All BME P.D. is registered and approved by Pdi for the Victorian Institute of Teaching
(Flat school rate for all workshops irrespective of numbers)
These are our current suggested workshop topics and schools can also specify workshop content, emphasis and additional components.
The workshops are available on site in schools and any number of staff can attend, but must be arranged by the school, the school cluster, or the regional office.
In dialogue with ourselves, schools can mandate all workshop content.
Our workshops are very practical and emphasize the acquisition of practical behaviour management skills and planning for behaviour.
How to set up a behaviour focus team in your school.
For teachers wanting to attend one of our "open to all" courses hosted by an accredited institution, (A.C.E.R., Deakin University, TLN or AISV the Association of Independent Schools of Victoria.)
Special Projects
5-Step A self-sustaining cost effective whole school behaviour management programme.
Managing the "Hidden" Curriculum
course details
Please contact us for costs, workshop content queries or bookings. Email - Training query, or just phone us on 03 9399 8491.
(For
teachers in Victoria, all BME Jenny Mackay
professional learning workshops reference the Victoria Institute of Teachers' Standards of Professional Practice
in the following elements: 1, 3, 4, 5, & 6 and the Principles of Effective
Professional Learning elements: 3, 4, 5, 6, 7, 8 & 9, VIT credits apply.
Provider evaluation code 0DDA568Q)
Suggested Workshop Topics
Section 'A' Workshops
lend themselves to an effective one day seminar workshop format but can
be condensed into 2 or 4 hour presentations with reduced intended outcomes.
Section 'B' Workshops are best
dealt with over two days but if necessary can be presented in condensed form
in one day.
Section 'A' Workshops
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A1: Teachers' strategies & skills: Turning behaviour around This full day workshop is designed to teach teachers a broad range of practical interpersonal skills for use in the classroom - to use as the occasion arises and to build resiliency. All forms of classroom behaviour can be successfully dealt with especially confronting and challenging behaviour. Topics covered: How to choose an appropriate response, convey needs and gain cooperation, avoid stereotyped reactions; being creative & taking 'safe' risks, tuning-in, being flexible and adaptable to situations; using modelling to build relationships. How to turn situations around and avoid being 'sucked-in'. How controlling yourself and your responses produces "good discipline". Intended outcomes: Effectively taking control in any situation, managing minor disruptions and major disturbances, preventing escalation and repetition of misbehavior, enabling responsibility and ensuring accountability for classroom and school behaviour. (VIT Professional development activity hours: 6)
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A2: Positive behaviour management: Dealing with apathy and negativity The workshop teaches practical planning for positive classroom management. The course content also addresses the 'anti-learning' ethos pervading many schools and classrooms. Topics covered: Planning methodology. Changing attitudes - changing behaviour. dealing with negativity, how to get them on your side, enabling students to change their perceived roles, encouraging a sense of worth in both student and teacher, building resiliency. Managing groups. Intended outcomes: A positive classroom, improved participation, greater productivity, higher levels of achievement, more positive attitudes towards learning, teaching and school, happier teachers.
(VIT Professional development activity hours: 2, 4 or 6)
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A3: Building Responsibility :
actions and consequences
The workshop teaches the
skills
and techniques with which to foster taking
responsibility for actions. Teachers learn to
build an awareness of the relationships
between rights & responsibilities, and actions & consequences,
and to develop new social competencies and resiliency in their students.
Topics covered: Discipline and punishment - what am I
teaching?, the concept of choice in behavior,
following through and teachers' options,
teaching for responsibility; the importance of reparation.
Intended outcomes: Teachers distinguish between discipline and
punishment and internal vs. external control. Students acquire insight
into their behavior, enabling self discipline and self
control. Teachers learn to use the 'space' between a classroom behaviour and
their response to that behaviour.
(VIT Professional
development activity hours: 2, 4 or 6) |
A4: Working in the here & now:
applying and working with practical behaviour management skills
Three 2 hour back-to-back
practical sessions
focusing
on today's classroom behaviour management
needs.
Each session works interactively with participants
using case studies relevant to situations faced by participating
teachers. Participants' own concerns are also addressed.
