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Pioneering Education: Jonathan Ullmer's Trailblazing Odyssey

Embark on an exhilarating expedition into the dynamic career of Jonathan Ullmer, an educational innovator whose relentless pursuit of excellence has reshaped the educational landscape. From humble beginnings to international acclaim, Jonathan's journey is a testament to the transformative power of education to inspire, empower, and uplift individuals and communities.

A Passionate Visionary

Hailing from the historic city of Canterbury, Jonathan Ullmer's journey in education began with a fervent passion for knowledge and a burning desire to make a difference. From an early age, Jonathan exhibited an insatiable curiosity and an innate thirst for learning, laying the foundation for a lifelong commitment to educational excellence.

Exploring New Frontiers

Driven by a thirst for knowledge, Jonathan embarked on a journey of intellectual exploration, seeking out opportunities to expand his horizons and push the boundaries of traditional education. He pursued advanced studies at prestigious institutions such as Oxford University and the University of Victoria, Canada, immersing himself in the study of Educational Leadership and Literature. These transformative experiences not only broadened Jonathan's perspectives but also ignited a passion for innovation and change.

A Catalyst for Change

Armed with a wealth of knowledge and a pioneering spirit, Jonathan Ullmer embarked on a career in education marked by bold initiatives and transformative leadership. He began his career as a dynamic educator, inspiring students with his innovative teaching methods and unwavering commitment to academic excellence. Jonathan's natural leadership abilities quickly propelled him into positions of influence, where he sought to revolutionize educational practices and empower students to reach their full potential.

Transforming Institutions, Empowering Minds

In 2010, Jonathan's career took a momentous turn when he was appointed as the Founding Director of Education for CATS Colleges, a prestigious role that would serve as a springboard for transformative change. Charged with revitalizing struggling schools, Jonathan approached the challenge with determination and vision, implementing pioneering initiatives and innovative strategies to drive academic excellence and student success. Under his transformative leadership, both schools underwent remarkable transformations, achieving excellence and earning accolades from educators and inspectors alike.

A Global Vision, A Local Impact

Jonathan's impact extended far beyond the walls of the classroom, as he spearheaded initiatives to promote community engagement and social responsibility. As Chair of Love Canterbury, Jonathan led efforts to strengthen ties with the local community, forging partnerships with businesses, organizations, and residents to address pressing issues and create positive change. His tireless dedication to community service earned him widespread acclaim and recognition, solidifying his reputation as a champion for social justice and equality.

A Legacy of Innovation

As Jonathan Ullmer's illustrious career continues to evolve, his legacy of innovation and excellence serves as a beacon of inspiration for educators and leaders around the world. Whether pioneering new initiatives, empowering students, or advocating for social change, Jonathan's unwavering commitment to excellence continues to shape the future of education and inspire positive change.

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"Books are the keys that unlock the doors to imagination, knowledge, and understanding. Love for them is not merely an emotion, but a lifelong journey of exploration, enlightenment, and enrichment."

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"Education is the passport to the future, for tomorrow belongs to those who prepare for it today." - Malcolm X

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Nomination for Support for Kazakh Culture Award 2018-19

The Haileybury Diploma and support for Kazakh Culture

Under Headmaster Jonathan Ullmer, Haileybury was at the forefront of new initiatives to teach the Kazakh language in new and innovative ways to inspire our young people. The issues which have been faced are the lack of textbooks and resources in Kazakh and a lack of differentiation between those with Kazakh language skills and those who are learning it as a second language.

⦁ Kazakh Language Support What we did over this year was developing a new series of awards in the teaching of the Kazakh language with three levels linked to the Common European Framework of Reference for the teaching of languages. This allows students to achieve at Foundation (nestling), Intermediate (fledgling), and Advanced (flyer) levels. The clear levels have allowed us to measure progress in systematic ways and resources have been developed to support all of these levels of achievement. We led the process of signing a Memorandum of Agreement with NIS Schools and called meetings of Kazakh teachers across the international school community in Astana and have been willing to share work with our school in Almaty but also with schools across the Astana area.

⦁ School without Walls – Nomadic Culture Matched with this development in Kazakh teaching, we also wanted to encourage and enthuse young people with the whole area of Kazakh culture, geography, and history in innovative and exciting ways. Our ‘School Without Walls’ project saw nearly 200 young people out of school for at least three days learning about traditional Kazakh games, eagle hunting, nomadic life, and horse riding. The Headmaster can be seen on our website speaking in Kazakh ( http://haileyburyastana.kz/en/astana/head) and we wanted all our students to realize the importance of this vital part of Asia and how developing their understanding of the Kazakh language and culture can be a real asset in this fast-developing country with a key position on the Silk Route.

