Positive strategies for classroom management.

Here’s a few ideas or reminders of what you might be doing already. I’ve picked up lots of positive behaviour management tools from IY the Incredible Years course and a in recent seminar with Joseph Dressien and I’m looking forward to building more mutual respect in the class room.

Positive strategies for classroom management.

  • Praise positive behaviours regularly/often using kind words and gestures such as high fives. (Tip be specific) It’s great when their peers hear them being pumped up, everyone gets that feel good factor.
  • Invite children to help or participate in activities and setup to create ownership, confidence and belonging. Redirecting or giving responsibility to challenging children really helps boost their positive self-esteem, confidence and feelings of belonging. 
  • Set clear expectations for routines and behaviour – let children know what’s happening.
  • Positive forecast what children are going to do and give incentives such as stamps or stickers where necessary – young children love something tangible.
  • Always have equipment/ clothing etc… ready before activity – be organised.
  • Take deep breaths and have fun

Five-minute video primer about Adverse Childhood Experiences Study

ACEs Too High

Many people have been asking for a short video that explains the CDC-Kaiser Permanente Adverse Childhood Experiences Study, the groundbreaking epidemiological research that revealed the link between childhood trauma and the adult onset of chronic disease, mental illness, violence and being a victim of violence.

KPJR Films, which came out with Paper Tigers last year and Resilience this year, put together this wonderful five-minute overview of the ACE Study. It was edited by Jen Bradwell.

KPJR Films’ executive producer is Karen Pritzker. Its director-producer is James Redford.

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Let the children play

Lets hope that expediencey and the need to fulfill curriculum don’t overtake teachers ability to observe and “slow down to get down” with children.


A United Nations legally binding treaty, the Convention on the Rights of the Child incorporates respect for all children’s needs. Article 31 states that the child has the inherent right to “rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.”

Rituals and routines in early childhood environments are important and impart social and cultural expectations for the very young. care needs to be taken that an equal amount of emphasis, observation and encouragement to free play is given as children create their own knowledge and may not always understand or take on long term the content of structured learning.

I admire the way Aotearoa/ New Zealand’s play based child led curriculum Te Whariki is open to the different ways children and communities teach and deliver learning with children being at the centre…

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Preschoolers learning from movement


Activities for preschoolers

This reminded me of an article by  Rae Pica (1997) who thought that active play with peers encouraged social and emotional learning as it requires awareness of others, turn taking and cooperation in creating a sense of happiness from achieving positive peer interactions. Kids love doing active things together!

Obstacle courses

Especially ones they have input into, try to incorporated instability, walking, crawling, jumping and things they need to go over or under, give obstacles names ie; the tyre of doom or walking the pirates plank. Do it with the children to role model or engage target children as leaders or to be the “first” to try.

In summer have the final hurdle be a ramp into water or use hula hoops to roll in front of children as moving obstacles. You have children carry objects through the course to score goals or points to encourage them…

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Knowing your history

Here’s a little local history about Tuahiwi and Kaiapoi Pā which is close to where we live in Rangiora, enjoy

Tuahiwi is the home of Ngāi Tūāhuriri and has played a vital role in Ngāi Tahu history. The town of Kaiapoi that lies to the north of Ōtautahi (Christchurch) takes its name from the pā that was established in that area around the year 1700.

Established by the first Ngāi Tahu ancestors when they settled Te Waipounamu, Kaiapoi Pā was the major capital, trading centre and point from which further penetration of the South Island occurred making the area a genealogical centre for all Ngāi Tahu Whānui. Kaiapoi Pā was established by Moki’s elder brother Turākautahi who was the second son of Tūāhuriri hence “Ngāi Tūāhuriri” is the name of the hapū of this area.

Kaiapoi Pā was to become the stronghold of the Ngāi Tahu tribe, built on a peninsula, between Woodend and Waikuku. The pā is said to have functioned on a sophisticated fabric of social and economic orders. Decisions were made by the nobility who consulted with highly skilled tohunga. It was a centre of great learning and abundant resources.

In selecting the pā site, Tūrākautahi determined that kai (food) would need to be poi (swung in) from other places. Hence the name Kaiapoi which it is said can be translated as a metaphor for “economics”.

Tuahiwi was attacked by Te Rauparaha enroute to lay siege to Kaiapoi Pā. The eventual destruction of Kaiapoi Pā by Te Rauparaha in 1832 rendered the entire area unsafe and the Ngāi Tūāhuriri people fled.

Many people were killed as they fled from the pā site through the surrounding swamplands. Southern Māori retaliated and eventually Ngāi Tahu drove Te Rauparaha outside the tribal boundaries. The pā itself is now uninhabited where a memorial stands for those who died.

Feel free to add or comment to this as I learn more about the history of Waimakariri and Rangiora.

Noho ora mai (Stay well, look after yourself, or good bye)