A 'difference makers' are able to provide benefits
for the company. A 'difference makers' always
focus itself on creativity and innovation that translates
dreams or ideas into kenyatan the form of products or services on
ultimately provide benefits in the work place.
To become a 'difference maker', there are 3 main things that must be
understood and applied in the activities of your day-to-day, namely:
1. Thinking Framework
2. Understanding of the business
3. The ability of executing
Thinking Framework
The framework of thinking is very important for a 'difference maker,' because
This will be encouraged to experiment to
create new breakthroughs. But the experiment without thinking
market needs, its impact on the company, and barriers will
faced only will produce a product or service that can not be
can be received by the market.
Therefore, while innovating or try to solve problems,
You as a 'difference maker' must always submit
following questions:
1. Is there any ideas or solutions that better?
2. whether we get the data correct?
3. How and issued estimate of the cost of benefits to be obtained?
4. What impact on the company?
5. what can be a hindrance?
With always a fifth question, the possibility
you will be separated from the possibility of creating products or services
the less useful at all or make short-term solution.
Understanding About Business
A 'difference makers' without understanding the business will be as
with cars that are not fueled the same lose once and
rodanya fourth. Innovation or breakthrough that will be done
useless. With the understanding of the business, then you can
develop products or services in accordance with the needs of the market
At this time, or even if he is able to read the hidden desire of the
market, he will create a new market the same.
It is important to be understood about the business by a 'difference
makers' is the following,
• business intuition
Business intuition of a 'difference makers' can be sharpened to understand:
- The level of competition that currently faced by the company
- Whoever its competitors at this time
- Terkuat competitors who and what benefits they
- Competitors who terlemah and what still makes them
survive in this business
- What is required by the market, what is desired by the market, and
what is expected by the market
- How the current market segmentation, which most segments
interesting for you and your competitors? What they expect?
With a business that has sharp intuition, then as a
'Difference makers' you can quickly find out the changes
occurred in the market and how that can make them
companies become better.
• The business
Basically, the business is divided into 3 main components, namely
procurement of raw materials, production processes, and sales. By understanding
every element you can improve the performance of the company
to do with efficiency in some parts, and in optimizing
the other.
• Awareness about the financial
A 'difference makers' need to be able to perform cost calculations and
profit from each innovation and problem solving that he
do. When a paper to the breakthrough realized in the production,
then you need to know the costs associated directly
with these products so that the capital base so that the product can be determined
You can determine the level of economic production and also the level of
the expected benefits.
The ability of executing
In addition to strategic abilities as explained previously,
You as a 'difference maker' must have the ability
executing ideas that you can be realized. Key in
make a successful execution was by four points, namely:
• Do you dare take the initiative
Courage to take the initiative is very important for you when he
about to make improvements or create new breakthroughs.
A 'difference maker' must dare to have questioned whether
products that are now already meet the needs, wants and
market expectations? What is the process of working in the company now is good
or there is a need to be improved? And other questions
always directed to the improvement.
• Working in teams
Willingness to work with others, both colleagues and
the customer is the key to the success of a 'difference maker,' because
basically, a lot of thoughts that come from many parties will be more
better than only thought that came from your own self.
• How to grow together
A 'difference makers' aware that he will only be able to grow and
developed when he want to develop themselves first
first, and then try to help other people to develop
with the help, respect and trust other people who work
with us.
• Measure performance
There is a proverb that says, "things that we can measure
success can be managed, and that can be managed
can be resolved. "In other words, a 'difference makers' will
always set targets and create a measurement system for
measure the extent of the success of the work that he
do so when there is the less he can do
as soon as possible.
By applying these guidelines correctly and continue to do
innovation and improvement, I hope you can become a
'Difference makers' bring your company to perform better
and achieve what the ideals of the organization.
All too often a teacher will enter a lesson filled with dread and give out the signal that they are beaten before the lesson even starts. Pupils sense this. If you’ve been having a hard time with a particular group they will come to expect that you will be a walk-over and get into the habit of talking freely with total disregard for your threats.
2. Have definite rules on noise
Once you’ve decided on your rules (preferably with input from the pupils) you need to ensure the pupils are totally clear what those rules are. There must be no ambiguity and therefore no room for argument.
We all know how important consistency is in terms of classroom management but unless you have a clear set of rules to work to in the first place, you can’t consistently apply them.
So, what is your rule on noise?
Mine is simple: If I say there is to be no talking, then there is to be no talking. I will not tolerate being interrupted without taking action. I seldom enforce this rule for longer than a few minutes – just at those key times when I am either explaining something, starting a new task or taking a register etc. - but if I tell a group that I want total silence, then I mean it. And any pupil who ignores this is dealt with straight away.
For example, never let a pupil shout out without reminding them to put up their hand. Never, allow pupils to continue talking at the start of a lesson when you’ve started explaining the objective. Never, let pupils interrupt you without reminding them that it is unacceptable to do so.
If you let them get away with it once, you have effectively trained them to try and get away with it again.
