Charlotte Verity Professional Learning (School Based)

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...

RESILIENCE FURTHER RESOURCES: http://www.reachinginreachingout.com/ WHAT I WILL DO DIFFERENTLY AS A TEACHER * How can I be the positive / supportive adult that a child who is struggling with adversity? For the one child I am thinking of (OH), I will do this by  spending time playing and talking with him,  and giving  positive affirmations. * Teach children how to BREATHE from the diaphragm.  * Model the calming strategies I use for myself (e.g. deep breaths, self-talk) * Brain Breaks - aim for 3 x per day * Help students develop:      1. self-regulation e.g. asking is this helpful? (see below)      2. focus attention e.g. stop and count the circles (silently) in the room      3. persevere e.g. articulate past success; set up achievable challenges; model perseverence  MY QUESTIONS How can we build resilience in our parents/whanau? MY LEARNING FRO...

Kate introduced her six stages of Inquiry (Copyright EduKate), see details below: My Next Step  after this learning: * I am going to try planning backwards, flexibly planning according to needs of children and then documenting the learning as we go. * Focus more on FORMATIVE and SUMMATIVE ASSESSMENT e.g. a wall display or verbal statement from the children of their learning. This is EVIDENCE OF LEARNING AND TEACHING.  * Spend time unpacking key words, questions and ideas through engagement e.g. picture sorts, ask an expert etc 1. PURPOSE - So what does this mean for our Identity Unit: I will suggest to team that we spend  longer  on engaging the students into the concept of Identity and why its important.  e.g. tell a personal story about why my family is important OR start with the word identity on the board and have students draw/write what they think it means OR cut / sort paper words related to identity. 2. EMPOWERING STUDENTS TO TAKE OWNERSHIP ...

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/...