Learning Outcomes:

1. 1. 1. Describe and implement mindfulness and the correlated skills in everyday life
      2. Develop a toolbox of internal skills to respond to situations with more creativity, openness and calm when working with children with diverse needs
      3. Intentionally shift attention and focus their minds for prolonged periods of time during interventions with children with diverse needs
      4. Have a more flexible approach to one’s own thoughts, resulting in greater flexibility of mind during interventions with children with diverse needs
      5. Take a step back from challenging situations in order to see the larger picture during interventions with children with diverse needs
      6. Be familiar with a range of mindfulness practices for daily use to minimise stress in the classroom
      7. Differentiate between nurturing and depleting activities and how to balance them within the classroom or with particular students
      8. Increase their self-soothing skills and develop a friendlier attitude towards one’s own personal experience and the students in the classroom

Mode of Teaching:

Lectures/online

Mode of Assessment:

Assignment

Total Contact Hours:

12

Supervised Placement and Practice Hours:

0

Self-Study Hours:

28

Assessment Hours:

10

Learning Outcomes:

1. 1. 1. Describe and explain the principles of coaching and mentoring
      2. Assess one’s skills as a coach/mentor and educator and identify personal development needs and goals.
      3. Demonstrate the use of the various models of coaching in support of your own development and the development of students with diverse needs.
      4. Use and work with the key coaching skills or models to enhance the educator’s repertoire.
      5. Recognise and use the opportunities for the use of coaching and mentoring in the classroom.
      6. Describe and explain the role and responsibilities of the workplace coach and mentor.
      7. Explain how coaching and mentoring can impact the classroom and the school.
      8. Provide evidence of one’s own development as a coach and mentor and their use in helping inclusion in the classroom.

Mode of Teaching:

Lectures/online

Mode of Assessment:

Assignment

Total Contact Hours:

12

Supervised Placement and Practice Hours:

0

Self-Study Hours:

28

Assessment Hours:

10