PB4L conference

http://www.pb4lconference.co.nz/

Notes from Conference

Dr Terry Scott - Effective use  of positive reinforcement

The most powerful use of intervention we know of but can only be used when the student is correct

• Avoid use of tangibles ( food,toys,items)
• Use more group contingencies

Keys to facilitating Sustainable change

• Provide a logic Why should I do this
• Teach discrimination - Do I understand the Keys
• Discuss relevance- How could I use this with my kids
• Observe and evaluate

Frequent feedback

Learning curve-Acquisition, Fluency, Maintenance, Generalization

Acknowledge success

Level 1 Verbal Praise- age appropriate thanks, I appreciate, I’m impressed.. Deliver with specificity. Mix it up-superlatives  exactly,super,perfect,thank you

Level 2 access to privilege

• Things that already exist and are used- It's the recognition you have worked well today you can be the first to leave
• Make contingent  

Level 3  Public Acknowledgement

• For those who like it
• For those deserving more
• Free

Level 4  Token Reinforcement

• For specific behaviours,times & contexts
• Token may be the reinforcement
• Trade for existing privileges
• Drawings and chances of winning

           Prizes should be part of the curriculum- Need to use today

Acknowledge errors with correction

1. Feedback that behaviour is inappropriate
2. Re teach appropriate behaviour
3. Facilitate success with positive feedback

Children should not be removed from the room it teaches them nothing- unless it is a safety issue. Same as suspension

CIBRS.com

PBIS.org

Bullying Prevention

Web site

https://www.bullyingfree.nz/schools/professional-learning-and-development/#workshop_1

Defining

Prevention

Teaching

Reacting

Measuring

Whole school approach

PB4L Restorative Practice

Kintsukuroi

To repair with gold the art of repairing pottery with gold or silver Lacquer and understanding that the piece is more beautiful  for having been broken

What does this mean to you

Gold is more valuable,  Strength added stronger than before, gold enrichment,slow careful process an art,craft to it

Restorative is not simply a system it's a way of being

Restorative Practice is about

Relationships- building-maintaining-restoring sustaining

The social Discipline Window

To punitive            With restorative

Confrontation            Problem solving

Win/lose                    respectful

Authoritarian                  collaboration

Stigmatising                taking responsibility

Not neglectful               For Permissive

Indifferent                         protecting

Unsafe                                   rescuing

Lazy                                       undemanding

Given up                                 excusing

3 phrases of PB4L Restorative

Preparation- Participation- Follow up

Restorative model kite

Sheridan.gray @ waikato.ac.nz for powerpoint

The Brain Revisited

THE BRAIN REVISITED

Presenter - Nathan Mikaere-Wallis

Date: 31 July 2017..10am-4pm : General focus and a focus on the Teenage Brain

(most applicable for intermediate and high school teachers and SENCO)

(most applicable for primary teachers and SENCO)

Venue: Te Aka Ora, 9 Temple Street

(please park on the street)

Potential Topics Covered:

Understanding the Brain

• Nathan will explain what the very latest scientific research and human studies tell us, about how the brain grows and develops, and how this impacts on children’s behaviour, learning, and their social and emotional development.

The Learning Brain

• The development of specific areas needed for learning are covered in a little more depth.
• The impacts of stress hormones on brain functioning and long term affect on brain development are described and the subsequent impact on learning and behaviour. We will learn about the importance of creating positive, safe environments and how best to achieve it.

The Adolescent Brain & “The Terrible Twos”

• The brain goes through several ‘pruning’ phases which Nathan describes as ‘closed for renovations’. He will explain why brain pruning is an essential part of child development and offer some advice on how best to negotiate those sometimes challenging periods.

