Gilberthorpe school

Gilberthorpe school

Thursday, 11 April 2019

Penny for Positive Education Conference 2019

Positive Education New Zealand Conference  - Wellbeing

Penny Osborne
April 2019

I have just attended the two day Positive Education conference on Wellbeing. Barista coffee was flowing for the hordes of people that had travelled around the country to be here at

Christ College with us. This was such a humbling sight after the recent events in ChCh.

I found most of this conference was based around how to incorporate wellbeing into your teaching and embedding it into your classroom, as a non teaching support staff member, I tried to take the most out of it I could, overall I enjoyed it and felt I got some goodness out of it.

Positive education in NZ, the welcome was simple - We need to look after our own wellbeing to care for and teach our tamariki and rangatahi.

We started the day with Charlie Scudamore Vice Principal from Geelong Grammar school, a very passionate and educated man. Charlie has been responsible for the development and implementation of Positive Education at Geelong and travels to conferences promoting the Positive Education model. What is Positive Education? Based on science and research blah blah.. Positive Education sounds great and appears to be working, but I wasn’t there to learn about that, I was there for what I thought was understanding wellbeing, for yourself, your colleagues, your students, everyone that comes into or is in engaged in your school. The staff, the students, the whanau, the BoT..

Charlie is a wonderful speaker and would highly recommend if you ever got the chance to listen to him, do it! This is what I took away from his discussion

Instead of looking at what went well, try what went wrong! You might surprise yourself

Learn it, Live it, Teach it, Embed it

Do wellbeing with the students, not to them or for them. Wellbeing is something that needs to be learned, learn to be comfortable and understand your own well being

Staff, train the staff, all staff but don’t over train them, by doing this you are acknowledging every interaction matters and that non teaching staff play a critical role.( I have seen first hand one of our students, not liking being in class, found the caretaker and was engaged in some gardening with him. The caretaker became the teacher, showing him what were weeds and what the different plants were. The student was asking the caretaker questions about gardens and growing plants, this may not be huge, but to that child, that is how he learned for a part of that day.) 

The Six dimensions of Wellbeing

Positive Relationships - Connectedness and strong relationships for wellbeing. Focus on developing social and emotional skills. Strong school community and culture of respect. kindness and forgiveness.

Positive Emotions - Aiming to help students and staff to develop a stronger understanding of their emotions and those of others.

Positive Health - The link between physical and psychological health. Practising mindfulness and resilience techniques will promote greater health outcomes. Learning or knowing healthy behaviours in terms of exercise, nutrition, and sleep.

Positive Engagement - Finding passions and interests to keep you engaged, being present in what is happening around you.

Positive Accomplishment - encouraging both students and staff to aim for goals that are both highly rewarding to them self, aim high, show determination, and be willing to learn and succeed.

Positive Purpose - Explore understanding, believing in yourself, and deliberately engaging.

Age of Anxiety

Anxiety is on the rise and is a big factor in wellbeing, some strategies for helping yourself or others cope with anxiety.

Grounding - an effective rewiring of the brain (countdown)

5. Notice five things you see around you

4. Notice four things you can touch around you

3. Notice three things you can hear

2. Notice two things you can smell

1. Notice one thing you can taste.


Understanding what is going on by ..

Reflective learning

Clarifying questions

Showing empathy


Safe space

Regular checks

Talk later

What can we do to help eliminate anxiety?

Empathise and be human

Remain curious and open

Build connections

We might not be able to change everything, but we can change how we respond to it.

Trust and believe you can help.

An emotional brain only learns through experience

Mental Health First Aid

Having the strategies to notice when somebody is struggling with wellbeing issues (mental health challenges)

Think about being in an airport where you have excess baggage, but no trolley to use. Your taxi is waiting and you need to get to that meeting..

You pick up the first bag, not to bad, you got this..

Pick up the second bag, that's a bit heavy but you have to get to that taxi

You pick up the 3rd bag, that's too much, you can’t carry on, but you know you have to, you can’t make the taxi driver ate, or let the meeting down..

STOP!! Know when to put a bag down, know when you need to go, actually bugger it I am going to make 2 trips because I am more important than that.

Mental distress is common

Mental distress can feel permanent

Recovery is always possible

Early intervention is key

Self Regulation - Nigel Latta

By far my favourite speaker of the conference and a wonderful way to end day one.

