- Introduction
- Risk & Education
- Types of Risk
- Risk Tolerance
- Risk Thresholds
- Starting Your Risk Assessment
- Defining Your Risks
- Defining Your Controls
- Writing Your Risk Assessment
- Understanding A Risk Matrix
- Putting Your Risk Assessment into Practice
- Next Steps
-
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Teaching students with complex trauma
This course covers understanding what trauma is, how it is different to adverse childhood experiences, and how prevalent trauma is. It looks at how trauma changes the brain and how this affects the mind and body, mood and behaviour. The course has dedicated lessons on understanding classroom behaviour and managing classroom behaviour. It provides detail for a trauma sensitive classroom and some insights into the trauma sensitive school.
Educators are familiar with conditioning based disciplinary policies. However, some children simply do not respond to this type of discipline. Yes, they know the rules but they will not follow them, no matter what the consequences are and no matter how many times you have told them. This course explains this type of behaviour together with many other confusing presentations that educators see in the classroom.
Delivery Format
Online – 24/7 access to learn at your own pace.
Duration
3 hours
NESA Elective PD
Completing What all Educators need to know about Childhood Trauma will contribute 3 hours of Elective PD addressing standard descriptors 3.5.2, 4.1.2 and 6.2.2 from the Australian Professional Standards for Teachers.
Teaching Standards
3.5.2 Proficient Level – Use effective classroom communication
4.1.2 Proficient Level – Support student participation
6.2.2 Proficient Level – Engage in professional learning and improve practice
Want to run great school excursions for your students, but need to better understand risk management? This course will help you write a good risk management plan and is designed specifically to help teachers gain confidence in the management of risk.
Audience
This is a great starting point for all teachers to be able to understand the core concepts of risk and how to plan and prepare for managing and minimising those risks.
Sessions
Delivery Format
Online – 24/7 access to learn at your own pace.
Duration
3 hours
Completing How To Write Risk Assessments For School Excursions will contribute 3 hours of Elective PD addressing 6.2.2 from the Australian Professional Standards for Teachers.
Three of the biggest factors in classroom management are sorted in this teaching resource: organisation, managing downtime and positive relationship building.
In the classroom, there are always stragglers who drag their feet or others who are ready, bored and waiting for the lesson to start, and both of those scenarios can cause mischief-making moments.
Particularly useful for new teachers or substitute teachers, these Fun Time Fillers require no resources (except for occasionally a blackboard or whiteboard). They are separated into three groups: numeracy, literacy and socialisation. They generally take 5 minutes, but can be extended to suit your needs. Pick your favourites and make them an everyday tool as you move from lesson to lesson. For many children, these are powerful opportunities to consolidate learning, or to build important social skills.
Once children are familiar, you will find that just by saying, “Let’s play a game …” many children who are otherwise distracted will immediately be engaged. Once the game is over, you have their attention and are able to give instructions to transition into the next task.
Enjoy this toolbox of ideas that challenge children’s thinking, helping them learn while having fun, and with no-prep required for the teacher! Winning!
Study after study shows that kids who get regular physical activity, even just a minute or two, experience improvements not just in their fitness levels, but in brain function, too. In addition, we have seen great improvement in classroom management issues, increasing the enjoyment and productivity of your teaching time!
Some kids are wrigglers and some are mind-wanderers, while some are able to stay focused in long periods. These Brain & Body Boosters are exercises that can calm and clear the mind, relieve tension and stress and increase concentration, focus and attention span. No matter who you’re teaching, all your students can benefit from a short physical break during the day without losing too much valuable teaching time.
If you are looking at this resource, you are most likely an adult who has a grieving child in their care. What an important, privileged and challenging role this is. Thank you for caring enough to investigate these activities! Included are some great resources and services that will further inform you, but here are a few basic strategies to assist in your approach to grieving children that we believe will be helpful to them.
These activities combine literacy skills with creative expression, grounding techniques and wellbeing strategies. For some children, these ‘soft’ arts are not their comfort zone. If that seems to be the case with the child in your care, consider adapting the activities, by taking the principles and applying them to a context of interest, like playing football in a park, or finding relevant music lyrics. Contact us for more ideas on this.
Also note, the language in most of the activities assumes an upper-primary level of reading skill. The poetry might seem a little mature, but you will be surprised how many children understand the gist of poetry like this, once individual words have been explained, as necessary. Go gently. If necessary, stay a week or a month on one activity before going on to the next one. Allow the child in your care to direct the pace, as well as the depth with which you proceed through this journey. Your job is to simply accompany.
In the last 15-20 years scientists have made huge leaps in discovering how the brain functions, and also how to strengthen it. We have leaned that the frontal lobe (prefrontal cortex) is responsible for much of our higher level cognitive function … our reasoning, logic, comprehension and learning capacity.
These activities focus on the combination of decoding, visual-spatial perception, filtering and concentration, all of which take place in the frontal lobe. They are an uncomplicated way to help students train their brain and are designed for students to use on their own or with partners. They are quick activities that shouldn’t take more than five minutes. They do not require any other resources.
They can be used as transition tasks between lessons or as an early finisher’s task.
Three of the biggest factors in classroom management are sorted in this teaching resource: organisation, managing downtime and positive relationship building. (Contact us to find out more about classroom management strategies.) In the classroom, there are always stragglers who drag their feet or others who are ready, bored and waiting for the lesson to start, and both of those scenarios can cause mischief-making moments.
Particularly useful for new teachers or substitute teachers, these Fun Time Fillers are designed to require no resources and are simple to kick start. They are separated into three groups: numeracy related, literacy related and socialisation related. They generally take 5 minutes, but can be extended to suit your needs. Pick your favourites and make them an everyday tool as you move from lesson to lesson. For many children, these are powerful opportunities to consolidate learning, or to build important social skills.
Once children are familiar, you will find that just by saying, “Let’s play a game …” many children who are otherwise distracted will immediately be engaged. Once the game is over, you have their attention and are able to give instructions to transition into the next task.
Enjoy this toolbox of ideas that challenge children’s thinking, helping them learn while having fun, with and no-prep required for the teacher! Winning!