scientists draw connections from what they know and exercise flexibility when handling data (non-routine, seeing from a think-of-the-box way) to solve problem.

Video: Analysis of Circle Line Breakdown - DataScienceSG

One trait he highlighted was, being able to arrange or organise data points in the way it makes sense, the ability to notice is critical, and it comes with the ability to imagine! 

Making relationship between dots to form some kind of patterns that may or may not make sense is the starting point. 

To be able to do this, the desirable attributes of Problem Solvers would be Perseverance and Problem Solving (spirit!).

Abstraction is about extracting underlying structures, patterns or properties of a mathematical concept. 

What is the big idea there? 

Let's figure out how to leverage mathematical processes to develop competencies in abstracting and reasoning!

OPAL (5 Feb 2023) Functional Behaviour Assessment

An OPAL course: SEN:se Online PD Unit 4.1

I wonder: What is "Functional" behaviour? What does it mean, and what has it got do with managing situations arises in the classroom?

Indeed, it's my understanding of the word "Functional".

After attending the online module,

I understand: 

The word "functional" seems to inform what is the "function' of the behaviour we see 

i.e. what the children intends to achieve through demonstrating a certain behaviour

Based on this - what the module intends to achieve: 

Helping us, the adult learner to understand what's was the intent behind the behaviour

e.g. what the child hopes to that, through demonstrating this behaviour, it will make the adult to respond in a certain manner to meet his/ her need. [wow! sounds like using behaviour to manipulate responses to meet one's needs 😱]

Through understanding this not-so-simple psychic behind, we are better prepared to manage this (and prob not fall into the "trap" to make things worse. It also means, it helps us better understand why the child behaves in a certain manner and better address his/ her needs, and hopefully helping him/ her to overcome his/ her fear, anxiety, discomfort, etc.. that could possibly hinder them from moving on. 

It's NOT so much of 知己知陂; but to enable use to 对症下药💉 

The 4 steps are systematic and logical:

Step 1: Systematically identify and understand the behaviour of the student

• The observable behaviour, which we need to be able to describe clearly. Indeed, it's a skill, which we normally 'summarise' rather than to make it descriptive, which is is necessary to be helpful for diagnosis.

Step 2: Collect and Analyse Info of the Behaviour

• This helps us to understand the cause, which includes what happens before, during and after - being observant not just on the 'subject' (child), but also its environment, and the people around (and what they do)
• What could be the triggers - which is very helpful to pre-empt and prevent the undesirable behaviour

• ANTECEDENT (a thing that existed before or logically precedes another): Environment, Triggers
• BEHAVIOUR: Intensity, Duration, Frequency
• CONSEQUENCE: Responses from child and others

Step 3: Identify reasons of the behaviour

• Indeed, this is where the blackbox "mystery" unveils - to diagnose the cause in order to be able to 对症下药 - identify and prescribe the most suitable strategy to manage or change the behaviour

• SENSORY NEEDS: What makes one feels/ looks/ sounds/ smells/ tastes good?
• e.g. when walking around helps to dispel pent up energy; rocking chair
• ESCAPE: To stop an undesirable behaviour or interaction that the child does not like to be engaged in (from child's perspective)
• e.g. Being rude to the teachers so that he would be sent out of class and need not attend to a task
• ATTENTION: Hence, the behaviour that the child exhibits to create/ elicit a positive or negative reaction from others (e.g. Teachers, Peers) 
• e.g. clowning around, repeatedly asking question 
• TANGIBLE: To provide access to a desired item/ activity, teh child will do something to create a response
• e.g. Throwing tantrums, time on the mobile phone, crying to get a toy

Step 4: Apply appropriate strategy to correct problem behaviour

Targeted strategies were suggested for each general type of reasons... though not exhaustive:

• SENSORY NEEDS: 
• Replace a behaviour with a more appropriate skills
• Scaffolds seems to be one way to help the child to gradually get phased into action, more importantly, I think it is to let him/ her know that it is manageable and there is really a way to achieve it. 
• ESCAPE: 
• Teach child to ask for a break, if needed
• Offer choices within the work goal
• I also like the reminder that it should not be removing the task totally, which means compromising the learning objective (from the teacher's perspective). Hence, it should not be a win-lose kind of situation.
• ATTENTION: 
• Teach appropriate replacement behaviour or skill (e.g. raise hand, ask for help)
• [IMPORTANT] Ignore inappropriate behaviour; give attention fo appropriate behaviour
• Praise others for demonstrating the appropriate behaviour (proximal praise)
• Quite like this... is not to reject a behaviour directly, but to re-direct attention so that child learns "how" to get the attention he desires in an appropriate way by looking at how others achieve the same intent.
• TANGIBLE:
• Teach communication skills (e..g requesting)
• Teach waiting
• Token economies - e.g. Group point, star chart - something that the child sees himself making progress

On the whole, the module puts together what we know (but sometimes forget to practise) very succinctly. 

