Whole School Happenings
Berry Street Educational Model at Bimbadeen Heights
Berry Street - CPR - Consistent Predictable Routines
When walking through the classrooms as a student or here for a school tour, the idea is that you will observe students deeply engaged in learning, completing classroom jobs, sharing and using resources appropriately as well as collaborative learning. This is a direct result of the emphasis placed on Consistent Predictable Routines (CPR), a core aspect of our training from Berry Street Professional Learning. Introducing and modelling routines is the first essential step in positive classroom management.
Starting with clear expectations helps students regulate themselves and reduces the mental strain caused by uncertainty. When students know how their teacher will react in different situations and have a set schedule for the day, like always starting with Circle Time in the morning and a process they can jump right into, like changing their reader, it makes the day feel more predictable and sets the students’ up for success.
Routines and expectations are created and met in the first few weeks of school and cover many areas such as classwork expectations, lining up, morning routine, fidget tool expectations, walking to and from classrooms and so on. These may change over time or may need to be refined with the students, but one thing the teachers ensure is that they are consistent and predictable for the students.
At Bimbadeen, the staff have created a welcoming environment by working together with students to establish routines and expectations, giving students a sense of ownership and control.
At home this weekend, ask your child how they start their morning off each day, what are their class routines?
Thank you,
Olivia Maestri and Marty Gill
Berry Street Education Model Leader and Inclusion Leader
Wombat Adventures at Bimbadeen!
After our wombat visit last week, the students got creative and wrote their own spin on a wombat's adventure at school!
Please enjoy reading a few examples below
