An Educators Toolkit to Behaviour
This short course (formally known as The Jayden and Sally Story) will lead educators and teams to new ways of thinking about, responding to, and planning for children's behaviour.
The Phoenix Cups framework is 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. This approach will excite and inspire your team to try something new - that works!
This short course includes a 40 minute video, text lessons, and also downloadable PDFs.
If you're interested in booking us for a conference key note or to deliver some Professional Development at your service then please feel free to give us a call on
Foundations of the Phoenix Cups framework for educators, carers, and teachers.
A guide to a guidance approach philosophy.
The development of a language to share ideas, understanding, and solutions about children's behavioural and social learning.
Templates and ideas for documentation and planning.
How to use this platform
FREE PREVIEWStudent walk through video
FREE PREVIEWAgreement
FREE PREVIEWBefore we begin...
FREE PREVIEWAbout the author - Sandi Phoenix
FREE PREVIEWIntroduction to the Phoenix Cups framework
FREE PREVIEWProfessional Learning EBook - Your freebie from ESRE
Baseline questionnaire
Live webinar info and links
The Phoenix Cups Framework - Activity Booklet
What does being storm ready and inclusion readiness have in common?
Activity One - Your inclusion experiences
FREE PREVIEWJacob - The advocate for childhood - Part 1
FREE PREVIEWActivity Two - What is challenging you?
Activity Three - Watch your language
Activity four - Separate the child from the behaviour
Activity five - Reasons for children's behaviour
Intro to the story
FREE PREVIEWThe Phoenix Cups framework - an overview
FREE PREVIEWThe Jayden & Sally Story - a story about children and the Phoenix Cups™
Three Questions
Phoenix Cups A3 for brainstorming
The Phoenix Cups learning environment plan
More questions to guide further reflections
Is it really Attention Seeking?
The Connection Plan - A behaviour reward chart that will actually work!
FREE PREVIEWCheck yourself
Cup Filling Behavioural Choices
Your Dominant Cup
Needs Profiles: Big Cups and Small Cups
Fulfilment: Full and Empty Cups
Purpose and the ‘Will to Fill’™
The 'Skill to Fill'™
Reflection
Your Cup filling plan
Cup Filling Activity Booklet
Beyond the Cups - Plan B - Behaviour analysis and action plan
Critical Reflection Booklet
Reflecting on common cup-emptying triggers
A story about fun cup filling - The day we met Jet Pack man
FREE PREVIEWActivity - It's time to take the Fun Cup seriously
Jacob - The advocate for childhood - Part 2
Post-course questionnaire
Final assessment
Professional and personal development opportunities with Phoenix Support for Educators
Other Phoenix Cups products available
This is just the beginning
Final reflection
Thank you, Acknowledgements, and Bibliography
Sandi Phoenix
Thank you for some amazing tips. This has really made me question the way I approach dealing with the children I educate and has allowed me to look at the b...
Read MoreThank you for some amazing tips. This has really made me question the way I approach dealing with the children I educate and has allowed me to look at the behaviours they exhibit in a completely different light.
Read Lessexcellent ideas easy to follow and understand. keep language positive
excellent ideas easy to follow and understand. keep language positive
Read LessWe know you're going to love this course and we can't wait to hear from you. Start with a free trial to check out the layout of the course... or jump right in.
The course content and professional learning activities directly align with relevant Standard Descriptors of the Australian Professional Standards for Teachers.
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.
