Page 1

ABN: 24 092 331 336

3 1 0 2 GUE



Phone Toll Free 1300 556 830 Fax (03) 5258 3512


CIRCLE TIME Circle Time Games and Activities Book 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 identification of the key factors for effective social and emotional programs. • An explanation of typical Circle Time activities. • 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.

$44.00 Circle Time Resources Toolkit CD ROM Circle Time Resources Toolkit is a CD ROM which may be readily printed to create multiple copies. The toolkit contains a range of card sets; numbers 1–100, alphabet, colour, maths symbols, measuring, story-telling, feelings, animal, shapes and behaviour. As well as the cards, it also contains 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.

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. Resources 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

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



Circle Time Image Cards 82 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.

Circle Time Poster $10.00

Circle Time Feeling Cards 60 B&W laminated cards

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. w

Circle Time and Learning About FEELINGS

Circle Time Character Cards

Full of lesson formats and activities that build interpersonal skills. Students explore how their feelings influence their behaviours and their relationships. The resources includes a set of 60 blackline master ‘feelings’ cards that have been created by popular cartoonist Adrian Osborne.

Teacher, primary

52 B&W laminated cards

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


$15.00 Each

Circle Time and Learning About STORIES

Circle Time Games and Activities Full Kit

Teacher, primary

Circle Time Games and Activities Book and 3 sets of Cards.

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 regardless of reading ability. The resource is packed with activities, uncludes sample lesson formats and visual prompts.



Circle Time Games and Activities Book, 3 sets of Cards and CD ROM.

$100.00 Circle Time Games and Activities Book & Cards


CIRCLE TIME Developing RESILIENCE with Circle Time

Circle Time for Junior Primary Suitable for 5–9 year olds.

“Circle Time for Junior Primary is a set of 40 sessions covering topics including; welcoming, listening, appreciating, joining in, friends, special occasions, cooperating, helpng, feelings, managing myself, making mistakes, encouraging myself and others, and many more. Each session includes a welcoming activities, warm ups, main activity, discussion question, concluding activity and follow up suggestions. Each session is on an A5 card which makes the resource easy to use for the teacher when conducting the session. There is also a session planner included, so that teachers may adapt sessions as required.


40 complete sessions on cards 10–13 year olds.

“School programs that promote resilience aim to help children develop: • Social and emotional competence • A sense of purpose, person identity and autonomy Circle Time is an ideal method for helping children to develop resilience in the classroom. This resource has 40 sessions on cards. These are easy to use and require minimal planning. They include; getting to know each other, trust building, self awareness, happiness, strengths, empathy, optimism, goal setting, coping, problem solving, decision making, managing emotions, help seeking and help giving.


10 Join In Purpose To encourage children to join in with games and to talk about how to behave in groups.

ther 05 Work Toge


Purpose To encourage the group to have fun as a together and to enjoy doing activities trust group. In doing so, children develop smiling, and practice socialization skills like appropriate touch, taking turns, listening, appreciating others and joining in.

Welcome Name game Ask for a volunteer to start. The volunteer and I says, ‘Hello everyone, my name is… like to…’ student The process is repeated by each around the circle. For time. each varied be can game NB: The holiday, instance; position in family, favourite life, favourite hobby, happiest day of their things they like to do...

Create a list of behaviours cards (see behaviours card).

Main Activity Ask the children, ‘Who wants to really Ask the make everybody feel welcome?’ children to form 2 rows of equal numbers. children With one arm on their foreheads, the lean forward so their arm is touching One child opposite. This forms a tunnel. brush’ arm stays free. This is the ‘foaming the to wash the cars as they pass through the car of end very tunnel. The child at the they wash is first to enter the tunnel. As them walk through, the children scrub legs. gently on their shoulders, backs and on. Then another child follows and so NB: This is another game that involves it touch. Because children enter a tunnel is worth can be threatening for some, so it pass’. reminding children of their ‘right to

Welcome Name Game

children to call • To encourage name each other by each other • To learn about

Discussion Question Warm Up Form children into groups of 6 – 8. The leader calls out a shape and the children form that shape. Each child must be included in the shape and all of the children must be holding someone’s hand.

What behaviours encourage children to join in? What behaviours encourage children to leave a game?

Reflection Each child completes the sentence: I encourage children to join in when


Discussion question Warm Up Pass the Smile

How did you feel passing through tunnel?


Main Activity Place the cards you have prepared on the floor. Ask children to take turns in choosing a behaviour they noticed during the game.

next A child begins by turning to the child smiles to them and smiling. The recipient and back, then turns to the next person passes the smile around the circle.

Reflection Sentence completion

Follow up Children draw a picture of something they like doing in a group, and a picture of something they like to do by them self. Reinforce the idea that children do not always want to join in. That is why they have a ‘Right to Pass’ during Circle Time.

Something I enjoyed today was…

03 Trust

? Guess Who

the Pass Around Game Circle Name

d to proceed aroun Ask children elves ucing thems the circle introd n next to them. , and the perso by saying, ‘Hello g They do this and then turnin is…’’, my name and n next to them to the perso by saying, ‘And introducing them this is…’ uced they have introd The person my name is…’ then says, Hello, the circle until d and so on aroun had a turn. everybody has s encourage Game Name NB: using inclusive by children to be ming others. names and welco en to childr They also help ‘one person rule, practice the time’.. time speakkss at a

Follow Up The teacher reinforces the idea that in. the children have the right to join

they were called • The reason . changing seats their name else who is also seated about their name ree, they stay If they disag • Any stories ion. the next quest introduces and wait for partner then Their if: seats e he circle and Stand and chang them to the have zes what they middle name summarizes er. • You have a partner d about their learne name your • You like re has 3 main hare r/Sha name NB: Pair/S long a have e • You s stages: Circle Tim nts n is easy for other stude name Rituals in Your where • in • Think time to follow rituals ate time to to remember adequ It is impor tant have the ote nse ns d after These prom der their respo • You were name family Circle Time. consiider your of positive habits where whe somebody in en, development ed discussion • Paired partners. security for childr t e ame ned nickn provid assig a and en are dren • You have childr what to expec opportunity an op since they know circle. One nickname This gives them the • You like your and fform when they join peak,, listen to speak le by their name is welcoming ions • You call peop impor tant ritual circle at each al questions. onal dition additi ‘hello’ the when saying everybody to th larger Purpose the are ideas with people • Share session. • To learn about • You like it when name . oup. trust group by address you • To think about the reasons : for being trustwo rthy Main Activity q stions n que


Proceed around the circle with each child saying, ‘Hello, my name is…’ and then turning to their side and introducing the person to their left or right (or variation).

Shapes Game

r may take longe (This session of Circle Time) than one sitting

02 Names

Car wash

all of

Pair Card 01

ion ssio uss scu Disc

sha their to share the room. Askk children qu ions: Preparation A volunteer leaves to be ns on the quest nions opinio is nominated Another child be the lik about Locate 2 blindfo like pretends to lds made out • What do you ‘it’. Each child of material. The volunteer your name? nominated child. you and asks le callingTen room pe peop the hula hoops (or returns to • Do you like pieces of be the d the circle (no Wh might material etc... ) that ? What name questions aroun by than may be le like being laid on the floor asked more child can be to create an reasons peop teer’s volun ? The name obstac le course. The one question). referred to by fy who is ‘it’. task is to identi the nominated fy aim is to identi few as from Welcome on a child by name flectio Refl possible. When the questions as Procee to complete d around the circle, a question they Ask children child is asked with may each child taking answer, they it in turns to say sentence: are unable to the my to the rest this happens, like about‘hello’ of the circle. it is pass. When Something I counted until is... question is not name ctly. answered corre

Pair/Share e Name Gam

Follow Up

04 Happiness







Purpose To discuss and practice listening.

Main Activity Preparation each • Make up enough ‘pair cards’ for sheet). child to get one (see ‘pair cards’

Welcome Name Game child Proceed around the circle with each then saying, ‘Hello, my name is…’ and the turning to their side and introducing person to their left or right (or variation).

Pair/Share to the Mix up the cards you prepared prior Ask class. Hand one card to each child. card. them to find the child with the same take a When they have found their partner, seat and make themselves comfortable. The aim of the activity is to find out something your partner enjoys doing. something Talk about the question, ‘What is you enjoy doing?’ When each pair has found something turns their partner enjoys doing, they take (name) in telling the rest of the group, ‘… riding enjoys …’. For example, Luis enjoys his bike.

Warm Up Fruit Salad of a fruit. Each child is allocated the name Only use 3 different names, for example, leader apples, pears, oranges. When the have calls, ‘Apples’, all of the children who When been named apples, change seats. everybody Salad’, ‘Fruit calls, the leader changes seats. When all of the children and have have had an opportunity to move activity. next the onto move some fun,

Discussion Question is What helps you to listen when someone telling you something? answer Ideas that may be included in the lean are: to look at the person speaking, up if you towards them, ask them to speak cannot hear properly…

Reflection Each child completes the sentence: Something I learned today is…

Follow Up

Silent statements Explain to studen ts that you are going to ask their opinion . If they agree, they simply stand and change seats with someo ne else who has the same opinion. If they disagree, they stay seated and wait for the next question. Ask students to stand up and change places if they: y • obey your parent s • never take their brothe sister’s things withou rs/ t ask asking • tell the truth • are careful with other peop people’s things

