1. Working with EALD new arrivals

2. Count me in!  A resource to support EALD students with refugee experience in schools Policies, procedures and guidelines for support Curriculum and pedagogy

3. Keeping Safe  Version of child protection curriculum for educators working with learners from culturally and linguistically diverse backgrounds

4. 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

5. Who are EALD new arrivals?

6. 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

7. 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

8. What are the levels of intervention?

9. Understanding EALD new arrivals

10. 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.

11. Understanding EALD new arrivals: refugee experience (Activity 1)

12. Understanding EALD new arrivals: refugee experience 1 2 3 4 5 6

13. Understanding EALD new arrivals: full fee paying overseas student

14. 12 3 4 5 6 7 8 9 10

15. 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).

16. Understanding behaviour: Maslow’s hierarchy of needs

17. Understanding behaviour (Activity 3)

18. Understanding behaviour

19. Working actively to meet needs p17

20. Working actively to meet needs: Safety Needs p 17 Whole SchoolClassroom 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

21. Working actively to meet needs: Belongingness and Love Needs p 18 Whole SchoolClassroom Subsidising costs to students of participating in school activities (e.g. camp) Displaying teachers’ and students’ photos outside the classroom or on the door

22. Working actively towards behaviour change p 27

23. Working actively towards behaviour change pp 27-31 FeelingThinkingDoing 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

24. Responding to student behaviour: Dealing with emotional blocks p 33

25. Responding to student behaviour: Dealing with emotional blocks p 34

26. Responding to student behaviour: Dealing with emotional blocks pp 34-35

27. 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

28. 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

29. Responding to student behaviour p 38

30. Looking after yourself p 41

31. Appendices p 44

32. 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 http://www.decd.sa.gov.au/literacy/