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Brain breaks are useful even if you think that it will interrupt the flow – overall, it will keep
the students engaged for longer and encourage work right up until the bell. It can help to
avoid the unravelling that happens at the end of class. You can make a brain break board of
the students’ favourite strategies. - Emma Rickards, Unimelb, 2022

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Students provided with a squiggle on a page and have to make it into a drawing that reflects the content they are learning and/or a theme e.g. food

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https://youtu.be/9WuygB4j55U

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Bringing Support TO the Students Just Let them Eat Cake!

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https://youtu.be/0OrntS8NrUY

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https://www.pbis.org/

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.

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Use two coins. Students guess if the coins will be heads or tails by making different poses (both hands on head, both hands on hips or one hand on each). Students who do not guess correctly sit down and the game continues until the winner/s remain.

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Formative assessment: Exit Tickets / finger rating for how well you understand a concept (1-5)   	

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Formative assessment: Exit Tickets / finger rating for how well you understand a concept (1-5)   	

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Class expectations (can be reframed/ adapted).

What I expect of you (students) but also outline what the students can expect from me (teacher) --> Acts as an inadvertent behaviour contract

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Find someone in the room who will answer this question and record their name.

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Who are you inviting to your dinner party? 3 guests, dead or alive who is attending? What are you eating?/ drinking and why?

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Q & A – could be done on Microsoft forms?

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Q & A – could be done on Microsoft forms?

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Q1: Full name / pronouns/ nickname
Q2. Find an artwork (visual art/ music etc) that strongly resonates with toy
Q3. If a zombie apocalypse suddenly breaks out outside the classroom, how would you prepare for your survival with the resources we have in the classroom?
Q4. What is your favourite thing to do in your spare time?
Q5. What is your strangest food combination?
Q6. If a genie could grant you one wish what would it be?
Q7. You’re entering a room, what is your entrance song?

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1. Describe yourself using an adjective that has the same letter as your name - Awesome Annabel
2. The name game - in a circle, we say our name after the person next to us, and then the
other way around, and then both directions at once!
3. Write your name in the air with your dominant hand, then the other, then your legs, and
then your belly button!
4. Fold a piece of paper into three. Write your name with the wrong hand on one side of the
paper, then on the other side, write your name again but this time with your usual hand
whilst holding the paper against your forehead. Stand it up so that it’s your name tag for the
day!
5. Share the story of your name.

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Students draw a portrait of each other without looking down at the page. - From https://dschool.stanford.edu/https://taylorcone.medium.com/a-simple-tool-to-prime-your-team-for-design-work-d40fa2f87bbb

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Talking to class subject teachers (e.g. English and Maths --> ask questions regarding students/ behavioural / learning needs)
*Ask for a class list with photos if possible ASAP.
*Observing class in different contexts e.g. going to sport/ science etc.

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The power of the breath. So much better than saying “deep
breaths”, or “take 5 deep breaths” rather, a gif anchors the activity.
https://www.youtube.com/watch?v=u9Q8D6n-3qw

https://www.pinterest.com.au/scottgorman2963/breathing-gifs/

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https://stokedeck.io/

The Stoke Deck is a set of warm-up activities designed to boost energy, build connection, foster empathy, support collaboration, and cultivate creativity. Any time you need to stoke your team, click the button below to randomly select a new activity. Enjoy!

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The Stoke Deck is a set of warm-up activities designed to boost energy, build connection, foster empathy, support collaboration, and cultivate creativity. Any time you need to stoke your team, click the button below to randomly select a new activity. Enjoy!

Title:

Number of Participants:

Description:

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The Stoke Deck is a set of warm-up activities designed to boost energy, build connection, foster empathy, support collaboration, and cultivate creativity. Any time you need to stoke your team, click the button below to randomly select a new activity. Enjoy!

