WHAT ‘FIGHT, FLIGHT OR FREEZE’ LOOKS LIKE IN THE CLASSROOM

This term, one of our PLMs focused on understanding the human response to trauma and how children manage the big feelings associated with it.

It was very interesting to hear about the complex human brain and how it is equipped to react to extreme fear and anxiety. The “fight, flight or freeze response” is our body’s automatic and inborn response that prepares the body to respond by fighting, fleeing or freezing when confronted by a perceived attack, harm or threat to our survival. By being aware of what the fight, flight or freeze response looks like in a classroom, teachers can better support their students as well as take the appropriate measures to create a safe environment and reduce stress in their students.

 

The Starting Point to a Well-Planned Maths Block

After two disrupted years and postponing plans, the teachers at St Luke’s School of Foundations have finally got the opportunity to focus our professional development on the Maths block. In Term One the goal is it develop purposeful warm up tasks to challenge and extend all levels of mathematical understanding in the classroom. The warm up task is a ten-minute activity designed to get students to trigger their reasoning strategies in preparation for the rich task that will follow. The last fifteen minutes is reserved for reflection where teaching and learning occurs. Given the importance in the role of metacognition and reflection in learning, these last fifteen minutes are most crucial.

For tasks to be purposeful, teachers must know where each of their students is at regarding their development and problem solving abilities. This is where the MAI (Mathematical Assessment Interview) proves useful. The MAI is a 30-40 minute interview conducted at the start of every year for each student and is used along side Growth Point Descriptors that defines the mental strategies at each level of development in mathematical reasoning. On completion of the interview the results are analysed and a profile is assigned to each student corresponding to the Growth Point Descriptors.

The first step in appreciating the MAI is to understand that the numbers assigned are a profile, not a score that determines the percentage of correct answers given by most traditional tests. The second step is to realise that it is not a test that places students in a ranking order but an interview that seeks out ability. This carefully constructed tool, when analysed well, provides information about each child’s use of strategies and conceptual understanding and allows us to direct teaching to meet the individual needs of each student. Something that is often difficult to obtain through more traditional methods. For the MAI to be proved useful then, is to not only learn how to administer the interview but to have a profound understanding of the Growth Point Descriptors that supports the results of the MAI. It requires careful analysis. Equipped with a deeper understanding of where each student is at, the teacher can then manipulate the warm up tasks and provide the appropriate prompts to allow for challenge and growth.

Associate Professor Ann Gervasoni designed the MAI and developed the Growth Point Descriptors after more than 20 years of research in a quest to understand the distinct nature of learning mathematics in young children, particularly low achievers. She further researched the nature of the growth point barriers experiences by low achieving students and the nature of learning required to move beyond these barriers. As a result an intervention program was developed and a structured Mathematics block was created. From this research she also found that students required on average ‘200 hits’ or repetitive practise in order for deeper understanding to occur.

Ann Gervasoni also discovered through her research, that in order to learn of the mental strategies students are using and they’re conceptual understanding, the MAI was best conducted after a long break from school. When a child is assessed immediately after instruction, their knowledge is retained in short-term memory and therefore the results raise doubt as to whether or not learning was procedural. Those with a deeper level of mathematical reasoning will always find pathways to solve problems in the most efficient way even when revisited after a long break. The role of metacognition and reflection on learning plays a significant part in this development and the reason why the reflection part of the Mathematics block is vital.

The MAI however, can prove difficult, as it is extremely time consuming not only in administering it to every chid in the classroom, but also time must be given to analyse the data for each one. However, it does provide valuable and explicit information that can be used to plan and implement programs that are targeted and purposeful for all levels of learners. Given the nature of the information provided by this tool, it is time well spent. To afford teachers this luxury will provide opportunity for explicit planning, resulting in confidant teaching and self-driven learning. The MAI is the starting point to a well-planned Maths block. The Growth Point Descriptors will help guide us forward. Both are valuable tools when understood and used correctly. Extremely burdensome ones if not.

2021

What was the most challenging part of this year for you?/What is something you individually accomplished this year that you are proud of?/In what area do you feel you made your biggest improvements?

