Teachers Matter Magazine Issue 65

PROFESSIONALLY & PERSONALLY

TeachersMatter

The Magazine of Spectrum Education

7 Powerful Strategies to Grow Emotional Intelligence in the Classroom :L[[PUN <W HU ,ɈLJ[P]L 3LHYUPUN ,U]PYVUTLU[ If They’re Excited - Listen Rewire Your Burned Out Brain Leaders in Developing Teachers

ISSUE 65

QUOTE

Almost everything will work again if you unplug it for a few minutes, including you.

ANNE LAMOTT

EDITOR'S NOTE

Dear Readers, Welcome to another vibrant issue of Teachers Matter! $V ZH ÁLS WKH FDOHQGDU WR D QHZ VHDVRQ ZH UH UHPLQGHG RI WKH HYHU FKDQJLQJ ODQGVFDSH RI HGXFDWLRQ DQG WKH LQFUHGLEOH UHVLOLHQFH RI HGXFDWRUV ZKR QDYLJDWH LW ZLWK KHDUW DQG LQQRYDWLRQ 7KLV HGLWLRQ LV EXUVWLQJ ZLWK LQVLJKWV WR LQVSLUH DQG HQHUJLVH \RX³ZKHWKHU \RX·UH GHVLJQLQJ EHWWHU ZRUN HQYLURQPHQWV \HV HYHQ WKH KXPEOH WHDFKHU GHVN KDV D VWRU\ WR WHOO RU GLYLQJ LQWR DUWLFOHV DERXW WKH PDJLF RI HPRWLRQDO LQWHOOLJHQFH ZLWK 6WHSKDQLH 3LQWR DQG 6HDQ 0F&RUPLFN WR QXUWXUH WKULYLQJ FODVVURRPV )URP SUDFWLFDO WLSV WR ZLVGRP ÀOOHG ´:KDW , :LVK , .QHZµ E\ 0HJDQ *DOODJKHU ZH·UH KHUH WR FHOHEUDWH WKH DUWLVWU\ VFLHQFH DQG MR\ RI WHDFKLQJ 5HDG DERXW WKH EUDYHU\ RI VWXGHQWV OHDGLQJ FRPPXQLW\ FKDQJH WKH YDOXH RI ULVN\ SOD\ LQ VKDSLQJ UHVLOLHQW OHDUQHUV DQG WKH VXUSULVLQJ SRZHU RI WKH ZRUG ´\HW µ $QG IRU WKRVH PRPHQWV ZKHQ \RX QHHG WR UHERRW RXU SDJHV KROG VWUDWHJLHV WR UHZLUH EXUQRXW LQWR UHVLOLHQFH DQG UHGLVFRYHU WKH VSDUN WKDW EURXJKW \RX LQWR WKLV SURIHVVLRQ A Warm Welcome and Heartfelt Farewell $V ZH VWHS LQWR ZH·UH H[FLWHG WR LQWURGXFH D UHIUHVKHG Teachers Matter 0DJD]LQH WHDP 3OHDVH MRLQ XV LQ welcoming Jess Chaplin DV RXU QHZ *UDSKLF 'HVLJQHU DQG Mindy Sutch DV VKH WDNHV WKH KHOP RI HGLWRULDO GXWLHV 7KHLU FUHDWLYLW\ DQG GHGLFDWLRQ DUH VXUH WR EULQJ IUHVK HQHUJ\ WR WKH SDJHV \RX ORYH $W WKH VDPH WLPH ZH ELG D ELWWHUVZHHW IDUHZHOO WR WZR H[WUDRUGLQDU\ ZRPHQ ZKR KDYH EHHQ WKH EDFNERQH RI WKLV PDJD]LQH IRU VR PDQ\ \HDUV Jessica Youmas WKDQN \RX IRU VHYHQ LQFUHGLEOH \HDUV RI HGLWRULDO EULOOLDQFH DOO ZKLOH EDODQFLQJ WKH GHPDQGV RI D IXOO WLPH WHDFKLQJ ORDG <RXU FRPPLWPHQW DQG SDVVLRQ KDYH VKDSHG WKLV PDJD]LQH LQWR WKH WUXVWHG UHVRXUFH LW LV WRGD\ $QG WR Andrea Aragon-Echano \RXU UHPDUNDEOH GHVLJQ DQG OD\RXW ZRUN KDYH PDGH HYHU\ LVVXH D YLVXDO GHOLJKW <RXU DUWLVWLF H\H DQG DWWHQWLRQ WR GHWDLO KDYH EHHQ DSSUHFLDWHG 7R ERWK RI \RX P\ GHHSHVW JUDWLWXGH IRU EHLQJ VXFK VHDPOHVV LQYDOXDEOH SDUWV RI RXU WHDP <RXU FRQWULEXWLRQV KDYH EHHQ QRWKLQJ VKRUW RI H[WUDRUGLQDU\ DQG ZH ZLOO PLVV \RX JUHDWO\ $V \RX PRYH IRUZDUG LQWR QHZ FKDSWHUV NQRZ WKDW WKH Teachers Matter FRPPXQLW\ FDUULHV \RX LQ LWV KHDUW +HUH·V WR \RX UHDGHUV³GHGLFDWHG SDVVLRQDWH DQG DOZD\V PDNLQJ D GLͿHUHQFH *UDE \RXU IDYRXULWH GULQN WXUQ WKH SDJH DQG OHW·V JURZ WRJHWKHU

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Karen Tui Boyes (GLWRU LQ &KLHI

www.spectrumeducation.com 3

CONTENTS

In This Issue

p10

)URP 'RXEW WR &RQıGHQFH How Leaders Can Empower Teams to Embrace Change

p22

Understanding Our Roles as Teachers in Addressing Ableism

p34

How to Teach Emotional Intelligence to Students

2

Quote

18

Technology’s Impact on the Brain

32

How to Start the School Year Strong

6

Designing Good Work Conditions for Educators 20

‘YET’

34

22

Understanding Our Roles as Teachers in Addressing Ableism

ANDREW OBERTHUR

8

DR SUSAN NEIMAND

Try Softer

STEVE ZONNEVYLLE

9

Quote

-YVT +V\I[ [V *VUÄKLUJL! How Leaders Can Empower Teams to Embrace Change

25

Teachers Matter 4

Why Are Talented People Leaving Education?

DR WILLIAM SOMMERS

14

Teaching Boundaries

17

Quote

KAREN TUI BOYES

Ableism in Physical Education

;OL .YLH[ 2P^P >YP[L 6ќ

39

Super Natural Learning At Sanctuary Mountain® Maungatautari

KATE MOSSMAN

+PZJVUULJ[LK! /V^ Technology is Changing Our Children VANESSA MCHARDY

29

7 Powerful Strategies to Grow Emotional Intelligence in Your Classroom STEPHANIE PINTO

How to teach Emotional Intelligence to Students SEAN MCCORMICK

ERIN STEEL

TABITHA LEONARD

12

STEVE ZONNEVYLLE

KAREN TUI BOYES

SURAYA DEWING

PHIL MARGRETTS

41

Quote

42

Empowering Vulnerable Communities Through the WOW Approach MORAG HOUSIAUX

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MAGAZINE CONTACTS

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Teachers Matter Magazine Team Publisher, Sales and Advertising Karen Tui Boyes karen@spectrumeducation.com Editor Mindy Sutch Graphic Designer Jess Chaplin Magazine Co-ordinator Mindy Sutch hello@spectrumeducation.com

Subscriptions Email: info@spectrumeducation.com Thanks to the educators, speakers and authors who contributed interviews, articles, photographs and letters.

Teachers Matter magazine is registered with the National Library:

p50

If They’re Excited – Listen

p60

Why Playing with Food is Essential

ISSN 1178-6825 © Spectrum Education 2025 All rights reserved.

44

What I Wish I Knew

46

How to Build a Cutting-Edge Class Culture

MEGAN GALLAGHER

HELEN VERROUX

52

*YLH[PUN *OHUNL! ͺTVRVYVH Point School Students Leave Lasting Legacies

How Risky Play is Essential to Children’s Developmental, Physical, Mental and Emotional Well-Being THERESE HOYLE

60

Why Playing with Food is Essential JUDITH YEABSLEY

JAKE NOONAN

LILI-ANN KRIEGLER

58

If They’re Excited – Listen Cultivating Visual Literacy in Early Years Education

Raise Children Who Don’t Have To Worry About Money LAUREL MAKOWEM

:VM[ :RPSSZ! >OV 5LLKZ »,T& ;OL (UZ^LY! ,=,9@)6+@ JESSYKA COULTER

50

56

63

Quote

64

Rewire Your Burned-Out Brain

66

:L[[PUN <W HU ,ќLJ[P]L Learning Environment

DR JUDY WILLIS

Parts of this publication may be reproduced for use within a school environment. To reproduce any part within another publication (or in any other format) permission from the publisher must be obtained.

The opinions expressed in Teachers Matter are those of the contributors and we love them!

All Enquiries Spectrum Education Ltd Address: 19 Rondane Place, Lower Hutt, New Zealand magazine@spectrumeducation.com www.spectrumeducation.com

KAREN TUI BOYES

DEIRDRE DUGGAN

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ANDREW OBERTHUR

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Schools should be places LQ ZKLFK ZH WKULYHŠVWDij and students alike.

