Master Class - Building Equity and Inclusion - Dr Kate Barker
Brainstorm
Traits that children need to be successful?
How many of these that you jotted down are also on your list for being successful in your job?
SoulPancake (youtube) - Connecting in a Ball Pit with Strangers
How did the producers enable this?
What were the signs that people were connecting?
Intentions Connections
How do we intentionally create connections?
Staff to staff
Children to staff
Children to children
It starts with a name - name game (name and joy word)
Knowing and saying names correctly
Learn and strategically use people’s names
First step in learning a person’s story and building relationships
Small actions can make a big difference
Knowing the person behind the story
Choose one student per week
One on one time
Three questions to connect
Teachers to report back on their student at whole staff meeting
When adult’s feel like they don’t belong
Anxiety, negative, less enjoyment at work, less engaged, impact on physical and mental wellbeing, uncooperative and disruptive, less productive
When children don’t feel like they belong - they search for cues to help them determine if they fit it. Can see anxiety, disengagement etc …
Intentionally creating time in lessons that encourage social connections - turn and talk, simple games to engage with others while learning
Explicitly Teaching Social Skills from Kindergarten up …
How to positively gain attention from others
How to share an item
How to request an item
How to give a compliment
How to give an idea
Reinforce the social skill of the week with badges/acknowledgements
ie PB4L (How could we do this better in our setting … ie break times?)
Visual cards created for each social skills
Could the student leadership team help create these with students from each team and SP?
Peer Coaches, Four Exchanges and Peer Captains
Tuakana - if a child can do it, let them!
How could we create a way for our tuakana to peer coach others during the day to help with reinforcing expected behaviours. Ie video of peer coach helping another child to sit on the right place on the mat
What are some things they could do in our school?
Rotate the captain roles around so all children are empowered to demonstrate leadership in different ways
Visuals
Long story shortz - visuals (youtube)
How are we using visuals in our everyday practice?
Try this at school - Visual rings - large icons to demonstrate what is expected. Teachers use these with their classes - hold up the visual ring. More effective and decreases the power struggle.
Schedules
Consistent and predictable. Provide stability and simplicity and increase independence.
Daily schedule on board.
Four qns - adults and children should be able to answer these four questions
Where should I be?
What should I be doing?
How do I know when I am done?
What happens next?
Disappearing Schedules
As things are completed.
Check off/erase as part of the day is completed. Words, gestures, pictures.
Helps to calm students, show that we are making progress. Student captains could help with this.
Individual Schedules for those who need more structure - social story style
Considerations when scheduling:
Length of activities - how long sitting without movement
How many transitions are we having in a day
Balance - quiet vs active, t directed vs s directed, large group vs small group
Schedule Audit - how does our day look?
Task Breakdown
Our children who are struggling need their day and their task broken down into small chunks.
Task breakdown - before reading, at reading, after reading
Step by steps - graphic organisers
Conversation Starters
Connections after lunchtimes - a quick connector - turn and talk - move around the room and connect ie favourite invention ever.
Find different ways to connect - non verbally and verbally during the day. Ie high five as you arrive and leave - glad you are here
Transitions
Teaching how to transition is important - smooth and efficient will help maintain regulation and save teaching time
Transitions need to be as consistent as possible - some expectation, same way to gain attention etc …
Preloading - we are about to move to … (what will this look and sound like?)
Intentional in dismissing groups ie those people born in August … etc
*Our courtyard space - create visuals - my voice is quiet, my eyes are straight ahead, I am walking
Quick Write - L
What we know
Longs to be with Mum. A long history of problems with making and keeping friendships. Likes everything to be perfect, just as she expects, likes to be in control
What are the barriers/characteristics
angry, distrustful, low self worth, wants to control all things on her terms.
Function of Behaviour
Avoid or obtain
Think about the why first
P152 (slide) Successful Intervention
3 x 3 - 3 adults other than the classroom teacher who will spend two mins a day with the child - intentionally planned - positive interactions
*Match the interventions with the function!
Ie slide 154 / 155
A B C and D (deliberate intervention to fill the function - A)
*Four Square - strengths, areas to improve, what works, what doesn’t work
(a quick write with the team - fold the paper into fours and jot down)
Treatment Agreement
Expectations student to student, student to teacher, teacher to student
Also - What will happen to make it right?
Support Map
What does the student need to be successful?
(Emotional, connection, movement, instruction, reinforcement, structure)
Movement Breaks
*How are we including micro brain/move breaks during our schedule?
School Move posters
https://www.theottoolbox.com/brain-breaks/
Escalation Cycle
*Look at the second part of the paper handout - what are the staff doing consistently when they are at each point. What are we doing ? Non verbal Verbal ? Call for help ? Visuals we use ? Script?
Consequences need to match the crime.
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