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Transition…

it’s what’s inside

that counts Joining the Dots

Pod Group 3

Jessica Seeney and Rachel Meers

Stages of Transition

Preschool Early

Stage 1 Stage 1

Stage 2 Stage 3

Intrapersonal Skills (Self)

Interpersonal Skills

(Relationship)

Self Control

Problem Solving

Preschool

Self Control Preschool

Support/Teaching strategies • Talking stick

• Display classroom expectations- 5L’s etc

• Warning bell • Clapping patterns

Useful Websites/Resources

• GoNoodle.com • The kid should see this.com • Brain Breaks • The kid should know that • Storyline Online • Kids Matter • Department websites NSW Vic Qld • Bounce Back/You Can Do it

Programs

Personal and Social Attributes • Participation in play:

o turn-taking o sharing

• Expresses needs and wants • Separation from primary carers

• Follows simple directions • Manages change in routines

Problem Solving Preschool

Support/Teaching strategies

• Visual Timetable • Daily routine- establish and

maintain • Emotion charts- students can use to

verbalise feelings



Programs

Personal and Social Attributes • Beginning to deal with conflict • Expresses needs and wants

Communication

Collaboration

Preschool

Communication Preschool


• Talking stick • Encourage students to help one

another • Verbal cues- All set…you bet!



Programs

Personal and Social Attributes • Participation in play: o Verbalising ideas/stories

• Beginning to express emotions through language • Expresses needs and wants though verbal cues

• starting conversations • using eye contact

• taking turns talking and listening

Collaboration Preschool


• Teach/encourage students to help one another



Programs

Personal and Social Attributes • Participation in play:

o turn-taking o Sharing

• Shows interest in friendship and others • Participates as part of a group



(Relationship)

Self Control

Problem Solving

Early Stage 1

Self Control Early Stage 1

Personal and Social Attributes

• Begins to talk about how they feel emotionally • Demonstrates persistence regardless of success

• Want to follow the rules • Think before acting

• Take responsibility for own actions


• Feather blowing- breathing control • Talking stick

• Display classroom expectations- 5L’s etc

• Warning bell • Individual reminders to particular

students, who require • Discuss expectations • Clapping patterns



Programs



• Begin to recognise there is more than one way to solve conflict o Walking away o Asking for help

• Begins to negotiate in various ways • Practises solving simple interpersonal problems- play


• Promote students to discuss problems and then discuss

strategies to solve • Teach students independence



Programs

Problem Solving

Communication

Collaboration

Early Stage 1


Personal and Social Attributes • Listens to and responds to the ideas of others

• Confidently Initiates and joins conversations with people- friends, teachers, family etc • Interacts with others one on one and in groups

• Tell jokes and riddles • Express a range of ideas

• Reads aloud • Increased vocabulary


• Read • Sing songs

• Play simple word games – for example, think up rhyming words

• Tell jokes and riddles • Using the telephone



Programs

Communication



• Demonstrates cooperative behaviour • Takes turns and shares equipment

• Plays fairly with a partner or as part of a small group


• Think, Pair, Share • Small group/Partner work



Programs

Collaboration



(Relationship)

Self Control

Problem Solving

Stage 1

Self Control Stage 1

Personal and Social Attributes • Express their emotions more constructively • Set goals in learning and persoanl organistion

• Persist with tasks • Compares their emotional responses with those of their peers

• Considers how others respond in difficult situations • Discusses ways in which they can take responsibility for their own actions


• Music-as a re-focusing or calming technique

• Feather blowing- breathing control • Teach body percussion- self-

calming/soothing

Useful Websites/Resources • GoNoodle.com • The kid should see this.com • Brain Breaks • The kid should know that • Storyline Online • Kids Matter • Department websites NSW Vic Qld • Bounce Back/You Can Do it

Programs



• Identifies conflict situations as they arise • Begins to discuss conflict one on one with the people involved

