Inyahead - Autumn 2010

2010

n m u t u A

ABN: 24 092 331 336

e u g o l a t a c

The Circle Time Resources Toolkit

U-PRINT AND INTERACTIVE WHITEBOA RD GAME Requires Acrobat Reader (Mac and PC

p2

versions included see ‘Extras’ folder)

FRIENDSHIP

DILEMMAS Your best friend has just broken up with their partner. They are not speaking to each other.

You are having a party.

CD ROM Right thing

Writte en n and ccomp com ile iled by

06

Litterin

g

Kristy throws there her rub is lots bish at of oth decides the bin er rub not to and mis bish tha worry ses t has trying also mis . She not again. ices tha sed the t bin. So she

Do you invite both of them?

Bob Bellhouse

What is your guidin g value in this instance?

er ach a te l l e T

p15 What is the problem What ? might be the How reason might s for litte Kristy What ring? feel? could Kristy do to solve the pro blem?

Social Problem and Em Solving otional Game — Prim

p10

p15

ORDER RISK FREE! Phone Toll Free 1300 556 830 Fax (03) 5258 3512 WE WILL PROVIDE RESOURCES ON 14 DAYS APPROVAL (Excluding posters)

ary

Circle Time in the Early Years Circle Time Games and Activities Book The Circle Time

The Circle Time Book of Games and Activities gives an insight into why Circle Time is such a popular and effective approach for developing social and emotional knowledge and skills.

The book provides: • A discussion of the defining characteristics of Circle Time.

• An explanation of typical Circle Time activities.

• An identification of the key factors for Written and compiled by Bob Bellhouse effective social and emotional programs.

• 109 Circle Time games and activities for primary and secondary.

• 36 activities for using image, feelings and character cards.

• Sentence completions, silent statements, suggested games and activities for specific social and emotional skills: • Emotional knowledge and awareness • Managing emotions • Empathy • Handling relationships • Social knowledge and memory • Personal values and insights • Reflection sheets • Behaviour evaluation sheets This is a valuable book for Circle Time practitioners whether they are just beginning or are experienced.

Games and Activities Book

The Circle Time Resources Toolkit

Circle Time Resources Toolkit

NEW

Circle Time Resources Toolkit is a CD Rom which may be readily printed to create M CD RO multiple copies. The toolkit contains the 3 sets of cards from the Circle Time Games and Activities Kit, Animal Masks with feeling expressions for children to cut out and decorate, or to use in games and role plays, reflection sheets for student journals, lesson planners and more.

By providing these materials on a CD Rom, they may be readily printed so teachers have multiple copies to use with their students. They are also handy in case a card gets damaged or lost, they may be easily replaced.

Written and compiled by Bob Bellhouse

$44.00 (CD ROM) Circle Time Games and Activities Full Kit $100.00 (Book, 3 sets of Cards and CD ROM) Circle Time Games and Activities Book and Cards $75.00 (Book and 3 sets of Cards)

$44.00 Circle Time Image Cards

Circle Time Feeling Cards

Circle Time Character Cards

82 B&W laminated cards

60 B&W laminated cards

52 B&W laminated cards

Image cards may be used as props to help children create stories, explore similarities and differences, talk about themselves, their family, their past experiences, their future dreams and more.

Feeling cards help children to build an emotional vocabulary, recognise emotions, discuss feelings, link feelings with thoughts and behaviour, play games, and reflect on team work and other learning experiences.

$15.00

$15.00

Character cards are used to reinforce values and behaviours that provide strength, confidence and optimism. Children use the cards to discuss themselves, their peers, and the others, like parents, historical figures, characters in books and the like. The cards are also great for setting goals, evaluating group work and discussing team sports.

$15.00

FUNNY

Belonging

KIND

THOUGHTFUL

2

www.inyahead.com.au mm.au .au a

Circle Time Feelings Cards for the Early Years: Big Cards for Little Kids Happy

Calm

A tool for building emotional language with children in the early years.

24 A4 full colour laminated cards

Very Kind

Angry

Tired

Excited

Sad

Worried

Using the cards children learn: • About their emotions.

• What their emotions are telling them.

• How to interpret the emotional cues from others.

The feelings illustrated are happy, sad, angry, worried, calm, excited, kind, tired, surprised, giggly, sorry and proud.

They represent 12 feelings relating to diverse and identifiable physiological states. Children use their emotional knowledge as a foundation for other skills like empathy, motivation, self control, conflict resolution and perseverance. The 24 feelings cards come with 4 additional cards describing activities for how to use them with children in the early years.

The size of the cards makes them ideal for wall posters or as inter-active teaching tools.

The Beginners Guide To Circle Time With Primary School Students Circle Time is a simple methodology for learning in a group. In fact, it is so simple that sometimes people may underestimate its power. The author describes how Circle Time is an effective way of teaching Social and Emotional Learning (SEL) and Character Education, as well as being a method that promotes safety, inclusiveness, fun, team work and deep thinking. The Beginner’s Guide to Circle Time explains: • What is Circle Time? • How you do Circle Time?

• Role of the Facilitator • Managing Behaviour It provides explanations and instructions for all the types of Circle Time strategies for junior, middle and upper primary including: • Welcoming and Name Games • Pass Around the Circle Games • Rapport Building Games • Mixing Games • Sentence Completions • Silent Statements • Pair–Share • Imagination Games • Sequencing Games • Team Games • Stories Also included is an explanation of the importance of reflection as part of the Circle Time process and easy to use reflection sheets that may form the basis of a student journal. Resource sheets for feelings, behaviour, character education, Circle Time themes, sample sessions and session planners all make this a comprehensive and practical resource for teachers.

$25.00 Circle Time for Emotional Literacy Sue Roffey — University of Sydney. 144pp, Teacher, primary and secondary

$44.00

Explores all the key skills of emotional literacy through the circle time method.

Cope Cards for Little Kids

Helping children to learn social and emotional problem solving and coping strategies

Cope Cards for Little Kids

$52.00

Helping children to learn social and emotional problem solving and coping strategies

Circle Time and Learning About STORIES Teacher, primary

48 A5 full colour laminated cards

I tell my friend

I tell a joke

Humour

I pretend

Being able to solve problems and cope with difficulties are key developmental skills. They are fundamental to developing resilience and autonomy. When children are in their early years, they need the support of adults to develop these skills. Through kindergarten, transition to school and the early years, the sorts of social issues many children are grappling with include: • Learning basic social skills like; manners, smiling, welcoming, asking, appreciating.

• Learning about cooperative play; being aware of self and others, sharing and taking turns.

• Learning about fairness and being considerate.

• Learning to follow rules.

• Learning how to be assertive; asking others to stop and how to join in.

