Archive for April, 2010

Monitor troubled teens closely, counsellors told

Sunday, April 25th, 2010

JOHOR BARU: School counsellors have been urged to monitor troubled students closely in the wake of a 13-year-old’s suicide.

Deputy Education Minister Datuk Dr Wee Ka Siong said that they should detect such ‘special cases’ early and provide counselling.

Dr Wee said that counsellors should work with parents to keep each other up-to-date.

“Parents should know how to communicate with their children and be mindful of young teenagers’ rebellious natures,” he said.

Dr Wee was commenting on the death of Muhamad Faiz Abdul Aziz, 13, who hanged himself after being told by his father to wash his motorcycle.

On Sunday night, the teenager was found dead in the bathroom by his mother. He had tied a rope to a railing and hanged himself.

The boy was rushed to the Pontian Hospital but died at about 2am on Monday.

Earlier that evening, Muhamad Faiz had gone on a joy ride to Benut on his motorcycle and was apparently scolded by his father when he returned.

by Farik Zolkepli.

http://thestar.com.my/news/story.asp?file=/2010/4/25/nation/6129310&sec=nation

Early Years and the Foundation Stage

Saturday, April 24th, 2010

The philosophy underpinning the Foundation Stage curriculum is that learning should be carefully planned and structured, with an emphasis on activities that are fun, relevant and motivating for each child. Practitioners delivering the Foundation Stage curriculum therefore support children’s learning through planned play and extending and developing children’s spontaneous play.

The Foundation Stage is part of the National Curriculum and the introduction of the Birth to Three Matters framework reinforces the support for the early stages of learning and development.

Knowledge of child development, observation and assessment for learning all combine to give practitioners a view of:

  • where children are in their learning;
  • how children need to progress;
  • the most effective practice to support children in achieving that progress.

The strategies used in learning and teaching should vary and should be adapted to suit the interests and needs of the child as well as the learning objective.

Teaching in the early years means systematically helping children to learn so that they are:

  • helped to make connections in their learning;
  • actively led forward;
  • helped to reflect on what they have already learned.

Read more @ http://nationalstrategies.standards.dcsf.gov.uk/node/98026?uc=force_uj

Supporting pedagogy: Teaching and learning models

Saturday, April 24th, 2010

Research and practice suggest that learners’ attainment can be enhanced by the consistent use of specific teaching and learning models.

A number of teaching and learning models have been developed as a direct consequence of theories about learning. Each can be expressed as a tightly structured sequence that is designed to elicit and develop a specific type of thinking or response.

Well-founded understanding in this area means developing knowledge of a range of models and how the choice of the appropriate teaching and learning model (or combination of models) is determined by the nature of the learning objective.

  • Direct interactive teaching is effective in helping young people to learn new skills and procedures and acquire academic knowledge. This includes modelling and explicit teaching sequences, for example for teaching children reading or writing.
  • Cognitive teaching and learning models help learners to process information, build concepts and rules, generate and test hypotheses and think creatively. These models include enquiry, inductive learning and teaching though analogy and metaphor.
  • Social models require learners to collaborate and learn together; they help learners construct new knowledge and understand concepts. These models include constructivism and group problem solving.

Some subjects draw more heavily on some teaching and learning models than others.

Read more @ http://nationalstrategies.standards.dcsf.gov.uk/node/97996

Pertubuhan guru bantah kena ajar pendidikan seks

Saturday, April 24th, 2010
Petikan akhbar Berita Harian, 22 April 2010: “Pertubuhan guru membantah cadangan memperkenalkan pendidikan kesihatan reproduktif sebagai satu subjek di sekolah kerana ia disifatkan bukan penyelesaian kepada masalah sosial di kalangan remaja, sebaliknya hanya menambah beban guru”.

Untuk makluman, kementerian pelajaran tidak akan terburu-buru dalam pelaksanaan subjek ini. Walaubagaimanapun, perkara seumpana ini sebenarnya telah dilaksanakan diperingkat sekolah. Maklumat adalah seperti berikut:

1.     Pelaksanaan Pendidikan Kesihatan Reproduktif dan Sosial di sekolah

Kementerian Pelajaran Malaysia telah melaksanakan Pendidikan Kesihatan Reproduktif dan Sosial (dikenali sebagai Pendidikan Seksualiti sebelum ini) sejak tahun 1989 bagi sekolah menengah dan pada 1994 di sekolah rendah.   Pendidikan Kesihatan Reproduktif dan Sosial diajar khususnya melalui kurikulum Pendidikan Kesihatan dan amnya melalui kurikulum pelbagai mata pelajaran iaitu bahasa, Biologi, Sains, Sains Tambahan, Pendidikan Moral dan Pendidikan Islam.  Semua murid mengikuti Pendidikan Kesihatan Reproduktif dan Sosial dari Tahun 1 hingga Tingkatan 5.

