My first actions were to:
- RTLB for more help and suggestions
- RTM
- Other resources outside of the school – Big Brother Big Sister is a group one belongs to
- Other teachers for more help and suggestions
RTLB
She helped me create an IY plan for one of the tamariki. She also suggested allocating a space ie a desk in the classroom for these tamariki to keep them grounded in the classroom. She came and sat in the class and observed all three of the tamariki and we discussed the observation notes she took. She suggested creating core boards for the tamariki to set in stone the routines of the classroom for these tamariki. The RTLB spoke about relevant research with me to help me understand the why we do these things. She was very helpful and I have implemented some of her suggestions in the classroom and they have been largely successful.
Big Brother Big Sister
I spoke with the assigned mentor and discussed interests of the student they were working with. That gave me ideas of how to engage with the student in class.
RTM
I spoke with the RTM to get a te ao Maori perspective. A lot of her suggestions were already in place which was good to hear.
Other Teachers/staff
One of the people I spoke to was my Principal who suggested the Check in Check Out system (which was also suggested by the RTLB). With the particular child I did this with, we figured out she needed far quicker feedback and she quickly got over the CICO and ran off the rails as a result.
Next Steps – the Plan
- Decide which behaviour management techniques I should use in class with these tamariki (and the others)
- Create an IY plan for one of the tamariki who really needed it
- Create a space in class
- Source mindfulness resources to utilise
- Get restorative justice working in my classroom
- See what works, what doesn’t and figure out what else I could do
Now onto the implementation…