The Pain Model.

CLASSROOM MANAGEMENT

Moral relativism. What right have we as adults to be acting like this towards the children. Metta Richards. What was the basis of Greek ethics? Basically they say that anything that enhances the goodness of a person. The idea that you look for what is good. What makes a better human....But who decides what is good? Good is basically about relationships and the quality of love and nurturing in relationships.

Relationship with students must be a quality one. Affirmation, praise given correctly etc.
When you're up there in front of the classroom, must be HUMBLE. Love, mentoring, encouragement.

Where did we go wrong as a community. Living by rules. World of rules is one of control and power. Over-regulation. We don't want 'the rules' to be the dominant paradigm. example of NSW and all the rules and signs on roads, and how much business is moving to VIC where there is less regulation.

Childrens lives are cluttered. No time to just muck around. TV, soccer, ballet, reading books, having friends, etc.. As a teacher you need to be a clutter buster. You have the
Many schools have decided to give no homework.!!!!! Total experience of learning must be covered during school hours. Children learn through play and need time to reflect and have space.

Where do you see your self heading? What can you let go of? Children are ready for these questions.

What are we here for? RELATIONSHIPS AND LOVE.

VYGOTSKY says you have to get them into the zdp - to get there must be uncluttered

Even the physical environment must be unclutterd and beautiful.
EVEN IN HIGH SCHOOL, TEACHER MUST ORGANISE WHERE THE STUDENTS SIT IN THE ROOM, SO THAT STUDENTS ARE FREE TO LEARN, NOT SOCIALISE.

to manage a classroom we need to put the child into a space where they can learn. (All the Glasser and Dreiker stuff- part of a social unit)
Regretably, in any class there will be children who are in 'pain'.

MANAGING CHILDREN IN PAIN
Do not say that the naughtiest child in the room is a feral mongrel and deservers a thrashing etc.
Their behaviour is negative and attention seeking, but alienates everyone

WHOLE BRAIN TEACHING
A whole brain state is a relaxed state with no stress. (not just left or right side dominant)...

Neurolinguistic findings.
Active learning engages WHOLE brain. Make connections that tap both hemispheres.
EMOTIONAL INTELLIGENCE-
Most classrooms are battlegrounds of power and corruption.
With a good emotional environment, can have optimal functioning classroom.

GUIDED MEDITATION as way to bring everyone into zpd. To change for the better the total vibe in room.

ashfield school in early 80's
PRIMAL BEHAVIOUR- ANIMALISTIC/PRIMITIVE
MUST RELAX THE STUDENTS....SPEND WEEKS IN THE BUSH. THEN DRAMA AND PE. (Couldn't let them do woodwork, they would have killed each other.

make clear acheivable goals. we're going to learn what verbs are.. we've got all day. helps students relax.
Images are critical. eg. stand and deliver film...teacher chops apple in half with a sword...what do we have here? Two halves. Maths.

guided meditation. when was the last time you did something you were really successful?
This taps into emotional intelligence, away from thinking/intellectual side.
Classroom management is not just about control, but UNCLUTTERING...Assist all the gunk of life, emotions etc be left behind, to make space for active learning.

Even the most brilliant among us, we can become undone by our emotions. Best remedy is preventative- place importance of teaching emotional intelligence.!!!!It is critical that whatever you are teaching

1. Self- awareness. Be able to identify what you are feeling
2. Mood management. Put things aside to function and focus on task at hand.
3. self- motivation . The gathering up of strength
4. empathy...how do you think mary's thinking today. Pair them up. Teach them the cues. Posture, body language, facial expression, putting feet up on chair.
5.managing relationships- conflict resolution.

check out empathy programs in schools- ask Jan for website.

The child who is in pain is unable emotionally to cope with it.
Must develop their emotional intelligence.

Policy of exceptionalism. Apartheid.
We are after integration not assimilation. Immigration is quite successful.
The next great challenge. We should not all have to learn english. We should all have to learn an indigenous language.
Plumpton high school. 50% indigenous or maori samoan. Hopless place. Lack of resources, and lack of fair allocation.

Must develop emotional intelligence
use reflective activities.
think pair share. How do you think you're affecting your partner?

Teach the children in pain how to attend to the moment at hand, to rise aove what they are feeling. Strengthen their emotional intelligence.

GRAFFITTI METHOD

1.Split into groups of three people per group.
2.pose different question at top of each page. Brainstorm and discuss and write down on page what you as a group have come up with.'
3.After a certain time, pass the sheet on to the next group so that they can add their input.
4.After 4 or 5 rounds of others comments, hand sheet back to original group and allow time to read and discuss what others came up with.

Great to see that none of us have all the answers- and that working collaboratively is hugely beneficial.

Great for collaborative work, and nurturing group feeling.

Establish quality relationship with the students in pain. Work on Emotional Intelligence in class during times of PEACE and CALM.

WAVE is about wholistic education.