Kurikulum Pendidikan Kesihatan Reproduktif dan Sosial diajar dalam pelbagai aspek melalui mata pelajaran Pendidikan Kesihatan dan tidak hanya tertumpu kepada isu seksual semata-mata. Kurikulum pendidikan ini disemak dan ditambah baik           dari semasa ke semasa untuk merealisasikan hasrat melahirkan murid yang bertanggungjawab, membuat keputusan yang bijak dan berakhlak ke arah amalan gaya hidup sihat serta menghindari tingkah laku berisiko.

2.      Kepentingan penglibatan ibu bapa

Peranan dan penglibatan ibu bapa di sekolah amat penting dalam membantu keberkesanan proses pengajaran dan pembelajaran kurikulum Pendidikan Kesihatan Reproduktif dan Sosial yang dijalankan oleh guru. Sikap keterbukaan ibu bapa dalam membincangkan hal-hal berkaitan seksualiti dengan anak-anak mereka sendiri dan sokongan mereka kepada guru secara tidak langsung akan dapat membantu keberkesanan kurikulum Pendidikan Kesihatan Reproduktif dan Sosial di sekolah. Kesediaan ibu bapa boleh mengurangkan sensitiviti yang mengiringi isu seksualiti supaya ia diterima dalam perspektif tepat dan sihat. Persatuan Ibu Bapa dan Guru (PIBG) boleh memainkan peranan penting dalam menambah tahap kesedaran dan pengetahuan berkaitan seksualiti.

3.      Bahan Pendidikan Kesihatan Reproduktif dan Sosial

Bahagian Pembangunan Kurikulum, KPM telah menyediakan pelbagai bahan Pendidikan Kesihatan Reproduktif dan Sosial yang terdiri daripada modul-modul umum dan khusus mengenai seksualiti. Antaranya :
a) Modul 1 : Aspek Fizikal
b) Modul 2 : Aspek Sosial
c) Modul 3 : Gender
d) Modul 4 : Penyakit Jangkitan Seks
e) Modul 5 : HIV/AIDS
f) Modul Seksualiti dan Saya
g) Modul Latihan Pendidikan Pencegahan HIV/AIDS
h) Modul Kemahiran Kecekapan Psikososial Dalam Pendidikan Pencegahan HIV dan AIDS

Sinopsis perincian kandungan setiap modul tersebut di atas adalah seperti dalam Lampiran 1.
Lampiran 1

Modul

Kandungan

Modul 1 :
Aspek Fizikal

Berfokus kepada sistem reproduktif lelaki dan perempuan, perubahan fizikal, emosi dan psikologi yang berlaku semasa akil baligh serta proses fisiologi persenyawaan dan kelahiran manusia.

Modul 2 :
Aspek Sosial

Meliputi tajuk tingkah laku seksual, seksualiti alam kanak-kanak dan remaja serta kasih sayang.

Modul 3 :
Gender

Berkenaan jangkaan peranan; peranan lelaki, peranan perempuan dan stereotaip jantina.

Modul 4 :

Penyakit Jangkitan Seks

Membincangkan pelbagai jenis penyakit hubungan seksual dan asal usulnya, simptom, kesan, pengujian dan pencegahan dalam konteks masalah sosial dan perubatan.

Modul 5 :

HIV/AIDS

Membantu murid memperolehi pengetahuan asas tentang HIV dan AIDS, memupuk tingkah laku bertanggungjawab dari segi penangguhan seks serta penjagaan dan sokongan.

