TOD - Neuroscience of Self Care by Kathryn Berkett

Neuroscience of Self Care 

Kathryn Berket

Putting yourself first - why we need to

We are working with higher level of anxiety in students. We need to learn to stay calm. Be kind to yourself.

Red/ Green brain & the sand brain concept
Green brain you an be rational
Red brain is reactive.
If you put 1 piece of sandpaper on your hand. the next sandpaper, then

If you have a sandpaper, you need to acknowledge that
Red brain friendly  staff rooms are very important.

If you feel red brain give yourself a break.It doesn't take much to sandpaper us.


The flight / flight response
Eg- Activating the stress Response
You loose your car keys - When your stressor increase, the increased chance going to die.
when we are in our red brain, we can 't switch off , the flight / flight response is activated.





Perfect Practise makes Perfect
Identify what calms you
Do that until you create a physiological calm state in your body.
Condition this moment.
Practice, Practice, Practice.


Deep Breathing
We need to teach ourselves, our kids to deep breathe when we are getting stressed. When you feel a sandpaper, reset yourself .

How to Keep the Survival Brain Calm

Some     See me......
Boys      show me! Belong

The Mind Lab - Digital Technologies in the NZ Curriculum

Digital Technologies in the NZ Curriculum

http://elearning.tki.org.nz/Teaching/Curriculum-areas/Digital-Technologies-in-the-curriculum

The Technology learning area has been revised to strengthen the positioning of digital technologies in the New Zealand Curriculum and Te Marautanga o Aotearoa. 

Creating a common Language across the school

Writing an Essay

How is writing currently taught in schools?

Reliance on English

Texas & Planning template

Journal writing

Common approaches across primary school

Hard to reach consensus.

HGHS did a survey - Had 10 mins to write a piece of writing

What the data revealed? 

The data analysed - the girls can write but not writing with accuracy & fluency. They could only write in simple full sentences. Every student had 16% f their sentences not full sentences. They were not using punctuation, variant beginning sentence.

What do you want your students to know and be able to do in writing?

Some basic rules and proof reading.

Year 9 - Framework

Entire piece of 350 - 400

Introduction - 3 sentences

2 paragraphs - linear, compare & contrast

Summary - 4 sentences

Every year level had sentence focus 

Year 9 

The simple sentence

The very short Sentence

The Red, White and Blue

The Adverb Start

General Writing all levels

Get students to edit their own work- they should

Fix grammar. Capitals!!

Correct spelling, including key subject terms.

If the sentence is over 2 lines typed

Suggestions-

Do things in bits rather than bombarding with too much of information, nothing over whelming.

TOD - HGHS - Dr Melinda Webber

Optimizing Maori Potential

Melinda is a former Fullbright / Nga Pae o te Maramatanga Scholar who has published widely on the nature of Maori identity. Melinda's research examines the ways race, ethnicity, culture and identity impact the lives of young people, particularly Maori students.

Every community has its own distinct identity, their own whakapapa. We must celebrate the whakapapa of maori students. We need to make them feel that their iwi is distinct. Maori students need to flourish.

Stereotype Threat - is often an unspoken fear, can influence academic performance. It effects physically, they sweat, have goosebumps.

Numerous research shows the smart children who want to do well and prove themselves are stereotypes. They start thinking either they stop being maori or stop being smart to feel and be normal. Maori students are always multi tasking which leads to stress and failure. They need access to programmes of learning that affirm and promote Maori theories & Maori knowledge. 

Maori identity/ success looks like -

How do Te Arawa define Maori student success?

In what ways do Whanau, teachers and the wider Te Arawa community foster conditions that enable success to manifest?

How is mana enacted by Te Arawa students? To what effect?

Ask your students who inspires them, their role model. Describe five words to describe them.

What are the qualities of success( 8 special No)

1. A positive sense of maori identity.

A belief in and knowledge of one's self;strength of character, strength of personality; a strong will; boldness and a tendency to take risks.

Resilient to negative stereotypes.

2. Patience, commitment and a sacrifice of time and effort; an ability to overcome difficulties; resolute confidence often balanced witha quiet, unruffled calm.

Application to school & work

Discipline

Self motivated

Attentive

Focused

3. Successful Maori students learn how to nurture strong relationships

The ability to sustain relationships that are premised on a balance of assertiveness and warmth 

( manaaki) because this provides sustenance for the inner person.

4. Successful Maori students are curious and innovative.

An enquiring mind which probes , draws conclusions and makes associations; an exploratory orientation that is exploited in social.

5. Successful Maori students look after their wellbeing

Attention to physical, spiritual and mental health needs.

6. Successful Maori students are committed to advancing their own knowledge. They are scholars who know where they want to go and persevere to achieve their goals.

An aptitude for things scholarly and a commitment to excellence and evident. A intrinsic desire to learn and an innate curiosity.

Maori students success is the whole community success and students failure is community's failure.

7.Successful Maori students possess humility.

A quality which is often a cultural point of difference because i is about service to others, generosity of spirit and putting others before the self.

8. Successful maori students understand core Maori values

An ability to model the most meaningful qualities in Maori culture, portrayed by way of aroha (love)

Manaaki (care) and wairua ( spirituality)

The Mana Model

Mana Tangatarua - The skills, knowledge and confidence to navigate success in two or more words.

Mana Tu - Efficacy, courage, humility, tenacity, and resilience.

Mana Motuhake - A positive maori identity and a sense of embedded achievement. 

Mana Ukaipo - Belonging and connection to place.

Mana Whanau - A belief that they occupy a central position of importance in their whanau

Seed Learning By Lisa

 Language

https://seedlearning.co.nz/

Seeds is not a programme, its bunch of tools.

Spelling should not be a seperate programme but need to have explicit decoding programme.

Literacy side set up in progression - check with rhymes, blending, splitting and finally phonemes.

Need to expose the kids to all sounds just not the one on  the alphabet card. There are 42 - 45 sounds.

We use  3 ways to do decoding -   with you,  preview, review

Put your finger on the picture that starts with the same sound as the word i say , put your finger on the pic that has the same sound at the end as the word i say.

what sound is the spelling ? rather than what sound does the letter o makes.
Teach the sound first then the alphabet.

In the beginning just introduce c not k as it confuses them. only use k when it is followed by the e

O sound  'a' after w pattern - Wash, watch, wand, wallet, wasp.
o sound 'o '  - lock, spot, pond, frog

Boss the sentence - change who, what, where , when in a sentence and have different sentences with the same word. Manipulate with the words.strip it, rearrange it ,  re order it, sharpen it. do it until they get it.