This year has challenged my skills in technology more than any other year. Being on zoom many times a day for a whole term has forced me to face my fear that I might do something wrong and face the ‘wheel of death’!Term Three,  I’ve had to program using slides, visuals tours and the zoom whiteboard. Being alone at home, I found that I needed  to have a go and attempt to figure out the problems that would arise  rather than running straight to an expert. Although I haven’t quite reached ‘computer geek’ status yet, it is definitely a big improvement for me and I am very proud of the fact that I am now more comfortable with PowerPoint, Excel and Zoom than ever before. 

What are six adjectives that best describe this school year?

  • Wellbeing-I was very appreciative of the fact that there was a big focus on this during lockdown. 
  • Unpredictable-not knowing what will happen tomorrow has almost become the norm!
  •  surreal-I would never have thought a school year would be so disrupted
  •  Stillness- it almost seems as if the world stopped spinning 
  • Zoom-they were relentless
  • you are on mute-probably the most heard and used phrase for me this year. I now apply this in my group in our face to face setting. I just say ‘mute yourself’ and it works! In fact it works so well I have to remember to say “unmute” in order to avoid that tight lipped stare.

What are the three most important things you learned this year?

  • Not everything is in our control.  It is important to sometimes accept and let go. 
  • Realising and focusing on what is important.
  • ‘Tomorrow will be a good day,’  Tom Moore. He was such an inspiration for me during this time. He stayed positive, never gave up and till the end he looked to give back to society. 

Beyond OK

 

In light of the upcoming ‘R U OK?’ Day on September 9th, I thought I would share what I learned about this awe-inspiring day. I first heard of this day in 2019, shortly after my mum was diagnosed with terminal cancer and at the same time I was discovered with a medical condition that would take three months to diagnose. In the meanwhile, I was forbidden to travel, which put an end to my travel arrangements to see my mother for what might be the last time. It was devastating to say the least. That year I had many phone calls from wonderful friends on ‘R U OK?’ Day. While I was very grateful and moved by the care and concern of so many friends who reached out to me, I actually had no knowledge of what that day was all about. A few months later, after my mum had passed away, I decided to do some research and what I discovered has been a truly inspiring story worthy of sharing. A story of unimaginable strength and courage, born from both pain and love, a relentless drive amidst the battles of ill health, and the power in three simple words.

Founder Gavin Larkin, lost his father to suicide in 1995 and while he himself was a very successful advertising and marketing business partner, he felt incomplete. He uses the words ‘feeling empty and black inside’ even though the outside world told him he had everything, a successful career, a strong and loving relationship and a beautiful family. He was described as a  ‘big man who was larger than life when he walked into a room’.   Fearing he would end up like his father, he decided to confide in a close friend who suggested a self-improvement communications course, which would prove to change his life. As part of the course he was required to develop a project that not only inspired him but also would require him to extend himself in a way in order to benefit the community.  He chose suicide prevention. And so the journey began.

 While having the drive and passion for such a cause is inspiring enough, he and his family’s journey was both moving and humbling as I navigated through my own journey of life’s ups and downs. A year after the first ‘R U OK?’ Day in 2009, Gavin was diagnosed with stage four lymphoma, but if that was not devastating enough for the family, three months later, their teenage son, would be diagnosed with terminal brain cancer! What I found most powerful in his interview featured in An Australian Story was when he said “You can ask why me, why me, but then… Why not me? We are no more or less special than anyone else. Life is random and that is what makes it so wonderful… you just have to cop the good with the bad.’ He believed that all we’ve got is the journey and decided to make his, a good one. Gavin passed away in 2011, a week after his third successful R U OK? Day. His son died two year later. His wife continues to support the campaign and their teenage daughter does public speaking for the initiative. “He was probably unaware that what he began would ultimately see his family through the toughest times,” his wife Maryanne said, “while that time of year is hard for all of us, we are beyond ok.”

 What resonates with me from this story is that life, undoubtedly a journey, is definitely unpredictable or ‘random’. The pandemic validates that. It is the random and unpredictable that makes life either wonderful and exciting or fearful and painful. So ultimately, to make the journey a good one, the only worthy choice is to cop the good with the bad.

