Action Planning and Testing Ideas

 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 culturally responsive perspective

Comments

Post a Comment

Popular posts from this blog

Evaluate impact and re-evaluate plan

Image
  Evaluate impact and re-evaluate plan Evaluating the impact of your Inquiry is important as you look deeply at what you did, why and how you changed your practice to meet the needs of the tamariki and to grow yourself. Are there sections that you need to revisit and find out more information from? Do your students hold the keys to unlocking this? Did the plan go as anticipated? If not, why not and what did you do? If so what could have you done better? This section is not about the success of your inquiry, but the finer details that made the plan work or not work, and how this changed aspects of your practice. This PGC was/is super tricky. It is very hard to know exactly what is happening in the lives of these children. I don't and won't ever know what life is like for them. Some children and whanau share some information and it feels like we are working together for better outcomes. ACE are out of my control but who I am and my response to them isn't. I will keep learnin...
Read more

Observation. Danielle Hill

  2023  Observation (please make a copy and edit) Pre Conversation  Name:   Kim       Date of in class visit:                           Observer:                  Time Frame:20 to 30 mins Students being targeted Axl, Caedyn, Charles, Victoria, Waimarie Inquiry Goal Which  trauma informed practices will support the children in my class by meeting their emotional needs from a research based perspective.( Neurosequential Model in Education) What I have tried (based on what research) Soft start, connection time, music playing, relationship based behaviour strategies, routines in place, food and water available, social coaching particularly in regards to peer relationships, breathing to support regulation, nature play,  If my practice is successful you will see me doing…  Children start the day with play to allow them to set...
Read more

Carrot and stick rewards systems and ACE

 I have been doing a number of readings recently that discuss the traditional behaviourist approach to classroom rewards and consequences. This is something I really want to explore more with a trauma informed/aware lens. It appears that the reseach points away from sticker charts in their many manifestations and moves towards relationships and following a neuorosequential model to support children who have faced/are facing Adverse Childhood Experiences.  My own experinces over the years certainly support this but especially in 2023. The children I see trying to navigate ACEs do not respond to 'sticker charts'  in a way that would modify their 'undesirable' behaviours. What has been working is relationships. This is one recent post from a Facebook page I follow. Food for thought and definately something that many people find very hard to move away from. Our whole country follows this approach eg prison. The Occuplaytional Therapist o t s S o d n e r p a h u 1 0 h t 5 f ...
Read more