ACTION To design and implement learning experiences, resources and environments based on the needs of different learners and current understandings.
As educators we are consciously teaching life skills connected to:
Ourselves Our minds Our bodies Our emotions
As individuals we firstly looked inwards and focussed on our own well being. We needed to add balance to our busy lives as full time educators and parents. As year level coordinators within the school our minds were usually full of all the day to day business involved in being a teacher and a leader within a large school environment. Alongside this one of us began a Masters and found the days were even shorter!
To add balance we actively attended a Mindfulness Based Stress Reduction Course (MBSR).
Some people may wonder why we didn't give up some responsibility rather than begin something new and extra. For us this was a way to move forward and to begin to create balance as a reality in our lives. It is important to allow time within the day to reflect and pause to retain a healthy mindset. Growth mindset would say we should persevere and challenge ourselves. As lifelong learners giving up anything was not an option. In our own desire to flourish we needed to address the steps involved in self development before we could influence our students.
To empower students we focused on the following;
Ourselves Our minds Our bodies Our emotions
Developing emotional intelligence (EQ) alongside the IQ of learners. Focussing on key life skills that will be needed in the future. Developing the skills of learners to be able to select and use appropriate tools to support and enhance their learning and lives. Developing the skills of learners to be make their own assessment judgements about when and how to use mindfulness strategies. Developing wellbeing and mindfulness to build resilience in learners. Empowering learners to be healthy and resilient.
Professional Development at Renaissance College using the PERMA model for Primary staff at RCHK. Facilitated by Tania Martin (VP), Stephanie Howdle-Lang (VP) and Tim Conroy-Stocker (ESF therapy Centre)
PERMA is devoted to developing social and mental strength, which can be very helpful in motivating learners. The acronym was coined by Martin Seligman, considered the father of modern positive psychology, in Flourish: A Visionary New Understanding of Happiness and Well-being (Free Press 2011). Seligman identifies five pillars of well-being:
Positive Emotions
Engagement
Positive Relationships
Meaning
Achievement
On this PD day we were able to conduct an audit of the PSPE (Personal, Social, Physical & Emotional) learning and student involvement which is happening in the Primary School at Renaissance College. (See evidence page)
The following actions have been used with students at Renaissance College in different year levels.
The Fun Friends and Friends are offered in the Primary School.
The FRIENDS Programs focus on developing emotional resilience in children, adolescents and adults using an evidence-based curriculum.
The FRIENDS Programs are proven to be effective in building emotional and social skills, as well as resilience strategies that are both practical and useful for coping with times of worry and stress (for further details, please see our website for a series of research articles on the FRIENDS programs). These skills stay with children and their families for life.
The FRIENDS Programs also empower family members to become involved and help to reinforce and implement the new skills and strategies the Program teaches their child.
Helps learners harness their energy and potential by teaching them to listen, pay attention, control their behavior, and get along with others. When students with the self-regulation and social-emotional skills taught in the research-based Second Step program, they’re set up for success.
PALS - (Peers Always Listen Service) Y6 offer this service to the Primary School students.
PALS is a peer support program for primary aged children. We know students can give a lot of worthwhile support to other students. We also know children who attend peer support training, learn really helpful skills in communication, pro social behavior, as well as developing in confidence, and problem solving ability. Children support students during break or lunch times that are not sure what to do during these times themselves.
This is facilitated by a school counsellor, Joyce Chan at Renaissance College. The PALS are recruited and trained when they are in year 5 and become PALS in year 6.
The Mindfulness in Schools Project (MISP) offers programmes for teaching mindfulness - Y3, Y5, Y10
The Mindfulness in Schools .b is an eight week programme for 11- 18 year olds . This programme is being offered to students in year 10 after school. The paws.b programme is for students from 7 - 11 years as is being offered to some students in year 3 and year 5. These two programmes introduce students to mindfulness.
PERFORMANCE COACHING using the GROW model.
Whilst it takes many different forms, coaching is principally a joint enterprise in which one person supports another to develop their understanding and practice in an area defined by their own needs and interests. ... Coaching often involves integrating new or alternative approaches into the professional’s existing repertoire of skills and strategies. Creasy, J & Paterson, F 2005, Leading Coaching in Schools, Leading Practice Seminar Series, National College for School Leadership, www.ncsl.org.uk
Mindfulness Matters -Y2, Y3 and Y6
‘Mindfulness Matters!’ by Eline Snel is an 8-10 week methodical Mindfulness program, designed specifically for children and young people in the age of 5-19 years old. ‘Mindfulness Matters!’ teaches children to concentrate more fully, to stop and calm down, acknowledge thoughts and feelings and acquire new ways of dealing with moods and impulses. Children learn techniques of self-protection and build confidence in being gentle and open to themselves and with others.
MindUp Program - Y3 and Y5
The MindUP curriculum helps children:
Improve focus, concentration, and academic performance
Reduce stress and anxiety
Handle peer-to-peer conflicts
Manage emotions and reactions
Develop greater empathy toward others
Choose optimism
The Social-Emotional Wellbeing (SEW) Survey - Year 6 students
The Social-Emotional Wellbeing (SEW) Survey is an anonymous strength-based survey for students aged 3-18 years, which provides an ecological view of students’ wellbeing by assessing:
Indicators of students' social-emotional wellbeing
Positive and negative emotions and behaviours
Students' social-emotional competencies:
Resilience, attitudes and coping skills
Social skills and values
Work management and engagement skills
‘Environmental’ influences: (measured in the secondary survey only)
Perceptions of home life, school life, and their community.