St. Marys Professional Development Staff Meeting - UBRIS Training
Tuesday 12/19 2019 Room 14
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.
