AlPiDarko Introduction

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Al Pi Darko is a strategy for parents and teachers, empowering them to help their children reach their potential.

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  • 1. This is the basis of the APD Programme – any change we wish to bring about has to start with a change in the environment. This is instigated by a change in ourselves – in our behaviour, reaction, response, or indeed in a physical change of environment. The APD Programme lea ds the participant to an understanding that all behaviour is purposive and we can, through a modification of all of the above, help a child to find his place positively and help him build his self esteem. The participant is then encouraged to “try it out” immediately and report back to the group leader by means of a journal. 2. The APD Programme is about training oneself to observe behaviour and respond to it through a different lens.
  • APD is an holistic approach to understanding children’s behaviour and learning patterns. In order to reach the child and understand him emotionally, psychologically and intellectually and be able to both form a relationship with him and help him reach his potential, we have to understand these 2 important sides. Having one without the other is not getting the full picture. The behaviour methodology is based on the work of Rudolf Dreikurs; The Learning Styles approach is based on the work of Barbara Prashnig.
  • These are some of the issues in education that APD deals with. Each can be dealt with independently; the whole programme – 6 sessions – deals with all of these.
  • These are some of characteristics of Al Pi Darko – of the programme itself and of the outcomes.
  • AP D intro duces learning style preferences, using a Learning Style Analysis subsequenetly the reports from this as the framework for teachers to plan their teaching and learning effectively, reaching all learners – and for parents to create the right environment for their children to learn in.
  • Certain behaviour can be interpreted in the paradigm of a power struggle (there are 3 further paradigms of interpretation in this session). Once we have identified WHY a child is behaving in a certain way, we can learn how to really deal with the situation This is just one summary of how to build self esteem and effectively manage behaviour within a specific behavioural context.
  • Respect is reflective – hence the title design of all the slides in this section. Once this has been established and adults have the correct framework of rights and responsibilities in instilling and commanding respect, the APD Programme moves on to showing how to set – and keep – boundaries and establish routine.
  • Discipline systems based on reward and punishment often disintegrate into threats and bribes. Parents and teachers can revolutionise their discipline systems by recognising the limitations of punitive systems and replace them with a far more effective system.
  • AlPiDarko Introduction

    1. 1. THE AL PI DARKO PROGRAMME This Powerpoint Presentation and all its component sections are subject to copyright, which will be strictly enforced against any unauthorized publication breaches thereof in whole or part.  APD
    2. 2. CHANGE THE ENVIRONMENT, CHANGE THE CHILD
    3. 3. THE AL PI DARKO PROGRAMME <ul><li>BEHAVIOUR </li></ul><ul><li>UNDERSTANDING CHILDREN’S BEHAVIOUR </li></ul><ul><li>DEALING WITH BEHAVIOUR </li></ul><ul><li>POSITIVE STRATEGIES </li></ul><ul><li>APPRECIATING YOUR ROLE </li></ul><ul><li>LEARNING PREFERNCES </li></ul><ul><li>THE LEARNING CHILD </li></ul><ul><li>DIFFERENTIATED TEACHING </li></ul><ul><li>USING CREATIVE TOOLS </li></ul><ul><li>CELEBRATING DIFFERENCE </li></ul>
    4. 4. Some of the issues AP D tackles....... <ul><li>BEHAVIOUR </li></ul><ul><li>CONFLICT </li></ul><ul><li>CRITICISM </li></ul><ul><li>PUNISHMENT </li></ul><ul><li>REWARD </li></ul><ul><li>RELIGION </li></ul><ul><li>HEIRARCHY </li></ul><ul><li>LEADERSHIP </li></ul>
    5. 5. SOME OF THE CHARACTERISTICS OF APD <ul><li>FAIRNESS </li></ul><ul><li>RESPECT </li></ul><ul><li>POSITIVITY </li></ul><ul><li>ENCOURAGEMENT </li></ul><ul><li>PERCEPTION </li></ul><ul><li>RESPONSIBILITY </li></ul><ul><li>INDEPENDENCE </li></ul><ul><li>SPACE </li></ul>
    6. 6. Learning Style Profile <ul><li>Brain Dominance </li></ul><ul><li>Sensory Modalities </li></ul><ul><li>Physical Needs </li></ul><ul><li>Environment </li></ul><ul><li>Social preferences </li></ul><ul><li>Attitudes </li></ul>
    7. 7. Effective behaviour management <ul><li>POWER STRUGGLE </li></ul><ul><li>Avoid confrontation </li></ul><ul><li>More Positive reinforcement </li></ul><ul><li>Self esteem </li></ul>
    8. 8. <ul><li>Respect: </li></ul><ul><li>For the child </li></ul><ul><li>For order </li></ul><ul><li>For the rights of others </li></ul>RESPECT RESPECT
    9. 9. Do these phrases sound familiar? “ How many times do I have to tell you?” “ I’ll hit you harder next time!” “ OK, £10 this time – but no more next time!”
    10. 10. For more information about the Al Pi Darko Programme - how it will empower adults, transform relationships and ultimately improve the lives of so many children, contact Judith Nemeth at [email_address] or on 077707 13 968. <ul><li>(APD)...put into focus....a teacher’s role to be ever aware and alert of every child’s individual need and I am sure will be a great help to every teacher in the classroom” </li></ul><ul><li>Mrs P., Head of an “Outstanding school” Sept ‘10 </li></ul><ul><li>“ Consequences versus punishment - a lifelong companion versus a lifelong enemy.” </li></ul><ul><ul><li>Mrs S., a very grateful parent, June ‘08 </li></ul></ul>

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