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 ...

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...