Learning with Mrs K in Albany, Western Australia | Tutor/teacher

Learning with Mrs K

Locality: Albany, Western Australia

Address: Bayonet Head 6330 Albany, WA, Australia

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23.01.2022 Allison Davies, Brain Care Specialist

22.01.2022 In celebration of Basquiat’s birthday, explore how he repurposed present day experiences and art history to create an inventive visual language:

20.01.2022 Great to start teaching emotional intelligence this young.

20.01.2022 Last year, teacher Julie Arsenault started adding this page to her tests and giving her students a chance to show what they know! Might you try something similar on your next assessment?

19.01.2022 The thing about learning is that you never stop doing it. I have learned that while I always tell my students to never leave assignments until the last minute, I'm a bit of a hypocrite.

18.01.2022 Everyone should be able to find themselves represented.

17.01.2022 Having a blast with our magnet tiles. Perfect for a dreary 'summer' day. The holidays have flown by.

17.01.2022 A great lesson in perseverance, feedback and supporting others.

15.01.2022 Oxford University researchers have discovered the densest element yet known to science. The new element, Governmentium (symbol=Gv), has one neutron, 25 assistan...t neutrons, 88 deputy neutrons and 198 assistant deputy neutrons, giving it an atomic mass of 312. These 312 particles are held together by forces called morons, which are surrounded by vast quantities of lepton-like particles called pillocks. Since Governmentium has no electrons, it is inert. However, it can be detected, because it impedes every reaction with which it comes into contact. A tiny amount of Governmentium can cause a reaction that would normally take less than a second, to take from 4 days to 4 years to complete. Governmentium has a normal half-life of 2 to 6 years. It does not decay, but instead undergoes a reorganisation in which a portion of the assistant neutrons and deputy neutrons exchange places. In fact, Governmentium's mass will actually increase over time, since each reorganisation will cause more morons to become neutrons, forming isodopes. This characteristic of moron promotion leads some scientists to believe that Governmentium is formed whenever morons reach a critical concentration. This hypothetical quantity is referred to as a critical morass. When catalysed with money, Governmentium becomes Administratium (symbol=Ad), an element that radiates just as much energy as Governmentium, since it has half as many pillocks but twice as many morons. See more

15.01.2022 https://www.facebook.com/293883784352656/posts/632446210496410?sfns=mo

