Understanding Behaviour, Responding Safely (MOE Team, Vic and Susie)

 

15.2.21 - PLD Meeting Whole Staff - Strategic Plan- New and Old

What is the same? What is different? The key things… what does that mean for us in programmes, teaching and learning. Spending about ½ an hour on this. 

What is most important here.

Sharing back

Similarities:

• Leavers profile

• the focus on the whole child/Pos Ed

• Excellence and inquiry

• This all fall into the vision but it’s expressed in a different way

• All of us being learners -  child and students and whanau

Differences:

• The new one captures the essence on the front - the image to refer to is easier can see the link to Taranaki

• Immediately more engaging

• More simplified? Maybe? In some ways it's not more simple…. There is more unpacking on the pages as they come through the plan… caters to both big ideas and the nitty gritty

• More acknowledgement of place - cultural competencies were more explicit - is this more teacher speak? Rather than speaking all the same language. The key idea here is that all in the community are learners... the how of this is still to come. 

• The whakatauki, sets the idea of collaboration as a way of working.. Fundamentally it's about a vision for a way of working. Whereas in the past there was perhaps confusion.

• Positive education is the bedrock of our kura - wellbeing is needed to be the centre of what we do.

• This new design is a graphic that can be easily understood

So what now:

• We’re looking at integrating the Te Ao Māori lens 

• Through collaborative learning and UDL bring the arts health and p.e in a collaborative model

• Groupings are flexible and mixed ability - not only in the classroom but in workings as learners ourselve (PLD, Triples etc)

• Planning explicitly for engagement and representation so their mana is uplifted.

• What does it mean? We need to get better at UDL..

• No matter what has come before… each day is a new day and restoration of mana is important

• Cultural competencies - This thinking has begun in teams, making sure our understanding is shared and deeply understood by all. We will need to keep these things in mind and alive.

• How do we bring our community together with us… How does our community experience our school? The journey through Autahi - Seniors

• How can we share our story - aligned messaging always -  we need to be concise and clear with our community

We will be coming back to this...

Finding Your Inner Resources- Systemic Awareness

STAFF ONLY DAY 2021

Finding Your Inner Resources- An introduction to Systemic Awareness

Looking at everyone as part of a system- some cultures do this more by default

We aren’t ever really an individual- Families and workplaces, clubs, teams…... have rules

In every system , the place you have in it has an impact- 

For example if you are the eldest child in a family generally this means you are looked on for leadership, for responsibilities etc for example……..

When you take on a role in any workplace you have a place in a system- and this place has an impact. 

Examples

Task

Get into pairs

Introduce self as part of 2 systems and the impact it had on you

Think about the place in each system…….

Link between place and impact it has………..

FEEDBACK- What did you notice? What thoughts came up?

We are all impacted by things but we often think as an individual, especially under stress……

TRY- a coaching session- thinking everyone brings everything else with them

TAKING a broader view, can’t be ignored

TODAY WE WILL USE  metaphor as it engages the whole brain , the more creative parts of the brain and focuses on images/ feelings and not storytelling

Focus on the tail feathers of a Bird of Paradise!

Everyone has their own tail that influences behaviour, choices…...etc

TODAY GO SLOW/ SIT IN THE NOT KNOWING

Think about a specific situation or issue that you will use as you build the tail feathers in your bird

These tail feathers give you strength and will help you in this situation, every feather is a resource that can help you in this situation, think of all the many systems, the impact, the experiences that can help you

PAIRS/ OWN BIRD ask light questions…...

Is there a feather you feel like adding- symbol, colour etc

Place it where it feels true

What do you notice about your first tail feather

If you could imagine another Tail feather, a person, an experience, anything at all what might it be?

What do you notice about where you have placed your tail feather?

I’m noticing that you……

What do you notice with them all together?

Is this a new insight?

Is there one that bridges the others?

Is that enough….?

GO SLOW

BE DELIBERATE

DON’T BE DRAWN INTO THEIR STORY - you don’t need to know!

LIGHTLY FACILITATED

Conclude

Play- Ximena Study Award- Teacher Only Day

Some of the Urges that spontaneously expressed through babies’ and children’s Play 

Some of our human play urges are shared with other mammals because the structure of mammals’ brains requires mammalian play to develop the neurological structures needed for survival. The less stable neocortical structure of humans (sometimes referred to as ‘the great thinking brain’) depends on two things to ‘stabilise’ in an individual - nurture and play. The genetically programmed play urges (schema) are Nature’s way of seeing the neurological structures are developed for survival and transcendence. 

The question for those of us who work with children is what do we have in their environment that will enable them to follow their genetically encoded promptings and play out their play urges? And is there enough of each thing? Two pinecones will not cut it, half a barrel of pinecones will. One wheelbarrow or trolley is a recipe for conflict, half a dozen means there will be ‘Transport Companies’ evolve at your place.