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Attunement is about emotional awareness, responsiveness, and connection. Being emotionally in sync with learners—noticing and responding to their verbal and nonverbal cues.

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Yes - I have reviewed the workbooks and resources 

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Yes - I have reviewed the workbooks and resources 

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No - I have not reviewed the workbooks or resources

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No - I have not reviewed the workbooks or resources

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For Example: I found the interaction between other teachers and the shaing of information/examples useful as I have developed furhter understanding and awareness of how I can support my students to have better learning experiences.

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I think it will take time and practice and not to give up on trying something new or different.

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Strategies that were explained by example. For instance, talking about when a yp interrupts or disrupts a class and showing that the teacher can acknowledge them in that moment but say I’ve heard you/I’ve seen you and I’m going to come back to you. This then allows the teacher to continue the class and therefore minimise disruption. It also allows the teacher to build a relationship and expectations with the yp

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Different aspect provided.

The way things were modelled by the presenter.

The consistent approach - predictability for both the teacher and students

Students tend to pick up on aspects and provide feedback to the teachers (such as "how do you think we went with our values?") - Good for reflections.

These aspects can also be used when having team meetings (structure, values), not just the classroom, even if it was quite teacher focused.

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We are doing some aspects but be mindful of reviewing these depending on the students. Rewording instructions and silence as a tool. 

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We are doing some aspects but be mindful of reviewing these depending on the students. Rewording instructions and silence as a tool. 

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Recently started a team meeting with a circle and will continue to do this. This allows me to share some of my learning and invites discussion and questions regarding the training. I leave the books in the office, and they are available for the team to read. We pick out different brain breaks and positive primers to utilise with school groups on and off campus.

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I plan to intergrate as small activities to a group when we start the next delivery, to help with creating a supportive learning environment.

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I think these really need to be consistently reviewed and practised. I will certainly be implementing parts and then hope to build on what I’m using as I go.

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I really liked the brain breaks for our students and feel that I can implement some of these quite easily. 

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I really liked the brain breaks for our students and feel that I can implement some of these quite easily. 

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It sparked curiosity as to what else can be done. Rethinking the square.

Already implementing some of the aspects already, just slightly different.

Brain breaks were already included but not as often as was suggested during the presentation. It solidified to do more brain breaks.

When dealing with students and their trauma, we already try to build that rapport and to ensure students are aware we are there to support them.

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Gaining confidence

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They will take practise for me to implement as it is a new tool for teachers to use: brain breaks/activities. It will make the room/classroom hopefully relax and be engaged. I look forward to using them though.

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The Circle, brain breaks, positive primers

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Some of us have started using a lot in our course and it was good doing a PD that links to our units.

Trauma informed to our classes.

Seeing a good presenter. He was the best presenter we have had

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Consistency can provide a feeling of safety for students. It may also build confidence in students if they are given space and time to provide feedback, especially in a circle at the end.

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Implementation example: “We will start when the class is quiet” and not calling out just one person.

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Yes I have had a quick look at them and put them in a file holder on my desk. Referred to brain breaks a few days later.

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yes I have looked at the workbooks and resources.

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I have the reviewed the workbooks. Having this review session has encouraged me to look at them. The resources within are great. I will continue to pick out brain breaks and positive primers

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We have downloaded the handouts and placed them on our sharepoint site so that teachers can access these as well as the books.

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Have not yet accessed the Alumni resources

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Would have loved to have had a good read of the two books but term 2 is my mayhem term. As such, the rest of the term break was spent on preparation and now I am in full teaching (and marking) mode. Hopefully, just before the next two sessions I may have an opportunity to revisit the books and refresh my memory (and get ready for the next two topics).

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not yet looked at them specifically - rather been motivated to look at other resources online for ideas.

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Thank you, Jo, for having the conversation with the presenter to make the content a little more tertiary education age group specific.

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We got - Ready to learn 1,2 or 3. - Some good print outs.

Primers outlined to get their brains ready to learn.

Getting students to share positive news- just to create a "safe/respectful learning environment".

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I liked the resources and will use them in the future.

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Feedback to keep content relevant to TAFE sector but it was very valuable as it was.

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Had a look- it's better for printing activities and other things from- The workbooks are better to look through.

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Haven't had an opportunity as yet to have another look at the resources which, at the time of learning about them, I found quite valuable. Once madness passes, and I have time to have another good look at them, I can also reflect on how I could utilise them in my delivery.

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Example: A teacher notices a student looking disengaged or distressed and gently checks in: (provide some examples of what you could do and how you would do it)

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Example: During the fisrt session of the day, learners seem quiet and unfocused.

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Example: When learners appear overwhelmed,

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Is the process by which one person helps another person manage their emotional state, especially when they are overwhelmed, stressed, or dysregulated.

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Example: A student gets frustrated with a technology issue. The teacher could say.....

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A student is overwhelmed before giving a presentation. A teacher could say:

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A learner becomes frustrated with an assessment. You don’t dismiss the frustration. Instead, you could say: