By the end of the course, teachers will have a strong understanding of The Phoenix Cups framework - a philosophy in which your team can share ideas, language, and understandings about children's behaviour with an end goal of designing better behaviour strategies that will address the underlying function of the child's behaviour.
3.1.2 - The participant will be involved in developing strategies and establishing achievable goals for the child to ensure that the child’s social and behavioural learning is supported, their needs and rights are met, and to encourage their participation and learning in the classroom.
3.2.2 – The participant will complete the Cup filling environment plan with strategies, ideas and make plans for implementing learning, teaching and lessons that will support and promote children’s learning, including social and behavioural learning.
3.3.2 – Activities throughout this course will support the participant to use and develop problem-solving, critical and creative thinking and encourage others to be solution focused when observing children’s behaviours and also when developing and relevant teaching strategies to support children’s social and behavioural learning and inclusion in the classroom.
3.5.2 – Activities in this course will allow the participant to establish and implement new vocabulary, and other forms of communication (verbal and non-verbal communication) to ensure that positive interactions are utilised to engage and support children’s participation in the classroom.
3.6.2 – Through the development of the behaviour analysis and action plan the participant will attempt (where possible) to gain feedback from the child’s perspective about what may need improving within the teaching program, so they fill more supported within the classroom environment. The participant will engage in professional critical reflection to allow for professional growth and to make improvements where possible to their teaching programs for children.
3.7.2 - The participant will have opportunities to invite parents/carers to be involved in their child’s learning through the completion of the behaviour analysis and action plan.
4.1.2 – The participant will establish and implement new language and vocabulary to ensure that the child develops a positive self-image and to ensure that this language creates positive interactions to engage and support children’s participation in the classroom.
4.3.2 – The participant will have opportunities to reflect on the possible reasons behind the children’s behaviours in the classroom. This will start reflection on what could be reasons behind the children’s behaviour with a fair and respectful mindset.
6.3.2 - Participant has opportunity to access a live facilitated Q&A webinar with other professionals to have an opportunity to ask questions, engage in discussions, share strategies and gain knowledge and receive constructive feedback from other colleagues to promote improvement their professional knowledge and practice.
6.4.2 - the participant to complete the behaviour analysis and action plan which will enable them to capture data and gather documentation around a child’s behaviour and to help identify and further understand the function of behaviour, paying particular attention to any learning needs the student may have which is associated to an underlying and unmet need.
7.3.2 - This plan is also developed in consultation with the child’s parents/carers to develop respectful collaborative relationships and encourage their involvement in this process regarding their child’s learning and overall wellbeing.
7.4.2 - The Phoenix Cups Community Facebook group allows the participant to establish connections with other practitioners who are implementing the Phoenix Cups framework in their services. Through participating in this forum and the live webinar the participant will have opportunities to expand their knowledge, reflect and make improvements to their practices.