welcome! please complete the raffle challenge! write your name on a post-it and 6 things beginning...

Welcome!

Please complete the Raffle challenge!

Write your name on a post-it and 6 things beginning with S that you can wear on your feet.

Place your entry in the draw-box at the front.

Secondary SEAL awareness PPT 1

SEAL: What is it and why do we need it?


Check-in


What do we want children to be able to do?

In addition to good academic results, we all want children who ‘…..learn how to communicate their feelings, set themselves goals and work towards them, interact successfully with others, resolve conflicts peaceably, control their anger and negotiate their way through the many complex relationships in their lives today and tomorrow’. Adapted from Reva

Klein, Defying Disaffection.


What is SEAL?

A structured and progressive curricular and whole-school approach to helping children develop the social, emotional and behavioural skills that underpin effective learning, positive behaviour, relationships and success in its broadest sense.


6 key questions

• What skills does SEAL seek to develop?

• Why do we need to teach these skills?

• What are the benefits of SEAL for schools and children?

• How does SEAL develop these skills? An explicit curriculum within a whole-school approach

• Why does it have to be whole-school? How we learn social and emotional skills: The importance of reinforcement

• Where do we go from here?


What skills does SEAL aim to develop? The 50 learning outcomes

• Self-awareness + self-valuing• Managing feelings• Motivation

– Goal setting and achieving– Persistence and resilience– Responsibility and autonomy

• Empathy• Social skills

– Communication – Assertiveness– Problem-solving + conflict

management These are fundamental skills for personal and social development

AND for learning


Some examples: Self-awareness (and self-valuing)

2. I can identify my strengths and feel positive about them.


Managing Feelings

18. I have a range of strategies to reduce, mange or change strong and uncomfortable feelings such as anger, anxiety, stress, loss and jealousy.


Motivation

25. I can view errors as part of the normal learning process, and bounce back from disappointment or failure.


Empathy33. I can see the world from other people’s points of view…

“There's good news and bad news. The bad news is Neil will be taking over both branches and some of you will lose your jobs. On a more positive note the good news is I've been promoted - so every cloud... you're still thinking about the bad news aren’t you?”


Empathy 31. I can work out how people are feeling through their

words, body language, gestures, and tone.


Social skills

44. I can work and learn well in groups, taking on different roles, cooperating with others to achieve a joint outcome


Why do we need to teach these skills? 3 driving forces that won’t go away…

• Employers’ needs

• Changing society

• Links between learning, attainment and social and emotional skills

Employers are looking for more than just technical skills and knowledge of a degree discipline. They particularly value skills such as communication, team working and problem solving. Job applicants who can demonstrate that they have developed these skills will have a real advantage. Digby Jones, Director-General, Confederation of British Industry


A changing society A changing society – a

recognition that schools need to be part of the solution

1 in 10 young people between 5-15 suffers from a diagnosable mental health disorder (3 in every class) These children are more likely to have academic and interpersonal difficulties and to use drugs, alcohol and attempt suicide. (Green et al, 2005).

In a school of 1000 pupils this means:

• 50 with depression• 10 affected by eating disorders• 100 experiencing ‘significant

distress’• 10-20 with obsessive compulsive

disorder• 5-10 attempting suicide (

www.youngminds.org.uk)


http://www.youngminds.org.uk/

An unhappy society for our children

UNICEF (2007) • Child well-being across

21 industrialised countries, taking into account relative poverty, educational and health standards, sexual behaviour and relationships with friends and parents.

1. Netherlands 2. Sweden3. Denmark4. Finland5. Spain6. Switzerland7. Norway8. Italy9. Republic of Ireland10. Belgium11. Germany12. Canada13. Greece14. Poland15.Czech Republic16. France17. Portugal18. Austria19. Hungary20. United States21. United Kingdom!


