General+Ideas

=General Ideas=

Goal setting
Allow students to set their own goals for what they would like to achieve during a unit, term or year. For example, students may like to improve their public speaking skills, to produce better book work, etc. There might be certain areas they want to understand better, such as visual literacy, or they might want to improve their comprehension skills. These are relatively boring suggestions, but with work you can come up with some better and more relevant ideas!

In general, goals should be SMART- specific, measurable, achievable, realistic, and timely. However, you could also have a simple chart, where students measure how comfortable they feel with certain areas, such as understanding film, participation in class, performing in front of the class, etc.

These goals don't have to be public for other students to see- they can be simply written in the back/front of their book, and updated throughout the school year so students can see how they have progressed.

Involving students in curriculum
In educational-diagnostic meetings, can ask students what topics they think are relevant to their learning, what they'd like to cover, what they think is useful. More likely to go along with the work if they have chosen or been involved in choosing it. Can still guide individual lessons, but students have had a say in what they think is important.

Social goal setting
Although I personally do not agree with the Cognitive-behaviourism theory of behaviour management, there is a list of social skills listed in the Porter text which could be helpful also for students to set a social goal for the term. Again, this would be a private goal, and I don't think it would necessarily have to be a 'social' goal as such. It could be a goal like 'giving myself more credit for work well done', or 'standing up for myself more often'.

Included is an edited interpretation of social skills from the book which could potentially be useful.

__**Personal qualities**__ · Be more outgoing · Be more friendly to others outside my group · Be more positive · Laugh

__**Social behaviour**__ · Listen and show empathy for others · Open to others’ ideas and opinions · Compromise · Be respectful of others and their property · Not verbally hurt others · Be loyal, trustworthy and fair · Establish accepting relationships with peers of the same and other gender · Resist peer pressure to take dangerous risks · Give and receive both positive and negative feedback · Share resources · Take turns · Share friends with others; not be jealous or possessive · Communicate feelings · Be tactful · Able to apologise · Express affection · Assist others

__**Self-management**__ · Manage own feelings · Respond non-provocatively to teasing or bullying · Cope with failure and success and feelings of frustration without becoming angry or hostile

__**Relating to groups**__ · Respond positively when others are initiating interaction · Be aware of how actions affects others · Cooperate · Able to lead diplomatically by making suggestions rather than issuing orders · Manage conflict constructively and assertively- that is, without aggression · Avoid acceding to unreasonable demands, citing a rationale and offering an alternative suggestion

__**Relating to adults**__ · Ask for information or help

Year 12 Survival Skills

 * Guided relaxation
 * Goal setting (in terms of small, daily goals- e.g. summarise one chapter, 15 minute walk, in bed by 11pm. Understand limitations)
 * Working in a conducive environment
 * Use of music
 * Positive affirmations
 * Regular breaks
 * Cushions, bean bags, eye masks, headphones
 * Looking out windows
 * Plan socialising
 * Plan exercise
 * Plan time to relax
 * Worry list
 * Yoga
 * Meditation
 * Aromatherapy