Te Ara Tūhura News: December 2017

Sharing progress and the impact of the programme

The RREB programme ( resilience, regulation, emotions and behavior intervention –renamed from emotion coaching to more reflect the content) is a direct response to wellbeing challenges reported by the cluster.

The purpose of this professional learning workshop was to support the Te Ara Tūhura clusterwide RREB programme in gathering and analysing qualitative data from participants by facilitating the evaluative process.

The quantitative and qualitative data will be gathered, using storyhui a process for evaluating successful learning in areas not covered by formal testing and other strategies, to determine the impact of the programme on both shifts in teacher pedagogy and practice and improved student outcomes. This progress and impact workshop also raised evaluative capabilities of teachers through the following data gathering and analysis strategies

Facilitation of storyhui
Review and analysis of the story hui outputs to determine common themes
Google form survey
Teacher and parent observations
Facilitated reflection

Emerging themes

The following are themes that teachers identified when exploring the impact of the RREB programme, through storyhui analysis

Teachers were inspired to get involved and felt aspects of their teaching was refreshed by the programme
All teachers achieved success in support the wellbeing, engagement and achievement of their tamariki/students
Decreased frequency and intensity of emotional outbursts of tamariki/students
Increased self-control
Inspired to change teacher practices and this is reflected and evidenced in observations of our teaching
The significance or Importance of empathy as part of the RREB process was highlighted
All of the teachers believed the programme resulted in stronger relationships between those involved in the programme
Increased ability of students/ tamariki to recognise and verbalise emotions which resulted in improvements in wellbeing and engagement
Support person in difficult times when tamariki are at a peak
Repetition - RREB is a long term goal
It's all about relationships
Consistency and collaborative growth of All

Reflecting on the facilitation of this programme

Positive and invaluable programme
Value the changes and additions to teaching practice
Critical for the future of children
Alissa embodies the teaching
Provides empowerment to both teachers and students
Adults need emotional coaching too

Improved Outcomes

Teachers are searching for effective strategies to support resilience self regulation and wellbeing of their students. When adopting the programme strategies you can quickly see the difference and development for students.

Parent/Whānau have developed an awareness of the importance of emotional coaching for resilience and self regulation.

Students/tamariki have learnt that emotions are occurring and naturally occurring it is how we deal with them that is important and that we can learn more positive strategies. Increased empathy for tamariki/students towards others has been seen as a result of the programme

Improved outcomes for all (teachers, parent, whanau and students) included;

Understanding their own emotions and how this relates to interactions with others
Improved relationship - including increased trust and understanding of the journey
Increased support networks
More awareness of self and more intentional when dealing with heightened emotions

Suggestions from participants for future participants

Teachers were asked to consider useful mindframes or strategies for others entering the RREB programme and have suggested the following;

Start small and be confident in your own abilities
Persevere with the strategies
Notice and celebrate small successes
See the work as an ongoing process
Keep communication lines open
Don't be afraid to ask for help

Survey Responses

In what ways have you changed your practice since participating in the RREB intervention project?

My vocabulary has changed to correspond with my new knowledge and understanding. I name and acknowledge children's emotions much more regularly and consistently. I allow children time to process their emotions and don't immediately go into diversion mode. I use a lot of visual cues to prompt children's understanding of their emotions. (2)
Used emotional coaching to support children going through tricky times and emotions.
Introduced feeling cards and a daily feeling thermometer.
Introduced some mindfulness into my daily programme.
Used a calmer manner when children are in a heightened state.
Our entire programme and philosophy has been updated to integrate activities, experiences, resources and support around building children’s emotional intelligence. We have shared this with our centre whānau as well to ensure consistency throughout.
I am more aware of how I am responding to students in a variety of situations and am trying to use Emotion coaching where possible.
I have learnt new ways to connect with children through the strategies involved in emotional coaching and am bringing this into my practice. it has caused me to slow down and become more empathetic.
Many ways, but the main way would be helping them name it to tame it!
Since being involved in the RREB intervention project I have changed several aspects of my practice. I now acknowledge children's feelings and let them sit with that feeling until they are ready to work through the problem together. In the past I use to use distraction and jump straight to problem solving myself without necessarily involving the child in the process. I am also being more intentional in my practice and thinking about what I could do today to make a difference. I am aware of using lots of different emotions resources, and using feelings language throughout the day. I am also incorporating games which encourage a child to develop self regulation/control skills. I have found I am also reading and being more proactive in finding research to back up my practice and then be able to articulate this parents. Personally, the project helped me to become more in tune with my own feelings. This has led me to engage in strategies such as mindfulness, to look after myself which in turns let me be more involved, focused and in the moment at work.