The Cope Cards for Little Kids have been developed to help scaffold the teaching and learning process.

They use soft friendly colours and a friendly ‘monkey’ character to engage children. They are intended to aid learning by; providing a vocabulary; acting as a prompt; and providing a scaffold for thinking.

The cards cover both helpful and unhelpful strategies and come with a comprehensive set of simple activities for use.

$55.00

Students play games, do activities, use their imaginations, create dramatic interpretations and movements, share opinions and ideas through sentence completions, silent statements and guided reflections. In this way a shared passion and understanding of stories is created. Children are playfully united. The method is applicable to all students t d t regardless dl of reading ability. The resource is packed with activities, includes sample lesson formats and visual prompts.

$33.00 Circle Time and Learning About FEELINGS Teacher, primary Full of lesson formats and activities that build interpersonal skills. Students explore how their feelings influence their behaviours and their relationships.

The resource includes a set of 60 blackline master ‘feelings’ cards that have been created by popular cartoonist Adrian Osborne.

$33.00 $33.0 $33 3 Circle Time Poster $10.00

Order Toll Free 1300 556 830

3

Social and Emotional Learning I tell stories

use my strengths I Iam determined

I run away

Strategies for overcoming resistant behaviour Craig Deed :: Bob Bellhouse :: Faye Agterhuis

There’s a Gorilla in my Classroom!

The Mind Masters: Thinking Cards

Strategies For Overcoming Resistant Behaviour

26pp booklet, 30 plastic coated full colour cards

60 plastic coated cards, A5 book

Imagine trying to learn a new sport, a dance, or a mathematical formula, if you couldn’t see it. It would be very difficult. Many students would get confused and give up. This is often the problem with thinking. It is invisible.

It is something that goes on in our heads.

The Mind Masters: Thinking Cards are a deceptively simple tool comprised of 30 meta-cognitive questions that may be used for critical thinking, to enrich discussions or to solve problems. For instance, when discussing an issue with a group, ask students to choose those questions they might consider before they are in a position to form an opinion. Students explain why they believe a question is relevant. They then place the card where other students can see it. As more students place cards, the complexity of their thinking begins to develop before their eyes. Students may use the cards to plan essays, imaginative pieces of writing, inquiry-based learning or as a monitoring and evaluation tool. The possibilities are boundless.

‘There’s A Gorilla In My Classroom: Strategies for overcoming resistant behaviour’ provides a new perspective on students in the classroom.

Dr Craig Deed has worked with primary and secondary students, and their teachers, to understand the behaviour of students, whether they be engaged or disengaged. He found that in most instances, behaviour in the classroom is not motivated by deep issues. In contrast, it is a choice to engage or not to engage, to learn or not to learn.

In this resource, Craig has teamed with his co-authors to provide a set of tools for responding to classroom resistance. It includes: A set of cards. These illustrate many classroom behaviours, both pro and anti-learning, depending on the circumstances.

A book filled with ideas and activities.

$55.00

$46.50 Bully Free Card Game

And WHETHER PIGS HAVE WINGS?

Plays like Crazy Eights. The cards are divided into four categories: “What Would You Do If...,” “SelfEsteem Boosters,” “Ways to Stay Bully Free,” and “Why Should You Do This?” Kids get rid of cards by offering reasonable suggestions and responses to questions.

Helping students to become self regulating learners

$20.00 Everyday Leadership Cards Bob Bellhouse Craig Deed Fay Agterhuis Glenda Johnston

Writing and Discussion Prompts

And WHETHER PIGS HAVE WINGS? Scaffolding the inquiry-based learning process Helping students to become self regulating learners To manage inquiry-based learning students require a range of strategies.

‘And Whether Pigs have Wings’ provides a set of cards, activities and rubrics to support the development of independent learning and management strategies. It is aimed at students in the middle years of schooling, but may be utilised at either end of the spectrum.

$25.00 Book: activities for understanding how I learn $40.00 Cards: a set of 48 meta-cognitive questions about learning

$20.00 CD ROM: a hands-on self evaluation and goal setting tool

4

$ for6k5 it

Help build leadership skills and instill a leadership attitude in young people with these writing and discussion prompts that encourage teens to think about their beliefs and goals.

$25.00 What Do You Stand For? Character Building Card Game Based on What Do You Stand For? For Kids players collect cards representing character traits. Each card features a “What If” scenario or question about character that gets kids thinking about what they would do-and what they stand for.

$20.00

www.inyahead.com.au

Social and Emotional Learning

The Heart Master: Promoting Resilience and Emotional Intelligence

Resilience Cards: Feelings 58 plastic coated cards, full colour cards, booklet

Lovely illustrations accompanied by a feeling word.

These cards are designed to help children and young people share their thoughts about feelings.

They may be used for self reflection,circle work, literacy, behaviour and many other imaginative discussions. A booklet full with ideas is included to assist teachers.

RESILIENCE CARDS

Feelings 116244 Feelings Cards.indd 1

confused

lucky

trusted

$46.50

14/9/06 10:58:45 AM

116244 Feelings 52 14/9/06Cards.indd 10:58:58 AM

116244 Feelings Cards.indd 8

Resilience Cards: Values and Attributes

14/9/06 10:59:45 AM 116244 Feelings Cards.indd 47

14/9/06 10:59:40 AM

52 plastic coated, full colour cards, booklet

Central to self esteem, friendly relationships and the development of resilience is an awareness of the positive qualities of self and others.

These cards are a helpful resource for children to discover and discuss these qualities in a nonthreatening and playful way. They may be used in a one on one discussion, or in groups.

Values and Attributes

$46.50 Resilience Cards: Behaviours 40 plastic coated, full colour cards, 26pp booklet

The Resilience Cards may be used as teaching aids in class or as discussion starters in counselling situations. The accompanying booklet provides many ideas that cover topics including; resilience; coping; emotions; teamwork; friendship; supportive relationships; bullying and problem solving. No doubt the cards will be adapted for many other uses with young people, staff and families. The ‘Ghost’ character exhibits many behaviours, some helpful, some not-so-helpful.

Just like most humans really. People of all ages find them humorous and thought provoking.

f3 Set o $115

$46.50

Communication Cards

Coping Strategies for Young People

38 full colour cards, 42 page booklet

30 A6 card set, UV coated, A4 booklet with blackline masters

The Heart Masters’ Communication Cards are a set of 38 playfully penned caricatures that people of all ages will be able to recognise. Teachers, trainers and counsellors may use the cards to explore verbal and nonverbal behaviour. An accompanying booklet provides many ideas for using the cards in discussions, role-plays, games and activities.

Based on the brilliant research of the Late Dr Chris Madden, these cards and accompanying book may be used in games, lessons or when communicating with young people about coping with many of the challenges of school and life.

