tag:blogger.com,1999:blog-12024454436804670382024-02-07T04:24:09.788-08:00Pyramid Model Australia
Pyramid Model Australia is a blogsite for teachers, educators and interested parents and community members. The Pyramid Model is a framework originating from Vanderbilt University, CSEFEL and TACSEI. Pyramid Model Australia is working with www.pyramidmodel.org to provide contextualised resources and teaching modules. Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comBlogger26125tag:blogger.com,1999:blog-1202445443680467038.post-53126936413597455672018-09-16T19:33:00.000-07:002018-09-16T19:34:05.001-07:00Pyramid Model Australia<strong>"Over 18 months through ADHC funding made available to Kurrajong Early Childhood Intervention Service (now Kurrajong Therapy Plus), I was fortunate enough in a dedicated position to meet and train over 200 early childhood educators, teachers and early intervention staff in the Pyramid Model. This model is high quality evidence based and recently launched locally as Pyramid Model Australia Inc." </strong><br />
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<strong>Sara Stockman started Positively Growing following the completion of the funded project. Along with other social emotional development dedicated programs and workshops, this incorporates Pyramid Model training and coaching, enabling the framework to continue in the regions. </strong><br />
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<strong>"It was evident through the participation that the Pyramid Model was a framework that provided quality support and relevant practices for our local early childhood sector. </strong><strong>A large cohort of educators and support staff reported a need for training in inclusive practice as well as support in reducing challenging behaviours. The Pyramid Model provided strategies and resources for meaningful </strong><strong>self reflection and inclusion practices, and provided for positive behaviour supports in a sustainable manner." </strong><br />
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<strong>Sara presented at the Inclusion Symposium on a panel with Prof. Mary Louise Hemmeter, and participating Preschool Director Vicki McIntosh from Coleambally, rural NSW. Sara's presentation can be viewed at this link:</strong><br />
<strong><a href="https://www.youtube.com/watch?v=ZH4SINWMGPQ&feature=youtu.be">https://www.youtube.com/watch?v=ZH4SINWMGPQ&feature=youtu.be</a> </strong><br />
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<strong>Some feedback from the training - so much more available! </strong><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7xUcDA332YeRX2M7T8lOYGGLx0EZNjVMnYlMYPBo5CIeAIJJzKdB1RqgEvqk-F-Uv0to5w3iZ690yLlihpywkzGPwOBy6V8Zq-OrAwut2Yp1ghODtNRgir1LBhkRE8Zohm1Pg8E5pWpmo/s1600/Sara+and+Vicki+Inclusion+Symposium.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="200" data-original-width="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7xUcDA332YeRX2M7T8lOYGGLx0EZNjVMnYlMYPBo5CIeAIJJzKdB1RqgEvqk-F-Uv0to5w3iZ690yLlihpywkzGPwOBy6V8Zq-OrAwut2Yp1ghODtNRgir1LBhkRE8Zohm1Pg8E5pWpmo/s1600/Sara+and+Vicki+Inclusion+Symposium.jpg" /></a><strong>"The best features of this training session were....":</strong> <br />
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<span style="color: #666666;">"Why isn't everyone here?!"...</span></div>
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<span style="color: #666666;">"Really affirms what we are doing".</span></div>
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<span style="color: #666666;">"More in depth and great ideas to improve on our current practices". </span></div>
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<span style="color: #666666;">"Sharing ideas with others."</span></div>
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<span style="color: #666666;">"The videos. Group interactions. Presentation was excellent - great interaction between presenter and class".</span></div>
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<span style="color: #666666;">"It was good to see that some of what I do at Preschool has been referred to in this module". </span></div>
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<span style="color: #666666;">"The discussions. Sara made us feel welcome and didn't make me feel silly for asking questions".</span> </div>
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Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-11339044790417875632015-12-08T16:25:00.000-08:002018-09-16T19:36:35.152-07:00Intentional Teaching and Following the Child's LeadDoes anyone have an issue with the concept of <strong>intentional teaching</strong>? I know it can conflict with some educators view on <strong>following the child's lead</strong>. If this is the case, or if there is some other reason you are feeling nervous or unconvinced, let me provide you with some specifics. <br />
If we simply aim to follow the child's lead when the specific skills have not been acquired and cannot yet be generalised, we risk the child simply floating, not engaging, repetitive actions, lack of social problem solving skills, inability to ask to play, or aggressive entry into play. There is so much evidence that when we strive to run before we can walk, we miss valuable learning developmental stages. Let's take a moment to reflect on where the children are at before we follow without intention. <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB67AQo8v2HByLFy5z8WgNba3ax738jpHVAM5uASH9brZe8fpo28Yl1wAykVcWrK-2GG_yr_rviqx_91RGcFK7iPBwDISNgkfUCp0gWoCI6x8I7MeuINjgYK3_UYm9CTFHsGKxSyaC0dsy/s1600/Show+and+Tell.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB67AQo8v2HByLFy5z8WgNba3ax738jpHVAM5uASH9brZe8fpo28Yl1wAykVcWrK-2GG_yr_rviqx_91RGcFK7iPBwDISNgkfUCp0gWoCI6x8I7MeuINjgYK3_UYm9CTFHsGKxSyaC0dsy/s320/Show+and+Tell.png" width="320" /></a><br />
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The Pyramid Model prompts us to consider where children are at in terms of being able to use a skill in any setting at any time. Skills that for some do come easily, and for others takes a little longer. In our early childhood environment, we are so lucky to have at our fingertips a knowledge or source of information that can provide us with child development expectations. This can guide us as to when it is appropriate to have expectations for any specific learning area. <br />
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The way we go about forming our relationships with the children and families at the beginning of any child's Early Childhood journey has a large element of intentionality to it. We discover children's interests and strengths and specific ways to enable a child to have success at our services from the families. We find it out from observing the child in our environment. <strong>We intentionally find out information and intentionally seek for more if we require clarification.</strong> We then intentionally enable the environment and relationships to develop based on what we know the child will find <strong>nurturing, exciting, and comforting enough to promote engagement</strong>. Once we have engagement, the child will be able to learn from experiences and opportunities presented to them. <strong>In this way, the activity may or may not have been planned, but the drawing upon the opportunity is intentional.</strong> <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2PqNJbFz0jjSsTpcEzsFO8TUXADab1f5ORZluc2lSGlkY9ditosWIQ9B8ZmWUR7CNt1hJ4ZzAPxwqRBAAeyScfFTXbc95S_5APe_TTo3PB5WrEQuMM6lmmM3NZb4pX5Wd5cCeHN82yzxF/s1600/How+children+learn.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="286" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2PqNJbFz0jjSsTpcEzsFO8TUXADab1f5ORZluc2lSGlkY9ditosWIQ9B8ZmWUR7CNt1hJ4ZzAPxwqRBAAeyScfFTXbc95S_5APe_TTo3PB5WrEQuMM6lmmM3NZb4pX5Wd5cCeHN82yzxF/s320/How+children+learn.png" width="320" /></a>Social emotional competency development is linked in with all areas of learning. From those responsive nurturing relationships and environments, many children will move smoothly from being shown a concept to being able to apply it in general settings. For many other children, however, we need to establish specific intentional teaching strategies that are planned for and reflected upon regularly as the learning journey occurs. We will use the knowledge we have of children's interests and strengths to inform this. In this way, we are following the child's interest to intentionally set up learning experiences. <br />
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When we know the child has managed to achieve the <strong>'You've Got It!</strong>' status in any specific learning area, we can <strong>STILL</strong> set up learning experiences that intentionally support the child. It is, however, where we may stand back more and the child will be better able to inform us of their needs to enable this growth. <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrHHNlj6cG9VzGvxctnn7z2BfZDHTRepW9jgPgaMAexc_l4OXBx52ouDVoJ2tPn0HXMrT-Jny4JPfN8pgbinWE-2YmA9OCe7RQNyqgcKvkqQSw4d_Gbbuvwo8RKiYTH2GQuFECXzD7cP6v/s1600/Chill+out+area+with+sensory+chairs%252C+emotion+books%252C+glitter+shakers+and+emotional+images.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrHHNlj6cG9VzGvxctnn7z2BfZDHTRepW9jgPgaMAexc_l4OXBx52ouDVoJ2tPn0HXMrT-Jny4JPfN8pgbinWE-2YmA9OCe7RQNyqgcKvkqQSw4d_Gbbuvwo8RKiYTH2GQuFECXzD7cP6v/s320/Chill+out+area+with+sensory+chairs%252C+emotion+books%252C+glitter+shakers+and+emotional+images.jpg" width="180" /></a><br />
To summarise, if a child is still at the stage where they require teaching of the skill (known fondly as the <strong>'Show and Tell'</strong> stage), or even at the <strong>'Practice Makes Perfect</strong>' level, you will still be intentionally teaching. This can take place in numerous ways and can include role playing (adult and adult in large or small groups), puppet play (large or small group or one:one), linking strategies required to teach to everyday experiences intentionally, and finding where the child is currently engrossed and join them for the intentional teaching experience where they are at. In fact, the ideas are limitless but you get the picture. <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSOFsNQExDZWYBbLSXHvLqXmsEcLbPKcOx0cl8Ebm-sxw9tdWD348qPX_lJu5ilO07B0mUICG0meHFnN_oEUjIQO_2UQicNP0Qoa66e690caGCKMLtjgYNKqyrLy4bL4iXsy8ZQ1l_Suk3/s1600/intentional.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="234" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSOFsNQExDZWYBbLSXHvLqXmsEcLbPKcOx0cl8Ebm-sxw9tdWD348qPX_lJu5ilO07B0mUICG0meHFnN_oEUjIQO_2UQicNP0Qoa66e690caGCKMLtjgYNKqyrLy4bL4iXsy8ZQ1l_Suk3/s320/intentional.png" width="320" /></a><br />
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I have linked the article in ECA PLP series, <a href="http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-Newsletter_No4.pdf">Thinking About Intentions</a>. This explores the difference between being intentional and taking over. It provides some fantastic examples and is certainly worth exploring. <br />
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</span> </span>Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-46341422400405327792015-12-01T15:26:00.001-08:002018-09-16T19:43:59.188-07:00Collaboration and Outcomes - Takes time, effort and patience<div align="left" class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRBzPn4SeILwgesbnmt3op6J9BsGb478Y7MCUGlCAxQ4Eyvv07GJRA8HcERyoopN8H1S-hRlCJFHEgR83r55LLB94fgk2i6dwkrn5xVJFqzTUGOoLVkPFuxsYfnu92T-mbBa1bsrJFqvpj/s1600/erica2.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="240" data-original-width="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRBzPn4SeILwgesbnmt3op6J9BsGb478Y7MCUGlCAxQ4Eyvv07GJRA8HcERyoopN8H1S-hRlCJFHEgR83r55LLB94fgk2i6dwkrn5xVJFqzTUGOoLVkPFuxsYfnu92T-mbBa1bsrJFqvpj/s1600/erica2.jpg" /></a>The Anne Stonehouse article - <a href="http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/11/NQS_PLP_E-Newsletter_No68.pdf">Communicating with Families about Children's Learning</a> reflects some of the most valuable points in relationship building with families in our services. Communication is so imperative - on all levels - and being able to share and hear and learn with and from families about their child, should and will be the focus of this communication. In this context, the consideration about how information is shared - by which medium, as well as in what 'tone' - will reflect how well that relationship has been forged. </div>
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This <a href="http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/11/NQS_PLP_E-Newsletter_No68.pdf">Anne Stonehouse article </a>encourages self-reflection, as does the Pyramid Model framework. Specifically, how responsive and nurturing am I with regards families and their involvement in their child's experience at my service? Some suggestions for supporting conversations, relationship building and general responsiveness towards and with families are listed below. Consider the posed questions following a review of the <a href="http://challengingbehavior.fmhi.usf.edu/communities/trainers_docs/practice_relationship.pdf">Responsive Relationships implementation checklist</a>. </div>
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<strong>Some relevant questions to consider:</strong> </div>
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How regularly do you communicate with families? </div>
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How do you extend these opportunities to ensure the communication is two-way and open? </div>
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How do you celebrate with and about families? </div>
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Do you manage to connect personally with each family at some time during the year? </div>
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How encouraging are you of family involvement? </div>
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Do you share the information you gain regarding the value of social and emotional development alongside all other areas of learning? </div>
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How do you know that all families have access to and understand where to find resources that may support and answer any queries they may have? </div>
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<strong><em>Some supporting resources:</em></strong> </div>
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<a href="http://challengingbehavior.fmhi.usf.edu/do/resources/backpack.html">The Backpack Connection Series</a></div>
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<a href="http://csefel.vanderbilt.edu/resources/family.html">Teaching Your Child to...</a></div>
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<a href="http://challengingbehavior.fmhi.usf.edu/do/resources/making_life_easier.html?+CSEFEL+EI">Making Life Easier...</a></div>
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NQS - Professional Learning Program Calendar to prompt opportunities to connect with all families (ask Sara to work with you on creating this) *</div>
<a href="http://www.ecia-nsw.org.au/resources/ecia-nsw-resources#DTCNH">Does this Child Need Help</a> - 3rd edition training through ECIA NSW (conducted locally)<br />
<a href="http://www.kidsmatter.edu.au/health-and-community/professional-development/elearning">KidsMatter - Connecting with Families online training modules</a><br />
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*Pyramid Model Implementation Guide, 2nd Edition - Nurturing & Responsive Relationships<br />
<strong>Contact Sara Stockman,</strong> Positively Growing <a href="mailto:positivelygrowing@gmail.com">positivelygrowing@gmail.com</a> Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-75290115783981174302015-12-01T15:12:00.000-08:002018-09-16T19:45:03.340-07:00Challenging the Adults - Increasing Capabilities<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjETVHr2ZGrIXGQTw9cppcFPrybRiWmsWSXqkpYnP0y4_EZckA5EWxc34npC7ZcqLBER286qfP7OPfmDbvxFhxvIikPkP1MhnXc4YrNtRCGresNrptq0DuDSmXX_FbsmA8Hx1u_JgzIQ-fG/s1600/ML.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="154" data-original-width="175" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjETVHr2ZGrIXGQTw9cppcFPrybRiWmsWSXqkpYnP0y4_EZckA5EWxc34npC7ZcqLBER286qfP7OPfmDbvxFhxvIikPkP1MhnXc4YrNtRCGresNrptq0DuDSmXX_FbsmA8Hx1u_JgzIQ-fG/s1600/ML.jpg" /></a>It was an enormous privilege to have Mary Louise Hemmeter in our midst for the Pyramid Model Leadership Module in Wagga Wagga. There are a number of seemingly monumental tasks ahead for all of us who were present, though the grounded way in which Mary Louise presents those to us and provides such evidence-based incentives to participate, makes these challenges feel like something achievable: vastly important, AND achievable. <br />
Even more than that, hearing the facts and seeing that the changes we can expect to experience are universal and effective for all children everywhere, sits this all at the coal-face of our National Quality Standards and, I would be so bold as to state, our individual philosophies. Knowing that the changes are going to effect children's success further in life, too, emulates that economic viewpoint that spending money (and time) now, has such strong knock-on effects that we may even say it is a 'no brainer'. <br />
So what is so special to make this model the stand out one? I would not hesitate to say that whilst there is the mental health tried and tested successful focus on Promotion and Prevention first and foremost with Positive Behaviour Support for Intensive Intervention where required, there are two specific reasons this is THE ONE to follow: <br />
<ol>
<li>That we have strategies, resources and 'permission' to INTENTIONALLY TEACH social and emotional skills. </li>
<li>That there is coaching to help the embedded practice for a sustained implementation of this framework. </li>
</ol>
I would also hazard a guess that recognising relationships - in all capacities of early childhood - require continuous reflection and nurturing, is something that comes as a challenge. The challenge being that we often feel we have perfectly good relationships and quality environments and find we fail to reflect or dig down into this foundational element of support in its very promotion of successful engagement, interaction and positive experiences for young children. <br />
I would like to set a Riverina-wide challenge. Let's explore, question, dig down, and above all nurture, our relationships with each individual child, family and colleague. I am here to help with this. Let's be friends! <br />
Sara<br />
0450631618<br />
<a href="mailto:positivelygrowing@gmail.com">positivelygrowing@gmail.com</a> Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-36442469343114525332015-07-20T19:20:00.002-07:002018-09-16T19:40:22.215-07:00Communicating with Families about Children's Learning<div align="left" class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvzfOidKkcskz9fOAAiBu48ww1eoXm0N5Fy87I2oyowfk09hK9kvIVQgNB1mnUp7ZdnKXxZ-6jnilZ7bPnoj0VAnBZj_bAXA2LPZKtSGGmIVFWeGiegHINmWGgPOpzFlT9EBgc9b4sCPrI/s1600/family.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvzfOidKkcskz9fOAAiBu48ww1eoXm0N5Fy87I2oyowfk09hK9kvIVQgNB1mnUp7ZdnKXxZ-6jnilZ7bPnoj0VAnBZj_bAXA2LPZKtSGGmIVFWeGiegHINmWGgPOpzFlT9EBgc9b4sCPrI/s320/family.png" width="320" /></a>The Anne Stonehouse article - <a href="http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/11/NQS_PLP_E-Newsletter_No68.pdf">Communicating with Families about Children's Learning</a> reflects some of the most valuable points in relationship building with families in our services. Communication is so imperative - on all levels - and being able to share and hear and learn with and from families about their child, should and will be the focus of this communication. In this context, the consideration about how information is shared - by which medium, as well as in what 'tone' - will reflect how well that relationship has been forged. </div>
<div class="separator" style="clear: both; text-align: left;">
This <a href="http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/11/NQS_PLP_E-Newsletter_No68.pdf">Anne Stonehouse article </a>encourages self-reflection, as does the Pyramid Model framework. Specifically, how responsive and nurturing am I with regards families and their involvement in their child's experience at my service? Some suggestions for supporting conversations, relationship building and general responsiveness towards and with families are listed below. Consider the posed questions following a review of the <a href="http://challengingbehavior.fmhi.usf.edu/communities/trainers_docs/practice_relationship.pdf">Responsive Relationships implementation checklist</a>. </div>
<div class="separator" style="clear: both; text-align: left;">
<strong>Some relevant questions to consider:</strong> </div>
<div class="separator" style="clear: both; text-align: left;">
How regularly do you communicate with families? </div>
<div class="separator" style="clear: both; text-align: left;">
How do you extend these opportunities to ensure the communication is two-way and open? </div>
<div class="separator" style="clear: both; text-align: left;">
How do you celebrate with and about families? </div>
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Do you manage to connect personally with each family at some time during the year? </div>
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How encouraging are you of family involvement? </div>
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Do you share the information you gain regarding the value of social and emotional development alongside all other areas of learning? </div>
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How do you know that all families have access to and understand where to find resources that may support and answer any queries they may have? </div>
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<strong><em>Some supporting resources:</em></strong> </div>
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<a href="http://challengingbehavior.fmhi.usf.edu/do/resources/backpack.html">The Backpack Connection Series</a></div>
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<a href="http://csefel.vanderbilt.edu/resources/family.html">Teaching Your Child to...</a></div>
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<a href="http://challengingbehavior.fmhi.usf.edu/do/resources/making_life_easier.html?+CSEFEL+EI">Making Life Easier...</a></div>
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NQS - Professional Learning Program Calendar to prompt opportunities to connect with all families (ask Sara to work with you on creating this) *</div>
<a href="http://www.ecia-nsw.org.au/resources/ecia-nsw-resources#DTCNH">Does this Child Need Help</a> - 3rd edition training through ECIA NSW (conducted locally)<br />
<a href="http://www.kidsmatter.edu.au/health-and-community/professional-development/elearning">KidsMatter - Connecting with Families online training modules</a><br />
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*Pyramid Model Implementation Guide, 2nd Edition - Nurturing & Responsive Relationships<br />
<strong>Contact Sara Stockman,</strong> Positively Growing <a href="mailto:positivelygrowing@gmail.com">positivelygrowing@gmail.com</a> Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-52369336588841349922015-07-20T17:31:00.001-07:002018-09-16T19:45:41.549-07:00Focus on Your Learning Areas and Classroom Design<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBACfnDgoWYDLwuzLkvI9Ec7on6g5e6-qYegeJOop1MJkynLv7DfBV1uDH08x8_XJwPitRgHYbetvQA6dernFd45KV3b7cg0Js2J2RQvhxplRlIbP20fMvtJpZU3CD7JMGmrYFewxvwseX/s1600/classroomlayout.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBACfnDgoWYDLwuzLkvI9Ec7on6g5e6-qYegeJOop1MJkynLv7DfBV1uDH08x8_XJwPitRgHYbetvQA6dernFd45KV3b7cg0Js2J2RQvhxplRlIbP20fMvtJpZU3CD7JMGmrYFewxvwseX/s1600/classroomlayout.jpg" /></a><strong>Do you sometimes struggle to identify behaviour triggers for some children? Are you finding inconsistencies in some behaviours that effect individual children as well as whole group experiences?</strong><br />
<em>From </em><a href="http://www.scancarewest.blogspot.com.au/"><em>www.scancarewest.blogspot.com.au</em></a><em> 6th April 2014.</em><br />
A really useful idea for helping to pin-point what may be at the root of these behaviours, and in particular if the environment is a factor (including people, activities, routine, and physical layout), is the mud-map dot activity. The idea is that you draw a mud-map of your preschool. You can have indoors and outdoors represented, and stuck at strategic places around the room/outdoor area. Along with the map, include several colour coded dot stickers (or textas etc). Colour code morning, meal/snack, afternoon, transitioning. Include a section for notes. Over the course of a week (or whatever time frame provides you with information), use the dots to stick on the area where a child's behaviour has been challenging. <br />
<a href="https://www.blogger.com/null" name="more"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm0QRkVpc0pRLXPiOcW3AndPj72RelWMK_xYdnR7Jh5WtCTnXxvjumiHeHngVrKA2dezc8XPH_0xhpawmtgvMu2Y3PEUNbnXtdKt8B5en-y02eH0lO6x6f2zrQx21GZf8TbwAr1EOq0kHM/s1600/hand+drawn+classroom.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm0QRkVpc0pRLXPiOcW3AndPj72RelWMK_xYdnR7Jh5WtCTnXxvjumiHeHngVrKA2dezc8XPH_0xhpawmtgvMu2Y3PEUNbnXtdKt8B5en-y02eH0lO6x6f2zrQx21GZf8TbwAr1EOq0kHM/s1600/hand+drawn+classroom.jpg" /></a>You can include a short-hand date on the dot, but essentially what you may find are particular areas or times of the day/program which may be impacting on the child's ability to regulate or participate at any one time. This is a helpful tool with self-reflection and can provide you with a useful 'visual' on what may be over-under stimulating a child, causing anxieties in a child, providing difficult social situations for a child and so on. The information provided may then assist you in considering ways in which to reduce a challenging environment for any particular child or group. For instance, consider room dividers, play spaces and presentation, space for large or small group activities, quiet and active spaces, transition strategies and routines, specific interest activities. <br />
<strong>Some specific questions to ask yourself*</strong><br />
-Are there adequate materials in this area to support the number of children who play there? <br />
-Are the majority of materials in the area of high interest to the children? <br />
-Are there too many children in this centre? <br />
-Is the activity set up so that children know what to do and how to do it? <br />
-Have children been introduced to the materials in the area and know the appropriate ways to interact with them? <br />
-Is there on item in the area that causes arguments or challenges? <br />
-Are the problems due to crowding or traffic flow? <br />
-Do the activities in the area required adult supervision or guidance? <br />
<strong>Give it a go, and please do send us a comment. We'd love to know how you get on.</strong> <br />
* Pyramid Model Implementation Guide, 2nd Edition - High Quality Environments.Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-19609726685135841452015-06-16T16:47:00.001-07:002015-06-16T16:47:21.697-07:00Inside, Out! Strengthening emotional agency with acknowledgement<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGHG1-3qcc1Znu8xOYY0lvWmW1CET1v7ejzJyVT3E57u3BSKFD3eBdy-7cY0B8-42-KiOhuQSDMC1YJDjNd8D52KPOB5Pgct6NGaJJc8B86GikApBDcuILaE41edNXoIJBN9vQQgL8AXXu/s1600/stepping+stones1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGHG1-3qcc1Znu8xOYY0lvWmW1CET1v7ejzJyVT3E57u3BSKFD3eBdy-7cY0B8-42-KiOhuQSDMC1YJDjNd8D52KPOB5Pgct6NGaJJc8B86GikApBDcuILaE41edNXoIJBN9vQQgL8AXXu/s1600/stepping+stones1.jpg" /></a><br />
