14th June 2016 Incredible Years – Early Childhood perspective PD Alison Flutey

Just found these notes.....

14^th June 2016

Incredible Years – Early Childhood perspective PD

Alison Flutey

If children can’t manage themselves behaviourly then they can’t “learn academically” We see this time and time again and the time and effort put into "improving their behaviour" pays off in the end.

How can we continue to build/develop relationships with our “difficult” students…

What other proactive strategies do we need to use?

Suggestion not to use “endearments” – not professional – should use names. I personally think that some children may never be shown much love and it's my nature to use "endearments" towards all my students.

Children notice if you don’t talk to them or don’t talk to their parents…..

Using parents’ names is important too.

Our play “golden time” in the afternoon is a great way to build relationships. Letting children take the lead and sitting at their level. Modelling desired behaviours along side them, rather than taking over.

Commenting is much more useful than questioning. – giving positive attention to desired behaviour.

Emotional commenting is very powerful for our vulnerable children.

-       Use words like calm, proud, excited, confident, frustrated, disappointed

‘Using when and then’ & ‘Short commands’ – feeling like we use these well – particularly with our difficult children. What about when these aren't working......

Remembering to praise for little things

What choices can we give to our children to help them do the right thing? You need to do your work vs are you going to do it by yourself or with my help? Maybe this will work better than "when/then" for some

Waiting rather than sharing – Learning to wait is more difficult but more helpful than having to share – May need to use commenting some more on that.

Ignore behaviour not the child – praise the minute they are doing the right thing to feed back into the self esteem.

Try not to show the children how frustrated you might be feeling with them.

Children coming to you upset start with “well done you walked away”.  Emotional/social coaching. Then what would you like to do about that?

Need to get back to doing little certificates/notes home

Slow down and make time for positive praise.