Special Brains

• Finally we will consider the latest brain research perspectives on common clinical presentations such as ADD/ADHD, Autism & Dyslexia and how to best support these special brains

A Bit About The Speaker

Nathan Wallis is a father of three and foster parent with a professional background in child counselling, teaching and social service management. Until recently he lectured in Human Development at the University of Canterbury and was also a board member and Senior Trainer with the highly respected Brainwave Trust. In 2010 he founded a private training consultancy,

Nathan Wallis Ltd, with the goal of facilitating easy to understand

professional development training reflecting the latest neuroscience

discoveries and their practical implications for everyday practice.

Since then he has been in hot demand, delivering in excess of 150

presentations every year throughout New Zealand and Australia. He

has developed a reputation as a lively and engaging speaker who uses

humour and plain language to make this complex topic come to life.

Link to notes from the workshop

https://docs.google.com/document/d/1vJM_uA19VSciLdGT_gNF3zaz-MEFTRPY0qVuSC4uVOQ/edit

One day Conference-July Holidays

LEARNING FOR ALL ACROSS THE SECTOR

One-Day Conference

Monday 17th July 2017

Nāku te rourou nāu te rourou ka ora ai te iwi

With your basket and my basket the people will live

https://docs.google.com/document/d/1MvEeY4YPZmbYNmUodMY_utFH7LmSg4g99VClY3GhjeY/edit#

Dr Ann Milne

Dr Ann Milne is the former principal of Kia Aroha College, a designated-character secondary school in Otara, Auckland.  Ann is a strong critic of pervasive, deficit-driven explanations of “achievement gaps” and Māori and Pasifika “under-achievement”. Ann is the author of Coloring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools

Keynote — Coloring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools Workshop 2 — What is success? Different perspectives through the self-learning lens and the connected-learning lens.

Assoc Prof. Andrew Gibbons

Andrew is a teacher educator and Associate Professor at AUT’s School of Education. He has worked in journalism, in the social services in England and in early childhood education in Auckland. Andrew has a keen interest in philosophy and politics, and these orient his research of education generally, to questioning beliefs and practices, and their impact on the experience of being human. He has published widely on topics including the early childhood teaching profession, Aotearoa New Zealand early childhood education policy, approaches to early childhood curriculum, the educational implications of the work of Albert Camus, the philosophy of education, the role of technology in education, and the future of the university. Editor in Chief – eLearning and Digital Media

Workshop 1 — What school leaders might consider in planning to engage with ILEs — new designs in learning environments, and shifting expectations of teaching in such spaces.

Future-focused Education Presentation:

I really enjoyed the Future-focused Education Presentation today lots to think about re education in the future and preparing kids for a changing world

Link to the presentation


: https://drive.google.com/open?id=1qv2VNkskiB5v1UMzqJptlwYDGOlnivyhNMNPy6ivW2tthHMst-jCPONnrTQb_THTUyiksrrGOfcgEhBm



Links to other presentations

Collaboration

 https://drive.google.com/open?id=1n2ZrFEVH5KhKPdbZ2TgYlNjz8vj75RQjyMQe7BMWmJIa0lfa1zAeIs-joK9u-WD0sACkaPX72aOrzzaR

• Agency & Co-teaching: 

• Workshop handout: https://drive.google.com/open?id=1b3If54D0q92VzgFtu-3xsM4co1sV7aa2-btioX-Yg0D0dwPPAGgdCaELFeC7Cty6kZY66i6-_2B8v2rU
• CORE Education White Paper on ILEs: http://www.core-ed.org/thought-leadership/publications/white-paper/modern-learning-environments

Tuesday 23 February 2016

Face book PD


Great session today. Especially around face book security.

Going to try method of tracking work as well

Teacher Only Days 2016

Great 2 days

Day 1 on Assessment - Finding the Gap. Then teaching to the Gap. Process of Self Assessment so important.
Types of Assessment
Thinking we are not perfect its about finding our gaps and improving in these areas


School wide focus Assessment notes TOD


Day 2

School processes
PE - Co operation Tanks

TOD agenda and Minutes

PE TOD

My third post