working with eald new arrivals. count me in! a resource to support eald students with refugee...

Working with EALD new arrivals

Count me in!

A resource to support EALD students with refugee experience in schools

• Policies, procedures and guidelines for support

• Curriculum and pedagogy

Keeping Safe

Version of child protection curriculum for educators working with learners from culturally and linguistically diverse backgrounds

Working with ESL new arrivals A resource for school

leaders and teachers to create positive classroom environments

• Understanding EALD new arrivals

• Understanding behaviour

• Working actively towards behaviour change

• Responding to student behaviour

Who are EALD new arrivals?

What are the key messages in this resource?• Settlement can be complex and cause

challenging behaviour

• The approach outlined in the resource can inform useful whole school and classroom strategies

• Having a positive attitude towards students and their families can help in the process

What are the key messages in this resource?• Explicitly teaching rules and

expectations and modelling these can result in positive behaviour change

• Teachers who take care of themselves will be more able to support students and colleagues

What are the levels of intervention?

Understanding EALD new arrivals

Understanding EALD new arrivals (Activity 1)• Handout 1• Settlement Curves• Number the 6 events in the order you think

matches the settlement curve typical of a person with a refugee experience.

• Number the 10 events in the order you think matches the settlement curve typical of an overseas full fee paying student. N.B. Some events are repeated indicating the student arrives and leaves Australia more than once.

Understanding EALD new arrivals: refugee experience (Activity 1)

Understanding EALD new arrivals: refugee experience

1

2

3

4

5

6

Understanding EALD new arrivals: full fee paying overseas student

Understanding EALD new arrivals: full fee paying overseas student

1 2

3

4

5

6

7

8

9

10

Understanding behaviour (Activity 2)• Handout 2

• Each of the following groups of quotes relate to a different human need. Give each need a simple name (e.g. safety, relationships, success) and then order the groups of quotes to reflect a progression from the most urgent need (1) to the least urgent (5).

Understanding behaviour: Maslow’s hierarchy of needs

Understanding behaviour(Activity 3)

Understanding behaviour

Working actively to meet needs p17

Working actively to meet needs: Safety Needs p 17

Whole School Classroom

Dealing promptly with individual incidents of racism and bullying

Making sure there is enough room for students to line up and move into and out of the room

Working actively to meet needs: Belongingness and Love Needs p 18

Whole School Classroom

Subsidising costs to students of participating in school activities (e.g. camp)

Displaying teachers’ and students’ photos outside the classroom or on the door

Working actively towards behaviour change p 27

Working actively towards behaviour change pp 27-31

Feeling Thinking Doing

Giving the students models of alternative responses

Acknowledging progress, however small

Rehearsing safe play in the yard

Reminding students about change of routine

Walking or breathing slowly

Students plan for how they will respond in a certain situation

Responding to student behaviour: Dealing with emotional blocks p 33

Responding to student behaviour: Dealing with emotional blocks p 34

Responding to student behaviour: Dealing with emotional blockspp 34-35

Responding to student behaviour p 35

• Triggers may be common to people of many backgrounds (e.g. smoke or fire, anniversaries)

• Some triggers for EALD new arrivals might be obvious (e.g. jet planes flying overhead)

• Some may be less obvious (e.g. heavy machinery working in or near school, people running to the bus, being taken for a drive into the hills)

• Some may be unique to the individual’s experience

Responding to student behaviour p 36

• It is not necessary to know the full details of the experience

• More important to recognise that while the behaviour might be inappropriate the feelings and needs are real

• Also important to know the triggers and how to modify the triggers

Responding to student behaviour p 38

Looking after yourself p 41

Appendices p 44

Reflection (Activity 4)

• What two or three things have you learnt from the presentation?

• What parts of the resource do you think will be helpful in your work? Why? How?

• Copies of the resource can be downloaded from http://www.decd.sa.gov.au/literacy/ >ESL> Working with ESL students >Behaviour