EPSE 311 – Unit 3

1. EPSE 311 – Unit 3 Establishing Supportive Environments

2. ATTACHMENT THEORY PLAY REVIEW DISCUSS PLAY

3. REVIEW Need to Belong Behavior

6. "I MESSAGES" Communication Verbal/Non Verbal Sane/Insane

7. Limitations of Sane/Insane Communication Michael: Importance of using “we”. Janika: Restorative Justice, focusing on the effect of behavior on the community.

8. "I MESSAGES"

9. "I MESSAGES"

10. "I MESSAGES"

11. RULES OF THE GAME IF YOU SEE YOUR NAME, COME TO THE FRONT AND READ YOUR QUESTION GROUPS WILL GET 40 SECONDS TO ANSWER TEACHER CANDIDATE TELLS US THE RIGHT ANSWER AND SHARE WITH US WHY HE/SHE CHOSE TO ASK THIS QUESTION

12. GAMES AND RULES • Every game has rules and in order to play and have fun, rules should be followed. • Not following rules is equivalent to quitting the game.

13. PLAY AND RULES “The child obeys the rules of a game not because he is threatened with punishment or, on the other hand, because he is scared of failing in something or of losing something, but only because observing the rules – which is a promise that he renews from one minute to the next-- vouchsafes him the inner satisfaction that comes from playing a game”  (Vygotsky, Educational Psychology, p. 233).

14. PLAY AND RULES Breaking a rule does not represent any threat whatsoever other than the fact that, at that moment, the game has not worked out, and the child has lost interest in it, and this is a powerful enough incentive for regulating the child’s behaviour (ibid, p. 233).

15. PLAY AND RULES The school routine should be so organized that the child finds it best to go in step with the group, in the same way as when he is at play; that any departure from the group seem just as meaningless as quitting a game. Just like playing a game, life should demand a constant straining at the leash, a constant joy in concerted activity (p. 238).

16. Making a topic interesting Connect it to a child’s interest Teach through play

17. PLAY AND REALITY Play can transform a boring situation into an entertaining situation. Play can transform a miserable situation into a game, a challenging game. http://www.youtube.com/watch?v=0Y9aKqawdUQ

18. MEMORIES OF PLAY THINK/PAIR/SHARE

19. Trust Activity Think about and then discuss threethings that… • help you trust someone • make you feel comfortable enough to be yourself Whole class discussion: • Why is trust important in the classroom?

21. Attachment Theory Attachment: http://www.youtube.com/watch?v=DH1m_ZMO7GU

22. ATTACHMENT THEORY

23. Teacher-Student Relationships Supportive environments start with positive student-teacher relationships These are important because: Relationships… • Are a major sources of happiness • Help to buffer stress • Provide emotional support Important for… • Academic achievement • Social-emotional development

24. Activity – Student-Teacher Relationships Brainstorm ideas on how to create positive relationships between teachers and students:

25. Building Positive Environments and Relationships • http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion.html

26. Wrap-Up: Making Connections • Jot down 2-3 things you learned today that will help you build positive relationships in your classroom • Share with the people around you when done.

27. Final Project Teaching Philosophy, Why should we move beyond ‘classroom management’. Strategy for creating community. A situation that you are worried about 2 solutions/strategies/interventions

28. Next class • reading activity.