27/01/2023 Key Points
1. Understanding behaviour
Behaviour is everything learnt purposeful changable.
Valuing diverse cultures using Te Whare o Tapa Whā. (Mason Durie)
(thinking about what is valued from each culture, respect to elders; Pasifika, looking after siblings; Māori, calmness; Inuit)
Behaviour is everything learnt purposeful changable.
Valuing diverse cultures using Te Whare o Tapa Whā. (Mason Durie)
(thinking about what is valued from each culture, respect to elders; Pasifika, looking after siblings; Māori, calmness; Inuit)
Essential Behaviour principals
All we do is behave
Behaviour is learned
Behaviour must be observable measurable
Behaviour tends to triggered
Behaviour is purposeful depends on context, behaviour skill set.
Behaviour is controlled reinforced by what happens afterwards.
We often manage the what and not the why.
Understand the why in a behaviour work what the student 'needs', it might be a calm place, quiet, food, somewhere to go.
The Brain is Important
Stem (auto motor functions)
Limbic System (produces emotions and body chemicals)
Cerebellum (stores reactions to limbic functions, fight and flight)
Cerebral Cortex (thinking bits)
Self Reflection
Is dependant on your own behaviours and experiences.
Shaped by experiences
Understand ourselves means we can help others.
Knowing what pushes your buttons enables you to mitigate your own behaviours.
Thinking about what triggers you and was it you that triggered
Managing Responses.
The only thing we can control is what we do and believe when we are faced with a challenging situation. Make it about the process and not the person. Respond constructively to any situation.
Understanding stress response involves a Hierarchical Brain.
The first three years are absolutely critical to the well being of our children.
The brain develops in the order mentioned in The Brain is Important.
Tolerable stress or anxiety is a good thing, allowing situations for students that develop a regulation of their emotions when faced with challenges.
