BRITE Goals Actions Indicators Notes

Module of
success

Short-term
goals
Building Build reilience Assess Coping
Resilience values able to stop
Create a safe and consider
and calm Use positive my action
classroom affirmations and what
environment determined
Remember the action
Show respect mistakes are
to peers okay Interacting
with a wide-
Networking range of
people -
Teach and socializing
apply respect
Appropriate https://www.google.com.au/search?
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and NK-A6Q
strategies PD

Collegiate
support

Revise
BRITE and
other mental
health
strategies
Relationships Promote Socail Has a variety
relationships etiquette of
including relationships
Safe online
relationships Understands
Constructive what roles
Role Model feedback to people play
speaker in our lives
Compassion/
Emapathy/ Communicat
kindness/ e effectively
acceptance/
individuality Interpersonal Knows what
relationships is safe in a
relationship
Avoid being When
judgemental working in Happy
another student https://www.google.com.au/search?
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listening skills what you NK-A6Q
think works Be present
and engaged
 Intrapersonal in the
relationship relationship
and
Share/teach communicati
listening skills on

Model and Teach Socio- Listen and

teach ecological respond
acceptable concenmtric effectively
communicatio circle model
n skills
Teach safety
in
relationships

Value
parental
contributions

Well-being Develop Create safe Balanced life C:\Users\Brigitte

Carter\Desktop\Socio-ecological
individual self- and Model BRITE.ppt
esteem and supportive Inner calm
confidence learning
environments
Accepting
myself and Promote
others healthy Good diet
eating
Be empathetic
Exercise
habits Regular
exercise
Promote
good
sleeping Appropriate
habits amount of
sleep
Work with the
people at
different
levels of the Sociable
socio-
ecological
theory (See
Notes)

Have a
network of Use the
people to concentric
assist you circle model
in Notes

Monitor Limited or
stress controlled
stress
Taking Have a Recognise Trying new or
Initiative plan/goals/ opportunities challenging
Dreams/ and have-a- things
Desires go dont let
others control Failing,
Be self your thoughts trying, failing,
confident trying think
Reflect and about
See failure as respond Einstein!!!
a tool to
succeed Consider how
you are Feeling
Motivate feeling about happy,
myself to things are content and
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dreams time builds a goals/dreams
house and a
Be flexible home

Out-sourcing
Create a
welcoming and Balance your
participatory load
classroom
environment Managae
time
effectively
Families
Involve involved
families

Emotions Students to Teach No outbursts

understand students
that they will strategies Calm actions
experience and skills to
different manage our The right
emotions emotions smile
(Emotional
awareness) Create an Positive body
awareness of language and
how body
Use ACT emotions awareness
affect our
Use materials body, Relaxed
on classroom thoughts and students
walls behaviours
conducive to Ready to
emotions and How to make face
positive well- the right challenges
being choices/decis
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dangerous QV7M:
 situations

Teach
students to
reflect on
their
behaviour

Have a
special place
to go

Critically
reflect on self
Long term goals
Continue to be;

Reflective
Proactive
Accountable
Responsible
Engaged
Interested
To use and continually improve my knowledge and understanding across the spectrum of the
BRITE and other mental health and well-being resources and criteria.

To be the best that I can be. To set and achieve goals. To make my dreams a reality!
And to help others do the same.

Examples of how BRITE links are relevant to the AITSL Graduate Standards: Four,
Six and Seven.

Standard 4 Create and maintain supportive and safe learning environments

4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.

BRITE links: Taking initiative, Building resilience

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.

BRITE link: Relationships: Effective communication strategies.

4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.

BRITE links: Building Resilience, Taking Initiative, Relationship, Emotions

4.4 Describe strategies that support students well-being and safety working within school and/or system, curriculum
and legislative requirements.

BRITE link: Well-being

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible
and ethical use of ICT in learning and teaching.

BRITE link: Relationships

Standard 6 Engage in professional learning

6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying
professional learning needs.

BRITE link: Taking Initiative

6.2 Understand the relevant and appropriate sources of professional learning for teachers.

BRITE link: Taking initiative

6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

BRITE links: Relationships, Resilience,

Standard 7 Engage professionally with colleagues, parents/carers and

the community

7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

BRITE links: Taking Initiative, Building resilience, Relationships

7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers.

BRITE links: Relationships, Emotions,

7.4 Understand the role of external professionals and community representatives in broadening teachers professional
knowledge and practice.

BRITE links: Taking initiative, Relationships

Reflection:

The aspects studied in the BRITE modules, I feel, are inextricably linked. Some areas
were good reminders of things that I knew but perhaps have been over-looking. I
personally found the tools for communication helpful.

Resilience has been defined as the capacity to cope, learn and thrive in the face of
change, challenge and adversity (Cahill, Beadle, Farrelly, Forster & Smith, n.d., p.
14). Resilience within the educative system allows action to be taken at an;
organisational, relational and pedagogical level (Cahill et al., 2012, p. 14).- all which
are interconnected. The skills acquired aim to empower the individual through social
and self -awareness and management. Thus the results may lead to improved
academic outcomes; positive social behaviour and people who are less likely to
engage in negative risk-taking behaviours (Cahill et al., 2012, p. 14).

Taking the information in the modules in to the educative domain is a positive way for
people to acknowledge the areas in which they are going well and areas where they
need to focus. The links, films and other resources contained in the resource will be
well utilised by me as I continue on my learning journey.

The BRITE resource reminds us that we all need reminding we are not perfect and
neither will our students/schools/systems be. But we must strive to be the best that we
can be.
References

AITSL. (2017). Australian Professional Standards for Teachers: Graduate Standards.

Accessed from https://www.aitsl.edu.au/teach/standards

BRITE. (2016). Building Resilience in Teacher Education. Accessed through

https://www.brite.edu.au/

Cahill, H., Beadle, S., Farrelly, A., Forster. R & Smith, Dr. K. (n.d.). Building
resilience in children and young people. Youth Research Centre, Melbourne Graduate
School of Edcuation, University of Melbourne. Accessed from
http://www.education.vic.gov.au/documents/about/department/resiliencelitreview.pdf