Learning Curve Teacher Planner – Custom

2019 learning curve teacher planner NAME.........................................................................................POSITION................................... mobile..................................................... TOP CHARACTER STRENGTHS................................................................................................................................................................ EMERGENCY CONTACT AND MOBILE....................................................................................................................................................

inspiring MY BEST POSSIBLE SELF The first choice we all have in life is to choose to choose. Understanding and accepting that when we make choices which challenge many unhealthy rituals that have become our daily habits at school, we then will have a multitude of possibilities and opportunities to explore which will inspire our best possible selves to shine through.

Choosing to live a life full of:

Choosing to use our strengths to:

mpathy to show that other people matter in our e thoughts, words and actions

do good to feel good and feel good to do good

self-forgiveness and self-kindness to love the life we have

t each with passion and purpose to see both our students and ourselves personally shine

rit to challenge our status quo to enjoy a healthy state of g wellbeing.

ease engaging in rituals which don’t make a positive c difference to anyone. Acknowledgement: Tal Ben Shahar

Education should be about us instilling in our young people a love of learning and providing them with the social-emotional and practical skills to live meaningful and fulfilling lives. Doing this on a daily basis lifts the spirits of everyone in a school, because there is a collective sense of striving to achieve a higher purpose that really matters – the wellbeing of students, teachers and leadership. That’s why I entered the teaching profession over 40 years ago. At first glance, the Learning Curve seems to have an oversupply of evidence-based wellbeing building resources for schools. The reason is to provide choice. Schools are able to choose activities which suit their own context. Each week the idea is to plan and then choose one or two of the most appropriate activities to discuss with students to grow each of their elements of wellbeing. As staff confidence in their own social-emotional capabilities develops, they often choose to incorporate more of these activities and strategies into their learning and teaching practices. The research from the likes of Martin Seligman, Ed Diener, Tal Ben Shahar and Shawn Achor shows quite clearly that such an approach results in significant personal and academic growth in students and enhanced staff wellbeing. Consequently, the quality of data is also considerably improved. To this end, a number of new resources have been created, including Strengths Boosters and Strengths for Relationships Weeks.

Strengths’ Weeks The challenge over the week for individuals and classes is to enjoy focusing their energies on creating activities for and showing the suggested strength to grow all members of the school community’s wellbeing (see pages 27 to 30). Term 1: Gratitude – February 18th to 22nd Term 2: Teamwork – June 3rd to 7th Term 3: Kindness – August 19th to 23rd

Term 4: Leadership – October 28th to November 1st

Any feedback will be welcomed. All the best, Mick Walsh

“I am not what happened to me, I am what I choose to become.” Carl Gustav Jung 1

semester curriculum plans CLASS:

SEMESTER:

WEEK 1

WEEK 11

WEEK 2

WEEK 12

WEEK 3

WEEK 13

WEEK 4

WEEK 14

WEEK 5

WEEK 15

WEEK 6

WEEK 16

WEEK 7

WEEK 17

WEEK 8

WEEK 18

WEEK 9

WEEK 19

WEEK 10

WEEK 20

REFLECTIONS / INTENTIONS

“Teamwork divides the task and multiplies the success.” Saying 36

semester curriculum plans CLASS:

SEMESTER:

WEEK 1

WEEK 11

WEEK 2

WEEK 12

WEEK 3

WEEK 13

WEEK 4

WEEK 14

WEEK 5

WEEK 15

WEEK 6

WEEK 16

WEEK 7

WEEK 17

WEEK 8

WEEK 18

WEEK 9

WEEK 19

WEEK 10

WEEK 20

REFLECTIONS / INTENTIONS

“To do is to be.” Socrates 37

JANUARY 2019

7

MON

14

MON

8

TUE

15

TUE

9

WED

16

WED

10

THU

17

THU

11

FRI

18

FRI

12

SAT

19

SAT

13

SUN

20

SUN

January – is named after the two headed Roman god of doors and gates, Janus. One of the heads looks to the future, the new year and the other looks to the past, seeing off the previous year. “If I try to be like him, who will be like me.” Jewish Proverb. 48

WELLBEING BUILDER

JANUARY 2019 Content from Student Planner

WHAT ARE THE ELEMENTS OF WELLBEING? – adding to all of my elements of wellbeing by regularly reflecting on them. Focus on developing all of the elements of your wellbeing because they are equally important to you becoming your best possible self. No single one of them is an indicator of the state of your wellbeing, but rather a combination of all of them. Every weekly Wellbeing Builder develops an element of your wellbeing a little, so that in time all of these elements will grow so that you can thrive and flourish.

