Charlotte Verity Professional Learning (School Based)

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...

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...

We began by discussing and deciding definitions for key terms, including: Dialogue: share ideas Discuss: debate ideas Pause: wait, without talking Inquirer: questioner, explorer Advocacy: support or represent ideas (persuasive) Paraphrase: briefly recap and most important for me, listening set aside s: the things to stop doing when listening/talking! * Judgement * To do lists * Autobiographical stories * Solution finding * Unrelated information We practised having 'challenging conversations' with colleagues, using the process below (e.g. challenging conversations may be sharing an issue with a parent; discussing differences with a colleague): 1. Prepare and plan  your words 2. Converse Name the issues  Focus on evidence Clarify importance: impact and consequence Identify your contribution 3. Invite and listen to others' response and perspective 4. Open the conversation for mutual negotiation and resolution: decide action 5. Follow ...

Appraisal/TAI Observation Record This is an observation that is primarily for the benefit of the teacher being observed – who sets up the observation with a particular area of interest and development of their own in mind. It is important that the person doing the observation knows what specific area of their practice the teacher is wanting feedback on. The teacher completes the parts in green prior to the observation , the observer collects the data,  notes any questions they have, Then at a feedback discussion, the observer and teacher discuss and complete the final sections.   Appraiser Observing Sandy Hastings Observation Date 27.7.16 Teacher Charlotte Verity Observation Time 11;00 - 11:40am Topic being taught Writing (Teacher to complete): The specific area of my practice / a specific strategy I am trying to implement, that I would like data about or feedback in from the observation (in relation to an ‘on top’ issue or to an appraisal/...