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Essential Skills for New Educators- Primary and Early Childhood teachers (6543)

Description

A one day engaging, interactive workshop providing opportunities for reflection, professional networking and sharing of resources and strategies. - What pushes your buttons: understanding student behaviour - How to build positive student teacher relationships - How to prevent inappropriate student behaviour - Effective behaviour management strategies - 10 Essential Skills for Classroom Teachers

Outcomes

  

The workshop learning outcomes include:

- build awareness through a strategy of reflection on our practice as teachers

- articulate and acknowledge the skills we do well

- synthesising the research to reflect on other skills we may need to practice or increase

- development of a shared language to define components of our behaviour management strategies

- an increased awareness of the effectiveness of these fundamental teaching skills

Program Design

 The structure of the program is such that activities and discussion are interwoven throughout opportunities to understand the research and Directorate protocols.  Participants are encouraged to see the behaviour through the point of view of the teacher and the student. An outline of conflict resolution or escalation can be considered in terms of behaviour, experiences, feelings and reactions.

The 10 essential skills are articulated through the balance model based on Richmond's research:

1. Establishing expectations (strategies to clearly articulate and shared understanding is achieved)

2. Signal to attend (different strategies to gain attention of all learners)

3. Scanning (observation perspectives and setting up structures to monitor the environment)

4. Giving instructions (the importance of instruction and how to give clear directions about what students need to do)

5. Cueing with descriptive encouragement (acknowledging appropriate behaviour to influence a group of students)

6. Positive body language (intentionally using non-verbal gestures and body language to promote a positive classroom climate)

7. Selective attending (deliberately giving no or little attention to inappropriate behaviours)

8. Redirect to learning (respectfully prompting student/s off task to a focus on the learning; verbal and non-verbal)

9. Giving a choice (respectfully present student/s with choices and their consequences)

10. Follow through (resolute planned action to counteract inappropriate behaviour; the certainty of the consequence rather than the severity, Rogers, 1995)

Program Expectations

 Research suggests that effective classroom management and behaviour support strategies allow for more time to be spent on the core focus of teaching and learning. It is expected that this workshop will support teachers to establish quality learning environments where high levels of intellectual quality and significance are generated for students. The alignment of the language to the Quality Teaching model in ACT public schools supports teachers to make connections to initiatives and together they improve academic and social outcomes for students.

Event Sessions

Please note that this event is for ACT Education and Training Directorate Staff only.
The following session(s) are available:

There are no upcoming elective sessions for this event


Event Fees

Departmental Staff: N/A

Non-Departmental Staff: N/A

Contact Details

Please contact the following if you require any more details about this event.
Contact Name: Susan Lance
Phone: 0402848134
Email: susan.lance@ed.act.edu.au

Event Target

Sectors: Early Childhood School,Preschool,Primary
Groups: Classroom Teacher
Specialisation: There are no target specialisations defined for this event.

Eligibility Criteria

New Educators

Professional Learning Focus Areas

New Educators, Safe Schools

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