Modul Seksualiti dan Saya

Kemahiran yang perlu dikuasai oleh murid. Antaranya:
i. Pengetahuan
ii. Kemahiran asertif
iii. Kemahiran penyelesaian masalah
iv. Kemahiran mengenal pasti keadaan dan situasi berisiko
v. Kemahiran bertanggungjawab dan pilihan bijak
vi. Kemahiran mendapatkan bantuan
vii. Penghargaan kendiri

Modul Latihan Pendidikan Pencegahan HIV/AIDS

Modul ini mengandungi beberapa submodul seperti berikut:
Modul 1
Impak dan Respons Secara Global Terhadap HIV/AIDS
Modul 2
Siapakah yang Dijangkiti HIV/AIDS?
Modul 3
Kesan HIV/AIDS
Modul 4
Melindungi Diri daripada AIDS
Modul 5
Bekerjsama dalam Komuniti
Modul 6
Integrasi Pendidikan Pencegahan HIV/AIDS dalam Kurikulum
Modul 7
Penggunaan Strategi Pembelajaran, Teknik Kemahiran Diri dan Media dalam Pendidikan Pencegahan HIV/AIDS
Modul 8
Alat Penilaian Untuk Kegunaan Pendidikan Pencegahan HIV/AIDS

Modul Kemahiran Kecekapan Psikososial Dalam Pendidikan Pencegahan HIV dan AIDS

Modul ini mengandungi pendekatan kemahiran kecekapan psikososial (life skills) dalam menangani masalah sosial dan mencegah jangkitan seksual termasuk HIV dan AIDS, serta amalan sikap positif dalam kehidupan seharian.
Kementerian Pelajaran Malaysia (KPM) merujuk kepada Laporan Akhbar dalam dalam akhbar Berita Harian bertarikh 22 April 2010 .
Pertubuhan guru bantah kena ajar pendidikan seks.

Unit Komunikasi Korporat,
Kementerian Pelajaran Malaysia.

Brainwriting – Getting More from Your Idea Sessions

Friday, April 23rd, 2010

Many of us have taken part in brainstorming sessions. These are commonly used to generate ideas, and to come up with a creative solution to a problem. What can often happen during a brainstorming session, however, is that key players on the team speak up and express their ideas. Everyone else then enters the discussion about those few ideas, and they reach a consensus on the solution – without considering many other ideas that could have been generated.

This can be one of the drawbacks of the brainstorming process. Some members of the group may not speak up because they’re shy, or are afraid that their suggestions may be rejected. Others may say nothing at all because they fear their ideas are simply too outrageous or bold. People with stronger personality types may loudly push and defend their ideas, without listening to others’ suggestions. And ‘conservative’ people may tend to propose only safe alternatives.

Yes, brainstorming can be effective in getting people to think laterally about a problem. However, if you’re faced with obstacles like those we have just mentioned, how do you overcome them?

Enter the brainwriting technique – an idea-generating process that enables EVERYONE in the group to participate in a nonthreatening way. This approach can often generate more potential solutions than traditional brainstorming.

Why? One reason is because traditional brainstorming sessions allow only one person to speak at a time. By the time each individual has spoken (and the group has finished the discussion), most participants have edited, discarded, or simply forgotten their own ideas. This is called ‘blocking,’ and it can reduce creativity and productivity in these sessions. Brainwriting can help to eliminate this problem.

How you can start using it with your team:

Brainwriting is similar to brainstorming – they’re both methods for generating ideas and solutions for a problem.

Brainwriting, however, gives everyone equal opportunity to participate, and it enables all group members to think without any ‘blocking.’

Here are the steps of a brainwriting session:

  1. Seat group members at a table, with a sheet of paper in front of each person. At the top of the page, ask them to write down the problem that everyone is trying to solve. (Note: They should NOT write their names.) Appoint someone to be moderator, and time each round.
  2. Give the group three minutes to write down three ideas for how to solve the problem. They should not edit the ideas, or try to perfect them. Allow them to write in ‘free form.’ Do not permit any discussion.
  3. After three minutes, move on to round two. Gather in the papers, shuffle them, and then pass them out. You may need to sort out cases where someone gets back a paper they have already written on. Ask everyone to generate three more ideas on the new paper they have just received. They can build on the first three ideas that are already written, or think of three new solutions.
  4. The moderator decides how many rounds there are.
  5. When all rounds are finished, collect the papers, and write all ideas on a whiteboard for everyone to see. Then begin discussing which ideas would work best for solving the current problem.

