Carl Emery – ManchesterCarl Emery – Manchester UniversityUniversity

Writer and lecturer in social and Writer and lecturer in social and emotional wellbeing/conflict emotional wellbeing/conflict resolution with a particular focus on resolution with a particular focus on disengaged learners 14-19disengaged learners 14-19

Children's social and emotional wellbeing in schools, a critical perspective

Authors/Editors; Debbie Watson, Carl Emery, Phillip Bayliss

Teaching & LearningTeaching & Learning

When we become totally focussed on When we become totally focussed on ‘covering the material’, preoccupied ‘covering the material’, preoccupied with competence and success, we with competence and success, we often forget to open our hearts to the often forget to open our hearts to the young people, particularly if they are young people, particularly if they are sabotaging the success of the group. sabotaging the success of the group.

We may shut down and create a range We may shut down and create a range of barriers to protect ourselves.of barriers to protect ourselves.

Engaging LearnersEngaging Learners

Building Relationships – Managing Building Relationships – Managing Challenges. 30 hour programme, 1 Challenges. 30 hour programme, 1 day programmes. Coaching model.day programmes. Coaching model.

Built on a three strand foundationBuilt on a three strand foundation

ContextualContextual

SubjectiveSubjective

Relational Relational (Emery & Watson 2011)(Emery & Watson 2011)

Positive Engagement Programme Positive Engagement Programme BRMCBRMC

Key ConceptsKey Concepts

Stipek reports that learners ‘work harder for teachers Stipek reports that learners ‘work harder for teachers who treat them as individuals and express interest in who treat them as individuals and express interest in their personal lives outside school/college.’ their personal lives outside school/college.’

(Stipek, 2006, page 46) (Stipek, 2006, page 46)

Building and developing resilience and reciprocityBuilding and developing resilience and reciprocity A process modelA process model Contextualised for 14-19 Contextualised for 14-19 Practice/reflection-based modelPractice/reflection-based model Not prescribedNot prescribed

Belonging – Feelings &Behaviour

Think of a time you believed you weren’t valued and didn’t belong, or were labelled. Talk about how you felt at that time.

In squares (two pairs)

Write words at the centre of the page to describe your feelings. Illustrate the way you behave when you have those feelings.

In pairs

Key PrinciplesKey Principles

Learners and staff need to have a sense ofLearners and staff need to have a sense of BelongingBelonging Being heardBeing heard Being understoodBeing understood

Teacher PRESENCE and building Teacher PRESENCE and building relationships are key to this.relationships are key to this. We need to We need to develop a strong and sensitive presence develop a strong and sensitive presence built on successfully using our body, mind built on successfully using our body, mind and voice. and voice.

PresencePresence

Think of someone you know in your Think of someone you know in your school/college who has presence. school/college who has presence.

What do you see them do?What do you see them do?

How do they demonstrate this How do they demonstrate this presence?presence?

PresencePresence

We celebrate those precious We celebrate those precious moments when we embody a moments when we embody a presence that carries the class to a presence that carries the class to a place where minds and hearts are place where minds and hearts are moved and genuine connections moved and genuine connections occur. Some teachers just naturally occur. Some teachers just naturally live there most of the time. But how live there most of the time. But how do we find that place?do we find that place?

PresencePresence

BodyBody - Strong clear body language and the ability to read and - Strong clear body language and the ability to read and respond to others’ body language respond to others’ body language 

Mind Mind - Clarity and calmness of thought, understanding the power of - Clarity and calmness of thought, understanding the power of positive thinking and recognising their thought process particularly positive thinking and recognising their thought process particularly in regard to perceptions and expectations. in regard to perceptions and expectations. 

VoiceVoice - A strong clear voice that uses pitch, intonation, rhythm and - A strong clear voice that uses pitch, intonation, rhythm and breathing to state clear messages, create confidence and breathing to state clear messages, create confidence and demonstrate understanding. The voice also needs to communicate demonstrate understanding. The voice also needs to communicate messages that encourage learners to participate, feel positive and messages that encourage learners to participate, feel positive and follow instructions.follow instructions.

To develop presence we need to ensure that body, mind and voice To develop presence we need to ensure that body, mind and voice are working in unison and are balanced. are working in unison and are balanced.

Although presence is a difficult thing to define we all know Although presence is a difficult thing to define we all know people with it and these people generally share the people with it and these people generally share the following qualities:following qualities:

BodyBody

Body - Strong clear body language and Body - Strong clear body language and the ability to read and respond to the ability to read and respond to others’ body language.others’ body language.