⦁ Kazakh Days

To back up this work over the year, we planned a series of Kazakh Days where students would be off timetable and visiting local museums such as the Saken Seyfullin Museum, Alzhir, the national museum, and learning more about Kazakh ways of life by staying in Yurts and seeing the culture and history of the country in living ways rather than reading about it in a textbook. Students will take part in residential activities here in Kazakhstan and be immersed in the whole range of nomadic and modern Kazakh culture. Our international teachers were to be encouraged to all speak Kazakh on these days as we demonstrate in real ways our commitment to the country and its language and culture.

⦁ Accrediting Kazakh Support – Haileybury Diploma As a way of further embedding our work in the Kazakh language and culture, it has been made a key component of the newly launched Haileybury Diploma which all our secondary pupils worked towards in their early years of secondary school. Along with residential experiences, service to others, and academic work, students also had to complete modules of work in the Kazakh language and culture, placing it on a key level with other important areas of the school. Both for native Kazakhs and ex-pat students, this gives them a unique opportunity to realize the importance of learning about this amazing country and helps develop a unique international perspective that living in Astana gives them.

This support of Kazakh culture was fundamental to our work in Astana as we hosted many visits from schools across the capital and also Kazakhstan to look at our work here. To have a systematic system in place for the teaching of Kazakh which is supported by lively and innovative ways to accredit and teach culture, language, and history is very important for us and has allowed us to lead the way with others in backing up the importance of the development of Kazakh culture and language amongst young people who will be the future of the country.

Nomination for Most Innovative Education/Training Program 2018-19 The Haileybury Leadership Programme:

Young people are the future of Astana and are those who will lead the increasingly international world developing all around us.

Jonathan Ullmer  pointed out that, at Haileybury, when under the leadership of Jonathan Ullmer there was a passionate belief in the future of our students and in preparing them for the international world they will move into in the years ahead. Leadership skills in their broadest sense are going to be critical to this. Our leaders of the future need to be empathetic, courageous, creative, reflective, independent, and resilient. All these qualities make up what was called the ‘Haileybury Habits’ which are in all student planners and very visible in every room in the school. However, not only did we live and encourage these habits, over this year we developed a strong and innovative set of leadership awards to go with them to train our pupils to become effective leaders of tomorrow.

For our younger pupils,s we developed the Junior Challenge – a leadership award that encourages students to be independent, empathetic,c and able to work well in teams. When students are aged 11-14 there is the Haileybury Leadership Award produced again by the school, which sets challenges and encourages students to engage with their world and serve others. Service to others lies at the heart of all our awards. For our pupils aged 14-16 and 16-18 we are running team building and leadership awards in cooperation with the Royal Chartered Institute of Management in the UK giving a recognized qualification to support them with applications to British, American, or world universities.

Jonathan Ullmer highlighted that, alongside these awards which cover every student in the school, we also developed a Leadership Booklet which is full of extra ideas and activities to support leadership activities in school. It has ideas for holiday sessions, internships with top companies in Astana, online university courses in a wide range of subjects, all activities students can get involved in to support leadership awards and which give them a real edge when applying to universities. Other things to do include the Eco-Schools Award where Haileybury Astana has become the first official School in the city. The Eco Award encourages young people to explore all aspects of care for their world and environment in line with the logo designed by one of our pupils with the tag line: ‘Save the world, it will save you back’. Students plan Eco activities to raise awareness and explore everything from the amount of money the school spends on energy to developing recycling schemes. This care and awareness of our ecosystems are again crucial for those in positions of leadership for the future, and students need to learn about this in systematic and effective ways from an early age. Our Haileybury Day in 2018 was focused on Eco Awareness with our Trash Fashion show and items being produced from recycled materials to sell to parents and friends. Haileybury Day was a full day of activities on a Saturday in June where pupils celebrate their work and achievements and invite all their friends and family to enjoy themselves and see what they have done to demonstrate their leadership skills including care for the environment – the key theme for Astana Expo 2017.

