Charlotte Verity Professional Learning (School Based)

28 January 2015 What is Restorative Practice? Useful Prompts: I really enjoyed the frequent 'stop and share' time provided in this session.  I learnt a lot about and from my colleagues as a result e.g. Nicky's suggestion on how to encourage children to accept and own their behaviours. * Histori cal examples: Aboriginal and  Māori groups in traditional society * Can only occur where there is an existing relationship * Dissolves the 'bad' label - promotes that mistakes can be overcome * Consequence matches/suits the challenge/problem * Restorative practise is a conference between child, person effected and teacher. * Children should be given the option of having a support person * Record (write) the whole incident and use this to encourage acceptance/ownership  e.g. 'Yes she took your pencil and that is not ok. Then you hit her. That isn't ok either.'   or 'Was that the best choice?  4 Responses to Behaviour:...

I have been undertaking this course by part time study this year, and have loved the learning involved!  Talking with teachers and leaders from other schools has been refreshing and reassuring...many of us have gone through the highs and challenges of working collaboratively. The  collaboration strategies  others have shared have been really helpful, along with my learning e.g. * Identify your partner's strengths and values (e.g. using the Hermann brain model) * Identify and clear on your own values, strengths and challenges * Identify shared goals, e.g., for my colleague and I this year, that has been wellbeing and behaviour * Use humour  * Don't sweat the small stuff - choose what matters most and discuss that first * Establish and stick to tight meeting times e.g. 15min daily catchups * Establish clear and agreed strategies for behaviour management, including special measures / strategies for those with additional needs * Keep a dot point journal of...

December 2015 2015 Appraisal...reflections from myself and my team leader Appraisal Documentation It is wonderful to stand back and re-assess my teaching at this time of year. The key highlights from my own thinking and my team leader: Strengths (keep making time and finding opportunity for these!) * Dedication and persistence e.g. when working with significant behaviours * Learning - continually seeking new insight (via online resources, University and colleagues) has helped me extensively this year. Not only have I learnt new strategies, programmes and found support to face challenges, I have found that the learning itself has been incredibly energising.  * Listening to the students - I have made more time to focus on the students' ideas this year. Open ended questions, conversations and observations has helped me to see and build on their expertise and questions, e.g. by starting a compost group * Seeking advice from colleagues more, and being open and...

24.08.2015 Paulette observed  a reading session in my Year 3-4 class. The session involved: * Revision of our Reading WALT (Learning Objective) with whole class * Modelling of the Tic Tac Toe spelling activities, which I left on display for students to reference during the session * Teacher guided reading session on questioning (small group) * Independent Daily 5 Reading tasks, set up for student groups (differentiated according to students' current reading skills and next steps) Observations (things to keep doing) Next steps for my practise Use of questioning to encourage student sharing and comprehension Clear modelling on asking questions in reading, e.g. "How can you change that comment into a question?"; "Use our question words - What, Where, When, How..." "Do you know why..."  and "Prove it to me / Find the evidence for..." to allow students to show comprehension Explicit feedback e.g. "You are saying the wo...

Reading articles and attending workshops on change management, community engagement, collective leadership, student self-regulation, 21st Century learning and student agency has kept my eye on the 'big picture' ideas of education, and reflect on what skills our students need for the future. I focused on student self management and agency for this final report and presentation. I  conducted interviews with staff, did extensive professional reading and interviewed students for this. I found that student self management requires two key skill areas:  I then completed a Design Proposal on how my own school might build student agency. I really enjoyed watching others' present and look forward to hearing the outcome of their own design proposals. Several focused on developing student self-regulation, student agency, and developing cultural inclusion.  I was informed by these critical readings: *Kohn, A (2001) Five Reasons to Stop Saying "Good Job!" DOI...

I have been undertaking this course by part time study this year, and have loved the learning involved!  Talking with teachers and leaders from other schools has been refreshing and reassuring...many of us have gone through the highs and challenges of working collaboratively. The collaboration strategies others have shared have been really helpful, along with my learning e.g. * Identify your partner's strengths and values (e.g. using the Hermann brain model) * Identify and clear on your own values, strengths and challenges * Identify shared goals, e.g., for my colleague and I this year, that has been wellbeing and behaviour * Use humour  * Don't sweat the small stuff - choose what matters most and discuss that first * Establish and stick to tight meeting times e.g. 15min daily catchups * Establish clear and agreed strategies for behaviour management, including special measures / strategies for those with additional needs * Keep a dot point journal of next steps ...

9 October 2015 I completed my update first aid course today. It reminded me how important it is to identify and address hazards, before they turn into accidents!  I realised how hard it can be to give mouth to mouth, as the compressions require such muscle strength. I really enjoyed the presenter and he reminded me of how I can use these things to engage students in my own teaching:  * Humour!  * Anecdote / real life stories * Frequent movement bursts