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•Collaborate with ākonga discussing school values.

•Brain storming ideas and recording these to refer back to.

•Modelling acceptable classroom language and work ethic

• Explain classroom routines and the expected behaviour required.

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Encourage self mastery, emotional regulation and self efficacy through conversation.  Telling ākonga it is a safe learning zone and that we all learn from mistakes.
Introducing Y chart to break down the barriers to a new classroom environment, providing visual representation.

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•Develop classroom treaty using the ideas from brain storm session.

•Incorporate school values within treaty.
Incorporate tuakana teina relationships/roles and embed these through the classroom treaty and teaching.
•Role play focused on emotions and body language

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•Continoulsy referring to classroom treaty with ākonga and include adaptions if necessary, espicially for new students.

•Providing inclusive practices where all ākonga have a sense of belonging
Implicit feedback via kaiako noticing acceptable behaviour (thumbs up, wink)

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•Weekly check ins with students.

•Asking questions to show kaiako and ākonga remain on the same page for behaviour expectations, consequences and feedback opportunities.
Provide quiet spaces for students to use
Professional inquiry to be undertaken to challenge and see if what has been implemented has been successful.

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Encourage risk taking, praise acceptable behaviour, provide feedback for those who are self regulating and managing their emotions.

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Introduce and provide group activities that require team work, focusing on those who need to step into the unknown and out of their comfort zone with learning and interacting.
Allowing the tuakana and teina roles to naturally progress with guidance from the teacher if and when required.

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Implement throughout the year activities that provide self efficacy and encourage self regulated behaviours.
Supporting ākonga through their learning and refer them to outside agencies if needing further learning/behaviour support

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Using circle time to explicitly show turn taking through discussions.
Having visual quotes on the classroom walls encouraging acceptable, honest behaviour.

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Use media/news items to generate discussions around acceptable/unacceptable behaviour and how we would and should react to each situation.
Provide learning opportunities that are co-operative and mana affirming.

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End each day using sentence starters that generate turn taking, thinking and appropriate responding.  Sentence starters include: I thought it was great when..... I tried really hard at...... I felt........ because

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Encourage and introduce reflective practices. Allocate journal writing time to for ākonga to record thoughts, feelings, worries. Scaffold students through the reflective writing process so this becomes a natural habit.

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Whole class discussion on likes and dislike to learning.
Small group brain storming session facilitated by teacher if required to respond and record.
Making it clear that barriers to learning occur for everyone and how teachers support students to over come and break the barriers down.

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Set goals alongside learners both academic and behavioural.
Provide multiple means of engagement for learners who can not always remain on task.
Encourage multiple ways for students to provide information (visual, written, images, technology).
Break down the big idea in multiple ways so ākonga can transfer this knowledge into learning instead of behaviour. (frustration)

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Introduce a range of physical activity that reset and refocus learning and behavior expectations, this could be through music, exercise, stretching
Invite whānau, iwi, hapu to the classroom to share ākonga success.  Build relationships with whānau, make connections that are worthwhile, respectful and honest.
Provide a range of alternatives for students to show their success with their peers, school and whānau.

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Evaluate my pedagogical practices, adapt where need, use the opportunity of reflective writing time to reflect on myself.
Continue maintaining relationships with whānau and iwi by keeping in contact, inviting them to collaborate with and alongside the tamariki.