• Some strategies (or to-dos) seem generic, but when packed together, they make sense to provide support in a more targeted manner.
• It reminds me of some things that I can do with some of the kids in the class. 
• On the other hand, just thinking aloud:
• It seems more feasible to be applied to students new to the environment (at the start of the year) rather than half way through the year, though possible, but probably requires more effort to undo/ address certain perception that the child might have already created (mindset).

Part of Singapore History, through the lens of Zubir Said

Semoga Bahagia - May you achieve happiness

Playlist

Watched the musical "Don't call him Mr Mari Kita" (online), as part of the National Day celebration by/ for the global Singapore community.

Bought the ticket to the life performance this July; unfortunately it was cancelled as a few of its cast members were infected by Vovid-19.

It's a musical of a very different style... Would not have imagine myself watching one with all songs in Malay yet enjoyed thoroughly. I think, the magic is the "connection" between me & the context presented - It's about Singapore. 

• An interesting discovery: The national anthem was first composed for the reopening of the Victoria Theatre before it was tweaked to be the national anthem. 
• The very familiar songs we learnt in our primary school days - "Singapura", "Chan Mali Chan", "Children's Day song" are composed by Zubir Said; however, this info was never in our memory
• Indeed, the song "Singapura, Sunny Island" was originally a song composed in Malay with heartwarming words that guides. It's a pity that the meaning was lost along the way, in particular, for those of us who do not know the language.

Reflection 6 Polarities of Humanity

This article was introduced in the recent meeting. As mentioned to us, most of us will look inward as we reflect. However, this could also be used to understand others' action or choice; and probably their belief system, too. 

• LINK to article 
• Human KPI: Human Key Polarity Indicator

There are the 6 sets of indicators.... if we look at them carefully, they are important 

Just to pick a few that resonates with me more....

These 6 pairs provide deeper insights to my thoughts and actions; it also gets me to articulate the rationale of my action or choice of action. It certainly also touches my belief, what I hold dearly to. As I reflect, I notice more flashbacks, too.

Looking from SELF (i..e internal), I desire assurance (be given to me), especially when I'm working on something new. Am I on the right track? That's a natural question. I do not wish to detour (i.e. continue to do the wrong and digress further from the goal). It is fine be told that I'm not in the right track, but just tell me as soon as possible, or when I check. The important thing is, I would take the first step to check to seek assurance. That's part of confidence building. Be it from the supervisor or from my peers. Yup, It is about looking up to someone who's more knowledgeable or had the experience. Hm... is it about trying to address the fear of making mistake? Yes, it's one of the reasons. 

Of course, this also means being open to changes and being receptive to feedback and advise. On the other hand, it needs to be moderated, too. Else, it is going to hinder or 'kill' growth when one becomes entirely dependent on others. Being open is necessary for growth. However, that's not enough, discernment and the ability to manage to manage the inputs is important, too. 

Change the role: How about giving assurance to OTHERS? 

Yes, I think that's important especially when an individual is entirely new to the job. This would be helpful to ease someone into the role, especially for someone who's identified to do the work (i.e. not self-volunteer). This is the first step to build confidence, and hopefully being able to give suggestions or make decisions independently after sometime. Agree that this needs to be moderated, too else, two things may happen: 

• It may increase the dependency on us, and may ended up the "tell me I'll do it" situation. Hence, this needs to be managed differently as the individual develops the skills and grows. E.g. when one could fully take over the responsibility, the 'assurance' is no longer needed, but probably only needed to apply when the individual consults.
• For those who are eager to fly and wanted to climb quickly, assurance may not work at all, and they would probably see it as a hindrance. To manage this, we'll need to constantly review the reactions/ responses from these individuals. Nevertheless, monitoring from far is still necessary - to render support when the need arises. Definitely, it cannot be an entirely OPEN situation. 

When I saw this, the immediate experience drawn out was my days in Part as the Computing Teacher to the first two cohorts of the ICT teachers. The context is important here. Reason being I was working with individuals who were enthusiastic but did not know what they did not know was possible or relevant then. My experience back in Singapore had enabled me to seek and create new experiences for them which they might not even thought it was possible. From my perspective, these were not "hope" plucked from the air because I knew that what I proposed were already workable (and happening) back in my home country. But to them, it was hope. I am pleased that I could do this.

Still, I think HOPE comes with "awareness" hence we know, how realistic it is to give hope. What are the chances of success. And yes, I operate on realistic grounds. 

I think, similarly, when I ask someone to dream, I have already done some calculated risk. Definitely, I would have at the same time drawn some parameters for the dreamers. It's not a blank cheque, basically.