When motivating positive responses in young children, the Teaching Pyramid training discusses the value of praising to a purpose rather than empty praise that has no direction. In this regard, the praise for achievement and behavioural successes may reflect the room / service expectations, social problem solving skills or friendship skills. <br />
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In this article, <u><a href="http://cainclusion.org/teachingpyramid/materials/general/MovingFromPraisetoAcknowledgement.pdf">Moving from Praise to Acknowledgement: Providing Children with Authentic Support</a> (see also below)</u>, we are encouraged to take the next step towards encouraging self analysis by children of the worth of their achievements. Whilst the examples still reflect the specific areas of focus (social problem solving, friendship skills etc), the wording reflects exactly what has been observed with the subjective left out of it. In fact 'narrative' is the first of the five suggestions, which literally encourages the supporting adult to state what has been achieved by the child eg. "You have made your bed!" or "It looks like you have put five pieces of lego together to make a shape". Ownership, therefore, becomes more about doing the right thing and aiming for the response achieved because it produces a good feeling, rather than being the object of praise. <br />
Having Emotional Literacy at the heart of what we are aiming to teach and facilitate, will enable the 'good feeling' to have more meaning for any individual child. It will promote agency and the ability to make decisions based on the reflection of emotions linked with experiences. In this way, it is a stepping stone approach; knowing when the child is ready to move from external praise to internal acknowledgement. <br />
<span style="font-family: Georgia-Italic; font-size: small;"> </span><div align="LEFT">
<span style="font-family: TimesNewRomanPSMT; font-size: x-small;"><span style="font-family: TimesNewRomanPSMT; font-size: x-small;">Adapted by WestEd CA CSEFEL August 2012 from </span></span><i><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: x-small;"><span style="font-family: TimesNewRomanPS-ItalicMT; font-size: x-small;">Hooked on Praise: Quit saying “Good Job!” </span></span></i><span style="font-family: TimesNewRomanPSMT; font-size: x-small;"><span style="font-family: TimesNewRomanPSMT; font-size: x-small;">by Alfie Kohn.</span></span></div>
<b><span style="font-family: Georgia-Bold; font-size: large;"><span style="font-family: Georgia-Bold; font-size: large;">Moving from Praise to Acknowledgment:<br />
Providing Children with Authentic Support</span></span></b><i><span style="font-family: Georgia-Italic; font-size: small;"><span style="font-family: Georgia-Italic; font-size: small;">“The only lifelong, reliable motivations are those that come from within,<br />
and one of the strongest of those is the joy and pride that grow from knowing<br />
that you’ve just done something as well as you can do it.”<br />
-- Lloyd Dobens and Clare Crawford-Mason<br />
</span></span></i><span style="font-family: Georgia; font-size: small;"><span style="font-family: Georgia; font-size: small;">When a child has done something impressive, instead of saying, “Good job,” try one of the following:</span></span><b><span style="font-family: Georgia-Bold; font-size: small;"><span style="font-family: Georgia-Bold; font-size: small;">1. Report what you see (narrating).</span></span></b><span style="font-family: Georgia; font-size: small;"><span style="font-family: Georgia; font-size: small;"><div align="LEFT">
A short, objective statement such as, “You put your dishes in the tub,” or “You figured out a</div>
solution to the problem,” acknowledges children’s efforts and allows them to judge for<br />
themselves the merits of their achievement. Elaborate on the details of their actions to provide more specific feedback. For example, “It looks like you used blue and green to make an ocean.”</span></span><b><span style="font-family: Georgia-Bold; font-size: small;"><span style="font-family: Georgia-Bold; font-size: small;"><div align="LEFT">
2. Connect it with a desired character trait, value, or expectation (PDA: Positive, Descriptive Acknowledgment).</div>
</span></span></b><span style="font-family: Georgia; font-size: small;"><span style="font-family: Georgia; font-size: small;">When a child does something that is an example of a character trait, value or expectation, add the expectations language to the comment. For example, if a child has put away toys on the floor say, “You cleaned up the blocks. You are keeping the area safe.” Or if they helped a friend you might say, “You gave Yoon Seo the fire truck. That’s being friendly.” Expectations language provides definitions for the character words, builds self-efficacy (belief that you have the ability to succeed at a task), and helps the child to internalize the behaviors.</span></span><b><span style="font-family: Georgia-Bold; font-size: small;"><span style="font-family: Georgia-Bold; font-size: small;">3. Emphasize the impact on others.</span></span></b><span style="font-family: Georgia; font-size: small;"><span style="font-family: Georgia; font-size: small;"><div align="LEFT">
If a child does something caring or something that benefits the community, acknowledge the</div>
positive impact. For example, if a child has put away toys on the floor say, “You cleaned up the blocks. Now someone else can have a turn.” Or if they helped a friend you might say, “You gave Yoon Seo the fire truck. He looks really happy to have it.” Such language builds a sense of agency (ability to intentionally make things happen through your actions) by drawing the child’s attention to the impact his/her actions have on another child.</span></span><b><span style="font-family: Georgia-Bold; font-size: small;"><span style="font-family: Georgia-Bold; font-size: small;"><div align="LEFT">
4. Ask open-ended questions.</div>
</span></span></b><span style="font-family: Georgia; font-size: small;"><span style="font-family: Georgia; font-size: small;">Being curious encourages the child to reflect. “What do you like best about your tower?” or “How did you know to put the puzzle piece there?” Asking open-ended questions builds language and engages the children in abstract thinking.</span></span><b><span style="font-family: Georgia-Bold; font-size: small;"><span style="font-family: Georgia-Bold; font-size: small;"><div align="LEFT">
5. Say nothing.</div>
</span></span></b><span style="font-family: Georgia; font-size: small;"><span style="font-family: Georgia; font-size: small;"><div align="LEFT">
When children are playing, we often feel the need to continually comment on their actions. This can be disruptive and can create an extrinsic motivation to explore. Let children take joy in their own learning and allow them to experience the pride of their own accomplishments.</div>
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Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-3862178006051331552015-06-08T19:13:00.002-07:002015-06-25T20:13:34.859-07:00Relationship Building - The need for team<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5oNWA8w443g-HezswtP8LsdT-z9VyXuFsrVxLQm0XnajBrTZnCKD04Oz-mksEsxwiF1vVcW7JvhAm8uQVRmr_uLgzr3ZsBqYVi4OaxcxNahxiLE597IC4uEaUea5QN_x4FHYmzkKIuNFE/s1600/Relationship.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5oNWA8w443g-HezswtP8LsdT-z9VyXuFsrVxLQm0XnajBrTZnCKD04Oz-mksEsxwiF1vVcW7JvhAm8uQVRmr_uLgzr3ZsBqYVi4OaxcxNahxiLE597IC4uEaUea5QN_x4FHYmzkKIuNFE/s200/Relationship.jpg" width="200" /></a>Relationships are so multi-faceted and pivotal to all development potential. We often refer to the fact that children learn with and through social interactions, and as such, the potential at an Early Childhood Service is infinite. The family / service relationship is of primary concern to the child - knowing that there is mutual trust, reciprocated discussions, and shared interest in the child is a large element of successful transitions and is a big step to healthy social emotional development. By knowing a child, we pave the way for responsive relationships that feed from individual interests as well as community cultures and family values.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjppveXPXIcjyXJCVVOStjppQXWcuVsW3TB9NM05-fG1NozO__uakJyqQCNQzNspA-BRyXl8VXQSQDKu9c1vZXm8AqDH4dQyXF7dZZXUlPLjr3E55Ntk8C64FGLlnTZAfh2Gvn2z7K7BRBx/s1600/team.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="89" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjppveXPXIcjyXJCVVOStjppQXWcuVsW3TB9NM05-fG1NozO__uakJyqQCNQzNspA-BRyXl8VXQSQDKu9c1vZXm8AqDH4dQyXF7dZZXUlPLjr3E55Ntk8C64FGLlnTZAfh2Gvn2z7K7BRBx/s320/team.png" width="320" /></a>In exactly the same way, the relationships within our teams have a subtle yet undeniable impact on the children within our services - and can certainly upset and sometimes break potential development if discordant. The following, based on a model of change developed by Ambrose and referred to in the Does This Child Need Help? training (contact ECIA NSW for more information), can be a positive way to approach team development and ultimately support change whilst maintaining whole-service and individual member integrity:<br />
- <strong>Share a vision and develop it together</strong>. The power behind 'ownership' of philosophy, drive and vision is behind drive and commitment. It also provides for direction, objectives and outcomes. A team approach to the vision, or at the least a team shared understanding of the vision, is important for consistent responses to children, families and future team support. Without shared Vision, will be confusion.<br />
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<strong>- Know what will incentivise and how to incentivise team members</strong>. As with children, we do respond so much to positive re-enforcement. In this way, free but priceless incentives include verbal praise and acknowledgement for successes and ideas, implemented strategies and shared visions. Giving positive feedback to each other about something that is going well for that educator with a child or in the service is not only going to support the adult involved, but also role model giving and accepting compliments for the children.<br />
Incentivise your team members by listening to them in the first place and finding ways to support development that is meaningful to the individual person. Without recognising incentives, we may find resistance among us.<br />
- <strong>Skills within any one team are varied and should be celebrated</strong>. Finding out strengths and interests to build upon, as with children, provide opportunities for positive experiences to highlight. Being part of a team means your own skills should be recognised, and by offering them, you will become valued and recognised for you. Sharing roles, will promote children initiating positive interactions with all educators at some point and would also promote a smooth running session. Without recognising and utilising the variety of skills available within the team members, anxieties may develop.<br />
- <strong>Resources</strong> do not have to be excessive nor expensive. Human resources are sometimes what we crave most, however and may be difficult to find funding to increase. The resources that we do have need to have meaning and be used well. They should also be shared. Resources that come from training (including the knowledge), are a great place to start. A strong team would be interested in hearing from and sharing with colleagues their newly found information. A good system for sharing should be encouraged and would certainly make a stronger interest in what is being used, how and why. Frustration can occur if resources are not available, shared, or cared for. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA5bp0e1-i8zAJzIZZWgO17y-1W_WJDLtEhOQURfNEYWYa3FbBeIg0-p9CXVKS4FWgpGgY8O-phBjXFJ7bOGGE8UCAw2WPWJyK6bRY-d-BUAS3M9O7aGLV6krN85Fx49K9JI6eEJmwqmBZ/s1600/action+plan.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="155" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA5bp0e1-i8zAJzIZZWgO17y-1W_WJDLtEhOQURfNEYWYa3FbBeIg0-p9CXVKS4FWgpGgY8O-phBjXFJ7bOGGE8UCAw2WPWJyK6bRY-d-BUAS3M9O7aGLV6krN85Fx49K9JI6eEJmwqmBZ/s200/action+plan.png" width="200" /></a>- <strong>Action Planning </strong>with goals, desired outcomes, achievable timelines and identification of how to monitor change, will provide consistency and direction. It will also be the element that enables all adults to know what they are doing and enable confidence to explore and grow with the children's interest. Without an action plan, we would experience separate directions. <br />
<br />Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-17114508766153828502015-06-08T18:10:00.000-07:002015-06-08T18:11:20.514-07:00Tucker comes to life!<a href="https://www.blogger.com/" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="https://www.blogger.com/" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><span style="font-family: inherit;">Tucker Turtle is a wonderful concept for helping children find a suitable and appropriate response when feeling angry. In addition to the Tucker Turtle scripted story and visual cues located in the Teaching Pyramid Resource tab, you may like to support the implementation of Tucker Turtle in your service and with your children by also referring to the Scripted Social Story regarding Taking Turns appropriately, included at this link: <a href="http://www.mediafire.com/view/z95trecvcd0ftq8/Taking_Turns.pptx">http://www.mediafire.com/view/z95trecvcd0ftq8/Taking_Turns.pptx</a></span><br />
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<br />
