UBRIS P.D.

St. Marys Professional Development Staff Meeting - UBRIS Training

Tuesday 12/19 2019 Room 14

Support Information

This course has been created for schools to help with the guidance and rules for schools to manage challenging student behaviour.Where possible, schools manage challenging behaviour by preventing dangerous situations developing or using de-escalation techniques to calm things down. How we as a school can work together to create behaviour plans for children with behavioural issues so that we never end up in a situation.

Key things I learned:

• Only ever restrain or touch a child if you or another student is in danger, but before restraint can be used a behaviour structure plan should have been put in place and followed
• All children that have any identifiable behaviour need to have a detailed plan in place, these need to be shared with all adults that will be working with the child and must be put into action in order to prevent escalation to restraining.
• When writing up incidents you must be very careful when describing the incident, there must be no emotion, assistance from your team leader or trusted colleague is highly recommended.

Information gained from this session.

TAKE THE TIME TO KNOW YOUR KIDS, HAVE A CONNECTION WITH THEM, KNOW WHAT MAKES THEM TICK, WHAT MAKES THE RELAX.

KNOW HOW YOU WILL RESPOND TO EXCLATING ENVIRONMENT, WHAT ARE THE STEPS FOR ANY INCIDENT

Situations where  restraint  may be appropriate include:

• Breaking up a fight
• Stopping a student from moving in with a weapon
• Stopping a student who is throwing furniture close to others who could be injured
• Preventing a student from running onto a road.

Functions of the brain and nervous system works - the four levels of higher order functioning in our brains. If we are stressed and in fight or flight mode, our higher order levels of thinking are not functioning. They work like a staircase - we need to nurture the lower levels before reaching the higher ones.

When people experience stress, the first part of the brain to stop functioning is the frontal cortex - logic, which often then results in flight or fight.

How you respond to a situation will influence the response from the child's behaviour. Use the modes of calming, soft caring voice, breathing through nose out through mouth, moving to a safe space. Follow up with support for student and other staff.

Made me think about the need for reflection and basic teachings of behaviour responses.

Next Steps For Me:

• Based on what happened last year and this year the need for wellness in our classrooms is paramount. Students/ staff need a time of reflective time were we learn to breathe.
• Need for calm spaces at a school.
• Must expect the best and deal with the rest.
• Understand your support system and look after yourself as well.
• Identify the children we need to make behaviour plans for. Then create the plans collaboratively, and share as a staff and with support staff.
• Create a space for children to destress in, and teach these strategies so that they are the first response
• Have circle time/wellness time to destress, reading, prayer in class everyday

 Behaviour Iceberg Theory - this theory looks at what we can see on the outside but also the hidden triggers, key point here is that you MUST know your kids and have a relationship with them.

Maths Whizz

Math Whizz P.D. -term 1

Today, Chris from Maths Whizz visited the senior students and sparked excitement for what was coming with regards to Math Whizz. She explained to them what teachers were able to see and do with regards to their personal accounts. For example she was able to show us how to look over strands that individuals were having issues with, how to see if you actually were progressing the way you should be. The new improvements to maths whiz software had the kids excited. Their are avatars and better explanations of activities.

She then met with the staff and showed us how to access better support through math whizz for students, how to set topics as focuses to support in class achievement. How to filter ability within classes and progress, which will be useful for the students when setting up goals and personally to keep track of my students.

What have I learned from the P.D. workshop and student workshop?

* It is ok to show children how they are doing, and that we are also able to see where they are stuck.Math Whizz has been created to completely individualised to their own learning. To not increase levels until they are able to move forward.

* With regards to the NZ curriculum they are working hand in hand with the curriclum and teachers to make sure that everything is covered and is they way we are teaching in the class.

* At St. Marys we are wanting all students from Y3-6 to be making 4 progressions a week and using Math Whizz for 60-90 min. The weekly refresh happens on a Monday.

We can print out the Jenga blocks for our class to see where the gaps are and to set weekly tasks to focus the first lesson of the day on that specific area

* My job as a teacher is to monitor the students progressions and idendily problem areas. From here I can set topics to support students gaps and lessons we are doing in class.

* I can send messages to students to congratulate them or help with motivation.

What Practises will I use?

* From this P.D. I printed off a copy of my classes Jenga blocks so that I could compare the results from term to term. The kids need to fill the gaps in as the year goes on. Good for kids to see that the progress shows up and helps with their personal understanding. Making them work at their personal achievement levels in all areas with support.

* Show students how they are progressing on a Wednesday as I will not have them come the end of the week.

* Use the Jenga blocks to help with goal setting

* Sylvia and I are going to use Math Whizz term 1 as a support tool, and homework. This will need to be reviewed to make sure students are meeting their goals and managed their time.