1. October 1, 2013

2. 9:00 – 9:30Q-Focus activity 9:30 – 9:45Medicine Wheel activity 9:45 – 9:55“The Third Teacher” video 9:55 – 10:15Shared Spaces environment tour 10:15 – 10:30Wellness break 10:30 – 10:35Explanation of observation tool and process 10:35 – 11:05Tour Brunswick School 11:05 – 11:30Reflection 11:30 – 12:00Self-regulation 12:00 – 1:00Lunch 1:00 – 1:06Head to Reynolds for the afternoon 1:06 – 2:08In-classroom activity 2:08 – 2:15Wellness break 2:15 – 2:45Reflection 2:45 – 2:55“Remake Your Class” video 2:55 – 3:10Making commitments to ourselves

5.  Ask as many questions as you can.  Do not stop to discuss, judge or answer the questions.  Write down every question exactly as it is stated.  Change any statement into a question. What might be difficult about following these rules?

6. Alicia S. Carrie Scott Nicole Lisa Regan Darla Carmen Diana Alicia F. Melissa Leeyan Katelin Shelby Lynn

7.  Divide into three groups  Identify a scribe, who will record your groups’ questions.  Be sure the scribe has a chance to offer questions as well.  Write the Q Focus at the top of your sheet.  Follow the rules.  Number your questions.

8. Students cannot learn in this environment

9.  See if you can change open questions to closed and closed to open.

10.  As a group, identify your three most important questions, based on the Q Focus and the purpose of the day.

11.  Share some examples of questions you changed, your three most important questions and your rationale for choosing those questions.

13. http://www.youtube.com/watch?gl=CO&hl=es- 419&v=nYdtGxJfqQk

15. Leeyan Diana Lisa Alicia F. Regan Carrie Shelby Alicia S. Melissa Darla Lynn Katelin Carmen Scott Nicole

17.  What is Self- Regulation?  What do you do to self-regulate

18. Alertness is the state of the nervous system, describing how Alert one feels. We need to be in the Optimal “Just Right” state in order to attend, concentrate, and perform tasks according to different situations and demands. Self-Regulation is the ability to attain, maintain, and change the level of arousal appropriately for a task or situation.

19.  Teach the concept  How does your engine run?  Zone’in  Create an environment that promotes and supports self-regulation

20.  Chewing  Blowing  Sucking  access to water bottle; “brain food” bucket - hard candies (sour suckers) crunchy / chewy food; chewing gum; chewy toys; drink from straws (different length and width)  Calming: warm, smooth, or sweet (minty)  Alerting: cold, sour, spicy, crunchy, (minty)

21.  Calming – deep pressure  Alerting – light touch  Fidgets; Jewellery (necklace, bracelet, ring…); Velcro strip  Tactile play – tactile baskets; sand /water table, feely bags…

22.  Dimmed vs. Bright lighting (e.g. fluorescent light  Blank vs. clutter wall  Shinny toys / tools (e.g. LiteBright)  Colours

23.  Noise cancellation Headphones  Volume level  Rhythm – arhythmical vs. rhythmical; fast vs. slow; familiar vs. unfamiliar  Quiet working area vs. background music

24.  Scent box – cotton ball dipped in different scent in film containers  *some students maybe allergic to scents

25. Natural opportunities to move – recess! (try not to keep students inside to finish work during recess), Set up stations so they can rotate, move furniture for group work, etc… Body Break…

26.  Is:  Activity that engage the vestibular and proprioceptive senses to increase/ decrease levels of alertness.  help achieve and maintain a Just Right level of alertness and to increase focus and to facilitate focus and attention.  can also help children learn about their  Preventive strategy  Is Not:  rewards or reinforcers for appropriate behaviour  Transition from one activities to another  Going to the bathroom  Going for a walk

27.  Scheduled  Clear beginning and end  Follows a general progression of activities  Meaningful and Engaging  Remember!!! Classroom based body break and self-regulation techniques and tools (e.g. alternative seating, gum, headphones, etc.) must be implemented Before adding individual body breaks outside of the classroom.

28.  Everyone benefits from a Body Break!  Remember!!! Classroom based body break and self- regulation techniques and tools (e.g. alternative seating, gum, headphones, etc.) must be implemented Before adding individual body breaks outside of the classroom.

30. http://www.edutopia.org/blog/8-tips- redesign-your-classroom-david-bill

32.  Three things you learned today.  Two challenges you face.  One thing you will try this year.