STRENGTHS & EMOTIONS

Is using your top strengths to be in charge of and understand your emotions to focus on the bright side of life and look for what is right in things. Enjoying positive emotions such as gratitude, pride, hope and joy.

Describe a time I have thrived and flourished for this element ........................................................................................... ...........................................................................................

...........................................................................................

POSITIVE ENGAGEMENT

Is focusing yourself fully on what you are doing to experience flow opportunities in which you are totally involved and lose track of time; a balance between the difficulty of the challenge and using your best skill sets.

Describe a time I have thrived and flourished for this element ...........................................................................................

What are two things I will start doing to develop my positive engagement further? .............................................

...........................................................................................

relationships & optimism

Is believing that other people matter and connecting with them by giving of yourself through acts of kindness, empathy, gratitude and forgiveness; building both your and others’ wellbeing.

Describe a time I have thrived and flourished for this element ...........................................................................................

What are two things I will start doing to develop my relationships and optimism further? ....................................

...........................................................................................

skills & achievement

Is developing your skills to achieve meaningful goals you have set for yourself to strive to reach your potential through long term persistence and effort; having grit.

Describe a time I have thrived and flourished for this element ...........................................................................................

What are two things I will start doing to develop my skills and achievement further? ...................................................

...........................................................................................

exercise & vitality

Is approaching life with zest and enthusiasm to be in the moment and build a healthy lifestyle combining exercise, diet and an optimistic outlook on life. It’s about living the Wellbeing Bank Builders every day.

Describe a time I have thrived and flourished for this element ...........................................................................................

What are two things I will start doing to develop my exercise and vitality further? ...............................................

...........................................................................................

meaning & purpose

Is being committed to do acts of service and kindness which make a positive difference to the lives of others and build the wellbeing of your family, school, community.

Describe a time I have thrived and flourished for this element © Print & Marketing Services (Vic) Pty Ltd

What are two things I will start doing to develop my strengths and emotions further? .........................................

...........................................................................................

What are two things I will start doing to develop my meaning and purpose further? ...........................................

...........................................................................................

........................................................................................... Acknowledgement: Martin Seligman

“The deeper we dig for answers, the more we uncover new questions.” Ashleigh Brilliant. 49

WEEKLY WELLBEING BUILDER: fight, flight or freeze / fast and slow track responses Mindful Learning Intentions:  Growth Mindset: building students’ Strengths and Emotions through them understanding how to regulate their emotions.  Character Strength: exploring ways to show Self-regulation.  Student Strengths Booster: Strengths Spotting to use strengths in everyday life.  Habit of Mind: practising Thinking Flexibly using Exploring Habits of Mind Thinking Tool (see website).  Wellbeing Builder Reflection: doing either the Middle or Senior activity to grow the elements of wellbeing (see website).  Thinking Tool: developing thinking abilities using Answer, Reflect, Share (see website).

MIDDLE PLANNER

PAGE 22

SENIOR PLANNER

STRENGTHS AND EMOTIONS

STRENGTHS AND EMOTIONS FIGHT, FLIGHT OR FREEZE

FAST AND SLOW TRACK RESPONSES

Wellbeing Bank: to develop my Strengths and Emotions by being aware of my feelings. When you experience something which may be disturbing, your eyes send a message to your amygdala, which is the part of your brain which naturally creates your feelings and how strong they AMYGDALA are. Your brain’s response to the message may be either fight, flight or freeze. Fight is to stand up to a perceived threat. Flight is to not deal with or ignore it. Freeze is to be overcome and overwhelmed. Your amygdala is well developed and is often called the primitive brain. The good decision-making part of your brain, the prefrontal cortex, also receives the message, but doesn’t process it as quickly. Which means that your fight, flight or freeze feelings can control your thoughts, words and actions. Your prefrontal cortex is still developing, so give it time to make good choices. When you feel fight, flight or freeze, STOP and breathe deeply for a minute before you speak or act. Describe how you currently control your feelings. ..........................................................................................

