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Listening is super important - asking clarifying questions helps to find out where students are at

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Go slow to go fast - takes time to listen & plan support

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Gave opportunity to perform in front of class

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Listen! Show concern/care for personal traumatic situations.
Collaborate with parents to monitor student mental health
Ensure school is a safe place eg. friendship roster

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Star of the Week - one child is the 'star' and they get put on the hot seat on Fridays and we share why we love having them in our classroom and speak life in to their future too. We document it on the Ppt and put it on Canvas/send to parents.

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Some students love to be celebrated. This can be such a driving force to their learning and builds self-esteem. Be mindful that not all students like to have the spotlight on them, and their wins may need to be celebrated more privately. KNOW YOUR STUDENT

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Allowing situations to be able to share emotions

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- Knowing your learners/relationship

- Structured and made time

o Written questions/guided conversation

- Preparing spaces for students to feel safe

- Prioritise wellbeing over student work

- Goal setting with students
- Encouraging long term/bigger picture
- Speaking with trusted people - wider community (SSO, parents)

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When a student initially refuses to engage but chooses to engage after some time

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Didn't have a solution, but being a ready ear

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Accomplishment of attending camp - with parents & student.

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Stress reduction practices and changing lesson expectations.

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Removing expectation and pressure to learn, but allowing the student to play and engage with the lesson as they begin to feel comfortable.

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acknowledge the feeling, remind them theyre not in trouble, ask some redirecting questions.

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getting along side students who are showing stress/concern are finding a task challenging.

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Be patient in listening, allow for the emotion and help define strategies for managing naming the emotion.

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Problem solving can be done through group work which is structured

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"What happened? Why do you think you did that?" Open questioning

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Taking to a safe space, away from classroom, 1:1 discussion

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Active problem solving with student

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Choice - provided to student for withdrawn activity. Collaboration - activity always done together. Listening - successful interaction with student. Comfort - student comfortable with strategy. Removed Space. High Interest.  Connection - student lead. 

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Choice - provided to student for withdrawn activity. Collaboration - activity always done together. Listening - successful interaction with student. Comfort - student comfortable with strategy. Removed Space. High Interest.  Connection - student lead. 

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- validating the student so they don’t feel threatened

- Giving the student an opportunity to have a voice

- Not jumping to conclusions about behaviours

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-student directed ideas
-ideas to grow community

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Make it clear that students can talk to you and share with you - actually explicitly state that you're there to support them.

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Make it clear that students can talk to you and share with you - actually explicitly state that you're there to support them.

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Encourage students to celebrate each other - words of affirmation from peers.

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Allow for 1:1 time with a student.

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thoughtful and prayerfully considered practices and planning based on where students are at. being willing to change plans. and allow them to be creative.

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Make time to hear a student and allow the time for the student to share.

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Being slow enough and intentional to create space to listen deeply and probe further.

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considered student pairing for group work. pairing with supportive students when required.

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stress reduction techniques by giving quite time and positive bible verses or quotes to reflect upon.
Having a different way of assessment or completing a task to allow students to shine

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relational between child and adult.
intentional spaces in the classroom also create this.
in early years physical touch leading on to words of comfort in later years which are also powerful.

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Collaboration with other teachers
'Fun' as the intentionality
Inclusiveness for ALL students in the class