Earthcare Earthshare

Earthsharer Personal Development Programs

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Aims:

These programs are devoted to developing the emotional wellbeing of all our children regardless of specific needs.

They are designed to assist teachers in addressing the following classroom concerns:

The increased incidence of high needs children in classes
Those children presenting with depression or emotional overwhelm and overload
A poor understanding of the role of emotional development and resilience building amongst teachers and parents
Support in improving classroom management practices
The difficulty of finding affective long term programs to assist teachers to address the above
The seeming inability for some children to experience peace and to be at peace
Children’s increased disconnection to the environment

From the above many teachers would recognize an increased incidence of the following related classroom behaviour:

Non- compliance to class or school rules
Ignoring directions
Poor self discipline and self esteem
Disruptive behaviour, attention seeking, calling out
Aggressive and violent behaviour
Avoidance - poor concentration and application skills
Difficult to motivate, inability to begin and complete set tasks
Poor social skills
Difficulty in mixing
Inability to resolve conflict
Stress
Moods and depression

More so than ever before we are seeing:

Changing dynamics of family life: both parents working and therefore not enough sustained quality time with children especially recreational time spent surrounded by nature and being active
Marriage breakdowns
Dysfunctional family life - exposure to abuse and drugs
Media messages targeting kids at younger ages
An excessively consumer driven world conditioning our children that happiness will come from possessions rather than relationships
Peer pressure

About the programs:
Importantly they encourage children to not only recognise how their behaviour affects themselves and others but to have ownership and responsibility for their behaviour and the need to appreciate making better choices. The programs are ultimately about using approaches and strategies that will work better for children to achieve happiness and importantly developing resilience to potential conflict. It is about getting Back To Better.
It would be an advantage if children had participated in the Wise Lives Now program as this is a good preparation for helping children to have a better relationship with their environment and introduces them to the immersion activities

The programmes are processes, they are not events. Children’s “inappropriate” behaviour has been learnt, conditioned and ingrained over several years, it will take time to modify.
They integrate readily into relevant curriculum areas Health, RE, English, S&T and HSIE. They do not involve additional work for teachers.
They are inclusive of all children regardless of the diverse behavioural, emotional and social needs existing in the class (not just targeting shall we say ‘difficult’ children.
For those children receiving support services the programmes provide assistance for their smoother integration into the classroom environment
They are supportive and complementary with all support services

eg Kids Care, St Lawrence Centre, DOCS, St John of God, counsellors, mentors etc.

Integral to both programmes is providing opportunities for children to spend time to experience stillness and silence through the use of the natural bush surrounds and in the classroom using creative visualisations exercises and simple meditations.
They become part of the dynamics of everyday school life for the child
Ideally they will involve all staff and parents ….use of engaging/interactive language is vital. Both teachers and parents need to use the same engaging language.
Supports parents, offers them simple interactive language skills enabling them to interact more positively with their children.

Earth Share Programs Objectives:
Earth Share programs will:

Develop a deeper understanding of their feelings and emotions.
Remind that they are indeed precious and beautiful
Encourage children to explore their personal stories appreciating their own worth and value
Remind and explore their wonderful personal qualities, gifts and potential

In being called upon to cope with growth

Identifying comfortable and uncomfortable feelings and respond to these more constructively
Develop a sense of optimism about life – providing effective choices that will bring change
Children are reminded of coping strategies and support structures developing their resistance trauma, change and conflict at home, classroom or school play ground.

To get to know one another ie friends and teachers

To foster relationships, to make new friends
Develop better relationships and partnerships with teachers
Help develop skills for relating more successfully with others
Enhance self esteem

To better appreciate leadership/peer support roles, attitudes and skills

To understand peer pressure
To be motivated to respond better as individuals
Taking charge of their lives, being leaders rather than followers
To develop a sense of duty and care for others in their schools particularly younger children

Method:
The program’s appreciate that children have limited experience or communication skills to deal with issues particularly in regard to their emotional wellbeing. A number of alternative approaches are used to first engage and then to give children a voice.

