STRIDE BEHAVIOUR

ABN: 80284887978

  • Black LinkedIn Icon
  • Black Facebook Icon
SITE MAP
ABOUT

jenny@stridebehaviour.com

Tel: 0438 324 081

Bentleigh, Melbourne Victoria Australia

TESTIMONIALS
AUTISM
POSITIVE
BEHAVIOUR
LINKS TO LEARNING

@2017 Copyright STRIDE                                    Powered by DINERGY Integrated

 

FOCUS

LOOKING AT A PROBLEM AS A PROBLEM IS

COMPOUNDING THE PROBLEM 

Challenging behaviours are teaching and learning opportunities for both teachers and students. Starting with the language we use to define behaviour can make a difference – because negative labels often result in negative consequences. Confidence in teachers who have skills and knowledge and a mind-set that makes them better equipped to deal with challenging behaviour will more likely create relationships and the instructional space they need to deal with disruptive oppositional attitudes and conduct. Better equipped and directed teachers will make for positive and settled learning. 

OUTLINE

STRIDE PD addresses the  AITSL standard of 1.5, 1.6 , 4.1. and 4.3 - Building capacity to teach learners with disability 

STRIDE is not about creating ‘A’ STUDENTS, but rather about creating ‘A’ PEOPLE 

STRIDE can assist in the development of school rules and social expectations 

STRIDE offers guidance, options and ideas for replacement or more desirable student behaviours 

STRIDE gives outreach support for graduate teachers or those wanting a ‘refresher’ 

STRIDE gives practical assistance for teachers on how to best maintain safe and inclusive environments 

STRIDE uses techniques for decreasing disruptions, anger and anxiety in the class 

STRIDE uses goal setting methods for students, why and how? 

STRIDE encourages mentoring and modelling of positive strategies 

STRIDE can share and guide in Positive Behaviour Interventions Support (PBIS) 

STRIDE use and teach Functional Behavioural Assessment and Analysis as a preventative tool 

STRIDE has extensive Advanced Restorative Practices knowledge 

STRIDE will review, write or update school policy documentation 

STRIDE will share evidence based strategies that support the diverse needs of students on the Autism Spectrum
STRIDE can guide and deliver positive insights and understanding into Autism Spectrum

STRIDE is listed on the Victorian Institute of Teaching website as a special needs provider 

STRIDE develops positive Behaviour Support Plans for individual students (specific needs-based, personalised interventions) 

STRIDE helps with social skills development for students 

HOW I WORK

STRIDE is a professional development and training service that supports school wide positive initiatives towards behavioural change. STRIDE is about empowerment – empowering teachers and Learning Support Officers to make positive, sustainable behaviour changes. STRIDE is about an enhanced understanding of challenging behaviours and the triggers of challenging behaviour. We provide outreach classroom or school support. Professional Development in form of either half day, full day, ongoing weekly, fortnightly or monthly sessions are available. We will tailor a programme to meet your needs.

STRIDE is a specialist behaviour and education change management solution service run by Jenny Levitan. Jenny is an educator who is a very experienced (local and international) teacher and school leader with an excellent, research based understanding of child and adolescent health and welfare issues – and is highly skilled in the understanding and positive management of challenging behaviour. Having been in mainstream school environments for many years, she felt ‘drawn’ to the students that were experiencing social, emotional or behavioural difficulties. Their behaviours often led them to being labelled — and resulted in disengaged, unhappy or even anxious ‘little people’. 

Teachers often felt ill equipped and very frustrated working with these young people and too often relationships broke down. This channelled Jenny into further postgraduate study on how to look beyond and behind behaviour and ‘labels’, and how to better support students, their families and their school communities. She then worked within specialised school settings that catered for students with diverse and often complex and challenging behaviours and/or diagnoses. 

 

ACT

DON’T TELL PEOPLE WHAT TO THINK -

TELL THEM WHAT TO THINK ABOUT

Many conditions, experiences and emotions affect the way people interact and communicate with each other. So first things first, we take the time to understand what people are thinking so that we can better understand what they are doing and why. We don’t try and condition thinking and behaviour, we help people to better understand, through information, insight and intelligent responses. We encourage a team approach where all those involved in the process have input – both teachers and students. 

 

ENGAGE

DON’T TELL PEOPLE WHAT TO DO. TELL THEM WHAT THEY CAN CHOOSE TO DO. THEN SHOW THEM WAYS OF HOW TO DO IT.

‘Kid, you can move mountains’ Dr Seuss. That’s the power of imagination. Engage with inspiration - and it’s possible. Mind over matter, with skills and abilities, will enable people to engage with knowledge and understanding, so that behaviour can be managed positively. It’s about understanding the can’t vs won’t approach – for both student and teacher.

EMPOWER

LEARNING IS HABIT FORMING

It’s about positive management of challenging behaviour. It’s about learning to understand the triggers of challenging behaviour and then responding with positivity. Proactivity combined with preventative responses foster better relationships. With the power to understand the difference between reactive vs proactive practices in the classroom and the impact of negative, punishing teacher response vs an approach of alternative, preventative action, we can empower people with the skills to teach and learn positively. At STRIDE, we aim to build teacher confidence, skill and efficacy.

 
 
 

CONTACT INFO

REQUEST HELP