Welcome to our Supervisors’ Professional Learning Community! February 13, 2020. AGENDA: - Announcements & Community Updates - Sue Lepore-Definition of Inclusion - Hot Topics Discussion - Nicole Edwards-ASCY/Lynwood School Age Behaviour Project The Supervisors’ Professional Learning Community is an opportunity for program leaders to come together to exchange ideas, contribute perspectives, ask questions, and make meaning of new ideas, information, and resources. Participants will engage in a facilitated dialogue model in small groups thinking through the lens of the Supervisor as a pedagogical leader for their team.
Inclusion At a recent PL event with Dr. Kathryn Underwood in October 2019, the question was asked, what is inclusion?
Definition of Inclusion: • Participation in a broad range of activities and contexts as full • members of families, communities, and society. (DEC/NAEYC 2009)
Questions to consider With a lens of a very good day: • What does that look like? • What does that feel like? • Identify barriers • Define what inclusion is not (Ignoring important parts of a child’s development, growth, and identity
A little background information… Nicole Edwards, Child & Youth Worker nedwards@lynwoodcharlton.ca 905.389.1361 x 285 Kelsey Harte, MSW Student University of Windsor
Training O Overview A. Equip you with strategies and tools to proactivley prevent challenging behaviours and promote social and emotional well being B. Share an alternative mental health lens to better understand challenging behaviour C. Guide you in responding and de-escalating problematic situations
A. Pre Preve vention S Strategies • Rules and Expectations • Setting reasonable, realistic and explicit limits • Communication • Staff to staff • Staff with family • Staff to child • Routine and Programming • Mindfulness, emotional literacy, opportunities for movement • Environmental Scan • RELATIONSHIPS – with children and colleagues
B. Al Alternate lens to vi view BEH EHAVIOUR through • Attention seeking → Attachment needing • Manipulative → Doing anything in their power to get their needs met • It goes beyond just the “behaviour” that we see • The brain, our thoughts, our feelings, our previous life experiences • The intent here is to increase our understanding of where these behaviours come from and to increase our empathy in how we then respond • With empathy, we will be much more prepared to help de-escalate the situation
C. Ho How t to He Help w when en Feel elings gs get BIG • Maintain safety • Validate and “Be With” the feelings • Recognize that this behaviour has likely triggered our own emotional response • What are we going to do with these feelings as to not add to the problem, but to help the child to feel better
Wrap Up Our take home messages to you: • Communication is key • Your relationship with the child and with one another is your first step to helping • Praise the positive and reflect on the challenges • Use your environment and routine as an extra educator • Be Kind – especially when it’s most challenging
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