multiculturism

Queensland Roars Against Racism

The Queensland Roar Against Racism campaign will receive a high profile boost when local heroes Queensland Roar kick-off against South African Premier League team Supersport United in a special anti-racism fundraiser at Suncorp Stadium on July 1.

WHAT IS BULLYING?

"Bullying is not an unpleasant fact of life. People can do something about it. What we've learnt in our mentoring programme is that people learn how to bully and they can UNLEARN IT. Nobody wants to come to a school where you're frightened of who's going to say what or do something, when you have to worry about that you can't learn anything."

http://www.ofsted.gov.uk/assets/3235.pdf

link

child needs to talk about it
gather the evidence
email and computers - track and get the evidence
cyber safety
concrete actual incidences
perpetrator = admit
rather than resorting to rules restorative justice promotes repair

A DEFINITION OF BULLYING:
the repeated less favourable treatment of a person by another or others which may be considered unreasonable & inappropriate practise. It includes behaviour that intimidates, offends, degrades, threatens or humiliates.

INDIVIDUAL HAS RIGHT TO DIGNITY AND RESPECT AT WORK/ SCHOOL/HOME!

PEACE SIMPLIFY INSIDE & OUTSIDE

PAIN - unable to concentrate in class - life cluttered - agony

ENHANCE emotional balance & strength of person
bring them back to life

establish quality relationship with person -
establish emotional relationship with child

work on intuitive stuff when peace and calm in class

classroom management
SOLID mutual respect and understanding
affection and love

whole brain- holistic education
art is in everything

education is an art, speak to child's whole experience

GRAFFITI TECHNIQUE

4 GROUPS OF 3

pack of 12

very active interaction and feedback

Hi Akash,
I used the Graffitti Technique heaps when I was in high school... Primarily on trains and supermarket walls. Nice to see its making a comeback.

EMOTIONAL INTELLIGENCE

prevent down shifting
prevent primal behaviour patterns
dysfunctional
primitive uneducated behaviour

relax the learners

short term achievable goal
clear achievable goal - relaxes everyone

color & sound

imaging imagining create ideas

meditative experience=emotional intelligence

EXACTLY WHAT IS EMOTIONAL INTELLIGENCE?
self awareness
mood management
self-motivation
empathy
managing relationships

child in pain
unable emotionally to cope with it

emotional intelligence - bring EI into normal lesson content

where do you begin with pain and suffering of children ?

develop their emotional intelligence
systematic way
will happen quickly
largely as awareness

use reflective activities

pause

make awareness of each other
group activities
think pair share etc.

attend to the moment

CLASSROOM MANAGEMENT

MORAL RELATIVISM- what was the basis of the ethics of Greek/Roman times?
anything that enhances the goodness of a human.
Who decides?

Good is basically about relationships and the quality of love in relationships

ethical system is what enhances the human relationships

how do we make a judgment?

HATTIE - quality relationship with teacher - affirmation from the teacher
quality teacher encourages quality - empowers
humble without taking on a position of power
nurturing
love
encouragement

compared to operating from rules
world of rules = power and control
set of rules and regulations =dominant paradigm
non obeisance =stress
therefore exterminate rule breakers



















PRECIOUSNESS OF HUMANITY
- depth of humanity

clutter - lives of children are full
tv, sport etc.

clutter buster-good job

Part of Classroom Management is to unclutter
their time at school

some schools introduced new policy
no homework

child needs to have time

time to play and reflect

who do you see yourself as now
where do you see yourself heading
what can you let go of
for what purpose
why are we here
?
relationships and love

make space for new experiences

room in heads - to expand horizons

child point of relevance - uncluttered space in front of them.

good project will stimulate the child to continue without setting homework
constructivist
intrinsic motivation

TO BE
BE IN BEING
TO LEARN

children have a sense of security and comfort about
where they go therefore where they construct their knowledge

WAVE

Wearable Arts Vision in Education

ARTS-BASED ENVIRONMENTAL EDUCATION

notes from Sat - 'Allan'

MOTIVATION

LEAD MODEL/Glasser & Dreikurs

First couple of minutes is when the attention of the class is gained
how to retain??? = ZPD
children = interested and engaged

relationship btw you and the child

relevant input for them

bring into social network of the classroom'

belong
belong

acknowledgment by the teacher of the interest of the child

representation that is relevant to the child

difficult child needs lots + lots of attention = give them jobs

they are happy because they have a sense of belonging purpose meaning

naughtier the child more attention =INCLUSION

engaged fascinated

all in the little things

GIVE THEM SOMETHING

acknowledgment - reward - point competition for answering questions

you are a member of this group therefore
agree to behave in the way we behave in this place

get to the point of looking at each individual child and work out where they are at on
Glasser's five points: needs

• BELONGING, LOVE
• FREEDOM
• POWER
• SURVIVAL
• FUN

and then find activities to address how those students will have their needs met

give them some sense of being responsible and having power thus
lifting them to another level of participation/engagement and sense of themselves relative to their class, school environment and community.

BOS
outcomes - very clear - three areas
1.knowledge
2.skills
3.values and attitudes

translate into student's language

"what are we going to do today
what you will know at the end of the day"

lesson plan

gotta know your students!!!!!!!
(not only prior knowledge)
use the talents of the kids! transform obnoxious to brilliant orator

concrete activities - constructive - always include
Gardner -domains =3 x broad categories

give choice and diversity within the lesson

achieve outcomes thus intention
cannot teach to one type of intelligence only
know your own type thus avoid favouring your own type
(check interactive surfaquarium re: MI)

EG
act it out
write
compose a song

KEY QUESTIONS-BLOOMS
3 or 4

MUST RELATE TO THE OUTCOMES

get the right questions = prepare
higher order learning=achieve

do the activity - then as a result answer these questions
social interaction
3 possible types of groups to help answer questions

1. THINK, PAIR, SHARE
2. JIGSAW
3. GRAFFITI

(question lead to more question)

Blooms
describe rose's colour - lower order
impact of seeing rose- analysis
how can you use a rose to create something really special - creativity

Last Part of the Lesson
COMMUNICATION

affirmation of the students

onward

MASLOW' RECOMMENDATIONS FOR EDUCATORS

1. We should teach people to be authentic, to be aware of their inner selves and to hear their inner-feeling voices.
2. We should teach people to transcend their cultural conditioning and become world citizens.
3. We should help people discover their vocation in life, their calling, fate or destiny. This is especially focused on finding the right career and the right mate.
4. We should teach people that life is precious, that there is joy to be experienced in life, and if people are open to seeing the good and joyous in all kinds of situations, it makes life worth living.
5. We must accept the person as he or she is and help the person learn their inner nature. From real knowledge of aptitudes and limitations we can know what to build upon, what potentials are really there.
6. We must see that the person's basic needs are satisfied. This includes safety, belongingness, and esteem needs.
7. We should refreshen consciousness, teaching the person to appreciate beauty and the other good things in nature and in living.
8. We should teach people that controls are good, and complete abandon is bad. It takes control to improve the quality of life in all areas.
9. We should teach people to transcend the trifling problems and grapple with the serious problems in life. These include the problems of injustice, of pain, suffering, and death.
10. We must teach people to be good choosers. They must be given practice in making good choices.


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