Introducing fantasy characters and storytelling provides a situation where topics can be explored through a third party. Children are more readily able to recognise the reality of their situation then empathise with situations that they may or may not have experienced reassuring them they are not alone that other people experience the same problems they do.

Deep relaxation, meditation and immersion (exposure to their natural surrounds) engage the children emotionally at a deeper level assisting them to settle, focus and connect more readily to their bodies and feelings.

Stories help children to see the world as it is or show what it can become. Stories can lift our vision for the future or enable us to create a world that is more caring and humane.

Guided Imagery and visualisations helps children to have a clearer picture of their reality. They assist in building their self-esteem, self worth and positive self images reassuring children that they are capable and acceptable as they are and importantly loved.

The Earthsharer Process: Preview
Provide a starting point for all children to:

Be aware of their body’s need to relax
Learn relaxation exercises
Be more open to appreciating the place of stillness and silence in their lives
Be open to recognize and own their behaviour
Explore at a deeper level and understand how they and other people behave the way they do and the consequence of all actions.

From Monster Mouse and Me…. “How might monsters behave?…..monsters fight, bully, argue, shout, are hurtful, hateful, scream, tantrum, want to be centre of attention, they don’t care about others feelings… monsters in general are not easy people to like or get along with and sometimes we are all guilty of that monster behaviour. At times we can all use monster behaviour….at school ….at home… List your monster behaviours…
How do you feel when people use monster behaviour on you
What behaviour might you expect from mice?…..Mice can be shy , quiet , timid, frightened …they don’t stand up for themselves…. they allow others to make decisions for them…. they allow others to make them unhappy… they allow people to distract them and stop them from working they follow they don’t take charge of their feelings …they allow others to make choices for them” – bring it back to behaviour displayed in the classroom or at home….Do you think supporting someones silly attention seeking behavior is mouse or monster behaviour …What do you need to do ?

Engages children in exploring, recognising and taking ownership of their behaviour.

“How would you describe your behaviour… I would certainly see it as monster behaviour ….you’re too loud…. your drawing the wrong attention to yourself which everybody ignores now. Not only are you stopping others from working …it stops you from starting your work ….it makes it hard for you to finish and now you have to do it at lunchtime which is silly…. why let that happen?”

Reframe this knowledge/understanding of inappropriate behaviour to constructive behaviour and again explore consequence of modified behaviour.

“You know that you don’t have draw that attention to yourself You know it works better for you if you put your hand up…we know it’s a habit and your trying to do something about and its really beginning to work Its fine to be forgetful if you don’t want to be doing this in your play time …what do you need to change…what do you need to do …. what can you do different, finish this work and you won’t have to lose your play”

Commit to choosing to take charge and to be in control of their behaviour.

“So what can we do …or what can you do … What needs to be done .. What can you commit to yourself (special promise)…. what can we do to turn it around so you’re in charge of you and we teachers don’t have to keep making choices for you”

They offer consistency with ongoing reminding and reinforcing of choice

“Yesterday things were fine great morning but after play we made some mistakes which is fine …but again what can we do to make up for that mistake….what can we do better so you can keep improving in your….reading …continually refer back to monster and mouse …stop displaying mouse behaviour…show that you can ignore Bradley

Curriculum Outcomes from Personal Development Health and Physical Education included in "Monster Mouse and Me" and Everything Has a Story

Students will;

Take informed decisions and accepts responsibility for consequences
Communicate confidently in a variety of situations
Act in ways that enhance the contribution of self and others in a range of challenging situations
Suggest consider and select appropriate alternatives when resolving problems
Describe roles and responsibilities in developing and maintaining positive relationships
Refer to a sense of their own worth and dignity
Respect the rights of others to hold different values and attitudes from their own
Enjoy a sense of belonging
Increasingly accept responsibility for personal and community health

Outcomes from English Syllabus included in "Monster Mouse and Me" and Everything Has a Story.
Students will:

Engage in many activities involving reading, following written and verbal instructions and writing
Express their thoughts and feelings about themselves others and nature in their diaries
Discuss issues with partners and small groups
Sharpen perceptions through sensory activities
Enhance their imagination through many of the mysterious components of the program
Experience identification with plants and animal forms
Express opinions about environmental issues and engage in arguments to support their views
Participate in non verbal communication

Outcomes from Religious Ed for Christian Schools Syllabus included in "Monster Mouse and Me" and Everything Has a Story
Students will:

Note : The following has been developed from the Diocese of Maitland-Newcastle Religious Education Units and would be typical of topics in other Christian R.E topics.