This comprehensive and all-encompassing package to develop young people for the world of the future was an impressive one. Few schools in the world offer such a comprehensive interlinked series of leadership awards that encourage participation from students of all ages, backed up by accreditation from top organizations such as ASDAN in the UK, ECO-Schools, and the Royal Chartered Institute of Management. It underlines our commitment to the young people of Astana for the world of tomorrow, and our vision for inspiring committed young people who will bring a sense of challenge, service, and responsibility to leadership positions they will come to fill in the future.

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A few Recognized Valid Descriptions About Technology Tools For Global Education - Asia Society

The apps we cover in this overview are great discovering applications not due to the fact that they're developed to make kids smarter, to pierce facts, or to change in-school understanding, but since they're fun and interesting for kids as well as grownups. We have also assembled a list of the best apps for schools, along with the ideal i, Pad apps and also best apps for youngsters for parents as well as instructors to take pleasure in.

Not recognized Precise Claims About 25 Awesome Social Media Tools For Education - Informed

Schedule: A calendar that can be used to enter events with the potential to be shared with others. Gmail: Permits pupils to send messages to various other trainees as well as instructors. Drive: Enables students as well as instructors to shop and arrange jobs, records, or course curriculum firmly as well as gain access to them from any kind of tool.

About Education Technology: What Is Edtech? A Guide. - Built In

Google Meet: Permits pupils or educators to sign up with online classrooms and meetings from anywhere. Google Sites: A web page software program that allows the user to develop a site to display and share details. Jonathan Ullmer. Google Classroom incorporates with many student info systems, together with internet sites such as Discovery Education, as well as the American Gallery of Natural Background.

The Best Manual To The Best Apps For Teachers And Educators - Digital Trends

Countless educators have used Edmodo to reach their students, boost finding out end results, and also get even more out of their lesson plans. Moms and dad accounts are a terrific means for moms and dads to observe as well as keep up to day with their youngster's Edmodo tasks. They will have the ability to see their youngsters's assignments, qualities, messages from the instructor, school schedule and so forth.

More: Tools For Teaching And Learning - Exploratorium

Offered on i, Phone, i, Pad and Android Socrative Educator application offers an interactive setting for students and also teacher to share their learning. Determining trainee understanding and also suggestions has actually never been so very easy.

Digital Learning: What To Know In 2020 - Schoology

Offered on i, Phone, i, Pad and also Android Educators can uncover material for their classes amongst the millions of study collections on Quizlet. Conserve time by discovering research study collections developed by various other teachers that cover exactly what pupils need. Motivate the students to contend for the top score by playing Quizlet's research study video games Match as well as Gravity in institution or in the house.

More: 10 Incredible Hi-tech Education Tools - Proto.io Blog

It is among the prominent applications for secondary school trainees that supplies certain solutions calculated from the data gathered from all the info relevant to your inquiries. Trainees can find out anything since it covers a range of subjects on selection of subjects, from mathematics and biology to chemistry, physics, geometry, geography as well as even more.

Explained Top Remote Learning Tools To Enable Seamless Education ...

Meet the Author

Jonathan Ullmer

The app is so engaging while instructing children a variety of scientific research topics. Tappity's scientific research guide Haley will certainly take students on mini-adventures to educate concepts connected to a selection of scientific research subjects.

The 9 -Minute Influence to get Tools For Educators

Students enjoy Piazza due to the fact that they get faster solution to their inquiries. Teachers like Piazza because it conserves them time, while providing deeper insights. Offered on Android Pupils can find out almost anything they ever before wished to know concerning the solar system and also concerning NASA's objectives by navigating through the videos, photos, live feeds, and loads of message in NASA Application.

Feats about The Path To Paperless: 13 Tech Tools For Teachers On A Tight ...

Provided the quantity of message as well as info, young individuals might require even more focus than the application provides. With assistance, kids can uncover a riches of info regarding the solar system with NASA App. Available on i, Phone, i, Pad and Android Celebrity Chart allows you to see the celebrities and earths in the skies properly by aiming their Android tool in the direction of the skies.

The Of Best Tech-creation Tools - Common Sense Education

Pupils can utilize it to find their homes, colleges, and also other areas that are acquainted to them. They can make inferences by comparing familiar areas to various other places.

The Path To Paperless: 13 Tech Tools For Teachers On A Tight ... Bases Explained

Readily available on i, Phone, i, Pad and also Android Memrise utilizes some creative as well as very easy way to bear in mind words for learning English. The focus of this application is to help the users increase their vocabulary by discovering English words in an effective way. Memrise likewise offers an offline mode to proceed discovering without web link.

