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.

Digital learning - TOD - Rob Clarke

Teacher Only Digital Information Upskilling Day

Today we were able to spend some time as a teaching team looking at ways we can engage children on a meaningful platform through ICT. Rob Clarke walked us though some very helpful tips on using Google (spreed sheets, forms, questionnaires). We then spent the afternoon creating hands on activities that we could use within our classrooms. Greenscreen, Podcast, Stop Motion and Photography. I found this day to be a very hands on approach which for me helps me to learn. I will be using next year in the seniors many of the things we have learn here today. Here is a rundown of the day.

Evidence of team learning doc

Learning to do a spreadsheet and make it easier to record and interpret data. The good way of learning would be to make sure that all students have there Chromebooks with them with the shared document with information. Information can be created with a google form with some questions for the students to answer about themselves. Then explain the learning and do an example then choose the learners to do the activity with the rest of the cells.

Then let them have a play around with colours and cells.

Then show the students how to do the filters. This can be done through the tools link

A doc of My practice with sheets and my new learning

Vocab and skills within sheets

• Cells - label into information that can be sorted

• Conditional formatting

• Filters

• Formula's (e.g making random numbers appear for prizes etc) can be done by using the formula =randnumber(1,29)

• Highlighting cells

• Using the data button to create visual representations of what is being displayed.

The person with the least experience is to do the hands on and the person who knows a bit more is to do the pointers.

Show the students how to then make a duplicate and then can make sheets in pairs within the same doc to give the students to have a chance to play around and learn off each other.

Green Screen :  Bernie and I went and spent a little bit of time playing around with the greenscreen. This was very valuable to me as I would really like my class next year to play around with newshub a bit. Few key points need the floor to be green, pictures usable for overlaying.
We also talked about the need to place photos within google photos for easy placement onto our team sites.

Screencastify Tutorial:

I have used screencastify alot in my class over the past few years I have found it to be an excellent tool to showcase progress made with reading and what they kids are able to do for Math Whizz.

Stop Motion:
I would like to use this in the classroom to enhance the student learning. Although I didn't have time to attend Nicoles info her is her attached work. I was able to work with Bevan and the rest of the senior team to produce a short stop motion.

The most valuable part of the learning for me is the importance of wait time and how digital technology can be used in help engage students in the classroom. Watch this iMovie creation to see what we created. Questions that were answered for me today were.

1. How on spreadsheets can you have your header at the top of each printed page? - Highlight the row that you would like to repeat on each page that you print.

Click freeze the specific row that you would like to have on each page (freeze is found in View)

Great question +jilld@stmarysrotorua.school.nz make sure the header row is frozen in the Sheet, then bottom right corner of the print dialogue is the option for printing the frozen rows/columns on each new page!

Zones Of Regulation

Zones of Regulation PD - Glenda Paul

Monday, 15 October 2018

Link to presentation

In our staff meeting today we had Glenda Paul in talking to us about the Zones of Regulation. I have been using this model in my classroom for the last three weeks of term 3 and will continue for the reminder of this year. I decided that I needed support for a few of my boys and girls, to help them deal with outbursts, anger, jealousy and over all well being. I spent time with Nicole Hunter a senior teacher talking to her about how she used the programme in her classroom. I then had two students (whom I had taught in the past) be my teachers and guides come into the classroom to teach us what and how they were using the regulations.

Main themes I took away from today:

What do good coping skills look like?

identifying your feelings, talking/sharing ideas, Pause, Breathe and Smile, finding a quiet space, prayer.

Self Regulation

• Sensory processing - filtering out unnecessary stimuli
• Executive functioning - use our brains efficiently to problem solve and shift attention away from the problem
• Emotional regulation - control our emotions and our reactions in order to meet the goals

Being aware of triggers

* home environment, food, the need to know your students and what is going on in their lives. 

Great interventions - interrupt and redirect

* send for a drink, with a message, run around the field

Visuals very important. Critical thing: Doesn’t bring teacher judgment on how a child behaves

See Pinterest for ideas

Focus around zones

Various tools for self-regulation

• Sensory supports - rubix cube, pillow, slime
• Calming techniques - rubbing hands, breathing in through nose out through mouth, good thoughts (damien McKenise smiling to his grandma pre kicks)
• Thinking strategies - what is making you feel this way, how do you move out

How big is the problem?

Can students see the difference between a small med large problem. When do you need help? 

You Tube clips with Inside Out characters  - what are they feeling here?

Resources shared by Sylvia

Where to next for my Professional Development?

Sensory Support:

I have been using our pillows, mindfulness, circle time, breathing techniques, face movements on the feelings chart

* Adding calming music while working, open door policy for students who don't want to be outside (over stimulated) continue with 10mins after lunch and maybe experiment with before lunch (lunch major issue time)some tactile objects would like to develop a quiet room somewhere in the school.

* Visual Guides for Thinking Strategies:

Using the kids magnets they have 10 mins to move back to green before I approach them, what I would like to see is a buddy trying to manage some of that. Not a friend but a learning buddy maybe. Peer support pre coming to an adult.