No Rewards Behaviour Management

This term all staff at St Luke’s were engaged in an inquiry project that would result in a showcase presentation in the last week of term. I was part of a team of seven members and our focus was on ‘No Rewards Behaviour Management’. At St Luke’s we do not offer students stamps, stickers or any other rewards, for learning or for appropriate behaviour. Research shows that Intrinsic motivation has greater long term benefits and extrinsic rewards are short term with adverse effects long term. 

Extrinsic motivation is behaviour driven by external factors. Some obvious examples  in a school setting are stickers, stamps, lollies and other awards or certificates. This leads to short term compliance and addiction to the reward or praise, and like any addiction, more is required to get the same effect. Students become more focused on the reward than the learning and without it they lose the will to engage in learning. In effect, extrinsic motivation is about living life for someone else. 

Intrinsic motivation is the behaviour of a person that is driven by an internal longing to do something. The focus is on autonomy, mastery, and purpose so the end result is enjoyment and fulfilment which further propels the individual forward into action. Intrinsic motivation is about having control over one’s own life as self determination, self esteem and integrity govern behaviour.

 Building intrinsic motivation is not easy but according to Dan Pink, motivational author and speaker, providing choice and ownership along with providing appropriate tools needed to continue skill development as well as  encouraging the involvement in activities that lead to a ‘greater good’  would put us on the right path to nurturing young people to living a more satisfying and fulfilling life. Attached in our  Presentation  are some ideas to support teachers in cultivating  intrinsic motivation in their students.

Another helpful link  https://www.opencolleges.edu.au/informed/features/intrinsic-motivation/

Literacy- how do we teach it?

Being a Learning Support Teacher has its challenges but this year will be particularly challenging as I support the most vulnerable students across Kindergarten to Year Four. I have had to think of how to best address the individual needs of the students I have been entrusted with. Having had training in both Reading Recovery and various phonics-based programs has put me at an advantage as I consider how to tailor a program that will prove successful.

This year, more than ever, I have had to think long and hard as I hear debates within schools and across schools, within governments and talk shows on TV, between the different approaches to teaching Literacy, particularly the Whole Language approach verses the Phonics approach. I see the advantages in both, which leaves me confused as to why the ongoing debate when clearly a balanced approach would be ideal. And where does Reading Recovery sit in all this?

It has been an amazing roller coaster ride having been in both camps and watching the pendulum swing from one approach to the other. I entered the Australian education system when the Reading Recovery Program was just being phased out to make way for phonics programs to lead the way. Approximately ten years later Reading Recovery is back in. Now we see the pendulum swing again as public schools are offered the choice to either absorb the cost into their Literacy budget or terminate the Reading Recovery Program entirely.

I believe the Reading Recovery Program has been mixed up in the debate between ‘whole language instruction’ and ‘phonics based instruction’ in that it is assumed that Reading Recovery equals Whole Language. Phonics explicitly teaches letter sound relationships before teaching the meaning of words. This can get confusing, as there are more sounds in the English language than there are letters. Whole Language focuses on the meaning of words and critical thinking is used to predict unfamiliar words in texts. The draw back is that students may not learn to spell correctly if phonics is not taught as well.

The Reading Recovery Program on the other hand is a specialised program designed to accelerate growth in reading and writing in ‘at-risk’ Year One students. On the surface it looks like a rigidly structured program with intense instruction working on individual strength, ensuring student engagement and includes a wide range of reading and writing experiences one on one for thirty minutes each day. Students are given the opportunity to develop phonemic awareness; use phonics and word attack skills and build the reciprocity in reading and writing, all of which provides a well-balanced approach. A deeper look at the program reveals ongoing professional development, collegial support and an endless amount of data collecting and reporting on every single child who has accessed the program, ensuring ongoing quality teaching based on research.

Reading Recovery is a tailored specific intervention designed for an individual student while Whole Language is an approach used in classroom instruction.  Reading Recovery is not Whole Language. Some of the prompts and procedures used in Reading Recovery lessons are filtered into classroom instruction.

So this year I am looking forward to the challenges my two most vulnerable students in Year Two and Year Three will offer me. After hours of pondering, I feel confident in a balanced approach I have decided to take using the Reading Recovery guidelines with the flexibility to focus intently on phonemic awareness and phonics when needed, while developing the critical thinking and problem solving skills that are characteristic of a successful reader and writer.