Psychological Conditions 3V\FKRORJLFDO FRQGLWLRQV DUH HTXDOO\ LI QRW PRUH LPSRUWDQW WKDQ SK\VLFDO RQHV $V RQH H[SHULHQFHG SULQFLSDO QRWHG ´(GXFDWLRQ LV DERXW UHODWLRQVKLSV UHODWLRQVKLSV UHODWLRQVKLSV µ ,Q UHFHQW \HDUV WKHUH KDV EHHQ JURZLQJ DZDUHQHVV RI WKH SV\FKRORJLFDO KD]DUGV SUHVHQW LQ ZRUN HQYLURQPHQWV &UHDWLQJ VDIH VXSSRUWLYH ZRUNVSDFHV LV HVVHQWLDO IRU DOO VWDͿ 6FKRRO OHDGHUV VKRXOG GLVWLQJXLVK EHWZHHQ PDQGDWRU\ DQG GLVFUHWLRQDU\ DFWLYLWLHV DOORZLQJ WHDFKHUV WR IRFXV RQ FRUH UHVSRQVLELOLWLHV 7HDFKHUV PXVW EH VXSSRUWHG LQ QHJRWLDWLQJ ZLWK WKHLU HPSOR\HUV WR HVWDEOLVK ERXQGDULHV LQFOXGLQJ ZKHQ DQG KRZ WR GLVFRQQHFW IURP ZRUN 6WULNLQJ WKLV EDODQFH LV FUXFLDO DV HGXFDWRUV RIWHQ SULRULWLVH VWXGHQW QHHGV DW WKH H[SHQVH RI WKHLU RZQ ZHOO EHLQJ

Andrew Oberthur Andrew Oberthur is the father of two young adults and a primary school principal with over 35 years experience teaching and leading primary schools in Brisbane.

(UKYL^ PZ [OL H\[OVY VM [OYLL IVVRZ! Are you Ready for school? Building a culture of TRUST, COLLABORATION and ENQUIRY between teachers and parents.

Balance: Building Positive Relationships within Educational Protocols The School Leadership Juggle: Managing the expectations with the reality of school life.

He has been on ABC Brisbane radio a dozen times over the last few years, as well as doing podcasts for various groups. He has been a regular contributor to Kiddipedia, Parent TV, Teachers Matter, Education Today.

Andrew’s passion is about creating positive relationships between teachers and parents, as together, they can have huge impact on children’s learning. Parents and teachers must work together. /L HSZV VќLYZ PKLHZ [V ZJOVVS SLHKLYZ PKLHZ [V THPU[HPU well-being by managing their workload. Juggling all the responsibilities associated with teaching can become all consuming. He wants to ensure the longevity of our teachers and leaders by designing strategies for well-being. /L JHU IL JVU[HJ[LK H[! andrew@oberthur.org

7

STEVE ZONNEVYLLE

Try Softer The Surprising Power of a Gentler Approach to Juggling Challenges— in Life and Leadership

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Teachers Matter

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:[L]L AVUUL]`SSL Steve is an articulate, creative, and competent professional. He values the fostering of positive relationships and revels in working within team environments. The majority of his working career has been in leadership positions in Education. He has nearly 30 years of Primary Principal experience in the New Zealand school setting. He brings to Thrive a multitude of skills that cross over successfully in many working environments. His passions include music, writing and running. /L JHU IL JVU[HJ[LK H[!

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STEVE ZONNEVYLLE

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Teach to the eyes the sparkles will tell you if you are on the right track.

KAREN TUI BOYES (inspired by Manny Curiel)

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TABITHA LEONARD

)URP 'RXEW WR &RQıGHQFH +RZ /HDGHUV &DQ Empower Teams to Embrace Change Strategies to Build Resilience, Self-Assurance, and a Growth Mindset in the Face of Challenges

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True psychological safety requires addressing the fears within, not just the barriers outside.

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Tabitha Leonard Tabitha Leonard, creator and founder of coaching PU[LSSPNLUJL 5A PZ H JLY[PÄLK JVTT\UPJH[PVU JVHJO known for creating school cultures where approaches to communication propel performance. She is obsessed with supporting leaders to communicate with the brain in mind so they can nurture exceptional educators. :OL JHU IL JVU[HJ[LK H[!

Tabitha@tabithaleonard.com

11

DR WILLIAM SOMMERS

Why Are Talented People Leaving Education?

Exploring the Impact of Toxic Leadership on Education Professionals.

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What Is Toxic Leadership?

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Why Address Toxic Leadership?

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If we want good places for children to learn, we need good places IRU VWDij WR ZRUN

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Moving Forward

What Is the Impact of Toxic Leadership?

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Dr William Sommers Bill has been an administrator at the middle school, OPNO ZJOVVS JLU[YHS VѝJL HUK H[ [OL \UP]LYZP[` SL]LS working in leadership preparation programs and doctoral faculties. As a teacher he worked with self-paced physics, math, and chemistry teaching methods. With over forty years of experience in teaching and leading schools, he has actively extended his learning from educational to include business models. He has been a consultant with Cognitive Coaching, Adaptive Schools, Brain Research, Poverty issues, Leadership Development HUK *VUÅPJ[ [V *VUZLUZ\Z TVKLSZ /L JHU IL JVU[HJ[LK H[! sommersb4@gmail.com

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13

KAREN TUI BOYES

Teaching Boundaries Building Resilient, Responsible, and Self-Regulated Children

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14

"Clear boundaries need to be set, but a [child] needs to feel free."

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KAREN TUI BOYES

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Pick Your Battles

Boundaries create security and safety.

7KH\ VLJQDO ŕ7KLV LV the way we do things around here.

Consistency Is Key %RXQGDULHV FUHDWH VHFXULW\ DQG VDIHW\ 7KH\ VLJQDO “This is the way we do things around here.” &RQVLVWHQF\ LV HVVHQWLDO ,I WKH UXOHV FRQVWDQWO\ FKDQJH RU DUH QRW UHLQIRUFHG FKLOGUHQ IHHO XQVXUH DQG XQVDIH 7KH\ ZLOO SXVK ERXQGDULHV WR WHVW WKHLU VWUHQJWK DQG FODULW\

)DPLO\ WKHUDSLVW 'U 0DUJRW %URZQ RͿHUV JUHDW DGYLFH "If it won’t matter after 72 hours, it never did. If you don’t feel the need to react after 72 hours, don’t at all." &KRRVH ZKDW \RX FDQ FRQWURO FDQ·W FRQWURO DQG ZDQW WR FRQWURO )RU H[DPSOH VWRS ZRUU\LQJ DERXW WKH WLGLQHVV RI WKHLU EHGURRPV &ORVH WKH GRRU DQG SLFN \RXU EDWWOHV

What Will Others Think? Stop Comparing!

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15

KAREN TUI BOYES 6SHDNHU /LVD 2·1HLO SXWV LW SHUIHFWO\ “What happens in your home is normal for your family.” )RU H[DPSOH RXU IDPLO\ HDWV GLQQHU DW WKH WDEOH HYHU\ QLJKW 0\ FKLOGUHQ ÀQG LW RGG WKDW WKHLU IULHQGV HDW LQ IURQW RI WKH 79 RU LQ WKHLU URRPV 6LPLODUO\ ZH GLGQ·W QDJ DERXW KRPHZRUN ,W ZDV WKHLU UHVSRQVLELOLW\ QRW RXUV :H DOORZHG IUHH DFFHVV WR WHFKQRORJ\ DIWHU VFKRRO XQWLO S P DQG RXU FKLOGUHQ PRVWO\ PDQDJHG WKLV ZHOO <RX GRQ·W KDYH WR DJUHH ZLWK RXU UXOHV³WKH\ DUH RXU UXOHV

“I’ll Trust You Until I Can’t” $V FKLOGUHQ JURZ WUXVW EHFRPHV NH\ WR EDODQFLQJ IUHHGRP DQG UHVSRQVLELOLW\ ,·YH DOZD\V WROG P\ FKLOGUHQ "I will trust you until I can’t." :KHQ WKH\ ZHUH \RXQJ DQG VDLG WKH\ ZHUH JRLQJ WR WKH SDUN , WUXVWHG WKHP $V WHHQV ZKHQ WKH\ ZHQW WR SDUWLHV , WUXVWHG WKHP ZKHQ WKH\ VDLG WKH\ ZRXOGQ·W GULQN³HYHQ WKRXJK , NQHZ WKHLU IULHQGV ZHUH GULQNLQJ 7KH\ QHYHU GLVDSSRLQWHG XV ,Q IDFW WKH\ ZHUH VRPHWLPHV WKH RQO\ VREHU RQHV DW WKH SDUW\³D SURXG SDUHQWLQJ PRPHQW 7UXVWLQJ \RXU FKLOGUHQ GRHVQ·W PHDQ \RX·OO UHVFXH WKHP ZKHQ WKH\ IDLO ,W PHDQV ORYLQJ WKHP XQFRQGLWLRQDOO\ ZKLOH DOORZLQJ WKHP WR IDFH FRQVHTXHQFHV DQG OHDUQ OLIH OHVVRQV "With freedom comes responsibility. If you want to experience more freedom in life, you must take more responsibility for your choices."

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Teachers Matter

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16

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Karen Tui Boyes Karen Tui Boyes is a champion for LifeLong Learning and is on a mission to transform education globally. Described as an educational alchemist, a conscious creator and a playful priestess, she grounds the research into practical strategies which positively impact teaching and learning.

