INCREDIBLE YEARS TERM 1

Along with three Pukeko team colleagues, I am taking part in the Incredible Years Programme this year. The programme's aims are to develop teachers' understanding and skills in nurturing children's social, emotional and behavioural  development as a basis for moving their academic learning. In Term 1, we took part in three workshops, with a focus on:

• nurturing positive relationships, with learners and their whanau
• scaffolding the learning environment (routines, rules, transitions.....) and coaching for social, emotional and academic success
• promoting positive behaviour, through both praise and incentives

The course is, in large part, at quite a basic level, but it is great to be reminded of what you know but don't always practise! Also, there are many relevant, real life models of  what you can do. One of the things that I have found most effective is the discussion with peers and colleagues about what is working and what isn't.

The fundamentals of the course can be summed up in this useful visual. The visual provides a reminder of focusing on the positive and providing explicit coaching in the skills and behaviours you want children to show. the positive foundation is the key and this ties in well with Stephen Collis's SCIL focus on relationships as a key in all facets of education.

Conducting the parent survey was a great way to increase understanding of our learners in a whanau context and the feedback was really valuable. Also, seeking feedback form the children themselves, as we did late in Term 1 was invaluable.  I am often reminded of the value of positive interaction with parents, and try to ensure I am interacting in a welcoming and cheerful way with learners and their parents right at the outset each day.  Carolyn and I have experimented with varied incentives, such as etickets and whanau points (school initiatives), group points, ipad time and a 5-minute fun activity.  Providing a responsibility for one of our challenging learners and engaging him in subjects and topics he finds of interest is proving beneficial.

A major part of the programme is developing and reflecting on strategies to engage reluctant or difficult learners.  I have found this worthwhile, although challenging.  Carolyn and I have a couple of learners whose behaviour provides regular challenges developing relationships and the IYP has given options for developing trusting relationships and providing incentives for appropriate social and learning behaviours. However, both the children are a work in progress and for every up moment there are down times!  Having a collaborative colleague to share the load and bounce ideas of is so worthwhile, as is seeking the advice of Pukeko team colleagues.