2020-A Journey Through the Rubble

 It’s hard to believe 2020 is almost over. It came in with a bang literally, but now that it is nearly time to say goodbye, I thought to spend some time reflecting on a year like no other. At first glance all I was able to see was a world that turned upside down for no rhyme or reason, but as I have learned from many past experiences, once we look deep beneath the mayhem, like all good stories, treasures are a certainty for those who wish to journey through the rubble.

 Personally, I was glad to see the end of 2019 and was looking forward to a new year that would bring new hope and a little healing. After the devastation of a personal loss and the discovery of a long-term health crisis, it was the only thing I thought to wish for.

 While January didn’t start well, having had a brief hospital stay, I recognised, as always, the love and support of family is the greatest gift of all! Once I was back on my feet I found it was full steam ahead. A new role as part of a leadership team, and having the opportunity to do what I love doing was definitely a good start! Now I can say I enjoyed every moment of it, but amidst the chaos I had forgotten how grateful I should be, not only to have a job, but to love what I do, which is certainly a blessing.

 As we steered into February, darkness loomed as the world began to spin out of control, spitting out illness, death and financial loss in record speed. And then a grinding halt in March. The world stood still. Lockdown and working from home became commonplace. After the initial panic of the unfamiliar, there was a noticeable silence on the roads, the air seemed fresher, and photos and videos that surfaced from around the world of wildlife exploring places dominated by humans were a delightful sight. Stories of people coming together to help one another were inspiring. But of course, all this was overshadowed by the rising death toll and the fear of an uncertain future. Looking back, I realised the appreciation warranted by silence, stillness and community spirit was not fully acknowledged.

 By the time winter was upon us, people began to adjust to the new normal. School had finally reopened. I remember the first day the students returned was such a joyous occasion.  Face Masks were not only more commonly worn but its design and fabric were at the centre of many staff room conversations. People were more accustomed to social distancing and I think our students have become experts in hand sanitising. While there was still talk about this being the worst year ever, I noticed news topics were diversifying and reports on the pandemic occupied a smaller time slot. It’s interesting how we adapt, adjust and move on. Knowing how much sadness this year has brought around the world, I am humbled at the thought to have escaped more or less unscathed.

 So now we farewell another year, and like every year before, I look to the next year with hope and wonder, but this year more than any other, I will look back with gratitude for the gift of life, family and friends. While rummaging through the rubble, I have learnt not to take things for granted, the value in selflessness, we are all connected and most of all, we are stronger than we think. 

An Unusual Lens and a Second Pair of Eyes

This term I was challenged by one of my students in Reading Recovery. I found it hard to shift reading behaviours that I was observing. Observation and reflection on each child is a daily routine and a very significant part of the Reading Recovery Teacher’s practise and I  pride myself in thinking I do this well.

Marie Clay believed reflection begins with observation where she encouraged teachers to adopt an “unusual lens”. Observation is critical when it is used to inform decisions on further instruction, however, observation alone  is not enough. Understanding the significance of what we see is critical and this is where reflection on observation comes in.  There are two significant times we can reflect. Reflection on action is done  before and after teaching, which generally informs planning for instruction, and reflection in action which is the moment by moment decisions teachers make during instruction. The process of observing,  reflecting on action and reflecting in action becomes  a continuous cycle which is beneficial to both student and teacher.

 But as Reading Recovery Teachers we also have to take part in a collegial visit which basically means teaching either in front of a couple of colleagues or our tutor.  We refer to this as having a second pair of eyes. Once I got past the fact that I wasn’t being judged, I found it most beneficial and a very valued part of the ongoing training as a Reading Recovery Teacher. 

After going through the process of observing and reflecting with the challenge I was facing, I decided to resort to a tutor visit. While it is still a stressful process, I am so appreciative to have someone else have a look at both the student’s learning  and my teaching.  I learned that I too, after so many years of experience can fall into habits that go unnoticed and in most cases I also have found when a student isn’t learning, I need to look at my own practice. And sure enough, changes can be made.  Both my student and I are  back on track and when I hear statements like ‘“I’m never going to stop reading,” or “I love reading now”, I feel like chiming in, “well I’m never going to stop teaching!”

