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
Wednesday, 27 July 2016
Sheena Cameron - Oral Language Handbook Launch, 27.7.16
This afternoon I attended the Sheena Cameron Oral Language Handbook launch. This was a great session that went through the layout of the book and some great oral language strategies for us to take away and implement straight away. Many of the things mentioned were for older students however I could see ways some of the strategies could be adapted to meet my students needs. Many of the things were also things I use in class currently however it was great to remember why I do the things I do.
I took away many useful strategies and ideas to try in my class.
I am going to structure my oral language "show and tell" on a Friday differently using a different topic each week and send home prompting questions. This will help the children prepare what they will say and get away from bringing in toys.
I will also use barrier games to help the children with their speaking and listening. I really liked the example they gave with the coloured Popsicle sticks. This is something I will try in my relationship building sessions on a Friday and in the Headstart programme when I run an Oral language programme.
Here are some notes from the book launch...
When kids’ knowledge of tier two is increased, their understanding/comprehension/vocabulary is increased two. There is a tier 2 list is in the oral language book.
I took away many useful strategies and ideas to try in my class.
I am going to structure my oral language "show and tell" on a Friday differently using a different topic each week and send home prompting questions. This will help the children prepare what they will say and get away from bringing in toys.
I will also use barrier games to help the children with their speaking and listening. I really liked the example they gave with the coloured Popsicle sticks. This is something I will try in my relationship building sessions on a Friday and in the Headstart programme when I run an Oral language programme.
Here are some notes from the book launch...
Oral Language Book/The Writing Book - Sheena Cameron and Louise Dempsey
Talk topics = quick writes
Example:
Would you rather go into the past and meet your ancestors or go into the future and meet your great grandchildren?
Elaboration questions: - tell me more about…? Can you give me an example? Why do you think that? What is your evidence? Does anyone else have different idea? Can anyone take that idea and develop it further? How else could we think about this?
Chapter 1
Speaking and listening often seen as poor relations of literacy - children not just learning when reading and writing
How can we more effectively engage students in oral language/speak?
Speaking and listening - making and creating meaning = equal importance
Types of dialogue
Planned and unplanned
Formal and informal
Dialogue and monologue
Private and public
Types of talk
Exploratory talk - understand and develop ideas
Presentational - to share and entertain
Conversational - build relationships with others
Listening
Information listening - to obtain information and ideas
Critical listening - evaluate and form opinions
Appreciative - enjoyment
Responsive - build relationships
Modelled
|
Shared
|
Guided
|
Independent
|
I do
|
We do
|
You do
| |
What do students say about oral language? What helps you learn? Does talking help you learn? Do you get to talk enough in class?
Video - examples of other students work, time to ask questions, talk to each other, talking helps because you can express yourself and say what you are thinking, when you speak you improve your confidence, when I share my words, I share my learning, teachers talk too much and sometimes we don’t understand the long lectures,
Year 10 students - If I talk to others it puts learning into perspective, Some classes I get to talk enough - these are the lessons where I learn best. When I don’t get to talk I don’t learn.
5 Nations Study - Alexander 2001
- Teacher talk was dominated by questions
- 10% of questions were open
- Students responses were on average 5 seconds and 70% were 3 words or less.
Nuthall 2005
A hands up culture controlled by the teacher severely limits student talk and often results in a small group dominating the talking.
“What amazes me is that in every country the most common instructional strategies engage some learners while leaving a large subset disengaged”
Think-pair-share is the most important instructional strategy, versus hands up.
Developing a think-pair-share culture
5 seconds of thinking time - then pairing up, then sharing with each other back in whole class setting. Sharing back - share back what your partner has said, helps to engage, ensure listening.
Successful Listeners (JNR)
- Eyes to eyes
- Listen
- Think
- Take turns
Talk partners - preset T.P.S. partners ready to go. Good for students to build rapport, leave students together as partners for longer - but sure they are closer in ability
Compass talk partners
N - mixed ability
E - friend chose
W - mixed gender
S - same ability
Variations
Switch
High five in the middle of the talking to swap talkers
Think Pair Square - moving from two to four. Teacher joining in the pairs is a powerful way to pull out more discussion
Think pair record - discuss but record notes at the same time
Foursquare Note taking - 
Think pair walk and talk - good to use in combination with recording
Random name selector - popsicle sticks, online apps.
Different groupings
Hair ties - place on their wrist, find the others with the same colour, make a group of different colours
Doughnut circle - sharing buddies ideas - everyone gets a chance to talk. Outside circle and inside circle, pair up and talk, then switch - one circle moves 3 places to the left (normally the inside circle). Retell what the previous buddy said, then add something of their own.
Listening triads - working in a group of 3, one student talking, two listening, or alternatively use of roles (in back of book), e.g. questioner, summariser.
Jigsaw groups - students have a home group, mix up the groups then return to the home group to share the information with others. Good way to engage students as they need to listen to others, as they have information that is needed and cannot be given by anybody else. Foursquare note taking sheet is good for recording this.
