Mana Enhancement

Mana Enhancement

A culturally centered Model of your own creation                               

Te Ara Whakamana- The enhancement model uses  narratives ,colour  and metaphor to explore the uniqueness of the individual and their world

The Maori creation story

Papatunuku ( earth mother)   Ranginui ( Sky father)  created the Atua ( gods )

A NZ Model if you want to adapt it you can

MANA

Ma - White/purity         pure about ourselves

Ana -care tinana

Seed /can be tainted if you need mana to be the best you can be

Identity

Whakapapa

It is the feeling of the person/anything is possible Wairua

Pride, power,respect

At the centre is the uniqueness of the individual and their Mana

Its about Mana

Mana Atua- Sprirtual

Mana tangata-skills and talents,thoughts and deeds

Mana Tane

Mana wahine

Mana Tamariki/Mokopuna

Mana whenua- our relationship with the land

Tangata Whenua-indigeneity

Not here to replace. This will enhance your practice

3 other tenets

Whakamana Mana enhancement            Strengths based          Ako -Co Construction

Ako teacher being the learner the learner being the teacher

Model will grow    both grow

Looking for strengths of charecter and culture

School wide/whanau

A culturally centred story

What fits the person is important

Using an indigenous framework for a narrative enquiry

About what  nurtures, calms, sustains and strengthens

Mana is enhanced

Brilliant actions and exceptional talent will be noticed and enhance ones Mana

Actions that cause harm, will also be noticed and will have a negative effect on Mana- It will diminish

Setting the environment with a karakia

In their voice how they said it student voice we don’t challenge we except in this moment

Model of inquiry

As a class what does Mana mean to us as a class

What is hidden visible

Stories

Korero around Mataora

Niwareka

Maui

Maui the adventurer- He wanted to see how far he could go and what he could achieve

Maui the trickster- He could be a bit naughty and hoha

Maui who had a bad start- He was left for dead as a baby

Maui the shape shifter- Sometimes he had to get himself out of trouble

Maui who created positive change for everyone

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

I-Cept-Behavioural optometry

A free assessment tool to identify auditory processing and visual processing difficulties

Time consuming with detailed assessments results.

Web based - emailing of reports

All ages

SENCO

Teachers

Assessment tool

Support students with reading difficulties

☆☆☆☆☆

Ease of use:

1 - 2 - 3 - 4 - 5

Tech level:

Novice

I cept

Trial 6 questions-each category

100 questions- numbers  flashing  red  stars ∗  on different sides then a number input the number. Numbers on left/right/middle

Half way through choice to have a break

Visual Span, Left/right

Numbers on either side of the star    ∗   6 ∗1

Input the numbers  eg 6 1

How many circles in the green  box. 85 questions. Numbers vary between 1 and 9

Visual spatial

Numbers/letters and numbers tick or cross if the right or wrong way

Auditory  Discrimination

Which sound is the loudest

Which sound is the highest

Which sound has a gap

Which sound is the highest the first or second

Behavioural Optometry

• Convergence Insufficiency …….The visual system requires two distinct sets of abilities to perform optimally.
  1.The two eyes must send a clear, single, comfortable image to the brain
  2.The brain must be able to process the information and make sense of what is seen; this requires good visual processing skills
  In an ideal visual system, the two eyes are straight and parallel when looking into the distance, and turn in (converge) a moderate amount towards each other when seeing up close.
  Convergence insufficiency is a condition in which the two eyes can’t turn in (converge) enough when looking up close, meaning the two eyes struggle to send a single and comfortable image to the brain. Convergence insufficiency may be unrelated to being long-sighted or short-sighted, and so even though a child can see clearly, the brain is still struggling to process the image.
  Compensating for convergence insufficiency results in either (1) the muscles working harder to pull the eyes together to maintain convergence, causing strain, or (2) the brain only selectively using only one eye to focus up close; the other being ignored then relaxes and turns outwards.  Convergence insufficiency causes the accommodation (focussing) system to have a tendency to prefer to focus at distance, and struggle to focus up close.
  The combination of struggling to focus up close, and not being able to use both eyes comfortably together to see up close causes the following common symptoms;

• Eye strain (asthenopia)
• Double vision (diplopia) (though if the brain ignores an eye, this won’t be perceived)
• Headaches
• Blurred vision or ghosting of images at near
• Perception of moving print when reading
• Eye tracking and fine-motor movement difficulties
• Difficulty concentrating
• Squinting or closing one eye

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.