From Coleambally Preschool:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPOrDw5lpmCuCXeKyRgAuFRYHD0w4IGnbACGc-tYMtr8QtMwh_pkroz5VhCEFrTKEvVeOXqCXBZgKfFT1dwWpwdla2P7k0yeTmyBYQtZvGzMuUxmAFhP9zsP9fvFoS5T4nGJfN1ErL9fzv/s1600/Tucker+puppet.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPOrDw5lpmCuCXeKyRgAuFRYHD0w4IGnbACGc-tYMtr8QtMwh_pkroz5VhCEFrTKEvVeOXqCXBZgKfFT1dwWpwdla2P7k0yeTmyBYQtZvGzMuUxmAFhP9zsP9fvFoS5T4nGJfN1ErL9fzv/s200/Tucker+puppet.JPG" width="149" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirfsTqnZE7-KqwbJ8DiWH3c4zOSDvcWcORBopjFF6__cIttmU-uW3PIYhqzuU9QgMuQ3oUg53RmdXrUHL_ckhzPe6mCIhX_fh4SzHF6_0pUBAa08HgjbnNxAGpLsILEgrpsRejr_zWhKBZ/s1600/Tucker+Turtle+puppet.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirfsTqnZE7-KqwbJ8DiWH3c4zOSDvcWcORBopjFF6__cIttmU-uW3PIYhqzuU9QgMuQ3oUg53RmdXrUHL_ckhzPe6mCIhX_fh4SzHF6_0pUBAa08HgjbnNxAGpLsILEgrpsRejr_zWhKBZ/s200/Tucker+Turtle+puppet.JPG" width="149" /></a><span style="color: black; font-family: inherit;">"I
just wanted to share these photos of a hand puppet turtle that one of our
educators found and purchased.</span></div>
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<span style="color: black; font-family: inherit;">I
was pretty excited about the value I think it might have in helping children
understand the idea behind Tucker.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPOrDw5lpmCuCXeKyRgAuFRYHD0w4IGnbACGc-tYMtr8QtMwh_pkroz5VhCEFrTKEvVeOXqCXBZgKfFT1dwWpwdla2P7k0yeTmyBYQtZvGzMuUxmAFhP9zsP9fvFoS5T4nGJfN1ErL9fzv/s1600/Tucker+puppet.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: inherit;"></span></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirfsTqnZE7-KqwbJ8DiWH3c4zOSDvcWcORBopjFF6__cIttmU-uW3PIYhqzuU9QgMuQ3oUg53RmdXrUHL_ckhzPe6mCIhX_fh4SzHF6_0pUBAa08HgjbnNxAGpLsILEgrpsRejr_zWhKBZ/s1600/Tucker+Turtle+puppet.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: inherit;"></span></a><span style="color: black; font-family: inherit;">In
the photo you see Tucker and then you can tuck his head and legs
in using your hands inside the puppet.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="color: black;"></span><span style="color: black; font-family: inherit;">One
of the children actually asked if he was real" </span><br />
<span style="color: black; font-family: inherit;"></span><br />
</div>
<span style="color: black; font-family: "Calibri","sans-serif";"><!--[endif]--><o:p></o:p></span><br />Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-9199452235790447862015-05-12T19:37:00.001-07:002015-05-12T19:37:21.428-07:00Take two...mentoring reviewedMentoring supports will have a new and revised - and hopefully more achievable outlook - going forward. Due to the vast numbers and varied locations, the decision has been made to conduct the initial relationship building session face to face with all subsequent supports occurring over Skype or phone conference. There is every suggestion that this will still have the desired outcomes, and if visits are still required for specific areas, we can review and take them as they come. <br />
<br />
<strong>Observations</strong> can still occur via (for example):<br />
- video footage<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia75zcd2gMXx2VmJFEaej2KPwbjRnmzX0MjnXA0XcBJZ9zkhENrZhLOU_wb2Qmqv-nShN6muSaMKaixHfSKm86H4w0wf5akZrgs18wgmv15ur1Dg225sL9O5JNnUSE8fSd3AEx47BZbMSX/s1600/phone+mentoring.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia75zcd2gMXx2VmJFEaej2KPwbjRnmzX0MjnXA0XcBJZ9zkhENrZhLOU_wb2Qmqv-nShN6muSaMKaixHfSKm86H4w0wf5akZrgs18wgmv15ur1Dg225sL9O5JNnUSE8fSd3AEx47BZbMSX/s320/phone+mentoring.jpg" width="320" /></a>- live streaming<br />
- photographs<br />
- environmental layout plans and <br />
- Skype demonstrations. <br />
<br />
<strong>Mentoring</strong> may take the following forms: <br />
- problem solving discussions<br />
- reflective conversation<br />
- help with environmental arrangements<br />
- role play<br />
- video feedback<br />
- graphic feedback<br />
- goal setting/action planning<br />
- performance feedback<br />
- material provision <br />
- demonstration (via descriptive email/phone conversation, video or Skype hook up).<br />
<br />
Book in your initial session and subsequent sessions today! Call me on 0269 238400 or email <a href="mailto:sstockman@kw.org.au">sstockman@kw.org.au</a>. Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-17331339681111232302015-05-12T16:22:00.000-07:002015-05-12T16:22:26.908-07:00Reflective practices - sharing stories and reflecting on the training<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvi7O-MBmWI9GRKhHmtONo-i-rknCVvXow0zDgSHI-3K-n-FNIDqzL5rA1iKAxnEA1s3RDjB4RuFrpKfg7pf_wd4uiWMfTrvEvh90P30Gp64mWqgGocJ3anYII88ld2RlxJiNoxDtZXlLK/s1600/leaves.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvi7O-MBmWI9GRKhHmtONo-i-rknCVvXow0zDgSHI-3K-n-FNIDqzL5rA1iKAxnEA1s3RDjB4RuFrpKfg7pf_wd4uiWMfTrvEvh90P30Gp64mWqgGocJ3anYII88ld2RlxJiNoxDtZXlLK/s1600/leaves.jpg" /></a>"I have found the Teaching Pyramid fits nicely in with our intentional teaching. We have a 'thinking mat' which we use and this involves asking the children to think about a topic and tell us what they know. We then write their thoughts on a piece of paper so they can see that their thinking is important and valued. Sometimes it can be difficult getting all the thoughts written down at once so we ask the children to 'hold' their thought so that they remember for when we get to their turn. We also have pieces of paper shaped like leaves which the children can use to write or draw their ideas so that we can place them on the thinking tree. Their thoughts then in turn develop the program or show you where to go next according to what the children know. It allows lots of opportunity for praise and reinforcement." <em>Coleambally</em><br />
<em></em><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZxGijQpKWsNL6pRUnaeIzHMtOhWQOQwcrOXEb7TE7qmXKxkojDI7GLg1J0XGstJR6zOrgtHE3OSf-M9kOqPXXyzn_QumsqVAjoFs5MYq-2iTxsbhZ1MDBmOyzHdD-PYi3Slm7XLaY5QqC/s1600/egg+shaped+timer.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"></a> </div>
"Recommend this course to anyone who works with children. It is very informative and the information shows you practical ways to positively approach children and eliminate most difficult behaviours." <em>Yenda</em><br />
<em></em><br />
"A wonderful 2 days spent with Sara the Presenter that were informative, educating and giving the opportunity to collaborate with other Early Childhood Educators." <em>Leeton</em><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEho2u4ak8WteIvEHBc70IMGVcQp4W-RC9iVCOuuZVYnRTrM4kyni4-E8-L9RQbkuwrJmIe8BslofxSgexSHv-i7y4guVA-PSfTdd6q-ZKpwWfDTUGXDuicnKxxc9V6GLPwck1jvOeY6KLk_/s1600/Tool+kit.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEho2u4ak8WteIvEHBc70IMGVcQp4W-RC9iVCOuuZVYnRTrM4kyni4-E8-L9RQbkuwrJmIe8BslofxSgexSHv-i7y4guVA-PSfTdd6q-ZKpwWfDTUGXDuicnKxxc9V6GLPwck1jvOeY6KLk_/s320/Tool+kit.jpg" width="180" /></a><br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmz4ZHUl4rNMMjM1TFpR5oxBaA1XBqnhD44llSL_MpGv0msHQCbQQ6B51yxm5dMUSjexqk2aBtcC6eJrdCpOMgDPjRD8Ouavs8ProPEct3S4mQaNI0tT6119Ug0zVkM2ncq5Y7xTd4BmeX/s1600/prizes.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmz4ZHUl4rNMMjM1TFpR5oxBaA1XBqnhD44llSL_MpGv0msHQCbQQ6B51yxm5dMUSjexqk2aBtcC6eJrdCpOMgDPjRD8Ouavs8ProPEct3S4mQaNI0tT6119Ug0zVkM2ncq5Y7xTd4BmeX/s200/prizes.jpg" width="200" /></a><span style="color: black; font-family: "Calibri","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: inherit;">"Thanks so much for your visit yesterday. I
have spent a lot of time going through your blog today. Doing the
competition was great as it really did make me go through things.</span></span></div>
<span style="color: black; font-family: "Calibri","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: inherit;">What a great resource for us to have.
Thank you."<o:p></o:p></span></span><br />
<br />
"After the training you feel that you have a practical set/ bag of tools that can be used in many situations for all children. The practical examples allow you to see the strategies in action in everyday situations, Also in the training, time was given to discuss specific examples from your particular work place which was very helpful." <em>Tumut</em>Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-1650391568285601632015-05-11T20:15:00.000-07:002015-05-11T20:15:09.594-07:00Teaching Pyramid Training, Mentoring and Sustainable PracticesIf you have undertaken the two days training (month apart) then you fall into the category of 'ready for action'! <strong>Congratulations.</strong> There is a lot to take in, and it has been exciting to already hear from many of you that there has been informed change as a direct result of the training. Even more 'change effective' has been the beginning of the mentoring process. Each of us learns and processes in our own way. Some of this is due to our preferences for visual or aural input, but there will also be the impact of every day life, dynamics at work, and general interest in the framework itself. The mentoring is a chance to re-visit specifics from the training in the context of your service, in an individualised capacity. <br />
<br />
Some helpful feedback and information:<br />
<ul>
<li>Referring to or conducting the <strong>Inventory of Practices for Promoting Social Emotional Competencies</strong> during mentoring sessions provides scope to celebrate some real successes as well as provide focus for Action Planning. </li>
</ul>
Reference has been made to the fact that the rating scale of '<em>consistently</em>' or '<em>occasionally</em>' is quite an extreme jump. In response and through exploration, we have generally come to the agreement that even if it's something we do quite a few times, we are still working towards regular and natural implementation, therefore '<em>occasionally</em>' may be the appropriate indicator. <br />
<br />
Remember we are hoping to support through <strong>promotion</strong> and <strong>prevention</strong> first, therefore consistency in approach will be required to enable generalisation of skills and supports.<br />
<ul>
<li>There have been specific take-home messages that have impacted individuals and as such, they are more confident using some elements above others, or indeed forget that the resources exist for other areas. </li>
</ul>
Take time to review the <strong>Teaching Pyramid Resources list</strong>. Ask and outline what you are hoping might be there - hopefully I'll be able to point you in the right direction! No question is 'dumb', 'irrelevant', or 'too unformed'. We can work through finding supports, identifying areas to reflect upon, and review approaches to hopefully satisfy the unknown. <br />
<ul><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSjAZX-lFGpsyfAMXgVNjTXIYBhKSoUUajl67KjU3ZuLJkktpgUS7UuRf06Tw-Oh8sMgOi7PdYlUbE7Q_1ZZZUaQl_VgeThmCOTDk9At8O6W1myt_085zajSxAzj31ioY57YcnPkj308j_/s1600/TP+Staff+Room.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSjAZX-lFGpsyfAMXgVNjTXIYBhKSoUUajl67KjU3ZuLJkktpgUS7UuRf06Tw-Oh8sMgOi7PdYlUbE7Q_1ZZZUaQl_VgeThmCOTDk9At8O6W1myt_085zajSxAzj31ioY57YcnPkj308j_/s320/TP+Staff+Room.jpg" width="180" /></a>
<li>Being keen is fantastic. Being supported in this enthusiasm is going to influence the <strong>sustained impact</strong> the Teaching Pyramid Framework can have on whole service, self-reflective practices, and all children in the long term. </li>
</ul>
Share your knowledge, successes and resources. Remember the relationship element relates also to the team. Allocate or volunteer to be the Teaching Pyramid Administrator. In this capacity, try to ensure all staff have had a chance to review the <strong>MP4 Introduction in the Overview section</strong>, so you have common language and recognition - even outside of training. <br />
<br />
Regularly gather to review <strong>Action Plans</strong> and support each other. Discuss areas of strength and identify areas that may be suited to mentoring. Having a large pyramid available to showcase the successes in your staff-room may be a terrific lead-in to supporting the challenges as well. <br />
<br />
<br />
<br />
Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-11732478355836064322015-03-22T17:59:00.000-07:002015-03-22T17:59:48.561-07:00Implementing Relationship Strategies to Create a Community<span style="font-family: inherit;">As more and more become trained in the Teaching Pyramid Framework, we have greater opportunity to reflect on the relevance and real time application of the tiers within our service - as well as every day life. When we start to reflect on relationships, environments, social and emotional learning opportunities specifically, we start to recognise where and how we can acknowledge, support or modify / action plan actual moments that will help to reinforce and develop social problem solving skills and emotional literacy required in order to successfully move forward in all areas of learning and development. It's upon reflection that we can acknowledge what is actually occurring and where we can go with it. Here is a terrific short snippet that shows the impact social and friendship skills can have on a service in a community sense. </span><br />
<a href="https://www.youtube.com/watch?feature=player_embedded&v=w68cxwxvNS8"><span style="font-family: inherit;">https://www.youtube.com/watch?feature=player_embedded&v=w68cxwxvNS8</span></a><br />
<iframe allowfullscreen="" frameborder="0" height="344" src="https://www.youtube.com/embed/w68cxwxvNS8" width="459"></iframe><br />Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-26831571052292608182015-03-16T19:01:00.002-07:002015-05-19T21:17:02.854-07:00COMPETITION TIME!<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWRvLj8shV0gegwJlaO31UoNoL3XomLHI338MiOW-tdCcCyAhyEw4ZvS-eFiBFGMXi63tO2Z83TZptdrP1U7sdkH8U8lGRuLMo2qK94ShmuBMJrEL47YYelqrMHGz-dGhIX37BZvAcjcjW/s1600/prizes.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWRvLj8shV0gegwJlaO31UoNoL3XomLHI338MiOW-tdCcCyAhyEw4ZvS-eFiBFGMXi63tO2Z83TZptdrP1U7sdkH8U8lGRuLMo2qK94ShmuBMJrEL47YYelqrMHGz-dGhIX37BZvAcjcjW/s1600/prizes.jpg" width="200" /></a><span style="font-family: inherit;">Have you had a chance to browse the Teaching Pyramid Resource page, the General Resource page, or take a 'walk' through the other tabs within this blogsite? To give you a head-start and specific areas that will support the implementation of the framework, try out the simple game below. The first 5 from within the Riverina to <strong>cut/paste/complete and email the results back to me</strong>, will receive laminated versions of the Tucker Turtle Social Story and visuals, the Solution Kit handouts laminated, and a print out of the parent Backpack Series. Do not forget to complete all 8 areas, including the survey, and email to <a href="mailto:sstockman@kw.org.au">sstockman@kw.org.au</a>. <strong>I'll let you know when I reach 5 entries!</strong></span><br />