$46.50

Order Toll Free 1300 556 830

$40.00

5

Social and Emotional Learning Cool Down and Work Through Anger Everyone gets angry, so it’s never too early for children to learn to recognize feelings of anger, express them, and build skills for coping with anger in helpful, appropriate ways. Children learn that it is okay to feel angry—but not okay to hurt.

$17.50

Learning to Get Along Series Interactive Software The complete Learning to Get Along series is now available in one kid-friendly software package (for Windows only). Teachers can choose which books to make available to each child, manage audio features, and track students’ progress. Children follow along or read on their own, using a special highlight feature to click and hear word definitions. A sequence of questions follows each book; test results are stored for teacher review in individual student files. Designed for classroom use, yet equally useful at home.

User’s Guide included. Developed in association with Attainment Company.

Learning to Get Along Series • Accept and Value Each Person • Be Careful and Stay Safe • Be Honest and Tell the Truth • Be Polite and Kind • Join In and Play • Know and Follow Rules • Share and Take Turns

• Try and Stick with It • Reach Out and Give • Respect and Take Care of Things • When I Feel Afraid • Listen and Learn • Understand and Care • Talk and Work it Out

$17.50 each

plete Com k set o 14 bo 00 $2

$100.00 Best Behaviour Series Ages 4 – 7

• Words are Not for Hurting • Hands are Not for Hitting • Tails are Not for Pulling • Germs are Not for Sharing • Feet are Not for Kicking (Board Book Only) • Teeth are Not for Biting (Board Book Only)

Soft Cover $16.00, Board Book $12.00

6

www.inyahead.com.au mm.au .au a

Social and Emotional Learning The Heart Masters Junior Primary School

Junior Secondary School

Teachers, 5 – 6 year olds, 160pp

Teacher resource, 12 – 13 year olds, 170 pages

Packed with stories and activities aimed at building emotional awareness and creating a sense of belonging for young children in the classroom.

$55.00

Empathy and Deep Understanding for Middle and Senior Primary Students

Has an emphasis on emotional, social and study skills. Mastery of these skills provides a platform for creating the sense of belonging that is critical to individual well-being and success in secondary school.

Walking in Other Shoes: Empathy and Deep Understanding for Middle to Senior Primary Students

Bob Bellhouse

9 – 13 year olds, 55pp

Fay Agterhuis

Takes a comprehensive approach to the teaching of empathy. A book full with insights and activities, and like all Inyahead books, ‘Walking in Other Shoes’ may be used as a stand alone unit of work, or integrated with other programs.

Craig Deed

Glenda Johnston

$55.00 Dreamer’s Club

Building Resilience and Managing the Difficult Emotions

Teachers, 7 – 9 year olds, 150pp

Full of activities, games, stories and reflective questions to guide discussions that encourage social and emotional development.

$55.00 Middle to Senior Primary School Teachers, 10 – 12 year olds, 180pp

Has an emphasis on building emotional awareness, as well as social confidence and competence.

$55.00

Walking in Other Shoes

Prim ar 3 bo y Scho ol ok $1 set

35

Safe & Caring Schools Resource Guide Safe & Caring Schools helps you provide social and emotional learning (SEL) in classrooms to improve student dynamics, school climate, and academic achievement.

Safe & Caring Schools offers: • Easy-to-use lesson plans with more than 100 activities per teacher guide • Nine flexible themes to use monthly or as individual, standalone lessons throughout the year • Character-based teaching and learning on such topics as integrity, respect, responsibility, honesty, persistence, accountability, bullying prevention, and anger and conflict management • Classroom-tested reproducible activity sheets for positive reinforcement, available in teacher guides and on included CD ROMs.

$55.00 each $195.00 set of 4 books

Teachers, 11 – 13 year olds

Helps teachers to help young people who are at the on-set of adolescence to develop awareness, skills and behaviours that will help them to manage their difficult emotions.

Quick and Lively Classroom Activities (Years 3 – 6)

$44.00

260 brief, meaningful, enjoyable activities grouped into 52 themes are perfect for 15- to 20-minute periods.

Managing the Difficult Emotions Students, 11 – 14 year olds

An interactive, engaging and entertaining book to help young people keep their stress low and their energy high.

$48.00 (Book & CD ROM)

$20.00

Grades Pre K–K Use the PreK–K Guide to teach young children positive life skills through daily practice. Themes developed during the year; Learning about me and my safe and caring school; Discovering my feelings and the feelings of others; Caring people; Respect for myself and others; Bullying; Cooperation; Getting along with others; Making good choices; My talents and the things I can do.

Grades 1–2 One of the key components of the Grades 1–2 materials is teaching children to get along. Teachers are encouraged to use classroom meetings to create a forum where students can share their feelings, as well as review, process, and discuss ways to positively resolve conflicts. Key concepts explored include: Discovering our feelings—learning how to Stop, Think, Choose; My support system—

Order Toll Free 1300 556 830

$33.00

caring for others and being a friend; Caring about one another—helping to prevent bullying; Cooperation—how to team up for success; Getting along with others—using conflict resolution skills; responsibility and; Follow your dreams—using my gifts and talents and more.

Grades 3–5 The Grades 3–5 resource guide creates opportunities for students to ask questions, discuss their interests, and find out what motivates them to get along with others. Key concepts: My support system—give and take, compassion, and friendships; Respect yourself and others—good manners, honesty, equality, and inclusion; Bullying—mean words hurt, kidding vs. teasing, and getting help; Teaming up for success—responsibility, leadership, and sharing; Conflict resolution— listening skills, attitude matters, and using a Stop, Think, Choose process; The power to choose—making positive and wise choices, consequences of choices, and being fair and; Follow your dreams—heroes, perseverance, and mobilizing your dreams.

Grades 6–8 Students use creative ways, including art, drama, writing, music, and reading, to express themselves and reflect on their experiences. Key concepts: Me and my school community; character building, dealing with anger, stress, and attitude makes a difference; friendship factors, stress stoppers, peer pressure, and people who care about me; the language of respect, blaming, compassion, and private space; bully survey, courage to be a positive bystander, and how to handle bullies; accountability, leadership, verbal and nonverbal communication, and cooperation; keeping my cool, problem solving steps, and team spirit; targeting good choices, learning from my choices, thinking before acting; positive role models, using my gifts and talents, self-discipline, and setting goals.

7

Strengths and Character Education What Do You Stand For?...

Creating Student Leaders!

Filled with dilemmas and activities that help young people explore strengths like honesty, kindness, empathy, integrity, tolerance, patience, respect, and more.