Topics covered: How to put on the "Coat of Many
Pockets." Becoming aware of covert issues disrupting the
classroom. Tuning-in to students. How to know when to act
and what skills to use.
Intended outcomes: The acquisition of practical skilled
responses to a wide range of common classroom misbehaviours. In
addition, participants will learn targeted strategies for dealing with
ongoing misbehaviour.
(VIT Professional
development activity hours: 6) |
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Our discipline ethos Children must individuate to function successfully as adults. They must be allowed to develop within boundaries which enhance that process. This implies that teachers must live with the ambiguity of permitting some appropriate acting-out and having to impose limits. The limits appropriate to school are different from those in the home, but only different in extent, not in character. The consequences of transgressing clear limits lies with the transgressor and not with the limit-setter, the "system", or the social milieu.
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General Training Options
All courses can be modified to match the needs of the school, or teacher group.
Schools can also stipulate the whole content of their seminar / workshop.
Each seminar or workshop is planned around the school's specific needs,
requirements and objectives.
Every school and each teacher face a unique set of
issues and problems. All workshops and seminars are prefaced by
consultation with the school and staff, and the workshop topic content is
planned around day to day needs, issues and difficulties.
Comprehensive training option:
—
A
4 module
comprehensive
training programme is available.
This is spread over four terms and involves two 2 to
4
hour workshops per
term.
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For all course enquiries |
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Section 'B' Workshops
Are best dealt with over two days but if necessary can be presented in condensed form in one day.
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A School-Based Behaviour Management Professional Learning Programme Incorporating the "Interactive Management Process©", (Jenny Mackay, “Coat of Many Pockets”, ACER press, 2006)
(Click here for the PDF Version)
Introduction 5-Step is a self-sustaining cost effective whole school behaviour management programme. It develops a team approach to behaviour management in which the teaching staff as a whole is engaged and committed to managing student behaviour positively and proactively. This alters the school culture to one which can confidently contain challenging student behaviour where it happens most; in the classroom between teachers and students and between students themselves. The 5 steps are:
Additional optional elements: a) Individual teacher classroom support and mentoring. b) Middle management behaviour management leadership training. c) Parent evening workshops in child behaviour management. d) Reviewing and planning of whole school behaviour management policy.
Programme Overview The practical skills and control strategies needed to manage any challenging student-teacher or student-student interactions are the basis of the initial training. The skills and strategies are learned, practised, easily internalized and then integrated into a proactive student management process. The teacher behaviour support team is then created to sustain, reinforce and perpetuate the programme while providing a safe collegial environment which enhances the behaviour management skills as well as professional practice in general. There is no right or wrong way to manage behaviour, but some ways are more effective than others. The essence of the skills taught is that they enable teachers to have firm control of their classrooms while enabling their students a maximum amount of autonomy within clearly delineated boundaries. This creates a controlled learning environment in which both teacher and student have safety in the knowledge that their roles and expectations are mutually understood, and that this reflects the whole school’s values. The interactive interpersonal skills learned by teachers are a synthesis of the most useful and practical cognitive techniques from all prominent seminal thinkers and researchers in the field of student behaviour management. These include Haim Ginott, Rudolf Dreikurs, William Glasser, Sternberg & Salovey and others. The 5-step programme empowers teachers to be better managers of behaviour, to develop a cohesive approach to school wide behaviour management, and to build long lasting positive changes to student teacher relationships. The principles of prevention and positive action underlie this process. To achieve the programme’s goals, teachers are guided to constantly use and practice the new skills they learn. This facilitates the internalisation of the values inherent in the programme. The methodology is designed to provide teachers with both practice and support. The support ensures that teachers commit themselves to being actively involved in the creation and management of their own and the school’s new behaviour management approach. The programme provides teachers with consultant support both personally in the classroom and electronically by email thereafter, - enhancing successful implementation and achievement of required outcomes. By the time the consultant has completed the 5 steps the team is thereafter able to provide the support role and guide the programme themselves. It is recommended that the 5 steps be spread over a year but this can be adapted to needs.
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