Training Modules

The Teaching Pyramid Training is able to be adapted to best suit your Early Childhood service in the Riverina, NSW.  Taking into account the different styles of adult learning and the variety of services within the region, the delivery style of the Teaching Pyramid training may vary. In order to maintain the integrity of the framework, however, it is still important that all four modules are addressed, as each builds upon the key concepts from the one before. 

Regardless of how it looks, the Teaching Pyramid training aims to introduce an overview of key concepts, strategies and resources which, along with practical meaningful examples and learning experiences, will support the integration of the model into everyday practice.

Module 1:  Promoting Children's Success:  Nurturing and Responsive Relationships/High Quality Supportive Environments.
Module 2:  Targeted Social and Emotional Supports.
Module 3a: Intensive Individualised Interventions - Determining the meaning of Challenging Behaviour.
Module 3b: Intensive Individualised Interventions - Positive Behaviour Support Plans.

Impact and change has been shown to be more lasting and beneficial if:
    - all service members are included in the training,
    - the training is embedded within the service, and
    - mentoring is available to support the implementation. 
Furthermore, if new strategies, supports and resources are implemented within the first 72 hours following training, change is exponentially more likely to occur. 
In this context:

• the Teaching Pyramid training can be conducted within your service,
• the training can be informed by your past experiences and current practices, 
• mentoring can be available through the Teaching Pyramid Facilitator and through other educators at the Early Intervention services who have participated in the training. 

Video:  Janine on the Teaching Pyramid training experience

“I really enjoyed the 2 days. I would like to have spent more time on the last section. Today I have started teaching the solutions box through staff role play and scenarios with the children as well as talking about anger management and looking at the Tucker Turtle story and practising the technique. We also revisited our own class rules.  We also looked at some of the behaviours in light of the function- obtain or escape – and modified some of our responses and thought of new skills to teach in these instances.

I have planned a staff meeting to start initial training.
I learnt a lot – particularly on the second day. “
Gabe O’Connell,
Director and Educator
TP Training 24^th-25^th October 2014

To ensure the course best meets your needs within the Teaching Pyramid framework, please complete the following short survey.  Please be as specific as possible, and don't forget to provide your contact details to enable the Teaching Pyramid Facilitator to contact you. 

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