Charlotte Verity Professional Learning (School Based)

Understanding Behaviour and Responding Safely: MOE Staff Workshop 19/8/23 Full presentation  Understanding behaviour: we can only see the tip of the ice berg...what might be hidden?  History, perceptions, physiological things (e.g. sleep, food intolerances etc), psychological, personality (including propensity to worry), preceptions, cultural background and migration experiences, neurodiverse profiles.. Flat affect - A person with flat affect has no – or nearly no – emotional expression. It is important to know about children's background and connect with those who need it as/how/when they need it. Survival loop & threat processing  Some students are in a state of high alert, monitoring their environment for potential threats. These children are more likely to interpret neutral faces or situations as threats....this can cause a flight, fright or freeze reaction. It is important to have a shield around shame When people distract from feelings of shame/badness by l...

KOS is a child abuse prevention programme for schools, which aims to teach children about safety, healthy/unhealthy relationships and how/where to go for help.  They will learn: to work out when their safety is at risk how to keep safe when they meet and mix with other people who and how to ask for help if they, or someone they know, is being abused to go on asking for help until someone does something to stop the abuse that it is important to make and follow personal, family and school safety rules They will know: that abuse is never okay that abuse is never their fault Abuse includes : physical, sexual, emotional/psychological, cyber abuse neglect (medical, clothing, food, education, supervision etc), family harm (when power is used over someone and causes them harm). Stranger Danger ...this is an OUTDATED term...89% of abusers will be known to the child, and 45% will be related to them. Also - 'strangers' includes people who might be 'strangers' (unknown) to the chi...

 Sensory Profile Each child brings their sensory profile with them everywhere they go, including to school. Adults also have a sensory profile, and this impacts their preferences, needs and how (well) they operate in different environments.  When we understand a child's sensory profile, we can plan with these in mind. We can tailor planning and make adaptations to better accommodate a child's sensory profile, thereby providing a more engaging and happier learning environment.  e.g. someone who is vestibular seeking would likely benefit from frequent movement breaks, yoga or stretching during learning, using a standing desk etc.  We can also use this insight in supporting our colleagues, by observing, noting and allowing for their sensory needs. Full presentation by Elisa McConnochie Classroom Guide: what sensory profiles look like in terms of behaviour and needs Strategies teachers can use to accommodate student's sensory profiles

NCZER Report of Learning Experiences from Six Good Practice Schools Compiled by Sally Boyd, Nicola Bright, Maraea Hunia & Elliot Lawes. c. 2021 I enjoyed reading this and reflecting on our own practise at Beckenham Te Kura ō Puroto. The report advocates the ongoing importance of prioritising wellbeing / hauora learning at school and beyond. It promotes taking a culture-centred approach, primarily that of Māori and Pasifika groups. Key information & my reflections  Having shared school values, which students are well-versed in, is important for wellbeing. We do this well at Beckenham, with values included in teaching, displayed and referenced in classrooms, celebrated by way of student kete awards, and values also shape part of student reports.  Passion-based learning adds significantly to students' wellbeing - this includes discovery, senior passion time etc Relationships are key: teacher-student; teacher-whānau; whānau-school Learning should encompass emotions (labell...

Quick Notes & Overview Staff presentation  Reports due out week 9  Assessment & reporting schedule  and guidelines Transition note (disclaimer) for Poppy, Lily-Ann, Louis, Vinnie ?? If a goal has been highlighted that the child isn't demonstrating , don't unclick it, just note it and make a point of teaching it When entering data, use the stage/level children are working in Next steps: two goals in each curriculum area Address the report to the child General comment: 750 word limit  Finish by week 7, buddy  check week 8.  Literacy goals and Maths Number and Algebra -  must be completed by Monday 20 June 9am. Past Reports  Access using the timewarp icon - see the presentation (linked above) Report writing tips Write to the child. Other tips are in this document Sections that need to be filled in HERO literacy goals - reading & writing HERO Maths goals - Maths and if covered, geometry, measurement, statistics Learning in … Post - this p...

Collaboration * Daily morning meetings with team, weekly team meetings, many incidental conversations with colleagues through out the day.  * Fortnightly staff meetings: HERO assessment, structured literacy, other topics Whānau connection * Liaising with parents - my goal has been to email 1-2 parents a week, sharing some positive feedback on their child's learning, participation or ways of working with others. I keep a log of parents contacted.  * Individual Learning Plans and zoom meetings for two children, ongoing communication before and after.  * Liaising with an external OT for two students, and following up on her insights and suggestions for the students concerned. * Maintaining communication with students learning from home due to Covid, and emailing or dropping off learning material. * Phoning 2-3 target families (one ESOL) re: school celebration days, SODs etc, as I'm aware they don't always receive news via emails and newsletters. Community  * Completing ...

Readings:  Margrain, V., Murphy, C., and Dean, J. (2015)  Giftedness in the Early Years: Informing Learning & Teaching. NZ: NZCER Press Cathcart, Rosemary (2020) They're Not Bringing My Brain Out : Understanding and Working with Gifted Learners. Abingdon, UK: Routledge. 4th Edition. Note: The author of this book is the founder of NZ's National Gifted Education Centre and One Day School. Key Learnings:  * Gifted students need opportunities to work with "like minds" who can think, talk, co-create, play, pretend, read or work at a similar level to themselves. They may often prefer working with adults than children  because of this need.  * Giftedness may encompass a striking ability in these 3 areas: above average ability (e.g. in maths, thinking, language use) + highly focused task commitment + creativity (Renzulli & Reis, 1986 in Margrain, Murphy & Dean (2015, p.6) * Giftedness can be understood as possessing both extreme intensity / focus on specific...

Structured Literacy_     Liz Kane Professional Learning, 4 Nov 2020 Updated after Caroline Morritt's presentation on The Science of Reading 29/1/21. Reading Intervention Planner - use to plan interventions based on students' needs . Tips/things to research:  Reading League David Kilpatrick Webinars,  Louisa Moats,    Dr Deheane & the reading brain,    Five from five website,  Multi-lit website ·       https://littlelearnersloveliteracy.com.au/chitter-chatter-chant-speed-sounds-videos/ ·       Whole school approach: mentoring, buddies to discuss, trial and implement...possibly across school Possible Resources ·       LLLL Free Downloads o    Heart words o    Milo’s craft letters   The Science of Reading (Laura Stewart) .... related theories 1. The simple view of reading: D x L = RC (Gough & Tunmer, 1986) D=d...

It was a pleasure to have Rob in to observe this lesson, and provide useful tips on how to improve student engagement. Problem:  Seth had 15 pieces of lego in his tower, and Shikani had 32 pieces of lego, and Zac had 23 pieces of lego. Who had the most? Who had the least? How do you know? Draw, build or make it to prove it. Goals for the session: * Teach/develop the collaborative inquiry skill of justifying e.g. ‘How do you know?’ ‘Can you prove it?’ * Explore knowledge of number size, specifically, students' ability to identify and order numbers to 100 * Differentiation provided through an enabler and extender. Enabler: Seth had 2 pieces of lego in his tower, and Shikani had 12 pieces of lego, and Zac had 8 pieces of lego. Who had the most? Who had the least? How do you know? Extender: Can you prove it another way?  * Children to work in pairs and use varied ways to justify their learning (e.g. materials, by drawing, through an equation etc) My professional goals (areas for ...