Nothing like keepin it simple to solve life's biggest problems. Although he did open this by showing a picture of him covered in spiders, as most of you know spiders are a genuine fear of mine. Nigel reckons, if you face your fear you will get over it.. I’m not so sure and will leave the finding out to another day.
Know how to: 




Your brain is a machine, but don’t always believe everything it tells you. Your brain is your biggest critic, the thing that holds you back the most.

When in doubt, chill the …. Out :)

Day two The critical factors in building whole school wellbeingFactors that appreciates and nurture wellbeing

Realising you are out of balance

Open communication

Having a chance to debrief and not let things fester

Knowing how to have a work/ life balance

Factors that challenge my wellbeing

Myself, I am my biggest critic

Lack of self motivation

Life / work / hobbies - the commitments of others around me

Factors I can influence/ change

Work / life balance

My health

The way I communicate with people

Celebrate the little things

School Wellbeing factors

Check in & Connect time

Be aware of colleagues and their needs

Move on from ‘Fitting in’ to “Make room for”

Make the staffroom more inclusive, acknowledge people daily, include people

Start the change now, Be Brave!

Creating a culture of wellbeing
A wellbeing team needs a purpose, a vision, a mission. You need to work together to develop these. Make it clear the wellbeing team cannot fix others wellbeing, they can provide the tools to help

Get the framework up and running before you push the go button.

Take notice of the needs of your environment, see where people are at with their wellbeing

Involve everyone, ask students what does it mean to be a Gilby kid? (BTB - Better than before)

Build staff relationships and get involved in events together

Make time for support staff to be involved in discussions or sometimes decisions.

Engage with the community, learn from them. Let them share their stories, we all have something to learn from others

We are all learners, we are all teachers.

I went to a couple of the open conversations, but was disheartened to learn that one titled - We’re all in this together - sounds good on paper, but in reality, that was not the case. The speaker started of with what she has done to get wellbeing off the ground in her school, sounding awesome and things I could see being discussed or implemented in our school, She then followed on with a sentence that irritated me.. ‘We do not yet have support staff in the wellbeing mix’, so really they weren’t all in this together.

At the end of the day, regardless of the title everyone should be involved and encouraged to learn it and live it. We all matter, we are all there for the same reason, those children that come to us everyday wanting to be nurtured, cared for, educated and to know they belong.

Saturday, 6 April 2019

NZCER Wellbeing @ School

Wellbeing at School Survey

Last year I attended a Wellbeing at School workshop through Mana Ake.  It looked at the NZCER Wellbeing @ School Survey.  I have only just found my notes as I tidy up my Google Drive.  We will be doing the survey next term so these seem a little more relevant.
Wellbeing at School
28 August 2018
Somerfield School
Kathy Johnson
Purpose: To determine what the Wellbeing at School tool can offer and to challenge how we use it.
Main Messages:
  • This tool allows you to stop and take a look at what you have done and where you can go.  
  • Is a whole school approach.
  • Focuses on the school climate...the way people feel.  Culture is the way we do things, climate is how we feel.
  • If people feel they belong to a positive school climate, achievement outcomes improve.
  • There are three surveys in this, student, teacher, self review.
  • Looks in to see if what you are doing is working.
  • Lists what a positive school looks like.
  • Key Idea 1: Systems Thinking is increasingly being used as a lens to think about behaviour and schools.  What you might be trying to do, can be undone by somebody within the system.
  • Layers: School wide climate and practices, teaching and learning, community partnerships, pro-social student culture and strategies, aggressive student culture.  
  • Website is set up under these five layers.  Has templates and next step planning within.  Link to Wellbeing at School Website
  • When looking at data, use the scale descriptors alongside.  Descriptors are on the website and are crucial for when looking at data.
  • When you have done the survey, bring a self review team together.  Include the people who will implement policies and procedures. Often, the leadership team data differs from the student perception.  From perception, determines reality. This graph is the first thing you should look at.
  • Administration-student understanding.  Good to have the same person implement the survey, it’s ok to have a discussion around the questions.  Why the dissonance? How well do teachers know the learner? Have guiding focus questions. They should come from any initiatives you have undertaken this year.  Professional development, inquiry, appraisal goals. Use these to refine and drive what you are looking at in the data. Come up with statements that you hope to achieve.  
  • Teacher survey:  Could be done at a staff meeting as shows that it is valued.  Takes about 45 minutes. Raising awareness to why we would want to do this.  
  • The Aspect Report: When looking at graphs, stop and look at these to see if there are any cohorts that stand out.  You are interested in the cohort that stands out. Use the filters to check for trends. Remember we are looking at perceptions.  (Looked at an example where girls thought they were pro social, however, their aggression was high).
  • Two things under your control:  How we teach and how we organise our school.
  • Data is about improvement.  If there is no place to improve, there is no pint gathering data.  An inquiry question comes out of data. Then gather more data.
  • Be deliberate and purposeful in where you are heading?