A resource designed to equip teachers with training options that provide students with authentic leadership opportunities

a resource designed to equip teachers with training options that provide students with authentic leadership opportunities

Teacher, 160+pp

For Teens $25.00 For Kids (Years 1–6) $20.00 A Leader’s Guide to What Do You Stand For? For Kids CD ROM $25.00 Character Buttons $25.00 Character Building Card Game $20.00 The Complete Guide to Service Learning Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, and Social Action 11 thematic chapters covering topics commonly selected for service learning projects: AIDS Education and Awareness, Animals in Danger, Community Safety, Elders, The Environment, Gardening, Hunger and Homelessness, Immigrants, Literacy, Social Change: Issues and Action, and Special Needs and Disabilities.

The author, Pam Mathieson, provides teachers with a range of training options in the area of student leadership. The resource is based on Pam’s experience developing training options with schools. She believes all students have the potential to take on leadership roles. A variety of leadership options have been implemented in many secondary and primary schools.

This resource contains the following training packages: • General student leadership • Peer mediation • Peer support/Buddies • Games leaders • Student Council Representatives Each training package includes: • An agenda for each training day • Student worksheets • A running sheet for the teacher conducting the training • Relevant teacher support material An extensive set of ideas for physically active games and a CD ROM with printable materials is also included.

Pam Mathieson

$75.00 (Book & CD ROM)

$55.00 (Book & CD ROM)

Stick Up for Yourself Every Kid's Guide to Personal Power and Positive Self Esteem A 10 part course in self esteem and assertiveness for kids

Snappy Ideas: Ideas for Pastoral Care Groups and Activities Teacher resource, Inyahead Press, 14 – 16 year olds

T authors of ‘The Heart Masters’ series of books The have developed over 20 fun and engaging sessions tto help young people explore some of the important questions that confront them at the beginning of their adult lives.

Years 4 – 8, 124pp

Teacher’s Guide $40.00 Resource Book $20.00

$40.00 Building Everyday Leadership in All Teens Promoting Attitudes and Actions for Respect and Success Curriculum Guide for Teachers and Youth workers, Years 6 – 12, 240pp,

The sessions in this book guide teens to explore what it means to be a leader, how to work with others, ethical decision-making, risk-taking, team-building, communication, creative thinking, and more. Requires use of the student book, Everyday Leadership.

Includes reproducibles.

Teacher Resource $37.50 Student Workbook $12.00 Everyday Leadership Cards $25.00

8

cHaNGe aGeNts

a program for promoting self-awareness, team work, leadership and community action in the middle years

Change Agents A program for promoting selfawareness, team work, leadership and community action in the middle years Dianne Summers, Gloria Douglas, Jane Anastasios, 150pp

Change Agents is a Middle School curriculumbased program aimed at developing social and emotional learning, personal strengths and problem solving l i skills. kill The Th program focuses on four inter-related areas: • Knowing Yourself • Working With Others • Leading Others • Taking Community Action and Making a Difference dianne summers // gloria douglas // jane anastasios

$75.00

www.inyahead.com.au

Strengths and Character Education Laugh and Learn Series

TThe Learner’s Toolkit:

S Siblings: You’re Stuck with Each Other, So Stick Together O W Wacky full-color illustrations and plenty of humor combine to offer fun, practical advice on getting c along with brothers and sisters and building positive a relationships.

See You Later, Procrastinator!

S (Get It Done) W this colorful, laugh-out-loud guide, kids learn 12 With Procrastination Busters, 20 ways to kiss procrastination good-bye, tips for avoiding setbacks, and dozens more g sstrategies for getting and staying motivated.

Dude, That’s Rude!

(Get Some Manners) Kids today need manners more than ever, this lively book makes it fun and easy to get and use them—at home, online, at school, in the bathroom, on the phone, at the mall, or anywhere. a

Get Organized Without Losing It G Practical, humorous help for kids who want to manage ttheir tasks, their time, and their stuff. Kids learn to conquer clutter, handle homework, prepare for tests, c plan projects, stop procrastinating, and enjoy less stress and more success. a

How to Take the Grrrr Out of Anger A hot temper isn’t cool. Knowing how manage anger ffeels grrrreat. Through tips, jokes, facts, and cartoons, tthis book helps kids understand and handle anger in healthy ways.

Stress Can Really Get S on Your Nerves! o Packed with facts about stress, ways to deal with it, things not to try and why, and plenty of jokes and cartoons for stress-relieving laughs, this book is a must c ffor every kid who’s a stressed-out mess!

TTrue or False? Tests Stink!

O Other study guides can be dry, boring, and much ttoo long, but this book is fun, entertaining, and small but mighty. It can inspire even reluctant and anxious sstudents.

Cliques, Phonies, & Other Baloney C Sound advice and witty cartoons help kids deal with cliques and learn how to make real friends. c

Bullies Are a Pain in the Brain Practical suggestions and humor help kids become bully-proof, stop bullies from hurting others, and know what to do in dangerous situations. w

How to Do Homework Without Throwing Up W Author Trevor Romain knows how horrible homework A can be, and kids will see this right away as they page c tthrough the book, grin at the cartoons, and smile at Trevor’s funny insights.

T

$ $12.00 each $105.00 Complete Series $

Supporting the Social, Emotional & Learning Framework for Secondary Schools 200 pp 2

A Activities for creating independent, confident and resilient learners. Aimed at 11–16 year olds, tthe resource contains 50 lessons to teach 50 competencies. A CD ROM includes all the student forms and worksheets. Includes; getting to know yourself; taking responsibility for your own life; persistence and resilience; setting goals; controlling moods; building brain power; asking questions; developing self control; taking risks; prioritising and planning.

$66.00 The Essential Guide to Talking with Teens Ready-to-Use Discussions for School and Youth Groups All young people need a safe, supportive place to “just talk” with caring peers and an attentive adult. Tested with thousands of young people in many kinds of schools (plus community centers, churches, and workshops), these guided discussions are proven ways to reach out to young people and address their social and emotional needs.

$55.00 (Book & CD ROM) Teambuilding with Teens Activities for Leadership, Decision Making, & Group Success Mariam G. MacGregor M.S.

Leadership isn’t just for a chosen few. All young people can practice the skills and attitudes leaders use. The 36 hands-on activities in this book make learning about leadership meaningful and fun while building character. Young people are called on to recognize each other’s strengths, b become better b tt listeners, li t communicate clearly, identify their values, build trust, set goals, and more. Each activity takes 20–45 minutes, so adults have a lot of flexibility in deciding when and how to use them.