Wellbeing Bank: to boost my Strengths and Emotions through regulating my emotional responses. Having the ability to self-regulate the intensity of your emotions and how you respond to situations are gateways to personal and academic growth. There are essentially two ways you respond, those being fast and slow AMYGDALA track. They are also sometimes described as downstairs and upstairs responses. Fast track responses are when the primitive part of your brain, the amygdala, which strengthens emotions, is in control. Your thinking becomes hijacked by your emotions, resulting in fast unconscious fight, flight or freeze responses and poor decision making. Others also find it more difficult to understand you. (Google rider and the elephant to learn more.) Slow track responses are when the good decision making part of your brain, the prefrontal cortex, which regulates your emotions, is in control. Your thinking is more rational and you analyse, problem solve and understand experiences. Describe how you currently self-regulate your emotions. ............................................................................................................ ............................................................................................................

..........................................................................................

Being able to keep your finger on the pulse of your emotions, will assist you to understand the connections between your thoughts, feelings and actions.

> Website: Thinking Traps, Wellbeing Builder Reflection.

Acknowledgement: Daniel Siegel

> Website: Thinking Traps, Wellbeing Builder Reflection.

ACTIONS

What are two things I will start doing to be aware of my feelings and fight, flight or freeze?

What are two things I will start doing to be more aware to self-regulate my emotions by using the slow track?

1.

2.

MINDFULNESS ACTIVITY

Five Senses – think of two of your greatest achievements and describe what you experienced for each of your five senses.

RESILIENCE BUILDER

Since the beginning of time, when we humans have looked at something, our main focus has been to look for what is wrong with it. From now on, let’s start looking for what’s right with things. Look around your classroom and come up with ten good things about it.

Throughout Years 9 and 10 you have had to build your skills in preparation for Years 11 and 12. With a friend brainstorm ten challenging situations you will need to overcome to inspire your best possible self to shine in the senior years. Who could you ask to assist you for each of them and what emotions could you feel?

WHAT WENT WELL THIS WEEK AND WHY?

1.

2.

2. Character Strength

3.

STRENGTHS' BOOSTER STRENGTHS SPOTTING (see pages 8-9) 50

PAGE 22

SELF-REGULATION

ww w.v iac har act er.o

rg

3.

HOW DID YOU FEEL THIS WEEK?

21 monday TERM:

WEEK:

january 2019 PRIORITIES / MEETINGS

DAY:

DONE

Be kind to my wellbeing by living each of the following. Three Joys: what are the three things I am looking forward to most this week? Kind to Myself: I will believe in myself as a person who matters. Strengths Booster: Strengths Spotting – Journal any times I see myself or others using this week’s strength and the actions I or they take. Three for Me: what are three good things I’ve achieved in my life? Acts of Kindness: what are five kind acts I could do for others this week? Strengths Challenges: to overcome challenges, what is one thing I could do to use this week’s strength Self-regulation? A boiled egg is an excellent healthy snack

NOTES

PREPARATION AND FOLLOW-UP:

CLASS

F 1 2 3 L1 4 5 L2 6 © Print & Marketing Services (Vic) Pty Ltd

7 F “Your word is a lamp to my feet and a light for my path.” – Psalms 119:105, NIV 51

22 TUESDAY TERM:

WEEK:

JANUARY 2019 PRIORITIES / MEETINGS

DAY:

DONE

Learning and teaching in the 21st century The 20th century, in which current teachers were educated was: an information based era in which remembering large chunks of information was the focus it was not about how or why, but concerned with what = content our teaching encouraged the use of the left brain linear thinking; little or no connections transferring information from the past. A game of mini golf is great fun and an opportunity to laugh