Hello Stillness My Old Friend

Have you ever sat in stillness? Do you find it hard to stop the chatter in your mind?

 “Meditation is a technique that settles the mind from the constant chatter and chaos that surrounds us. Mindfulness is being more aware of our thoughts, bodies and surroundings. Meditation and mindfulness help us self-regulate our bodies, and be more in control, emotionally and physically, of how we react to everyday stress. Research in the last decade has shown that meditation has physical and emotional benefits, ranging from reducing cholesterol to helping depression to increasing empathy.” Mallika Chopra

  I have been meditating on and off for many years now but in the last few months I thought I would do it more regularly to help combat the uncertainty of the world around me. Ideally you are meant to meditate in the mornings but I meditate in the evenings when I have some time to myself. It certainly is a skill that will take time to develop as I am beginning to learn.  I still struggle to silence my mind as thoughts of house chores and other duties and responsibilities keep popping up. I’m told not to force the stillness but instead to just relax and one day the mantra will become the focus as effortlessly as the thoughts that currently enter my mind.  Even though I am far from that point I feel the benefits already. I feel positive, I think positive and my mood is instantly elevated.  I also feel more energetic and refreshed. I’m not sure if that’s from relaxing the whole body or from just clearing the mind, but when I open my eyes it feels like a new day!

 At St Luke’s we practise meditation everyday and one obvious benefit is that it creates calm in a classroom which is most appreciated, but there is more to meditation than that. Starting at a young age it can prove vital in developing self respect as well as respect for others and the world around them. Meditation and mindfulness develops awareness, which leads to a happier and more fulfilled life. However, we can’t teach meditation if we don’t meditate ourselves and experience first hand its benefits, much like faith.  In the same way, if we don’t have a good understanding of the content we are teaching it would be difficult to teach others.

 Meditation has had the attention of scientists for over ten years now with new studies showing the benefits in developing this skill in children as young as Kindergarten. Research shows that through meditation, brain centres responsible for emotion and executive function can change, helping children to regulate their emotions, reduce impulsivity, improve concentration and much more. This not only improves academic performance, but can also boost physical and emotional health. 

 At a physical level, learning how to breathe deeply and slowly, which is characteristic of most meditation routines, can have many health benefits. Breathing properly is something many adults don’t know how to do so learning this early in life could possibly develop into a subconscious habit they can carry into their teen and adult life. Meditation is known to improve physical health such as, lowering cholesterol, blood pressure, insomnia, as well as anxiety and depression, providing a natural health alternative to medication.

 Scientists have found that over a lifespan, meditation and mindfulness can have a significant positive impact on a person’s emotional health as they learn to understand their thoughts and feelings.  They come to understand their relationship within their body and the interconnectedness of the world around them. This kind of awareness can act as a preventative tool that allows greater emotional and psychological resilience. 

 Current statistics of diagnosed anxiety and depression in young children and teenagers is very alarming. This means our children are stressed and overwhelmed in life well before they reach adulthood! Making meditation common practise from young is essential in developing positive, self aware human beings who have contentment within themselves, appreciation for others and the world around them and ultimately providing them with security, freedom, and happiness. Moreover, if the skill is developed early in life, they will have a valuable tool to use throughout their adult life. Even if they abandon the practise as their lives become busy, they will always be able to reconnect when they feel the need to, and stillness, like an old friend, is always waiting to greet us.

Evident above, are several examples of the benefits of meditation and mindfulness. As teachers, if we integrate this practice into our own lives, even if it’s just 5 minutes a day, we not only enjoy these benefits but we provide an enriched environment for our students, which in turn will create and attract further positivity beneficial to the whole community. How will you find stillness amidst the chatter of your mind?

The Month That Was

My reflection on the impact of COVID-19

 

Change has been a long time coming.

Opportunities knock.

Reading, Writing, Arithmetic, the three Rs, are they enough?

On the springboard of a virus that challenged us to reflect on what lies

        ahead. 

New ideas have emerged.

And now we must decide-return to the way things were or…

Venture into unchartered waters, take the plunge and learn new ways

              to develop faith filled curious children and,

Innovative problem solvers.

Rest assured the world is changing.

Uncertainty is said to be at the heart of human creativity.

So, what are we waiting for?