<span style="font-family: inherit;"> </span><br />
<span style="font-family: inherit;">
<b style="mso-bidi-font-weight: normal;">1. Tucker Turtle</b> is
an anger management social story.<span style="mso-spacerun: yes;"> </span>Tucker
encourages children to do these four steps in order to avoid lashing out
physically or verbally in response to difficult situations <strong>List the four steps</strong>: <o:p></o:p></span><br />
<span style="font-family: inherit;">
1<o:p></o:p></span><br />
<span style="font-family: inherit;">
2<o:p></o:p></span><br />
<span style="font-family: inherit;">
3<o:p></o:p></span><br />
<span style="font-family: inherit;">
4</span><br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Hint: Find this under</span><span style="font-family: inherit;"> Teaching Pyramid: Resources / For Early
Childhood Educators and Families. <o:p></o:p></span></b></div>
<span style="font-family: inherit;">
<strong>2. </strong> The <strong>Solution Kit</strong>
consists of a number of ways to develop socially appropriate responses to
problems eg. Take Turns, Use a Timer, Share.<span style="mso-spacerun: yes;">
</span>The Solution Kit can be adapted for your service for relevance, or used
as is.<span style="mso-spacerun: yes;"> </span>There is footage of
implementation on the blogsite in two places.<span style="mso-spacerun: yes;">
</span><b style="mso-bidi-font-weight: normal;">One is under the dedicated Solution
Kit tab.<span style="mso-spacerun: yes;"> </span>Can you find the other
location? Please list.</b><o:p></o:p></span><br />
<span style="font-family: inherit;">
<o:p> </o:p></span><br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: inherit;"><strong>3. </strong>The <b style="mso-bidi-font-weight: normal;">Backpack Series</b>
is an ideal way to share social and emotional teaching strategies with
families.<span style="mso-spacerun: yes;"> </span>It breaks down the concepts
into four categories: <o:p></o:p></span></div>
<span style="font-family: inherit;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]-->Addressing Behaviour<o:p></o:p></span><br />
<span style="font-family: inherit;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]-->Emotions<o:p></o:p></span><br />
<span style="font-family: inherit;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]-->Routines and Schedules <o:p></o:p></span><br />
<span style="font-family: inherit;">
<span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]-->Social Skills.<o:p></o:p></span><br />
<span style="font-family: inherit;">
</span><b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">- List at least one topic from each Backpack article.</span></b><br />
<strong>- <span style="font-family: inherit;">What are the four different colours differentiating topics? </span></strong><br />
<strong></strong><br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: inherit;"><strong>4. </strong>The <b style="mso-bidi-font-weight: normal;">“Making Life
Easier”</b> series identifies specific home-life areas that can often prove
challenging, and provides some strategies and information that may assist in
overcoming the difficulties.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: inherit;"><span style="mso-spacerun: yes;">- </span></span><span style="font-family: inherit;"><b style="mso-bidi-font-weight: normal;">List one other home-life / family supports that you find on the blogsite. </b><span style="mso-spacerun: yes;"> </span></span><span style="font-family: inherit;"><b style="mso-bidi-font-weight: normal;">Which website(s) does it direct you to? </b></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: inherit;"><strong>5. Which Inclusion-focussed co-ordination project group does the link for the DVD: Using Visuals to Support Children's Learning take you? </strong><strong><em>Hint: You need to choose Save to then Open the order form. The answer is already visible at this stage on the top left of the form.</em></strong></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<strong><span style="font-family: inherit;">6. How many questions does Helen Sanderson include in her review sheet? </span></strong></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: inherit;"><strong>7.</strong> Janine has been filmed to support the roll out of the Teaching Pyramid training in the Riverina. <strong>How many videos of Janine are found within this site?</strong> </span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: inherit;"><strong>8. Remember to fill out the survey</strong>! Find it in three locations of the blogsite and complete it once to secure your entry. If you have already completed the survey, please indicate this in your email response.</span> </div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<strong>Terms and Conditions:</strong> Entrant must be from within the Riverina, and provide postal address for prize purposes. The entrant's name and service will be shared, and a photograph requested for the blogsite once the prizes have been received. Emails must be sent to <a href="mailto:SStockman@kw.org.au">SStockman@kw.org.au</a>. The date received will be recorded via the email receipt and will determine the first five (5) entrants. Entrants will be scheduled to attend a training day, have already attended a training day, or will contact Sara and book in to attend a training day. </div>
Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-87579927665826061992015-03-09T19:43:00.000-07:002015-03-09T19:43:13.687-07:00Don't forget to survey!<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5K7yko16k4Y5x-LmNi76DLSXsj6vR-W4xadk-EY0xVrTHMvjShncES4pz0ctrjJSSZszEt4WFRWO1uCP6AAqgeVgK2ZgLjvxDjAt9WOPuvKLl6JA3CqxvJPgriAp2llkRQwqF5GLHapTR/s1600/graph.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5K7yko16k4Y5x-LmNi76DLSXsj6vR-W4xadk-EY0xVrTHMvjShncES4pz0ctrjJSSZszEt4WFRWO1uCP6AAqgeVgK2ZgLjvxDjAt9WOPuvKLl6JA3CqxvJPgriAp2llkRQwqF5GLHapTR/s1600/graph.png" height="250" width="400" /></a><span style="font-family: Calibri;">The survey that is available to complete on this blog is actually incredibly helpful for informing change later on. It's a simple 9 question survey, and provides some insight as to practices prior to the training and mentoring. Further to training, there is a follow up survey, and one final one at the end of mentoring. The time you are dedicating to this training and implementation should be recorded. Whether there is change, or enhanced practices, you will be justifying your efforts and encouraging further delivery of such training and mentoring. </span><br />
<span style="font-family: Calibri;"></span><br />
<span style="font-family: Calibri;">Please complete the survey <span style="color: #222222;"><a href="https://www.surveymonkey.com/s/Z8X2M5B"><span style="color: blue;"><strong>https://www.surveymonkey.com/s/Z8X2M5B</strong></span></a> prior to the training for maximum impact. </span></span><br />
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<span style="font-family: Calibri;"><span style="color: #222222;">The change will be graphed, recorded and shared. This can track change for individuals, services and ultimately the region. <strong><em>I want to be a part of that!</em></strong> </span></span><br />
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Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-72997840782704896252015-03-08T19:21:00.001-07:002018-09-16T19:33:42.516-07:00Pyramid Model <strong>"Over 18 months through ADHC funding made available to Kurrajong Early Childhood Intervention Service (now Kurrajong Therapy Plus), I was fortunate enough in a dedicated position to meet and train over 200 early childhood educators, teachers and early intervention staff in the Pyramid Model. This model is high quality evidence based and recently launched locally as Pyramid Model Australia Inc." </strong><br />
<strong></strong><br />
<strong>Sara Stockman started Positively Growing following the completion of the funded project. Along with other social emotional development dedicated programs and workshops, this incorporates Pyramid Model training and coaching, enabling the framework to continue in the regions. </strong><br />
<strong></strong><br />
<strong>"It was evident through the participation that the Pyramid Model was a framework that provided quality support and relevant practices for our local early childhood sector. </strong><strong>A large cohort of educators and support staff reported a need for training in inclusive practice as well as support in reducing challenging behaviours. The Pyramid Model provided strategies and resources for meaningful </strong><strong>self reflection and inclusion practices, and provided for positive behaviour supports in a sustainable manner." </strong><br />
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<strong>Sara presented at the Inclusion Symposium on a panel with Prof. Mary Louise Hemmeter, and participating Preschool Director Vicki McIntosh from Coleambally, rural NSW. Sara's presentation can be viewed at this link:</strong><br />
<strong><a href="https://www.youtube.com/watch?v=ZH4SINWMGPQ&feature=youtu.be">https://www.youtube.com/watch?v=ZH4SINWMGPQ&feature=youtu.be</a> </strong><br />
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<strong>Some feedback from the training - so much more available! </strong><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7xUcDA332YeRX2M7T8lOYGGLx0EZNjVMnYlMYPBo5CIeAIJJzKdB1RqgEvqk-F-Uv0to5w3iZ690yLlihpywkzGPwOBy6V8Zq-OrAwut2Yp1ghODtNRgir1LBhkRE8Zohm1Pg8E5pWpmo/s1600/Sara+and+Vicki+Inclusion+Symposium.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="200" data-original-width="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7xUcDA332YeRX2M7T8lOYGGLx0EZNjVMnYlMYPBo5CIeAIJJzKdB1RqgEvqk-F-Uv0to5w3iZ690yLlihpywkzGPwOBy6V8Zq-OrAwut2Yp1ghODtNRgir1LBhkRE8Zohm1Pg8E5pWpmo/s1600/Sara+and+Vicki+Inclusion+Symposium.jpg" /></a><strong>"The best features of this training session were....":</strong> <br />
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<span style="color: #666666;">"Why isn't everyone here?!"...</span></div>
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<span style="color: #666666;">"Really affirms what we are doing".</span></div>
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<span style="color: #666666;">"More in depth and great ideas to improve on our current practices". </span></div>
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<span style="color: #666666;">"Sharing ideas with others."</span></div>
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<span style="color: #666666;">"The videos. Group interactions. Presentation was excellent - great interaction between presenter and class".</span></div>
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<span style="color: #666666;">"It was good to see that some of what I do at Preschool has been referred to in this module". </span></div>
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<span style="color: #666666;">"The discussions. Sara made us feel welcome and didn't make me feel silly for asking questions".</span> </div>
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Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-71214894309362223342015-02-17T19:29:00.000-08:002015-02-17T19:29:04.685-08:00Getting the most out of Teaching Pyramid Training in the RiverinaIn order to gain the most, and retain the most from the training, please remember to bring to the training the following items - one per service is fine: <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitN8lMU25FEBmdHJzUJSXQUHtIUPEvF6-aNhNnVlIATu3IW61y7nkGNYenYKI5mwtKCNielm6YJ6kUhBWaDn7-Ibla-a1O3P5T2eWi3_jD9IKY65fNDFFT8tp3Ihx3aObxuNmkC5ezWf0b/s1600/solution+kit.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitN8lMU25FEBmdHJzUJSXQUHtIUPEvF6-aNhNnVlIATu3IW61y7nkGNYenYKI5mwtKCNielm6YJ6kUhBWaDn7-Ibla-a1O3P5T2eWi3_jD9IKY65fNDFFT8tp3Ihx3aObxuNmkC5ezWf0b/s1600/solution+kit.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitN8lMU25FEBmdHJzUJSXQUHtIUPEvF6-aNhNnVlIATu3IW61y7nkGNYenYKI5mwtKCNielm6YJ6kUhBWaDn7-Ibla-a1O3P5T2eWi3_jD9IKY65fNDFFT8tp3Ihx3aObxuNmkC5ezWf0b/s1600/solution+kit.jpg" height="320" width="238" /></a><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitN8lMU25FEBmdHJzUJSXQUHtIUPEvF6-aNhNnVlIATu3IW61y7nkGNYenYKI5mwtKCNielm6YJ6kUhBWaDn7-Ibla-a1O3P5T2eWi3_jD9IKY65fNDFFT8tp3Ihx3aObxuNmkC5ezWf0b/s1600/solution+kit.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"> </a><br />
<strong>Day 1 training:</strong> <br />
- a <strong>USB key</strong>. This way, I can transfer directly the resources and supporting materials from the training, so you can use and share once back at your service. <br />
- a <strong>shoe box</strong> (or similar sized container) <br />
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You will have an opportunity to consider <br />
<em>Things that I find challenging (personal)</em><br />
<em>Things that challenge our Early Childhood Service (as a community)</em><br />
<em>Things that I know challenge individual children in our Service (child related).</em> <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoySXBNoxHkWpXOFqLMZ2xMX20ecc8E71NZi6FQUFJ9gpe-M4echUgT1rYqjhlxIDWl-s5XmLWiYMEjLmv9mpmuoTtQc6JP64G-ZTMfquDboOj5xm7JGMODZT4HPm2Yjk65ifGFL4PYFKJ/s1600/Equation.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoySXBNoxHkWpXOFqLMZ2xMX20ecc8E71NZi6FQUFJ9gpe-M4echUgT1rYqjhlxIDWl-s5XmLWiYMEjLmv9mpmuoTtQc6JP64G-ZTMfquDboOj5xm7JGMODZT4HPm2Yjk65ifGFL4PYFKJ/s1600/Equation.png" height="204" width="320" /></a><strong>Day 2 training:</strong><br />