3. Control entry to the classroom
The ideal place to establish control over your pupils is outside the door - before you even let them in the room.You must start the lesson under your terms. And the lesson starts before they enter the room with you having them line up outside the door in an orderly manner.
This is the perfect time to gauge the mood of the group and indeed the individuals in the group. You can easily spot potential problems (unhappy pupils, cases of bullying, arguments etc.) and deal with them rather than letting them go unnoticed and having them escalate into serious disruptions during your lesson.
If the group won’t stand still and quiet don’t let them in the room. They must do EXACTLY as you say before you let them through the door. If they run to a chair bring them back again and make them walk. If you let them get away with anything at this important stage, you will set the tone as being one where they can get away with things. You don’t want that.
4. Have ‘settling work’ ready for them when they enter the room
If you have a group who just won’t settle try presenting them with some of the following ‘settling work’ as soon as they enter the room. But… make sure you add this little twist to ensure the pupils get stuck into it straight away…
On your board have the following written up…
“Complete the work detailed below. You have ten minutes. If you don’t finish it, you will return at break to complete it.”
Obviously you need to adjust individual work targets for less able pupils to make it fair. Once they’ve started you can go round the slow workers very quietly, out of earshot of the others, and tell them where to stop. i.e. give them a work target which requires less writing than the others –
“James, you can stop when you get to the end of this sentence”. (And put a pencil mark where you want them to get up to.)
The great advantage of this strategy is that it gives you a few minutes to get your resources sorted out. I do use this if I want to show a DVD clip and haven’t had time to set the AV equipment up for example.
On each desk you could have a quick topic-related puzzle, a review quiz of last lesson’s work, a cloze exercise or some text copying work. Nothing too difficult – you don’t want to confuse them because they’ll spend ten minutes asking questions instead of settling down. Choose something simple (and preferably light-hearted or fun) that requires no explanation or fuss.
As well as having the instructions written on the board, greet them at the door and say…
“Get started on the simple task on your desk – you have ten minutes to finish it.”
Once they’re in the room you can then add…
“Anyone not finishing this little task will finish it at break – there should be no talking. If you talk you’ll come back at break and do it in silence then.”
If you want them to copy notes from the board (or a book) make sure there isn’t a huge amount of text otherwise you will provoke complaints. You can ‘hide’ extra work by having five or ten lines of text for them to copy and then a note at the end saying “Now answer question 2 on page 46” which could be another five or ten lines of notes.
Comments like…
“It is entirely your choice as to whether or not you get break. If you want break, do the work. If you don’t want break, sit and chat.”
…can be used if they don’t settle straight away.
5. The Right Way To Ask For Silence
You may have been told that an alternative to shouting for silence is to simply wait for rowdy pupils to calm down.
And wait… And wait… And wait…
Teachers have mixed views as to the effectiveness of waiting for silence before continuing with the lesson because in many cases it just doesn’t work.
Some classes will respond positively to this strategy almost straight away but a hard class will test your mettle and try to push you way beyond 5 or 10 minutes.
They’ll enjoy watching your expression turn to desperation and laugh at the fact that your plan isn’t working.
At a time like this you need to bring in sanctions and make them see that their continuous disobedience will not be tolerated.
If you have a strong, commanding voice you can shout for quiet and explain what the sanctions will be if they continue talking. If you can’t be sure that your voice will cut through the noise sufficiently, you can communicate via the board by writing your instructions. Write up your instructions in bold, capital letters. You may need to give them slightly longer time to comply – allowing for the fact that they may not all read your instructions straight away.
This is what to say…
(You may think that these sanctions won’t work with your toughest class but they are phrased in a very specific manner as you’ll soon see. If you rigorously and consistently apply them you will win. Your class will settle. I’ve never known it fail).
“If you wish to continue talking during my lesson I will have to take time off you at break. By the time I‘ve written the title on the board you need to be sitting in silence. Anyone who is still talking after that will be kept behind for 5 minutes.”
Phrasing your instructions in this way when you want a class to be quiet is very powerful and almost always guarantees success.
Let’s examine why:
Firstly, you are being very fair and giving the pupils a warning…
“If you wish to continue talking during my lesson I will have to take time off you at break.”
When teachers try to issue a punishment without a warning…
“Right you’ve just lost your break!”
…they are often met with a torrent of abuse…
“No way, that’s not fair – we weren’t doing anything!!!”
I always find that giving pupils a fair warning about an impending sanction takes the sting out of a confrontational situation.
Secondly, you are telling them exactly what they are doing wrong, and exactly how to put it right…
“…you need to be sitting in silence.”
Thirdly, you are giving them a clear time by which you expect full compliance…
“By the time I‘ve written the title on the board you need to be sitting in silence.”
Fourthly, and very importantly, you are telling them exactly what will happen to them if they don’t do as you ask…
“Anyone who is still talking after that will be kept behind for 5 minutes.”
These key features are important if you want pupils to follow your instructions because they leave no room for questions, debates, arguments or confusion. The pupils know exactly what they’re doing wrong, what will happen if they continue and how to correct their behavior so as to evade a sanction.