Handout 1

Illustrating the pace of change…

Links between learning, attainment, social and emotional skills: The evidence

CASEL 2009A US meta-analysis across the

whole field summarized research on 207 SEL programmes. Suggested effective SEL programmes showed an 11% improvement in achievement tests, a 25% improvement in social and emotional skills and a 10% decrease in classroom misbehaviour, anxiety and depression

CAMBRIDGE UNIVERSITY 2009

Can EI predict differences in attainment and progress in secondary school?

Emotional intelligence has a significant and important effect on learning.

See also: • Izard 2001• Fleming et al 2005• Carneiro 2006• Wang et al 1997• Zins et al 2004


WIIFM? What do teachers say about how SEAL supports learning?

Learning from the SEAL pilot……..Better relationships between staff

and pupilsImproved ethos in tutor group More time for teaching and learning

- Reduced incidents – anger

managed - Increased responsibility for

managing peer disputes Motivation is higher - Students take more responsibility

for themselves,


What do teachers say about how SEAL supports learning?

More effective learning - Negative states managed and

positive learning states promoted internally

- Students keep going, managing frustrations and getting over disappointments more effectively (persistence and resilience)

Better management of social and emotional aspects of tasks

- Most tasks are failed as a result of the social and emotional demands of tasks than as a result of the cognitive demands.


What have these skills got to do with learning? A quick activity..

Work with someone you don’t know

• Partner A: Ask partner B to spell a difficult word

• Partner B: Ask partner A to answer a mental arithmetic problem (without writing it down)


The social and emotional demands of cognitive activities

Work with your partner again

• What feelings did you experience when tackling this task? How did you manage them?

• What social skills did you use in the discussion?

Point to ponder…Are there any sorts of learning tasks that do not require emotional management and/or social skills?


The 50 Learning Outcomes for SEAL

Look at the list of learning outcomes for SEAL.

Which did you use in this activity?

Points to ponder How might your school be different, if students had been taught (and used) the learning outcomes?How good are our own skills in these areas? Were we taught them?


SEAL ticks the boxes for…

• PSE frameworka (SEAL covers 75%) • Sex and Relationships Education

programme statutory for secondary schools – best practice for primary schools

• Rights to Action (7 Core Aims) Key headings for Children and Young Peoples Plans

• Welsh Network of Healthy Schools Scheme – a requirement for every school by 2010

• Estyn focus on emotional well-being



What are we already doing to teach and foster SEL?

Emotional literacy workRE PSHEE Circle TimeAssemblies Small group work Breakfast-clubs School council Peer mentoringActivity weeks- team buildingGolden rules/time Anti-

bullying work Parent work….

So…what can SEAL offer to help us to develop these skills ?

A structured and progressive approach/A framework…

Through direct teaching… Through an entitlement spiral

curriculum of explicit teaching and learning opportunities

Through a continuum of provision accessed according to need

And through reinforcement (the whole-school approach)

Through reinforcement across the curriculum

Through the ‘caught’ – ethos and environment (including staff behaviour)


A continuum of provision within a positive environment

Additional highly personalised interventions

Small-group intervention for children who need additional help

in developing skills, and for their families

Effective first teaching of social, emotional and behavioural skills to all children (across the curriculum)

Whole-school policies and practice.

EHWB

Staff skills and confidence

A SAFE ENVIRONMENT THAT MEETS OUR NEEDS

Family and community involvement


The importance of the family dimension

Children spend 1,200 hours of the year at school and up to 8,112 hours in the home….


Dear Mrs. Jones,

I wish to clarify that I am not now, nor have I ever been, an exotic dancer. I work at Home Depot and I told my daughter how hectic it was last week before the blizzard hit. I told her we sold out every single shovel we had, and then I found one more in the back room, and that several people were fighting over who would get it. Her picture doesn't show me dancing around a pole. It's supposed to depict me selling the last snow shovel we had at Home Depot.

From now on I will remember to check her homework more thoroughly before she turns it in.

Yours Sincerely,Mrs. Smith


welcome! please complete the raffle challenge! write your name on a post-it and 6 things beginning...

Documents

benefits of seal

seal aim

emotional skills

fundamental skills

behavioural skills

key questionswhat skills

viewtheres good news

bad news arent