• Uses basic conflict resolution strategies: o Walking away o Counting to 10

• Seeks assistance


• Promote students to discuss problems and then discuss

strategies to solve • Teach students independence


Programs

Problem Solving

Communication

Collaboration

Stage 1



• Describes ways to express emotions • Awareness of the feelings and needs of others • Identifies ways of making and keeping friends

• Discusses the use of verbal and nonverbal communication skills


• Teach tone/volume of voice- inside, partner, whole class etc

• Discuss how words/actions can help or hurt others


Programs

Communication



• Identifies cooperative behaviour


• How to participate as part of a group- scenarios, role play examples

• Think, Pair, Share • Teach expectations of how to

behave in collaborative situations


Programs

Collaboration



(Relationship)

Self Control

Problem Solving

Stage 2


Personal and Social Attributes • Is able to identify when they are confident or lacking confidence with a task • Is beginning to recognise challenges around new learning/environments/social groups • Demonstrates greater levels of persistence when trying new things • Shows willingness to learn from unsuccessful participation • Identifies and discusses when overcoming a challenge feels • Beginning to understand that social behaviours will impact on achievement and social

connections/relationships

Support/Teaching strategies • Discuss feelings/emotions with students- Why we feel them, how we feel, how it looks. Develop

a Feeling Words Curriculum • Begin developing a Tool Kit of strategies that all students can call upon when feeling certain

emotions/lose of control. • Encourage students to use the RULER method when beginning to loose control:

o Recognise- The feeling/emotion when loosing self-control o Understand- Discuss what feelings and emotions may feel/look like o Label- Encourage students to use the language (I feel angry, I feel anxious) o Express- Once students are able to label the feeling, have them elaborate on how it made

them feel and why they think they felt that anger/anxiety etc. o Regulate- Encourage students to utilise the strategies already discussed to manage

themselves when they feel they are loosing control Yale Centre for Emotional Intelligences

Problem Solving Stage 2

Personal and Social Attributes • Is beginning to use conflict negotiation and resolution strategies to achieve positive

outcomes to problems • Is beginning to recognise the difference between positive and negative relationships,

but may not have the skills to break away from negative relationships at this stage. • Knows how to care for self and • Beginning to care more for others • Resolves conflict through discussion with person/s involved • Is beginning to be more responsive to the opinions of others

Support/Teaching strategies • Develop a strategy wall

o Take a deep breath- Practice controlled breathing- fitness, within classrooms o Find a calm place- discuss these kinds of places, why they are calming o Read a book/draw/paint/write- Encourage students to find a hobby that helps them to

relax o Talk to a friend- Role play/Scenarios to assist students in communicating about the problem o Focus on the positive- Discuss positive language, putting the problem faced into

perspective with the world around o Visualise a happy/calm place- discuss how making a movie in our mind about a happy

situation/place can help us to problem solve, demonstrate/practice this o Try to look at the situation in a different way

Communication

Collaboration

Stage 2

Communication Stage 2


• Able to start conversations with peers, teachers and other adults • Effectively use eye contact • Employ various speaking skills to give confident presentations-gestures, facial

expressions, pause, volume, humour etc

Support/Teaching strategies Talking • Teach students to use the BED method

o Body Language- Open posture, no crossed arms/legs- puts up barrier/willingness to listen o Eye Contact- Should be made and maintained without overdoing it o (Body) Direction- face the person whom you are talking to, move to their height if needed

Active Listening • Stop-what you are doing and pay attention to what the person is telling you • Look- Make eye contact • Listen- to the emotion- use non-verbal cues such as nodding, smiling, frowning (depending on

emotion being shown) • Respond- re-state what the person has told you in your own words. Use questioning • Be a role model for positive communication • Practice these through discussion, role play, scenarios, real-life examples, reflection activities

Collaboration Stage 2

Support/Teaching strategies • Think-Pair-Share- Establish groups goals/expectations • Teach students how to negotiate of roles/change of roles • Discuss how to be mindful of others opinions, whilst also suggesting improvements

towards the common goal • Keep groups minimized • Flexible groups norms- to assist with this rotation of groups is recommended • Promote open communication • Create Group roles • Use real word problems

