Going Back to School at Level Three

We’ve just been told that we’ll be returning to school next week, on Nov 17th. There are a whole list of guidelines from the Ministry of Education to help us as we ease back into school life, whilst remaining at level 3, step 2.

One big difference, is that all students from year 4 up will be required to wear a face mask inside. I feel like this is going to be really tough as the temperatures increase and we get into summer - thank goodness they don't have to wear them outdoors.

I have noticed that wearing a mask whilst teaching can have disadvantages too. Not only does your breath increase the moisture in the area covered by the mask, but it's really hard to read facial expressions and understand everything that's being said - especially in a noisy classroom setting.

I'm looking forward to going back and hopefully having the last cycle of students - year 8's - and making Hoodies. 

I'm looking forward but I'm also anxious. This lockdown was because Covid is/has been in Te Awamutu. This makes me anxious about returning to a setting with hundreds of students who have hundreds of links to the wider community. However, in saying that, the Ministry of Education has stipulated in its guidelines that no external staff/students are allowed on site. That means the Outside School's that we cater to on a Thursday will not be allowed on site - at this level. After previous lockdowns, we have had Outside School's return on Thursdays, much to my frustration and increasing anxiety. This meant that up to 100 students from 3-4 different schools were in the Tech block, along with 1-2 teacher aides. I felt like we, the Tech teachers, were put in a really difficult situation, as we see over 3/4 of our own school in the Tech block throughout the week.

Soft Materials Google Classroom

 

                                              

PB4L - PD

PB4L - Sheryn Hobbs
3:30 - 4:10

My notes:

It’s a framework that is a continuum of evidence-based interventions for academics and behaviour.

Consistency across the school so the students are getting the same message from every teacher – not in a one size fits all but the types of behaviour that we manage.

Consistent and systematic

There is a three-tiered continuum – Universal, Targeted, and Intensive

Recognising behaviours to address students need.

Effective use of data and open communication is important.

Gather data to support decision making; select practices that have demonstrated effectiveness in supporting student achievement; establish systems to support staff to implement PB4L accurately and durably.

Schoolwide consistency.

The behaviours we want to see not what we don’t want to see.

We can’t expect that all students ‘know how to behave’. We explicitly teach these.

Acknowledging expected behaviour – SHINE rewards etc. Verbal recognition should be given alongside – specific recognition of specific behaviour.

Behaviour specific praise is valuable – to the kids that need it the most – emotional and behavioural disorders – delivered in a sincere tone of voice.

Reinforcement can reduce problem behaviour.