Thursday, 21 March 2019

Nathan Wallis

21 March
Nathan Wallis
Nathan Wallis

The Human Brain and Responding to Trauma.

Neurosequential Model: 
We have 4 brains and they work bottom to top as they evolve.

Neurosequential Model of the brain

BRAIN 4= top of brain (frontal cortex). Brain 4 does everything we can do that dogs can’t! Think to yourself “can the dog do it?” e.g reading. Quite a high up level of intelligence and our highest form of thinking. Takes a lot to access this brain and we access this at different ages depending on a range of variables. It involves everything at school that involves higher intellect eg. empathy, controls emotions, understands consequences. Stuff that makes us nice people to be around. It’s not just about our genes but 50% relies on nurture too. We learn a lot in the first 1000 days of life that tells us a lot about what we are going to be like. How quickly we mature relies a lot on birth order. Males mature at age 22-32. Females  at age 18-24. If you are the first child born into a family AND the first girl it is likely you will reach adulthood at age 18, later born girls would be age 24. First born boys in a family would reach adulthood age 22, later born age 32. How quickly you reach milestones depends on gender and birth order. Interesting to think about in a school sense. 23 girl might have her shit together as she’s technically been an ‘adult’ for 5 years. Whereas a 23 year old male second born is only halfway through adolescence, not reaching adulthood til 32.... Can’t compare by ages.
BRAIN 3= Emotional brain. Limbic system. We begin accessing this brain between ages 2-8. This is why ECE curriculums are social and emotional.
BRAIN 2= Sports brain (movement brain). Starts around 12 months.
BRAIN 1= Survival brain (brain stem) attachment. We learn this from birth.

If needs haven’t been met in brain 1, 2 and 3 we can’t expect students to do anything to do with brain 4.

We often undervalue brain 3 and focus just on brain 4 in schools. This was due a lot to National Standards and large focus on Numeracy and Literacy. Play based learning!! We need to let kids be kids rather than so much focus on academics. Kids don’t need Literacy and Numeracy to be ready for school. There is no evidence that kids need to know the alphabet etc before they come to school.
If you have two 4 year old children and you give one child two halves of a broken biscuit and the other child a full biscuit, the child with the two broken pieces would lose the plot even though it is technically the same amount of biscuit. They don’t have the logical reasoning and can’t do halves. They are still seeing world in emotional way.

ECE teachers job is to see how a child feels about themselves as a learner. Under age of 8 it’s all about how kids feel. We can’t measure how well they are going to achieve academically as it all plateaus by 8. Studies show that it doesn’t matter!

In our teenage years our brain “shuts for renovations” we start regressing in controlling emotions. We go backwards in brain 4 stuff and begin falling back down into brain 3. Think of a teenage girl not wanting to go to school. She’s size 10 and think she’s fat. Logic goes out window and she begins dealing with her emotional brain. Can’t talk them out of it as they aren’t accessing higher level thinking and functioning that happens in our frontal cortex (brain 4).

In terms of responding to trauma...

Children need to be able to make meaning of trauma.

So how do we meet needs of brain 1,2,3?

Brain 1= DIAD. We can use mindfulness or yoga (able to permanently calm brain stem) but the main way to meet our survival brains needs is through relationships. The relationship with the teacher is crucial. It gives kids a sense of security. Make yourself available to these kids!
Mindfulness calms our amygdala and survival brain. Brings you into the present moment.