- <strong>questions</strong> that may arise in the month between training. <br />
- the <strong>Inventory of Practices for promoting social emotional competencies</strong> from Day 1.<br />
- a <strong>Functional Assessment</strong> (discussed in Day 1) for any one child in your service. You only need to complete from your perspective.<br />
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You will have an opportunity to explore <em>the Positive Behaviour Support Plan in support of a child known to you.</em> <br />
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Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-39167560993352986372015-02-11T19:32:00.000-08:002018-09-16T18:34:25.014-07:00Pyramid Model Coaching in the RiverinaIn order to further support educators following Pyramid Model training in the Riverina, coaching is provided with the aim to increase the level of successful use of practices. In other words, coaching will help the training to have a lasting impact on educators and the children that they work with.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp6Rocu5AnHe5cQyg4XZSI7g2m3H5yXGRk6Rdy8mLfg3tWAUVm2UUH-RABrNaT23fR4Fl6f5FGqo1JmvHtyru5lyJM1Fqv384SFhnixqeSrVh-DFcLRBF-hf8osJ4eDBWfTsbUJIU03jb_/s1600/mentoring+erica.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp6Rocu5AnHe5cQyg4XZSI7g2m3H5yXGRk6Rdy8mLfg3tWAUVm2UUH-RABrNaT23fR4Fl6f5FGqo1JmvHtyru5lyJM1Fqv384SFhnixqeSrVh-DFcLRBF-hf8osJ4eDBWfTsbUJIU03jb_/s1600/mentoring+erica.jpg" /></a>As with the training, the beauty of the Pyramid Model coaching is that it recognises what you are already successfully doing to support child learning and development, as well as building upon any new ideas. The self-reflective tools - the Practice Implementation Checklists and the Inventory of Practices - aides in this, and helps to identify key areas that can be worked upon and developed further. <br />
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Self-reflection is discussed throughout the training. It is a difficult concept to achieve, and as such, often the chosen focus for some or all of the mentoring. It is broad in application and can be achieved in such a variety of ways. <br />
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The process of the mentoring will always begin with the focus on relationship building. This is integral for the trust and confidence that will hopefully develop between the educator or education team, and the coach. The coach will provide opportunity to explore the various self-reflective practices and support the implementation of the tools and resources identified throughout the training. <br />
Observing the classroom, and having time to meet one to one with the educator or team, gives staff opportunities to recognise the concepts and meaning of the Pyramid Model, and also identify strategies to practically apply the tools. How the actual coaching will look, will be determined by an Action Plan, facilitated by the coach, and created jointly with the educator or team. Strategies, supports and how to implement the supports, form the plan. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_uLyC8iq8zvxx_ZIq4fdA-R707JDbPZ2Q5phLmTH8oAw4eJYixR6n_mkW_2B6hy9H_KKY5fp2eS4QJyY3WEzGSoxYfQDJj5MA42tO5MqcnuAzZ_nvwXc6lfxW_M6dRboxHQEaYW7oPMa0/s1600/erica2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_uLyC8iq8zvxx_ZIq4fdA-R707JDbPZ2Q5phLmTH8oAw4eJYixR6n_mkW_2B6hy9H_KKY5fp2eS4QJyY3WEzGSoxYfQDJj5MA42tO5MqcnuAzZ_nvwXc6lfxW_M6dRboxHQEaYW7oPMa0/s1600/erica2.jpg" /></a>The Pyramid Model coach in the Riverina is also the trainer, so relationships will begin even during the initial two days of training - and possibly even before! As a number of services in a number of locations will be receiving training, coaaching is set for Monday and Tuesdays between 9am and 3pm in any given week (factoring in travel time). Booking the sessions in blocks is advisable! At least one coaching session will happen between Day 1 and 2 of training, with the expectation that up to 16 visits will provide the support required to get the framework going. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicAANz8eFi3xvaAqYSxNUQ4ByZU0TA7VBHuugKftRbpouOqKBv9tVPP1LW0cfOlQC62v2LOH_UUe6QPhJwuAphxYNfwYBb5siTmXWDbJ9dL9ILiL0s_oHH6LAqVV9ZPArlo86ok9PadUNY/s1600/erica3.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicAANz8eFi3xvaAqYSxNUQ4ByZU0TA7VBHuugKftRbpouOqKBv9tVPP1LW0cfOlQC62v2LOH_UUe6QPhJwuAphxYNfwYBb5siTmXWDbJ9dL9ILiL0s_oHH6LAqVV9ZPArlo86ok9PadUNY/s1600/erica3.jpg" /></a>Specifically and depending on whether individual attendance or whole team attendance:<br />
<ul>
<li>At least one coaching visit per classroom with relation to each tier of the framework;</li>
<li>Observation of educators and classroom teams to identify Pyramid practices in place and possible next steps;</li>
<li>Individual Educator, and classroom team meetings to discuss observation and review concepts and strategies presented in trainings;</li>
<li>Development of a Coaching Action Plan used to identify desired areas of focus and strategies for implementation;</li>
<li>Follow-up sessions via email and phone for support in between visits. </li>
</ul>
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Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-22929507074472384542015-02-10T18:51:00.001-08:002018-09-16T18:40:37.532-07:00Some FAQs regarding coaching and training<strong>I'm doing the two days training - what's all this about coaching?</strong> <br />
<span style="color: #134f5c;">The evidence has shown that coaching exponentially increases the level of embedded practice following training. Specific research with the Pyramid Model, has indicated that 12-16 sessions, not necessarily consecutively, but as and when determined between the coach and the educator, provides enough time to:</span><br />
<span style="color: #134f5c;">- develop a working relationship, </span><br />
<span style="color: #134f5c;">- have some observation time, </span><br />
<span style="color: #134f5c;">- practice time and </span><br />
<span style="color: #134f5c;">- evaluation / review time. </span><br />
<span style="color: blue;"><span style="color: #134f5c;">The coaching is the element of the Pyramid Model that assists the educator to embed the practices learned, and feel supported in doing so. The coach enhances the self-reflective practice of the individual.</span> </span><br />
<strong>Why is there such a big gap between training days?</strong> <br />
<span style="color: blue;"><span style="color: #134f5c;">In order to gain the most from the training, it is felt that the coaching between the dates will support the individual to feel confident and open to learning and trialling specific elements of the tiers from Day 1, in readiness for Day 2. For example, whilst the coaching will focus on what has been achieved and discussed in Day 1, it will all inform the Positive Behaviour Support equation that ultimately addresses persistent, challenging behaviours in children that require intensive individualised interventions. This is the focus on Day 2. It is intended that individuals will aim to draw some Functional Assessments together to build upon at the second day, so as to have more meaning for the educator.</span> </span><br />
<strong>We wanted to do the training on the weekend. Why are the training dates now on a Thursday?</strong> <br />
<span style="color: #134f5c;">If your service is open to dedicating a whole weekend to training, this can be facilitated. Contact Sara Stockman to discuss this. Your team may also consider choosing two Saturdays, to enable time between the training to start to embed practice, and to also enable some 'down time' for your weekend! </span><br />
<strong>Where else are training days being held?</strong> <br />
<span style="color: #134f5c;">Depending on where you work, you may find a number of options available to you and your staff. As every Day 1 and every Day 2 are the same, regardless of where, you may find it a good option to send your staff to alternative dates in other locations. Make it work for you. Contact Sara Stockman to request your location. </span><br />
<strong>Do I have to do both training days?</strong> <br />
<span style="color: blue;"><span style="color: #134f5c;">It is important to do both days to really understand the Pyramid Model framework and the Positive Behaviour Support. The competencies explored in each tier inform the next, and are all required in the final module to apply to the Positive Behaviour Support equation.</span> </span><br />
<strong>What happens if not all our staff can attend on the dates provided?</strong><br />
<span style="color: #134f5c;">Apart from attempting other training dates and locations, please contact Sara Stockman with regards supporting staff who have not yet been trained.</span><br />
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</script><br />Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-70025830359111828342015-02-02T19:42:00.000-08:002015-02-15T14:41:44.116-08:00Riverina Training Dates - prioritise and diarise!As you prepare your training calendar for the year, please prioritise pre-set <strong>Teaching Pyramid Training</strong> - <strong>FREE</strong> for all Early Learning Services in the Riverina. You will notice that the two days have been allocated with a break in between. This is to enable some mentoring and exploration of elements of the Teaching Pyramid framework between trainings. Further <strong>FREE mentoring</strong> will continue throughout the year in a capacity most suited to the individual service. The mentoring is designed to embed the framework and support early childhood educators in achieving this. More detail regarding the mentoring will be a focus in future blogs.<br />
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<strong>Participants are required to attend both Day 1 and Day 2 training. To enable other staff members to attend, it is anticipated that further dates will be provided for the same training throughout the year.</strong><br />
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<strong>Prior to the training, please make sure all staff have had an opportunity to:</strong><br />
<ul>
<li><strong>a)</strong> view the 50 minute <strong>Introduction to Teaching Pyramid pre-recorded Webinar</strong>. This is located under <a href="http://teachingpyramidriverina.blogspot.com.au/p/welcome.html">Teaching Pyramid - An Overview</a>, on this blogsite. </li>
</ul>
<em>Please contact Sara Stockman if you are having difficulty viewing the MP4 - </em><br />
<em>Ph: 0269 238400 Email: <a href="mailto:sstockman@kw.org.au">sstockman@kw.org.au</a> </em><br />
<ul>
<li><strong>b)</strong> complete the online survey <a href="https://www.surveymonkey.com/s/Z8X2M5B">https://www.surveymonkey.com/s/Z8X2M5B</a> and indicate your preferred training location in final question 9.</li>
</ul>
All training will run 9am - 4pm.<br />
Thursday training<br />
<strong>Tumut:</strong> <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwwviLqCeFwemEj2WEK3YU2TOkZ3UrgZBHe4NgDmwQ2IMeYPtMcSEDDU0PCEiZyJ-BdC8iYyQgfWRaI_SkaJnIveZRlEpFQ68B4BTioYhG7VG9_WOjbaq3kPh591OFO9U8S_4yel-meoU6/s1600/solution+kit.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwwviLqCeFwemEj2WEK3YU2TOkZ3UrgZBHe4NgDmwQ2IMeYPtMcSEDDU0PCEiZyJ-BdC8iYyQgfWRaI_SkaJnIveZRlEpFQ68B4BTioYhG7VG9_WOjbaq3kPh591OFO9U8S_4yel-meoU6/s1600/solution+kit.jpg" height="200" width="149" /></a>Day 1 - 5th March 2015<br />
Day 2 - 2nd April 2015<br />
<strong>Griffith</strong><br />
Day 1 - 12th April 2015<br />
Day 2 - 23rd April 2015<br />
<strong>Wagga Wagga</strong> <br />
Day 1 - 19th March 2015<br />
Day 2 - 30th April 2015<br />
<strong>Cootamundra</strong><br />
Day 1- 26th March 2015<br />
Day 2 - 7th May 2015<br />
<br />
Friday training<br />
<strong>Gundagai</strong><br />
Day 1 - 22nd May 2015<br />
Day 2 - 19th June 2015<br />
<br />
Within the Early Childhood Intervention Coordination Program region for Murrumbidgee: <br />
<strong>Deniliquin</strong> 14th & 15th May<br />
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</script><br />Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-38728794176074877272015-02-01T16:21:00.001-08:002015-02-15T14:42:50.670-08:00Introduction to the Teaching Pyramid - MP4 recorded webinar<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9KrmJc-NwI3vfcoIjKeZg2kPLL_Q4rQ80rdf8o2AJRkNIa2oAAW7VF0U3OAV3Bq_6TWSs3L8FXlzytzICAZ2mAvyfgJkSEwrEG8dVE6iPDnZftalUk4Km3G7ZMis9bylBBTKh8Zquzmw6/s1600/Thinking+outside+of+the+box.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9KrmJc-NwI3vfcoIjKeZg2kPLL_Q4rQ80rdf8o2AJRkNIa2oAAW7VF0U3OAV3Bq_6TWSs3L8FXlzytzICAZ2mAvyfgJkSEwrEG8dVE6iPDnZftalUk4Km3G7ZMis9bylBBTKh8Zquzmw6/s1600/Thinking+outside+of+the+box.png" height="132" width="200" /></a></div>
<span style="font-family: "Calibri","sans-serif"; font-size: 11pt; mso-ansi-language: EN-AU; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><span id="goog_689985288"></span><a href="https://www.blogger.com/"></a><span id="goog_689985289"></span><span style="font-family: inherit;">Thinking outside of the box, blue sky thinking...HEY! In this wonderful day-and-age of multi-media options, we can pre-record a WEBINAR! The introduction to the Teaching Pyramid is typically a one hour presentation. To expand the options and delivery times/locations, we have created the 50 minute <span id="goog_689985251"></span></span><a href="https://amp.redbackconferencing.com.au/recordings/Webinar/Teaching_Pyramid_Intro_RB2.mp4"><strong><span style="font-family: inherit;">Teaching Pyramid Introduction</span></strong></a><span id="goog_689985252"></span><span style="font-family: inherit;"> pre-recorded MP4 Webinar for use at your convenience. We are
delighted that this medium is available as it will hopefully mean
you’ll jump on the phone to Sara Stockman and book some training and mentoring a.s.a.p.
