First Aid Training – Wednesday 2nd-Thursday 3rd March 2016

Fear

Expectations

Appearing

Real

CPR

Stop

Think

Observe

Protect/Plan

Scene Assessment

 

Level of Response

Alert

Voice

Pain

Unresponsive

 

Help

 

Airway – Head tilt and chin lift

 

Breathing – Normal is 12-20 RPM

Monitor for 10 seconds

1 or none – start CPR

2 or more – don’t need CPR

 

30 compressions at 120 BPM

1/3 deep or minimum 5cm

Adult – 2 hands

1-8 years – 1 hand

Infant – 2 fingers

2 Breaths – Optional

Stop when the patient shows signs of life or you are physically unable to carry on

AED – Automated External Defibrallator (Located in the office)

Asthma

·      Inhalers – treat bronchial constrictions

·      Issues:

o   Not using soon enough – therefore drugs won’t reach into smaller airways

·      Spot it early and use a spacer – the spacer increases effienciency and allows the drug to get to where it needs to go.

·      When using a spacer sacrifice the first spray then do 3-5 breaths per spray

·      Keep using the inhaler until the asthma attack ends

Allergies

·      Allergic reactions affect airways and the blood stream

·      Causes low blood pressure, low fluid and food, low gas (airways blocked)

·      Epipens – treat broncial constrictions (expire every 1-2 years)

o   Remove blue/grey end

o   Hold in fist

o   Inject in thigh

o   Hold for 10 seconds

·      Treatments for stings:

o   Detergent and baking soda

o   Vinegar

o   Stingos

o   Clickit

o   Antihistermines

Cardiac Disease

·      GTN treatment (2 sprays) for Angina - narrowing of the arteries

     Angina – Chest pain, shortness of breath, nauceous

·      Ways to avoid Heart Disease:

o   Fish Oil

o   Flaxseed Oil

o   Grapeseed Extract

·      Use one Asprin/Disprin to treat chest pain – chew it and move around mouth (decreases the adhesion rate of platelets)

Recovery Position

·      Arm closest to you straight above head

·      Leg furtherest away from you bent – heel up close to bottom

·      Grab the patients thumb with your thumb and support head

·      Roll towards you

·      Place arm that is up under the head

·      Place knee and elbow down on the ground to support

Log Roll

·      Spinal Injury (in the event of a fall, slip or crash – sudden disalleration, unresponsive trauma – injured or knocked out, significant injury above the collar bone)

·      Need to have C Spine control (wide hands and hold jaw)

·      4 People –  1 person C Spine Control, crossed arms x3 people, 3^rd person holds hand under leg

How To Utilise Outdoor Gear

·      Bed Roll:

o   Split

o   Fire starter

o   Drag mat

o   Bouyancy aid

·      Pack Liner:

o   Shelter

o   Rain coat

o   Sleeping bag

o   Vapour barrier

o   Signal

o   Collect water (basin for burn/drinking water)

o   Something to read/distract

o   Stretcher

·      Pack:

o   Splint

o   Ground layer

o   Pillow

o   Splint for spine (Waist strap round head, arms through and pulled tight)

o   Stretcher (2 packs)

o   Carry a person

·      Survival Blanket

o   Burn (black smoke)

o   Shelter

o   Collect water

·      Raincoat:

o   Stretcher (2 coats)

o   Collect water

·      Tent Fly:

o   Splint

o   Padding

o   Shelter

o   Collect water

o   Ground layer

o   Stretcher

·      Beanie:

o   Pad for wound

o   Padding between splints

o   Cool burns

·      Socks:

o   Ties

o   Padding

o   Cool burns

Burns

·      30 minutes cooling (3x 10 minutes)

o   First 10 – cool with water (running water is best)

o   Second 10 – cool the burn only

o   Third 10 – cover and cool (use gladwrap to stop water absorption)

·      Continue to cover and cool until help arrives

·      Cut around and clothing that is stuck or melted

·      Remove anything constricting e.g. watches, belts

Burns Reporting

·      Cause

·      Size (percentage in terms of your palm)