Play classical music when kids come into the classroom. Tuning in helps calm them. Classical music is based on our heartbeat and this is a calming factor for kids.
Box breathing. Inhale for 2, pause for 2, out for 2, pause for 2. Helps calm the brain stem and sets an emotional tone in the classroom.
BRAIN 2= RHYTHMIC PATTERN. It needs to be steady. We need to keep routine and regularity. Doesn’t need to be strict as we must be flexible and respond to our kids needs. We could use singing as way to respond to regulating rhythmic pattern. Start day with waiata? Harvard University carried out a study to show what gives students the most endorphins. After exercise, and laughter it was shown that singing releases a high level of dopamine and serotonin which helps calm our kids. Something to look at in our school...
BRAIN 3= VALIDATE. We need to ensure our students feel safe and secure. Provide movies, games etc when they need it. Make ourselves relatable and ensure other people would have felt those emotions too. Especially in regards to trauma and recent attacks. Children consist of 90% emotion and these emotions need to be validated in ways such as, “Wow, you must of been feeling really angry to do that.” Children come to us when they know their emotions are going to be validated. Think of the one teacher, or friends parent you would go to as a teengager. There was a reason we went to them when we needed to talk. We were being listened to and our thoughts/concerns were understood.
BRAIN 4= COGNITIVE TRAINING. The number one factor in human wellbeing is a coherent life story. We need to get thoughts out of our head. We can do this through talking, writing or playing etc. In terms of talking to kids, we don’t need to talk a lot they just need to get a coherent story about what has happened. Use a strength based statement that models resiliency. “Yes but the police responded really quickly.” Optimism. Acknowledge their pain.

Thinking of behaviour management- if we tell a student “No standing on the chairs” they will then visualise this happening. This happens in our parietal lobe, we can’t tell our brain what not to do. If you say “Don’t picture an elephant” we picture an elephant…. Cognitive training is the most effective way to change behaviour. Tell them what to do rather than what not to do. We need to empower kids with what they should be doing… Teach social skills!

Kids who are the most traumatised are the ones who have nothing said to them. They all know something is going on and if they have no explanation then that’s the worst outcome they could have. We need to say enough that is developmentally appropriate for their level and ‘maturity age’ thinking of what level of the brain they may be in, whether it be brain 1, 2, 3 or 4.

As teachers we must ensure that we are modelling strength and security to our kids. They need to see that it’s okay! We are the ones who need to be a rock for our students.

Thursday, 21 February 2019

Zones of regulation/Calmer classrooms

Zones of regulation

Children do well...if they can.

The ability to self regulate is dependent on three things :
  1. Sensory processing, making sense of something then acting e.g. fire alarm
  2. Executive functioning- control centre in the brain
  3. Emotional regulation- monitoring, evaluating and modifying the intensity and timing of the emotional response

Exclusion can be counter productive to reducing negative behaviour, we are at risk of copying behaviour the student has experienced all their life.

We must teach the skills we want to see, we must praise them for doing this, the students who do not take praise well, need even more, they are not used to it!

Generally acting out is not due to the reward offered or the incentive, they simply don’t have the skills, knowledge or understanding to act appropriately

4 zones can be compared to traffic lights, green is fine, red needs to stop, blue - pull over for a rest, yellow zone is to slow down.

Each zones lesson runs for 30-60 minutes, if not ready to work in a small group then 1-1 must be done first.

Follow the book verbatim, no shortcuts just adaptations to suit our students, the activities in the book are aimed at students working at or above their age expectation

Pick our battles, we can’t always sweat the small stuff, otherwise we are at risk of constantly being on their case, think how that must feel…

The golden rule is that new skills/tools need to be taught when students are calm, once they have reached a heightened state there will be no learning done, we simply need to provide a space and time to calm.

What will we do/tell parents about this?  How will we educate them?

Calmer classrooms - Child safety commissioner , Victoria Australia

Have strong attachments to trusted adults at an early age builds resilience and helps students feel calm and “attached”.  A child needs to grow up with love so that they not only experience it and can depend on it but they also realise that they are worth loving.
A constant calm and reassuring parent has a dramatically different impact than the yelling, punishing and blaming parent.
A great example is a situation when they may be a dog who rushes into the front yard of a house, one parent may pick up and infant and soothe and reassure and the other might punish, yell and blame the child for being there.  Imagine the impact of using the wrong approach over a lifetime…

People become resilient and can cope better with stress in adult life if they are exposed to some stress in childhood.

Trauma comes in many different forms, often people think of terrorist attacks, earthquakes etc… but 80% of all trauma happens in the home setting.