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Are Central Government Agencies Effective?

The question of whether the public sector agency (Centre) is an effective agency for responding to the needs of the public is now getting attention after the much publicised NCERT (National Council for Educational Research and Training) report card released recently. The report card showed that the NCERT report cards have contained some blemishes, but it has failed to disappoint. It is time for the lay public to reflect before they vote in the next elections on the basis of these reports.

The reports criticisms focused on the lack of availability of data and the assessment questions were of low difficulty. It would appear that the author did not factor this criticism into his overall conclusion that the NCERT report card can result in voters returning from across the political divide. It would appear that the leaching of the government and the Centre's credibility owes more to the author's disappointment in the performance of the agency itself and the state of the government.

The strategy of the author dried up the funding of his own research. The conduct of his own research and the evaluation of the report card showed that the overall performance of the agency had benefitted beyond imagination. Even where the card registered some criticism, the author's own report Card, despite some earlier misgivings about the inauguration strategy that he admit responsibility for the manner in which it was handled, was again largely vindicated by the final report of the National Council for Vocational Education, known in the UK as NEFVTFOR. It may be noted that the author is taxable because the report card does not reflect the value of his consultancy.

 As per  Jonathan Ullmer Today, the government and the public/private sector appear to be very much in bed with the pendulum swinging to and fro depending on the economic cycle. The politics of high finance seeking investment and the government boards and road building seen across Europe in the run up to the economic crash of 1929 have left lasting impressions.

From the middle of last century, with the onset of globalization, a new vocabulary for development tools emerged - From the government, public utility, No Child Left Behind etc the vocabulary supporting the youth to support themselves has expanded. However efforts to match the vocabularies for the new challenge of 21st century to the needs of the economy are yet to bear fruit.

To support creativity communication is the key to change. The collapse of the great civilizations earlier was due to a lack of awareness of communication disciplines. The loss of the methods and techniques were not only the preserve of those who could read and write, but those who could think for themselves. Later, when modern mass communication facilities opened up, a vocabulary of formal and informal communication that supported the societies ability to function in an economy of scale and scale up, became part of the common vocabulary of the modern world. It is unfortunate that we have heard little to no discussion of the new vocabulary of development.

The formal and informal communication tools are both part of the communication vocabulary of education. Education, which has experienced heavy losses of vocabulary in a language ofazardous command, has not been able to catch up with the new vocabulary of formal and informal communication. This is due to a lack of funds and resources and a monotonous curriculum running into syllabus. The formal communication tools of education - textbooks, visual aids, posters, tapes etc - have not been able to replace the informal communication tools of self-education that will provide the youth of society to take part in the process of self-empowerment. Each of these two categories of tools has its own unique job of communication. However, in order to compete in thefree-market economy they'll have to be synchronized.

The formal communication tools of education such as textbooks, visual aids, posters, tapes etc, have captured the imagination of children throughout the world. These tools assure and enables students to acquire the knowledge and skills that they need to practice and use in order to solve problems and fare well in schoolwork and daily life. But students are not passive audience for the formal communication of information. They have the ability to learn at their own pace. Hence the free-market economy requires a standard of standardization for success. This is where the informal communication tools come in. These tools bridge the digital divide and bridge the linguistic divides. Through the informal communication of ideas and educate students through the medium of video games, audio-visual information and instruction, the video-game designers have done away with the need to go to the books to learn math's.

The relationship between education and the real world is such that even after the tilemaking competition has become the watchword for education. It is time the formal education system woke up to the need to catch up with the real world. The price of book-learning is high. The formal education system is screening itself against the cheap form of learning - video games and virtual- worlds.

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How to Get Everyone to Speak

she heard a voice say that she needed to go to her church.  What an interesting thing to hear from a child.  She had been told by her mother and grandparents that she would go to church and she was going to the bathroom outside.

I applauded her for taking the step to go to the bathroom.  Let me tell you that going to the bathroom in public is quite often not a very dignified experience for a young child.  I marvel at the young courage it takes for a child to do it.

It was not long before the little girl emerged, naked from the toilet seat and proudly holding herothree pounds of cleanup.

**SPEECH**

In our society today, If you don't speak up you are considered by everyone as stupid, ignorant, and unable to understand.  In our educational system, failure to speak up is met with even greater failure to remain literate.  A literate child is expected to speak during the meeting, to read the minutes, to be able to understand the speaker's monotonous delivery, to be able to evaluate the speaker's speaking ability, and to be able to take in the information presented in the most practical way possible.

