Today I had the pleasure of facilitating Own Your Words: Professional Communication for Educators with a wonderful group of teachers in South Caicos. As educators, we communicate all day long, with students, parents, colleagues and leaders. Yet we rarely get the chance to stop and think about how we come across.

We worked on both sides of communication: how we speak and how we write. Clear, confident, authentic communication is still one of our most powerful professional skills. It builds trust with families, strengthens our teams and helps our students feel heard.
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The goal for every educator is communication that is clear, credible and your own.
Thank you to every teacher who took part with such openness and good humour. 

Yesterday I had the pleasure of facilitating Behavioural Strategies for the Classroom with a wonderful group of educators. 

We started with one idea: every behaviour is a message from a child who cannot yet put it into words. "This is too hard." "I need you." "I cannot cope in here." That doesn't excuse the behaviour. It means we treat it as information. And behaviour that keeps happening is behaviour that works, so our job is to find out what it's working for.

To put that into practice, teachers worked in groups on two activities. In Spot the Function, each table sorted real classroom scenarios under four headings: Escape, Attention, Tangible and Sensory. The rule was to look for the clue. When does it happen, and when does it stop? Some of the best conversations came from the cards where tables disagreed. In Behaviour Detective, groups worked through a learner's case using a recording sheet, looking at what happened before, during and after, then agreed on a likely function and one change to try.
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The heart of the session was our approach: Prevent, Teach, Respond, Repair. So often our energy goes into how we respond in the moment. But respond gets most of our attention, while prevent, teach and repair do most of the work. We prevent by setting children up for success. We teach the skills they're missing. And we repair the relationship when things go wrong, because that's what makes the next day possible.
Thank you to every educator who gave their time and their honesty. The children in your care are lucky to have teachers who want to understand them, not just manage them.

This week I had the opportunity to facilitate STEM Starts at Home: Growing Thinkers Through Everyday Play for the Department of Education. I left the session thinking about how much of this our children are already doing, and how easy it is for us to miss it.

As parents, we sometimes hear STEM and picture robotics clubs, coding classes and expensive kits. The truth is, when we look at what are children are already doing we can find STEM everywhere. The thing is, it is easy to miss it! STEM refers to Science, Technology, Engineering and Mathematics.

Let's break this down even more:

• Science is asking why and finding out.
• Technology is using a tool to solve a problem, and yes, the wooden spoon counts.
• Engineering is building a tower, watching it fall and building it again.
• Math is counting, sorting, measuring and noticing patterns.

Our children are already doing this every day. Our job is to notice it, name it and keep it going.
During the session we talked about five habits I see in every young thinker.

1. Noticing - which means paying attention on purpose. Try playing I-Spy with describing words instead of names.
2. Wondering - or asking a question worth chasing. I love a Wonder Jar for the questions we can't answer right away.
3. Predicting - guessing what will happen and saying why. Hold up two bags and ask which one is heavier before anyone lifts them.
4. Testing - where you try it and watch. Sink or float with five things from around the house will keep a six-year-old busy longer than you'd think.
5. Explaining - Let your child tell someone else what the two of you found out. That's where the learning settles.

For parents who attended, and for those who couldn't, I've put the highlights on a companion page. You'll find activity ideas for the kitchen, the yard and the beach, block-building challenges, and a one-page handout to print and keep on your fridge.
practice.learnandleadltd.com/thinkers

Just before school reopened, I spent a half day with the teacher at Shinning Stars Preparatory School. Together we broke down the topic of Differentiation. Differentiation can be an overwhelming topic. So, the aim of the workshop was to make it more manageable. One lesson, more than one way, and a set of decisions that a teacher can make to help more students access the objectives set out.

We started with inclusion itself, and with the difference between a child who is simply present in the room and a child the room has actually changed to fit. From there we looked at the range of needs sitting in an ordinary primary classroom, and sorted those needs into four domains: cognitive, emotional, behavioural and social. 
The second half of our workshop was practical. We explored ways to differentiate by content, process, product and environment, worked through how to make flexible groupings work. Participants especially enjoyed working through practical classroom-based scenarios that challenged them to created tiered lessons while considering the four domains of needs. 