11.01.2022 It’s futile to try to gain control of a #child by commanding, yelling, punishing or engaging in cognitive manipulations to respond to difficult behaviour. When ...a child surrenders, from a #brain state point of view, it can fuel fear or intimidation and put the child in a ‘lower brain’ state. This is why children can become reflexive and their emotions and behaviour can escalate in challenging situations. The lower in the brain that a child is operatingthat is, the closer to their brainstem the less time-perceptive, less cognitive, more reflexive and more emotional they will therefore be. And the brain state of a child has significant impacts on their ability to listen, learn, comprehend and cope with life circumstances. There are different reasons why a dysregulated brain state can occur, and sometimes children who are labeled with #ADHD or #ADD are operating more in the lower part of their brains due to #traumatic sets of events. Whether that is the situation or not, it can always be helpful to remember that their little brains developed originally from the bottom to the top, meaning brainstem first and then the rest of the brain sequentially, up to their neocortex. Therefore in order to deal with a child who is dysregulated, we should always be working from the bottom to the top of the brain in the style in which we engage and connect with an upset child. A memorable three-step method to help a child to come to a place of calm and clarity can be seen in Dr Bruce Perry’s use of the three R’s for this process. It begins with techniques for regulation, then it moves to relationship, and then it progresses to reason. This brain-based approach can vary a little with each individual child in timing or depth, and can usually be determined with some trial and error once you recognise how your little one is experiencing the world. Not sure where to start? Choose some of these easy tips to remind yourself about most effective responses. Reflect on what is appropriate for each child, keeping in mind their personal circumstance and character. #REGULATE Encourage somatosensory experiences: move the muscle groups with hugs, weighted blankets, or rhythmic and repetitive activities such as playing catch, rocking or drumming. Engage in patterned, repetitive rhythmic activity: walking, running, dancing, singing, or repetitive meditative breathing. Offer top-down reassurance: say things such as I’m not mad, You're not in trouble," This doesn't seem like a big deal," or You’re safe. Use relational tools: with reflective listening, clarifying questions, or authentic empathy where you actively and truly try to understand what's being experienced by the child. Let it happen: time can be a friend, and sometimes that's really ok, and the best thing for your little loved one might be to regulate them self. Get down low: standing over the child can make them feel overwhelmed, while kneeling down at their level creates safety. #LetThemPlay: nature's greatest self-regulator is simple, uncomplicated, unstructured play. #RELATE Play together: the ultimate connector that creates sacred space. Love that child: say I love you, or focus on love and nurturing. Follow your heart. Use language to bond: remind them of all the fun things that are planned, or the little things about them that you’re proud of. Realign yourselves: genuinely connect with their interests so that they can feel you’re working towards the same goals. Hug: the age-old way of producing oxytocin, hugging helps to calm the nervous system and create a relaxed state. Share activities: think on what your child loves to do and do it. Be silly: children love to laugh. Let them help you connect with yourself, too. Really see each other: focus on each other, not the problem. Problems make us forget ourselves, but we need ourselves to fix any problem. #REASON Use collaborative problem solving: find solutions to problems that work for everyone - adults and kids alike. Explain the ‘why’: it helps change behaviour when reasons are known. Share your feelings: some children haven’t yet developed full ‘theory of mind’, where they understand others’ realities, so let them understand. Reflect together: package what happened neatly and chronologically, emphasising cause and effect; and also reflect emotionally. Ask questions: learn something new from each other. Articulate: words sometimes need multiple exposures to gain meaning or nuance. Keep trying. Encourage confidence: action requires empowerment. Give compliments, highlight what was done well, and fan the flames of courage. Simulate to stimulate: walk through solutions with doll play, telling or creating stories, putting on puppet shows, or drawing reflective pictures or artworks to encode learning deeper and make it easy to remember. Responding to difficult behaviour in a way that supports the whole child and their whole brain will make interactions easier and kinder. Be mindful that challenging behaviours can trigger our own fight-flight-freeze responses, and so whole brain responses can actually be easier and kinder for everyone involved. #neurochild #brainscience #familygoals #bekind

10.01.2022 You are worth it.

06.01.2022 This was such a powerful moment for me... the moment I learned and understood, that aggressive behaviour could be the result of anxiety. We need to remember th...at all behaviour is communication. Full-stop. I'll be honest, I'm not even a fan of the phrase, "the function of the behaviour" because to me, it still has a subtle undertone of the child/person being manipulative. We need to shift our perspective and look to what the person is trying to communicate. What is underneath the anger, physical aggression? Many times, it is extreme anxiety. Let's look from the space of compassion and support. Let's look through the lenses of, "they are having a hard time" instead of, "they are giving me a hard time." Light & Love to you all. -Christina

06.01.2022 Kaya Bandang! (Hello everyone!) Illustrator Anne Barnetson and writer Cassie Lynch have brought best-loved picture books and Aboriginal languages together for ...this special series in honour of CBCA Book Week 2019. Cassie is a descendent of the Noongar people and translated the titles of these famous picture books into the Noongar Language, and included the English re-translation below. Anne is an illustrator and their work in bookshops has given them a love of picture books. This series also coincides with 2019 being the United Nations International Year of Indigenous Languages. Shout out to the creators and publishers of these beautiful books: Scholastic Australia, Walker Books, HarperCollins Books Australia and Penguin Books Australia <3 Another shout out to our favourite bookstores: Rabble Books & Games, New Edition Bookshop, Crow Books Paper Bird Children's Books and Arts <3 Children's Book Council of Australia #CBCA2019 #BookWeek2019

05.01.2022 SEL is important for everyone to learn

05.01.2022 I prefer to empathise, be gentle, be patient and kind and model that all emotions are ok, we just need to express them in a safe manner.

02.01.2022 This Adelaide school is improving the lives of students with autism.

01.01.2022 An inspirational Fierce Girl. I'm listening to the "Daisy Bindi the girl who fought for more" episode from "Fierce Girls" , presented by - https://abclisten.page.link/Mj1QLNuYqhYpXpWVA. Available now through the ABC listen App - http://bit.ly/ABCradioApp