Code of Professional Responsibility and Standards for the Teaching Profession: 2019

Saturday, October 19, 2019

PROVOCATIONS

Provocations: A Start Up Guide - by Sally Haughey and Nicole Hill

https://www.pinterest.nz/brooksdemmi/provocation-examples/

Tuesday, July 23, 2019

Tuesday 23 July - Luke’s Gospel with Fr John

First gospel to be written was by Mark between 65 and 70 AD

Luke and Matthew used Mark’s gospel and added some of their own sources

John’s gospel written much later

If you want to know purpose of gospel look at first line eg Matthew writing for the Jews.
Starts with the geneology.

Luke was writing for gentiles ( the people who were pagans/not Jewish).
Luke was a Dr and good at verifying sources. Write his story to totally capture attention
of reader and be open to change. Luke’s stories touch the heart and we discover the
message for ourselves. Luke was a Greek pagan who became a Christian and was a convert of Paul.

Mark wrote his gospel talking about Jesus as God and Man. In Ch 8 - who do people say I am?
Who do you say I am?

Matthew wants to reaffirm for the Jews showing fulfillment of promise from Old Testament -
Jesus is the Messiah.

Problem for Luke’s audience is that it looks like the covenant that God made with the chosen
people has been dumped. Luke says God always faithful to the covenant but we are part of
the covenant - but some people weren’t listening to what was said. The chosen people is for
everyone. Luke trying to deepen the reader’s faith and hope - God hasn’t dumped the people
from the Old Testament. The first five stories are related to the rosary and is only in Luke. Paul
explained to Luke all the Old Testament but in his new converted way. Luke is an amazing storyteller
who brings in the Old Testament. The word of God is actually Jesus. When we listen to word of
God only part is written down as scripture. We need to listen to Jesus who is both God and Man,
outside the limits of time and space. The word is eternal and we are asked to live it.

Hint for teachers: Let the students become the participants in the story

Important to listen and listen with the heart

Get children to reflect/feedback re what is important

Handout - includes details of techniques that Luke uses eg repetition

Qu: Good stories to use to link Luke’s gospel to our values

Prodigal Son

Good Samaritan

Mary and Martha

Why were fish dumped on the beach

Service in love is important and important to pray. Luke changes your world.

Keeping ourselves safe PD and teaching programme

Monday 22 July 2019

Meeting minutes

Focus area 2: My body is my own: Nōku tōku tinana

They understand the names of body parts and that no one should touch their genitals unless
it is for health reasons. Students consider touch that they like, touch that hurts and touch that is
confusing.

My body is my own: Nōku tōku tinana (PDF 607KB)
My body is my own: Nōku tōku tinana (DOC 945KB)

Thursday, May 16, 2019

Using Loom to reflect 17 May 2019

Today Bevan helped me record instructions on how to use Loom. Loom is an app that allows the students to make a recording of their work and talking about what they were trying to achieve. The recording can then be loaded onto Educa as part of their online portfolio.

Sunday, March 17, 2019

Understanding Behaviour Responding Safely UBRS Amiria

Date: 12 & 19 Feb (2 x sessions)

Time: 3.15-5.15/30 (approx.)

Where: St Marys School

Presenters: Amiria & Jaco (MoE), Sharron Piatek (RTLB)

Outline: Day 1 – Education Act, Brain, Module 1 – Function of Behaviour, Module 2 – Ready to Learn behaviours

Day 2 – Module 3 – Responding Safely (behaviour/safety plan), Module 4 Embedding and Implementing

All about de-escalating behaviour.

He Moana pukepuke e ekengia e te waka

A choppy sea can be navigated

Overview of the first workshop:

*Theory and concepts about learning and behaviours
*Why behaviour that challenges you occurs and how to prevent it
*The HOW - techniques to de-escalate a situation
*reflection and embedding techniques

Looked at what happens to the brain when its under stress.

When under stress it shuts down areas, thoughts, and services the body doesn't need to protect itself and sustain life.

The more stress we feel, the more areas it shuts down.

Calm down to think better - relax, mindfulness, etc

BEHAVIOUR BUILDERS

*catch them being good

*watch for early trigger signs

*thanks for complying

*positive attitude - ignore as much as you can

*Why behaviour that challenges you occurs and how to prevent it

Understand yourself - what pushes my buttons
What can I influence - only thing we can control is what we do, think and believe...
and what we do, think and believe can influence the outcome to increase the likelihood of de-escalation

ENCOURAGE READY TO LEARN BEHAVIOURS
Be responsive
model from me
learn from me
maintain emotional regulation
NON VERBAL COMMUNICATION
Demonstrate support with posture
demonstrate support with your manner

19/02/19
Second workshop
RESPONDING SAFELY
Me he whakawhiti o te ra
Personify that of the sun.
That which removes adversity, brings calm, and provides light.
Responding safely to different situations
Think about:
check the level of behaviour
what am I seeing
how to respond if I need to
When a childs behaviour is escalating there will be no learning
They will only be ready for learning when we see a ready to learn state
Calming box

Reflecting and embedding
He aha te mea nui o te ao?
He tangata, he tangata, he tangata
What is the most important thing of this world?
It is people, it is people , it is people

in this course we looked at
*consolidating understanding - brain
*brain under stress
*understanding behavior
*importance of 'ready to learn' behaviours
*think about our lens and the views of others
*embed learning into your context
*develop an action plan
*navy seals action grid
*respond safely

Amiria gave us a safety plan if needed