A multi-award-winning speaker, educator and businesswoman, she is the CEO of Spectrum Education, Principal of Spectrum Online Academy and the author of 14 books.

-PUK V\[ TVYL H[!

www.spectrumeducation.com

QUOTE

If you were to find a way to reclaim some time, do you use that reclaimed time to do more or to do better?

Ed Campos Jr

DR SUSAN NEIMAND

Technology’s Impact on the Brain Essential Insights for Teachers

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18

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Technology is a doubleedged sword—it can unlock potential while simultaneously creating barriers to learning.

DR SUSAN NEIMAND

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Dr Susan Neimand Dr. Susan Neimand has been a professional educator for almost 50 years. She is the retired dean of MiamiDade College School of Education, which she led for 14 years. Dr. Neimand served as a P-12 school principal for 20 years, taught every grade level from 4-year-olds through doctoral students, instructed preservice and in-service teachers for 15 years at two institutions of higher education, guided more than 25 doctoral students HZ H KPZZLY[H[PVU LKP[VY HUK KL]LSVWLK ZPNUPÄJHU[ HUK extensive curriculum, including a complete baccalaureate program in teacher preparation and an alternative JLY[PÄJH[PVU WYVNYHT MYHTLK I` JVNUP[P]L UL\YVZJPLUJL She has written and been awarded millions of dollars in grants to support the work of her institutions, conducted numerous workshops and presentations, and served as an evaluator for the Southern Association of Colleges and Schools (SACS) and the Florida Department of Education (FLDOE). Dr. Neimand has published articles and has served on local, statewide, and national committees, including Miami’s Children Trust, for over eight years. Her areas of interest are cognitive neuroscience and learning, transformative pedagogy, and transformational leadership.

She partners with Erika Twani at Learning One to One Foundation to serve school districts as a consultant. :OL JHU IL JVU[HJ[LK H[! drsnei@aol.com

19

STEVE ZONNEVYLLE

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I can’t do this ... yet

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STEVE ZONNEVYLLE 7KDW·V ZKHUH WKH SRZHU RI \HW FRPHV LQ KDQG\ I don’t know how I feel about that … yet.

I don’t know how to print double-sided on this fancy new photocopier … yet.

I don’t understand why people don’t get what I’m trying to say, even when I think I’m super clear … yet.

I’m not good at getting up in front of people and speaking … yet.

I really can’t do this … yet. $SSDUHQWO\ 6RFUDWHV RQFH VDLG “I know that I know nothing.” <HV KH ZDV SUREDEO\ WDONLQJ DERXW WKH LQÀQLWH QDWXUH RI NQRZOHGJH EXW , GR ZRQGHU³LI KH·G DGGHG D yet to the HQG³PLJKW KH KDYH JLYHQ KXPDQLW\ MXVW D OLWWOH PRUH KRSH" Yet JLYHV \RX WKH LQVWDQW DELOLW\ WR WXUQ D FKDOOHQJH LQWR DQ RSSRUWXQLW\ ,W KHOSV NHHS \RXU PLQG RSHQ DQG DGGV D GRVH RI FXULRVLW\ 7KHUH·V D FDYHDW WKRXJK Yet ZRQ·W VROYH HYHU\WKLQJ³LI DQ\WKLQJ DW DOO :KDW LW GRHV LV RSHQ \RX XS WR EHLQJ FXULRXV DERXW WKH QH[W VWHS \RX·OO WDNH JLYLQJ \RX WKH FRXUDJH WR PDNH WKDW VWHS Yet ZRQ·W VROYH WKH ZRUOG ,QVWHDG LW DOORZV \RX WR WDNH FRQWURO RI IRUZDUG PRPHQWXP IUHH IURP WKH VWLQJ RI IDLOXUH , KDYHQ·W TXLWH PDVWHUHG yet « TXLWH \HW %XW ,·P ZLOOLQJ WR JLYH LW D JR +RZ DERXW \RX"

:[L]L AVUUL]`SSL Steve is an articulate, creative, and competent professional. He values the fostering of positive relationships and revels in working within team environments. The majority of his working career has been in leadership positions in Education. He has nearly 30 years of Primary Principal experience in the New Zealand school setting. He brings to Thrive a multitude of skills that cross over successfully in many working environments. His passions include music, writing and running. /L JHU IL JVU[HJ[LK H[!

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21

ERIN STEEL

Understanding Our Roles as Teachers in Addressing Ableism Fostering Equity in Health and Physical Education

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What Is Ableism?

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Recognising Ableism in HPE +3( RIWHQ FHQWUHV RQ SK\VLFDO DFKLHYHPHQWV³VSHHG VWUHQJWK DJLOLW\³WKDW FDQ XQLQWHQWLRQDOO\ H[FOXGH RU LVRODWH VWXGHQWV ZLWK GLVDELOLWLHV &RPPRQ DEOHLVW SUDFWLFHV LQ +3( LQFOXGH • Competitive standards of success: 0HDVXULQJ VXFFHVV E\ EHQFKPDUNV OLNH VFRULQJ SRLQWV RU FRPSOHWLQJ ODSV PD\ H[FOXGH VWXGHQWV ZLWK GLͿHUHQW DELOLWLHV • Standardised participation expectations: ([SHFWLQJ DOO VWXGHQWV WR HQJDJH LQ D VLQJOH ZD\ LJQRUHV LQGLYLGXDO QHHGV DQG FRPIRUW OHYHOV • Limited adaptations: :KHQ DFWLYLWLHV DUHQ·W DGDSWHG IRU GLYHUVH DELOLWLHV VRPH VWXGHQWV PD\ IHHO SUHVVXUHG WR VLW RXW RU SDUWLFLSDWH LQ ZD\V WKDW GRQ·W IHHO PHDQLQJIXO &UHDWLQJ D WUXO\ LQFOXVLYH FODVVURRP UHTXLUHV LQWHQWLRQDO DFWLRQV DQG RQJRLQJ UHÁHFWLRQ 7HDFKHUV KDYH D YLWDO UROH LQ FKDOOHQJLQJ DEOHLVP E\ DGRSWLQJ LQFOXVLYH PLQGVHWV DQG SUDFWLFHV

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Adapt Activities for Diverse Abilities ,Q +3( GHVLJQLQJ DGDSWDEOH DFWLYLWLHV HQVXUHV DOO VWXGHQWV FDQ JURZ DQG HQMR\ WKHPVHOYHV 0RGLI\ UXOHV SURYLGH DOWHUQDWLYH HTXLSPHQW RU DOORZ VWXGHQWV WR HQJDJH LQ ZD\V WKDW VXLW WKHP )RU LQVWDQFH LQ D UHOD\ UDFH RͿHU VWXGHQWV WKH FKRLFH WR ZDON MRJ RU SDVV D ´EDWRQµ LQ D ZD\ WKDW IHHOV FRPIRUWDEOH %\ SULRULWLVLQJ HQJDJHPHQW RYHU RXWFRPH DOO VWXGHQWV FDQ SDUWLFLSDWH PHDQLQJIXOO\

Engage in Continuous Learning and 9LÅLJ[PVU $GGUHVVLQJ DEOHLVP LV DQ RQJRLQJ SURFHVV 6HHN RXW UHVRXUFHV WUDLQLQJ DQG GLVFXVVLRQV RQ LQFOXVLYLW\ DQG DGDSWLYH SUDFWLFHV $V 0D\D $QJHORX UHPLQGV XV “Do the best you can until you know better. Then, when you know better, do better.”

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,QFOXVLYLW\ EHQHıWV everyone—when we value diversity, every student has something meaningful to contribute.

Use Inclusive Language /DQJXDJH KDV WKH SRZHU WR VKDSH SHUFHSWLRQV DQG DWWLWXGHV 8VH WHUPV OLNH ´PRGLÀFDWLRQVµ RU ´RSWLRQVµ UDWKHU WKDQ ´VSHFLDO QHHGVµ RU ´GLͿHUHQWµ WR IRVWHU DQ DFFHSWLQJ HQYLURQPHQW :KHQ JLYLQJ LQVWUXFWLRQV IUDPH WKHP LQFOXVLYHO\ ,QVWHDG RI VD\LQJ “If you can’t do this, try this instead,” VD\ “Here are a range of options—choose the one that works best for you.” This DSSURDFK QRUPDOLVHV DGDSWDWLRQV DQG HPSRZHUV VWXGHQWV

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ERIN STEEL

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24

Conclusion &KDOOHQJLQJ DEOHLVP LQ HGXFDWLRQ LV QRW MXVW D UHVSRQVLELOLW\ LW·V DQ RSSRUWXQLW\ WR EXLOG D PRUH LQFOXVLYH DQG HPSRZHULQJ HQYLURQPHQW IRU HYHU\ VWXGHQW %\ VKLIWLQJ RXU SHUVSHFWLYHV DGDSWLQJ RXU SUDFWLFHV DQG UHÁHFWLQJ RQ RXU UROHV ZH FDQ FUHDWH FODVVURRPV ZKHUH DOO VWXGHQWV IHHO YDOXHG DQG FDSDEOH RI VXFFHVV

Erin Steel Erin is a dedicated educator with over 20 years of experience in education. She has a strong commitment to promoting physical activity, healthy lifestyles and personal development among teachers and children.

Erin’s expertise lies in Health and Physical Education.