Last week we had the pleasure of working with the staff at Ona Glinton Primary School on Emotional Intelligence for Educators. The focus of this workshop was not only to build EQ skills, but to focus on starting inward. Before we can read a child's behavior with accuracy, we must first be able to read into our own states. The emotional temperature in a classroom can often be linked to the a teacher's emotional temperature.

During our workshop we worked through the five elements of emotional intelligence, self-awareness, self-regulation, motivation, empathy and social skills, and what each one actually looks like in a classroom. The first three happen inside you. The last two happen between you and someone else.

From there we turned outward. Safety comes before learning, because a brain that does not feel safe will protect itself rather than engage with the lesson. We looked at triggers and the four-step pause, at repair, and at reading the function of a behaviour rather than only the behaviour itself. Teachers sorted real classroom scenarios into escape, attention, tangible and sensory, then worked two behaviours all the way through antecedent, behaviour and consequence as a group.

Connection ran through the whole session, with students, with colleagues and with parents. We finished on how to hold a difficult conversation with a parent without losing the relationship.

It was a pleasure working with this staff, and thank you for being so willing to be honest with each other in the room. We wish them a wonderful year ahead.

The Department of Meteorology recently participated in two impactful half-day workshops — Emotional Intelligence, followed by Building Team Dynamics.
By strengthening emotional intelligence, we enhance communication, build trust, and create a more collaborative team — laying the foundation for stronger teamwork and better outcomes.
It was a pleasure working with this team, and we wish them all the best!

It was such a pleasure to spend six sessions with a small, dedicated group of three as we worked through Own Your Words — a communication programme covering everything from speaking with confidence and impact to writing with clarity and intention.

In a world where AI can draft an email or suggest what to say next, this programme was a reminder that our voice — how we speak, write, and connect — is something no algorithm can replace.
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With just three participants, our sessions were full of honest conversation and real practice, and it showed. I'm so proud of how far this group has come, and I look forward to seeing their confidence show up in every email, meeting, and conversation ahead!

Last week, I had the opportunity to work with the management team at The Alexandra Resort during our Leading with Excellence workshop—an experience focused on reflection, growth, and practical action.
Participants began by building self-awareness, identifying their leadership styles and uncovering behavioral gaps. From there, we strengthened emotional intelligence to enhance decision-making and deepen team relationships, while exploring communication styles that improve clarity, trust, and collaboration.
We also focused on creating inclusive team dynamics that foster engagement and psychological safety, alongside adopting a modern management mindset centered on accountability and performance.
Most importantly, participants turned insight into action—setting SMART goals, strengthening their ability to handle challenging situations, and aligning their leadership approach with organizational goals and service excellence standards.
When leaders grow, teams thrive—and this group is well on its way to leading with greater clarity, purpose, and impact.

Recently, staff members from the Office of the Premier & Public Policy came together for a series of soft skills workshops focused on The Human Side of Professional Excellence and Understanding and Resolving Conflict. These sessions created a space not just for learning, but for meaningful reflection, open dialogue, and shared growth.

Through engaging discussions and practical exercises, participants explored how communication, emotional intelligence, and self-awareness shape workplace dynamics. The conversation around conflict resolution was particularly impactful, as team members exchanged perspectives and developed strategies to navigate challenges with clarity and respect.

We look forward to working together soon!

This week we concluded our 3 session Soft Skills Series with the dedicated team from the Turks and Caicos Islands National Trust.

We began by looking at Emotional Intelligence in the Workplace and then to Inclusive Team Building and culminated to Strategic Planning and Development.

I look forward to watching this group continue to work together and excel as they continue to preserve and celebrate the beauty of these islands for generations to come.

