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.