Design for learning- Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures. Key indicators - Select teaching approaches, resources, and learning and assessment activities based on a thorough knowledge of curriculum content, pedagogy, progressions in learning and the learners. Gather, analyse and use appropriate assessment information, identifying progress an d needs of learners to design clear next steps in learning and to identify additional supports or adaptations that may be required. Design and plan culturally responsive, evidence-based approaches which reflect the local community and Te Tiriti o Waitangi partnership in New Zealand. Harness the rich capital that learners bring by providing culturally responsive and engaging contexts for learners. Informed by national policies and priorities. Reflective Question What do I take into account when...

  Standard Professional relationships - Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner. Definition of the Standard- Develop learning-focused relationships with learners, enabling them to be active participants in the process of learning, sharing ownership and responsibility for learning. Foster trust, respect and cooperation with and among learners so that they experience an environment in which it is safe to take risks.  Demonstrate high expectations for the learning outcomes of all learners, including for those learners with disabilities or learning support needs. Manage the learning setting to ensure access to learning for all and to maximise learners’ physical, social, cultural and emotional safety.  Create an environment where learners can be confident in their identities, languages, cultures and abilities. Develop an environment where the diversity and uniqueness of all learners is accepted and ...

  Standard Professional learning - Use inquiry, collaborative problem-solving and professional learning to improve the professional capability to impact on the learning and achievement of all learners. Definition of the Standard - Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources. Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.  Engage in professional learning and adaptively apply this learning in practice. Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters. Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-...

Standard  Te Tiriti o Waitangi partnership - Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand. Definition of the Standard Understand and recognise of the unique status of tangata whenua in Aotearoa New Zealand. Understand and acknowledge the histories, heritages, languages and cultures of partners to Te Tiriti o Waitangi. Practice and develop the use of te reo and tikanga Māori . Reflective Question In my teaching, how do I take into account the bicultural context of teaching and learning in Aotearoa New Zealand? How do I reflect in my professional work respect for the cultural heritages of both Treaty partners in Aotearoa New Zealand? Tātaiako – cultural competency TANGATA WHENUATANGA :  Affirms Māori earners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whanau is affirmed MANAAKITANGA: Demonstrates integrity, sincerity and res...

 IYT Session 6 Changing a childs negative behaviours -Catch the positive - direct opposite -Public praise -Teacher modelling -Child choose reward/reward system -Leadership roles -Sharing successes with family, parents, teachers (double impacting) -Building relationships -Focus on their strengths -Promote positive attributes -Positive forecasting -Peer praise - class recognition -Visual posters/reminders -Circle time -Social coaching - scripts -"I like you not your behaviour..." -Students are the responsibility of all staff - a village approach. Social behaviours to encourage Friendliness compliments Honesty Ignore Self Management Helping Others Sharing Listening Kindness Teamwork Respect Think of others before you act Including others Patience Problem solving Empathy Waiting A really great resource to use to help problem solve during student issues

 Swimming- Water Safety Skills (Kathy from Swimming NZ ) Split into two groups- crocodiles and sharks. Sit on the bottom of the pool. Run to the other side. Run with hands on your head. Crocodiles first- float on your back to the other side. Sharks have their hands up to stop them. Swap over. Sharks- duck dive to the other side make sure you touch the bottom of the pool with your hand. Crocodiles duck dive over. Find a space in the middle and spread out. Sculling hands- shoulders down and scull out and in. Thumbs up and thumbs down. A bit faster. Give yourself a bit more space and lie on your back and do sculling hands. Sit up as if you are in a chair knees up and continue sculling hands. Two lines again- but in the middle of the pool. Pretend there is a rough sea. Two at a time travelling between as the children are splashing. Make lots of splashes. Continue until each pair have had a turn. Crocodiles and sharks again over by the rails. Turn and put your hands ont he shoulders of ...

 IYT Session 5 Natural and Logical Consequences Natural consequence – Cause & effect - It happens immediately as a direct result of a behaviour with no outside intervention. Arises naturally out of the situation. E.g. falling off a chair when swinging on it, getting cold when refusing to put their jersey on Logical consequence – A consequence that is linked to the behaviour and is set up by someone else E.g. Tidying up a mess that the student is made, finishing missed work during break time NB Consequences need to be immediate, age appropriate, non-native, non- confrontational, short. Key considerations when using Time Out to calm down: • Location – safety, seen • Children are taught the purpose of the spot • Children are taught the process of Time Out to Calm Down and re- taught it regularly (using their language). • Timers • Time is well controlled by the teacher • Clear expectations of behaviours that result in Time Out - teachers, children, and relievers all need to know th...

 IYT Session 4 Positive redirecting statements • Positive proximal praise to all others- • First/Then rule – first you finish this/then you can ... • Thank you - end statements • Come and read to me and we’ll see where you are up to..... • I need some help with... • May I sit with you..... • You are just the person I need ... • “Peter I can see you ...” • “Show me what you have done so far....so I can help if you it” • “Bring me your work” • I’m looking for students that are “specific” • I can see ....You have finished would you like to..... • Please take these back to the staffroom • Would you come and help. • Can you just go and..... • I can see you have lots of ideas Behaviours teachers can ignore... • Can ignore: calling out/Standing at the back of the mat. Interrupting, jiggling/wiggling, loud tapping, disruptions when with a group, Whistling, blowing/picking nose, Off task - wandering, secondary behaviours, • Can’t ignore: genuine harm/hurt /crying, physical harm, distracting...

