PLC Workshops
Date: Title: Location/Presenter: Description:
Sept 22, 2022 Planning For Year 2 and Tracy Crow This PLC is designed to
Beyond provide you with the
information you will
need for Year 2 and into
your teaching career
Key Learning:
● Room 203 - Resource centre
● Application process starts in Jan/Feb for full time employment
● Oct 20 - Career Networking Session PM (Members from board about boards process for hiring)
● Nov 24 - Career planning and next steps PLC
● Feb 9 Career fair
● Feb 16: Mock Interviews
Date: Title: Location/Presenter:
Sept 22, 2022 Hiring Process or How Dave Hog
do I get a job?
Key Learning:
● Can send resume to presenter
● Practice for interviews
● Sometimes informal conversations can turn into job opportunities
● Whenever things happen (positive experiences) write it down. These are things that are helpful
in interviews. You can almost always include a personal experience with students in your answer.
● Volunteer work can be helpful. Be early whenever you are handing in anything for a job.
● Be confident that the experiences you have make you qualified (language is important - very high
energy, lots of energy etc)
● I believe in setting up a positive learning environment and giving opportunities for students to be
successful. But what does this actually mean? Give examples.
● Differentiation questions are important
● Classroom management - focus on positive learning environment - make sure student know
expectations.
● What you do to support students in the classroom.
● 5-7 questions is common - try to give evidence for each of them
PLC Workshops
Date: Title: Location/Presenter:
Sept 22 @ 10 The 4 Seasons of Bruce Hoey
Behaviour Author of Creating
Positive Behaviour 1 tip
at a time
Key Learning:
● First Season is going to be the heaviest season.
● September - October:
● Who, when, what - need to look at before you even meet the students. Talk to your admin. Office
administrator can be a valuable resource. EAs, ECE - are great to talk to about behaviours.
Ontario's ontario school record (OSR) is important to look at.
● You are going to hear about the negatives from other teachers etc. But what are the positives?
● Find out about the family. This might involve a call home.
● Ask when the behaviours happen. Beginning of the day? transitions?
Class meeting:
● Very first moment that the kids come into the class. (Introduction, talking piece, getting to know
you, expectations, building community).
● Talking piece - nice to have something with a story. want to create expectation where talking
piece has respect of the group. Practice.
● 1)Who am I, tell me about you…interests etc.
● 2)Tell me something that you are really looking forward to
● 3)Tell me something that you are scared of?
● First three questions are ‘fluff’ questions - but they have a purpose.
● Let them know a little bit about you. What are your interests
● 4)Expectations for the class. What you want to get through. Maybe a field trip that is a goal for
the end of the year.
● Once you start - it is really easy to continue meetings once a week.
Building relationships
● 90% of teaching is building relationships.
● Rita pierson - ted talk video
● Who do you want to be remembered as. They are not going to learn from you if they dont have a
connection with you
●
Building Clear Expectations
● Students are expected to know the expectations even when all teachers have different
expectations.
● If you are visible to the students it is going to stop a lot of the behaviour
● Talk about expectations
● Need to start right away because these expectations will go through the year.
● explicitly teach these expectations.
● work quietly - is this a clear expectation? NO - is it without talking or noise level? Be clear. Each
teacher should teach what their expectations are in class.
● Circle at the beginning - a great time to get student input. This is helping to build student in put
PLC Workshops
Calling home
● First 2 weeks of school - find anything positive to call home about. Make it a positive first
connection. This helps to build relationship with student AND parent.
● You don’t need to make a phone call to ALL parents. But the ones with the ‘needs’ - this is an
important first connection.
Transitions
● Should always be treated as a separate activity. - There are often a large number of transitions
and there are often a large number of behaviours during these times.
● Step 1: Give warnings and clear expectations.
● Step 2: Follow through with the transition
● Step 3: Give feedback
● This is where we are going. This is what it should look like. Make it clear. Follow through with the
transition and what the expectations.
● The more adults talk, the more students will. Give a non-verbal thumbs up. Then give verbal
feedback.
