Charlotte Verity Professional Learning (School Based)

Resource:  Incredible Teachers  by Carolyn Webster-Stratton, PH D Chapter 11,12,13 & IYT Workshop 3.8.17 A child needs to have conflict management skills and social problem solving skills to help them regulate their emotions. Children who have difficulty emotionally regulating may also have trouble reading social situations and cues (p. 406 of text). When a child acts out/yells/hits frequently etc (cannot emotionally regulate), this will often result in negative social experiences and possible alienation/loneliness. This child then does not have the peers to practise positive social skills with, and they may become 'labelled' as difficult, defiant etc. Teachers can try to stop this by sharing praise publicly and personally with the child, being explicit with praise, social coaching, connecting with parents and maintaining positive self-talk//thought about that child.  Emotional regulation includes: * Nervous system * Cognitive (reasoning) and language systems ...

Resource: Incredible Teachers by Carolyn Webster-Stratton, PH D Chapter 8,9,10 & IYT Workshop 6.7.17 Behavior Planning  This involves a functional behavior assessment, creating and reviewing a plan for a child who has ongoing challenges which a highly challenging behavior.  Template 1,Behaviour challenges (be specific, incl timing and frequency) 2.Desired behaviour (positive opposite of the current challenge) 3. Proactive strategies (Coaching, relationship, specific praise, incentives for desired behaviour, deliberate ignoring) 4. Planned consequences if required (only use when proactive strategies aren’t taking effect). Consequences must be logical and natural e.g. time away from the activity.  5. Parent input and ideas 6. Re-evaluation date and review. Plan next steps e.g. to slowly remove incentives; plans for student self-evaluation Key points: * The behavior may grow worse bef...

Resource: Incredible Teachers by Carolyn Webster-Stratton, PH D Chapter 7,8 & 15 & IYT Workshop 8.6.17 Behaviours When ignoring a challenging behaviour, I am trying to: Use visual prompts/reminders Proximinal praise to those showing the desired behaviour Focus on discussion with the other students, about how they are showing great focus etc Short, simple reminders to whole class e.g. "Who can show me 5?" (focus on mat) When one child is challenging, I am aware of certain other students who may get involved. I will praise those students for being on-task, and encourage them to continue. Give clear expectations, "I will listen to what someone has to say when they come to the mat." for a child calling out and walking around room. What I can't ignore: * Repeated refusals to complete a task when requested * Rudeness towards myself or others (e.g. kicking the wall; pulling faces, name calling etc) * Repeated distraction of others * Defacing o...

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...

Resource: Incredible Teachers by Carolyn Webster-Stratton, PH D Chapter 5 & IYT Workshop Since this workshop, I have been trying hard to: Focus on positive behaviours more than negative behaviours across the whole class. What you focus on will grow!  Circulating around the room to give 1:1 praise and encouragement Making my praise specific, and related to academic (e.g. thinking), social (e.g. managing your body; helping others)  Using proximity praise (i.e. noticing another child demonstrating the desired behaviour, and praising...thereby encouraging others to do the same). Doubling the impact e.g. having children who have persisted, shown kindness etc go and share their work with another teacher. We have discussed this at a team level and each of us has stickers and smiles at the ready for children send by other teachers to share their work Coaching children for academic behaviours e.g. persistence; focusing. I am now aware that children will develop these c...