Active Constructive Responding in the classroom

For the most part, people are good at responding to the bad news of others. When someone comes to us and tells us they have lost a loved one, or didn’t get the job they wanted, or broke up with their partner, we commiserate, listen, and empathise well. But what about when something good happens?
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Spotlight: Leonie Abbott, Senior Trainer of the Berry Street Education Model

What was your path to Berry Street Education Model?

I always wanted to be a teacher. My career has a jagged journey. I worked for my parents in their business from an early age and was given exposure to many elements of running a small business. I know this foundation informs much of my thinking and entrepreneurial spirit. I am always looking for new challenges, ways to improve processes and practice my strength of curiosity. I taught in a number of secondary schools in Melbourne’s west and also in London, where I lived for three years. It was here I had the opportunity to try my hand at recruitment, a fast paced client driven environment which I loved. Events in my life turned me back onto my path of teaching when I returned to Australia.
Continue reading “Spotlight: Leonie Abbott, Senior Trainer of the Berry Street Education Model”

Calm and Centred Classrooms: Setting the mood

By Jennifer Colechin, Senior Trainer of the Berry Street Education Model

One of the most frequent questions the BSEM team hear when we consult with schools is how to de-escalate students when they enter the classroom, especially just after high energy times of lunch, recess and morning arrival. The answer lies in proactively creating a calm, routine and predictable environment. The more proactive teachers are in creating calmness the less reactive they have to be later when it is not present. Continue reading “Calm and Centred Classrooms: Setting the mood”

Reflections on the Berry Street Education Model: Part 1

By Jack Greig

Jack Greig is a teacher at a Melbourne secondary school. He undertook the Berry Street Education Model program in 2017 as part of a whole school professional development program.

It has now been over a month since completing the Berry Street Education Model course. It stands as one of the most valuable professional development opportunities I have had to date. A huge credit to Tom Brunzell and the education team at the Berry Street Childhood Institute.

Hundreds of strategies were offered during the course but I’m going to focus my reflection on three big revelations I had over the four days that I feel have the potential to shift the paradigm for teachers who are working with vulnerable young people in mainstream school settings. Continue reading “Reflections on the Berry Street Education Model: Part 1”

A shared responsibility

This post is part of our series on what makes a good childhood.

Berry Street is acutely aware of what happens when children are denied a good childhood.

We know that while parents have the primary responsibility to provide their children with a good childhood, they cannot do this in isolation. Parents, carers, service providers like Berry Street, government and community all have a role in contributing to children’s wellbeing. Continue reading “A shared responsibility”

Childhood Domains: what makes a good childhood?

This post is part of our series on what makes a good childhood.

The concept of a good childhood means many things to many people. Making a definitive assessment of a good childhood is difficult, but is a task that Berry Street feels is important to undertake for the sake of those children whose childhoods are blighted by violence, poverty, neglect, educational or any other disadvantage. Continue reading “Childhood Domains: what makes a good childhood?”

Early Childhood: the importance of the early years

This post is part of our series on what makes a good childhood.

Although intuition tells us how important a child’s early experiences are, the evidence is now overwhelming. A good childhood really is the foundation for a healthy adult life and cohesive society.

Over the previous decade, we have seen a greater focus on, and understanding of, the importance of childhood wellbeing, both from an objective and subjective perspective. It is now generally understood that children’s wellbeing is crucial, not just for their own lives, but for society as a whole. Continue reading “Early Childhood: the importance of the early years”