Berry St Education Model

On Monday 5th February staff were introduced to the Berry St Education Model and a number of strengths-based and trauma-informed classrooms strategies and routines. There are a number of these strategies staff are currently working on to implement. One in particular being the Welcome Circle. 

Welcome Circle and the first 5 minutes

"The first 5 minutes of class are critical for setting the tone for the rest of the learning. Consistent rhythms and routines, particularly ones that embed intentional positive micro-moments, are powerful healing interventions as they “help build confidence that positive events will occur and …flexibility when unexpected events are encountered” (Brunzell, 2016, p.76). Welcome Circles – nurturing routines that support engagement in learning and wellbeing (Roffey, 2006) – are a key strategy for consistently embedding strengths and also tending to the body and relational connection.

This routine of forming a circle with our young people to review key values and expectations and celebrate any announcements and successes, serves as a threshold between the outside world and the complex task of learning. It allows young people to ground themselves, co-regulate and establish a common rhythm for the learning day. We know that schools are often pressed for time, and it can be tempting to jump straight into content. However, when we take the time to check in and connect with our young people, we are not only setting them up to get much more out of the learning, but we are providing an opportunity for us, as educators, to get on the front foot of any potential issues that may present as speedbumps for learning." (Rhythms for success: Trauma-informed routines to centre culture and strengths)

We are in the process of trialing a number of different formats and elements  with various year levels with the intention of developing consistent practices across the school. We have a second day of  Berry St Education Model professional learning on Monday 18th March when we will be  exploring strategies to support relationship building with teachers and between students.