Have you seen a change in students understanding of emotions and the regulation of related behaviours?

Children are verbalizing their emotions more regularly. they have a better understanding of the complexity of emotions, rather than just happy, sad etc.
Children are starting to be able to recognize other children's emotions. (2)
Yes, children are much better at talking about their behaviours and identifying when they need some time to themselves or support with their emotions.
Yes, we have seen this benefit all of our children and the reduction in behaviours has been significant. Our children are a lot better at articulating and understanding their emotions and they ways they can support themselves when these ‘big feelings’ happen.
In some cases yes and in other cases no. It depends on the child and the situation. Mostly though there has been a slight change .
Yes, as a team we have been practicing the "4Rs" and other strategies to create a calm environment such as noticing feelings, showing manaakitanga. this has become part of the culture of our centre, children are sharing their knowledge with their whanau, suggesting strategies their whanau could use - and whanau are discussing these positive experiences with the team.
Most definitely and even in the way they talk and respond to each other when their peers are upset.
Yes!! Children are much more aware of their emotions and are able to articulate this to the teachers and others. They are also building up their kete's of strategies to help them cope with their emotions and calm down. A lot of the children are able to participate in these strategies independently now which is great to see. Children are also more aware of others children's feelings and how their actions have an effect on them. This has created a culture of kindness and thoughtfulness. In general I feel I have developed deeper and stronger relationships with the children as a result of engaging in emotion coaching. They feel understood and know I am there to listen to them. In general children have also showed a decrease in the number and length of outburst they have and are more focused and engaged throughout their day. A wow moment for me when i realized what an impact this work was having was when a new child started. She became upset after an incident and cried for quite sometime. One of the children noticed this and came over to her with a mindfulness bottle "to help her calm down."

How do feel this intervention makes a difference to the child’s pathway/future ?

Building self regulation and resilience. More healthy emotional/mental health. Building empathy for others. Emotional intelligence enables success in all aspects of one's life, professionally, privately, in relationships, being healthy, physically and mentally and having a positive self image. (2)
They are becoming better equipped to deal with the range of emotions they experience.
This has been such a valuable tool for all of our children. We are setting children up with the skills to navigate their world and the impact of emotional regulation and self control is enormous in all areas of children’s development.
I think it allows them to feel like adults have empathy with them, are prepared to listen to them and acknowledge how they are feeling.
I really do feel that these children are learning strategies to self calm or self regulate to place themselves in good stead when faced with challenges. ECE is such a great age to start these lifelong habits of self control.
I believe it will be so beneficial for their mental health , learning to self regulate and understand their feelings and knowing it’s ok to have them. Lifetime skills!
As I have read in research and Alissa shared with us during the project- the self regulation/control skills a child demonstrates in the early years is a predictor for their success and outcomes in the future. If we want our tamariki to be successful, contributing, kind citizens of society we need to teach and develop these skills as early as possible. These skills are also the foundation for the development of many others skills. Once these core skills are attained other knowledge and further brain development can take place. We can't expect children to gain to high executive functioning skills if the foundations are not in place. For example, you can't place a roof on a house if it has no walls.

Comments about the the programme delivery and facilitation

It is motivating and inspiring to have a facilitator who is passionate about her subject and also is currently working in the field, so is able to share direct examples and experiences, advice and guidance that is relevant and able to share teaching strategies, resources and equipment etc. (2)
It was a great programme. Due to our busy schedules it would be great if it could be done all on one day to allow for more people to possibly participate.
Alissa was amazing, it is clear she is very passionate and knowledgeable. For me, she inspired me to reflect and change my practice and increased my passion in this area.
Nothing at this stage. My only concern is that some of the scripts or ideas I was given related to individual children were quite lengthy and wordy and I would struggle to remember!
Alissa obviously has a passion for what she teaches and is a great facilitator. the workshops were inclusive, non threatening and full of great information. The follow up visit in my centre was personalised to what i needed to get out of the learning for my specific needs and the info was insightful. Allisa was generous with her sharing of resources and the final evaluation session was another great consolidation of our learning.
Was enjoyable, well set out and easy to follow.
Would definitely recommend this course to others. Inspiring, thought provoking and well worth it!

Te Ara Tūhura News

Tuesday, 19 December 2017

December Strategic Leader Hui Notes

Thursday, 7 December 2017

The RREB programme Regulation, resilience, emotions and behaviour