Incredible Years Session 2

Incredible Years for Teacher

Workshop 2 Session

Friday 9 March 2018

Session Notes

Teacher Attention, Coaching & Praise

Workshop Principles:

Praise needs to be immediate – Jen & Francey	Praise needs to be specific - Shari	Praise needs to be genuine - Jen	Praise should be short and sharp - Irmie
Praise needs to be given enthusiastically - Group	We need to focus on positive behaviour	Praise should be pure – NO BUTS! - Nicole	Use the student’s name when giving praise - Group
Use non-verbal praise for some children - Group	Focus on the behaviour you want to see - Group	Praise needs to be modelled -  Group	Positive forecasting is an enabler

TEXT BOOK GEMS

• Being an effective teacher listener – P 560 – 564 (Madi)
• Taking time to listen to students. “2- for 10 strategy” P76 – (Shelley)
• Setting up listening and sharing circle times – P77 – (Lana)
• Trust – P82. Play in the classroom, share info about yourself, Me Bags P83 – (Shari)
• Using the child’s name and gaining eye contact and moving closer to the child before giving instructions – Ch 3 P 110 (Irmie)
• Reduce the number of commands; keep it simple, keep it short, get child to repeat it back – P119 – (Jen)
• Allow for lead time; “If you are sometimes responsive to your students’ wishes you are more likely to obtain compliance than if you always expect it immediately”. P 109 – (Tui)
• Making positive phone calls and send notes home – Ch 2 P72 – (Sophie)
• Building positive relationships with students and families by sending home Happy Grams – P76 – Hannah
• Being listened to by teachers enables children to feel valued – P76 – (Francey)
• Being a playful teacher; an effective way to promote relationships P.84. “Hangry” children – encourage them to eat more to help gain focus again”. P69 – (Jane)
• Happy Grams; they are a positive behaviour management for students but also a form of communication and positive contact with parents you may not see often. – P76 - (Laura)
• Make positive phone calls and send notes home. Ch 2 - (Stephanie)
• You need to look past the disruptive behaviours and reach out to connect with the child. – P69 – (Becky)
• Nurturing positive relationships. Children who start school with difficulties controlling their negative emotions, paying attention, following teacher directions and getting along with others do less well in school. Pgs 37 & 69. – (Nicole)
• Nathan Mikaere-Wallis stresses the first 1000 days of a child’s life (from conception). The brain grows with love. A history of negative teacher and parent responses to disruptive behaviours are risk factors. – P69 – (Myra)

Praise - (Brainstorm)

Benefits	Barriers
Children feel proud of themselves Builds relationships Acknowledges children doing the right thing Encourages others to do it Reinforces the positive behaviour Builds confidence, self-esteem and self-worth Everyone is happier The child will use the behaviour more Whole environment becomes more positive Increase in friendships and learning Strengthens the relationship with teacher Calm environment	Same children getting all the praise Others feel left out Low energy levels Hard to catch the good stuff Some children don’t handle praise or value praise Forget to praise the good/ invisible kids “Hard wax” kids hard to praise Some children think praise means they can stop working Unaware of the child’s disabilities / health Time / demands

Praise Statements (Post-its):

• You tidied up like an expert
• You sat on the mat quietly. Thanks
• You listened straightaway. Well done.
• You were a kind friend. That’s great to see
• You used your walking feet. That’s fantastic
• You showed me 5 so quickly. Thank you
• “Yay Taylor. You’re first sitting up ready to go!”
• I can see Fred came to the mat straight away
• You’ve come back to class straight away after the bell
• You’ve used lots of expression in your reading. Well done
• You’ve worked hard to complete your writing
• You’ve tidied the shoes thanks. Awesome job.
• You picked up that rapihi on the floor. Thanks
• You both said lovely things to each other- Ka mau te wehi
• Great collaborating you two
• Great cleaning up thanks
• Great listening.
• Great slow walking inside
• You tried hard. You worked it out.
• Great start to your writing
• You’re ready to learn
• Great team work
• Excellent detailed reflection.

Persistence Coaching

Labelled Praise Sounds Like	Descriptive Commenting Sounds Like:	Coaching Sounds Like:
Well done you didn’t give up Great, you used the word ‘yet’ Great stuff you gave it a go Well done you never gave up Well done you tried again	When your tower fell down you rebuilt it I heard you say “ I can’t build my tower, yet” You gave that word another go That was hard going but you never gave up You tried another way to work things out	Well done, you didn’t give up when your tower fell down. That’s persistence! That was hard going but you never gave up. You persevered.

Ways of giving non-verbal praise:

• Brainwave
• Hi 5’s
• Thumbs up
• Dinosaur claps
• Clever cookie
• Round of applause

Social Skills to Coach (Brainstorm)

Sharing Taking turns/waiting Being kind Negotiating Co-operating Team work Being a good friend Managing conflict Speaking kindly Active listening Following rules Giving compliments to others Receiving compliments Team work Asking for help Persevering Accepting “No”

Including others Respect for self/ others/ property Helping each other Being responsible Self-management Being organised Owning up Being honest Contributing Safe risk taking Including others Staying calm Problem solving Being a good friend Asking questions Being a leader Celebrating others’ success Apologising

Positive Forecasting Statements: To Use Before They Do the Task/Behaviour

• It might be hard at first but if you practice it gets easier
• If you keep trying I know you will be able to do it
• See what happens when you try. You can do it all by yourself
• The more you practice, the better you will get
• I’ve seen you do this before. I know what an awesome job you can do
• You did so well at this. You could be our expert tomorrow.
• You don’t know if you can’t do it until you try
• I know you can: read that book, spell that word, rule those lines, solve that problem
• He kakano ahau i ruia mai i Rangiatea – I am a seed born of greatness

Emotions:

happy	sad	angry	frustration	worried	excited	disappointed	excluded
lonely	nervous	agitated	anxious	humiliated	proud	embarrassed	jealous
surprised	impatient	bored	overwhelmed	calm	pleased	loved	Proud
scared	annoyed	confused

Here is a link to a TED talk about teachers developing relationships with their students   http://www.youtube.com/watch?v=SFnMTHhKdkw&sns=em

Teacher Attention, Encouragement & Praise

Name	Goal
Shelley	To use positive forecasting when a child is frustrated
Lana	Use circle time to teach giving compliments
Irmie	Use circle time and self-encouragement bubbles
Sophie	To help children learn how to compliment others
Tui	Use circle time and descriptive commenting
Jane	Make positive phone calls home. To help children learn how to compliment others and self-encouragement bubbles
Shari	Use circle time to teach giving compliments
Laura	Use circle time to teach giving compliments
Madi	Make positive phone calls home  and use circle time to teach compliments
Becky	Use circle time to teach giving compliments
Nicole	Encourage children to compliment others and themselves
Myra	Show my belief in my students and encourage positive self-talk
Jen	Show my belief in my students and encourage positive self-talk and use circle time to teach giving compliments
Francey	Use emotional coaching
Stephanie	Use self-encouragement bubbles and encourage positive self-talk
Hannah	Model positive self-talk through circle time

Future IY workshop dates:

Wed 28th Mar @ 9.00am – 4.00pm = R101

Fri 11th May @ 9.00am – 4.00pm = R101

Fri 8th Jun @ 9.00am – 4.00pm = A101

Fri 3rd Aug @ 9.00am – 4.00pm = R101