Incredible Years Session 1

Incredible Years for Teachers

Workshop 1 Session Notes- NAPIER GROUP

19 February 2018

Workshop Principles

Know your child Group	Know your parents Myra	Have fun with your class Group	Be aware of the invisible children	Don’t take the child’s misbehaviour personally - Myra	Find the student’s hook Shelley
Give children responsibilities Nicole	Be pro-active Madi	Children need ownership of the rules	Rules need to be explicitly modelled and taught Group	Rules need to be practiced Nicole	Use visuals to teach routines Shari
Give precise and positive Instructions Nicole and Jen	We praise the behaviours we want Shelley	Laugh at ourselves Group	Use rule reminders Shari	Display the class rules

Building Positive Relationships with Students - Brainstorm

Dance and sing with the children 1-1 time e.g. before school, at break times: talking and listening Meet and greet; being available before school Do a survey with your parents about their child; survey letter Getting down to their level Having fun with the children; lots of laughter; not taking yourself seriously Admitting mistakes and laughing at ourselves Making learning a game Giving choices Giving children responsibilities Playing games with the children at break times and in class Chatting to parents at school/home visits/phone calls while students are present Doing an emotional check-in Watching them at sport Having a picnic with the students Providing visible acknowledgements of their achievements; Happy Grams etc Sharing stories about yourself and family Get them to bring and share portfolios from ECE Connect with home early in the year Blowing bubbles; relaxation activities Using fun ways to get their attention

Rituals – Beginning/End of Day

• Karakia
• High 5’s
• ‘What’s your favourite …?’; Stem sentences/responses when calling the roll
• “At the End of the Day” PM reader
• Massage
• Reflection time of what they have learnt
• Sing or dance to finish
• Compliment circle

Building Positive Relationships with Parents/Whanau

• Positive Communication Book
• Written communication with whanau about how their child has been helping at home and at school
• Facebook/Seesaw/Websites
• Dojo (App)
• Weekly class emails
• Send letter home – “Info about me (teacher)”
• Making phone calls
• Texts
• Class newsletters; good news and info sharing
• School/Whanau picnics
• Meet and greet or farewell at the gate (Reluctant parents)
• Making connections
• End of the day chat; making the interactions positive
• Celebrating their child’s learning with them
• Sending a letter to the student and whanau in the school holidays

Being a Proactive Teacher

BENEFITS	BARRIERS
More positive – reduces incidents	Time
Enables more learning time	Workload – extra work
Learning and teaching are fun	Large classes
On-task and engaged	Maintaining consistency
Happy kids - fun	Large classes
Creates a positive class environment	Lack of support
Creates a safe class environment	Sustaining energy levels
Encourages risk-taking	Home issues
More organized - Provides structure	Children’s extreme needs
Encourages trust	Personal needs
Programme flows	Adhering to strict timetables
Stops the behaviour before it happens	Interruptions
Not stressed	Lack of space
Enables ownership of own learning	Lack of equipment
Enjoy coming to school
Less thinking on your feet
More reflective as a teacher
Children know what is happening – gives security
Provides responsibility

Being Playful/ Wiggle Breaks /Having Fun with Students

• Making things with the students
• Music/dancing/rhythm activities
• GoNoodle – variety of activities
• Rain Stick
• Class chants
• Get involved in the children’s games
• Change your voice
• Run with the students
• Let them take the lead; ‘be the teacher’
• Massage
• Celebration dance
• Use funny sayings
• Play different musical instruments
• Read funny stories
• Being wacky; laugh at yourself

Getting Children’s Attention – Teacher Signals

• Clapping/Actions
• “Show me 5”
• Count down from 5
• “1,2,3…eyes on me!” (hands up)
• Teacher: “Hands on top….” Chn: “…..that means stop!”
• “Freeze”
• “Hocus Pocus. Everybody Focus”
• Bell/buzzer
• Jingling bells/tambourine/instruments/clapper
• Tidy up song

RULES ABOUT RULES

Rules are:  

• Co-constructed with the class
• Worded positively
• Observable behaviours
• Short and sweet
• Few in number
• Visually displayed

TEACHING A RULE

• Name the rule
• Discuss the purpose of the rule
• Teach and model the rule
• Children practice the rule
• Positively reinforce the rule
• Revisit the rule frequently

                

NEGATIVE BEHAVIOURS                                          POSITIVE OPPOSITE BEHAVIOURS

Talking while others are speaking/not listening	Listen to speaker/ quiet listening
Slow to complete tasks	Complete tasks in set time
Disrupts others	Stay on task/work quietly
Calling Out/Yelling across the room	Quiet hand up/wait your turn
Noise-making	Working quietly
Answering back	Speak kindly/follow instructions
Non-completion of tasks	Complete tasks
Non-compliance/defiance	Follow instructions straightaway
Inappropriate language	Speak kindly/Use kind language
Hitting/Punching/Pushing/Kicking	Safe hands/hands to self
Verbal bullying	Say kind things
Touching others (poking)	Hands to self/stay in your own personal space
Leaving the room	Stay in the classroom/Ask to leave
Out of seat/space	Stay in seat or place
Slow to comply	Follow instructions quickly
Poking tongue out	Treat others kindly
Interfering with others	Hands to self/stay on task/be kind
Running inside	Use walking feet/walk inside
Encouraging others to misbehave	Treat others kindly/make good choices
Interrupting	Wait your turn
Threatening	Show kindness to others
Touching others’ property	Hands to self/Ask before using
Using put-downs	Speak kindly
Excluding others/bullying	Include others
Stealing	Leave others’ belongings alone

When a student is misbehaving we need to ask: What is the function of the behaviour? i.e. (DO A FUNCTIONAL ANALYSIS)

IS IT:

• Attention?
• Power or control?
• Avoidance?
• To have fun

OR….

IS IT:

Lack of necessary skills?

AND ….

What is the trigger or antecedent?

Goals for Promoting Ways to Build Positive Relationships with Students and Parents

Name	Goal
Shelley	Send home positive messages or phone parents regarding their child’s achievements at school.
Lana	Send home positive messages to parents regarding their child’s achievements at school.
Irmie	Send home positive messages to parents regarding their child’s achievements at school.
Sophie	Send home positive messages to parents regarding their child’s achievements at school.
Tui	Spend special time with each of my students. Have some pretend and imaginary play with my students
Jane	Spend special time with each of my students.
Shari	Spend special time with each of my students.
Laura	Send home positive messages to parents regarding their child’s achievements at school.
Madi	Send home positive messages to parents regarding their child’s achievements at school.
Becky	Send home positive messages to parents regarding their child’s achievements at school.
Nicole	Send home positive messages to parents regarding their child’s achievements at school.
Myra	Phone parents to share their child’s achievements and progress at school.
Jen	Send home positive messages to parents regarding their child’s achievements at school.
Francey
Stephanie	Send home positive messages to parents regarding their child’s achievements at school.
Hannah

Goals for Being a Proactive Teacher

Name	Goal
Shelley	Review and reword rules
Lana	Give a warning before transition times
Irmie	Use different ways to introduce transition times; i.e. different teacher signal
Sophie	Introduce the Show Me 5
Tui	Give a warning before transition times
Jane	Introduce Show Me 5. Develop a visual around self-management
Shari	Show Me 5 and using non-verbals
Laura	Develop transitions further; smoother and calmer
Madi	Use visual schedules and display them
Becky	Use non-verbal cues and words to prompt rule reminders
Nicole	Make transitions smoother; give warnings
Myra	Introduce the Show Me 5
Jen	Introduce a new transition signal. Develop transition routines
Francey
Stephanie	Revisit rules and use When/Then strategy
Hannah

Overall Goal for Completing IYT Programme

Name	Goal
Shelley	To recognise when to use consequences and incentives and when is an appropriate time to use them.
Lana	Fine tuning my behaviour management and find ways to teach social skills
Irmie	Building a positive relationship with children through a variety of strategies
Sophie	Learn new strategies to prevent challenging behaviours
Tui	Learn new strategies for managing difficult behaviours
Jane	To have some back-up strategies to decrease challenging behaviours
Shari	To develop more strategies I can try before behaviour escalates
Laura	Getting a range of positive strategies to manage children
Madi	Managing really difficult behaviours
Becky	Help students deal with their emotions
Nicole	Setting up a strong classroom treaty at the beginning of the year and reviewing and revisiting it frequently
Myra	Focus on the positive behaviour of more difficult children and encourage other children to be more positive and ignore the strategies
Jen	Fine tune my behaviour management
Francey	Create a safe environment
Stephanie	Increasing opportunities
Hannah	To develop an incentive programme that’s fast and easy to promote positive behaviour and listening skills