each call out en to Lay hula hoops . (or other) Remind childr room class inside in the the circle. Ask other by name volunteers to make for 4 nts up 2 pairs. In nt stateme ent Sile each pair, one will be blindfolded, that you are and the other will in to children ain Expla n. act opinio name their blindfolded volunte as the • Their ng to ask for going stand er’s eyes. like their name , they simply they The her blindfo agree ey Whet lded they • If volunteers sit with someone diagonally oppos • keep promises d change seats and ite each other. When the teache r says, ‘start’, • talk about others each pair attemp behind th their ts to back circle without standin cross the g on a hula • follow rules in hoop (or other games obstac blindfolded volunte le). The • give things back er will be led when you across the circle find them by their The Fruit Salad pair. is to reach • do as you say the other side ts and aim men you the State will ed t sit in the seat vacate do allocat Silen Each student is d byuse 3 • keep workin g when the ts that you their opponentofbefore Only Purpose name a fruit.the other Explain to Studen teacher leaves . lded volunte the room , for example, their opinionblindfo students to think er reache different names are going to ask s s. When • To encourage the oppos simply stand ite side of theorange , pears, circle. s’, all of apples about happiness If they agree, they ne blindfo If the with someo ‘Apple calls,er volunte happiness leader the lded or and change seats . stands leader opinion • To explore what have been on a hula n who childre who has the same seated hoop the else them (or to means they stay obstacle) they return , change seats. to their named apples If they disagree, seat‘Fruit they are feeling n. start again. and calls, next questio • To identify how Each the leader pair could and wait for the happy be timed toWhen changes add interes when they are everyb stand up and t. ody Salad’, Ask students to things make of the children if they feel happy seats. When all • To discover what change places unity to them happy have had an opport fun, when they are: some have and move te sport next activity. • playing a favouri move onto the on • watching televisi Preparation the g up in • by themselves tion Large ball for throwin ing with others Discussion ques g • doing someth air and catchin when you are ‘feeling’ words How do you feel • doing a hobby Using the list of e a set of happy? parents (see card) prepar • helping their ’ cards on 1. Place ‘feeling cards. g new things learnin • you may the floor pet NB: Alternately, ts to • playing with their of feeling cards. 2. In turn, ask studen that are purchase a set choose those cards they when most prominent ing they Main Activity: are doing someth Welcome / Share the enjoy. Pair begin to er Ask for a volunte into pairs. er calls out a Form students game. The volunte the ball high something name, then throws Ask them to choose Reflection centre of the doing. Share into the air in the they most enjoy complete the r, who then who has had Ask students to circle. The child this with their partne runs to the back to the group. sentence their name called, reports s catche and st days of my has 3 main centre of the circle One of the happie NB: Pair / Share call another then They the ball. life was when… stages: so the ts child’s name. And studen n all childre • Think time where process goes until time to have adequate have been called. se Follow Up consider their respon s could then be proces The NB: ask sion where On a regular basis, enjoyable • Paired discus reversed. an ed partners. children to share children are assign an opportunity experience. This gives them and form to speak, listen ns. additional questio larger the with • Share ideas group. into pairs. Ask er: Form students with their partn them to share

08 Listen

Main Activity: Blindfoldss

Discussion Question How did each pair feel about their partne r? Before? After?

Discussion ques tion

• How important is it to trustworthy person be a ? • What might happe n were always untrus if you tworthy? • How can you decide if you trust someone or not?

Reflection Ask students to complete the sentence: Someone who I can trust is...

‘One Reinforce the Circle Time rule that person speaks at a time’.


CIRCLE TIME Working in Circles in Primary and Secondary Classrooms Margaret Armstrong & David Vinegrad, 150pp

Working in Circles in Primary and Secondary Classrooms is a comprehensive manual for anyone wishing to use the circle in their classroom for community building, social skills, democratic decision making or just having fun together as a class. It is a complete guide, saving valuable time in searching for a collection of fun games or resources suitable for primary or secondary classrooms. This manual covers: The reasons, benefits and methodology of using circles in classrooms, the ways they can be used, and many examples of circle sessions for both primary and secondary classrooms. Circles in schools can build and create a sense of belonging, trust, loyalty and community-mindedness. Using circles in classrooms as described in this manual, can create democratic classrooms, where real learning occurs in safe, supportive spaces.


The Grab and Go Circle Time Kit for Teaching Restorative Behaviour 13 sessions for junior primary Jane Langley & Bill Hansberry

Thinking and Behaving Restoratively doesn’t come naturally to all kids. Restorative Practices is a way of thinking about people and events and it’s a frame of reference that we can teach to young people. What’s the result? Calmer, more peaceful and more productive classrooms and playgrounds. Evidence shows that schools that actively teach Restorative Thinking and Behaviour to students report less bullying behaviour, less anxious kids, less anxious parents and happier teachers. The Grab and Go Circle Time Kit for Teaching Restorative Behaviour is unique. We’ve harnessed the Circle Time pedagogy to create thirteen wonderful sessions to actually teach Junior Primary Students how to think and behave restoratively. Packed with wonderful illustrated stories and resources for use in the sessions, busy teachers can literally pickup this manual and run with it! Session Outline: Session 1: Our Circle Time rules Session 2: Inside and outside hurts Session 3: Accidental and intentional hurts Session 4: Helping others when they are hurt Session 5: Dealing with arguments Session 6: What we need when we are hurt Session 7: What we need when we have hurt others

$33.00 Circle Time for the Very Young Pre and junior primary school students, teacher resource

Full of brilliant activities for very young children. On the left hand page the lesson plan is for 3–5 year olds, and on the right hand page the same activity is developed for 5–7 year olds. There are five main themes: friends and friendship, feelings, citizenship, growing up, and keeping safe.



Session 8: Being strong and truthful Session 9: Seeing things differently (perception) Session 10: Blaming and Fixing Session 11: Questions that help fix things Session 12: Fixing up and showing sorry Session 13: Forgiving others


I laugh

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

I get picked onn

I ttalk to a teacher

I ask questions

I work with friends

Cope Cards for Little Kids

There’s a Gorilla in My Classroom!

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

Strategies for Overcoming Resistant Behaviour

48 A5 full colour and laminated cards

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.

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.


