Podcast Photo of Sue Larkey with microphone

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Sue Larkey On-Demand Workshops

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Practical strategies for student engagement and connection

Top 7 Ideas from the Podcast

  1. Simple Phrases for Classroom Management A set of simple phrases to manage classroom dynamics effectively.
  2. Restorative Teaching Emphasizing self-management and relationship restoration in teaching using practical strategies for student engagement.
  3. Promoting Student Self-Regulation Strategies to develop self-regulation in students.
  4. Developing a Strong Teacher-Student Connection: Building trust and connection as a foundation for effective teaching.
  5. Incorporating Love Languages in the Classroom: Using love languages to create a sense of connection and understanding.
  6. Understanding and Utilizing the Safety Stool Concept: A tool to assess and address student needs based on neuroscience principles.
  7. Preparation for Transition and Change: Strategies to help students cope with changes and transitions.

 

5 Highlights with Practical Strategies for Student Engagement

  1. “Positive behaviour management skills bring joy back to teaching
  2. “We need to build up those connections before we can ask anything of the student
  3. “Understanding students’ love languages can create strong bonds.”Β 
  4. “The safety stool concept helps in understanding the internal and external factors affecting students.

LINK TO BERNIE GOODWIN WEBSITE

godwinconsulting.com.au

 

 

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Are you?

  • Passing on a student with Neurodiversity to another educator next year
  • Do you know a student who will be changing teachers, classrooms, or school settings in 2026
  • Planning your staff, classes for 2026
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Now is the time to prepare for 2026.
By joining my course, you will get the knowledge, skills and strategies to set yourself and your students up for success in 2026.

If there's even a remote possibility of having a child with Neurodiversity in your classroom next year,Β join me to prepare now.

Training in the first term often presents challenges:

  • Don't want a day out for training when setting up class at the start of the year.
  • Students with neurodiversity may start off dysregulated because the necessary structures and strategies are not yet in place.
  • Educators find themselves playing catch-up while addressing 'behaviours'.
  • Many educators feel overwhelmed.
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