$55.00 (Book & CD ROM) The Essential Guide to Talking with Gifted Teens Ready-to-Use Group Discussions About Identity, Stress, Relationships, and More Like other kids their age, highly capable adolescents experience developmental challenges. They’re forging identity, finding direction, exploring relationships, and learning to resolve conflicts. These are difficult tasks to do alone, no matter how smart one may be. The 70 guided discussions in this book are an affective curriculum for gifted teens. By “just talking” with caring peers and an attentive adult, kids gain self-awareness and self-esteem, learn to manage stress, build social skills and life skills, and discover they are not alone. Each session is self-contained and step-bystep; many include reproducible handouts.

$55.00 (Book & CD ROM)

Order Toll Free 1300 556 830

9

Restorative Practices The Restorative Approach Explained The philosophy of Restorative Justice encourages schools and organizations to shift their thinking from a traditional model of punishment to one of education, accountability and meaningful change. It provides schools with a set of guidelines to manage even the most confronting behaviours.

Restorative Justice views wrongdoing as a violation of people and relationships. When wrongdoing occurs, it is concerned with healing and repairing those individuals and their relationships. In this sense, it strengthens feelings of caring, belonging and community among school members.

The restorative teacher views wrongdoing as an opportunity for learning. They use methods that develop social and emotional knowledge and skills.

They create safe environments by using processes that treat all participants fairly, and with respect and dignity. Their discussions are concerned with reconnecting people and repairing relationships. They focus on the needs of everybody, including the wrongdoers.

Students learn to trust the school and its processes. Victims and others learn to trust that they will be protected, that relationships will be repaired and that things will be made right. Wrongdoers learn to trust that the restorative dialogue will help them to understand and take responsibility for the harm done.

Restorative Practices in the Early Years — Visual Script and Cards A child’s ability to successfully engage in a restorative approach develops in line with their ability to reason. ‘The Visual Script’ has been developed as a modified version of the original Restorative Practice Conference Script.

It has been designed to support the following groups: • Children in the Early Years (K – 2) • Children with Special Needs (Autism Spectrum Disorder, Language Disorders) thinking?

What were you • Children who have experienced trauma ing?

What was I think • Children from Generational Poverty • Some boys The Visual Script aims to support these groups by: • Helping them to identify and express their feelings and thoughts, and understand those expressed by others. (expressive and receptive language) you need to ...

To fix things up • Providing them a concrete aid to help them follow what may be Fixing things up an abstract process.

I’m sorr y • Providing the facilitator with language that is brief, clear and concise. this question is In the visual script, thought bubble. represented by a to articulate the It assists children going on in their thoughts that were the incident. This of head at the time a child’s motives, gives an insight into to understand when which are useful problem solving. and front of the child in card the Place thinking when you ask “What were you …*hit… Billy?” c behaviour to be (*Naming the specifi addressed )

on insight into the motivati ?’ often provides were you thinking question, they often The question, ‘What are asked a thinking e …” ur. When children or “I was sad becaus behind the behavio wer answer! “I was angry” ‘what were and and as such, respond with a feeling question to underst are more nd this a difficult introduced until children can be not Initially, children fi is that . Children be a question you thinking?’ may whe the restorative process to have happen when other questions in want confident with the you yo as, “What did you at the time when adaptations such thinking in your head supported through or “What were you you … ’hit’ … Billy?”

Gray’s: Comic Book … hit … Billy.” happened (Carol a picture of what the child to record drawn direct to has like child also the If ), the facilitator may bubbles.

Conversations strategy through the inclusion of thought es respon respons , e their thinking what they were thinking ect on and articulat better able to refl As children become less frequent. or ‘nothin’ become such as ‘dunno’

$44.00

7

ed, but also taking looking at what happen involves not only Working restoratively better.

‘To fix things up you steps to make things of the child and say, required for prompt card in front appropriate words Place the apology child choose the e.’ Then help the need to apologis e or the apology. have the languag restoratively do not better. have difficulty working needs to happen to make things Many children who and what taught how to underst to explicitly ment being cognitive develop repair process, guided through the These children are are an apology. process until they give and receive by step through this step upset/ led was be I to … you need “I’m sorry for *hitting Initially, children may say (for example), able to independently * I wanted a go of the truck.” the e… , acknowledging mad/cross becaus ed in the process I didn’t like it child is also support your apology, but Likewise, the harmed ), ‘Thank you for example (for apology by saying feel … *sad …’ me … it made me and requires an action, when you … *hit goes beyond words an, ‘And the repair process y. For this reason From time to time damage to propert The facilitator may up mess or fixing as an optional card. such as cleaning ), ‘To fix this up you to the visual script 11 sign’ has been added in front of the child and say (for example his sandcastle.’ this car help him … rebuild choose to place and …

Billy e for … hitting need to apologis

Embarrassed

At school

Inclu deta des inst iled ruct ions

Right thing ing?

What was I think

20 Cards!

10

www.inyahead.com.au mm.au .au a

Restorative Practices Working Restoratively in Schools: A guidebook for

Restorative Practices in Classrooms: Rethinking Behaviour Management

developing safe and connected learning communities

Behaviour Management M Thorsborne & D Vinegrad, Teacher, 80pp

Bill Hansberry

ahead Pres

s

Iny

“What we have here in this resource is a wide-ranging variety of ideas, theories and suggestions which should deepen your understanding of how to use Restorative Practices, why and how they work, combined with clear guidelines for the practicalities of doing this work in schools.” Marg Thorsborne

$29.50

Restorative Practices in Classrooms: Rethinking

Margaret Thorsborne and David Vinegrad learning well-being resilience

Based on the above philosophy, this book shows how the approach may be applied to classroom practice.

Chapters include; working proactively, classroom conferences, individual, small and medium group conferences, facilitating conferences, what if?

Appendices include; classroom script, the No Blame conference script, classroom conference report, classroom conference evaluation, letters to parents, case studies and recommended reading.

$33.00 Restorative Practices and Bullying: Rethinking Behaviour Management M Thorsborne & D Vinegrad, Teacher, 48pp

Restorative Practices Prompt Cards 35 cards & instructions

A set of 35 cards that feature the 4 key rules and most commonly used questions in the restorative process. One of the most common reasons that an intervention fails occurs when the facilitator gets lost in the process.

Students become confused and can quickly lose trust. The Restorative Practices Prompt Cards may be used to: • Help facilitators to plan the process.

• Ensure that the process stays on track.

• Empower students.

• Act as a prompt.

• Help students to stay on task.

• Consult with students about the important questions.

$35.00

This book is the third in the school series of books on Restorative Justice.

The guiding principles of restorative justice provide for a different response to bullying. When harm is done (deliberate or otherwise) it needs to be fixed. These principles are not based on definitions of bullying behaviour or measures of frequency and intensity.

