Mornings with Hine

Christine has been taking my class for mindfulness. She has come in each week to talk, teach and practise mindfulness. I have found it very useful as a model in many ways. Each lesson has a focus , a time to practise mindfulness and a time to come back together to talk. Teaching the class about breathing each time and reminding them to breathe deeply. Will continue as I have timetabled it each week for the term. I have noticed particular students and how they respond to it.

Is it the gorilla in the room? Compassion- Feelings first, get down to the level, say what you see, I can see you look (tired, upset, angry) then listen. Trauma-  Triggers- being aware of children and teacher's trauma and being responsive not reactive. If it could trigger a child or teacher think about how to manage with minimal impact to trauma. Kids want to know: Am I safe here? Do you like me?  What we do makes a difference, being cool, calm and collected.

Each previous step has been taking us closer to this. Moving works well if you have done changing ones and changing tens without counting. Shouldn’t be a big gap between last learning. 1. Kids need to have making ten, basic place value and bonds to ten. 2. Make sure you have a good story. Not sheep as they aren’t usually lined up in tens. Bring in choc chip biscuits. We can put biscuits into tens. If it is logical they will have a better access. 3. We need a good model Packages of ten with some left over, unifix blocks in lines of ten with some left over. Money is good for many things in maths but not crossing the decade because the tens don’t look like ten ones. Use the tens frames- We are working in the chocolate biscuit factory. Does this packet have ten in it? Never mind someone must have eaten them.        Can you put the remaining biscuits in it? While a students is adding the two biscuits from the side, Cover the remaining biscuits. How many are in...