BULLYING
www.bullyingnoway.com.au

physical, emotional, psychological, pulling faces
Verbal usually has threat of violence.
Making difference a fault.
Purpose is controlling others or inspiring the worseness of a situation
Theft, extortion, mobile phone/ emails full of nasty messages.
spreading rumors, gossip.
As a result: in the classroom anxious, depressed, fearful students. Students develop low self esteem which hinders the quality of relationships, or kills them. Withdrawal.
What kind of bullying is occuring for this child. Gather information/evidence. of how they are being bullied. (eg josh talking about tracing abusive emails)

Unstructured and unplanned forms of teacher intervention are doomed to fail. need to chooseoneof the 4 models.


RESTORATIVE JUSTICE

18yo broken into an old lady's house. bumped her on the head and robbed her.
Got caught. Rather than a punishment/fine, they decided to use restorative justice; return stolen goods, do 50 hours of community service. The work was to fix up her house. Handywork, gardening etc. Socialworker attended for a while. First afternoon she brought him out afternoon tea. No-one had ever given him anything ever, and he broke down and cried. It turned out that after the compulsory time, he moved in with her- he helped her around the house and she was the mother he never had.

www.readymade.com.au/method/index.htm
Broad movement.

http://www.realrestitution.com/restructuringquestions.html#What%20is%20Restitution?

25% of time teacher directed
25% teacher at front
25% independent work
25% student directed

Shared concern easiest. Then restitution.
Community conferencing more complicated. No blame needs very specific skills.
Allan recommends attending training in restorative justice.

Emotional intelligence- take a step back and observe situation. Need to start educating children in this from a very young age.

Notre Dame Week 5 25.5.07

How do we make judgements.

KUHN speaks about paradigms. Specifically Creationism v evolution. Newton and Einstein had different ways of looking at the world. Two ways of thinking about the same things.

Kuhn called that a paradigm. Same applies in teaching. Depending on mindset of those speaking and those listening. Constructivist paradigm. Up until 5-10 years ago, there was more of a behaviourist paradigm. Teachers role is imparting information, skills. Teacher centered, students passive.



EVERY MUST LEARN ENGLISH. ALAN SAYS A CHILD HAS TO ESTABLISH THEIR OWN THINKING PATTERNS AND this is best done in their own culture, their own language...Then they can construct their own understandings from there.



Definitions of paradigm.

A set of assumptions, concepts, values, and practices that constitutes a way of viewing reality for the community that shares them, especially in an intellectual discipline.



A paradigm is a guiding framework or idea's which fundamentally shapes and determines our understanding of the world.



The Entities that go to make up the paradigm.



The paradigm is successful if you can explain everything you see. When there are exceptions there are problems. eg. The nuclear family. Now 54% of people live alone in a residence. The classic nuclear family - 30%.



Underpinning all this study is an underlying view of reality. What are we really trying to do in education.



Philosophy Now- Good magazine.



CONSTRUCTIVIST REVOLTION



PIAGET

1.Piaget had idea that children think differently and learn differently form adults. This was an amazing paradigm shift.

2.They consttruct their own schemes.

3.Children go through significant different stages in their learning.

Children born with different reflexes or schemes become structures becomes hierarchical structures/levels.

It would be fair to say that this model is good...But not completely right.

PIAGET IS AN IMPORTANT ELEMENT IN CONSTUCTIVIST PARADIGM.

Stage one and two pretty right... Though he misses out on the emotional reality/intelligence during the teenage years. Spirituality is also a growing realm of interest for teenagers.



A child is constructing their own form of understanding.



VYGOTSKY

Vygotsky says children have to socially interact and they have to have that opportunity...

Vygotsky says we only learn by socially interacting with others.



If you interactwith others and learn socially then you remember more.

A discussion needs to be scaffolded, go for the think, pair share.Have a teacher position, children teach each other, use the jigsaw metnod where you get all teh experts together to help them to learn. Graffiti model



WHAT IS YOUR IDEA OF THE PERFECT TEACHER

THE EXPERT TEACHER

- MAKES A HECK OF A DIFFERENCE. usually the least identifiable person in the school. Don;t really care about being in charge. Turn up do their job and go home. They're their own person because they are very knowledgable about their subject area. Members of the professional association. Go to the annual conference, pay for it themselves if they have to. Wonderful network of contacts.

Very free spirit totally focused and fully informed.

2. Always at class on time usually early. Children on time. Older one down at the cafe with her. Voluntary engagement from children to learn. Each student getting feedback all the time.

Always have basket full of books and articles that students may be interested in. Interact with students happily and voluntarily. Genuine interest in students. Genuine care.



They have a massive impact on the results of the students. Marks are high, everyone passionate about her class. ANU research comparing grade 3 and grade 5 tests, identifying the teachers.



Get students to take control of their own learning, children go for it.



Hattie has done a lot of research on what makes an expert teacher. 500,000 in fact

NEAR DEATH EXPERIENCE AND EXPERT TEACHING

REM happens with hallucination and dreaming but not with near death experience. see the light . Go for the tunnel. Come back with a strong feeling of what they want to do in the world.

Come back with a strong feeling of what they want to do in the world.