Our faith community proclaims the beauty of God's creation (Parts A & B)
The spirit of Jesus calls us to proclaim life to others by witness an service(Parts A & B)
We are called to live justly in our world
An awareness of the presence of God in the whole of creation
An awareness of God's beauty strength, majesty, love and power in creation
An awareness that the world is sacred and entrusted to their care
The ability to celebrate God's gift of creation in prayer and action
An appreciation that the dignity of each person should be respected
Opportunities to proclaim and celebrate God's presence in people

An understanding and appreciation of the many ways we have grown and changed and will grow and change
An appreciation of the way people serve each other
The recognition that in our journey of faith we are called to grow and change as we undergo personal conversion: it is a life long journey, calling us to witness to Christ in service to others
A recognition that we belong to one world and that as Christians we have a responsibility to building a better world for all people, through lives of service, based on love and commitment to truth and justice
An ability to respond prayerfully to Jesus' call to a life of service.

An understanding of the concept of justice/injustice
The belief that we live in a global society, we share the planet earth and we must care for God's creation
An appreciation and understanding Jesus' struggle to create a more just and peaceful world by what he said and what he lived
The hope for a future world built on justice and peace

A spirit of prayer and action against unjust situations existing in their own lives and in their own world

The Programs
Earth Share programs include: The Monster Mouse and Me, Liking Myself and Every thing has A Story . Though each program targets a specific stage many activities and experiences can be related or adapted to individual or class needs.

The Monster, Mouse and Me

Suitable for students in Stages 1,2,3
A resource that can be used with the whole class or in booklet form it can be used by mentors or parents to provide ideas and exercises for children with special needs.
Ideally inclusive of all children regardless of behavioural needs, it complements other support programmes, providing the teacher and school with more effective classroom and playground behavioural management strategies.
This program is more values and skills based. The programs examines what undermines children’s self image and self esteem and self confidence ie. experiencing criticism, being treated unfairly, feeling powerless and out of control, an inability to cope with bad feelings.
Children explore the monster and mouse elements of their behavior their fears and feelings and finally explore the real me - the gifted me.
The children are encouraged to better appreciate their own strengths, their rights others rights and responsibilities. Skills and strategies are introduced whereby children are able to see that there are better ways of thinking and expressing themselves in coping with their feelings and behavior. There are ways to say “No”, there are better ways of asking for what they want, there are better ways to avoid criticism and to be in charge of their behavior and life.

Liking Myself
Suitable for students Stages 1 2, 3
A resource that can be used with the whole class or in booklet form it can be used by mentors or parents to provide ideas and exercises for children with special needs and can be most effective in conjunction with or follow up to Monster, Mouse and Me.
Children are guided to see that unhappiness in their lives is a result of many factors particularly poor behaviour choices.
Children explore the need to like and be a friend to themselves and an appreciation that being different is okay. Good and bad feelings are examined and the place of anger and how to better cope with it.
In examining bad feelings at home or school, children are encouraged to see that bad feelings aren’t forever there are ways of letting them go and not holding on to them. Bad feelings will happen, sometimes we are in charge other times we are not. We can choose. The place of anger in our lives is explored and strategies to cope and release anger.
They are encouraged to be more aware of their body and taught how to listen to the needs of their body and explore ways of celebrating their individuality.

Everything Has a Story

Suitable for students in Stage 3

Assists in preparing students for Leadership, Peer Support roles developing Self Esteem, Conflict Resolution, and Interpersonal Relationship skills.
Establishes the importance and need for stories in our lives and that each of us has a unique story. Through story children see what shapes and connects their lives. They explore how they are gifted and reminded of how these gifts and qualities may be taken for granted and hidden.
They discover their “quest”. They experience many challenges and skills and strategies to cope, that will enhance and enrich their personal story.