The authors believe that what matters most about bullying is what is done about it. The challenge for schools is to provide processes that are effective, safe and fair for all stakeholders— victims, wrongdoers, bystanders and the adults (parents and staff) who become involved. This manual is aimed directly at those at the chalkface—in classrooms, corridors and playgrounds, and now in cyberspace. This manual is intended to provide responses that can bring about repair and healing, and in the long term, make the school a safer place.

$33.00 Restorative Practice Poster

Restorative Practices in Schools: Rethinking Behaviour Management

Restorative Practices in Schools: Rethinking

The Restorative Practices poster includes 4 key questions that represent a framework for the restorative process.

• Telling the story — What happened? What were you thinking?

• Encouraging thoughtfulness and empathy — How have people been affected?

• Problem solving — How will you make things better?

Having a visual representation of the restorative process helps all members of the school community to follow and understand it.

A ‘just’ school is a place where victims and offenders and their respective communities of care are active participants in processes that ensure equal justice and fairness. Victims are empowered to have their needs met and to have their experience validated.

Offenders are able to tell their stories and be given the chance to make Margaret Thorsborne and David Vinegrad amends. And finally, the community of care may seek ways to ensure that the incident does not happen again. This book takes you through the restorative practice process with chapters on: deciding whether to conference or not, conference preparation, convening the conference, managing the emotional dynamics, what if? Appendices and case studies.

$12.00

$33.00

Iny

ahead Pres

s

Order Toll Free 1300 556 830

Behaviour Management M Thorsborne & D Vinegrad, Teacher, 75pp

learning well-being resilience

11

ueline V Jacq an

Purpose

ley

ng

·K

e De ay

nnis · Ja

ne

La

INTERVENTION TOOLKIT

Key Statements And Questions The reason I asked if we could meet is that I have heard/noticed that…

n

BULLYING

The Bully Free Classroom

School Support Group Method—Meeting With Target

Mathi eso

The

Ve

· Pam

Sue

n· en

n lse

R

Bullying and Behaviour Intervention Describe Feelings

I was hoping we might be able to discuss what has been happening. Nobody is going to get into trouble, but I can help you if we decide it is necessary. ‘Could you explain to me a little more about what has been happening to you?’

‘How have you been affected by this?

How have you been feeling?’

Over 100 Tips and Strategies for Teachers K–8

Restorative Chat Purpose

Target

Aggressor

What happened?

I just noticed/heard… (if there’s some level of acknowledgement)

Onlooker

‘What is the worst of it for you?’

Gain Permission For Meeting With Aggressors And Request A Piece Of Writing Or A Drawing

Plan Support Group Meeting

If you agree, I would like to meet with the students involved in bullying you to explain to them how you are feeling and to ask them to help find ways to solve the problem. They will not be in trouble so you needn’t fear that they will retaliate or make things worse for you. To help me explain to them your feelings, could you write down how you are feeling or write a poem about your feelings or draw a picture? You do not have to write anything you do not wish to share with them.

Let’s make a time to meet so you can give me the writing or picture. Remember to concentrate on explaining your feelings; don’t mention any of the people involved in this in your writing. To help me understand who should make up the support group to solve the problem could you help me by telling me who is involved, who is watching. Who do you think knows but does not really likes what is going on?

Engage And Describe

Encourage Thoughtfulness

How have you been affected?

Who has been affected?

How are you feeling?

Who has been affected?

How do you feel?

What can we do to make What can we do to make What can we do to make things better? things better? things better?

Thank you for this writing/picture, it will help me explain to the other students how you are feeling and help us to solve the problem. I will meet with you in a week’s time to see how things are going.

How can we make sure this doesn’t happen again?

How can we make sure this doesn’t happen again?

How can we make sure this doesn’t happen again?

What can I do to help?

What can I do to help?

What can I do to help?

Restorative Practices POCKET SCRIPTS

The Bullying Intervention Toolkit SCRIPTS

The Bullying Intervention Toolkit Aims to provide schools with a range of effective bullying intervention strategies. The strategies are all solution focused, encourage individuals to make pro-social choices, avoid labelling and aim to educate and heal, rather than punish. The authors believe that no one intervention for bullying works best in all circumstances. Effective intervention occurs when teachers have a range of strategies, with the accompanying knowledge and skills to know when (and when not) to use them. Making a choice about which approach to use is critical to the success of the intervention. The authors provide guidance to help make this choice, along with facilitator notes and detailed scripts. The resource includes: • 60 page book • 4 large laminated scripts (A4 size); Method of Shared Concern, Classroom Conference Early Years, Classroom Conference, Support Group Method. • 5 pocket scripts; restorative chat early years, restorative chat, No Blame brief intervention, mediation, small group discussion.

$65.00 Teen Cyberbullying Investigated Where Do Your Rights End and Consequences Begin?

The Internet age has led to a different kind of teen bullying: cyberbullying. In Teen Cyberbullying Investigated, American Judge Tom Jacobs presents a powerful collection of landmark court cases involving teens and charges of cyberbullying and cyberharassment.

This riveting, informative guide will help young people understand what cyberbullying is and is not, recognize when they may be its victims or perpetrators, and learn tactics for successfully dealing with it.

Cyberbullying includes: • sending harassing or threatening emails, voicemails, texts, or instant messages to someone • spreading hateful comments about someone through emails, blogs, or chat rooms • stealing passwords and sending threatening messages using a false identity • building a Web site to target specific people. In his timely book, Judge Jacobs shares a wealth of knowledge, ideas, suggestions, and expert opinions honed from his years as a juvenile court judge, law professor, and author. Each chapter features a seminal cyberbullying case and resulting decision, asks readers whether they agree with the decision, and urges them to think about how the decision affects their lives.

$27.50

Positive and practical, reinforced with true stories and enhanced by reproducible forms, checklists, and resources, this solution-filled book can make your classroom a place where all students are free to learn without fear.

$32.50 How to Be BULLY FREE Workbook $6.00 The Bully Free Classroom CD ROM $25.00 Bully Free Card Game $20.00 BULLYING IN SCHOOLS

Six Methods of Intervention

Bullying in Schools: Six Methods of Intervention With Ken Rigby

This new training resource for teachers outlines the pros and cons of six different approaches to bullying. It contains clear and practical guidance and shows how to apply

by Ken Rigby each method, depending on the nature of the bullying and the resources available to deal with it. This DVD is ideal for f staff t ff ttraining i i and d tteacher training. It helps you make better choices about your approach and shows you how to implement strategies more effectively. It includes; the traditional approach, restorative practice, strengthening the victim, mediation, the support group method and the method of shared concern.

DVD plus CD-ROM and comprehensive booklet with summary information and useful discussion guidelines. Total running time: 45 minutes.

