Flourishing Learners

Buddies

Posted by neridakiprotich

Each Year 1 class is fortunate to have a buddy Year 6 class. Learning with our Year 6 buddies strengthens our school community, helping the year 1 learners to feel safe, cared for and supported in a variety of learning experiences.

The two classes meet regularly to work together, share ideas, learn and play. Interactions with older students have the benefits of developing language and social skills. Each class attends their buddy class assembly. Buddy classes have recently helped the Year 1 children record their ideas on reading in preparation for our current inquiry into our learning community.

Zones of Regulation

Posted by neridakiprotich

 

The Zones of Regulation framework provides strategies to teach students to become more aware of, and independent in controlling their emotions and impulses, manage their sensory needs, and improve their ability to problem solve conflicts.  

Your child may have come home mentioning the ‘Green zone’ which is being calm and ready for learning. This is a focus in all classes for children to develop an awareness of what they need to do and feel to be ready for learning. We have worked through an understanding that if you feel excited, upset, sad, tired, then you can not be ready for learning. At this stage of the school year, the classes have;

  • identified the various emotions in each zone,
  • have begun to come to the understanding that no zone is ‘bad’ or ‘wrong’.
  • all zones and emotions are ok (there are no wrong feelings) but the Green zone is where you want to be most of the time.
  • begun to explore strategies to return to the green zone. For example getting some exercise or completing an energetic activity if you feel your body is running slow in the Blue zone, or joining in some relaxation or breathing exercises if you are excited or silly in the Yellow Zone..

Over the year the children will begin to identify what causes them to end up in any particular zone, and what tools and strategies you can use to return to the Green zone.

 

 

Routines at school and home support

Posted by neridakiprotich

In this edition of the blog you will find new information under Updates, English and Flourishing Learners.

Routines in Year 1

After 9 weeks of school, the children have made some impressive leaps in their independence and ability to follow routines at school. We aim for children at school to be independent in all aspects of their school day. For children to be successfully independent at school requires help and support from all adults and older siblings at home.

School bags

For children to unpack, pack and organise their belongings at the start and end of the school day, they need to do this at home so they recognise how everything can fit inside their bag, especially now as the reading folder is an additional item in their bags.

Lunch and Snack

Eating times are also a key time of independence at school. Children need to be able to recognise what is to eat at snack and the same for lunch and be able to open their containers. We encourage positive interactions at lunchtime between children so there is opportunity for them to sit with friends and chat as they enjoy lunch. For this reason there is no use of the interactive whiteboards to listen to or watch. We encourage acceptable table manners such as keeping our eating area tidy, eating carefully and cleaning up our mess as best we can. Support from all adults at home for mealtimes by restricting screen time to engage in conversation, ensuring children are not fed by an adult, and allowing them to assist with cleaning up the table afterward would be greatly appreciated.

Toileting

Children at school are independent when using the bathrooms. Children are able to go from the classroom unaccompanied to the Lower Ground toilets should they need to go during class time provided they have told the teacher. There are also many opportunities during the school day where the whole class might also go to the bathroom area together, especially when children are transitioning to another class such as Specialists.

Uniforms in cooler weather

Now that the mornings are starting to cool down, children are beginning to wear long sleeves as part of their uniform. Our classrooms are kept at a comfortable temperature during the colder months and children still remain very active during PE and playtimes and the days are still very warm.  A school jacket such as the PE jacket (light weight zip up jacket) is recommended to be worn to school should you feel your child needs an extra layer. As children need to be independent with taking on and off clothes, it is much easier for them to take off a jacket than to try and take off underneath layers of clothes. Please be reminded that extra layers do need to be the school uniform purchased through the PTA and not other clothing.

 

Yes I Can!

Posted by neridakiprotich

The Power of Yet

Encouraging our children to have a growth mindset is one of the most important aspects of school. One of the most powerful words we can use in our conversations with children is the word ‘Yet’. It’s not that they can’t do something…it’s that they can’t do it yet!  Instead of focusing on what went wrong, we focus on the next steps they can take to improve their skills, knowledge or understandings.

“Mistakes don’t mean that I can’t do it, I just can’t do it YET.”

The Power of Yet song

The I Can’t Monster

As your children have begun their journey into primary school, an important aspect of their education is developing a Growth Mindset. It can be quite daunting for children to be faced with so many new challenges and experiences. One of the ways we are facing challenges in Year 1 is by introducing the ‘I Can’t’ Monster.

The I can’t monster comes to you

when something is tricky or hard to do.

So what can you do when he visits today?

Say “I can do it!” and chase him away.

Children have been able to identify times when their I Can’t Monster comes and they have to chase him away, such as swimming lessons, riding a bike, doing a hard puzzle or trying to do writing are just some of the times mentioned by children. When faced with challenges we encourage children to hear when they say “I can’t” or “It’s too hard” and instead to say “Yes I can”, “I will try my best”. We see a noticeable shift in the way children approach tasks and challenging experiences when they recognise their I Can’t Monster is around and needs to be chased away.

 

Please click on the photos to see when our I Can’t monsters come!

 

 

“What did you do at school today?”

Posted by neridakiprotich

“What did you do at school today?”

At the end of each school day, you may have lots of questions for your child about their day, but we know it can sometimes be challenging to get an answer! Here are some things to keep in mind when you’re talking to your child about school.

  • Try to ask open-ended questions to keep a conversation going. If you ask your child questions that can be answered with one word (yes, no, a name), then you’ll probably get a one-word response.
  • Often children are not specific, so you have to ask for specific information when you want it.
  • Avoiding emotion-packed words (happy, sad, mean) can help the conversation go on longer.
  • Asking positive questions gives your child a chance to express concerns. Negative questions tend to stop a conversation.

Questions that may be helpful to ask your child:

  • Where do you play the most at break? At lunch?
  • Who did you sit with to eat lunch today?
  • Tell me something good that happened today.
  • If I called your teacher tonight, what would she tell me about you?
  • How did you help somebody today?
  • How did somebody help you today?
  • Tell me one thing that you learned today.
  • When were you the happiest today?
  • What games did you play at recess?
  • What was the funniest thing that happened today?
  • Did anyone do anything super nice for you?
  • What was the nicest thing you did for someone else?
  • Who made you smile today?