On Saturday I had the opportunity to work with this year's participants of the TCI Top Model Contest. In our webinar on Authenticity and Expression, we focused on the following areas:

• Unlocking individuality and Self-Expression
  
• Developing Emotional Intelligence
  
• Storytelling Through Language and Performance
  
• Confidence-Building Exercises
  
• Presenting Yourself Authentically
  

As always, it was a pleasure working with the TCI Top Model Contest and we look forward to attending the TCI top Model Grand Finale in May. 

This week, the teachers at SNAP (Special Needs Association of Providenciales) completed their 6 sessions of Connected Literacy.

Connected Literacy: Where the Science of Reading Meets the Art of Connection is a six-session professional development experience designed to empower educators with the knowledge and tools to transform literacy instruction. Grounded in the science of reading, early brain development, and emotional connection, this program equips teachers with practical strategies to build strong reading and writing foundations while fostering meaningful relationships with students. Participants explored pre-reading skills, evidence-based instruction, how the brain learns to read, and the vital role of emotional safety in the classroom.

It was a pleasure working with the staff at SNAP and I look forward to working with them again in the near future!
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It was a pleasure to work with some of the staff from Mr. Grouper's Restaurant, Gift Shop and Suites. during our sessions we enjoyed looking not only at Customer service, but also topics such as Understanding and Resolving Conflict, Emotional Intelligence and Leadership. The goal of these sessions was not only to build as a team and improve the guest experience, but also to build wholistically as individuals.

Yesterday I had the opportunity to make a quick trip to Grand Turk. The objective of this session to guide parents as to practical ways to support their child’s confidence, strengthen early literacy skills, and nurture a love of learning through simple, everyday activities that can be done together at home. 

Our session was filled with great learning, ah-ha moments and laughter. Congrats to the Department of Education on organizing such an important session!

On Friday, I had the opportunity to work with the staff and some of the board members of the National Trust. Our soft skills focus for the session was emotional intelligence.
We explored the importance of emotional intelligence and how it benefits us in our everyday work—supporting stronger relationships with our colleagues and creating more meaningful, positive experiences for the guests who visit our islands.
The session was a great mix of learning, discussion, and problem-solving, and of course, we shared a few laughs along the way. It was an engaging and enjoyable experience that highlighted just how powerful emotional intelligence can be in the workplace.

It is no secret that DEI is a passion of mine, so I was very happy to start off the academic year looking at Gender and Diversity in the Early Childhood classroom. On January 6th, the Department of Education hosted a webinar for its K–2 teachers that focused on gender diversity in the classroom.

I am a strong believer that, in today’s world, diversity is already present in every classroom. Our role as teachers is to notice it, to value it, and to plan for it. To do so, we not only have to take time learning, but also examining our biases. We must be open to the fact that many of our biases function at a subconscious level. We must do the work to challenge norms—and know that when we are asked why we do things the way we do, “it’s the way we’ve always done it” is no longer an acceptable answer.

In preparing for this webinar, I reflected on my childhood in the 80s. Yes, I am an 80s baby. During that time, there was an intentional shift in toys. I was part of the generation where toys that were traditionally considered “boys’ toys” started to be marketed toward girls. Saturday morning commercials began to shift, and suddenly we saw girls in overalls, hair pulled back, planning and building with blocks and LEGO. Somewhere along the pipeline, it was realized that if we want more female engineers and mathematicians, we need to expose girls to the development of these skills early.

By the time my daughter was born decades later, LEGO had become a normal and acceptable toy for girls. Still, I remember when she pointed out that she would appreciate having LEGO sets that included more than just pinks, beiges, and purples. At that point, I began supplementing her collection with more traditional sets that included bold colors not typically marketed to girls.

Over the years, we have seen that toys such as LEGO not only improve spatial awareness, but also other cognitive skills such as planning and organization, math skills, problem-solving, and, of course, creativity and imagination. These skills are in addition to the fine motor and executive functioning skills required for longer, sustained tasks like building LEGO creations.