60 plastic coated cards, A5 book


Feelings Cards for the Early Years: Big Cards for Little Kids A tool for building emotional language with children in the early years 24 A4 full colour laminated cards

Using the cards children can learn: • About their emotions. • What their emotions are telling them. • How to interpret 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.


Tired Giggly

Order Toll Free 1300 556 830



LITTLE MINDS, BIG IMAGINATIONS $33.00 Each // $135.00 Set of 5 Books

All About Me A4, 28pp, CD ROM included

Boost self-esteem, encourage selfreflection and help children come to know themselves better. • Encourage children to learn more about themselves • Increase self-awareness • Build up knowledge and skills on how to socialise and cooperate • Gives teachers insight into children, helping to understand them better – especially useful when trying to managing difficult behaviour. Topics include: • Their likes • Dislikes • What makes them happy • What makes them sad • What their talents are. Includes CD ROM and reproducible worksheets for kids to complete.

Dreams & Wishes A4, 24pp, CD ROM included

Help children use and learn about their imagination. • Thinking about their own dreams • Setting goals • Realising dreams can be achieved • Developing creativity and imagination. Includes CD ROM and reproducible worksheets for kids to complete.

You & Me A4, 28pp, CD ROM included

Help children realise what connections they have with other people and how important these are. Topics include: • Managing friendships • Expressing feelings • Dealing with emotions • Realising who are the special people in their lives. Includes CD ROM and reproducible worksheets for kids to complete.

Me & My World A4, 48pp, CD Rom included

Help children to begin to consider themselves in relation to their world. Contents include: • Where they live • Their school • Town & buildings • Natural world • Weather and seasons. Includes CD ROM and reproducible worksheets for kids to complete.

Daily Dilemmas A4, 28pp, CD ROM included

Contains rich discussion to help stretch children to think about situations that are not clear cut with ‘right’ and ‘wrong’ answers. Topics include: • Dealing with changes • Embarrassing situations • Making tough moral decisions • Expressing emotions • Exploring differences • Problem solving • Bullying • Empathy • Responsibilities. Includes CD ROM and reproducible worksheets for kids to complete.



Dingle Duck Emotional Literacy Cards A useful tool to help children learn different ways of coping with, and learning new words for the emotions and feelings they experience in everyday situations. 20 colourful cards show Dingle Duck encountering all kinds of situations, from a birthday party to an annoying time when another duck knocked over a sand castle. Includes a CD ROM for projection onto a whiteboard.


Little Book of Learning Games Includes Bright Beats Music CD, and CD ROM of appendices to print out.

A collection of over 50 traditional and modern games with physical, emotional, and intellectual benefits. Children will learn fine and gross motor skills as well as self-control, direction, dexterity, hand-eye co-ordination, communication, participation, and co-operation. They will also be learning about colours, shapes, parts of the body, counting, number recognition, and sequencing. Some games can be adapted for children with lower and higher abilities. The games will also help children learn the social skills of: Taking turns, Sharing, Confidence, Attention, Observation, Listening, Imagination, Risk-taking, Empathy, Winning and losing, and Interaction. Includes Bright Beats Music CD

Bright Beats Music CD 20 tunes to get those feet tapping Some well-known favourites plus some new ones designed to teach the alphabet, the days of the week, weather terms, and letter sounds. Beautifully arranged and sung by Rey Lear and Stephen Pogson. Contains a booklet with all the words to: • Hello Everybody • Baa Baa Black Sheep • One Potato • ABC • Five in a Bed • Miss Polly • IncyWincy Spider • This Old Man • The Muffin Man • Six Little Ducks • Days of the Week • Wiggly Woo • Tommy Thumb • Weather Song • Henry Hammers • The Grand Old Duke • 1, 2, 3, 4, 5 • ABC Sounds • Bear in the Woods • Row Your Boat

$48.00 Set $20.00 CD Only

Order Toll Free 1300 556 830

Little Box of Big Questions Cards to encourage meaningful conversations with children and young people Professor Irvine Gersch & Anna Lipscomb

Use these cards to provide prompts for a meaningful, stimulating and positive conversation about the ‘bigger picture’ in life. They will help children and young people understand their views about life, school, and people important to them, which is enlightening for the facilitators too. The four areas for discussion are; Identity, Important people, Meaning & Purpose, and Thinking & Planning. Consists of 16 A5 cards and an instruction booklet with ideas for use.



SOCIAL & EMOTIONAL LEARNING The Heart Master: Promoting Resilience and Emotional Intelligence Resilience Cards: Feelings 58 plastic coated, 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.


Feelings 116244 Feelings Cards.indd 1





14/9/06 10:58:45 AM

116244 Feelings Cards.indd 8

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

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

14/9/06 10:59:40 AM

Resilience Cards: Values and Attributes 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 non-threatening 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, booklet

Set of 3 $115

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. The cards can be adapted for many other uses with young people, staff and families. The ‘Ghost’ character exhibits many behaviours, some helpful, some not-so-helpful. People of all ages find them humourous and thught-provoking.


Communication Cards 38 full colour cards, 42 page booklet

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




Not Listening to


Dan and Byron are playing a game. When it is Dan’s turn to be ‘it’, Byron decides not to play. Dan protests and gets so upset he shakes his fist. Byron folds his arms and refuses to listen.