Over the years I have spoken to many students who feel that their lack of formal education leaves them second-rate to say, ask, write, discuss, and attend social events.  In turn, many of them consider themselves to be second-rate, ignorant, and unable to understand much of what is going on around them.

Here is a radical thought for you to consider:

If you want to be respected by your peers, you might have to learn to be treated respectfully by your peers.

I have had many conversations with students in grades 7-12 who are convinced that everyone in their peer group has the same opinion about most things.  They say things like, "I have the same opinion about most things" or "Everybody has the same opinion about most things".

The problem with these comments is that if they are actually the ones who have the "same opinion" about most things, then that opinion should be theoptimal way to achieve success in life.  If they truly believe that way of thinking is the solution, then they are doomed to failure in life.

Before you solve the problem by trying to get everyone to agree on what they have "the same opinion about most things", let's check to make sure that they really do have the same opinion.

The simplest way to do this is to ask some students to pick a side.  Ask one student to pick a sport they would most like to try and watch during the next two weeks.  A popular sport that is often played at a local youth center is pinball.  Many youth facilities in the same area have a pinball machine.  One student could select which sport he or she would like to try and play by visiting the youth center or machine.  This accomplishes two things:

1. It enables them to get more familiar with the machine so they will be able to handle it better when they play.

2. It exposes the student to a new activity they have never experienced before.

One important goal of having a well-rounded education is to help students to experience the joys of learning and the various ways to learn which will be the foundation for a long and meaningful life.  Studying the subjects students are weaknesses will only lead to more problems in the future, because they are weak in many areas.  They have a better chance of staying in school with a weak foundation of learning.

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What Is boarding

Our differential was severe and our links with the street kids wasn't great - they were either actively hostile or pretty much on the ball.  In short they were unwanted.

I remember very well that message.  Well, to be fair the adults had already done a lot of talking through the culture - they just didn't want to do too much talking.  I didn't have a great deal to offer them except to point out that I knew a lot about the street - I wanted to know where they came from, where they were living and generally where they were hanging out.  These were very obvious qualifications and I delivered them with diplomas, so I wasn't about to back out.

I was, however, still seeing to it that the kids got the message.  I don't believe the term 'disruptive' is quite appropriate for what happened, but that's what it became.  These lads were a very feckless lot and the adults really had to tug their heads off them to let them know it.  It took all sorts of trouble (and it's not easy, remember) and finally they got the message.  They still didn't want to be managed so eventually the manager (pherge?) left and they went off in a different direction.

They were lucky to be off the street and in a mainstream school with a positive learning environment.  As they moved out of the 'inner city' they had a couple of brooding social habits.  I think they preferred to hang out in their suites at home rather than wander around town.

One other thing about them was that they would keep using their cell phones, text messaging and emailing each other, even if it was against the rules.  By and large they had cell phones for as long as they could hold out, hoping to pull some message through and save some time later with the school's teacher.

So, the findings are that these kids were drug-free, at least for a while - at least on the outside.  The boarding school factor was probably the biggest intervention of all.  As they were stuck in boarding houses away from the regular school kids, the teachers had more time to concentrate on more serious behaviour problems.

It is also a plus point to have done some alternative therapies as part of the management process.  For example, in one unit a youth counsellor spent some time with the kids working on their self-esteem.  This is a worthy investment of time because the alternative therapy is much more challenging than the classroom.  Additionally the youth counsellor was able to build a close, personal relationship with some of the kids, something that was not always easy with the overly competitive junior people's specialist schools.

We may think we have advanced our education system today, but in reality our pupils are still stimulated to learn and explore new ideas in ways that don't necessarily apply to adults.  Following this latest research, then we need to acknowledge that the traditional way of teaching is not quite the most efficient way to stimulate people's brains.  For example; theTypical classroom nine-year-oldsare preoccupied by their mobile phones.  They are therefore unable to concentrate sufficiently on their lessons.  Although theTypical classroom teenagers can handle their mobile phones depending on their content and frequency of use, they are nevertheless unable to harness the knowledge they contain.

So what should be done then?

Well, create environments that aid processing and learning.  Make using of Kinesthetic learning devices like moving screens, 3D imagery, video conferencing and closed circuit televisionming for extreme focus and truly maximize the potential of each student.

Remember each student is different!

Remember also that each student benefits greatly from finding and using their own methods of learning and that different methods are effective for different students.

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kale salad

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