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Working Memory & Behaviour Management for Upper Primary & High School Teachers

  • 09:00 AM
  • Parramatta Leagues Club, 1 Eels Place, Parramatta
  • 02 9739 6277

 

CLICK HERE to Register ONLINE

 

CLICK HERE to download the PDF Flyer and Rego Form

Time:                                       Workshop:

8.15am – 9.00am                  Registration and arrival refreshments

9.00am – 12.00pm                MIMMA MASON – Bed MCogScTop of Form

 

Mimma Mason is the Cogmed Manager for Pearson Clinical and Talent Assessment in Australia and NZ.  Her background in Education and Cognitive Science provides the foundation for raising awareness of working memory issues and their relationship to learning.

Cognitive Science is an integrative science bringing insights from Psychology, Behavioural Neuroscience, Linguistics, Philosophy and Artificial Intelligence together to shed light on how humans think and learn.

For the past 10 years Mimma has worked with Clinicians, Educators, Coaches and Workplace Health professionals to raise awareness of brain health: how to measure brain health and improve everyday functional wellness and performance. 

She has been a regular speaker on the topic of neuroplasticity and how knowledge of the brain can help us to be better teachers, managers and coaches.

UNDERSTANDING WORKING MEMORY AND ITS IMPLICATIONS FOR HIGH SCHOOL LEARNING

Working memory impairments are associated with a wide range of developmental disorders of learning including ADHD, Dyslexia, Specific Language Impairment, and reading and mathematical difficulties.

In this presentation we will take a closer look at what working memory is and how it specifically affects learning and behaviour. The discussion will include how to assess working memory and practical strategies for managing adolescents with working memory difficulties.

National Professional Standards for Teachers covered are 1.2.2, 1.5.2, 2.1.2, 3.4.2

 

12.00pm – 12.45pm               Lunch

12.45pm – 3.30pm                 IAN LUSCOMBE

Ian Luscombe has been in Special Education for over 25 years and has been Principal of Redbank School, Westmead for the last 13 years.  Redbank is a joint Health and Education Departments facility for the treatment of children (Pre School to Year 6) and adolescents (Years 7 to 12), with emotional, psychiatric and/or behavioural difficulties.  The length of stay of the students ranges from 10 to 20 weeks.  At the beginning of 2009 a class was established for emotionally disturbed pre-schoolers.  This initiative, the only one of its type in Australia, received media attention across Australia and overseas, and is seen as an exemplar of a preventative mental health program.

Ian has taught students with a large range of emotional and behavioural disorders.  These disorders have included mood and anxiety disorders, psychosis, conduct disorder and aggressive and oppositional behaviours.

He has taught all classes K-12 in a variety of settings; including tutorial centres and isolated ED classrooms as well as joint education and health facilities.  Prior to becoming Principal, Ian was a teaching Assistant Principal at Redbank for 6 years.

Ian has spoken extensively across Australia on practical behaviour management strategies and on ways to enhance teacher welfare in schools.  He has delivered lectures at Sydney Universities, UNSW, Macquarie University, Australia Catholic University and is an official visitor to Monash University.

He is on the Education Advisory Board of The Adolescent Brain website for the University of Toronto, Canada.

He is still sane.

POSITIVE BEHAVIOUR MANAGEMENT – MANAGING DISTURBED AND DISTURBING BEHAVIOUR IN THE CLASSROOM

This presentation aims to provide teachers with practical strategies for managing the more difficult behaviours that are encountered in schools.

It is envisaged that the following topics will be covered:

  • The importance of knowing what’s driving disruptive behaviour so that our management of it does not exacerbate what may already be a stressful situation for both the teacher and student.
  • How to turn a student’s and your own vulnerability into a strength.
  • How to avoid confirming a student’s dysfunctional view of the world and themselves.
  • Managing the emotional impact a child’s disruptive behaviour can have on ourselves and whole school cultures.
  • Dealing with non-compliance.
  • What to say when you don’t know what to say.
  • The importance of setting firm limits and what may happen if you don’t.
  • Importance of establishing whole school systems of support.

National Professional Standards for Teachers covered is 4.1.2