Charlotte Verity Professional Learning (School Based)

Resource: Incredible Teachers by Carolyn Webster-Stratton, PH D Chapter 6 & IYT Workshop Reflection on Engagement and Behaviour (Term 2, Week 3): I am continuing to reflect on the level of engagement and on task / positive behaviour in my class, and what is / isn't working. I feel like we are making small steps increasing both positive behaviour and engagement. Collegiate support and ideas have been critical to this, e.g. Dorinda's Self-Regulation Tools and observing Sue and Dorinda teaching the students.  Other things that are working: * Noticing..making time to share with students, in detail e.g. I noticed that you looked at me when you said that; I notice you came straight to mat * Trying to ignore low level distractions/challenges, and focus on those learning * Having the children demonstrate or lead the class * Limiting time on the mat with lots of short movement breaks * Songs: start of day, rhymes to re-engage students during the day * Consisten...

Purposes for this session:  I mprove understanding of the expectation for the children we teach at all levels of the school. A clear understanding of the process we follow schoolwide when assessing whether our children are meeting the National Standard in writing. Key Points: Consider a range of the child's work. Use the 3 resources to consider students' work...each resource gives different information/guidance. Ensure you moderate with team. Marking Resources: The National Standards Document   The Writing Illustrations E-asTTle writing marking guide - attend to these features/traits when considering student work. d o n’t need to use this to “mark” or “remark” a piece of writing.

Literacy Processing is how the brain works with the text to get a message (reading) or create a message (writing). Reading recovery children will need to go through every level.  Able - very able readers may move through the colours (i.e. may not spend long on each level) The workshop leader suggests that the book going home is not  a guided book; it should be a phrased, fluent book (even if from browsing book). The take home book should be enjoyable  and not labour intensive. Green level: teach chunking....  a much more effective strategy than sounding out. Other strategies to teach:  * Self-correct * Notice errors * Monitor or checking * Search for information * Find the information (e.g. look for a cue in picture and finding it) * Use the information * Self-correcting * Cross checking Taking running records: * Text must have been seen and taught (guided text) * Record on Marie Clay Running Record Sheet * Include on form: the level, the...

Staff workshop from Ministry of Education (Behaviour support team), 2 nd  May 2017 Modules: Understanding behaviour Encouraging ready-to-learn behaviour Responding safely                 Reflection & embedding Strong, positive relationships increase the likelihood of constructive outcomes. Legal Definitions from Guidance for New Zealand Schools on Behaviour Management to Minimise Physical Restraint (Oct 2016) Physical restraint is when staff use their own body to deliberately limit the movement of the student. Staff Preventative and de-escalation measures should be used by staff. Restraint is a last resort to prevent imminent danger of physical injury to the student or others. There must be imminent danger to the physical safety of others Restraint includes taking a child by arm/hand when the student pulls away. It  includes blocking an exit when a child is in the room and wants to leave. You may need t...