CLASS

PREPARATION AND FOLLOW-UP:

NOTES

F 1 2 3 L1 4 5 L2 6 7 F “Your word is a lamp to my feet and a light for my path.” – Psalms 119:105, NIV 52

23 WEDNESDAY TERM:

WEEK:

JANUARY 2019 PRIORITIES / MEETINGS

DAY:

DONE

Learning and teaching in the 21st century The 21st Century, in which our current students will live and lead, is: a conceptual age in which ideas, creativity, making connections and discovering new knowledge are the keys it’s all about how and why; information, the what, is easily accessible for nearly everyone in the world and it’s cheap.

Correct nutrition balances stress hormones

NOTES

PREPARATION AND FOLLOW-UP:

CLASS

7 F “Your word is a lamp to my feet and a light for my path.” – Psalms 119:105, NIV 53

REFLECTION TIME

JANUARY 2019

Regular and deep reflection on our professional practice and encouraging honest feedback from critical friends are essential to the ongoing development of learning and teaching in our classes. Be constructive; this is a development exercise, not a judgemental one. Be creative and innovative. CLASS

DID THE CLASS ACHIEVE WHAT YOU WISHED? WHY OR WHY NOT?

THINGS TO ACHIEVE/FOLLOW-UP NEXT MONTH

IDEAS BANK / ANY PROFESSIONAL DEVELOPMENT REQUIRED?

Mindful Colouring In: connect with yourself and the moment to enjoy feelings of flow and positive emotions.

February 2019 1

FRI

8

FRI

15

FRI

22

FRI

2

SAT

9

SAT

16

SAT

23

SAT

3

SUN

10

SUN

17

SUN

24

SUN

4

MON

11

MON

18

MON

25

MON

5

TUE

12

TUE

19

TUE

26

TUE

6

WED

13

WED

20

WED

27

WED

7

THU

14

THU

21

THU

28

THU

February – is named after the Roman god of purification, Februa. To keep the calendar in line with the seasons, a day was added every four years, making it a leap year with 29 days. “You can’t kick goals if you can’t see the posts.” Graeme Alford 60

wellbeing builder

FEBRUARY 2019 Content from Student Planner

WHY RESPECTFUL RELATIONSHIPS? – building my Relationships and Optimism by learning about respectful relationships. When you have a healthy state of wellbeing you enjoy thriving and respectful relationships. This means you understand your emotions, use your character strengths, have positive coping strategies, are able to solve problems, show empathy, manage stress and seek help. Normally most of your relationships will be respectful. The three factors which underpin respectful and resilient relationships are:

RELATIONSHIPS NOT RESPECTFUL

Connected – sharing and communicating equally and openly with others. Protected – feeling emotionally and physically safe. Respected – feeling others value all of you. Respectful relationships can be threatened by risk taking, drinking, drugs, not prepared to seek help, body image, anxiety, eating disorders and not accepting people with individual differences. Following are questions to reflect on to prepare you for discussions about respectful relationships.

questions to reflect on

your thoughts and experiences

RESPECTFUL

what is one thing you could do?

What are my responsibilities in having a respectful relationship? How can I recognise when others’ expectations of what a respectful relationship differs to mine? How do I show empathy and understanding for others with individual differences? How do I respectfully and nonviolently communicate to resolve relationship conflicts? How can I recognise when things become unsafe for myself or others in a relationship? What strategies can I use if I find myself or my friends in unsafe or threatening relationships? Who could I seek help from if I found myself in an unsafe relationship and what would I say to ask for help? What could I do if I knew a friend was in an unsafe relationship, but made me promise to keep it secret?

How have phones changed what affects respectful relationships for me? What could I do if I found my friends were texting inappropriate images and putting pressure on me to join in? Acknowledgement: Janice Atkins, Andrew Fuller, John Hendry, Melbourne Graduate School of Education, University of Melbourne “A wise man hears one word and understands two." Proverb. 61

Turn static files into dynamic content formats.

Create a flipbook