The session then explored what the stress response can look like in the classroom using the 4 F's - Fight, Flight, Freeze and Fawn, and outlined a simple framework for understanding how to help kids in stress response using the 4 R's - Reframe, Regulate, Relate and Reason.
More information along with other support resources can be found here.
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During lockdown in Term 3, we have published and shared three pānui designed to support the hauora of our kaiako and ākonga. You can revisit them below: In this case, being in lockdown proved an advantage. Twelve teachers from four of our schools (Wellington High. Owhiro Bay, Ridgeway, and Newtown) joined to discuss the ways they are altering their teaching to be more inclusive both online and in the classroom. As we grapple again with online teaching, the kawa of our Google Meet/Zoom classes was on top for many. Lauren (Newtown School) shared this with us: There was an interesting discussion about agency and how we can encourage our students to be making decisions about their learning. Justine (DP at Newtown School) reminded us that, when we follow the UDL guidelines, there is a progression from accessing information to building resilience to internalizing the processes with the goal being “expert learners who are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed.” Students will move up and down the layers depending on the type of learning.
The Conflict Resolution and Restorative Practices session ran last week and was attended by five of our seven schools, and an external agency. Massive thanks to Alice for sharing the ‘peace paths’ inspired initiative within Newtown School. The impact of better resourcing students to manage conflict situations by themselves appears clear. We were all able to learn from the process Alice outlined of student facilitators noticing types of conflicts, role-playing responses, making the process visible to students (classes), being available to support others, and regular circles to share learning and challenges. The workshop slideshow As discussed during the session, there are inconsistencies in teacher restorative capabilities that can be addressed. Some ways to do this include making restorative language visible for teachers and students, having restorative scripts on-hand, having a variety of facilitators available as a best fit for the situation. Best of all is to have experienced the value of restorative practices and how everyone benefits from them when they are done well. If anyone (individual teachers or groups of teachers) would like support with team / school script training, restorative initiatives, restorative facilitation, or running class circles, I am available. Please let me know how I can support you further. Andrew Gordon Across School Lead ECE AND PRIMARY YEAR 0/1 HUI: Examining our transition practices with a culturally responsive lens.8/15/2021
"I liked the opportunity to talk through the project with others. The structures discussed were very useful." Week 9 saw our ASLs and WSLs gather together again for our termly hui, focused on change leadership and project/inquiry design. Facilitated by Karen Spencer and Nicki Read (DP, Newtown), we walked through a range of tools to help us:
The rest of the session invited the team to focus in on purposeful actions for Term 3, and closed with a commitment to these. We look forward to seeing what emerges! Our Term 2 TeachMeet brought teachers together who were keen to explore thinking so far related to the new History curriculum. It was facilitated by Kathryn Hutchinson, History teacher at Wellington High, and all our schools were represented :)
While we noted it is currently in draft, this was an opportunity to share thinking, ponderings and progress. This built on the Term 1 TeachMeet held at Pukeahu Education Centre. The resources from the Ministry to help kura plan into this space were useful. Our notes were captured in this shared doc, including the slides. There will be further opportunity to keep mapping and exploring, as the new curriculum comes to light. The focus of this session was to acknowledge the common language we share in the NZC, and the varied ways in which in-school contexts are vehicles for the key competencies (capabilities) and student agency. Building on our community of practice from last term, we began by taking a deep dive into the ‘thinking’ and ‘managing self’ key competencies. It was interesting to think about the many different ways in which we think. We then used the knowledge about the key competencies to notice how they were being taught in the context of inquiry/project based learning. Each school presented an example of the teaching at their school. There is great value in sharing our practice across schools and the morning tea break provided an opportunity to continue conversations and find out more from each other. As we listened to each other’s presentations, we noticed how the thinking and managing self competencies were being taught both explicitly and implicitly through the project based/inquiry teaching. And to finish we began mapping the teaching of these competencies across our learning pathway from year 0 to year 13. Our intention is to continue building on this record as we explore different contexts. Next term’s context will be science. A small but enthusiastic group of teachers from across the Kāhui Ako interested in Universal Design for Learning met on Thursday 10th June from 4-5 pm to share their practice and knowledge of UDL. We discussed the difference between differentiation and universal design and considered where our own practice fits in the model below. Justine Henderson, DP from Newtown School reminded us there is a progression from the green to the red box, with the goal being student agency. We decided to make this a regular catch-up and will meet again for an afternoon next term. Anyone interested in UDL would be welcome to join us.
Mā mua ka kite a muri.
Mā muri ka ora a mua. Those who lead give sight to those who follow. Those who follow give life to those who lead. Our whanaungatanga activity for this session involved everyone taking a whakatoukī and putting actions to it and sharing it back. It was great to see the collective creativity of our rōpū. Today’s session was framed with two stories - a huge MIHI to Tony and Ben for sharing your journey with us. Tony’s story was in relation to his response to hearing about the Doctrine of Discovery and Ben shared his journey in restorative practice and how this related to the culturally responsive space. Ben also led us in a session to unpack the new website from the Teaching Council called “UNTEACH RACISM”. This is a powerful and challenging website and well worth taking the time to work through the modules - these could also be valuable PLD. The rest of our session was our deep dive into aspects of our practice. Some of us looked at whānau engagement, some looked at how to respond effectively to resistance, and some looked at next steps for either their classroom practice, or whole school practice. This Community of Practice is research-based and the teachers who are attending are investing their time and energy into making a positive difference for their Māori students - thank you to everyone for your hard work, vulnerability and willingness to share! We are learning great things from one another! Nāku te rourou, Nāu te rourou. Ka ora ai te iwi. With my basket, and your basket the people will be fed. |
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