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Group 7

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PRimary age - Presentation by Sharon Bucher

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Issues:

Emotions

Friendships

Self esteem

Building relationships

Resilience

Family backgrounds

Cultural backgrounds

Wellbeing

Environmental issues (where they come from- families working not working, disadvantaged, feeling left out)

Disadvantaged- Not on an equal path and can be detrimental, lacking family routines

Family combinations

Technology- changing student behaviour and social and emotional intelligence eg not wanting to read a book, they wanted to be entertained straight away

Learning engagement and concentration, sexting, Identity issues,

Social issues- gender transitions,

Student mindset around social change

How we as teachers deal with social change, not knowing how to deal with this and not being equipped to deal with this.

Gender and sexuality issues- the way they communicate eg bullying online

We need to look at the way we support our students. How do we prepare staff and use inclusive language. How do we support staff, ES staff.

Changing the digital and environmental environments

Social anxiety- nature vs nature

Teaching kids how to deal with it, deep breathing, regulating themselves, preparing themselves for the subject.

Transition from Primary to secondary. Giving students with anxiety more times and days to transition them over the course of the year.

Modelling correct behaviours- How to transition throughout the day. Have students peer modelling and self-modelling.

Look at each strategy on its own merits.

Influence the wider community through education

Is classroom support effective?

How do students arrive at school depending on their morning.

We can assist them once their in the classroom

Identify the kids and then apply the correct supports eg feeding them breakfast, providing safe environment, reinforcing expectations, safety,

Change their perceptions of where they fit in academically.

What is the support within the school structure? Eg welfare, coaches, leaders, etc

The role of the teacher is changing from just teaching content to looking more at children’s welfare and needs socially and emotionally.

Impact that their peers/ friends have on them. In both positive and negative ways. Programs can be put in place to wellbeing, but needs to being with leaders.

It goes beyond the classroom. Leadership need to be prioritising students and teachers wellbeing before they can be worrying about workload. What about the needs of teacher’s wellbeing.

Impacts of family issues..

We can make a difference by focusing on teacher wellbeing so they can be in the right headspace to support the students.

Kids are only going to learn if they are ready to learn.

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See all the wonderful things sabeenahameed has made

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Group 6 Handiwork! Self-regulation in the Middle Years (particularly transition Year 6 - 7)

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SELF
-self esteem
-confidence
-self monitoring (impulsivity, turn-taking)
-learning difficulties/disabilities

FAMILY
-parent education
-parenting
-modellling

SCHOOL
-feedbacks in classroom settings (connect to past experiences - positive and negative)
-opporutnity
-friendships

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Group1

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-mental health (x)
-socioeconomic status (c)
-EAL (x)
-cognitive abilities (x)
-family and community influences (c)
-trauma (x)
-learning environment (peer and teacher relationships) (c)
-task difficulty (c)
-physical development (sleep, diet, health, physical disability) (n/x)

Things that may influence whether classroom support is effective:
-attitudes and awareness
-educator knowledge
-availability of intervention

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-Self-monitoring (impulsivity, turn-taking, bodily control to allow involvement, Inability to Cope with Frustration)
-Feedback (past experiences- Positive and negative- X) but moving forward with providing feedback C
-Opportunity C
-Self-esteem (self-talk)
-Friendships X and C
-Parents X
-Modeling (turn-taking, respect, sharing) C
-Environment X and C
-Learning difficulties X

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Language Development in secondary students 

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Language Development in secondary students 

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Key c = change, x = can't prevent
Influential factors
* parental education (x)
*parent employment (x)
* parental involvement (c)
* parenting well-being/health (x)
* access to resources - SES resources e.g books, technology (c)
*spoken language at home (x)
* bilingual/ multilingual (c)
* exposure to environmental factors - toxins (x)
* biological factors - physical factors hearing loss, speech difficulties, (x)
* cognitive factors - receptive and expressive language difficulties (c and x)
* community support and engagement in activities (c)
* exposure to a range of experiences (c)
* quality of early learning and primary education - parent perceptions (c)
* Quality of teachers and programs (c)
* collaboration between teachers/parents/community (c)

Group 8
Marley, Amy, Genevieve, Susan