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The focus for Assessment Two is your critical evaluation of evidence,…

- - - - influence of these globally
    - - Christchurch
      - Nathan Wallis
      - PB4L
- - - - self-regulating
        
        migrants / low socio need more support Vandevelde et al
        
        stressors in life hinder this
        
        don't have strategies
        
        Talk about ākonga I have taught. Low and economic groups
        
        Think aloud protocol #
        
        belief in ones self, #
        
        self-eficacy
        
        lack of motivation to try
        
        developing intrinsic motivation
        
        Learning Pit concept
        
        stronger than extrinsic motivation
      - self efficacy
      - levels of needs
        
        Maslow
        
        If needs not met growth needs are not met (Meeting visitors P13)
        
        " Being overwhelmed and unable to cope effectively puts one in the mindset of survival; trying to care of basic needs such as safety and belonging, thus blocking the ability to devote time and energy to forming community bonds" Pg26 Transforming...
        
        Strong connection. We are dependent of each other (P26)
      - Giving them the skills to face challenges
      - resilience
      - If ed is about crating positive mindsets and gives them the foundations... moves them away from the being victim and take control (30 transforming)
    - - 3 domains (Jones, Bailey, Brush, & Kahn, 2018. Cited Nacy...P 4)
        
        Cognitive Regulation: attention control, inhibitory control, working memory and planning, and cognitive flexibility
        
        Mindsets
        
        Boaler
        
        Dwek
        
        Emotional processes: emotion knowledge and expression, emotion and behaviour regulation, and empathy and perspective taking
        
        RP
        
        Social/ Interpersonal Skills: understanding social cues, conflict resolution, and prosocial behaviour
        
        RP. PB4L
        
        Teaching empathy in real time. Chat
        
        Circle time
        
        Learning circles: teaching the skills; can use real life situations that have occurred
      - Can be devided up in different ways
    - - Brain
        
        Nathan Wallis
        
        Healing the brain
        
        Children are not ready for formal learning straight away. They need to learn how to learn
        
        Development of the brian
        
        Social media of the teenage brain #
        
        Sense of loneliness
        
        Disconnected with human interactions
        
        Human interaction still important
        
        Kathryn Berkett
        
        Myelination
        
        Learning through repetitive behaviours
        
        Learn in digital word. No social connection
        
        Learn in the real world, social connection.
        
        Chatting in online we talk 80% about ourselves. In real world 20%
        
        Dopamine
        
        Faster in digital world
      - Social growth
        
        affects the ability to learn (Exploring the impact, P2)
        
        Postive student- teacher relationship has an impact of the ākonga behaviour, attitudes and attendance #
        
        Have an impact of academic performance #
        
        Plus SML
    - - Learners at the centre
        
        Ākonga are physically, socially and emotionally safe - whanau can trust that their young people well looked after
        
        Ākonga being able to support that Well-being of the whanau
  - - - Human interaction and wellbeing must be the priority
      - be creative how we reconnect people
      - Covid 19 has had affected "The mental health and well-being of children and youth have been greatly endangered, and in ways that could have lasting repercussions" P14
- - - - NZ
        
        Cultural Responsive