She works with senior leadership teams, teachers and students to create supportive and inclusive learning environments that empower students to become JVUÄKLU[ SLHYULYZ HUK JVTT\UPJH[VYZ :OL JHU IL JVU[HJ[LK H[!

LYPUZ'ZWVY[UVY[O JV Ua or whaea.erin.steel@gmail.com

KATE MOSSMAN

Ableism in Physical Education Kate Mossman Based on Ableism – a poem by Maria Palacios

Ableism is… people thinking I don’t want a turn at games and not asking me.

Ableism is… missing PE lessons as my speech and language therapist always visits me at that time.

Ableism is… being the last to be picked for teams. Always.

Ableism is… having to have my mum come on school trips to look after me, even though I don’t want or need her there.

Ableism is… not having enough time to get my PE gear on, so I just sit out and say I forgot it, every single day.

Ableism is… the teacher reminding the kids to ‘include everyone’ when we all know no one wants me to play with them.

Ableism is… not being allows to take part in swimming sports because the school said might trip and fall and be a health and safety risk– even though I am a good swimmer.

Ableism is… knowing I would be a hassle for schools at athletics sports, so I don’t return my permission slip, and no one asks me about it.

Ableism is… being the scorekeeper for games, because I wouldn’t be any good and would let any team down, and no one would really want me on their team.

Ableism is… saying I don’t want to take part when sports visit school, because I don’t want to embarrass myself in front them, even though I would love to have a go.

Ableism is… playing in the sandpit at lunchtime, while the rest of the school plays octopus with the teachers, and none of them asking me if I want to take part.

Ableism is… staying in the classroom when the class goes out for games, and no one noticing.

Ableism is… having to go last at every activity because the teacher won’t wear a microphone in the gym, and I can’t hear the instructions, so I have to follow what others do.

Ableism is… not having the opportunity to train for cross country like my peers because E/,KʐAF9ʐEI0),ʐ&Bʐ-&Aʐ&9*ʐ-&BEźʐ&9*ʐ ʐ/&H,ʐE;ʐBE;>ʐI/,9ʐE/,Kʐƺ90B/ɗ Ableism is… staying on the bus during the school trip because I would be too slow to go on the walk.

25

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VANESSA MCHARDY

The Consequences for Expression

Connection and Settling Activities

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We cannot expect our next generation to lead if they are dulled and diminished by addiction.

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Teachers Matter

Vanessa McHardy

28

Vanessa McHardy is a leading Integrative Child & Adolescent Psychotherapist, UKCP registered with 20 years experience, with a speciality for bringing Life Skills for Mental Health and Wellbeing Programmes to school communities. Vanessa has returned to New Zealand after 30 years in the UK, She has a wealth of experience of delivering these services with a focus on wellbeing.

She works globally delivering, online to Europe, America, Hong Kong and Australasia. :OL JHU IL JVU[HJ[LK H[! ]HULZZHTJOHYK`'NTHPS JVT

STEPHANIE PINTO

7 Powerful Strategies to Grow Emotional ,QWHOOLJHQFH LQ <RXU &ODVVURRP Practical Tools for Fostering Empathy, Self-Awareness, and Emotional Resilience in Students

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2. Teach the “Why” Behind Emotions &KLOGUHQ RIWHQ IHHO D PL[ RI HPRWLRQV VRPHWLPHV ZLWKRXW XQGHUVWDQGLQJ ZK\ QRW XQOLNH DGXOWV $V WHDFKHUV \RX FDQ VXSSRUW HPRWLRQDO JURZWK E\ KHOSLQJ VWXGHQWV H[SORUH ZK\ WKH\ IHHO D FHUWDLQ ZD\ 8VH UHDO OLIH VLWXDWLRQV VWRU\WLPH GLVFXVVLRQV RU UROH SOD\LQJ H[HUFLVHV WR HQFRXUDJH WKHP WR FRQVLGHU WKH FDXVHV EHKLQG WKHLU IHHOLQJV )RU H[DPSOH GXULQJ D UHDGLQJ DFWLYLW\ SDXVH WR GLVFXVV ZKDW HPRWLRQV WKH FKDUDFWHUV PLJKW EH IHHOLQJ DQG ZK\ 4XHVWLRQV OLNH ´:K\ GR \RX WKLQN VKH IHHOV QHUYRXV"µ RU ´:KDW GR \RX WKLQN PDGH KLP VR KDSS\"µ KHOS VWXGHQWV FRQQHFW HPRWLRQV WR H[SHULHQFHV SURPRWLQJ HPSDWK\ DQG HPRWLRQDO OLWHUDF\

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Teachers Matter

3. Help Students Connect Emotions to the Body

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5. Foster Empathy Through Group Activities and Open Conversations (PSDWK\ LV D FRUQHUVWRQH RI (, DQG FODVVURRPV DUH LGHDO SODFHV IRU SUDFWLVLQJ LW $VN VWXGHQWV WR FRQVLGHU KRZ WKHLU FODVVPDWHV IHHO LQ GLͿHUHQW VFHQDULRV RU KDYH D ´SDUWQHU UHÁHFWLRQµ DFWLYLW\ DIWHU JURXS ZRUN ZKHUH VWXGHQWV FDQ VKDUH VRPHWKLQJ WKH\ DSSUHFLDWHG DERXW HDFK RWKHU·V FRQWULEXWLRQV

Emotional intelligence is not about perfection it's about growth.

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6. Use Mistakes as Opportunities to Learn (PRWLRQDO LQWHOOLJHQFH LV 127 DERXW SHUIHFWLRQ ² LW·V DERXW JURZWK :KHQ VWXGHQWV PDNH PLVWDNHV UHIUDPH WKHVH PRPHQWV DV OHDUQLQJ RSSRUWXQLWLHV +HOS VWXGHQWV WKLQN DERXW ZKDW WKH\ ZHUH IHHOLQJ DW WKH WLPH WKH FKRLFHV WKH\ PDGH DQG KRZ WKH\ PLJKW KDQGOH D VLPLODU VLWXDWLRQ GLͿHUHQWO\ QH[W WLPH %\ WHDFKLQJ VWXGHQWV WKDW PLVWDNHV DUH SDUW RI OHDUQLQJ ZH FDQ UHGXFH IHHOLQJV RI VKDPH DQG HQFRXUDJH WKHP WR DSSURDFK FKDOOHQJHV ZLWK FXULRVLW\ DQG VHOI FRPSDVVLRQ 7KLV DSSURDFK KHOSV VWXGHQWV YLHZ VHWEDFNV FRQVWUXFWLYHO\ DQG EXLOGV WKHLU UHVLOLHQFH

Stephanie Pinto Stephanie Pinto is an Emotional Intelligence coach who specialises in helping parents to create an Emotionally 0U[LSSPNLU[ MHTPS` J\S[\YL H[ OVTL :OL PZ H JLY[PÄLK Emotional Intelligence specialist, is a trained paediatric anxiety therapist, and practiced as a Speech Pathologist.

She supports parents in learning how to manage their emotions, frustrations and stress so that they are happier, calmer and connect more deeply with their kids.

Find out more at www.stephaniepinto.com

31

KAREN TUI BOYES

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1. Build Your Vocabulary Early

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Strategies for Building Vocabulary • Use Flashcards: &UHDWH FDUGV ZLWK WHUPV DQG GHÀQLWLRQV 7HVW \RXUVHOI UHJXODUO\ XVLQJ VSDFHG UHSHWLWLRQ WR VWUHQJWKHQ UHWHQWLRQ • Learn in Context: :ULWH VHQWHQFHV XVLQJ QHZ ZRUGV RU JURXS WKHP LQWR WKHPHV OLNH ELRORJ\ WHUPV RU HVVD\ ZULWLQJ • Review Often: 6FKHGXOH ZHHNO\ UHYLHZV RI SUHYLRXVO\ OHDUQHG ZRUGV WR NHHS WKHP IUHVK LQ \RXU PHPRU\ • Incorporate Multiple Senses: :ULWH VD\ DQG YLVXDOLVH ZRUGV )RU H[DPSOH GUDZ D FRQFHSW PDS OLQNLQJ UHODWHG WHUPV

Why Vocabulary Matters

2. Organise and Track Your Deadlines

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Tips for Staying Organised • Use a Planner: :ULWH DOO GXH GDWHV IRU DVVLJQPHQWV DQG WHVWV LQ RQH SODFH 'LJLWDO FDOHQGDUV ZLWK UHPLQGHUV FDQ EH HVSHFLDOO\ KHOSIXO • Break Tasks Into Steps: 'LYLGH ODUJH SURMHFWV LQWR VPDOOHU PDQDJHDEOH SDUWV DVVLJQLQJ HDFK D PLQL GHDGOLQH • Review Weekly: 6HW DVLGH WLPH HDFK ZHHN WR UHYLHZ ZKDW·V FRPLQJ XS HQVXULQJ QRWKLQJ LV RYHUORRNHG • Stay Flexible: $GDSW WR FKDQJHV OLNH XQH[SHFWHG DVVLJQPHQWV RU VFKHGXOH VKLIWV

3. Review Your Notes Daily

4. Maintain a Healthy Brain

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Learning is a marathon, not a sprint—start small and stay consistent.