Stubborn Nasty Kind Unco-operative Proud Rude Difficult Ashamed Worried Suspicious Afraid Shy Lonely Nervous Excluded Depressed Hurt Sorry Frustrated Resentful Angry Violent Jealous Stupid What is the problem? Selfish Worthles Worthless Puzzled What might be the reasons for Byron refusing to listen? Unconcerned Bored Polite How might Dan and Byron be feeling? ? Sick Intereste Interested Superior What could they do to solve the problem? em? Important Clever Happy Not Listening Generous Lucky Helpful Social and Emotio Emotional nal P bl Problem S l i g Game Game — Primary Pi y Solving Loved Friendly Included Kristy has a group project. Everybody has such great ideas they all Amused Safe Delighted talk at the same time. Nobody is listening, just talking. Kristy blocks her ears and turns away. Cooperative Special Excited Uninterested Sad





INSTRUCTIONS What is the problem? What is the reason for Kristy blocking her ears? CLICK HERE FOR THE

How might Kristy be feeling?



Coping Strategies for Young People 30 A6 card set, UV coated, A4 booklet with blackline masters





What could she do to solve the problem?




Social and Emotional Problem Solving Game — Primary

Social and Emotional Problem Solving Disucssion Cards (Primary)

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.

40 cards



These are a set of discussion cards using hypothetical social and emotional problems. They cover a range of social and emotional issues that are relevant to children from 8–12 years old.

Story Books Inyahead Press is embarking on a series of books called the ‘You’re Not Alone’ series. The brief is to explore tales of diversity. In this way, we aim to promote understanding and discussion among children, while at the same time, hoping to reassure children who experience difference. ‘Anzac Day: A Refugee’s Tale’ is the first in this series.

Anzac Day: A Refugee’s Tale 28pp, A4, full colour

Anzac Day: A Refugee’s Tale is written in the first person from the perspective of a young refugee. It is his first Anzac Day ceremony. His reflections are both respectful and inquiring, while at the same time prompting him to ask questions about his family history, his miracles and his tale of loss. It is a story that is an ideal discussion starter for all primary aged children, and may also be relevant in secondary schools.

A A Day Day in in the the Life Life of of


Published by Inyahead Press for Odyssey House Victoria


R Bellhouse & A Osborne

A Day in the Life of Raindrop 28pp, A4, full colour

A Day in the Life of Raindrop was commissioned by Odyssey House Victoria. Odyssey House Victoria provides a range of services for people suffering from addiction problems. The intention of the book was to develop a story with which the children of Odyssey’s clients might identify. The book is realistic and explores challenging themes. It has proved popular among Alcohol and Drug workers, as well as among teachers for the purposes of professional development.


Order Toll Free 1300 556 830


SOCIAL & 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—by 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 • Cool Down and Work Through Anger • 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

Complete 15 book set $215


The Heart Masters Junior Primary School

Junior Secondary School

Teachers, 5–6 year olds, 160pp

Teachers, 12–13 year olds, 170pp

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

$55.00 Middle to Senior Primary School

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.

$55.00 Building Resilience & Managing the Difficult Emotions

Teachers, 10–12 year olds, 180pp

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


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.



SOCIAL & EMOTIONAL LEARNING Laugh and Learn Series $12.00 each $115.00 Complete 11 book series Siblings: You’re Stuck with Each Other, So Stick Together

Stress Can Really Get on Your Nerves!

Wacky full-colour illustrations and plenty of humour combine to offer fun, practical advice on getting along with brothers and sisters and building positive relationships.

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 for every kid who’s a stressed-out mess!

See You Later, Procrastinator! (Get It Done)

True or False? Tests Stink!

With this colourful, laugh-out-loud guide, kids learn 12 Procrastination Busters, 20 ways to kiss procrastination good-bye, tips for avoiding setbacks, and dozens more strategies for getting and staying motivated.

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

Dude, That’s Rude! (Get Some Manners)

Don’t Behave Like You Live in a Cave

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.

Help kids make smarter choices at home and at school with this kid-friendly book that takes a positive approach to behaviour issues. Better behaviour isn’t just about making adults happy. Lighthearted yet supportive and frank, with full-colour cartoons and homourous text, this book helps reaers learn to make thouhtful, deliberate, positive behaviour decisions. That means fewer behaviour problems and more freedom - and fun.

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

Bullies are a Pain in the Brain Practical suggestions and humour help kids become bullyproof, stop bullies from hurting others, and know what to do in dangerous situations.

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

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

Order Toll Free 1300 556 830



cHaNGe aGeNts

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

dianne summers // gloria douglas // jane anastasios

GO LEAD—A Teachers Guide

GO LEAD—A Student Leaders Guide

Teacher, 160+pp. Secondary School Aged Students.

Secondary School Aged Students

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. CD ROM designed for easy printing of activities and worksheet. Teachers can print portions of the resource as required, or can print the complete resource. The CD ROM has a unique home page that makes the CD ROM easy and efficient to navigate.

Designed as a companion to Go Lead, a resource designed to equip teachers with training options that provide students with authentic leadership opportunities, the student manual provides a range of ideas and activities for young leaders to consider. The resource comes as a CD ROM so that teachers can produce multiple copies for their students.

$44.00 (CD ROM)

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

Change Agents is a Middle School curriculum-based program aimed at developing social and emotional learning, personal strengths and problem solving skills. The program focuses on four interrelated areas: Knowing Yourself; Working with Others; Leading Others; Taking Community Action and Making a Difference.


$75.00 (Book & CD ROM)

Creating Student Leaders! A resource designed to equip teachers with training options that provide students with authentic leadership opportunities Teacher, 160+pp

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

Pam Mathieson


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.

$75.00 (Book & CD ROM)


Beyond Anger Management

Session Plans using Strength-based Solutions

Session Plans for Developing Communication Skills and Assertiveness

By E A Morris, A4, 76 pages

By linking to emotional literacy students will learn the skills of self-awareness, self-management, impulse control, active listening, empathy, understanding of non-verbal cues, conflict resolution and mediation. The ultimate aim is to elicit in participants an optimistic outlook, a better focus, and acceptance of other people and how they are. Central to the programme is how to deal with angry outbursts – known as ‘emotional hijacks’ – both pre- and post-hijack. Each session plan details the aim, resources required and method, and is accompanied by reproducible student and teacher sheets.

By E A Morris, A4, 84 pages

Help young people learn better communication skills, particularly when to apply the assertive option, with this practical manual. Areas covered include personal rights, body language, making requests and expressing feelings in an emotionally literate way. The exercises allow practice in being assertive including how to say “No!” confidently. An assertiveness questionnaire enables you to monitor progress. Particularly useful as a follow-up programme to any anger management course.



The Method of Shared Concern: R

ueline V Jacq an

Ve · Pam


n· en

n lse


Mathi eso


e De ay ·K



A Staff Training Resource for Dealing with Bullying in Schools

nnis · Ja




Dr Ken Rigby interprets and describes in detail this proven ttechnique h i ffor d dealing 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) School Support Group Method—Meeting With Target Purpose

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

Describe Feelings


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 each method, depending on the nature of the bullying and the resources available to deal with it. This DVD is ideal for staff training and teacher training. It includes: the traditional approach, restorative practices, 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 disc ussion guidelines. Total running time: 45 minutes. by Ken Rigby


$180.00 (DVD, CD ROM & Booklet) Bully Free Card Game Bullying is not a game—but helping kids learn anti-bullying concepts can be. And when learning is fun and interactive, kids are more likely to retain key ideas. Based on The Bully Free Classroom® by Allan L. Beane, Ph.D., this card game plays like Crazy Eights, so most kids will have some familiarity with the process. The cards are divided into four categories: “What Would You Do If...,” “Self-Esteem Boosters,” “Ways to Stay Bully Free,” and “Why Should You Do This?” Kids get rid of cards (and move closer to being “out,” or “bully free”) by offering reasonable suggestions and responses to questions. Meant to be played with adult supervision (a teacher, counselor, or youth worker familiar with anti-bullying themes), the game includes an insert with rules and basic anti-bullying concepts.


Order Toll Free 1300 556 830

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?’ ‘What is the worst of it for you?’

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

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 r with them.

Plan Support Group Meeting

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

Arrange Another Meeting

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

Restorative Chat Purpose

Engage And Describe

Encourage Thoughtfulness




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

What happened?

What happened?

What happened?

What do you think (X) wanted?

What were you thinking?

The Bullying Intervention Toolkit T SCRIPTS SCRIPT TS

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? Problem Solve

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 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 circumstanes. 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 Stories of Us (Upper Primary Students) 2 DVDs about bullying and belonging Endorsed by the Australian Primary Principals Association: “They really are a fantastic resource and should be in every primary school in the nation”. Easy to use, classroom-based 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


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 elops in line with their ability to reason. ‘The Visual Script’ has been developed ass a modified version of the original Restorative Practices Conference ool At sch Script. It has been designed to support the following groups: • Children in the early years (K – 2) Ch e • Children with special needs (Autism Spectrum Disorder, Language Dis Disorders) C • Children who have experienced trauma C • Children from generational poverty • Some boys Th Visual Script aims to support these groups by: The • Helping them to identify and express their feelings and thoughts, and understand those expressed by others. (Expressive and receptive language) • Providing them a concrete aid to help them follow what may be an abstract p process. • Providing the facilitator with language that is brief, clear and concise.


What was I thin

Emba arrra rassed Rig ht t hin g

20 Cards Includes deta iled instructions

$44.00 The Little Book of Restorative Justice A bestselling book by one of the founders of the movement Howard Zehr

Howard Zehr, known worldwide for his pioneering work in transforming our understandings of justice, here proposes workable Principles and Practices for making restorative justice both possible and useful.


The Little Book of Victim Offender Conferencing Bringing Victims and Offenders Together in Dialogue Lorraine Stutzman Amstutz

Victim offender dialogues have been developed as a way to hold offenders accountable to the person they have harmed and to give victims a voice about how to put things right. Rooted in the practices of Native peoples, “conferencing” addresses victims’ discomfort with the idea of “reconciliation”. It avoids the connotation that victims may negotiate away their losses when they hear the term “mediation”. Conferencing acknowledges the participatory nature of the process. And it gives flexibility about who is included, making room for members of the larger community if appropriate. This practical Little Book looks at: • Why someone would participate in a conference • How the process works • How very serious cases are handled • Barriers and benefits in the process


$1 each


Pocket Scripts Pocket scripts, restorative chat, restorative chat —early years students and mediation.

RESTORATIVE PRACTICES Working Restoratively in Schools: A guidebook

Restorative Practices in Classrooms: Rethinking Behaviour Management

for developing safe and connected learning communities

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

ahead Pres



Bill Hansberry

“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

Restorative Practices in Classrooms: Rethinking

Margaret Thorsborne and David Vinegrad learning well-being resilience


Based on the Restorative 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, 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

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.

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 h ll for f schools h l is i to provide id 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 porovide responses that can bring about healing, and in the long term, make the school a safer place.



35 cards & instructions

Restorative Practice Poster


Restorative Practices in Schools: Rethinking Behaviour Management M Thorsborne & D Vinegrad. Teacher, 75pp

A ‘just’ school is a place qhere victims, offenders and their respectrive 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 Margaret Thorsborne and David Vinegrad be given the chance to make 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 are also included. ahead Pres


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.

Restorative Practices in Schools: Rethinking Behaviour Management


Restorative Practices Prompt Cards

learning well-being resilience


Order Toll Free 1300 556 830


STUDENT WELFARE & SUPPORT Circle Time Bears Cards New Edition

Strength Cards New Edition

The Bears is grounded on the principle that talking about feelings is one of the cornerstones of emotional and mental health. This vibrant, high-quality card set is a poignant, simple and clever catalyst for identifying and exploring emotions.

Grounded in Strengthsbased theory, these cards are capable of opening up conversations about the hard stuff in life as well as nurturing new ways of thinking about life’s possibilities.

$49.50 Strength Cards for Kids New Edition

$49.50 Cars ‘R’ Us Perfect for anyone wanting to engage boys or men in important conversations. For those familiar with Glassers work this is a hands-on tool that includes all the car-based metaphors Choice Theorists find so useful.






Optimism Boosters

Picture This

Each of the 30 cards in this elegant little set creates a window into change, new possiblities and fresh ways of thinking. Key questions focus on goals, possibilities and strategies.


$27.90  ;\ 4]SM¼[ 1VVW^I\Q^M :M[W]ZKM[ IVL *ZMV\ ;MIUMZ 

Can Do Dinosaurs 3–7 year olds. 28 colour cards, 8pp booklet.

The bright, quirky cartoons will inspire great conversation and an ‘I can’ attitude in young kids. Minimal text builds literacy without excluding preliterate children.

These 75 original, diverse and eclectic photographs offer opportunities for people of all ages to reflect on their experiences. Here is a powerful conversation - stimulant for oiling the juice of imagination, memory and emotions. Some of these full-colour images are poignant, some are heart-warming, and others are tinged with humour.

$59.50 Reflexions

Here are 80 full-colour storytelling prompts for people of all ages. From classrooms to discussion groups; a family game to a therapeutic tool.

Reflexions is a set of cards that use contemporary street and techno style photo collage and graphics to deepen conversations on the issues that concern young people. A single word accompanied by graphics guide participants to identify and name reactions to their circumstances. Especially important for boys struggling to express their emotions.



$49.50 Storycatching


Using vibrant illustration and gentle humour, this clever but simple card set is a strengths-based resource designed specifically for primary school aged children with the intention of nurturing emotional intelligence and self-esteem.


Effective Classroom Communication

Influencing Influencing skills are at the heart of all successful communication. The Influencing Pocketbook lists five easy steps to influence, eight influencing styles and four different personality types with influencing techniques for each.

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

Facilitator’s A comprehensive guide covering all stages of facilitation, from planning through to implementation. Interpersonal skills (including attitudes and values) and session skills (including energising and problem solving) are dealt with at length.

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

Trainer’s A succinct, practical approach to all aspects of structuring and delivering a training course or seminar. It covers learning theory, learning environment, techniques for opening and closing the session, the right equipment and how to use it, preparation, delivery and group activities.

Challenging Behaviours Explains why some children are prone to developing a can’t l ’t learn l d learn, won’t or don’t care attitude. pRactical classroom strategies include lesson scearios, with example dialogues.

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.

Differentiation - the process of modifying a lesson or part of a lesson for one or some of the learners - is a fundamental part of teaching. This pocketbook turns theory into practice and including 20 key types of differentiation.

Outstanding Lessons Caroline Bentley-Davies covers the crucial factors for outstanding lessons. These range from relationships, planning, motivating and communicating, to content, assessment, differentiation, resources and methodology.

Anger & Conflict Management 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.

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

The Behaviour Management

Set of any 6 - $75

Dyslexia If you would like a better grasp of what dyslexia is, need tools and techniques for teaching dyslexic learners or aren’t sure how best to present material for students with dyslexia... It’s all here in one handy guide.

Emotional Literacy There are chapters on building relationships that support learning, nurturing, working effectively in groups and classroom organisation.

Inclusion Moving from clear definitions of inclusion to ways of supporting, developing and monitoring policies and practices in schools and classrooms, this pocketbook is a must for teachers looking to implement inclusive practice in schools.

Managing Workload If you feel you could be using time better - working less and enjo ing life more - then the this book offers some useful enjoying tips, tools and strategies for work-life balancing.

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

Order Toll Free 1300 556 830

Stop Bullying Jam-packed with practical ideas for tackling bullying in schools. Strategies for teachers and parents when dealing with bullies and their victims.