Nov - December
Physical Environment
● Black bulletin boards with solid borders can help make classrooms feel chaotic. What is up on
your wall and is it actually important.
● Push chair in when you stand up
● Display student work and switch it up
● Mantras - refer to them often
● Avoid clutter
● Colours are good - but not too much
● Visual aids - reinforce learning - but are they being used.
● Bulletin boards - make your display pop
● lighting - is there a way to avoid overhead lighting
● how can you take out the overstimulation in the environment
What drives behaviour
● All behaviours happen for a reason. We need to look at the WHY
● Are students hungry, do they understand math, is there a sick family member? These things can
cause behaviour
● Go after what is driving it not the actual behaviour
Holidays
● For many school is there safe place and they are going to lose that for two weeks. Different
cultures celebrate in different ways at different times.
● This can cause behaviours to go up.
● Talk about what you are going to do moving forward instead of holidays. Not positive for all kids.
Jan
● Back to basics - set expectations, practice transitions.
PLC Workshops
Rob pleven - the noisy classroom - look up you tube video
● Lower your tone- you should not need to be yelling
● circulate the classroom.
● Have a tool box for indoor recess
The toughest week of the year - the week before March break
● keep your structure
April - June
● Re-evaluate if resources in class are still working / they are still being used.
● New beginnings? - possibly a new seating plan.
[Link]
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Date: Title: Location/Presenter: Description:
Oct 6, 2022 Mandatory Sexual OCT
Abuse Prevention
Program
Key Learning:
Advisories
Professional Misconduct of a Sexual Nature: Grooming is one of the issues discussed by this advisory.
Professional Advisory on Boundaries
Margaret Wilson Library : Resource library available online
Online articles available on OCT website
Registration guide on website has a lot of useful information.
**Need to keep files in place for apply for full OCT member. Names
Transcripts need to be sent to the college of teachers. Need to show that degree is finished. When you
order your transcript (make sure that it shows that degree is complete.
(Middle Name also? - declare all of your names - name has to be the same on all documents)
Temporary Certificate holders cCannot take AQ courses prior to the successful completion of the program
Temp cert. can be converted if all documents are submitted before expiry of temporary certificate.
Application happens for general certificate at end of program. Degree is cofered in May for graduation in
June. Once degree is conffired it is MY responsibility to have transcripts are sent to OCT. Faculty will send
report to OCT that I have successfully completed the program.
WIll get email from academic secrete to confirm that graduation is happening and need to provide OCT
number.
uozone - can have transcript sent - can ask to have that done after degree is ready
PLC Workshops
Date: Title: Location/Presenter: Description:
Oct 6, 2022 Voices of Experiences Ministry of Education
Session
Key Learning:
“There is human coming into my office not a behaviour. This helps to focus on the overall wellbeing of
the student.”
Numeracy and literacy focused - you can tailor it to the class you are in.
References from practicum supervisors
Tell me about a teacher who inspired you? What are you going to bring of them to the job. Best teacher
you have ever had, how did they impact your teaching?
Date: Title: Location/Presenter: Description:
Oct 20 Trauma-Informed Jess Whitley
Classroom Rieley O’Learly
Key Learning:
[Link]
● Why should we be talking about trauma in schools? - we know at least 60% of kids experience
ACE - Adverse childhood experiences. (ex - parental divorse - level of trauma varies for this)
● Trauma affects behaviour and learning, it has long term effects
● What is the role of educators and schools? - not there to treat the trauma.
● UDL - necessary for some, good for all
● What is trauma? The 3 e’s of trauma - event (or series of events) , experienced as harmful or life
threatening, has lasting adverse effects.
● We don’t want to compare trauma - it is a biological response that we all have.
● Types of trauma: Acute (single, isolated incident), Chronic (traumatic experiences that are
repeated and prolonged), Complex (more difficult to treat - pointing to lack of support), historical
(across generations)
● Household, community, environment - People often think of household trauma first.
Environment has been added more recently.