LOGGERGHEAD FILMS

$180.00 DVD, CD ROM and Booklet Stories of Us (Secondary Students) 3 DVDs about bullying, relationships and stress Unique new approach to education resources.

Internationally acclaimed by leading academics in Australia, the United Kingdom, Canada and the USA. Easy to use, classroom-based resources combine extensive Teacher’s Guides with films developed and produced with school students. Step-by-step instructions, discussion starters and activities for use over a number of lessons, with detailed support information for teachers.

$305.00 Set of 3 DVDs, $110.00 per DVD Stories of Us (Upper Primary Students) 2 DVDs about bullying and belonging

The Method of Shared Concern: A Staff Training Resource for Dealing with Bullying in Schools Dr Ken Rigby interprets and describes in detail this proven ttechnique h i ffor d dealing li with bullying in the secondary and late primary years. The DVD and accompanying User’s Guide present a step-by-step group training session for staff, built around two case studies enacted by practitioners trained by the originator of the Method, Swedish psychologist Dr Anatol Pikas.

$165.00 DVD & User Guide

12

A.L. Beane, Ph.D.

What happened?

What do you think (X) wanted?

What were you thinking?

Problem Solve

Arrange Another Meeting

What happened?

Endorsed by the Australian Primary Principals Association: “They really are a fantastic resource and d should h ld b be iin every primary i school in the nation”. Easy to use, classroombased and age-appropriate for the upper primary years. Each Stories of Us resource combines an extensive Teacher’s Guide with a film developed and produced with primary school students. Step-by-step instructions, activities and discussion starters for use over a number of lessons, and detailed support information for teachers.“Stories of Us is the best, most realistic account of bullying in schools that I have come across. Compulsive viewing for both children and educators.” Professor Ken Rigby

$210.00 Set of 2 DVDs $110.00 per DVD

www.inyahead.com.au

Student Welfare and Support Pocketbooks Anger and Conflict Management How to cope when tempers fly in the classroom, the corridor, the playground or, indeed, the staffroom. Find out about the anger cycle; how to recognise early warning signs and intervene to prevent an eruption; how to handle angry explosions/conflict situations; how to repair relationships following an outburst; how to teach children to manage difficult emotions and how to maintain your sanity. Paul Blum pulls no punches, taking us into fighting, steaming and ‘happy slap’ territory. However, you’re in the hands of an expert who really does give you a survival toolkit.

Asperger Syndrome Explains what Asperger syndrome is and offers a range of helpful strategies for overcoming the challenges it poses in the classroom.

Restorative Justice Expert practitioners Margaret Thorsborne and David Vinegrad provide a thorough grounding in restorative practice, with worked examples and easy-to-follow teacher scripts to get you started.

The Challenging Behaviours Fintan O’Regan, an internationally renowned expert on ADHD, explains why some children are prone to developing a can’t learn, won’t learn or don’t care attitude.

Practical classroom strategies include lesson scenarios, with example dialogues showing how different teacher responses can lead to different outcomes.

The Creative Teaching Roy Watson-Davis draws on a deep well of creativity and imagination to inspire you with this compendium of lively, inventive approaches to lessons.

The Behaviour Management Unravels the complexities of teacher-student relationships and covers different styles of classroom management, patterns and types of behaviour and offer a range of core principles and key strategies for dealing with everyday scenarios.

The Learning to Learn Practical strategies and study skills for motivating learners to register, retain, recall and revise with confidence and success.

Effective Classroom Communication The Teaching Assistant’s

Richard Churches draws from a range of disciplines, such as psychology, NLP and neuroscience, to provide a practical compendium of communication expertise based on what highly effective teachers do.

Expert advice on the skills, strategies and approaches that make for excellent classroom support.

Set of any 6 $75

$15.00 each $75.00 for set of any 6

english

English in My Pocket Prompt cards for Secondary School

‘English in My Pocket’ has been specifically IN MY designed by Lynn Jennings for secondary school English students. Lynn has been encouraging her students to use study cards for many years.

They are a practical resource that may be used individually as a study aid, or to help facilitate discussion groups. s t en d Each card describes a literary technique used by u t ool S writers, and gives an example. Many students ry Sch for Seconda will be familiar with at least some of the literary techniques that are described on the cards, but may have difficulty remembering them. By Lynn Jennings repeatedly using the cards to assist with the analysis of texts, students will begin to learn the strategies and meta-language that is fundamental to mastery in English. Ultimately, students will be able to evaluate with greater clarity, insight and understanding.

The cards come with a simple set of instructions and a variety of ideas for how they may be used.

pocket Prompt

s Card

$20.00

Order Toll Free 1300 556 830

english

pocket IN MY

rds PromaryptSchCa ool Students

EXAMPLE/S

Antagonist Example:

Knight (2008).

The movie The Dark onistt.. gonis rotag Batman is the prota onist. antag the is Joker The

for Second

t English in My Pocke

Antagonist

e Cards

ns On Using Thes

Teacher Instructio

texts we are referring when we refer to (Bear in mind that for example, a conveys meaning, ways. Most used in a variety of to any material that When we refer to These cards can be of these photograph or DVD. with at least some newspaper article, parts of speech, many students students are familiar are referring to the that are the biggest problem metalanguage we ng them. and descriptive words techniques, however, difficulty in rememberi namely verbs, nouns and through face is that they have our thoughts). to stimulate thought at used to verbalise be below are aimed should These cards are meant listed that are repeated usage, students Most of the activities to say that they rote learning, and processes to however, this is not lower order thinking low ability learners, Even when one student classes. able to move from direct to is mainstream skills. Our aim one will cannot be used in higher order thinking be able to ous group of students, pupils will ultimately teaches an homogene in class. information learning so that our difficulties have who analyse and synthesise of their ability. still find students deconstruct texts, help students and to the best these cards is to but main purpose of The learnt, vary insightfully, with confidence can already teacher have that they class or group, the crutch, I recall techniques you do not Depending on the them with a proverbial I would suggest that forgotten. By providing these techniques the following activities. on revision activities as this will students will master period am confident that of texts, this will ultimately spend the whole greater ease and Introduce texts (extracts and and new ones with tend to become boring. off small. Select texts that with flexibility, creativity and start assist them in writing age. You pictures, poems) techniques / metalangu on five insightfulness. ways these cover specific literary attention illustrate a few basic focus your students’ grows, The following activities might initially only knowledge and confidencea greater cards can be used. techniques. As their texts and d complicate more you can introduce . variety of techniques

Copyright 2009 •

DEFINITION

Definition:

is the a play or narrative The antagonist in cter or ses the main chara character who oppo (See Protagonist). hero (protagonist).

t English in My Pocke

Lynn Jennings

EXAMPLE/S

DEFINITION

ctive/Voice First Person Perspe

ctive/Voice First Person Perspe

Example:

Definition:

grabbed alley. As I did so I “I walked down the d Tim’s number ...”. my mobile and dialle

t English in My Pocke

tion means writin First person narra point of view. from the “I” or “We”

g or speaking

t English in My Pocke

13

Order Form Email: inyahead@iprimus.com.au Order Online: www.inyahead.com.au

Order Risk Free

ABN: 24 092 331 336 Fax: (03) 5258 3512

WE WILL PROVIDE RE SOURCES ON 14 DAYS APPROV AL

SECTION A: CONTACT DETAILS

Phone toll free: 1300 55 6 830 Fax: (03) 5258 3512

(excluding posters)

School: Attention: Invoice to: Delivery address: State: Contact phone:

Postcode:

Mobile:

Would you like to receive information via your email? If so, please provide your email address.

