Transcript Developing and reviewing your whole

Primary
National Strategy
Developing children’s social, emotional
and behavioural skills: a whole-school
approach
© Crown copyright 2005
Objectives
• To develop a shared understanding of what we
mean by social, emotional and behavioural skills
• To explore and reflect on how social, emotional
and behavioural skills link with learning
• To be familiar with the range of ways that schools
can develop children’s social, emotional and
behavioural skills using both the taught and
‘caught’ curriculum
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Principles
• Behaviour is contextual and interactive
• Children's behaviour is underpinned by the stage they
have reached in social and emotional development
• We cannot assume that children already have the skills
they need in order to manage their emotions and meet our
expectations about their behaviour
• Positive relationships with children and recognition and
reinforcement of appropriate behaviour are key to positive
behaviour and regular attendance
• The session will draw on participants’ own experience
• The session will use a solution-focused approach
Slide 1.2
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What social, emotional and behavioural
skills do we use in school?
Work with someone you do not know very well.
Spend 2 or 3 minutes compiling a list of the social,
emotional and behavioural skills that you need and
that are needed by the children you teach in a
typical school day. Record your list on the handout
provided.
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Waves model
Additional highly
personalised
interventions
Small-group intervention
for children who need additional
help in developing skills, and
for their families
Quality first teaching of social, emotional and
behavioural skills to all children; effective wholeschool or setting policies and frameworks for
promoting emotional health and wellbeing
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Categorising social, emotional
and behavioural skills
•
•
•
•
•
Self-awareness
Empathy
Managing feelings
Motivation
Social skills
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Reflecting on working with a
partner
As you were undertaking the activity:
• Were you concerned purely with the intellectual or
cognitive aspects of the task?
• What social aspects were involved?
• What feelings did you experience in doing the task and did
these affect how you did the task/how effective your
thinking was?
• How would the task have been different if you had been
working with someone you work with regularly on this kind
of task and know very well?
Slide 1.6
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Emotional and social links to
effective learning
It is difficult to:
• pay careful attention
• focus and concentrate on a difficult task
• generate lots of creative ideas
• work well in a group
• be motivated/interested
• overcome difficulties and keep going, despite frustration
if we are feeling:
• awkward
• cross
• frustrated
• anxious
• stressed
• embarrassed
• preoccupied
or
• unsure of the person/people we are working with
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Slide 1.7
We use social, emotional and
behavioural skills to:
• promote the state of mind that helps us to carry
out a task
• manage feelings of frustration and
disappointment and minimise uncomfortable
feelings that get in the way of learning
• overcome setbacks and practise persistence
• work supportively and effectively with others
Social and emotional factors are key aspects of
effective learning.
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The impact of developing social,
emotional and behavioural skills
Research shows that where schools foster children’s social,
emotional and behavioural skills the following are all
positively affected.
• Academic achievement
• Self-esteem
• Personal responsibility
• Tolerance of difference
• Workplace effectiveness
• Classroom/school behaviour
• Degree of inclusion
• Mental health
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Taught or caught?
There is a growing evidence base from research which
suggests that schools need to implement an explicit,
structured and progressive taught element if social,
emotional and behavioural skills are to be fostered in the
most effective way possible.
BUT such programmes
‘… will only work if they are congruent with what happens in
the rest of the school and if the rest of the school experience
is supportive … so that what happens outside the classroom
reinforces what happens in it. For example … teachers
themselves need to demonstrate the kind of respectful,
tolerant, warm and supportive behaviour they want pupils to
learn’.
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What to look for in a taught social,
emotional and behavioural skills
curriculum
Structure and content
• Spiral curriculum
• Explicit, clear learning intentions
• Cross-curricular reinforcement
• Consistency and shared practice and language across the school
• Whole-school tools
• Staff training
• Links with parents
Delivery and teaching strategies
• Range of teaching styles and strategies
• Participative and experiential activities to engage range of learning
styles
Generalisation
• Built-in opportunities for generalisation of learning and reinforcement
© Crown copyright 2005
Slide 1.11
What to look for in a taught social,
emotional and behavioural skills
curriculum
A universal entitlement curriculum is only part of a
continuum of support for children. There will still be
those who need additional, differentiated
opportunities to develop their skills in the context of
the work of the class as a whole.
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Emotional health and well-being
EMOTIONAL
HEALTH AND
WELL-BEING
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Conclusion
We have considered:
• what social, emotional and behavioural skills are (and a
model for categorising them)
• why we should promote them in schools
• ways in which we can foster their development, through:
– a taught curriculum
– an emotionally healthy environment, consistent with
the taught curriculum, in which children can safely
practise their skills
– a continuum of provision which begins with an
entitlement for all pupils, and offers differentiated
support to match need
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