+RZ WR 5HYLHZ (;HFWLYHO\ • Summarise Key Points: :ULWH D EULHI VXPPDU\ RI HDFK FODVV WRSLF LQ \RXU RZQ ZRUGV WR UHLQIRUFH XQGHUVWDQGLQJ • Use Mnemonics: 'HYHORS DFURQ\PV RU UK\PHV WR PDNH FRPSOH[ LQIRUPDWLRQ HDVLHU WR UHPHPEHU • Quiz Yourself: $FWLYHO\ UHFDOO LQIRUPDWLRQ UDWKHU WKDQ MXVW UHUHDGLQJ )ODVKFDUGV RU VHOI PDGH TXL]]HV DUH H[FHOOHQW WRROV • Discuss With Peers: 7HDFK D IULHQG RU IDPLO\ PHPEHU ZKDW \RX·YH OHDUQHG WR VROLGLI\ \RXU NQRZOHGJH

Karen Tui Boyes Karen Tui Boyes is a champion for LifeLong Learning and is on a mission to transform education globally. Described as an educational alchemist, a conscious creator and a playful priestess, she grounds the research into practical strategies which positively impact teaching and learning.

A multi-award-winning speaker, educator and businesswoman, she is the CEO of Spectrum Education, Principal of Spectrum Online Academy and the author of 14 books.

-PUK V\[ TVYL H[!

www.spectrumeducation.com

33

SEAN MCCORMICK

How to teach Emotional Intelligence to Students

Teachers Matter

Simple Strategies to Build Students' Emotional Resilience

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Barriers to Developing Emotional Intelligence

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Common Challenges:

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"Approximately two-thirds reported at least one adverse childhood experience (ACE); one in six reported four or more ACEs."

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How to Teach Emotional Intelligence +HUH DUH WKUHH DFWLRQDEOH VWHSV WR IRVWHU HPRWLRQDO LQWHOOLJHQFH LQ \RXU FODVVURRP RU KRPH

Step 1: Hold Space for Emotional Awareness 0DQ\ VWXGHQWV VHH HPRWLRQDO LQWHOOLJHQFH DV DQ LQQDWH WUDLW UDWKHU WKDQ D VNLOO WR OHDUQ 6RFLDO QRUPV RIWHQ WHDFK VXSSUHVVLRQ UDWKHU WKDQ H[SUHVVLRQ ZLWK KDUPIXO PHVVDJHV OLNH • “Man up” or “Grow a pair.”

• “Calm down, you’re overreacting.”

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Cultural and Systemic Hurdles:

"Tell me more."

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1. Social Media: 7KH XQUHDOLVWLF LPDJHU\ SUHYDOHQW RQ VRFLDO PHGLD IRVWHUV XQDWWDLQDEOH VWDQGDUGV IRU DSSHDUDQFH DQG VXFFHVV :LWKRXW DQDO\WLFDO VNLOOV WR GLVFHUQ UHDOLW\ IURP ÀFWLRQ PDQ\ VWXGHQWV VWUXJJOH ZLWK VHOI HVWHHP DQG HPSDWK\ 2. Achievement Over Wellness: $ K\SHU IRFXV RQ JUDGHV DQG H[WUDFXUULFXODU DFKLHYHPHQWV RIWHQ OHDGV WR H[KDXVWLRQ DQG IHHOLQJV RI LQDGHTXDF\ :KLOH VWULYLQJ IRU VXFFHVV KDV YDOXH SULRULWLVLQJ ZHOOQHVV LV HTXDOO\ LPSRUWDQW IRU GHYHORSLQJ HPRWLRQDO LQWHOOLJHQFH

Emotional intelligence is not innate—it’s a skill set every student can learn.

Step 2: Break Down Emotional Intelligence as a Learnable Skill 7HDFK VWXGHQWV WKDW HPRWLRQDO LQWHOOLJHQFH FRQVLVWV RI WKUHH NH\ VNLOOV • Emotional Awareness: 8QGHUVWDQGLQJ DQG HPSDWKLVLQJ ZLWK WKHLU RZQ IHHOLQJV DQG WKRVH RI RWKHUV • Emotional Agility: 8VLQJ HPRWLRQV FRQVWUXFWLYHO\ WR VROYH SUREOHPV DQG DGDSW WR FKDOOHQJHV • Self-Regulation: 'HYHORSLQJ WKH DELOLW\ WR PDQDJH WKHLU HPRWLRQV ZKHWKHU FDOPLQJ WKHPVHOYHV RU XSOLIWLQJ RWKHUV +HOS VWXGHQWV DVVHVV WKHLU VWUHQJWKV DQG LGHQWLI\ DUHDV IRU JURZWK 7KLV PHWDFRJQLWLYH DSSURDFK HPSRZHUV WKHP WR VHOI DGYRFDWH DQG PDNH PHDQLQJIXO SURJUHVV

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Morag Housiaux Morag Housiaux is Chief Operations Manager of WOW, married for 18 years, parent of two amazing children and one delicious dog! She lives in Wellington, New Zealand.

Morag has over 28 years’ experience in the Social Service and Disability Sector. She is passionate about people knowing their worth and living their best lives! :OL JHU IL JVU[HJ[LK H[! ^V^ VYN Ua

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Everyone wins when we look after our health – your health is your wealth.

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Megan Gallagher Megan Gallagher Megan is a committed learner. She is a teacher and has been an educational leader who has specialised in health education for a number of years.

She is an avid promoter of building resilience in our students and selves -PUK V\[ TVYL H[! ^^^ TLNNHSSHNOLY Ua

45

HELEN VERROUX

How to Build a Cutting-Edge Class Culture Three Strategies to Inspire Thriving, Future-Focused Classrooms

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1. Understand the Importance of Whole-Teacher Wellness (DFK WHDFKHU PXVW SULRULWLVH WKHLU RZQ KROLVWLF GHYHORSPHQW :KHQ \RX DFNQRZOHGJH \RXU HQWLUH VHOI³ \RXU EHOLHIV HPRWLRQV DQG SXUSRVH³\RX EHFRPH EHWWHU HTXLSSHG WR VXSSRUW \RXU VWXGHQWV 7KLV VHOI DZDUHQHVV HQDEOHV \RX WR UHFRJQLVH DQG UHVSRQG WR WKH QXDQFHV RI HDFK OHDUQHU·V QHHGV :KHQ VWXGHQWV IHHO VHHQ DQG KHDUG LQ D VDIH DQG QXUWXULQJ FODVVURRP HQYLURQPHQW WKH\ DUH PRUH OLNHO\ WR HQJDJH WDNH ULVNV DQG JURZ 3ULRULWLVLQJ \RXU RZQ ZHOO EHLQJ LVQ·W MXVW VHOI FDUH³LW·V D IRXQGDWLRQ IRU FUHDWLQJ DQ HPSRZHULQJ VSDFH IRU OHDUQLQJ

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When students feel seen and heard in a safe environment, they are more likely to engage and grow.

3. Recognise the Importance of Impactful Leadership +HOS VWXGHQWV XQGHUVWDQG WKH SRZHU RI SRVLWLYH LQÁXHQFH DQG WHDFK WKHP WKDW WKH\ DUH OHDGHUV LQ WKHLU RZQ ULJKW (QFRXUDJH WKHP WR VHH KRZ WKHLU GHFLVLRQV DͿHFW WKHPVHOYHV DQG WKRVH DURXQG WKHP 7HDFK VWXGHQWV WR FRQQHFW WKHLU SHUVRQDO PLVVLRQ WR WKHLU HQYLURQPHQW VHW 60$57 JRDOV DQG FHOHEUDWH DFKLHYHPHQWV %\ IRFXVLQJ RQ WKHVH SULQFLSOHV VWXGHQWV FDQ XQGHUVWDQG WKH LPSRUWDQFH RI SURJUHVV LQ GULYLQJ PHDQLQJIXO VXVWDLQDEOH FKDQJH %XLOGLQJ D VXVWDLQDEOH FXWWLQJ HGJH FODVVURRP FXOWXUH UHTXLUHV VHOI UHÁHFWLRQ D ZLOOLQJQHVV WR FKDOOHQJH WUDGLWLRQDO WHDFKLQJ PHWKRGV DQG D UHFRQQHFWLRQ ZLWK \RXU FRUH YDOXHV 7KLV WUDQVIRUPDWLRQ QRW RQO\ HQKDQFHV VWXGHQWV· DFDGHPLF SHUIRUPDQFH EXW DOVR QXUWXUHV WKHLU SHUVRQDO JURZWK DQG GHYHORSPHQW 7KLV LV ZKDW WUXH SURJUHVV ORRNV OLNH ,I \RX·UH LQWHUHVWHG LQ EULQJLQJ WKLV ZRUNVKRS WR \RXU VFKRRO IHHO IUHH WR FRQQHFW ZLWK PH

Helen Verroux Helen Verroux is an educational coach, a John Maxwell JLY[PÄLK JVHJO HUK [OL MV\UKLY VM ;OL :\JJLZZ .\PKL For Teen Academy, a comprehensive holistic online program with a whole school approach for high school leaders dedicated to unlock the power of attendance in their school. :OL JHU IL JVU[HJ[LK H[! thekeysforsuccesscoach@gmail.com

47

JESSYKA COULTER

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They may forget what you said, but they will never forget how you made them feel.