SECTION B: PLACE YOUR ORDER Description:

Quantity: $ Price:

POSTAGE: (All books GST inclusive) TOTAL:

SECTION C: PAYMENT OPTIONS Credit Card Visa

Cheque/Money Order

Cheques payable to Lifeshift Pty Ltd. Our terms are 30 days from receipt of invoice.

Mastercard

Card Number: Name on Card:

Expiry Date:

Amount:

$

Signature: Postage and handling: $10 for orders less than $100 anywhere in Australia. 10% of total order over $100, maximum $30.

NB: We are happy to provide books on approval to schools, as long as the purchaser is doing so with an intention to buy.

Any returns should be returned in mint condition within 14 days without charge (except for postage and handling).

Sorry, we do not provide videos or posters on approval.

Inyahead Press, PO Box 32, Queenscliff Vic 3225. ABN: 24 092 331 336

www.inyahead.com.au

Games U–Print Games U-Print Games allow teachers to print as many games as they need for their classroom. U-Print Games come in a convenient CD ROM. They are simple to use. Teachers insert the CD ROM in their computer, click on the game of their choice and print off the instructions, cards and game boards. This allows for the flexibility of printing multiple copies to use with the whole class.

The Games can be printed in 2 sizes, either A4 or A3. And they can be printed in B&W or colour. Teachers may even choose to laminate the games to provide a durable and professional finish.

Level Two — Forest Feelings

Emotional Literacy Game The Emotional Literacy Games are pitched at 3 levels of difficulty (Junior – Middle Primary).

Forest Feelings requires children to match the face with the feeling word.

U-Print $45.00

Level One — Farm Feelings

Level Three — Haunted House

This game is for younger students. Children match their cards with identical faces on the game board.

Social & Emotional Problem Solving Game (Secondary) The Social & Emotional Problem Solving Game engages young people in discussions about issues that are relevant to their lives.

Students construct a profile of a young person with a particular social and/or emotional issue. They then discuss with a group, the seriousness of the issue, what are the risks and protective factors, and how they might problem solve. The topics covered are: • Friendship • Bullying • Relationships • Alcohol and other drugs • Risk taking May be used on an interactive whiteboard.

U-Print $33.00 FRIENDSHIP

DILEMMAS REL ATIONSHIP AND SEXUAL

Your best friend has just broken up with their partner. They are not speaking to each other.

You are having a party.

SOCIAL

In Haunted House children match the feeling on the face with a compatible body.

Speaking about Acceptance, Tolerance and Appreciation This game may be purchased ain a U-Print format, or in hard copy. It is a card game to encourage conversations about our hidden prejudices (12 years to adults). This simple game encourages young people to think about others more deeply, and to confront the attitudes that often dictate their behaviour. The game comes with a full set of instructions, a set of cards and a set of discussion questions.

U-Print $20.00, In print $25.00

INTERACTIVE U-PRINT AND Requires Acrobat

WHITEBOARD

Reader (Mac and

PC versions included

GAME

see ‘Extras’ folder)

Social and Emotional Problem Solving Discussion Cards (Primary) These are a set of discussion cards using hypothetical social and emotional problems.

40 separate cards cover a range of social and emotional issues that are relevant to children from 8 – 12 years olds.

May be used on an interactive whiteboard.

U-Print $33.00 06

Littering

Kristy throws her rubbish at the bin and misses. She notices that there is lots of other rubbish that has also missed the bin. So she decides not to worry trying again.

DILEMMAS

S DILEMMAS

You have been going out with someone for a while. You are very keen. But she/he doesn’t like your best friend.

A friend tells you an embarrassing arrassing story about ass. You know the story another student in your class.

What sleading and untrue. is so exaggerated it is misleading

13

Being Stubborn

Raindrop is on a holiday camp. She has been to the beach, the movies, rock-wall climbing and the circus. She has had great fun!

Apart from one thing - the food! Yuck. Yuck. Yuck. She refuses to eat it.

Do you invite both of them? is your guiding value in this instance?

What would you do?

Do you laugh,, ignore gnore it, it or tell t ll th ht ? your friend your reall thoughts?

What is your guiding value in this instance?

What is your guiding value in this instance?

What is the problem?

What might be the reasons for littering?

How might Kristy feel?

Order Toll Free 1300 556 830

What could Kristy do to solve the problem?

Social and Emotional Problem Solving Game — Primary

What is the problem?

What might be the reason for Raindrop not eating?

How might Raindrop be feeling?

What could she do to solve the problem?

Social and Emotional Problem Solving Game — Primary

15

Posters The Heart Masters

The Feelings

Series of Posters

These posters were designed to help students with their emotional vocabulary, and to demonstrate the diversity and varying strength of emotions.

Series of Posters

Feelings and Faces, Self Control, Problem Solver and Mistakes and Muck-ups make up The Heart Masters series of posters. A booklet with explanatory notes and teaching ideas is included.

$10.00 each

$48.00 for poster set and booklet

$12.00 individual posters

$50 f six set o

When I Feel Bad...

I tell a friend

I tell a joke

I stay calm

I tell a teacher

I listen

I do my best

I look after friends

I try harder

I cheer myself up

I hope things will get better

I think happy thoughts

I pray

I do fun things

I relax

I eat healthy food

I tell my parents

Incredible Indoor Games Ages 5 – 12, 140pp

When I Feel Bad…

Poster: I Feel…

$12.00

$12.00

175 games and activities. Each game is simple enough to learn quickly, yet substantial enough to play again and again.

$30.00

Outrageous Outdoor Games Ages 6 – 16, 140pp

133 group projects, games and activities, all games are easy to play, require little or no preparation, and are readily adaptable to a variety of situations and skill levels. Step-by-step instructions are included for each game.

Restorative Practice

Circle Time Poster

$12.00

$10.00

16

$30.00

www.inyahead.com.au