This programme comes from the Peace Foundation Building a toolkit for peaceful conflict resolution and mediation. This includes the peer mediator programme and training. Peer mediators are trained to deal with lower level conflicts / issues. Opportunity for different students to build leadership skills as mediators. Can build on / link to established virtues and values in the school. Negative reactions are common (remember this is a choice, however!) Resources on drive Animal Conflict styles Pūpūrangi (avoiding) Denial, avoid, withdrawal, lose-lose situation Stop talking - silent or walk away; sulk; ignore the issue; can become resentful Kiwi (accommodating) Suppression, accommodating, lose-win situation Act as though nothing is the matter, Peace-keepers & like to preserve harmony, often say ‘yes’ to preserve the relationship, can refuse to talk about the problem, can become cross with someone afterwards (suppressed anger and f...
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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 Caroline Morritt Observation Date 16/5/23 Teacher Charlotte Verity Observation Time Topic being taught Literacy - spelling and reading (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/TAI goal) : ...
Link to presentation presented by Lisa Collier Link to writing samples and team moderation The Writing Rope Writing samples assessed in teams, then moderated across all staff. Biggest 'mistakes' in teaching writing is around sentence structure... purpose of a sentence punctuation of sentences need to teach sentence forms (simple, compound, complex)
Te Mana Raupō Staff Only Professional Development Day Strands of Language Jane Newberry's Presentation The areas of language and common difficulties for students with speech / language challenges. They are often Developmental Language Disorders or DLD (non-transient). Words * Limited understanding of categories and word meanings Sentences * Difficulties with morpheme and grammar, i.e. ordering words, may miss parts of words, may miss words in sentences Sounds * Mix up sounds e.g. t for k etc * Difficulty relating letters to sounds Social skills * Difficulties communicating in varied situations * Difficulties reading social cues / faces Memory / Learning * Difficulty remembering sounds * Difficulty following patterns or directions * Difficulty in written or oral language, or both Discourse * Lots of restarts/revise speaking * Difficulty expressing self, infering and sequencing and / or figurative language (e.g. metaphor) * May tune out frequently * Li...
Presentation by Nathalie Doering, much informed by Bruce Perry and his studies. Trauma : experience/s that have enduring negative impact/s. Attachment can be... * Secure * Ambivalent : can come across as controlling * Avoidant : withdrawn, reluctant to ask for help * Disorganised The Neuro- Sequential Model The response we can take to assist children... 1. Centre (regulate) 2. Connect (relate) 3. Communicate (reason) Every positive interaction children have can help them heal. Recognise the need of the child, from a trauma perspective, before working with (or reprimanding) a child. Address that need before expecting a shift in behaviour. Remember ...lots of co-regulation may be required over months or years, before self-regulation is possible. Respond with Curiosity Will my response break or build trust? What do I hope to gain by this response? Is my response helpful and trauma-informed? What will / can my response model to the child? Core Beliefs Identify your c...