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Jessyka Coulter Jessyka Coulter is the CEO and Founder of Ace Cookie ;\[VYPUN /LY JVTWHU` VќLYZ Z[\K` ZRPSSZ [\[VYPUN HUK executive functioning skills coaching through her Love to Learn study skills program because she knows most ZJOVVSZ VќLY H VUL ZPaL Ä[Z HSS J\YYPJ\S\T [OH[ KVLZU»[ meet every student’s personal learning needs. When teens don’t know HOW to learn, they don’t enjoy school. But, when students discover HOW to learn through the study skills Jessyka teaches, they love to learn. Ask her about her lesson bundles that include content tutoring AND her Love to Learn study skills program. :OL JHU IL JVU[HJ[LK H[! acecookietutoring@gmail.com

49

JAKE NOONAN

If They’re Excited – Listen How One Teacher's Philosophy Inspired a Lifelong Approach to Education

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2YHU WLPH PRVW VWXGHQWV OHDUQHG WR FKDQQHO WKHLU SDVVLRQV WR FRQQHFW WR WKH PDWHULDO 3UHVHQWDWLRQ WLWOHV UDQJHG IURP How to Actually Apologise to A Kerouac-ian Road Trip Plan of the Cosmos ,·G OHDYH GHWDLOHG FRPPHQWV DQG TXHVWLRQV IRU HDFK H[WHQGLQJ P\ RSHQ GRRU SROLF\ 2QH VWXGHQW VWRRG RXW D FRGLQJ IRFXVHG LQGLYLGXDO GLVHQJDJHG ZLWK KXPDQLWLHV DQG FULWLFDO WKLQNLQJ 5HDOPV RI WKRXJKW GLGQ·W UHVRQDWH ZLWK KLP +H DSSURDFKHG HDFK FODVV ZLWK GHWDFKPHQW XQWLO RQH VSHFLÀF XQLW ([LVWHQWLDOLVP

Jake Noonan

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Jake Noonan is an academic coach and consultant for the Neurodiversity Collective. There, Jake utilises a decade of experience teaching and supporting neurodiverse and twice-exceptional students. Jake is a specialist within the O\THUP[PLZ ÄLSK HUK P[Z PUÅ\LUJL VU [OL UL\YVKP]LYZL HUK gifted populations. Jake encourages students to embody their authentic selves while supporting them along their academic journey.

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LILI-ANN KRIEGLER

Cultivating Visual /LWHUDF\ LQ (DUO\ <HDUV Education 1XUWXULQJ &ULWLFDO 7KLQNLQJ DQG Creativity Through Visual Media in (DUO\ <HDUV

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Builds Social Skills *URXS DFWLYLWLHV FHQWUHG DURXQG YLVXDO PHGLD IRVWHU FROODERUDWLRQ DQG UHVSHFW IRU GLYHUVH SHUVSHFWLYHV %\ VKDULQJ LQWHUSUHWDWLRQV DQG OLVWHQLQJ WR RWKHUV FKLOGUHQ GHYHORS WKHLU DELOLW\ WR FROODERUDWH EXLOG RQ LGHDV DQG DSSUHFLDWH GLͿHUHQW YLHZSRLQWV

Educational Value of Visual Literacy Enhances Comprehension and Critical Thinking 9LVXDO OLWHUDF\ HQFRXUDJHV FKLOGUHQ WR LQWHUSUHW LPDJHV LPSURYLQJ WKHLU FRPSUHKHQVLRQ VNLOOV %\ H[DPLQLQJ DQG GLVFXVVLQJ YLVXDOV FKLOGUHQ OHDUQ WR WKLQN FULWLFDOO\ PDNH FRQQHFWLRQV DQG XQGHUVWDQG UHODWLRQVKLSV EHWZHHQ LPDJHV DQG DFFRPSDQ\LQJ WH[W

“Children possess a hundred languages through which they express their thoughts and ideas.”

– Loris Malaguzzi

Teachers Matter

Supports Language Development

52

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Encourages Creativity and Expression )RU FKLOGUHQ ZKR VWUXJJOH ZLWK YHUEDO FRPPXQLFDWLRQ YLVXDO OLWHUDF\ SURYLGHV DOWHUQDWLYH ZD\V WR H[SUHVV WKHPVHOYHV 0DODJX]]L KLJKOLJKWHG WKH DUWV DV D SRZHUIXO PHGLXP IRU FKLOGUHQ WR FRQYH\ LGHDV HPRWLRQV DQG

Examples of Visual Literacy in Action Example One: Visuo-Spatial Literacy $ IRXU \HDU ROG FKLOG DWWHQGLQJ D VFKRRO FRQFHUW LOOXVWUDWHG KHU H[SHULHQFH ZLWK UHPDUNDEOH GHWDLO 6KH LGHQWLÀHG KHUVHOI DV VHDWHG DW WKH EDFN RI WKH DXGLWRULXP DFFXUDWHO\ GUDZLQJ WKH WLHUV DQG RWKHU DXGLHQFH PHPEHUV +HU GHSLFWLRQ LQFOXGHG KHU IULHQG SOD\LQJ WKH JXLWDU D GUXPPHU ZLWK D IXOO NLW DQG D FKRLU UHSUHVHQWHG E\ FLUFOHV 7KH VWURQJ FRQQHFWLRQ EHWZHHQ KHU YHUEDO GHVFULSWLRQ DQG KHU GUDZLQJ GHPRQVWUDWHV KHU DELOLW\ WR WUDQVODWH DQ H[SHULHQFH LQWR D YLVXR VSDWLDO UHSUHVHQWDWLRQ

LILI-ANN KRIEGLER

Strategies for Educators to Promote Visual Literacy • Use Picture Books: 6HOHFW ERRNV ZLWK ULFK LOOXVWUDWLRQV WKDW HQFRXUDJH GLVFXVVLRQ DQG GHHSHU XQGHUVWDQGLQJ • Interactive Discussions: $VN RSHQ HQGHG TXHVWLRQV VXFK DV :KDW GR \RX WKLQN LV KDSSHQLQJ LQ WKLV SLFWXUH" WR VWLPXODWH FULWLFDO WKLQNLQJ DQG FRQYHUVDWLRQ • Art Activities: (QFRXUDJH FKLOGUHQ WR FUHDWH DUW H[SORULQJ KRZ FRORXU VKDSH DQG WH[WXUH FRQYH\ PHDQLQJ • Visual Storytelling: 8VH ZRUGOHVV SLFWXUH ERRNV RU FRPLFV WR LQVSLUH FKLOGUHQ WR FUDIW WKHLU RZQ QDUUDWLYHV • Technology Integration: /HYHUDJH DSSV DQG GLJLWDO WRROV WR PDNH OHDUQLQJ LQWHUDFWLYH DQG HQJDJLQJ

Example Two: The Story of a Talking Heart +ROO\ D \RXQJ FKLOG VKDUHG D FUHDWLYH VWRU\ "My story is about a heart that can talk. It can say everything we say. Her name is going to be ‘Heart’. She talks to a dinosaur who is sad because it’s lost its parents. The heart takes the dinosaur to her KRPH DQG SXWV LW LQ D SUDP /DWHU WKH GLQRVDXU ÀQGV VRPH SHQFLOV that talk. They write a letter to the dinosaur’s parents, asking them WR FROOHFW WKHLU FKLOG LQ ÀYH ZHHNV 0HDQZKLOH WKH GLQRVDXU VWD\V with Mrs Heart, who is very kind.”

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+ROO\ V VWRU\ GHPRQVWUDWHV KHU DELOLW\ WR ZHDYH QDUUDWLYH DQG YLVXDO HOHPHQWV WRJHWKHU +HU GUDZLQJV PDLQWDLQHG FRQVLVWHQW FRORXUV DQG IHDWXUHV VKRZFDVLQJ KHU FUHDWLYLW\ DQG YLVXDO OLWHUDF\

Lili-Ann Kriegler Lili-Ann Kriegler (B. A Hons, H. Dip. Ed, M.Ed.) is an education consultant and award-winning author of Edu-Chameleon for teachers and Roots and Wings for parents. Lili-Ann’s specialisations are early childhood education (Birth to 9 years), leadership and optimising human thinking and cognition. She runs her consultancy, Kriegler-Education.

For more, visit www.kriegler-education.com

53

DEIRDRE DUGGAN

&UHDWLQJ &KDQJH PRNRURD 3RLQW 6FKRRO Students Leave Lasting Legacies +RZ 6WXGHQWV DW PRNRURD 3RLQW 6FKRRO 0DGH DQ ,PSDFW RQ 7KHLU &RPPXQLW\ Co-written by Deirdre Duggan, Maia Groucott, and Karli Steenberg

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Operation Pedestrian Crossing ! (K]VJH[PUN MVY 9VHK :HML[` %XLOGLQJ RQ WKH VXFFHVV RI 2SHUDWLRQ 7RKXWĿ VWXGHQWV WXUQHG WKHLU DWWHQWLRQ WR URDG VDIHW\ LQ .DUOL 6WHHQEHUJ H[SODLQV “My friend Anna and I noticed that Hamurana Road,

DEIRDRE DUGGAN near a busy roundabout, lacked a safe crossing. We had seen classmates crossing dangerously close to cars, and we worried that a serious accident could happen.” :LWK WKH SULQFLSDO·V VXSSRUW .DUOL DQG $QQD JDWKHUHG GDWD E\ REVHUYLQJ WUD΀F DQG SHGHVWULDQ SDWWHUQV GXULQJ SHDN WLPHV 7KH\ SUHVHQWHG WKHLU ÀQGLQJV WR WKH FRXQFLO KLJKOLJKWLQJ WKH XUJHQW QHHG IRU D SHGHVWULDQ FURVVLQJ $OWKRXJK WKH FRXQFLO H[SODLQHG WKDW D WUDGLWLRQDO FURVVLQJ ZRXOG EH GL΀FXOW WR LPSOHPHQW GXH WR WKH LQWHUVHFWLRQ OD\RXW WKH\ SURSRVHG DQ DOWHUQDWLYH VROXWLRQ D UDLVHG WDEOH ZLWK D FHQWUDO UHIXJH WR LPSURYH VDIHW\ :KLOH LW ZDVQ·W H[DFWO\ ZKDW WKH VWXGHQWV KDG HQYLVLRQHG WKH\ ZHUH SOHDVHG WR VHH DFWLRQ EHLQJ WDNHQ 7KHLU HͿRUWV JDUQHUHG PHGLD DWWHQWLRQ LQFOXGLQJ FRYHUDJH LQ WKH Bay of Plenty Times DQG WKH New Zealand Herald &RQVWUXFWLRQ LV QRZ XQGHUZD\ DQG WKH VWXGHQWV ORRN IRUZDUG WR VHHLQJ WKHLU ZRUN FRPH WR IUXLWLRQ

We’ve proven that with hard work, collaboration, and resilience, students can bring about real change.

