Positive Change workshop 14/11

Belinda
    the six sessions that students in the "anger management' workshop go through.

Signs of Anger:
where on your body do you feel anger?
     mental signs, physical signs (racing heart, tense muscles), emotions, behaviours (eg yelling, throwing)
     unsafe for me, unsafe for others
     need timeout techniques... needs to be positive time out (no consequences)

What is the "safe place"   students say:  Vanessa, Tu Roa room, Deanery, outside classroom
(How to get students to communicate that they need to go to safe place or deal with anger... T symbol)

What are our beliefs?
ABC   (Activating Belief Consequences ?)
    What belief will you "fight for" at all costs?  eg for me:  hardwork/work ethic, manners/respect, perseverance

Communication styles

•    Passive
•    Assertive
     Being assertive:   non-threatening voice, clearly and at normal rate, lower tone.
  non-threatening postures, eye-contact, leaning forward, slow gestures, neutral                      expressions.  Use I statements, talk about your feelings (avoid "you"                                          statements as this assigns blame).  Be clear about your goals
•    Aggressive

Compliment Sandwich (assertive way of giving feedback)
    praise - criticism - praise
        "I can see you are in a really happy mood today,. I really don't like the way you use silly immature language,.  I know you want to be nice to others and make friends"

TOD 30January

Andrea Ford:  Collaborative Inquiry

• What is "Teaching as Inquiry"
  To achieve improved outcomes for all students.  It is an organising framework to help teachers learn from their practice and build greater knowledge.
• Collaborative  Move away from "doing because we have to (appraisal)" or focusing on my own students to an approach that is more team based where the children in the team belong to all of us and involves regular discussions in the team based on evidence.
• Key points and discussion from the readings:
• Building expertise in teachers through a collaborative approach which reduces variability between teachers.
• Collaboration is not co-operation.
• Using formative assessment evidence to inform instructional practice instead of standardised scores.
• Bringing students into the 'team' and involving them into the collaborative inquiry (eg class meetings with core teachers).
• Factors that make an effective collaborative inquiry.
• Collegial trust by leaders-teachers as well as amongst teachers too.
• listening, questioning
• What is Collaboraton?
• All contributed so there is ownership of the outcome.
• Everyone views things through a different lens and is rich & healthy which is better than 'group think'.
• shared values.  generating ideas. vital for creative & innovative work.
• Effective collaboration team:

In-School COLTeachers:

How will Co-construction/collaborative groups will run this year.

Two CI cycles per year.  Six checkpoints from the CI spiral in the cycle (T1-2).

Observation tool (5-10-5) & Observation analysis tool

TOD 29 January

Icebreaker activity run by BMA and SSU.
(1) Sorted into groups of four using cards (brain, lungs, left hand and right hand) then doing a co-operative activity to blow up and tie a balloon.
(2) scavenger hunt around the school to find places and take selfies. TeamThree!

 Next to the Einstein Photo

The fencing post

BMA:  update on Kamar pastoral notes.  Now "Uniform" is the category and minor-major-crisis behaviour.

GHI:  Learning Support @ FFC

Access to student information on Kamar:

(i)  Student - Profile - Support

(ii) Student - Notes

SAC:  Need to provide a history of provision.  CHECK notes & profile to identify key targets.

MCH: Waananga Akotahi

Introduce akotaki booklet and booklet for students

Motivational stories: "Shadows Prove the Sun Shines"  by Chris Dodds On Amazon

RCR: Culturally Responsive Pedagogy