·      Depth

o   Red/Inflammed/Pain – Superficial

o   Red/Inflammed/Pain/Blisters – Partial thickness

o   White/Waxy/No pain – Full thickness

o   Black/Charred/No pain – Full thickness

·      Location on body

Choking

·      If the airway is fully obstructed and there is no sund the patient has 2 minutes before they become unconcious

·      Can make noise:

o   Encourage to cough

o   Heel of hand – hit middle of back in between shoulder blades

·      Can’t make noise:

o   Reach under left arm – hold them down

o   5 back slaps

o   Place other arm under

o   Make fist and place in the CPR position on chest – 5 chest thrusts 1/3 deep

o   Repeat until the object is out or the patient collapses

o   If the patient collapses let them fall – it could dislodge the object

o   If unconcious and not breathing carry out STOP and CPR

·      Must see doctor after any form of choking and treatment by first aider

·      If a larger person use 2 people

·      If a taller person knock to knees

·      Baby/Infant – 5 and 5 but support the child with chin in hand, lay on arm, complete slaps and then roll over, complete chest thrusts

ANYTIME THERE IS A CHANGE GO BACK AND WORK YOUR WAY THROUGH THE STEPS AGAIN

ALL DRUGS WORK BEST EARLY

Mathematics - Observed by Matthew Cameron

Setting Up Positive Norms in Math Class

Prompting me to think about my Numeracy Programme.

Reflection - Week 4 Term 1

What an exciting week - evacuations, observations and too little time!

We have almost completed all of our assessments and I have finally found the time to catch up those students who were absent or out of class. It is very difficult to meet all of the students needs when you often don't have a full class and you are trying to catchup those who missed out - this is something that I will need to work on managing.

I have found a lot of areas through the assessment of the students in my class that there are a lot of areas (especially in writing) that need addressing. In the next week or so I am going to look at establishing more groups and beginning to address these needs.

Keeping calm seemed to be a theme that stood out for me this week. Whether it be in my observation with Gail Loane (where I received some very useful feed forward) or during the impromptu evacuation (where we all had not much idea of what was going on) I have learnt that it is important to keep calm and not to show the students or others that you may not have a clue what you are doing.

This week the students began setting up their own individual blogs. This was quite a challenging session for me as I am only just getting to know how to use blogger myself. I think that this will be an area where I am going to learn a lot from the students as when they explore and discover they will find things out that they are able to teach myself and others within the class. This is a good opportunity for me to give some responsibility to the Year 8 students, allowing them the chance to take more of a leadership role and to help the Year 7's.

I still feel that a lot of the lessons that I am planning are too much work for the blocks of time that are available. So one of my goals for next week will be to keep things simple and to teach a small section of a topic well.

Next week will be a week of a lot of professional development through the First Aid course and a trip to Takapuna Normal School, so I am looking forward to learning as much as possible.

Guided Writing - Observed by Gail Loane

Wednesday 24th February 2016

Reflection - Week 3 Term 1

This week has been a challenging first full five day week at school.

During this week I feel that my class have been pushing the boundaries a lot more than they did in the first two weeks of the term. I have found myself having to be very firm and stick to the routines and management systems that I have put in place.

It was fantastic to get the opportunity to observe both Gail Loane (Literacy Expert) and my tutor teacher Matthew Cameron (PYP Expert) earlier this week. I gained a great deal from these observations in terms of the way to structure a lesson and on how to set the students up for success. I am looking forward to having Gail observe me teach a Literacy lesson to my class next week.

