1. Tallinn, October 2009, Marijke Lamers SVIB School Video Interactie Begeleiding In English: School Video Interaction Guidance (maybe better known as : Video Interaction Guidance) In English: School Video Interaction Guidance (maybe better known as : Video Interaction Guidance) This presentation concerns to theme nr 5: ‘Adapting teaching/learning style’. Most relevant to theme nr 6 (adapting the classroom organisation). Also relevant : - to theme nr 10 (coping with very complex cases) - to theme nr 12 (teacher training for inclusion). - to theme nr 12 (teacher training for inclusion). In this presentation I will use the Dutch shortening: SVIB. I use the word ‘she’, but of course you can also read’: ‘he’.

2. Tallinn, October 2009, Marijke Lamers SVIB: what does it mean? A positive method to coach teachers to enhance professionalism: A positive method to coach teachers to enhance professionalism: Directed on strengthen successful interactions and interventions, Directed on strengthen successful interactions and interventions, Directed on connection with management in the classroom, Directed on connection with management in the classroom, Analysing and diagnosing the communication between pupils and teacher, Analysing and diagnosing the communication between pupils and teacher, Researching the possibilities of the teacher and the situation. Researching the possibilities of the teacher and the situation.

3. Tallinn, October 2009, Marijke Lamers SVIB: the domains 1. Individual: the interaction between the teacher and one special pupil (SEN-pupil), 2. Group: Interaction between the teacher and the group, 3. Group: class management, 4. Colleagues: supporting intervision.

4. Tallinn, October 2009, Marijke Lamers SVIB, how is the routing? 1. Intake: SVIB begins starting from the question of the teacher to recognition of their own power of change, 2. Recording: an image of 10 – 15 minutes. The teacher gets a copy with an advise to notice some parts she wants to show to discus. 3. The adviser also will look at the takes so she can make a micro-analysis. 4. The images allows the participants to view and review the recorded image and to reflect on meaningful situations 5. The teacher and the adviser will be looking at the takes together. At first: the positive takes. The adviser will be using the positive takes to educate the teacher by questions concerning the take. 6. The teacher and the adviser will make an agreement for the coming period: this to develop and coach the teacher-style.

5. Tallinn, October 2009, Marijke Lamers Asking questions During the routing it is very important to ask the good questions: activating questions. They will inspire the teacher to think about her teacher-style. The activating-questions will support the teacher to be competent to help SEN-children. Note: there is a little administration.

6. Tallinn, October 2009, Marijke Lamers The framework of SVIB: the contact principles : The coach will be following the client: The coach will be following the client: attention and eye contact are essential for contact attention and eye contact are essential for contact The coach will receive the client's feelings The coach will receive the client's feelings This can be done verbal and non-verbal This can be done verbal and non-verbal The coach is able to name assenting The coach is able to name assenting By naming you can guide yourself and the other, this concerns the actions and the feelings By naming you can guide yourself and the other, this concerns the actions and the feelings The coach will take care for equal turns The coach will take care for equal turns There will be a beginning, exchanging and rounding off. There will be a beginning, exchanging and rounding off. The coach will be friendly in leading The coach will be friendly in leading This is the consequence off the principles above This is the consequence off the principles above