$15 Each

Learning ning & TThe he Brain Full of accessible information about how the brain works, how it learns, how it memorises and how it develops. Learning about the brain is fun and it makes for great professional development.

Boys, Girls & Learning The challenge for education is to avoid gender stereotyping, while understanding and exploiting gender differences for better teaching and learning. This book takes a refreshing look at the broader picture and gives practical classroom advice.

The Pupil Mentoring Covers training, recruiting and supporting mentors; codes of practice and good practice guidelines. Separate chapters are given to peer mentors, learning mentors, volunteer mentors and e-mentoring.

Energy & WellBeing Demonstrates how to carry out an energy and well-being audit which will help readers establish their personal well-being goals. There is advice on poise/posture, breathing, taking energyboosting breaks and a range of activities.

Icebreakers Contains some 40 original activities that are grouped together - for example: assertiveness, communication, coaching & mentoring, and people management. Most of the activities take between 10 and 30 minutes to complete.

Openers & Closers The emphasis of The Openers & Closers Pocketbook is on simple activities that require the minimum amount of preparation - in the authors’ words, ‘grab and go’ activities that will give trainers new and imaginative ways to enhance their training delivery.

Leadership Explains how to inspire, influence, deal with change and achieve objectives. Illustrated throughout, the book adopts a practical approach, setting out the principles of leadership, the role of the leader, the skills required for effective leadership and the key challenges facing leaders.

NLP Looks at the key principles of NLP and how it can make a difference to you. It describes how you are limited by your beliefs and thoughts and how you can change them for the better.


Order Risk Free

Circle FORM Time ORDER


(excluding posters)

Email: Order Online:

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

ABN: 24 092 331 336 Fax: (03) 5258 3512 SECTION A: CONTACT DETAILS School: Attention: Invoice to: Delivery address: State: Contact phone:



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



$ Price

POSTAGE (All books GST inclusive) TOTAL



Cheque/Money Order

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

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.




THER PIG And WHE INGS? HAVE W e to becom students Helping rs ting learne self regula


a Johns uis Glend


Bob Bellho

Fay Agterh Craig Deed

$65 for kit

The Mind Masters: Thinking Cards


26pp booklet, 30 plastic coated colour cards

Scaffolding the inquiry-based learning process Helping students to become self regulating learners

These cards are a deceptively simple tool comprised of 30 meta-cognitive questiosn 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, iomaginative pieces of writing, inquiry-based learning or as a monitoring and evaluation tool.

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.

Book $25.00 Activities for understanding how I learn


Cards $40.00

7. Hierarchy

A set of 48 meta-cognitive questions about learning

16. A Concept Map Concepts are categories as constructed by people. They are useful because they allow ideas to be classified and communicated, assist understanding and explanation, allow predictions, and support reasoning. Concept maps therefore, allow the representation of categorized information. They differ from mind-maps in that they represent an edited and considered view.

CD ROM $20.00


Mr Chalk

Mrs Talk

Ms Reader

Grade 3-4

Grade P-2

A hands-on self evaluation and goal setting tool

rade e 5-6 Grade


8. Sequence Chart



Full Kit $65.00


13 3


Understanding Graphic Organisers


Contains book, cards and CD ROM

Making Thinking Visual: Understanding Graphic Organisers 28 page book, 16 cards & CD ROM

Thinking is a messy business. Representing thoughts using a graphic organiser is a concrete way of developing the thinking skills of focus, organisation and analysis. This resource is based on the idea that thinking can be improved using visual representations. Students build thinking processes in concrete ways, and graphical representations of ideas and patterns help them to organise ideas, increase understanding and improve memory. An important characteristic of thinking strategies is that they be easily used in the classroom. The ideas and strategies in this resource can be used with little introduction. In this way, deep-learning occurs not as isolated skill development, but as part of a task.

Full Kit $39.00 Cards $22.00 Book $15.00 CD ROM $10.00

Order Toll Free 1300 556 830

Inyahead Press Training We offer fun, highly interactive, non-threatening and activitybased workshops. Our workshops are adapted to suit the specific needs of schools and include: Circle Time, Emotionally Intelligent Classrooms, Restorative Practices, Empathy and Deep Understanding, Leadership, Bullying Intervention, Teacher Well-Being, Resilience, Strengths-based Personal Development, Thinking (inluding ideas for improving understanding throug metacognitive strategies) and Deep Learning.

Phone 1300 556 830 for more details


Circle Time POSTERS I am... Interesting!

Enthusiastic toward learning


Open minded



Honest Let’s share

One for you.. One for me..










Thank you


Behaviour Poster $12.00



Character Strengths Poster

I Feel… $12.00


When I Feel Bad…

Restorative Practice



Feelings: Angry

Feelings: Optimistic

Feelings: Kind

Feelings: Sad

Feelings: Happy






Circle Time Poster $10.00


The Heart Masters 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.

$48.00 (Poster set and booklet)

The Heart Masters: Feelings and Faces

The Heart Masters: Problem Solver



The Heart Masters: Self Control $12.00

The Heart Masters: Mistakes and Muck-ups $12.00

2013 Inyahead Press Catalogue  

Buy books on: Bullying, Social & Emotional Intelligence, Restorative Practices, Circle Time, Flash Cards, posters and games

Read more
Read more
Similar to
Popular now
Just for you