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The Magic Key:
How do we support each and every student to find the Magic Key that unlocks their inherent ability to develop?
Debi Roberts MA Ed, UK, TOCFE, Hertfordshire County Council 2013
26-27 October 2013, Moscow
www.tocpractice.com
8th International Conference of the
TOC Practitioners Alliance - TOCPA
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Debi Roberts MA Ed.
Director of TOCFE UK
Head of Goldratt Social Applications
Educational author
Youth support officer in charge working with three local youth town councils.
Project Officer for Hertfordshire County Council
I have a Masters in Education specialising in emotional literacy in educational settings. I have worked with children and parents for nearly 20 years, predominantly looking at ways of supporting thinking skills and facilitating awareness of how emotions influence our thinking.
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Lev Vygotsky Galina Dolya
copy right Debi Roberts 2013
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1. Do your children bicker?
2. Does the prospect of a
long summer holiday
resolving their squabbles
fill you with dread?
3. Do you want your
children to learn how to
make responsible
choices, and resolved
conflicts peacefully?
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THE STORY OF TWO DONKEYS
Copyright Debi Roberts 2012
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copyright Debi Roberts MA Ed 2010
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d=Wants
b = Needs
a = Common objective
To eat Little Red Riding Hood
Not to be eaten by
the Big Bad Wolf
To stay alive
To eat a good meal
Do they share something they can
agree on?
wolf
Little Red Riding Hood
c = Needsd =Wants
Copyright Debi Roberts 2012
They share a desire to
live happily in the woods
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Jasmine, the Dried Mango and
the Big Bad Wolf
copyright Debi Roberts 2012
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Jasmine, the Dried Mango and
the Big Bad Wolf
copyright Debi Roberts 2012
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copyright Debi Roberts 2012
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Research conducted in the UK during
2009-2010 as part of the requirements
for an MA Ed asked....
Can an emotional literacy programme that includes
TOC thinking processes and story, enhance the emotional development of a
year five class group?copyright Debi Roberts 2010
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Why ask this question?
How are TOC thinking processes
relevant to emotional literacy skills?
copyright Debi Roberts 2010
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Research group 23 children aged 9-10 years (year 5 primary)
copyright Debi Roberts MA Ed 2010
9
12
1 1
Religion
no religionchristianjewishmuslim
1112
Gender
Female
Male
5
18
Free School Meals
YesNo
161111
1 11
EthnicityBritishIrishCaribbeanPolishSwedishNew ZealandGypsy RomanAsian
7
12
31
Family Position
First ChildSecond ChildThird ChildFourth Child
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copyright Debi Roberts MA Ed 2010
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An emotionally literate pupil has.
Empathy
Self-Motivation
Good self-awareness
Ability to manage relationships with others.
Able to manage emotions (self and others)
copyright Debi Roberts MA Ed 2010
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The overlap between critical
thinking and emotional literacy...
Monitor
emotional states
Analyse that
state and its
cause
However
this requires
Self reflection
Self monitoring
Thoughtful analysis
of links between life
events and emotional
states
Which is built
from Cognitive effort and efficiency
LANGUAGE to
articulate thought to
oneself and to others
Which requires
emotional literacy
copyright Debi Roberts 2010
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Symbiotic relationship between emotion
and cognition
Emotion
Language all effected by
Mirror neurons .
Cognition
copyright Debi Roberts 2010
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copyright Debi Roberts 2010
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copyright Debi Roberts 2010
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Emotional Feedback
Language Skills
Human Development
Cognition (problem solving)
copyright Debi Roberts 2010
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copyright Debi Roberts 2010
Alison Gopnik, The Philosophical Baby 2009
Young children have the innate ability to consider, what if ?
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I WANTI NEED
Do they have something in common that they both can agree on ?
To eat Little Red
Riding Hood
Not to be eaten by the Big Bad Wolf
To stay alive
To eat a good meal
To live happily in the woods
wolf
Little Red Riding Hood
THEY WANTTHEY NEED
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No words? No Problem!
eat a good meal
To live happily in the woods
the wolfneeds to To eat a
good meal the wolfmust
becauseWhat hadhe Assumed?.
copyright Debi Roberts 2012
(To live happily in
the woods together) (Eat a good meal)(eat LRRH)
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Win-win solutions
Can you imagine how severe the world must
seem if you believe that for someone to win, someone
else must lose? copyright Debi Roberts MA Ed 2010
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Win-win solutions
for me to win - you must lose
copyright Debi Roberts 2010
neither side has to lose. Both sides can in fact get what they need.
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copyright Debi Roberts 2012
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copyright Debi Roberts 2012
then this
If this
But also thisAnd this
Cause
Sufficiency reservation?
Entity reservation?
Predicted Effect?
Additional cause?
Categories of Legitimate Reservation
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Stress
This research highlights that children aged 10 attending regular school can routinely suffer high levels of stress.
It is very stressful when you feel judged, or when you judge yourself not to be doing well
copyright Debi Roberts 2010
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copyright Debi Roberts MA Ed 2010
hippocampus
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Using causality reservations to
critique each others work
Presenter Pick flowers take flowers to Reds house and say sorry
Objection from
students
No, Red and her mum wont open the door to the wolf
they will be too scared
Teacher Can you re phrase your objection so it becomes a
question?
Causality
Reservation
Do you think Red will be too scared to open the door to
the Wolf?
copyright Debi Roberts 2010
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Assessments Used
1. NFER Nelson: Emotional Literacy assessment. Southampton Psychology Services.
2. Researcher designed bespoke TOC Assessments
3. Goodmans: Strengths and Difficulties Questionnaire.
4. Walter Mackenzie: Multiple Intelligence assessment.
5. Chislett & Chapman Multiple Intelligence Assessment.
copyright Debi Roberts 2010
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Self Awareness
The quantitative data suggests this intervention had the greatest impact on self-awareness.
Self-awareness is recognised as the basis through which emotional literacy can flourish.
copyright Debi Roberts 2010
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A = Overall Stress
B = Hyperactivity and Attention Difficulties.
copyright Debi Roberts MA Ed 2010
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
A B
TeacherAssesment
StudentAssesment
Average Improvement from Pre-Post
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copyright Debi Roberts MA Ed 2010
0
5
10
15
20
25
30
35
A B
PupilTeacher
Perceived value of positive change after intervention by pupils and their teacher
Overall stress HyperactivityAnd Attention
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copyright Debi Roberts MA Ed 2010
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copyright Debi Roberts MA Ed 2010
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copyright Debi Roberts MA Ed 2010
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copyright Debi Roberts MA Ed 2010
UK Riots 7 Aug
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copyright Debi Roberts MA Ed 2010
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copyright Debi Roberts MA Ed 2010
0
5
10
15
20
25
30
35
A B
PupilTeacher
Perceived value of positive change after intervention by pupils and their teacher
Overall stress HyperactivityAnd Attention
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Qualitative Data from the staff.....
The content was stimulatingThe content was stimulatingThe content was stimulatingThe content was stimulating Our observations have been that
this intervention greatly supported
all of the children to manage their
behaviour and improve social skills
and interactions with others.
This programme is suited to whole class PSHE*
work especially with a challenging class.* Personal , social, health education
copyright Debi Roberts 2010
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copyright Debi Roberts MA Ed 2010
?
?
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copyright Debi Roberts MA Ed 2010