Inspiring Future Leaders Across New Zealand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·V PHVVDJH WR RWKHU \RXQJ OHDGHUV DFURVV 1HZ =HDODQG LV FOHDU “Don’t be afraid to take a leap and speak up about what you believe in. Change is possible if you’re willing to SXW LQ WKH HͿRUW DQG VWD\ FRPPLWWHG WR \RXU JRDOV µ $V WKH VWXGHQWV DQG VWDͿ RI ľPRNRURD 3RLQW 6FKRRO ORRN WR WKH IXWXUH WKH\ DUH H[FLWHG DERXW WKH SRVVLELOLWLHV DKHDG 7KHVH H[SHULHQFHV KDYH VKRZQ WKH SRZHU RI FROODERUDWLRQ UHVLOLHQFH DQG OHDGHUVKLS WR FUHDWH PHDQLQJIXO FKDQJH :LWK HDFK LQLWLDWLYH WKH\·YH GHPRQVWUDWHG WKDW HYHQ WKH VPDOOHVW YRLFHV FDQ OHDYH D ODVWLQJ OHJDF\

Lessons in Resilience and Leadership 0UV 'XJJDQ UHÁHFWV RQ WKHVH LQLWLDWLYHV QRWLQJ WKH FKDOOHQJHV IDFHG DORQJ WKH ZD\ LQFOXGLQJ VRPH QHJDWLYH IHHGEDFN RQ VRFLDO PHGLD 6KH FUHGLWV WKH VXSSRUW RI ORFDO 0ăRUL HGXFDWRU :KDHD 7HUDDQLD 2UPVE\ ZKR HQFRXUDJHG WKH VWXGHQWV WR VWD\ VWURQJ DQG VWDQG E\ WKHLU SURMHFWV· LPSRUWDQFH 7KH SULQFLSDO·V XQZDYHULQJ EHOLHI LQ WKH VWXGHQWV· DELOLWLHV IXUWKHU UHLQIRUFHG WKH YDOXH RI EDFNLQJ VWXGHQW OHG LQLWLDWLYHV “These projects have shown me the incredible potential students have when given the opportunity to lead and take ownership of real-world challenges,” VD\V 0UV 'XJJDQ “They’ve learned to conduct research, present a case, and lead with integrity, which are lessons they’ll carry for life.” ľPRNRURD 3RLQW 6FKRRO LV SURXG RI LWV VWXGHQWV· FRQWULEXWLRQV WR WKH FRPPXQLW\ 0UV 'XJJDQ HPSKDVLVHV KRZ WKHVH SURMHFWV UHÁHFW WKH VFKRRO·V HWKRV RI HPSRZHULQJ \RXQJ OHDGHUV WR OHDYH ODVWLQJ OHJDFLHV 7KH VXFFHVV RI 2SHUDWLRQ 7RKXWĿ DQG 2SHUDWLRQ 3HGHVWULDQ &URVVLQJ GHPRQVWUDWHV WKDW DJH DQG VL]H DUH QR EDUULHUV WR PDNLQJ D GLͿHUHQFH

Deirdre Duggan Deirdre Duggan has been a dedicated teacher for nearly 20 years, working in Tauranga and the Western Bay of Plenty. She lives on a lifestyle block where she and her family are creating a self-sustaining environment.

A passionate gardener, Deirdre loves tending her garden and orchard, experimenting with growing plants from seeds and cuttings. She has a particular interest in J\S[P]H[PUN [YHKP[PVUHS 4͊VYP WSHU[Z HUK [YLLZ [V JYLH[L 9VUNV͊ IHSTZ HUK [LHZ Deirdre has three adult children and a grandson, with whom she spends as much time as possible. Her lifestyle block is also home to two dogs, a pet Highland steer, and a pet goat, ensuring life is always lively. Looking to the future, she dreams of traveling around New Zealand and the world with her husband during retirement, exploring new landscapes and cultures. :OL JHU IL JVU[HJ[LK H[!

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Start Early and Commit to Regular Contributions %HJLQ LQYHVWLQJ LQ WKH VWRFN PDUNHW IRU \RXU FKLOG DV HDUO\ DV SRVVLEOH WR PD[LPLVH WKH EHQHÀWV RI FRPSRXQGLQJ UHWXUQV 2QH VLPSOH DQG SURYHQ PHWKRG LV WKH ´OD]\µ VWUDWHJ\³ LQYHVWLQJ LQ SDVVLYHO\ PDQDJHG IXQGV OLNH LQGH[ IXQGV RU (7)V ([FKDQJH 7UDGHG )XQGV 7KLV DSSURDFK FKDPSLRQHG E\ OHJHQGDU\ LQYHVWRU :DUUHQ %XͿHWW UHTXLUHV PLQLPDO HͿRUW RU H[SHUWLVH %XͿHWW UHFRPPHQGV ORZ FRVW LQGH[ IXQGV DV DQ HͿHFWLYH ZD\ WR EXLOG ZHDOWK RYHU WLPH &RQVLGHU WKHVH H[DPSOHV • $20 per week LQYHVWHG LQ D SDVVLYHO\ PDQDJHG IXQG IRU \HDUV FRXOG JURZ WR $40,000 or more E\ WKH WLPH \RXU FKLOG WXUQV • Starting with $2,000 WKHQ DGGLQJ $20 ZHHNO\ IRU \HDUV FRXOG UHVXOW LQ $50,000 RU PRUH • ,I OHIW LQYHVWHG EH\RQG DJH WKLV PRQH\ FRXOG JURZ IXUWKHU SURYLGLQJ D KRXVH GHSRVLW RU D UHWLUHPHQW IXQG

Five Steps to Make Your First Investment

Investing is planning to grow your money over the long term; gambling is to see how much money you can get in the moment.

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1. Find the money to invest: 8VH WKH FUHDWLYH VWUDWHJLHV OLVWHG HDUOLHU WR IUHH XS H[WUD FDVK DQG FRPPLW WR LQYHVWLQJ FRQVLVWHQWO\ HDFK ZHHN RU PRQWK 2. Research funds: /RRN LQWR SDVVLYHO\ PDQDJHG IXQGV OLNH LQGH[ IXQGV RU (7)V VXFK DV WKRVH WUDFNLQJ WKH 6 3 ,QGH[ 3. Choose a platform: 6HOHFW DQ RQOLQH WUDGLQJ SODWIRUP OLNH 6KDUHVLHV RU +DWFK 4. Open an account and invest: 7UDQVIHU IXQGV IURP \RXU EDQN DQG PDNH \RXU ÀUVW WUDGH 5. Automate your contributions: 6HW XS DXWRPDWLF WUDQVIHUV WR HQVXUH FRQVLVWHQF\

Laurel Makowem 3H\YLS 4HRV^LT PZ H *LY[PÄLK -PUHUJPHS ,K\JH[PVU Instructor and founder of Mothers Teaching Money, H I\ZPULZZ HUK TV]LTLU[ OLSWPUN WHYLU[Z YHPZL ÄUHUJPHSS` JVUÄKLU[ YLZWVUZPISL HUK PUKLWLUKLU[ HK\S[Z YLNHYKSLZZ VM [OLPY V^U ÄUHUJPHS RUV^SLKNL VY ZP[\H[PVU /LY TPZZPVU PZ [V KLT`Z[PM` ÄUHUJPHS SP[LYHJ` [OYV\NO the Millionaire Mindset Money System, a comprehensive OVSPZ[PJ ÄUHUJPHS LK\JH[PVU Z`Z[LT :OL WYV]PKLZ M\U online courses, workshops and products for children from 4-18 years. :OL JHU IL JVU[HJ[LK H[! mothersteachingmoney@gmail.com

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THERESE HOYLE

How Risky Play is Essential to Children’s Developmental, Physical, Mental and Emotional Well-Being +RZ 6DIH 5LVN &DQ 6KDSH &RQıGHQW 5HVLOLHQW .LGV

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Supporting Risky Play

• Natural Curiosity: 5LVN\ SOD\ HQFRXUDJHV H[SORUDWLRQ DQG VDWLVÀHV FKLOGUHQ·V LQQDWH FXULRVLW\ DERXW WKHLU VXUURXQGLQJV • &RQÀGHQFH DQG 5HVLOLHQFH 7KURXJK ULVN\ SOD\ FKLOGUHQ OHDUQ WR DVVHVV WKHLU DELOLWLHV QDYLJDWH FKDOOHQJHV DQG JURZ FRPIRUWDEOH ZLWK IDLOXUH 7KLV EXLOGV UHVLOLHQFH DQG SUREOHP VROYLQJ VNLOOV • Social Skills: 5LVN\ SOD\ RIWHQ LQYROYHV FROODERUDWLRQ KHOSLQJ FKLOGUHQ GHYHORS IULHQGVKLSV WUXVW DQG WHDPZRUN VNLOOV

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Risky play isn’t about danger—it’s about growth, joy, and discovery.

