Empowering teachers with real skills to adapt & thrive through change, build mental toughness & support their own self care
Conference Date
15th, 16th & 18th June 2020
Location
Online
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Agenda

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Day 1 - Monday 15th June, 2020

Module 1: First Aid for teacher wellbeing

In this module we explore the current changes that continue to take place in education at this very unique time. Participants are given practical methods and tools to act as ‘first-responder’ to their own wellbeing using the common First Aid acronym DRABC. Opportunities are given for participants to learn, think and share how they practice Divergent thinking, Rest, Awareness, Belief and Celebrate success.

3:00
Welcome & opening remarks
IN CONVERSATION: Personal wellbeing check-in
  • Who is Daniela and why should I be here?
  • Current challenges and teacher voice amongst uncertainty
  • Reflecting with a personal wellbeing with a scale
Unpack our current VUCA world in education
  • How change and uncertainty is impacting teachers and education
  • Acknowledging ‘now’ with V = Volatility, U = Uncertainty, C = Complexity, A = Ambiguity
  • The importance of Maslow before Blooms in education at the moment
  • Connect to why we teach and what is most important in education
BREAK OUT DISCUSSION: Share heroes & hardships

In small groups, share two current hardships you are facing at work and two situations where you have felt supported

Identify how the strategies of DRABC can support teacher wellbeing
  • D – Divergent thinking – it’s time to think differently
  • R – Rest your mind – take your MEDS (meditation, exercise diet, sleep)
  • A – Awareness of self – listen to your body, mind and heart
  • B – Believe you are enough – embody a growth mindset and set clear boundaries
  • C – Celebrate daily – small wins matter, track the good stuff
  • Personal reflections: How do you currently practice DRABC for your wellbeing?
ACTIVITY: Planning for wellbeing

Develop a personal DRABC wellbeing action plan. This will include how people plan to set boundaries between home and work, practice self-care and share successes with others

HOMEPLAY ACTIVITY

Live your plan and share your experience in the next session

5:00
Closing remarks & close of Module 1

Day 2 - Tuesday 16th June, 2020

Module 2: Navigating change & tackling overwhelm

In this module we explore how we respond to change. We use the 4C’s of Mental Toughness to explore mindset, resilience and emotional regulation in the face of change that is out of our control. These strategies are grounded in the research of Sports Psychology to help us understand the move from learned helplessness to one of hope and possibility. Participants leave with an understanding of how the 4C framework can be used in personal reflection, with colleagues or students.

3:00
Welcome & opening remarks
IN CONVERSATION: DRABC check-in

Discuss HOMEPLAY activity, reflection and key learnings

The nature of change & its impact on wellbeing

Understanding how we respond to change through the 4C’s of Mental Toughness

  • Control – How we manage thoughts and emotions
  • Challenge – How well we take on new challenges and manage  setbacks
  • Confidence – How we use our strengths and communicate with others Commitment – How we set goals and take action towards them
BREAK OUT DISCUSSION: Mental toughness, resilience & wellbeing

In small groups, discuss the term Mental Toughness, Resilience and Wellbeing. How are they similar, how are they different? What is Mental Toughness? Myths and facts

SCENARIO BASED ACTIVITY: Applying mental toughness in teaching

Using a video, we unpack what Mental Toughness looks like and discuss examples of scenarios where Mental Toughness could be applied in a teaching context (for staff and students)

Putting mental toughness into practice
  • Using and applying the 4C’s of Mental Toughness to work related challenges
  • Practicing the 4C framework in conversations with others
  • Valid and reliable measures for Mental Toughness (adults and youth)
  • Navigating with Mental Toughness – Consider a situation ahead where flexible thinking may be required. Use the 4C’s to plan how mental toughness could support you navigating a success outcome
HOMEPLAY ACTIVITY

Practice using the 4C framework and share your experience in the next session

5:00
Closing remarks & close of Module 2

Day 3 - Thursday 18th June, 2020

Module 3: Move beyond stress & the self-critic

In this module we take a deeper dive into psychological wellbeing by exploring the power of perspective, strengths and thinking traps. We identify ways to better manage our self-critic through the PERMAH pillars of wellbeing. Participants leave with a toolbox of strategies that encourage self-care, emotional regulation and positive reflection. Further resources and reading will also be provided.

3:00
Welcome & opening remarks
IN CONVERSATION: Wellbeing check-in

Discuss HOMEPLAY activity, reflection and key learnings

Moving beyond stress
  • Stress is not the enemy, but how we respond to stress
  • Mindfulness as a tool for emotional regulation
  • The basics of cognitive reframing
  • The science of working with strengths
ACTIVITY: FOCUSSED ATTENTION

An opportunity to practice a simple and non-threatening activity that encourages focused attention as mindfulness. Apps and other resources will be shared and discussed

ACTIVITY: STRENGTHS IDENTIFICATION

Learn the 24 character strengths to identify how we think and behave when it comes to feeling engaged at work. We reflect on others’ strengths to better understand others

Learning to use a lens of strengths
  • Explore the importance of strengths language and its role in developing wellbeing literacy
  • Using strength language as a personal reflection tool
Applying the principles of ‘Learn’ & ‘Live’ wellbeing before ‘Teaching’ wellbeing
  • Reflect on what we do and why we do it as educators. What is most important to us?
  • Explore the PERMAH pillars as one model within Positive Psychology to develop wellbeing
  • Plan for ways for us to ‘learn’ and ‘live’ wellbeing before we try to ‘teach’ and ‘embed’ wellbeing
ACTIVITY: Living and Teaching PERMA

Brainstorm ways we could ‘Live’ PERMAH in both the classroom and staffroom

Masterclass summary & reflection

Recap sessions, share key learnings and highlight opportunities for future learning

5:00
Closing remarks & close of Masterclass
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Key Speakers

Daniela Falecki
Founder
Teacher Wellbeing