There are several advantages of using brainwriting in a group:

  • Because there’s no discussion during the initial idea-generating rounds, you can produce many ideas in a very short amount of time.
  • All group members – even the quiet and shy people – have an equal chance of offering their ideas for consideration.
  • Everything is anonymous – you don’t know who wrote which ideas – so there’s more freedom to be truly creative. Participants are often empowered to suggest solutions that they otherwise might have thought were too unusual, or would not be well received.
  • Exchanging papers still allows group members to evaluate and build on other people’s ideas, but in a much more concentrated, creative way.

Brainwriting can be used to help solve almost any problem. The process is used often in marketing, design, and creative fields, but it’s also gaining popularity in other areas.

Any time that you would traditionally use brainstorming to solve a problem, you could use brainwriting instead.

Read more @ http://www.mindtools.com/pages/article/newCT_86.htm

Buck up on road safety education

Friday, April 23rd, 2010

I READ with interest the letter by CAT “Road safety education is important” (The Star, April 21) querying the implementation of road safety education for primary schools.

The writer quite rightly raised the importance of equipping our children with the needed skills to keep them safe on the roads. Despite efforts being taken to reduce the number of fatalities in the country, the death toll seems to be escalating at an alarming rate each year.

The implementation of road safety education in schools should be applauded as it is seen as one of the best initiatives to increase safety and awareness.

However, no knowledge and education would seem worthwhile if there is no continuation or effort to see it through to the end. It just goes to show how much we lack in dedication and obligation to see a policy through and achieve the intended goals.

What is happening to the implementation of road safety education in schools?

The lives of our next generation depend on the success of road safety education. Do we need to see more of our children die on the roads before deciding on the next course of action?

by Disillusioned Citizen.

Read more @ http://thestar.com.my/news/story.asp?file=/2010/4/22/focus/6103729&sec=focus

Road safety education is important

Friday, April 23rd, 2010

OUR children are vulnerable and are exposed to danger anywhere, especially when they are out of the house.

Educating children about road safety and equipping them with the necessary skills needed to keep themselves safe while on the road is very essential, especially if we want to reduce the number of fatalities involving children.

And thus, I was pleased to hear about the implementation of Road Safety Education in schools as the Government is finally doing something good for our future generation.

It will be a worthy cause, and the initiative by the Transport Ministry in collaboration with the Education Ministry is no doubt one of the best initiatives made by the Government.

From what I understand, the Government has promised to complete the teaching of road safety knowledge and skills to all primary school students by 2010. To date, only children in Standard 1, 2 and 4 have been exposed to the road safety education. What has happened to the teaching of road safety education for the remaining primary levels?

There is no news whatsoever about it in schools. Has the educational experience about road safety suddenly come to a stop?

Once there was a big hype about the teaching of road safety education, now there is a big hush about it!

Road safety education is a very good investment for our children; and they enjoy learning it because the activities are interesting and educational.

Please at least fulfil the promised plan that all primary school children will complete road safety education by this year.

by CAT.

Read more @ http://thestar.com.my/news/story.asp?file=/2010/4/21/focus/6094707&sec=focus

Define objectives of sex education

Friday, April 23rd, 2010

THERE is no need to create another subject on sexual activities or misconduct as sex education can be incorporated into religious or science classes. More importantly, the objectives of sex education in secondary schools need to be well defined.

Firstly, it is to educate students and youngsters that sexual activities can lead to pregnancy even if it is done only once.

What students learn in Agama or Moral classes should be reflected in their science classes so that they can relate what they are being taught in school to everyday practices and their lifestyle.

They must be made aware that sex before marriage is prohibited in many religions because women and children are protected in the institution of marriage.

Secondly, it is to show that the influences of external factors can lead to sexual activities.

Students should be shown that the inability to make good judgements as a result of drinking alcoholic beverages, smoking and taking drugs can cause consented sex, rape and unwanted pregnancies.

In chemistry or biology classes, students should be taught about the chemical reaction in their bodies that influence them to make bad decisions.

Thirdly, to show that the penalties meted out on sexual offenders and abusers of children are to act as a deterrent to prevent further tragedy.

In Islam, the punishment for zina (sexual acts outside marriage) is not barbaric but to create fear so that believers avoid pre-marital sex.

Finally, to follow and practise the principles as spelt out in many religions.

In Islam, there are guidelines why boys and girls need to be separated as they grow older – from separate blankets, beds, bedrooms and schools. I think it is in the best interest of the students that we should look into separate girls and boys secondary schools.