Each time a young child is left cold, hungry, dirty or unattended this experience triggers a fear response, which turns to trauma if it goes on for too long.  This fear or terror can have the same effect on the brain and body of the child as abuse. It slows brain growth and social development.

Research indicates that the earlier intervention is applied, the greater the chance of recovery. The older the child and the longer they have been exposed, the harder it is to recover.  However, the presence of other caring adults in the child’s life will build resilience and maintain hope and provide a different template of possibility (Perry 2006)

Recovery from trauma will not occur unless the child is safe.  There is no hope for recovery from trauma if the trauma is still occuring.

It is therefore no surprise that this has an impact on learning.

Impacts on academic performance
Impacts on social relationships
Reduced cognitive capacity
Need for control (causes conflict)
Sleep disturbance therefore poor concentration
Attachment difficulties
Difficulties with memory (makes learning harder)
Poor peer relationships (making the school day an unpleasant experience)
Language delays ( reduced capacity for listening,understanding and expressing)
Unstable living situation ( reduced learning and capacity to engage with new school)

Some children who have a secure attachment at home, then feel safe and nurtured at school.  In some cases school can provide a secure attachment as an alternative to the adversity at home.

Trauma impacted students will manage change more easily if the focus is on the relationship and not the behaviour or behaviour management strategies.

The central concept to working with these children is to be in control of the relationship without being controlling.  The teacher sets the tone, rhythm and emotional quality. Not being able to control you emotionally will eventually teach the child that it is safe to trust you.

Keep the child close, maintain a high level of physical presence, support and supervision , as you would for a much younger child.

Try to avoid having the child control your emotions by making you upset or angry.  If you feel yourself becoming angry or feeling rejected or hurt, take a moment to reflect, calm yourself then come back to the interaction.  Use each other for support.

When we see negative behaviour, use statements to help get the desired outcome :
I see you need help with … (stopping an activity, moving to another part of the room, not kicking a chair etc…) Warnings and second chances are less helpful for these students.

When problems arise, address it directly and clearly - “You hit Jane, so you need to sit here with me until I decide that you can play without hurting others”

Time in not time out
Time out replicates the rejection these children have often experienced and reinforces the child’s internal working model of self as unloved.  Bring the child close, provide calming activities, speak quietly about how much fun it will be when she can join in and co-operate.

Consequences not punishment
Consequences should be natural, they should make sense to the child, designed to fix the problem or repair any damage to relationships etc…  Apologies, doing nice things for the person, cleaning the mess made etc…
The consequence MUST relate directly to the behaviour.

When praising students, ensure they understand why… rather than “good girl” or “well done”, try “I was impressed by how you ran so fast”

For children who are prone to aggressive outbursts, we must have a plan to deal with this, detailing who does what, when and where.  The parent or caregiver must be involved in this.

When highly aroused and dysregulated, the child is not able to think clearly or make good decisions. The child will also be terrified by their own lack of control, which heightens their emotions further. They will need to calm down and will not be able to respond to logical requests until they are calmer.

The other children...
We need to remember to debrief the other children, particularly if they have been directly involved.  They may need to have explained the schools process for dealing with these incidents.

Look after ourselves !
Reflection, regulation and relaxation.

Take time to reflect on the child you are teaching, your relationship with the child and any support you may need.
  • Reflect on the child’s behaviour. What were they doing, why.  Think about the information you now have about abuse and neglect.
  • Try to understand the behaviour
  • What are my thoughts/feelings?  Can I regulate?
  • What were my responses?
  • Where is our relationship at? Is the child able to connect with me?
  • What assistance do I need?
  • Who can I speak with about how I feel?

It is important to acknowledge and regulate the feelings that teaching a child with trauma can have on you, we as adults have potentially experienced some type of trauma at some stage.
Manage your own responses by :
  • Knowing the child might make you upset or angry in order to recreate familiar patterns
  • Knowing that strong emotions are contagious
  • Knowing what  your own trigger points are and what upsets you the most
  • Taking time to calm
  • Calling for support
  • Having clear plans in place for when things go off track
  • Debriefing after a major incident

This is vital to renew your energy.

  • Make time for yourself and family
  • Make time for yourself and things you are interested in, hobbies, time with friends etc…
  • Keep a sense of humour
  • Be patient and realistic with yourself

Tuesday, 12 February 2019

Lee & UBRS


• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures. 
• Engage in professional learning and adaptively apply this learning in practice. 

