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- Day 1 - Monday 15th June, 2020 Day 1
- Day 2 - Tuesday 16th June, 2020 Day 2
- Day 3 - Thursday 18th June, 2020 Day 3
Day 1 - Monday 15th June, 2020
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.
- Who is Daniela and why should I be here?
- Current challenges and teacher voice amongst uncertainty
- Reflecting with a personal wellbeing with a scale
- 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
In small groups, share two current hardships you are facing at work and two situations where you have felt supported
- 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?
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
Live your plan and share your experience in the next session
Day 2 - Tuesday 16th June, 2020
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.
Discuss HOMEPLAY activity, reflection and key learnings
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
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
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)
- 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
Practice using the 4C framework and share your experience in the next session
Day 3 - Thursday 18th June, 2020
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.
Discuss HOMEPLAY activity, reflection and key learnings
- 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
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
- Explore the importance of strengths language and its role in developing wellbeing literacy
- Using strength language as a personal reflection tool
- 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
Brainstorm ways we could ‘Live’ PERMAH in both the classroom and staffroom
Recap sessions, share key learnings and highlight opportunities for future learning
Daniela Falecki, founder of Teacher Wellbeing, is known as the “keep-it-real” teacher, specialising in Positive Psychology to build teacher hope, resilience & efficacy. With more than 20 years’ experience in government and independent schools in Australia, Daniela has a Masters in Education (Leadership), a Bachelor of Education (HPE), a Certificate in Rudolf Steiner Education, is a licensed Mental Toughness practitioner, certified Life Coach and NLP Practitioner and member of the International Coach Federation and International Positive Psychology Association. Daniela has also lectured at Western Sydney University for ten years and was named lecturer of the year 2014.