instead of waiting for staff meetings or for Sara to get to you! </span></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEA8wf9wklMwYYHYIlTzlDKCriaJ6VScMOIQmG1sMo0WgsKje4uWwAs_4rvBXxHhWJte3ATNwMG_hGUSQFixpd4z2y4AbWMpi-06yO9LIN0GB7PLvr-jFRkZ8Jzs0fKSN6deyT-wMCe3ym/s1600/MP4+image.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: inherit;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEA8wf9wklMwYYHYIlTzlDKCriaJ6VScMOIQmG1sMo0WgsKje4uWwAs_4rvBXxHhWJte3ATNwMG_hGUSQFixpd4z2y4AbWMpi-06yO9LIN0GB7PLvr-jFRkZ8Jzs0fKSN6deyT-wMCe3ym/s1600/MP4+image.png" height="125" width="200" /></span></a><strong></strong><br />
<strong><span style="font-family: inherit;"></span></strong><br />
<strong><span style="font-family: inherit;">WHERE IS THE MP4 LINK?</span></strong><br />
<div style="text-align: left;">
<span style="font-family: inherit;">Located on the page: </span><a href="http://www.teachingpyramidriverina.blogspot.com.au/p/welcome.html"><strong><span style="font-family: inherit;">Teaching Pyramid - An Overview</span></strong></a><span style="font-family: inherit;"> of this blogsite. </span><br />
<div style="text-align: left;">
<span style="font-family: inherit;">Also in the direct link: <span style="font-family: "Calibri","sans-serif"; mso-ansi-language: EN-AU; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-AU; mso-fareast-theme-font: minor-latin;"><a href="https://amp.redbackconferencing.com.au/recordings/Webinar/Teaching_Pyramid_Intro_RB2.mp4"><span style="color: blue;"><strong>Teaching Pyramid Introduction</strong></span></a>.</span></span><br />
<div style="text-align: left;">
<span style="font-family: "Calibri","sans-serif"; mso-ansi-language: EN-AU; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-AU; mso-fareast-theme-font: minor-latin;"></span><strong><span style="font-family: inherit;">Please contact Sara Stockman 0269238400 for further support.</span></strong><br />
<div style="text-align: left;">
<span style="font-family: inherit;"> </span></div>
<div style="text-align: left;">
<span style="font-family: inherit; font-size: 11pt; mso-ansi-language: EN-AU; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><strong>HOW BEST TO USE IT?</strong></span></div>
<div style="text-align: left;">
<span style="font-family: inherit; font-size: 11pt; mso-ansi-language: EN-AU; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">
Two different ways of using this link – <o:p></o:p><br />
<span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;"><span style="mso-list: Ignore;">1.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--> At a whole group staff meeting with
provision for discussion thereafter. <o:p></o:p><br />
<span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;"><span style="mso-list: Ignore;">2.<span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]-->Individually allocate 50 minutes per staff
member to watch and participate throughout the working week. <o:p></o:p><br />
Obviously individuals could also watch this at their leisure
– please feel free to send around. It may also be a good element to new staff
inductions.<br />
<b></b><br />
<b>WHAT DO I NEED?<o:p></o:p></b><br />
You will need sound and the attached documents printed off
to refer to. Twice during the recording you will have an opportunity to review
some video footage and reflect on your observations using: <strong></strong><br />
</span><br />
<div style="text-align: left;">
<ul><span style="font-family: "Calibri","sans-serif"; font-size: 11pt; mso-ansi-language: EN-AU; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><span style="font-family: inherit;">
</span>
<li><a href="http://csefel.vanderbilt.edu/modules/module1/handout4.pdf"><strong><span style="font-family: inherit;">Inventory of Practices for Promoting Social Emotional Competence</span></strong></a><span style="font-family: inherit;"> or </span></li>
<span style="font-family: inherit;">
</span>
<li><a href="https://www.scribd.com/collections/3088888/TACSEI-Trainer-Resources"><strong><span style="font-family: inherit;">Practice Implementation Checklists</span></strong></a><span style="font-family: inherit;"><strong> </strong>(contact Sara for the zipped file of these). </span></li>
<span style="font-family: inherit;">
</span></span></ul>
</div>
<span style="font-family: "Calibri","sans-serif"; font-size: 11pt; mso-ansi-language: EN-AU; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><span style="font-family: inherit;">
Pre-reading is useful,
but not imperative. Please also spend some time going through this
dedicated link: </span><a href="http://www.teachingpyramidriverina.blogspot.com.au/"><span style="color: blue; font-family: inherit;"><strong>www.teachingpyramidriverina.blogspot.com.au</strong></span></a><span style="font-family: inherit;"><strong>.
</strong><br />
<b></b><b></b><br />
<b>I’VE WATCHED THE VIDEO – NOW WHERE DO I GO? <o:p></o:p></b><br />
Having watched the recorded webinar, you will have some
ideas as to how the<strong> training</strong> might look for your service. In addition, Sara
will be running two day trainings throughout the year that you are most welcome
to attend. <o:p></o:p><br />
<strong>Mentoring</strong> will then ensue in whatever capacity best suits
your educators. <o:p></o:p><br />
To review the presentation, book in training or simply share your thoughts, please complete the
survey <span style="color: #222222;"><a href="https://www.surveymonkey.com/s/Z8X2M5B"><span style="color: blue;"><strong>https://www.surveymonkey.com/s/Z8X2M5B</strong></span></a></span>
. Sara Stockman will contact you once she receives this, and work on the best
next moves!</span><span style="font-family: inherit;"> <o:p></o:p><br />
<br />
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<!-- Blogger automated replacement: "https://images-blogger-opensocial.googleusercontent.com/gadgets/proxy?url=http%3A%2F%2F3.bp.blogspot.com%2F-6VFT4aHgAl4%2FVM6_lhb7rSI%2FAAAAAAAAAGE%2FcydEe1pnctU%2Fs1600%2FMP4%252Bimage.png&container=blogger&gadget=a&rewriteMime=image%2F*" with "https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEA8wf9wklMwYYHYIlTzlDKCriaJ6VScMOIQmG1sMo0WgsKje4uWwAs_4rvBXxHhWJte3ATNwMG_hGUSQFixpd4z2y4AbWMpi-06yO9LIN0GB7PLvr-jFRkZ8Jzs0fKSN6deyT-wMCe3ym/s1600/MP4+image.png" -->Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-46972567735862329992015-01-27T21:51:00.000-08:002018-09-16T18:29:43.351-07:00Tools to assist in self-reflection as an Early Childhood Educator<strong>The Inventory of Practices / Action Plan and Practice Implementation Checklist / Implementation Planning Forms</strong> are valuable tools of self-reflection in our practice as Early Childhood Educators. <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmvLW0DwNWHf2c7ywO017bh0MhVUlZJDWqhXA9deglR0lSpkQht3JemsOhfynxE76s1RjSSITPcjDKBIFi8fg-6VteBgQ8cnnfi6rQwjSrBslf6Wu7WV-1r2MNPnccjpAJPjs_gPGICAR8/s1600/Inventory+of+Practices.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="146" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmvLW0DwNWHf2c7ywO017bh0MhVUlZJDWqhXA9deglR0lSpkQht3JemsOhfynxE76s1RjSSITPcjDKBIFi8fg-6VteBgQ8cnnfi6rQwjSrBslf6Wu7WV-1r2MNPnccjpAJPjs_gPGICAR8/s1600/Inventory+of+Practices.png" width="200" /></a>The more in-depth<strong> </strong><strong><a href="http://csefel.vanderbilt.edu/modules/module1/handout4.pdf">Inventory of Practices for Promoting Social Emotional Competence</a></strong><strong> </strong>provides four areas of reflection that respond to the framework with detailed statements that aim to delve a little deeper with regard how social emotional competencies in young children are being encouraged and developed. It promotes discussion as well as reflection, and provides for honest recording of perceived levels of skills from the perspective of the educator. Using these responses to determine potential training opportunities is also enabled, and an Action Plan, also reflecting the four tiers of the framework, goes that one further step towards recognising how, who, where, when specific training/support can assist change. <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzsFM4zUJ5KJcs46NYbHIwMmU-d0we7nzpz3E7EHou2CjrnFiPNcX0H02GK19mux41seSJ8e6HGVrR5c45rRuCe_U17GAVlxmqdlOqegMQ_AII4ZV2vb4pJFvXmcYIfQzVevrRpaizXRKD/s1600/Checklist.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzsFM4zUJ5KJcs46NYbHIwMmU-d0we7nzpz3E7EHou2CjrnFiPNcX0H02GK19mux41seSJ8e6HGVrR5c45rRuCe_U17GAVlxmqdlOqegMQ_AII4ZV2vb4pJFvXmcYIfQzVevrRpaizXRKD/s1600/Checklist.png" width="151" /></a><strong><a href="https://www.scribd.com/collections/3088888/TACSEI-Trainer-Resources">The Practice Implementation Checklists and Implementation Planning Forms</a></strong> do the same thing in a more generalised fashion. They are certainly enough to prompt reflection and can be easily referred to for multiple application - encouraging review and follow up in the easy to complete nature of the forms. <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp_okCV6X5-FJhNjN-nQ7YZ93c4Q23KbwNeiKN2dsaRUNAGOPC5VfokHggx4v72p1HtTYxcBCmjvsMs9XE89_wRTb5Z_BYZ5j-FeXKjK1xxrSGXjRSyRZ0CIsZks3PxBVWQxBrhh8wJFsy/s1600/Program+Wide+Checklist.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp_okCV6X5-FJhNjN-nQ7YZ93c4Q23KbwNeiKN2dsaRUNAGOPC5VfokHggx4v72p1HtTYxcBCmjvsMs9XE89_wRTb5Z_BYZ5j-FeXKjK1xxrSGXjRSyRZ0CIsZks3PxBVWQxBrhh8wJFsy/s1600/Program+Wide+Checklist.png" width="153" /></a>
Further to the above individual educator reflection tools, is the <strong><a href="http://challengingbehavior.fmhi.usf.edu/communities/coaches_docs/BoQ_centers.pdf">Early Childhood Program-Wide PBS Benchmarks of Quality</a></strong>. Whilst the other tools can of course be used by whole service for all service reflection, this is more specific to policy and procedure with the emphasise still on Pyramid Model practices. <br />
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Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-90793930924302069242014-11-27T19:57:00.000-08:002015-02-15T14:38:12.139-08:00Research and Evidence - Why Teaching Pyramid?<span style="color: black;"><strong>Looking for that extra little 'push' before you commit to Teaching Pyramid training?</strong> Here are some easy reasons to take it up in whatever capacity you can manage: </span><br />
<ul>
<li>Training is FREE!</li>
<li>The Teaching Pyramid supports the development of children's social and emotional competencies</li>
<li>Challenging behaviours can be addressed and reduced with the implementation of the Teaching Pyramid framework practice strategies</li>
<li>Resources are easy to access, use and are FREE!</li>
<li>The Teaching Pyramid framework complements the National Quality Standards, Early Years Learning Framework and can inform and address your Quality Improvement Plan</li>
<li>Your Teaching Pyramid Facilitator is committed to finding the best possible way to enable training and mentoring for your service.</li>
</ul>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM_ReUnVUDJNcK0yzHmq9vpsvM7J7pQeOmf_AmVlSkXAywFX37nz1EReawPovaw2uE4r4x0MJer84jsE6M7kpMFz-_L0CLvwZPS422bG2_MMomqscMQaXIKuwvXdPkUQJMR6ByEsDwFMaQ/s1600/WestEd+TP+logo.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM_ReUnVUDJNcK0yzHmq9vpsvM7J7pQeOmf_AmVlSkXAywFX37nz1EReawPovaw2uE4r4x0MJer84jsE6M7kpMFz-_L0CLvwZPS422bG2_MMomqscMQaXIKuwvXdPkUQJMR6ByEsDwFMaQ/s1600/WestEd+TP+logo.png" height="200" width="171" /></a><span style="font-family: inherit;">Other evidence-based reasons include the findings from r<span style="mso-fareast-font-family: "Times New Roman";">esearch
conducted in California on behalf of <strong>WestEd, the Centre for Family and Child
Studies, 2011</strong>. A cross-site analysis following the training and
implementation of the Teaching Pyramid practices, was found to have had the following impact on
teachers, children and administrators (i.e. Directors and Education Leaders):</span></span><br />
<!--[if !supportLists]--><br />
<ul>
<li><div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<span style="font-family: inherit;"><!--[endif]--><span style="mso-fareast-font-family: "Times New Roman";">Teachers were more confident, less stressed, and less frustrated by children’s challenging behaviours. </span></span></div>
</li>
<li><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="font-family: inherit;"><!--[endif]--><span style="mso-fareast-font-family: "Times New Roman";">Teachers and aides who trained together had improved working relationships.</span></span></div>
</li>
<li><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="font-family: inherit;"><!--[endif]--><span style="mso-fareast-font-family: "Times New Roman";">Teachers reported that children learned behaviour expectations, were better able to express emotions verbally, and required less teacher intervention to solve conflicts.</span></span></div>
</li>
<li><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin: 0cm 0cm 0pt 36pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="font-family: inherit;"><!--[endif]--><span style="mso-fareast-font-family: "Times New Roman";">Administrators reported that referrals for behaviour problems decreased and when made, were more appropriate.</span></span></div>
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<span style="font-family: inherit;"><span style="mso-fareast-font-family: "Times New Roman";"></span></span><span style="font-family: inherit;"><span style="mso-fareast-font-family: "Times New Roman";">Administrators felt better able to support teachers around children’s challenging behaviours.</span></span></div>
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</ul>
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<span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Georgia;"><span style="font-family: inherit;"><strong>Ref.<span style="mso-spacerun: yes;"> </span></strong></span></span><a href="http://www.cainclusion.org/teachingpyramid/materials/general/WestEdCaseStudyFinalReport.pdf"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Georgia;"><span style="color: blue; font-family: inherit;"><strong>http://www.cainclusion.org/teachingpyramid/materials/general/WestEdCaseStudyFinalReport.pdf</strong></span></span></a><span style="font-family: inherit;"><span style="font-size: 12pt; line-height: 115%; mso-bidi-font-family: Georgia;"> </span><span style="mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