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Ending the Lesson with - What went well (WWW)

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Ending the Lesson with - What went well (WWW)

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Great way to recognise the positive aspects of
the lessons. Negatives deplete energy. These need to be authentic and extract exactly what
went well, and what we’ve learnt about the things that didn’t go so well - Emma Rickards, Unimelb, 2022

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Every student should have opportunities to develop a regulated body. “How are you feeling today?” You could do this with pictures of funny babies or other visual reference points. We don’t say any emotions are bad emotions – but rather, how can we shift to a better space? - Emma Rickards, Unimelb, 2022

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Berry Street Education Model - Positive Primers

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Berry Street Education Model - Positive Primers

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Unstructured time is very difficult for traumatised students – in our Berry Street seminar, we were told of a teacher who would have music going and mindful colouring until the end of the song, as part of her transition routine from lunchtime into class time - Emma Rickards, Unimelb, 2022
1. Arm movements … paint the fence and wash the car
2.  Draw a triangle in the air and a circle at the same time
3. Point with one hand, and thumb up with the other, and then switch!
4. Desktop drumming challenge
5. Stretch out your hand and tell me where do you feel the stretch? Can you now focus just on
the palm?
6. Deep belly breathing – try to separate your touching fingers that are placed on your belly.

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1) Circle up.
2) Someone states a “lemon” - a bummer about their day or week (e.g. “I spilled coffee on my pants this morning”).
3) The next person turns that into “lemonade” by looking on the bright side (e.g. “But now you have a great new pattern on your pants!”).
4) The next person states a new “lemon,” and the cycle continues around the circle.

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Ninja Turtles - Reciprocal reading slides

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- Know students’ correct name, personal background and source individual information and needs from the EAL Leader
- Allow students time to respond to questions
- Modify the work that is required of them. Scaffold information and concepts for students
- Provide visuals to reinforce concepts and instructionsAllow students to clarify new learning by allowing students to talk in first language with students with the same first language
- Provide glossaries of common words and terms
- Explain small segments at a time and then check the comprehension
- Model your expectationsTeach skills
- Source appropriate support materials
- Speak to the EAL coordinator or MLO for extra assistance

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These strategies come from a VTAC (Victorian Teaching Association) talk presented by Mark Eckersley

Practical strategies (grouped within the headings story, map, silence, the signs, land, the shape, backtracking and homeworld)Maps - look at maps relevant to the learning context

Silence - create tableaux to represent different ideas represented in the text; consider how silence is used in multimodal texts to create meaning; consider h

Analyse signs and symbols used in texts

Land - locate some of the Lands or Country that different people in the story are from, then locate the totem animals, plants and/or food from those lands; look at different Indigenous Australian artists’ representations of relevant Lands, then create a montage that sums up the relationship to Country

The Shape - create tableaux to represent different ideas in the story; how does music and dialogue and its absense at some points shape the narrative of the text?

Backtracking - go over the story (this can be done through retelling or tableaux), how can the story be told in different ways?; research and discuss the themes explored in the text (particularly if the text is exploring the past), then brainstorm and map how they are represented in the film

Homeworld - read interviews from the creators of the text about any real events that inspired the film; speak with First Nation Australians in your area about their experiences of racism and prejudice; review - what have we learned? How will it change us? What can we adapt and use from this story and the people?

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Recognising that every student has potential; a growth mindset regarding students; considering how to use their strengths to build relationship, engage in learning

Don’t ignore deficits, but focus on strengthening the strengths while supporting the weaknesses

Have learners at the centre, then relationships surrounding that student, within the environment that they exist within

Practical strategies:

Allow students to use their strengths as much as possible, e.g. if the assessment is a written task, allow a student (who may struggle with writing because of disability for example) to share their ideas verbally, or use a speech-to-text tool if they must submit written work

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Have the students write random things on a piece of paper (it can be ANYTHING) i.e. ice-cream, Pokémon, rainbows etc then a student volunteers to be the ‘speaker’ that student then needs to pull out a word at random and talk about it for a set time. It’s great for their public speaking but also gets them giggling too! (You can make it harder by telling them they can’t say ‘um’, also for juniors I’d set a 30 second timer but for older students it can be 1 minute or longer)

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Everyone stands in a circle and throws a soft ball around to each other. If you make a noise or drop the ball you are out. As you get fewer people try to make it more challenging like using one hand or standing on one leg. This is good for regulating the classroom and developing peer to peer relations.