Self- Regulation - Understanding and Supporting Students with Self- Regulation Difficulties at post-primary level

Online

Following this webinar, facilitated by Rose Marie Flanagan, attendees will 

• Understand what is meant by the term self regulation
• Know the link between executive functioning and self regulation
• Explore metacognition Understand why self regulation is pertinent
• Highlight evidence based interventions when teaching self regulation
• Explore strategies to support the teaching of self regulation

Rose-Marie Flanagan is an administrative Principal at St. Anne’s School, Ennis, Co. Clare. She worked as a SENCO, special class teacher and mainstream class teacher at St. Joseph’s Secondary School, Tulla, Co. Clare. Rose-Marie also completed a five-year secondment as an Advisor with the NCSE and currently works as an Associate with the NCSE. She designs and delivers seminars in SEN at third level also. She has a graduate Diploma in SEN and a Masters of Education in the area of Special Education, both awarded from Mary Immaculate College. Her current interests are Inclusion Policy and Practice, Social and Emotional learning, Positive Behaviour Support and Assistive Technology.

Supporting Children Through Grief: Practical Strategies and Self-Care for Teachers

Online

Hayley Rice will give an overview of grief and loss with relation to developmental stages of children will be given as a means of introducing this topic. Emphasis will be given to the importance of teacher self-care during times of loss in the classroom, including ways to become aware of personal triggers.

Hayley will discuss

• Insight in to how children may present if a loved one is ill, dying or has died will then be discussed using real life examples. The impact on learning and an understanding of the neurobiological changes that take place in times of distress will be outlined.
• Best practices for communication with parents, the child, the class and the school community will then be presented. This includes addressing the common questions teachers have such as ''should I mention it to the child?", "should I/ when should I tell the class?", "What do I say when they come back to school?", "should I contact the parents?", "what do I do if the child becomes emotional?".
• Practical tools to help children with the range of emotions they may experience will they be presented. This will be broken down into the areas of whole school and classroom teacher/ support teacher's roles.