Obviously, the western concept of co-education and the freedom of modern lifestyles have contributed to the moral decay in some of our children.

by Hajjah Noorzehand.

Read more @ http://thestar.com.my/news/story.asp?file=/2010/4/22/focus/6103882&sec=focus

One tree for one Malaysia in Earth Day campaign

Friday, April 23rd, 2010

PUTRAJAYA: Malaysia has launched a nationwide campaign to plant 26 million trees by 2014 to commemorate Earth Day on Thursday.

Natural Resources and Environment Minister Datuk Douglas Uggah Embas launched the campaign, carrying the theme “Green the Earth: One Citizen, One Tree”, here.

The 26 million trees represent the estimated 26 million population of the country.

Some 16,200 saplings were planted during the launch, with 500 planted at a site in Precinct 5 opposite the Putrajaya International Convention Centre (PICC) here.

The other trees were planted at selected sites in Alor Star (Kedah), Kangar (Perlis), Universiti Teknologi Mara (UiTM) Seri Iskandar (Perak), Bachok (Kelantan), Kemaman (Terengganu), Pulau Melaka (Melaka), Seremban (Negeri Sembilan), Kulai (Johor), Temerloh (Pahang), Esplanade (Penang), Hulu Selangor (Selangor), Kota Kinabalu (Sabah) and Petra Jaya (Sarawak).

The types of tree planted include the cengal, cempaka, keruing, balau and kalumpang.

Uggah said the 26 million trees would be planted in stages and the process would be monitored by the relevant departments and agencies under the ministry.

“It is estimated that 38,470 hectares of denuded and logged forests, coastal areas and urban centres will be planted by 2014,” he said during the launch, which was also attended by Deputy Natural Resources and Environment Minister Tan Sri Joseph Kurup.

Uggah said the campaign was in line with the Government’s efforts to ensure that at least 50% of the country had forest cover in accordance with Malaysia’s commitment made at the Earth Summit in Rio de Janeiro, Brazil, in 1992.

The forest cover currently was 56.4%, but if agricultural areas were taken into account, the acreage would rise to 75% of the total land area, he said.

Uggah said it was estimated that at the end of the campaign, in 2014, some 200,000 tonnes of carbon dioxide would have been absorbed due to the trees planted.

This figure was expected to rise if the planting continued nationwide, he added.

Read more @ http://thestar.com.my/news/story.asp?file=/2010/4/22/nation/20100422135839&sec=nation

Generating New Ideas

Thursday, April 22nd, 2010

Think Differently and Spark Creativity:

“We need to think differently!”
“This needs some fresh ideas!”
“We have got to be more creative around here!”

Are messages like these popping up more and more in your workplace?

Faced with complex, open-ended, ever-changing challenges, organizations realize that constant, ongoing innovation is critical to stay ahead of the competition.

This is why we need to be on the lookout for new ideas that can drive innovation, and it’s why the ability to think differently, generate new ideas, and spark creativity within a team becomes an important skill. You need to work actively on building and cultivating this skill, and it can be done!

Often, though, we make the mistake of assuming that good ideas just happen. Or worse still, we get caught in the mind trap that creativity is an aptitude; some people have it, others don’t. Then there is the other self-defeating belief – “I am not intelligent enough to come up with good ideas.”

These assumptions are rarely true. Everyone can come up with fresh, radical ideas – you just need to learn to open your mind and think differently. This article shows you how to do so.

How to generate new ideas:

Standard idea-generation techniques concentrate on combining or adapting existing ideas. This can certainly generate results. But here, the model is to  help you leap onto a totally different plane. These approaches push your mind to forge new connections, think differently and consider new perspectives.

A word of caution – while these techniques are extremely effective, they will only succeed if they are backed by rich knowledge of the area you’re working on. This means that if you are not prepared with adequate information about the issue, you are unlikely to come up with a great idea even by using the techniques listed here.

Incidentally, these techniques can be applied to spark creativity in group settings and brainstorming sessions as well.