Zones in your classroom:Zones in your classroom: Connected Connected

LearningLearning DriftingDrifting

LostLost

Body ActivityBody Activity

The body arcThe body arc

Directive body languageDirective body language

Patrolling & rescuingPatrolling & rescuing

BodyBody

CongruenceCongruence Eye contactEye contact PositioningPositioning PatrollingPatrolling ProximityProximity PosturePosture Facial ExpressionsFacial Expressions Non verbal cueingNon verbal cueing BarriersBarriers

MindMind

Mind - Clarity and calmness of Mind - Clarity and calmness of thought, understanding the power of thought, understanding the power of positive thinking and recognising positive thinking and recognising their thought process, particularly in their thought process, particularly in regard to perceptions and regard to perceptions and expectations.expectations.

  

Mind ActivityMind Activity

Evaluations and observationsEvaluations and observations

Which of the following statements Which of the following statements are are evaluationsevaluations, and which are , and which are observationsobservations …? …?

Evaluations or observations?Evaluations or observations?

Paul is aggressive in class  Paul is aggressive in class   James said I looked good last night James said I looked good last night  Josie got up from her chair three times during the Josie got up from her chair three times during the

ICT lesson ICT lesson  Keisha would not sit still around during functional Keisha would not sit still around during functional

MathsMaths Gina is always late for college Gina is always late for college  Jack tapped his pen against his desk for over ten Jack tapped his pen against his desk for over ten

minutes minutes  Jasmine is usually messing aboutJasmine is usually messing about

Ben never stops talkingBen never stops talking  

VoiceVoice

Voice - A strong clear voice that uses pitch, Voice - A strong clear voice that uses pitch, intonation, rhythm and breathing to state clear intonation, rhythm and breathing to state clear messages, create confidence and demonstrate messages, create confidence and demonstrate understanding. understanding.

The voice also needs to communicate The voice also needs to communicate messages that encourage learners to messages that encourage learners to participate, feel positive and follow participate, feel positive and follow instructions.instructions.

  

LanguageLanguage

Language is one of the most powerful Language is one of the most powerful tools available to a teacher. tools available to a teacher.

It permeates every aspect of teaching It permeates every aspect of teaching and learning.and learning.

Remember: what they hear and Remember: what they hear and interpret has a huge impact on how interpret has a huge impact on how they think, act and learn. they think, act and learn.

LanguageLanguage

““Okay, settle down everyone. Lunch Okay, settle down everyone. Lunch is over, let’s get started. We have to is over, let’s get started. We have to get to work on our functional skills get to work on our functional skills now.”now.”

““I see that everyone is ready for I see that everyone is ready for functional skills, lets get started.”functional skills, lets get started.”

LanguageLanguage

Different messages.Different messages.

First version implies learning is about First version implies learning is about resisting pleasure, that is now over. resisting pleasure, that is now over. ‘Have to’ implies it is something we ‘Have to’ implies it is something we don’t really want to do, demonstrates don’t really want to do, demonstrates no choice is on offer. no choice is on offer.

Attack/Distortion words Attack/Distortion words

The Always/Everything DistortionThe Always/Everything Distortion

Challenging generalisations allows young people to 'buy out' Challenging generalisations allows young people to 'buy out' of their extreme thinking. Look out for 'all-or-nothing' words of their extreme thinking. Look out for 'all-or-nothing' words like 'all’, ‘always’, ‘never’, ‘everyone’, ‘no one’, ‘every like 'all’, ‘always’, ‘never’, ‘everyone’, ‘no one’, ‘every time/place/thing’.time/place/thing’.

'People are always shouting at me' 'People are always shouting at me'

Which people ?Which people ? Always ?Always ? Shouting ?Shouting ? At At you you ??

Attack/Distortion words Attack/Distortion words

'Oh, everything's going wrong!' 'Oh, everything's going wrong!' Everything?Everything? How are things going wrong?How are things going wrong? What would need to happen for them to go right?What would need to happen for them to go right?

Similarly, other extremes/absolutes – 'couldn't’, ‘mustn't’, Similarly, other extremes/absolutes – 'couldn't’, ‘mustn't’, ‘shouldn't’, ‘unable to', etc. – can be challenged and changed‘shouldn't’, ‘unable to', etc. – can be challenged and changed

'I couldn't do that' 'I couldn't do that' What stops you?What stops you? What would/might happen if you did?What would/might happen if you did?

RememberRemember

To learn To learn wewe need : need :

to feel safe (orderly familiarity)to feel safe (orderly familiarity) experience success more often than failure experience success more often than failure

(celebrate often what I do)(celebrate often what I do) to be noticed (say my name)to be noticed (say my name) to be trusted and respected (as a human to be trusted and respected (as a human

being)being) to be motivated (use what I remember)to be motivated (use what I remember) to feel acceptance (as I am )to feel acceptance (as I am )

Contact meContact me

carl.emery@postgrad.manchester.ac.uk

07852 192770 07852 192770

http://www.exploringwellbeing.co.ukhttp://www.exploringwellbeing.co.uk