 IYT Session 3 Want is an incentive?  Reward  Social reinforcer  Focuses clear goals  Individual/groups/whole class  Measurement tool  Getting desired behaviour  Motivating  Goal  Known outcome  Success based  Behaviour modifier  Intrinsic/extrinsic  Feel good  Positive  Private/public recognition  Something children want/grows the thing you want  temporary What are your concerns about using incentive programmes?  Spending own money  Not becoming internalized  Not interested in the task or behaviour  Incentive is expected/completed just for reward  When do you stop it?  Limited rewards that work for some kids  Time consuming/takes time to set up What are the possible benefits of using incentives with children?  Increases desired behaviour  Snowball effect  Relationships improve  Improve learning environment  Acknowledge and improve self esteem  More on task behaviour/reduction in negative behaviour  Acknowledgement for effort  Positive change in atti...

 IYT Session 2 Praise Benefits  Promotes good behaviour - Expectations  Sets positive class atmosphere  Support relationships  Raises/positive self-esteem  EASY AND FREE  Addictive  Flips attention to positive  Reduces negative behaviour – catching kids being good instead  Encourages risk-taking  Builds social acceptance  Makes teachers feel good – focusing on what is going well  Feedback from students  Students have a good day  Students paraphrase  Redirect a student in close proximity  Increases compliance – following rules and Routines Praise Barriers  Praise is a learned teacher skills that needs lots of practise  Child not used or comfortable with praise  High teacher energy  Interrupts flow of lesson  Attention is often draw to the good kids  Meaningless praise- non specific  Missing poor behaviour as an antecedent then praising another behaviour  Different expectations between teachers when team teaching  Capitalizing time with students who have beha...

At the end of the last term I went to some PD for PB4L-SW to help my school begin the PB4L journey. I found the PD energizing and encouraging. Afterward (in term 2) Leanne and I shared back what we got out of the PD with the other staff at school, with the support of Suzanne and Gay  (RTLB). See the slide we shared below. After sharing the content it was also nice to receive an encouraging email from another teacher at school.

This week at school it was Samoan language week. To celebrate this in our school we were integrating the use of Samoan language into our lessons. Every day in my class we took the time in the morning to learn a variety of Samoan greetings, phrases and words for things such as colours, animals, and numbers. The children enjoyed this and I now hear them using it more often. These are some of the resources we used to support this teaching.

During Covid-19 we were pressed with the challenge of creating online learning tasks for our students and keeping in touch. In the first week after the school holidays I started by calling every parent in my class to check in and see how they were. In the second week I did individual zoom sessions with most children in my class, checking in, sharing news, playing games, just re-building the relationships. In the following weeks I continued with some individual zooms and group zooms as well as class zooms. We had a crazy hat zoom, bring your pet to school zoom, scavenger hunts and quizzes. I also did some reading, writing and maths lessons. Alongside these zooms I was also providing some online activities for the students to do for their learning (see below an example of 1 week). I enjoyed the lockdown and found I was connecting way more with some students and families, our relationship was maintained. There were a few students who I missed as they did not have the access to the on...

Assessing -keep anecdotal notes -looking at students work afterwards -can assess through directing questions based on what you want to find out (what they can or cannot do) -modeling book notes -DMIC Admin - assessment - you can email them for examples - ask raywyn -Triangulate data and assessment -open-ended questions - Think about a topic or strand for next term, to assess on this term. -Problems don't always have to be word-based

Every day at school we do our Kahui Ako karakia and some waiata to start the day. We also use phrases and sayings daily. The school has developed this tool which I use daily in my classroom.

At the start of the year we developed a MATES agreement to use to help with relationships and problem solving in our team. See attached below.

Summary of PD session 1 Characteristics of Children with Challenging Behaviour Anxiety Energy Withdrawn Expressionless Does not engage Avoidance Hurting-hitting Lack of ability to self manage Little self-regulation Noisy Impulsive Few friends Defiant Tactile/fidgety Struggle to verbalise Blaming others Calm needed Intimidating Loud Aggressive Tells tales Class clown Te Whare Tapa Wha: How the IYT concepts apply in the New Zealand context. Building Relationships with Students/The Proactive Teacher: Recap of Characteristics of Children with Challenging Behaviour… Hard to reach children (Tough/waxy exterior) What is it like for the child – how do you think they feel about themselves? Low self-esteem Lack of belonging Fear Frustration Discouraged Alone Inadequate Helpless Pain Gets picked on Low self-esteem Lonely/isolated Frustrated “Everyone hates me.” Sometimes oblivious Anxious Confused How do the parents of these children feel or behave in regard to these? Shame Anger Frustration Guil...