He moana pukepuke e ekengia e te waka
A choppy sea can be navigated.

Key Points

  • There are no bad kids.  Just kids who are trying to express themselves the best they know how.
  • Why UBRS? Schools are committed to managing behaviour positively.  There have been serious incidents.  
  • Avoid restraints if you have not been trained.  Safety is paramount.
  • Focus on deescalating the situation to avoid physical conflict.
  • Teachers and staff need to keep themselves safe or are no use to anybody.
  • MODULES- Understanding Behaviour, Encouraging Ready to Learn Behaviour, Responding Safely, Reflection and Embedding.


  • Look at the what and how and we can discover the why.  We aim to understand the 'why' in order to be more effective as a teacher.  Observe and take the time to observe children.  An idea, a notebook so there is coverage to focus on each child.  Reinforce what you want to see.  Revisit this and teach what we want to see.  Understand yourself as our own perceptions will influence how we respond.  Think about own values and beliefs.  When we understand ourselves, we can work towards understanding our reactions to behaviours that challenge us.  We need to present the calm.  
  • What pushes our buttons?  Silent treatment, not doing what asked, sooks, violence, selective disrespect, nasty, refusal to do simple things, red zone and screaming non stop, tone and body language, way kids speak to adults, verbal abuse to other kids, manners and lack of them, avoidance crying, shut down, outright defiance and verbal outbursts, unkindness, not sharing and being a bit selfish, back chat, it wasn't me line.  

    • Looking at the things that we don't see:
    • Why might I be crying?  No breakfast, lack of sleep, bro cried all night, issue at home, get my own, name calling, crying usually works, not allowed TV, friend is being mean, teacher is being mean, sister is sick, got yelled at, grumpy mum, bro is a dick, mum got a hiding, fell over, no attention at home. 
    • Aim to look a little deeper to see what might be going on for children. 
    Cortisol affects memory so instructions may not have been heard or taken in.  With adrenaline and cortisol in systems, kids become hyper vigilant and on the lookout for a hit.  Takes at least an hour for cortisol to leave the body.  Is exhausting.  Returning to the state of calm is important.  Creating a calm and safe environment will support this.  Restorative conversations may need to take place the following day.


    • What are you doing to ensure that your body language will help deescalate?
    Creating effective environments-if we want o see a specific set of behaviours, we need to teach and allow for practise time so it becomes a way of being and a habit.  Generally kids want to do the right thing but sometimes don't know how to do the right thing.  Need to keep reteaching.  
    Fold Your Arms- We all have a certain way.  Is it going to get easier the more we are asked to fold them in a different way.  Some things may help us with the task although we might only focus on that.  The change is a process.  Behaviour change takes time.  

    Relationships Factors-
    Teachers can: Spot warning signs, de-escalate, manage effectively during a crisis, be effective in crisis
    Students can: Be more responsive, model from you, learn from you, maintain emotional regulation.

    Think about a teacher who had an impact on you.  What was it that they did and how did they make you feel?  

    Exercise 2.1: Knowing your students

    Think about a student you find challenging and take a couple of minutes to answer the

    Exercise 2.1 a
    When you set tasks, do you know for sure whether he or she can do it? If so, can they do it
    in the way you want or in another way?

    Exercise 2.1 c
    If you are unsure or don’t know about a student, what could you do to get a better

    Emotional Regulation
    Help students maintain emotional regulation, we need them to feel safe and connected.
    We want students to feel valued and to believe...

    What promotes a loss of emotional responses?  
    What student hears or interprets and what students think.  (Need to get the slides of what encourages emotional regulation)
    • Children will often respond better if you are standing to the side of them rather than front on.  Side by side.
    • Pasifika children tend not to engage in eye contact through respect values.
    • Portray calm and situations may be managed more effectively.  
    • Do children know that it is ok to return to school/class and be safe and treated fairly?
    • Think about speed, tone and volume of voice. 

    For the future:
    • Training is available around students who are currently on MOE Behaviour system.
    • Post training, we will look at our school wide behaviour management plan so we are consistent.
    • Maintain mana-walk away and determine your next move.  
    • Ensure that students know what we are doing and when as some children struggle with change.