Breaking Thought Patterns:

All of us can tend to get stuck in certain thinking patterns. Breaking these thought patterns can help you get your mind unstuck and generate new ideas. There are several techniques you can use to break established thought patterns:

  • Challenge assumptions: For every situation, you have a set of key assumptions. Challenging these assumptions gives you a whole new spin on possibilities.You want to buy a house but can’t since you assume you don’t have the money to make a down payment on the loan. Challenge the assumption. Sure, you don’t have cash in the bank but couldn’t you sell some of your other assets to raise the money? Could you dip into your retirement fund? Could you work overtime and build up the kitty in six months? Suddenly the picture starts looking brighter.
  • Reword the problem: Stating the problem differently often leads to different ideas. To reword the problem look at the issue from different angles. “Why do we need to solve the problem?”, “What’s the roadblock here?”, “What will happen if we don’t solve the problem?” These questions will give you new insights. You might come up with new ideas to solve your new problem.In the mid 1950s, shipping companies were losing money on freighters. They decided they needed to focus on building faster and more efficient ships. However, the problem persisted. Then one consultant defined the problem differently. He said the problem the industry should consider was “how can we reduce cost?” The new problem statement generated new ideas. All aspects of shipping, including storage of cargo and loading time, were considered. The outcome of this shift in focus resulted in the container ship and the roll-on/roll-off freighter.
  • Think in reverse: If you feel you cannot think of anything new, try turning things upside-down. Instead of focusing on how you could solve a problem/improve operations/enhance a product, consider how could you create the problem/worsen operations/downgrade the product. The reverse ideas will come flowing in. Consider these ideas – once you’ve reversed them again – as possible solutions for the original challenge.
  • Express yourself through different media: We have multiple intelligences but somehow, when faced with workplace challenges we just tend to use our verbal reasoning ability. How about expressing the challenge through different media? Clay, music, word association games, paint, there are several ways you can express the challenge. Don’t bother about solving the challenge at this point. Just express it. Different expression might spark off different thought patterns. And these new thought patterns may yield new ideas.

Connect the unconnected:

Some of the best ideas seem to occur just by chance. You see something or you hear someone, often totally unconnected to the situation you are trying to resolve, and the penny drops in place. Newton and the apple, Archimedes in the bath tub; examples abound.

Why does this happen? The random element provides a new stimulus and gets our brain cells ticking. You can capitalize on this knowledge by consciously trying to connect the unconnected.

Actively seek stimuli from unexpected places and then see if you can use these stimuli to build a connection with your situation. Some techniques you could use are:

  • Use random input: Choose a word from the dictionary and look for novel connections between the word and your problem.
  • Mind map possible ideas: Put a key word or phrase in the middle of the page. Write whatever else comes in your mind on the same page. See if you can make any connections.
  • Pick up a picture. Consider how you can relate it to your situation.
  • Take an item. Ask yourself questions such as “How could this item help in addressing the challenge?”, or “What attributes of this item could help us solve our challenge?”

Shift perspective:

Over the years we all build a certain type of perspective and this perspective yields a certain type of idea. If you want different ideas, you will have to shift your perspective. To do so:

  • Get someone else’s perspective: Ask different people what they would do if faced with your challenge. You could approach friends engaged in different kind of work, your spouse, a nine-year old child, customers, suppliers, senior citizens, someone from a different culture; in essence anyone who might see things differently.
  • Play the “If I were” game: Ask yourself “If I were …” how would I address this challenge? You could be anyone: a millionaire, Tiger Woods, anyone.The idea is the person you decide to be has certain identifiable traits. And you have to use these traits to address the challenge. For instance, if you decide to play the millionaire, you might want to bring traits such as flamboyance, big thinking and risk-taking when formulating an idea. If you are Tiger Woods you would focus on things such as perfection, persistence and execution detail.

Employ enablers:

Enablers are activities and actions that assist with, rather than directly provoke, idea generation. They create a positive atmosphere. Some of the enablers that can help you get your creative juices flowing are:

  • Belief in yourself: Believe that you are creative, believe that ideas will come to you; positive reinforcement helps you perform better.
  • Creative loafing time: Nap, go for a walk, listen to music, play with your child, take a break from formal idea-generating. Your mind needs the rest, and will often come up with connections precisely when it isn’t trying to make them.
  • Change of environment: Sometimes changing the setting changes your thought process. Go to a nearby coffee shop instead of the conference room in your office, or hold your discussion while walking together round a local park.
  • Shutting out distractions: Keep your thinking space both literally and mentally clutter-free. Shut off the Blackberry, close the door, divert your phone calls and then think.
  • Fun and humor: These are essential ingredients, especially in team settings.

Read more @ http://www.mindtools.com/pages/article/newCT_88.htm