Download - SEAL Some initial examples
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SEAL Some initial examples
• Outdoor play• Teacher collaborative groups• Whole class investigations• The Christchurch System• The first week residential for year 7
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The Social & Emotional Aspects of Learning
• Self-awareness•Knowing myself
•Understanding my feelings
• Managing feelings•Managing my expression of emotions
•Changing uncomfortable feelings and increasing pleasant feelings
The underpinning qualities and skills that help us to manage life and learning effectively:
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• Motivation• Working towards goals• Persistence, resilience and optimism• Evaluation and review
• Empathy• Understanding the thoughts and feelings of others• Valuing and supporting others
• Social skills• Building and maintaining relationships• Belonging to groups• Solving problems, including interpersonal ones
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SEAL underlies almost every aspect of life:
• Learning • Friendships • Resolving conflicts • Managing feelings• Recovering from setbacks• Working (and playing) co-operatively• Respecting other’s right to have beliefs and values that are different from our own
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Rener Associates
Emotional Flooding
Think
Feel
Think
Feel
Feel
ThinkEmotionally BalancedOptimum state for problemsolving, learning, choicemaking.
Emotionally Flooded
Rationally FloodedRener Associates
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RULES & CONSEQUENCES(SUPERNANNY)
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RULES & CONSEQUENCES(SUPERNANNY)
CONFRONT &CONTRACT(STUDENT VOICE)
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RELATIONSHIPS& LISTENING
BUDDY SCHEMES(RESTORATIVE JUSTICE)
CONFRONT &CONTRACT(STUDENT VOICE)
RULES & CONSEQUENCES(SUPERNANNY)
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IF YOUR SCHOOL HAD BECOME AS EMOTIONALLY & SOCIALLY SUPPORTIVE AS POSSIBLE – WHAT WOULD BE HAPPENING?
Step One
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What else is Good SEAL?
• Circle Time• Student observation of lessons and feedback• Buddy Systems• Teaching emotional language• Joint planning and evaluating
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Primary SEAL Themes
• New beginnings
• Getting on and falling out
• Going for goals
• Good to be me
• Relationships
• Changes
• Say no to bullying
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What are the key elements ofSecondary SEAL?• a whole-school approach to creating the climateand conditions that implicitly promote, reinforce andconsolidate the social and emotional skills;• focused learning opportunities (during tutor time,across the curriculum, in focus groups and outsideformal lessons);• learning and teaching approaches that support pupilsto learn social and emotional skills and consolidatethose already learnt;• continuing professional development for the wholestaff of a school.
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IF YOUR PREVIOUS VISION WAS 10 – WHERE IS YOUR SCHOOL/CLASS -ROOM ON A SCALE OF 1 – 10?
STEP TWO
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Some familiar ground• We are already familiar with a number of initiatives• AFL• Circle Time• PSHE• Pupil Voice• Philosophy• ECM• Teaching trios• Cooperative Approaches to Discipline• Positive tutorial work• Citzenship
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Specificity
• Each of these has been developed with specific areas in mind. For example....
• AFL focused on learning theory and the idea of encouragement
• Circle Time focussed on using the power of the group for modelling and discussing social behaviour
• Social skills training focussed on proving social skills that children may have missed out on at home
• Pupil voice has developed around the idea of children’s rights
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Reactions
• What might your colleagues think?• What are the advantages of students learning
such skills?• How much curriculum time do you think
should be spent on social and emotional skills?
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WHAT STOPS YOU BEING AT ZERO? WHAT DO YOU ALREADY HAVE IN PLACE FOR STUDENTS, TEACHERS AND PARENTS?
STEP THREE
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Some familiar terrain
• National permissions• Leadership• Unity• Resources• Planning• Competing Alternatives
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WHAT SMALL ACHIEVABLE STEPS MIGHT YOU TAKE FIRST?
STEP FOUR
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