n today’s episode, we'll explore how Daniel Pink’s research on regret can be applied to enhance teacher well-being and job satisfaction. Pink, the author of The Power of Regret, emphasizes that regret, when viewed as a teacher rather than a source of shame, can fuel personal and professional growth12. He argues that suppressing regret is counterproductive, as regret offers valuable lessons that can guide us toward better decisions in the future2.For teachers, this means acknowledging and learning from past experiences, both positive and negative, to refine teaching strategies and build stronger relationships with students. Pink's research highlights four core regrets:●Foundation Regrets: These stem from neglecting our basic needs and values, such as health, finances, and education3. For teachers, foundation regrets could involve neglecting professional development or failing to prioritize self-care.●Boldness Regrets: These occur when we fail to take chances or pursue opportunities34. A teacher might regret not advocating for a new program or speaking up about a school policy.●Moral Regrets: These are rooted in actions that violate our ethical principles35. For a teacher, this could involve not addressing a student's needs or acting unfairly towards a colleague.●Connection Regrets: These arise from missed opportunities to connect with others35. Teachers might regret not reaching out to a struggling student or failing to build relationships with parents.Pink’s research, alongside Brené Brown's work on vulnerability, highlights the importance of creating a school culture where teachers feel safe to acknowledge and process their regrets67. By reframing regret as a learning opportunity and fostering open communication, school leaders can help teachers transform regret into a catalyst for growth, ultimately leading to greater teacher well-being and a more supportive learning environment for all.keep_pinSave to notecopy_allthumb_upthumb_down

Podcast Episode: Turning "Posting" Frustration into Fun!

In this episode, we dive into a common challenge faced by parents and educators of autistic children: Compulsive posting behaviours. You know, that behavior where kids love to put small objects into any gap they can find? While it can be frustrating, it’s actually a valuable developmental stage!

Join us as we explore the reasons behind this behavior and share practical tips to turn frustration into fun. Discover the concepts of schema play, including trajectory and containing, and learn how to create engaging activities that support your child's development. We’ll also discuss strategies to enhance communication, even for non-verbal children.

Let’s celebrate our little "postmasters" and help them thrive!

Topics Covered:

• Understanding "posting" behavior
• Schema play: trajectory and containing
• Practical tips for redirecting posting
• Supporting communication through play
• Long-term strategies for skill development

#autism #sensoryplay #parentingtips #specialeducation #childdevelopment #learningthroughplay #earlyintervention

This discussion from inclusiveteach.com offers eight strategies for teaching children the difference between friends and acquaintances. The Podcast details eight different approaches to helping children understand this distinction, including using visual tools like the Friendship Spectrum and Friendship Pyramid, role-playing scenarios, and creating "recipes" for making a friend versus an acquaintance. Additionally, the pod includes a six-week plan for an SEN class to teach friendship concepts, linking each week to a Preparing for Adulthood (PfA) strand. The overall goal is to equip educators with the tools they need to teach children about the nuanced world of social relationships.

This podcast discusses the connection between a child's perception of control, anxiety, and oppositional behaviour at home and school. The author, who has extensive experience working with children with autism, ADHD, and other needs, argues that oppositional behaviour is often driven by a child's attempt to regain a sense of control in an environment they perceive as unpredictable. The article explains how a lack of control over thoughts, emotions, or stressors can lead to anxiety, which in turn can manifest as oppositional behavior. The author also explores the concept of Oppositional Defiant Disorder (ODD) and provides 13 strategies for reducing the frequency of oppositional behavior.

Read more about Control, ODD and Behaviour.

This podcast is based on the article from inclusiveteach.com. A guide for teachers preparing for job interviews, focusing specifically on delivering a good self-introduction. It provides a framework for structuring this introduction, including sections on relevant education and experience, teaching philosophy, contributions to students' growth, and concluding statements. The article also includes three sample self-introduction scripts and offers additional interview points for making a lasting impression, such as connecting to the school's vision, highlighting relevant accomplishments, and showcasing expertise and passions. Finally, the article answers common questions about self-introductions, including the appropriate length, whether to mention hobbies, and how to address gaps in teaching experience.

In many early years settings, circle time is a cornerstone of early childhood education. This dedicated period brings children together, it is designed to create a sense of community, enhance social skills, and provide a platform for structured learning experiences. We’ll examine the benefits, challenges, and best practices, ensuring that circle time in your class is both engaging and inclusive for all children, including those with special educational needs (SEN).

Based on our Article on circle time and the SEN classroom.

This discussion on Differentiation in Discipline may be one of the more contentious blog posts, School discipline is a constant concern in the press and for teachers. I am the lead for behaviour, mental health and pastoral care in a UK special school for autism and children with communication and learning disabilities.

Part of my role is as a PBS (Positive Behaviour Support) instructor for a network for other special schools across the county.

I hold the view that we support our students best when we provide individualised behaviour support plans for our students, not ones based on anecdotes but based on clear and extensive knowledge of the child, where possible backed up with carefully collected behaviour data. This may be a simple ABC analysis or even a functional behaviour analysis (FBA), looking at what situations trigger the behaviour, how children and adults respond to prevent behaviours from occurring or escalating.

Link to The Transcript of This Podcast on Managing Challenging Behaviour