The Responding Model
Question comment statement
|
Pause and think for at least five seconds
|
Share answers opinions ideas
|
elaborate
|
Step 1
Pose a question, make a comment or a statement
|
Step 2
Share answers, opinions or ideas - with a partner
|
Step 3
Support students to elaborate on their own and others’ ideas
|
Open and closed questions
Smart questions
Why do you think that…?
Smart statements
I wonder why….
Three level thinking frame - digging deeper
A comprehensive vocabulary programme
Word consciousness
An awareness of words
Positive dispoistion
Word alert - hold up a sign saying word alert when an interesting word came up
Adopt a word - all chose a word (with a partner is best) they wanted to adopt for that term, did a whole series of activities around that word.
Activities could be - make a diorama to explain the word, add the adopted words word wall, word jar, play vocabulary charades (could take out of word jar), word walk and swap words, sell/do advertisement for the word, design a house for their word (draw a picture, create a model, minecraft etc.), take your word home as a fridge word.
Make a word picture - word as image by Ji Lee (look at these online - but vet before showing to class, as some can be inappropriate)
How many words can you make out of the letters in your word? - wordplays.com
The writing book has QR codes for different websites that are great for vocabulary learning.
Tier one - words the kids already know - no point teaching
Tier two - words they will come across the most - high utility
Tier three - topic specific words with low frequency
Useful academic life or words that are part of rich conversations.
When kids’ knowledge of tier two is increased, their understanding/comprehension/vocabulary is increased two. There is a tier 2 list is in the oral language book.
Using drama to enhance oral language
“At the centre of all the drama is communication” - Matt Buchanan
Improvisation
Role Play
Mime
Story retelling and story making
Plays/Readers’ theatre
Drama Games
CSO - character, setting, object - they randomly select one for each and create a short skit with these. This could be around your topic or around a book you’ve read.
Skit with 4 words - students have to use these words in a skit, whenever the audience hears one of the words they have to mime a V shape for vocabulary.
Role play and mime - watch a short clip, then discuss it, then mime it out themselves.
Impromptu Speech
Task: talk for 30 seconds, give a random topic e.g. my favourite time of day
Criteria - talk in full sentences avoid ‘um’ eye contact
Listening
Listening activity - play an audio clip - students have to think “where is it set? Who are the characters? What is happening?”
Barrier games - one person has information that they share with other person in order to create something e.g. popsicle sticks in a shape. Great for precise and positional language. Easiest if they sit beside each other rather than opposite - that way left and right etc. will be the same.
Use a hundreds board - in maths - play like battle ships but with chose numbers.
Oral presentations
Impromptu speeches
In the box - prepare a box about themselves, 4 things important to them, then had a slot during the week to present these.
Reading published writing in a group
Rounds - everyone speaks in a circle
Group presentations
Game show (linked to drama e.g. family feud) - creating their own games shows then present them.
Think about oral presentations as pairs, groups and whole class.
Inclusion of talking activities for home learning
E.g. describe a favourite dinner
Share a story from the news
Talk about an illustration or photo
Tell a joke
Present a weather report
Prepare at home and present at school.
TIPS course for Autism Week 10, Term 2, 2016
In Week 10 of Term 2 I attended a TIPs course for Autism. The course was all around a boy in my class and I attended the course with the students Dad, his TA, the SENCO and his SLT. it was a fantastic course which opened my eyes to the many aspects of children. Many things that were mentioned I was able to relate back to my focus child and another in my class. It helped me to understand them and discover strategies I, alongside my team could use to help him achieve as much as was his potential.
It is rare to have a chance to focus solely on one child and we took a lot away from the 3 days. As a team we developed goals and steps we would take.
After being back at school for nearly a week and having started the implementation of our goals we are already seeing positive results which is very rewarding.
I would recommend this course for everyone!
These are the goals we developed together.
It is rare to have a chance to focus solely on one child and we took a lot away from the 3 days. As a team we developed goals and steps we would take.
After being back at school for nearly a week and having started the implementation of our goals we are already seeing positive results which is very rewarding.
I would recommend this course for everyone!
These are the goals we developed together.
Area
|
What Goal did you set for this area?
|
What is the long term plan for Student in this area? (Your goal needs to be an early step that fits with this plan.)
|
Priority
(1-5)
|
Visual Support Checklist
|
Choose a safe place when upset
|
For std to move himself independently to an area away from a stressful environment/trigger.
|
4
|
Relating to Others (Social Communication)
|
To engage with an object in play
|
To play alongside a buddy with no adult input.
| |
Using language, symbols and texts (Communication)
|
Use visuals to express what Jack wants in a range of contexts
|
Independently use visuals to communicate.
|
2
|
Thinking
(Assessment and Planning)
|
To follow simple instructions
|
Follow instructions.
|
3
|
Special Interest learning kit
|
Alphabet
|
Develop motor skills.
| |
Managing Self (Behaviour and emotional regulation)
|
To giggle when appropriate. (to stop inappropriate giggling in the toilet)
|
To focus on the toileting task.
|
1b
|
Participating and contributing
(Module goals)
|
Work as a team
|
Communicate regularly. Work as a team. Support each other.
|
1a
|
Subscribe to:
Posts (Atom)