● 3 responses to trauma: Fight Responses, Flight responses, Freeze responses
● Reframing - moving from judgement to curiosity is critical
● Trauma lens - be mindful - notice response we have towards student (Ex:frustration) - try to
wonder or be curious. I wonder what is going on? Remove the judgement. This takes a lot of
practice.
● Tiered Approach - We are addressing tier 1 - focus is on classroom.
● Resources - Trauma sensitive classroom - Fostering Resilient Learners
PLC Workshops
Date: Title: Location/Presenter: Description:
Key Learning:
Resource - Ministry of education - Special education in Ontario (2017) Learning for all (2014)
● Required to follow board policies and procedures regarding special education.
● Works with the special education teacher to acquire and maintain up-to-date knowledge of
special education practices.
● Work with staff and parents to develop the IEP for an exceptional student
● Work with staff to review and update the student’s IEP
● Provides the program for the exceptional student in the regular class.
● The more that you document the better it is. Will be asked what evidence you have to back up
need for support.
● It is helpful when we can document patterns of behaviour. Helps to ask, why is this happening?
Tiers - allow for consistent thoughtful processes.
Tier 1
● Collecting assessment, observations
● Knowing your students
● Planned Curriculum - choice of program and instructional strategies - Accommodations to
support student learning
● Lived curriculum (ongoing assessment, documentation, reporting (gap analysis))
● Lots of support for everyone in the classroom.
Tier 2 : Collaboration and Communication (Still collecting information and working as part of a team.
Trying to help student be successful in your classroom)
● In School (resource, student success team, parents, students, administration)
● Board Resources (Educational Consultant, social worker, psychologist, behaviourist, ASD Resource
Support)
● Community professionals and services
Tier 3: (developing a coordinated plan - when we write IEP)
● More intense support
● Continued intervention and assessment
● Specialized assessment
● Development of IEP
● IPRC process - then development of an IEP (clear written plan, identification of learning
expectations, accommodations/modifications).
Know the student, work with school staff, board softwear for writing, set out clear expectations, review
it, see it as a working document.
PLC Workshops
Date: Title Location/Presenter: Description:
Nov 10 Creating positive Bruce Hoey Behaviour First Aid
behaviour :
Key Learning:
● It starts with relationships
External factors
● There is always something external that impacts the behaviour - no one wants to be bad
● When students aren’t feeling well, the behaviours are going to escalate
● What disregulates a student before they even get to school (are they hungry, do they not
understand the learning material
● mental health
● ‘Kids have stress too’
● ODD - student who really refuses anything that you want them to do
● student who argues over the smallest things
● student loses tempter easily and often
● Will become defiant with an audience
● sees direction as controlling
● Will often blame other people - they are unwilling to accept blame
● POsitive reinforcement is viewed as minipulaiton
● Constantly testing their limits
● Often very bright
● Often related to other mood disorders (ADHD, Anxiety)
ODD Cautions to avoid
● Responding emotionally
● trying to convince
● Threatening
● increasing consequences
● Having interactions in front of an audience
● Staying in interaction too long
ODD Strategies
● Build relationships
● Target interests
● simple directives
● offer choices (no more than 2)
● be brief and direct - will shut down if you talk to much
● walk away (break eye contact - it is a battle no one will win)
● Deflect blame
● quiet reinforcement
● Non-verbals prompts
What is anxiety ?
● Affects people of all ages and social backgrounds
● Often described as an emotion caused by unidentifiable dangers that often pose no threat
PLC Workshops
● A small amount is realistic for children and adolescents
● Often hereditary
● Estimated that half of children and adolescents with anxiety suffer from other ental health
disorders such as OCD, depression and PTSD
Anxiety Symptoms
Cycle of anxiety
Anxiety - develop symptoms of anxiety
Physical Avoidance or Emotional avoidance
Short term relief
Long term anxiety growth
You need to face your fears to break this cycle
Anxiety strategies
Patience, positive accepting pressure free environment, relaxation and meditation, worry box,
distraction, exercise, medication, acknowledge feelings
The non-compliant student
Refuses to work
Questions educators
Ignores
Pick your battles
Ask yourself - Is the student disrupting others? Can anyone get hurt?
