Charlotte Verity Professional Learning (School Based)

Matt Eggleston – Psychiatrist, CAF FULL NOTES - SEE HARD COPY FILE Behaviours that may be linked to anxiety: Anger, questioning constantly, highly reactive, tearful, needy, constantly hurt or claims to be hurt, loud, bossy…and more.  ANXIETY IS SOMETHING THAT EVERYONE FEELS, AND IT HELPS US TO REACT APPROPRIATELY TO DANGEROUS SITUATIONS ; it can motivate us to be organised, and it can promote performance (e.g. feeling anxious about a test so making time to study). WE can teach children to recognise and use anxiety for their benefit. Successful coping skills can be learn, and these help people and children manage everyday anxiety. HOWEVER, MEDICAL / FURTHER ASSISTANCE SHOULD BE SOUGHT IF IT BECOMES A DISORDER , which requires:  1. Developmentally inappropriate  2. Lasts for long periods 3. There is a functional impairment  4. There is SIGNIFICANT distress, i.e. that stops a person or child from functioning Normal Developmental Anxiety Infants: loud ...

The Problem:  18 children were in the purple group at swimming and 13 more joined. How many altogether? Big Ideas Involved:  * Count on to add  * Count all to add * Part / part / whole thinking * Notation + =  Communication Focus:  We have been working on restating the problem, and checking our buddy can do the same. We have also been working on making sure our friend understands and asking our buddy "Can you show me another way?" if we do not understand their strategy.  Students worked in familiar pairs, with some changes due to children being away.  I noticed:  * Students actually seemed to work more collaboratively (i.e. equal talking, showed greater confidence in tackling the problem) when with a friend.  * Most students drew dots to show the swimmers, and counted all. Two pairs out of the seven counted on, using a hundreds board or their fingers for support.  * One pair broke the numbers up, i.e. 10...