AGENDA: - Announcements & Community Updates - Sue - - PowerPoint PPT Presentation

The Supervisors’ Professional Learning Community is an opportunity for program leaders to come together to exchange ideas, contribute perspectives, ask questions, and make meaning

• f 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.

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

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

Nicole Edwards, Child & Youth Worker nedwards@lynwoodcharlton.ca 905.389.1361 x 285 Kelsey Harte, MSW Student University of Windsor

A little background information…

• 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

Training O Overview

• 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
• A. Pre

Preve vention S Strategies

• 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

• B. Al

Alternate lens to vi view BEH EHAVIOUR through

• 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

• C. Ho

How t to He Help w when en Feel elings gs get BIG

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

Wrap Up