Is this the hill I want to die on? Is it worth it?
Addressing a behaviour in front of an audience - AVOID
1 - Attention seeking - we are giving them centre stage
2 - Anxiety - will harm relationship
3 - Defiance - they will say something that you don’t want to hear and then in becomes a battle
Ways to avoid the battle - walking around, walking by and making eye-contact, take them out of the
classroom
Use non-threatening words (I need your help, I am not angry with you)
You never want to give more than 2 options - because it then becomes a negotiation
Be brief when responding - give time and space, use positive language, break eye contact
Pick your battles
Avoid the audience
offer choices
choose your wording
Determine external factors: Time of day, transition time, during class time
Stay calm
Give the student time to vent, take a step back,
PLC Workshops
Safety: Remain 1.5 meters away, have an exit, do NOT block the student’s exit
3 C’s : Connect, correct, contain
De-escalate 1 step at a time
Mirror and match technique, give processing time, limit your talking
Take home message
Remove the audience
Get help
Allow the student to vent
Mirror and match
Help the student out of the hole
DON’T FORGET TO DEBRIEF - important to fully debrief after you have had a chance to cool down
the third path
Date: Title: Location/Presenter: Description:
March 9, 2023 Engaging Parents and Jeffrey Barber, OTF Working with parents is
Planning for Transitions one of the
responsibilities of
teachers. As the primary
educator in their
children’s lives and as
partners in education,
parents contribute to a
holistic understanding
of our students.
Key Learning:
● Know more about OTF resources, strategies and considerations for parent engagement.
● Establish clear boundaries, roles, and establish communication right away.
● Communication with parents - What will this look like? - Phone calls, emails, newsletters.
● If I need to contact you, when should I call? Collect this information at the beginning of the year
and keep this information.
● Important to say, “This is what I am observing.” and see what the parents are seeing at home.
Are there any similarities?
● Help parents remember how important it is to support and encourage positives
● Phone calls - personal, can address something quickly, but need to make sure to record notes.
● Emils - Tone can be challenging
PLC Workshops
● Coaching students when they take work home to be sign might need conversation with the
students first. What is the purpose of this, what can the conversation look like?
Date: Title: Location/Presenter: Description:
Nov 24
Key Learning:
● Teachers set the example and tone of the class - students follow this.
● Start of philosophy - beliefs, turn beliefs into statement (all students can succeed, each child has
his or her own unique learning patterns, the classroom teacher needs the support of the entire
learning community, fairness is not sameness, classroom teachers are the key educators for
literacy/numeracy and build cohesion)
● Success varies - it is about individual progression
● Never feel like you are alone in the school
● Is your classroom caking? - Do you help all students? Do you listen to them? Do student care for
others? Do you create positive learning opportunities?
● As a teacher it is important to be at the door. Greet the students
● Your classroom space: Collaboration, student voice, use of tech, teacher contact, vertical spaces
for sharing / flexible, student movement
● Physical Working environment: Display of student work, clean walls, plants, resources, posters,
anchor charts/ class personalization, seating arrangements, learning centres, inquiry based
learning opportunities, vertical learning spaces / flexible seating
● POsitive learning environment: Be welcoming, productive task oriented focus, group
cohesiveness, low levels of tensions, humor, high expectations - student input
Date: Title: Location/Presenter: Description:
March 23, 2023 Your Union Your Elementary Teachers’ (ETFO- K-8
Profession Your Future Federation of Ontario elementary teachers
in the public board)
presented by Zaiba
Beg, ETFO Provincial.
Key Learning:
● David Mastin
● Introduction to Union
PLC Workshops
●
●
●
● Unions exist to share wealth - goes against business philosophy
● There is a ETFO Steward in every school that brings information
●
● Above are Services at provincial office
●
● Based on how long you have been doing this and level of training
PLC Workshops
This is a resource - contact when in need of employment support
PLC Workshops
As soon as I am certified - send information into QECO - apply right away to get set up properly on the
grid
Date: Title: Location/Presenter: Description:
Original
Key Learning:
