The Children's Behaviour Online Masterclass

A complete Masterclass for Early Childhood Educators

LIVE MASTERCLASS DAYS:

Tuesday 26th - Thursday 28th May

You've heard about the Masterclass touring Australian cities for the past few years - well now you can be there no matter where you live!

Dr Louise Porter and Sandi Phoenix will be supporting you in rethinking behaviour ‘management’ over a three day Masterclass of both recorded and live content.

Join us for a powerful class to re-think and re-frame the role of teachers and educators in supporting children’s emerging social competence. This event will flex your thinking, question your knowing, and change your practice forever.

This Masterclass is specifically developed for educators working in the early childhood education and care sector in Australia, however, the concepts and ideas within this course are transferable to any country and will suit:

  • Educators
  • Teachers
  • Carers
  • Nannies
  • Youth workers
  • Early Years practitioners


PROGRAM INCLUDES:

Mastering Behaviour Guidance with Dr. Louise Porter  

Louise will suggest how educators can prevent most behavioural disruptions in children by meeting the children's needs. Q&A sessions about the implementation of a guidance approach will shed some light on practical strategies.  

Mastering The Phoenix Cups Framework with Sandi Phoenix

Explore the reasons and functions that drive children’s behaviour as developing human beings using the Phoenix Cups Framework. A Q&A session about the Phoenix Cups and the design of cup-filling strategies will ensure you leave with a cup filling plan to implement straight away.    

If you're a seasoned Phoenix Cupser, you'll love this session. If you're new to the Phoenix Cups (or need revision) don't worry, we'll catch you up before the day with some exclusive resources and video recording so you come to the day ready to master.

Leading behaviour change in education settings

You’re excited and inspired but how do you pollinate this change to your team? The end of the day will focus on discussion about how you can become change agents to sustain ongoing reflective practice at your service.

Don’t miss this incredible opportunity to be a part of leading behaviour change in education and care.

PROGRAM DATES / TIMES

Please note the below program times are in Australian Eastern Standard Time.


PRE-PROGRAM

May 5th - May 25th

  • Registrations
  • Pre-Masterclass work
  • The Jayden and Sally story – A 40 minute video about inclusion, teaching in the early years, children’s behaviour, fairness, and equity.

MASTERCLASS DAY ONE

Tuesday May 26th

9am-9.15am: Live welcome address by Sandi. Please attend this live session and bring your questions.

Videos will be released at 9am and available all day (approx 1.5 hours of video content)

Mastering behaviour guidance theory & principles

All of our practices rest on our beliefs and values. In this session, Louise examines first what we believe about children’s behaviours. She concludes that, for people of all ages, our behaviours are an attempt to meet our needs. However, because children's brains are not yet fully developed, some of the strategies that they use to meet their needs might create conflict with those around them. We do not punish people for being in need. Therefore, when conflict happens, we solve it, rather than punishing children for it. This belief that children are just trying to meet their needs aligns with early childhood values, which Louise will discuss. Finally, she will give an overview of practices.

Behaviour guidance as a prevention of outbursts

Prevention is the base of all practices, represented by the bottom layer of our model - The Solutions Triangle. Prevention rests on the principle that children will be more engaged and less prone to outbursts when what we are asking them to do, and how we are asking them to do it, meets their needs. Therefore, this session will examine some of the routines in early childhood services that can provoke behaviours that challenge us – and how we can make these routines easier for the children to accomplish.

5pm-5.30pm: Louise will be live online. A pre-requisite for this online webinar is that you need to have completed all videos and course work to date. Louise will be answering your questions live and discussing the content with you.

MASTERCLASS DAY TWO

Wednesday May 27th

9am-9.15am: Live welcome address by Sandi. Please attend this live session and bring your questions / comments.

Videos will be released at 9am and available all day (approx 1.5 hours of video content)

The Phoenix Cups Framework

The Phoenix Cups is a philosophical framework that creates a shared language to explore ideas and understandings about human behaviour. In this session, Sandi will provide an overview of the theoretical thinking behind the framework including Maslow’s Hierarchy of Needs, Glasser’s Choice theory, Humanistic Psychology, and Positive Psychology. The Phoenix Cups framework presents individual needs profiles as big and small Cups, where met and unmet needs are represented by full and empty Cups, interacting to drive behavioural choices. Educators will be encouraged to consider their own ‘needs profile’ and analyse how their own behaviours are driven by their needs.

Using the Phoenix Cups as a model for understanding children's behaviour

The Phoenix Cups framework provides a common language to easily communicate ideas and strategies with a focus on meeting needs rather than managing behaviours. In this session educators will be presented with a solution focused conversation framework and then be given the opportunity to explore behaviour strategies that will address the underlying function of the child’s behaviour.

Meeting children’s need for self-esteem

The outcome of belonging is a sense of worth; and the outcome of mastery is a sense of competence. These two aspects make up our self-esteem. They are separate and work in opposite ways: We gain a sense of competence by earning it through our efforts, whereas a sense of worth is, ideally, given – unconditionally. When, however, we tell children that they are ‘good' for getting things right, we are linking their worth (goodness or badness) to their competence. Ever after, they try to feel worthy by becoming competent – which never works. In this session, Louise will explain why, and how we can foster an authentic self-esteem in the children in our lives.

Provocations for meeting needs and rights in an education and care setting

Often we get stuck doing things because they've always been done that way. Meaningful critical reflection can often be sparked by a good question. In this session we will discuss each of the Phoenix Cups; Safety, Connection, Mastery, Freedom, and Fun, individually. Educators will explore their own practices, programs, routines, and transitions, and reflect on how Cup filling or Cup emptying different aspects of the program are and discuss the effect this has on behaviour.

5pm-5.30pm: Louise and Sandi will be live online. A pre-requisite for this online webinar is that you need to have completed all videos and course work to date. Louise and Sandi will be answering your questions live and discussing the content with you.

MASTERCLASS DAY THREE

Thursday May 28th

9am-9.15am: Live welcome address by Sandi. Please attend this live session and bring your questions / comments.

Videos will be released at 9am and available all day (approx 1.5 hours of video content)

Connection seeking and Connection Planning

‘Attention seeking’ is commonly heard as an ‘explanation’ about why children choose certain behaviours. However, there is little merit to this term and it holds very little usefulness in understanding or planning for behavioural learning. Instead, Sandi suggests a reframe to ‘Connection Seeking’ then shares some thinking, evidence, and research behind this idea that gives it much more credibility and usefulness.

Planning for meaningful interactions and connected relationships is arguably one of the most important aspects of a curriculum. In this session, educators will have the opportunity to consider the ‘magic ratio’ of interactions and reflect on how to move toward connection planning using a simple yet effective tool.

Alternatives to punishment

Having prevented outbursts by meeting children’s needs whenever possible and solved problems as they arise, finally (at the highest level in our model), we will still need to respond to the occasional meltdown. We will not punish children for lacking more skilful ways to meet their needs, because that would be punishing them for being children – because children are not yet totally skilful. Their brain is still developing. In this session, therefore, Louise will explain how we can respond to challenges when they arise and how to teach children to regulate their own feelings and impulses, both for the benefit of those around them but also for the children’s own comfort. No one enjoys being worked up.

5pm - 5.30pm: Louise and Sandi will both be live online. A pre-requisite for this online webinar is that you need to have completed all videos and course work to date. Louise and Sandi will be answering your questions live and discussing the content with you.


FAQ

How much is it?

This online program is $198 AUD per participant.

If you require bulk logins (8 participants or more), please get in touch via info@phoenix-support.com.au or phone 1300 361 243 to request a bulk buy discount coupon code.

Is this Masterclass for people all over the world?

Yes! We're super excited to be making this event more accessible to educators all over Australia and around the world. The cost is $198 AUD, which can be purchased directly off the site, at which point it will be converted to your currency. 

What if I'm in a different time zone to AEST?

Participants will be attending from around the world. We understand live sessions may be difficult to get to for some. If these sessions are between 10am - 5am for your time zone (for example, USA), please email us to request that another live time be scheduled. We will accommodate these requests when there is enough demand.

I'm busy / working during the live session times - do I need to attend those? 

No. The live sessions times are entirely optional. We'll be adding important information that you need in to the course throughout the masterclass. Lives are just an opportunity to connect with us and ask questions 'in person'. 

If I can't make the lives, can I still ask questions?

Yes! There is a discussion feature on the course that you can use at any time. We'll make time to reply to these discussion questions each day. 

Will I get a certificate?

Once you've completed all of the content here, you'll be issued with a personalised downloadable participation certificate. Yay!

Is this the same program that was delivered at events on the tour in 2019?

Yes. For the past three years, this class has been delivered at events in Brisbane, Gold Coast, Sydney, Canberra, Melbourne, Adelaide, Perth, Darwin, and Cairns! It evolved and changed over that time but the last time it was presented by Sandi and Louise was on the Gold Coast in February 2020 to a class of 100 participants. That event was recorded so that YOU can participate from the comfort of your own home or workplace. 

How long do I get access to the content for?

You will have access to the pre-work content immediately upon registering. The Day 1 video will be available at 9am AEST on  Day 1, and it will stay available for the remainder of the event. Day 2 video will go live at 9am on Day 2 and will be available for the remainder of the event. Day 3 content will be available at 9am on Day 3. You will then have access to all 3 days of content for a further one week. Your online masterclass login will expire one week after the last live day. 

Once expired, logins can not be extended. However, re-enrollments will receive a 10% discount. If you require a re-enrollment 10% off coupon code, please email admin@phoenix-support.com.au 

What professional standards does this Masterclass link to? 

The Masterclass addresses the following teaching standards and National Quality Standards (Australian)

Element 1.1.1 Approved learning framework

Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.

Element 1.1.2 Child-centred

Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.

Element 1.1.3 Program learning opportunities

All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.

Element 1.2.1 Intentional teaching

Educators are deliberate, purposeful, and thoughtful in their decisions and actions.

Element 1.2.3 Child directed learning

Each child's agency is promoted, enabling them to make choices and decisions that influence events and their world.

Australian Professional Standards for Teachers

(Please note - this course is not yet NESA approved)

Know students and how they learn

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

Create and maintain supportive and safe learning environments

4.1 Support student participation
Identify strategies to support inclusive student participation and engagement in classroom activities.

4.3 Manage challenging behaviour
Demonstrate knowledge of practical approaches to manage challenging behaviour.

Engage in professional learning

6.2 Engage in professional learning and improve practice
Understand the relevant and appropriate sources of professional learning for teachers.




 

What others have said about this course...

What an amazing course

This course was amazing. It has only been a week, but I've seen some behaviour changes. I've processed their cup needs quickly, which has helped with the situation. I've also changed my language a lot and spoken briefly to some educators about neg...

by Christa Bool

What an amazing course

This course was amazing. It has only been a week, but I've seen some behaviour changes. I've processed their cup needs quickly, which has helped with the situation. I've also changed my language a lot and spoken briefly to some educators about neg...

by Christa Bool
Dr Louise Porter and Sandi Phoenix
Dr Louise Porter and Sandi Phoenix
Masterclass Facilitators

About the facilitator

Louise is passionate about safeguarding children’s self-esteem, promoting their social skills, and supporting their resilience in the face of the challenges that life often raises, and to teach them to behave considerately, being mindful of how their behaviour affects others, rather than what consequences it may earn them.

Louise has taught at university, conducted a private practice for 30 years, and worked in both mainstream and disability agencies and schools. I am an author and have spoken extensively throughout Australia and internationally.

Sandi is the founding company director and Principal Facilitator at Phoenix Support. Her framework, The Phoenix Cups, have revolutionised how staff not only work with children’s behaviour, but how teams view each other’s behaviour. The approach provides a framework of how to understand and respond positively to differences and conflict. The Phoenix Cups adds a new perspective to understanding each other and learning to work and live in harmony together. 

Dr Louise Porter and Sandi Phoenix tour Australia with the Children's Behaviour Masterclass. 

What's included?

20 Videos
1 Quiz
2 Surveys
12 Texts
4 PDFs
13 Downloads
7.0

Course Curriculum

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