Charlotte Verity Professional Learning (School Based)

We have now been working collaboratively, with four classes in a new modern learning hub. We've implemented a shared timetable, with developmental play/discovery time woven through reading, writing and maths learning each morning.  The New Space:          As staff, we have discussed, agreed and planned areas for different purposes, including: reading/library corner, a theatre for shared gatherings, a construction room (with doors so that children can be playful and make noise with blocks, cars etc, without interrupting learning in the main space), a maths centre, a writing area, maker space / kitchen for construction and a mindful colouring zone.  What Has Worked? A number of things have really aided our journey, and the ease of transition for the children. These strategies have included:  * Staff meeting to discuss what worked/what didn't work after school each day, and altering plans accordingly. * Shared expectations for behav...

I enjoyed our team discussion about communication styles. We discussed how certain behaviours may shut down or support a conversation. Shut downs:  * Eye rolling * Turning away / walking away from speaker * Using a device  * Talking over top of someone * Beginning to respond to someone, but talking about something else entirely * Putting down an idea, even in a humorous way  * Having an insincere tone Supports:  * Eye contact * Nodding, smiling, showing interest * Asking probing questions to understand the person's message * Facing the person talking  * Stopping what you are doing to focus on the discussion  Why might we use 'shut down' behaviours?  Lack of time. I am in the middle of something and I need to finish / I am focused on something else Inappropriate time. This is not the right physical place. There is too much else going on; e.g parents, environment, exhaustion. Having a slower processing speed/needing m...

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...

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...