Free spirits that come and do their own lives. totally secure and focused on the tasks of the students . There are more around than you think.

5.May

MOTIVATION TO LEARN
Dreikurs theorises that there 5 main things that are sought in life:

1. a safe and secure place where they belong
2. To be loved and valued
3. To have power
4. To have freedom
5. To have fun and learning

Glasser says there are 5...

1. Love, belonging and acceptance
2. Personal power, competency and achievment
3. Survival, safety and security
4. Freedom, independence and autonomy
5. Fun and learning

Glasser psycologically based.
Dreikur coming more from social theory. Need to belong to a social group...So every lesson do group work.

Must create wonderful place to be ALSO as member of social group.
Dreikurs and Glasser go together. Social setting for group/class- the way we do things around here. In practise you need to teach the children how to operate effectively in a group.

Compare and contrast Dreikurs and Glasser.
Structure lesson so as these are

When Dreikurs says that the heart and soul is to BELONG and create UNITY

HOW TO MOTIVATE STUDENTS TO LEARN
1. Make sure that general environment is supportive of learning and co-operation, mutual respect.
2. This is the way we do things here in my classroom, in this learning place. Find the ones that feel they don't belong. Take time to be with them. If you can get them to feel they belong. Telling a good story is one way of doing it.. Play a game... Get them talking about something that's in the zpd of the day. .
If it still doesn't work.... Go to Canter and PUSH... Pretty difficult
Dominant model for classroom management in Australia is CANTER. '

Canter- teacher rights. All coming from sense of power and control. Doesn't work.
Rules in classroom based on needs of teacher, not students.

Two types of problems.
1. non-disruptive...looking out the window, day-dreaming
2. disruptive (see Dreikurs)

MASLOW'S HIERARCHY OF NEEDS

Comparing Glasser and Maslow...

Dreikurs says we have a need to belong to a social group. Glasser says yes- and 5 more needs. Maslow's and Glasser's are very similar...(Maslow came first)

Maslow further informs Glasser.

Maslow's Ten Points for educators....

1.We should teach people to be authentic, to be aware of their inner selves and to hear their inner-feeling voices.
2.We should teach people to transcend their cultural conditioning and become world citizens.
3.We should help people discover their vocation in life, their calling, fate or destiny. This is especially focused on finding the right career and the right mate.
4.We should teach people that life is precious, that there is joy to be experienced in life, and if people are open to seeing the good and joyous in all kinds of situations, it makes life worth living.
5.We must accept the person as he or she is and help the person learn their inner nature. From real knowledge of aptitudes and limitations we can know what to build upon, what potentials are really there.
6.We must see that the person's basic needs are satisfied. This includes safety, belongingness, and esteem needs.
7.We should refreshen consciousness, teaching the person to appreciate beauty and the other good things in nature and in living.
8.We should teach people that controls are good, and complete abandon is bad. It takes control to improve the quality of life in all areas.
9.We should teach people to transcend the trifling problems and grapple with the serious problems in life. These include the problems of injustice, of pain, suffering, and death.
10.We must teach people to be good choosers. They must be given practice in making good choices.

1. ZPD...make the topic relevant to students.

It has to be one that the 'worst kid' (or the most attention seeking one) in the class is interested in. Must connect with the children.

Of all the things you prepare- the first couple of minutes is vitally important. If child is interested and engaged- you have also set up a relationship with the child and brought them into the classroom and made them belong.

If you have 6 difficult children, you must be prepared before you start. Must give attention and responsibility. The naughtier the child needs inclusion.

Best maths teacher Alan ever saw carried around a bucket of chocolate frogs.

2. MOTIVATION

Abit of competition and acknowledgement. Put childs name on board who gets the question right.

Get to the point of looking at every child and getting Glasser classification.

eg.power....acknowledge them...Let them be in charge of a group.

Think of an activity that has fun.

3. Board of Studies. You need to make sure your lesson has the 3 outcomes

-knowledge, skills and values. You need to know this.

4. Let children know goals of class. What is expected of them, what they need to do.

5. Critical to determine what the students already know. (prior learning)

6. Must have concrete activities and do something that is constructive.

three domains(Gardener) or categories (intelligences) Must cater to all three domains to have a successful class. Give choice and diversity within the lesson. Hence all students are engaged.

www.surfaquarium.com really good to check out. So three activites eg. act out/dramatise topic, make a song, write an essay.

7. Key questions (Blooms). Must get up to top end of Bloom's taxonomy.

What colours are roses?

what kind of impressions may people have when encountering a rose.

how can you use a rose to really create something special?

Key questions must relate to deep learning ie higher order learning. Do activity and then answer questions. Often questions can't be answered....So we work in groups, and have social interaction which improves zpd etc.

3 types of groups

think pair share

jigsaw

'graffiti''

8. Communication. Affirming students

methods of teaching 4.5.07

http://www.reconciliation.org.au

http://www.reconciliation.org.au/i-cms.isp?page=147

In order to get your diploma of education you have to do 2 teaching practices

10 week internship + 2 week school immersion.