Kim Sowman. Professional Growth Cycle 2023

  Trauma informed school: Lynda Knight de Blois Glenview School Cannons Creek Takeaways: Neurosequential Model in Education Do we understand the science? Te Ao Maori: How does this fit? Beat and rhythm What is happening for the child during flight or fight? Are my expectations realistic? Ongoing unpredictable and unreliable situations can be more harmful than one major event. Regulate - relate - reason Further learning: Kathryn Berkett Nathan Wallis Bruce Perry - Youtube Stress/trauma and the brain

  I was unable to attend the trauma conference that was held in New Plymouth that Matt was a keynote speaker at so I was grateful to be gifted the opportunity to hear Matt speak recently (15/6/23). I am also reading his book. At the end of the talk I asked Matt what he would have needed from me if I was his teacher when he was 5. He said just to be a safe place, to listen and to be kind. It is important to look beyond the behaviour that is in our face and ask what might have happened for a child to get to these big emotions and this space. At the same time we often are supporting the parents of children. She is not your rehab made me think more about being kind, compassionate, understanding and above all non judgemental. People are doing their best. It made me consider the women in the worlds of these children. Who and what are they having to be in this trauma context. Is what is happening in their own relationships impacting on their availablity to the children they are raising?

  Reading: Andrew Wilkinson  Principal- Gilberthorpe school  Trauma informed practice sabbatical Take aways: The three most effective ways of releasing endorphins are: Exercise, laughter, and singing. A strong focus on the Arts curriculum has been resurrected, to ensure that singing, dancing, and movement are encouraged.  Walk and talk, read and feed, drink and think When building relationships , the “dosage” is vital. The more positive interactions with someone, the safer you feel. Be clear and intentional about how to build a strong relationship that has the child at the centre. It takes time, understanding and compassion.  What I am going to try: Daily singing Regular water breaks Get alongside the ‘key’ kids early and spend time with them doing something they like to do. Try for 1:1

  Implementing your plan can be a challenge if it is not clear and set out in a manageable timeline. We would expect this to take the most time out of all sections (end of term 1, term 2 and start of term 3). The important thing to remember is that your plan needs to be well thought out and flexible. Things might change and the inquiry might take a few twists and turn that you didn't expect. It might even need a reset during the process. Documenting what is happening and how you change with it is essential as you will be able to blog about this when the time comes. As I read, watch and learn, I have been weaving new things in as I become aware of them. With this PGC as it is not subject specific it can and should be woven throughout the day. A trauma informed approach becomes who you are and may be difficult to see that standing out from who you are not. Also, I am finding that a trauma aware approach may look different for different children so I am weaving a variety of strands t...

  Action Planning and Testing Ideas is where you plot out a plan of what will happen when and how this could look. Setting up a plan and testing some of your ideas before you implement the plan allows you as the teacher to branch out and try things that you might be unsure of. This also allows you to be more critical when reflecting on what you feel will serve you well in this inquiry. Testing ideas is something that can continue through the entire inquiry and is only placed within this section of the inquiry cycle as a starting place. This is the beginning of my evolving list of things to try. Ha ki roto yoga Use this daily to calm bodies and minds What time is best? Waiata School songs to start the day Is this the best time? What other songs? For enjoyment? When? Waiata/kanikani To end the day or when? Which songs? What energy? Circle time Give children an opportunity to have a say When? Frequency? Soft starts Children come in and play to start the day *How can this be from a cu...

  Hypothesizing and Reflecting is where we create our inquiry question. It is important to create this using what your students have shown you and what you have reflected on yourself about your practice. Once you have created your inquiry question it is important that you hypothesize what the answer/findings might be and what you think will happen. My questions that somehow I need to blend/merge into one big question... In what ways will  trauma informed practices  support the children in my class and lessen the incidents of big emotional responses by meeting their needs from a neurological perspective each day. What are these trauma informed practices? How will I source them? When changing behaviours what improved academic outcomes would I expect? How will I measure improvement? How will I measure changes and growth? How can make this work for children who are 5 and 6?

  What are the behaviours I am noticing? In Toutouwai I have noticed… (This list will continue to be modified as the year goes on) Frequent tears Big reactions including swearing, hitting, throwing Removing self from group/class Throwing objects around the room Name calling Provoking classmates Throwing objects outside eg shoes, rubbish bins Yelling at others Yelling at kaiako Not wanting to come in before school or after breaks Saying ‘ha ha’ to annoy others Pulling naughty finger/poking out tongue Provoking older children in the playground Refusing to do class based tasks Difficulty walking away from altercations Coming back from break times unsettled and angry Unable to work alongside anyone and everyone Repeating activities eg colouring in Withdrawing away from others Lots of hugs and physical affection Quiet and seldom joins class discussions What are these behaviours communicating? I am aware that in each instance and for each child this will be different. A similiar behaviou...

  Noticing and Investigating is one of the key practices in the art of inquiry. True inquiry teachers see themselves as investigators of learners and their own teaching practice. During Noticing and Investigating teachers observe and listen to learners while they draw conclusions about what is going on for each learner and how their teaching practice impacts what their students are showing. Once we have unpacked this information and reflected on it then share it in collaboration with other teachers we gain further insight and perspective.  In short, we bring an inquiry stance to our teaching. ACE Adverse Childhood Experiences: These are some of the ACEs I am aware of. I know that there will be others. dad in jail  dad absent “ I don’t have a dad” Unreliable car = challenge to get to school 4th baby due/community change/older sibling with adhd/parents arguing and dad staying away Absent mum and sporadic contact Absent mum and sporadic contact Punitive parenting. Withholdi...

  Trauma informed/trauma sensitive/trauma aware which ever title it is given this is something that really interests me. Having been teaching for 30 years now I can see the changes, see the differences in children, families and society. Schools need to acknowledge these changes and then somehow use that knowledge  to meet these changes. What is it I can do, what is it we can do to make a difference for children which in turn will make a difference for society?