Kids Need to Be Independently Reading More in School

By Maddie Witter, education consultant and author of Reading Without Limits: Teaching Strategies to Build Independent Reading for Life

Students who can read for longer periods have a higher literacy achievement.

There is no greater predictor of reading and literacy achievement than how much time a student spends independently reading. It’s intuitive – students who read 40 minutes a day compared to students who read 15 minutes a day make significantly higher gains in their reading.

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Why a baby’s mental health really matters

By Dr Nicole Milburn, Infant Mental Health Consultant & Jen Willis, Communications Consultant, Berry Street – Take Two 

As a community we often discuss the poor mental health of adults and young people, but rarely do we really look at the mental health of babies. This is unfortunate because it is the relationships and environment a baby experiences during infancy that often set the conditions for that baby’s mental health during later adolescence and adulthood.

What is mental health for a baby?
There are three key factors that define early mental health and wellbeing. Continue reading “Why a baby’s mental health really matters”

Stories of Impact – Traralgon College

Interview by Jack Greig, Senior Trainer of the Berry Street Education Model

Located in the Latrobe Valley, Traralgon College is a multi-campus high school with approximately 960 students.

Keita Matsumoto is a teacher and the Berry Street Education Model (BSEM) Leader at Traralgon College. He is an alumnus of the Teach For Australia program and in 2018 was a finalist in the Australian Education Awards in recognition of his work across the Latrobe Valley.

In this interview, Keita reflects on the impact generated at Traralgon College through early BSEM implementation initiatives.

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Belonging to a school community increases student wellbeing

Dr Kelly-Ann Allen is an Honorary Fellow of the Centre for Positive Psychology at the University of Melbourne’s Melbourne Graduate School of Education. She has undertaken an extensive study outlining what schools need to know about fostering school belonging. Dr Allen speaks with Brendan Bailey from the Berry Street Education Model about her work.

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Integrating mindfulness and the body at school

By Jack Greig, Senior Trainer of the Berry Street Education Model

There are many reasons why we disconnect from our bodies. They can be the site of worry, shame or pain. Almost every choice we make shows up in the contours of our body at some stage.

The latest scientific research tells us that trauma lodges itself in the body. Psychiatrists and neuroscientists have discovered that trauma can change stress-related physiological systems, creating a “gnawing interior discomfort as their bodies are constantly bombarded with visceral warning signs… they learn to hide from themselves” (Van der Kolk, 2015).

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Perceptual Learning: Sensory Strategies for Classroom Regulation

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

Why do kids love green slime? You may have wondered this to yourself on more than one occasion when you have had little sticky fingers shoved into your face as you pick bits of slime off your shirt. The reason is simple-the brains of our little people crave it.

The human brain is an amazing thing, capable of learning and retaining so much information. But, in order to learn, our brains must feel safe.

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Linking Unconditional Positive Regard and Teacher Wellbeing

By Jack Greig, Senior Trainer of the Berry Street Education Model

How can Unconditional Positive Regard support student healing as well as enhance teacher wellbeing?

There is evidence to suggest that Unconditional Positive Regard (UPR) not only supports students’ healing and learning at school, but also leads to enhanced teacher wellbeing.

Continue reading “Linking Unconditional Positive Regard and Teacher Wellbeing”