In addition to reflecting on the opening up of the LEGO world for us 80s girls, I also dug deep into my memory to consider how this shift looked for boys. Does anyone remember My Buddy? My Buddy was a toy introduced by Hasbro in the mid-80s to help normalize nurturing play for boys. Traditionally, dolls were marketed almost exclusively to girls. My Buddy was an effort to support the development of social-emotional skills in boys, particularly caring and nurturing behaviors.

Whether you are a parent or a teacher, it is important to take time to reflect on your biases and your ideas about what is “gender appropriate.” Is there such a thing? Does that question—is there such a thing?—comfort you or make you nervous? All of these are worth exploring when making an intentional effort to create inclusive spaces.

If you are a teacher wanting to be intentional about creating a gender inclusive classroom, here are some quick suggestions to help. 

Consider the Environment

• Diverse books and visuals
  Include characters of all genders, abilities, and backgrounds.
• Toys and centers not labeled by gender
  Avoid “girl corner” or “boy corner.”
• Inclusive language
  Use terms like “children,” “friends,” or “everyone.”

Teaching Practices

• Offer choices in how students learn and show understanding
  Drawing, building, acting, writing—avoid steering choices based on gender.
• Normalize emotions for all children
  “It’s okay to feel frustrated—let’s work through it together.”
• Avoid reinforcing stereotypes
  For example, avoid phrases like “Big boys don’t cry.”
• Encourage risk-taking across subjects
  Girls in math, boys in storytelling—really, everyone in everything.

Teacher Language Tips

• Praise effort and persistence rather than gendered traits:
  “I noticed how carefully you planned that tower.”
  “You kept trying until it worked—that persistence is excellent.”

Responding to Gender Policing
Things children might say:

• “Only girls wear pink.”
• “That’s a boy toy.”

Simple, developmentally appropriate responses:

• “Toys are for everyone.”
• “Colors don’t belong to boys or girls.”
• “Everyone can try.”

As the year comes to a close, I am really excited to share that Learn and Lead was featured in the Winter Issue 2025/2026 of Times of the Island Magazine. Pick up your copy at the center, as well as a number of other community hubs including grocery stores. An electronic version of the magazine can also be found here. ​https://www.yumpu.com/en/document/read/70877106/times-of-the-islands-winter-2025-26

Goal setting is an important part of Strategic Planning. Sometimes we get so used to setting goals, that we need an refreshed approach. I had the opportunity to conduct a number of workshops with middle managers at Pelican Energy to discuss setting SMART(ER) goals. Our workshop objectives were to:

• Understand how the SMARTER framework creates clear, actionable goals
• Align individual and team goals with strategic objectives
• Navigate challenging conversations about progress and motivation
• Keep goals dynamic and maintain accountability
• Practice goal-setting in real scenarios with peer feedback
• Foster a culture of growth, reflection, and continuous learning

On November 11th, I had the opportunity to facilitate a webinar that was hosted by the Department of Education - Early Childhood Development Division. This webinar was geared towards parent and these were the objectives:

• Empower you to help your child fall in love with reading... no matter how busy life feels.
• Share practical, research-backed strategies that fit into real family life.
• Give you simple, doable steps you can start using right away.
• Remind you that you already have what your child needs to become a reader.

Last week I had the opportunity to work with this group of young leaders at the Edward Garland Youth Center. Our time was filled with great learning, discussion and play 😊. Never underestimate how much can be learned through play…at any age.

We wish them all the best as they continue to grow as young leaders!

This weekend I had the pleasure of working with some lovely women from the Soroptimist Club of Providenciales. As part of their 'EmpowerHer' Learning Skills program, we looked at Emotional Intelligence and Public Speaking. I wish them all the best as they continue to inspire and empower young women in our community!

Leading From the Middle is a great opportunity for middle managers to come together, brush up on their leadership skills, learn best practices and work together to gain strategies to excel in management. Ports Authority of the Turks and Caicos Islands has now put two cohorts of their middle managers through this dynamic training.