Emotion Coaching
From the end of 2016 to the start of 2017 I, along with 2 colleagues, have been to 3 emotion coaching courses. There were two information sessions, 2 classroom visits by the facilitator, and a follow up session. We were given research info on using Emotion Coaching, activities and resources, 1 on 1 sessions, and great discussions. The story Hui on the last session was particularly useful as it validated my thoughts on the process. I was beating myself up a little with how I fel my learning journey with emotion coaching was going. I feel I need to further understand the process and better understand my own emotions before I can feel confident in coaching the children at school with their emotions.
The notes below have further information as well as the written notes and story map for my Story Hui.
Notes from Emotion Coaching Sessions
Monday, 27 February 2017
Sunday, 26 February 2017
Vocab Development PD 22.2.17
As a Junior Syndicate we went to the Ministry of Education for a PD session on how to encourage Vocabulary Development. It was a very interesting course. I did not realise the different layers to learning language and vocabulary.
When learning language you need to be able to hear and distinguish the different layers of sounds waves and block out the background noise. Within this to learn to understand and comprehend a word the sound wave needs to be broken down into sounds (segmented/phonologically) e.g c/a/t. Then the sounds patterns needs to matched to a known sounds pattern, cat. Then the meaning is applied e.g cat= a small furry mammal.
Many children can decode however they cannot understand the vocab and there is no meaning to it. This is because the connections have not been made.
To say a word or share an idea you need to have access to the meaning associated with the sounds pattern e.g cat=a small furry mammal. Then the sound sequence needs to be accessed with the meaning e.g. cat. Then the sounds and sequence of the sounds or the articulation c/a/t.
There is a huge process in getting out words which I did not realise and it made me understand the barriers which must be in place for some children.
We did an activity when we had to say what we thought of when the word "flying" was said. We all thought of different ideas and concepts. When we teach a word or concept we need it to be very concrete and we cannot take for granted they will be able to build all bridges and associations.
E.g. If we only talk about flyin on a holiday they will not relate it to a bumble bee flying unless they have have made the connection of bride of "wings".
We learn the meaning of words easier when they are in a context/sentence.
We discussed the types of words and concept children may need to know. The main concept as a syndicate we came up with were maths concepts, such as, before and after, over and under. These are big impact words which can be accessed and used in a variety pf settings and are not topic specific. We discussed ways to simplify giving instructions and teaching these concepts. E.g when teaching or giving instructions (before/after) give the instruction in order- "Get your drink bottle before a pen" opposed to "before you get your pen get your drink bottle".
These are concepts which can be easily taught through play based learning and specific feedback/social coaching (as part of IYT).
Another concept covered was "Initiation, response, feedback" (IRF). The teacher initiates by saying "what day is it today" the child responds with "Tuesday" and then you must give feedback "that is right, it is Tuesday today". otherwise the child is left wondering if they were right and they may be reluctant to try again.
From the PD my To Do's are: to re do my visual timetable and break it down more (e.g. next to reading have the items the children need to bring; reading folder, chair, log book) and put the timetable acorss the bottom on my board instead of down the side to help with before and after concepts.
Include more play based learning and remember to have the children repeat the instructions and steps back to me which is something I have stopped doing.
PD notes
When learning language you need to be able to hear and distinguish the different layers of sounds waves and block out the background noise. Within this to learn to understand and comprehend a word the sound wave needs to be broken down into sounds (segmented/phonologically) e.g c/a/t. Then the sounds patterns needs to matched to a known sounds pattern, cat. Then the meaning is applied e.g cat= a small furry mammal.
Many children can decode however they cannot understand the vocab and there is no meaning to it. This is because the connections have not been made.
To say a word or share an idea you need to have access to the meaning associated with the sounds pattern e.g cat=a small furry mammal. Then the sound sequence needs to be accessed with the meaning e.g. cat. Then the sounds and sequence of the sounds or the articulation c/a/t.
There is a huge process in getting out words which I did not realise and it made me understand the barriers which must be in place for some children.
We did an activity when we had to say what we thought of when the word "flying" was said. We all thought of different ideas and concepts. When we teach a word or concept we need it to be very concrete and we cannot take for granted they will be able to build all bridges and associations.
E.g. If we only talk about flyin on a holiday they will not relate it to a bumble bee flying unless they have have made the connection of bride of "wings".
We learn the meaning of words easier when they are in a context/sentence.
We discussed the types of words and concept children may need to know. The main concept as a syndicate we came up with were maths concepts, such as, before and after, over and under. These are big impact words which can be accessed and used in a variety pf settings and are not topic specific. We discussed ways to simplify giving instructions and teaching these concepts. E.g when teaching or giving instructions (before/after) give the instruction in order- "Get your drink bottle before a pen" opposed to "before you get your pen get your drink bottle".
These are concepts which can be easily taught through play based learning and specific feedback/social coaching (as part of IYT).
Another concept covered was "Initiation, response, feedback" (IRF). The teacher initiates by saying "what day is it today" the child responds with "Tuesday" and then you must give feedback "that is right, it is Tuesday today". otherwise the child is left wondering if they were right and they may be reluctant to try again.
From the PD my To Do's are: to re do my visual timetable and break it down more (e.g. next to reading have the items the children need to bring; reading folder, chair, log book) and put the timetable acorss the bottom on my board instead of down the side to help with before and after concepts.
Include more play based learning and remember to have the children repeat the instructions and steps back to me which is something I have stopped doing.
PD notes
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