Gretchen's learning

We had a good session at our staff meeting today going over 'best practice strategies for responding to minor/major behaviours' One that I am going to focus on in  my teaching is using signals or non-verbal cues. This will be good for me and Room 1 students as I realise sometimes my own voice is loud and can be dominating and I revert to a loud 'oi' or such comment sometimes too.   Rather than using a loud voice to discourage noise, I am going work with the class to come up with some signals we can all use when it's getting too loud and we want someone to shush so we can focus on our learning etc.  If we co-construct this together, the children will have ownership of it and will hopefully feel empowered, or have another way, to tell someone to shush. I'll display pics for visual prompts, make sure we have lots of practise and reinforce with positive comments (and non-verbal cues ;) I will ask Kalo for feedback as to whether she notices my loud voice...

Louise Upston - Assoc Min of Ed. 'social investment' - to help work with some of the kids in 'your community'. Dr. George Sugai - keynote communities of practise/communities of learning - ensure substantive, demonstrate significant outcomes, evidence Sustainability - changes in govt policy  - documenting what works and how other things can be merged within/integrate. Doubling Down on PBIS: Increasing Our Precision and Implementation on Prevention and Behavioural Sciences Whenever a large societal or community swing occurs, associated shifts in behaviour norms and acceptability also can be experienced. The purpose of this presentation is to describe how our knowledge and experience with positive behavioural interventions and supports (PBIS) could be considered as an immediate, important, and effective preventive response when dramatic shifts in school and classroom climate are being experienced. We suggest that educators must “double down” now on their...