Support/Teaching strategies • Contributes to groups/teams and makes suggestions for improvements • Working as a part of a pair/small group • Able to successfully maintain a role within their group • Openly communicate with a range of peers within a group



(Relationship)

Self Control

Problem Solving

Stage 3


Support/Teaching strategies • Develop a SELF CONTROL TOOL KIT

o How to recognise personal characteristics? o How to manage physical changes? o How to identify the links between physiology and feelings- Increased heart rate

and stress o What strategies do I have/need to manage those feelings? o What are appropriate behaviours? o How can I use these behaviours for control? Recognise, reflect/discuss, practice o Observe/analyse other people’s behaviour? Appropriate/not appropriate,

consequences etc. Use videos, scenarios, peer feedback/reflection • Support students in making personal goals in order to improve their tool kit

Personal and Social Attributes • Describes self-confidence around various tasks • Discusses challenges around new learning/environments/social groups etc. • Demonstrates optimism and persistence when trying new things • Shows willingness to learn from unsuccessful participation • Persists with challenging tasks and adapts approach • Discusses how meeting challenges makes you feel self-worth • Understanding that social behaviours will impact on achieved

Problem Solving Stage 3

Personal and Social Attributes • Identifies a range of conflict negotiation and resolution strategies to achieve positive

outcomes to problems • Recognises positive and destructive relationships • Recognising how to care for self and others • Resolves conflict through discussion with person/s involved • Listen to and responds to the opinions of others

Support/Teaching strategies • Develop a SELF CARE TOOL KIT

o How to recognise/respond to Safe Vs Unsafe situations? Use a 1-10 scale o Personal wellbeing- What does this look like? Are we caring for ourselves in an at

risk situation? o What does self care look/feel like? Appearance, health, hygiene, balanced

lifestyle o Self Esteem- What is this? How does it feel? Ways to build self-esteem

• Support students in making personal goals/peer feedback in order to improve their tool kit

Communication

Collaboration

Stage 3

Communication Stage 3


• Identify their communication strengths and weakness • Understands the need for varying forms of communication • Beginning to understand appropriate use of the varying types

Support/Teaching strategies • Develop a COMMUNICATION TOOL KIT

o What is good communication? o How does communication meet our needs? o How do we communicate? Forms of communication- tone, body language,

volume, behaviour o Does what we say meet our needs? Scenarios/Role Play o Social Norms- what is socially acceptable o How do we greet/speak to people? o Mis-communications- what can this look like, how can we fix/improve?

• Support students in making personal goals in order to improve their tool kit

Collaboration Stage 3

Support/Teaching strategies • Develop a RELATIONSHIP TOOL KIT

o What is a team? Define, discuss many opportunities to be a part of a team (sport, band, soldiers etc)

o What is the purpose of the team? o Who are the members/what are their roles/skill set? o How does a team combine? Through relationship development, communication,

problem solving, self-control, perspective etc o Emotional Connection- values, feeling of belonging, connectedness o Social norms- positive/negative teams o Analyses of the team- deconstructing/re-evaluating

• Support students in making personal goals in order to improve their tool kit

Personal and Social Attributes • Identify and reflect upon the different groups they are apart of and the way these

groups influence them- friends, family etc. • Deconstruct and re-construct relationships- identify how a relationship is purposeful or

detrimental- impact on behaviour etc.

Our students, their emotional intelligences and transition

Self Awareness Emotional Self-

Awareness

Self-Worth

Self-Confidence

Reality Testing

Coping Skills Impulse Control

Stress Tolerance

Problem Solving

Flexibility

Optimism

Interpersonal Skills Empathy

Social Responsibility

Assertiveness

Effective Relationships Interpersonal

Relationships

Independence

Personal & Interpersonal Effectiveness Self-Fulfillment

Happiness

plus

is related

to

which

supports

Which

improves

Resulting in

successful

transitions for

our students Early Stage 1

Stage 1

Stage 2

Stage 3

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