The Meet The Teacher Evening was on Thursday this week (which I was very nervous about as it was my first one in the Berkley style) however I managed to make it through the evening in one piece! We had to do a presentation in front of the parents from Te Aroha team. In this presentation we addressed mostly admin with the parents (I was required to speak about Teaming, Promotions, Room 13/Learning Centre time and Uniforms). Once back in my own classroom I delivered a short presentation to the parents about who I am and the way that I work. I managed to answer some questions on the spot to do with BYOD @ Berkley, IB PYP, Assessments and Groupings. It was fantastic to meet the parents and get their feedback on how their children were feeling about the start of the year and also to gain some extra information from them about their children that was not passed on through the folders of information from their previous schools. Overall I feel that it was a very successful evening!

This week was also a first for me in terms of teaching Teaming - Transdisciplinary Skills. It was really great to take all four of the groups at some point during the week and start to get to know some of the other students in Te Aroha team. The lesson that we have collaboratively planned for this area are quite substantial so I have found this week that one of the session may stretch out to two sessions and that I need to be prepared for this.

We also had our first Science Lab sessions this week which the students and I really enjoyed. It was great to see specialist teacher Greta Dromgool in action. She is so knowledgable in her field and I know I am going to learn a great deal from her this year.

Matthew Cameron Observation - Tuesday 16th February 2016

DEAR and UOI Lesson

DEAR

·      Students all quietly reading (books and devices).

·      Used this time to organise Maths textbooks/grouping with certain students.

UOI

·      Students straight into writing the date.

·      Look back at the previous piece of unit work – When did we do that last piece of work? What would be a good thing to do before we start? Make connections between what was done in this lesson and the last lesson.

·      Look back at Community brainstorms – J how did you define what a community was? Took ideas from different students.

·      Discussed other questions – Feedback from students. Each student builds on the last students idea.

·      Explains that we are going to go deeper into how we actively contribute to our community over the next few days – Uses Berkley example (Kapa Haka, Orchestra, Year 9) Puts forward idea of students running clubs/promotions and offers help with this. Makes the idea mean something to the students.

·      Where do you think we are going next with this UOI? Encourages students to look back at the lines of inquiry and really think about the Central Idea. Encourages students to get involved in their group discussions and models group etiquette (listening, speaking, looking). Gets students to feedback.

·      Communities how are they diverse, why are they diverse.

·      Explains task before handing out paper. (Fold into 3 equal columns) Repeats instruction and models. Gets students to hand out resources.

·      Write the WALT in the top left hand corner: WALT - Explore the characteristics of different communities. Interesting that waits to introduce the WALT until now rather than at the start. Allows the students to discover where they think the inquiry is going first.

·      Models on IWB. Labels section RURAL, URBAN, SUBURBAN. Asks the students to put these words into an NZ context (Country, City, Town)

·      Gives personal anecdote and brings in the idea of stereotypes. Asks students to explain what they think this means and give explains.

·      Waits until all are quiet. Uses ‘Turituri’

·      Which of these 3 do you identify with? Which do you associate most with? What is it about that community? Links back to own personal example.

·      Gives quiet reflection time (1.5 minutes). Allows time to think individually before heading straight into discussion.

·      Moves into discussion and encourages students to ask each other which they associate with and why. (approx. 2-3 mins)

·      Asks to contribute back about someone else from their table. Shows the students that it is important to listen to one another. Picks out key words and questions for more detail.

·      Explains task – In your own way demonstrate your understanding of the characteristics of each of these areas. Allows students to write/draw, leaves it up to them to decide.

·      Three different lenses to put on – links to race horse blinkers. 'The Learning Lense'.

·      Define:

-       How do these people live?

-       What do these people do for work?

-       What do these people do for entertainment?

-       What are the schools like?

·      Introduce the task and then sets time period (30 mins including discussions)

·      Are there any questions? Ensures 100% understanding of the task before beginning.

·      Stops students part way through and praises discussion. Gives amount of time left to complete the task. How do you know you are going to be successful? This encourages the students to manage their time wisely and decide whether to carry on with discussion or limit it to complete the task.

·      Checks in with students as they carry out the task.

·      Take up the challenge and work silently for the last part of the lesson – Put a sock in it (Look at origins)

Questions to finish the lesson with:

The big idea I took away from today was…

If I had to explain to my parents…