• Physical Development: $FWLYLWLHV OLNH FOLPELQJ MXPSLQJ DQG EDODQFLQJ HQKDQFH ÀQH DQG JURVV PRWRU VNLOOV FUXFLDO IRU SK\VLFDO KHDOWK DQG HPRWLRQDO ZHOO EHLQJ

• “How are you going to do that?”

• “Take your time.”

• “Do you feel safe?”

• “Where will you put your hand/ foot next?”

• “Do you need any help or support?”

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Therese Hoyle Therese is the best-selling author of 101 Playground Games 2nd Edition and 101 Wet Playtime Games and Activities. She runs Positive Playtime and How to be a Lunchtime Superhero programmes in person and online, nationally and internationally. @V\ TH` JVU[HJ[ OLY H[ !

Web: www.theresehoyle.com E: alice@theresehoyle.com

59

JUDITH YEABSLEY

Why Playing with Food is Essential +RZ )RRG 3OD\ (QFRXUDJHV &KLOGUHQ WR ([SORUH DQG (PEUDFH 1HZ )RRGV

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The importance of playing with food deliberately 1. Developmental activity ² DVLGH IURP HQFRXUDJLQJ \RXQJ FKLOGUHQ WR EHFRPH PRUH FRPIRUWDEOH DURXQG IRRGV LW DOVR SURPRWHV ÀQH DQG JURVV PRWRU VNLOOV DQG RWKHU FDSDELOLWLHV 2. Enables interaction ² LQWHUDFWLRQ OHDGV WR HDWLQJ 7KH PRUH RIWHQ D FKLOG RI DQ\ DJH KDV KDQGV RQ FRQWDFW WKH PRUH FRPIRUWDEOH WKH\ EHFRPH ZLWK D IRRG DQG WKH PRUH OLNHO\ WR HDW LW

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4. Crumbing. 'LSSLQJ PHDWV RU YHJHWDEOHV LQWR FUXPEV FDQ EH D JRRG DFWLYLW\ HYHQ IRU ROGHU FKLOGUHQ 5. Dipping. 'LSSLQJ IUXLW RU QXWV LQ FKRFRODWH VDXFH EUHDG LQWR FKHHVH VDXFH QRRGOHV LQWR VR\ RU HYHQ PHDW LQWR NHWFKXS DOO SURYLGH PXOWL OHYHO H[SHULHQFHV 6. Making popsicles 0HHW D FKLOG ZKHUH WKH\ DUH DW SHUKDSV LW·V PDNLQJ PLQL RQHV ZLWK IUXLW MXLFH RU SXUHH WR VWDUW 7. Fruit ‘pops’. 6NHZHU IUXLW RQ D SRSVLFOH VWLFN WKHQ GLS LQWR VDXFH RU \RJKXUW IROORZHG E\ VSULQNOHV QXWV RU FKRF SLHFHV IRU H[DPSOH 8. Dough. %UHDG GRXJK FDQ EH SRXQGHG RU SDVWU\ ELVFXLW GRXJK XVHG WR FUHDWH VKDSHV RU QHZ IRRGV 9. Baking. $Q\ FRRNLQJ LQFUHDVHV LQWHUDFWLRQ 10. Herbs and spices. 6PHOO FUXVK JULQG RU FKRS WKHP

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JUDITH YEABSLEY Food play ideas at the table 1. Imaginative play. )RU \RXQJHU FKLOGUHQ WXUQLQJ IRRG LQWR SODQHV WUDLQV RU GDQFHUV PD\ HQFRXUDJH LQWHUDFWLRQ 2. Testing. *XHVVLQJ JDPHV VXFK DV LGHQWLI\LQJ D IRRG IURP LWV VPHOO RU JXHVVLQJ KRZ PDQ\ ELWHV IRU GDG WR HDW D SLHFH RI EUHDG 3. Describing. 7DNLQJ QRWLFH HQFRXUDJHV LQWHUDFWLRQ :KDW FRORXU RU WH[WXUH LV WKH [\] IRRG IRU H[DPSOH

If a child doesn’t want to touch a food, they are unlikely to want to eat it.

Two key things: a. Interaction. 7KH JRDO RI IRRG SOD\ LV LQWHUDFWLRQ DQG WKHUHIRUH PRUH RI D FRPIRUW OHYHO ZLWK IRRG ,I WKH ¶KLGGHQ DJHQGD· LV D SXVK WR HDW QHZ IRRGV LW FDQ PDNH LQWHUDFWLRQV XQFRPIRUWDEOH DQG WKDW EHFRPHV FRXQWHU SURGXFWLYH b. Play is about fun. $SSURDFKLQJ LW LQ WKLV YHLQ LV FULWLFDO 3OD\LQJ ZLWK IRRG KHOSV LQFUHDVH WKH QXPEHU RI IRRGV HDWHQ ,W LV JHQHUDOO\ WKRXJK QRW D VKRUW WHUP VWUDWHJ\ EXW VRPHWKLQJ WR FRQVLVWHQWO\ DGG LQWR WKH URXWLQH

Teachers Matter

Judith Yeabsley

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Judith is an AOTA accredited picky eating advisor and internationally nutritional therapist. She works with hundreds of families every year resolving fussy eating and returning pleasure and joy to the meal table. She is also T\TT` [V [^V IV`Z HUK [OL H\[OVY VM *YLH[PUN *VUÄKLU[ Eaters and Winner, Winner I Eat Dinner. Her dream is that every child is able to approach food from a place of safety and joy, not fear. :OL JHU IL JVU[HJ[LK H[!

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QUOTE

Health does not always come from medicine. Most of the time it comes from peace of mind, peace in the heart, peace in the soul. It comes from laughter and love.

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DR JUDY WILLIS

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When Your Brain is Stuck in Survival Mode

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Harness your brain’s neuroplasticity to rewire burnout into resilience, one step at a time.

DR JUDY WILLIS

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Dr Judy Willis, M.D. M.Ed. +Y >PSSPZ PZ H IVHYK JLY[PÄLK UL\YVSVNPZ[ HUK H MVYTLY classroom teacher. Her unique background combines expertise in both neuroscience and education, allowing OLY [V IYPKNL [OL NHW IL[^LLU IYHPU ZJPLUJL HUK LќLJ[P]L teaching strategies. Dr Willis is renowned for her books, articles, and presentations, where she translates complex neurological concepts into practical insights for educators0 to enhance classroom instruction and improve student learning outcomes. :OL JHU IL JVU[HJ[LK H[! jwillisneuro@aol.com

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1. Start with Your Vision

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KAREN TUI BOYES • Movement and Accessibility: (QVXUH SDWKZD\V DUH FOHDU DQG WKDW DOO VWXGHQWV HVSHFLDOO\ WKRVH ZLWK GLYHUVH QHHGV FDQ PRYH DURXQG HDVLO\ • Teacher’s Space: 0LQLPLVH WKH VL]H RI \RXU RZQ ZRUNVSDFH VR PRUH RI WKH URRP EHORQJV WR WKH VWXGHQWV &RQVLGHU QRW XVLQJ D WHDFKHU GHVN DV LW FDQ EH WHPSWLQJ WR VLW RU ¶KLGH· EHKLQG LW DQG LW RIWHQ EHFRPHV D GXPSLQJ JURXQG FUHDWLQJ D FKDRWLF XQRUJDQLVHG HQYLURQPHQW

Routines and expectations are the backbone of a successful learning environment.

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9. Set Up Tools for Communication Teachers Matter

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Karen Tui Boyes Karen Tui Boyes is a champion for LifeLong Learning and is on a mission to transform education globally. Described as an educational alchemist, a conscious creator and a playful priestess, she grounds the research into practical strategies which positively impact teaching and learning.

A multi-award-winning speaker, educator and businesswoman, she is the CEO of Spectrum Education, Principal of Spectrum Online Academy and the author of 14 books.

-PUK V\[ TVYL H[!

www.spectrumeducation.com

QUOTE

The teaching profession contributes more to our society than any other single profession.

– John Wooden

69

Daily Gratitude Journal

by Megan Gallagher & Karen Tui Boyes

Only $4

6

Three cover options to choose from!

+P&H

Gratitude is a powerful practice that can shift your perspective, boost your well-being, and enrich your life in countless ways. Whether you’re new to gratitude or have been practising it for years, this journal is designed to guide and support you as you explore the many facets of thankfulness.

Inside these pages, you’ll find space for daily reflection, intentions, and affirmations to help you cultivate gratitude even on the tough days.

Ord er your journal t od ay! www .spec trumeducati on .co m