If this has whet your appetite, be sure to go to the <a href="https://www.surveymonkey.com/s/Z8X2M5B">survey</a> to express your interest, or contact Sara Stockman: 0269 238400 <a href="mailto:sstockman@kw.org.au">sstockman@kw.org.au</a>. <br />
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Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-32643350495011650012014-11-12T20:59:00.001-08:002015-02-15T14:38:26.871-08:00The 1,2,3 of the Teaching Pyramid<strong>The Teaching Pyramid is as easy as 1,2,3 - Promotion, Prevention and Intervention. The four tiers of the Pyramid fall into these three elements, and as the training works through each, key concepts are built upon from the one before. </strong><br />
<strong>Self reflection is a requirement of any type of growth or change. Without it, we cannot recognise where we are or how our journey may look. The Teaching Pyramid Inventory of Practices provides a series of self -reflection questions focussed on each tier, in order to assist in the development and maintenance of quality inclusive practice. </strong><br />
<strong> </strong> <br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_lKDctOQLSG90YOSJvq4n2vxdXmRNMOAp8XbJr5MD9Twl9aBnolQi9J_fHFfppW9m-mfeWfkHjmDwSfpsNb7xdhjBjCCW4FicbBLnsoifRdr6v3fuMEPfJQr2pO27Lv0rrrEtqnNBCKaw/s1600/Universal+Promotion.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_lKDctOQLSG90YOSJvq4n2vxdXmRNMOAp8XbJr5MD9Twl9aBnolQi9J_fHFfppW9m-mfeWfkHjmDwSfpsNb7xdhjBjCCW4FicbBLnsoifRdr6v3fuMEPfJQr2pO27Lv0rrrEtqnNBCKaw/s320/Universal+Promotion.png" width="320" /></a><strong>1.</strong> <strong>Universal</strong> <strong>Promotion:</strong> anticipates that all children and families will have equitable access and be accommodated at their own level of ability in the implementation and creation of an Effective Workforce, Nurturing and Responsive Relationships and High Quality Supportive Environments. This is also a requirement of the Australian National Quality Standards and informs the Early Years Learning Framework. Specifically, the seven elements of the NQS require all ECEC services to provide: <br />
<a href="http://www.acecqa.gov.au/Educational-program-and-practice">Educational program and practice</a><br />
<a href="http://www.acecqa.gov.au/Childrens-health-and-safety">Children’s health and safety</a><br />
<a href="http://www.acecqa.gov.au/Physical-environment">Physical environment</a><br />
<a href="http://www.acecqa.gov.au/Staffing-arrangements">Staffing arrangements</a><br />
<a href="http://www.acecqa.gov.au/Relationships-with-children">Relationships with children</a><br />
<a href="http://www.acecqa.gov.au/Collaborative-partnerships-with-families-and-communities">Collaborative partnerships with families and communities</a><br />
<a href="http://www.acecqa.gov.au/Leadership-and-service-management">Leadership and service management</a><br />
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<strong>This Promotion level effectively enables c. 70% of children to meaningfully participate in their environment through the establishment of an effective workforce, positive relationships and supportive environments. There will be in place provision for every child to have a sense of Belonging, Being and Becoming. </strong><br />
<strong></strong><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEja6ez9hUZ_dV8kSJ_GPSjjtv5YhyxyY-DPKlkVqc49Bwoc2MjtoyyK-iTPrPXLHIe4Oxf1TbKi7EmuhegzG9zY8FLHr50thtlEyrtuvvQgWb_bmiJWXj3GuIcHVlCInZVKQr4ntxy1ss3G/s1600/Social+and+Emotional+level.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEja6ez9hUZ_dV8kSJ_GPSjjtv5YhyxyY-DPKlkVqc49Bwoc2MjtoyyK-iTPrPXLHIe4Oxf1TbKi7EmuhegzG9zY8FLHr50thtlEyrtuvvQgWb_bmiJWXj3GuIcHVlCInZVKQr4ntxy1ss3G/s320/Social+and+Emotional+level.png" width="320" /></a><strong>2. Secondary Prevention:</strong> recognises that there will be some children who will require targeted learning experiences to assist in the development of social and emotional competencies. <strong>The Social Emotional Teaching Strategies that Early Childhood Educators and Carers will implement, will support all children and aim to explicitly meet the need of the c. 25% of children who require this intentional teaching to support their sense of </strong><a href="http://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_years_learning_framework_for_australia.pdf"><strong>Belonging, Being and Becoming</strong></a><strong>.</strong> Recognising where children are in their stages of learning of any particular area will enable the practitioner to identify how, when, why and with whom to focus specific learning skills and strategies. <br />
<strong></strong><br />
<strong>Developing social and emotional competencies will enable development in all other areas.</strong><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkF0XioEVqp0xXjYuLqvUNvLSuahr6MMhrDoWNla_aef8SWl98uLP0gTmgclBjZoF0uF3ms5k_mP_X8LSnuhAoZPowvu5BjD5wJcks0wgPrPuAkhEaWC0kdNBGwf20juiA1eiqjDmYFByu/s1600/Top+tier.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkF0XioEVqp0xXjYuLqvUNvLSuahr6MMhrDoWNla_aef8SWl98uLP0gTmgclBjZoF0uF3ms5k_mP_X8LSnuhAoZPowvu5BjD5wJcks0wgPrPuAkhEaWC0kdNBGwf20juiA1eiqjDmYFByu/s320/Top+tier.png" width="320" /></a><strong>3. Tertiary Intervention:</strong> is individualised for specific children who are exhibiting challenging behaviours - even within inclusive environments, relationships and social and emotional supports in the ECEC setting. The supports at this level will be collaborative in nature, and require the use of the effective workforce, relationship and knowledge of play acquisition in order to work. Functional Assessments which include observation and shared discussions will inform the <strong>Positive Behaviour Support</strong> plans that support the c. 5% of children at this level of the Pyramid. This level requires the most amount of focus in training. <strong>It is a positive, strengths-based approach which simplifies the function of challenging behaviour and challenges adult responses. </strong><br />
<strong></strong><br />
<strong>To expand upon these three elements of the four tiered framework, you can request information, training and mentoring through the Teaching Pyramid Facilitator, Sara Stockman, on 0269 2384200 <a href="mailto:SStockman@kw.org.au">SStockman@kw.org.au</a>. Take some time to explore the tabs, and complete the survey under training modules when you are ready to explore implementation.</strong><br />
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</script>Teaching Pyramid Facilitatorhttp://www.blogger.com/profile/12867629607946830524noreply@blogger.comtag:blogger.com,1999:blog-1202445443680467038.post-41727651981255272732014-11-10T15:26:00.000-08:002015-02-15T14:38:37.622-08:00Starting the new year TP styleIn the words of Les Mis..."At the end of the year it's another year over!" (Or something like that!). Which also means, the beginning of something new and a little unknown.<br />
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Transitions for children who are entering your service occur throughout the year, but your biggest intake will naturally be at the start of Term 1. Children are practicing their Early Childhood experiences that will take them out of the family / familiar home, and into a new and exciting - and sometimes daunting - space. To assist in this period of learning new faces, <strong>routines</strong>, <strong>expectations</strong>, and generally where the child 'fits', it's so valuable to have an emphasis on creating <strong>visual supports and how best to communicate</strong>. The <a href="http://csefel.vanderbilt.edu/modules/module1/handout4.pdf"><strong>Inventory of Practices</strong></a>, whilst usually a reflection tool, may also provide you with some excellent points to consider <em>prior</em> to the year starting.<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipyM3sAnOREXa8cznCqMa4hlbJ2jtZ1Dp372P4YSR3wYIWIzaECk4XCztCIcL8H0ixI2d8ddm_rdeWCs39BJ1dxsFrswObV9c0nPMBukC0XEXcRugd-b6Htv5-ceo9M8N3ojXCSGxn3DZS/s1600/individual+child+photo.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipyM3sAnOREXa8cznCqMa4hlbJ2jtZ1Dp372P4YSR3wYIWIzaECk4XCztCIcL8H0ixI2d8ddm_rdeWCs39BJ1dxsFrswObV9c0nPMBukC0XEXcRugd-b6Htv5-ceo9M8N3ojXCSGxn3DZS/s1600/individual+child+photo.jpg" /></a><br />
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<strong><u>Visuals</u></strong><br />
On the first visit to the service, capturing a photo of the child, individual family members and even a cuddly, will mean you have a beautiful resource to reprint and reuse for an inordinate amount of experiences that will help bring familiarity to the otherwise unknown. A beautiful tracking of growth throughout the year can also start with this first image. <em><span style="color: blue;"></span></em> <em><span style="color: blue;"><strong>I</strong></span></em><em><span style="color: blue;"><strong>f it's possible to reciprocate with photos of you and the new environment to take home, the family then have a wonderful resource to include in their bedtime stories, home routine and expectations for the new year. Your encouragement for this would be helpful for families who may not have used social stories or visuals before.</strong></span></em><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghP4Sbg340VeTVP31n-MtSkhWdDDDBBFmYKoi1XeVOIX6zWT7NwngHR2K64cyDTv4K6RoU61BrTxwHQZTWyfWvvMHQTHBNNBDhQ-4DShyphenhyphen9bo-uPqgTK8QJQaTB9HHDcwoDnw5IftJW6iim/s1600/chalk+drawing.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghP4Sbg340VeTVP31n-MtSkhWdDDDBBFmYKoi1XeVOIX6zWT7NwngHR2K64cyDTv4K6RoU61BrTxwHQZTWyfWvvMHQTHBNNBDhQ-4DShyphenhyphen9bo-uPqgTK8QJQaTB9HHDcwoDnw5IftJW6iim/s1600/chalk+drawing.jpg" /></a><br />
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<strong><u>Relationships</u></strong><br />
During the relationship building with the family, determining areas of interest from the get-go will provide a great place to start with your programing, and another area to snap for your choice board/routine board and show that you are responding.<em><span style="color: blue;"></span></em> <em><span style="color: blue;"><strong>Photos, drawings or a favourite story from home to share will also bring home to the service.</strong></span></em><strong><u></u></strong><br />
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<strong><u>Routine</u></strong> Explaining a routine even in the initial visit will provide another discussion point for families with their child, and another way to provide consistency and expectations for the child. <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVe5br_Rq3Ql8X5Bxqqad0FY0rjT2IHk3Q5JxNaJbibGC-_7sO7RBg3dQa_WF_lTTqXjj1i99ZAbV4GGE_sR_DIccDHP0NWZLKIBMh3kcFXjgnrrR84rnSd9f-2wURc9QYHoiBPiXFXHZC/s1600/child+sleeping+at+preschool.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVe5br_Rq3Ql8X5Bxqqad0FY0rjT2IHk3Q5JxNaJbibGC-_7sO7RBg3dQa_WF_lTTqXjj1i99ZAbV4GGE_sR_DIccDHP0NWZLKIBMh3kcFXjgnrrR84rnSd9f-2wURc9QYHoiBPiXFXHZC/s1600/child+sleeping+at+preschool.jpg" /></a><br />
<em><span style="color: blue;"><strong></strong></span></em><em><span style="color: blue;"><strong>Taking time to explain your routine and where the routine can be located is a great starting point for your relationship with families and a good conversation starter into family 'routine' - particularly if you think there may be some areas to follow up in the future. "When you are getting ready to go shopping and Billy needs to come, what do you do that works well?", is an example of a positive question that gives you a lot of information about a family and child regarding transitions, environment, communication, attachment - consider the possible answers and how that may influence your approach to helping Billy settle into the new environment.</strong></span></em><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTwLudrlPsVrfRj1iBQQwdf5tXdfXOJ-SoOgggJGBKOsB2NltI7d5RRUsyj_XOzql_xp6OjujE97xIzgKPffZ1DWKBk1sVCYc2qEAJXsDfUvrQ6aMManiNOgcd1xTLzNac6F23_TQ-L_ET/s1600/separation+anxiety.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTwLudrlPsVrfRj1iBQQwdf5tXdfXOJ-SoOgggJGBKOsB2NltI7d5RRUsyj_XOzql_xp6OjujE97xIzgKPffZ1DWKBk1sVCYc2qEAJXsDfUvrQ6aMManiNOgcd1xTLzNac6F23_TQ-L_ET/s1600/separation+anxiety.jpg" /></a><strong><u></u></strong><br />
<strong><u>Communication</u></strong> Determining how future discussions can take place beyond the first visit may also give you the confidence to review a child's development should you require a further parent/educator discussion. <em><span style="color: blue;"></span></em> <em><strong><span style="color: blue;">Suggesting a three monthly short discussion following every child starting at a service gives you an immediate date to follow up any areas you would like to explore without the need for 'that chat' being thrown in as confronting or awkward. </span></strong></em><em><strong><span style="color: blue;">Other preferred communication should be determined at the beginning eg. face to face, phone calls, emails, texts, website etc to also have the most optimal impact of information sharing.</span></strong></em><strong><u></u></strong><br />
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<strong><u>Expectations</u></strong> may be drawn out with the children in the first days. These will be a very useful element of the service experience to share with families. Consider a small number and use them for your directed praise when achieved.<strong> <em><span style="color: blue;"></span></em></strong> <strong><em><span style="color: blue;">Broad expectations that cover all areas of development are important - consider respect, safety and the social element of team play / consideration of others. Make sure it resonates with you and you can explain each area.</span></em></strong><br />
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