Transcript School self-evaluation: behaviour and attendance

Social & Emotional
Aspects of Learning
Theme: Good to be me
How is it used?
 Theme for half term that involves the whole school
community
 Theme and materials introduced in staff meeting
 Initial assembly from theme overview
 Curriculum work at different levels
 Celebration assembly
 Follow up staff meeting review and sharing of
practice
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Good to be me
This theme is the first of two focusing on feelings. It
explores feelings in the context of the child as an
individual, developing self awareness and helping the
child to realise that it really is ‘Good to be me’
It focuses on developing children’s knowledge,
understanding and skills in three key social and
emotional aspects of learning;
Self-awareness
Managing feelings
Behaviour & Attendance Strategy for
Manchester
Empathy
Children’s Services
Key ideas and concepts of this theme
 Building emotional resilience
Children need to become resilient if they are to be
healthy and effective as life long learners.
 Coping with anxiety and worry
Worry and anxiety are major features in many children’s
lives. Many children have good reasons to be anxious.
Explaining worries is important.
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Key ideas and concepts of this theme
 Calming down
Although stressed, anxious or angry are important and
useful emotions, sometimes these feelings can be
overwhelming.
 Assertiveness
The theme encourages children to become assertive –
that is, able to recognise and stand up for their rights
while recognising and respecting the rights of others.
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Further support
A good starting point for work within this theme is to
be found in the booklets Conditions for learning
[pages 38-45] and Learning to learn: progression in
the key skills [pages 14-25] from Excellence and
Enjoyment: learning and teaching in the primary
years [DfES 0518-2004G]
Another useful resource is the ‘Importance of
emotions in the classroom’ a session from the
Primary Behaviour and Attendance professional
development materials [DfES 1745-2005PD5-EN]
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Whole school focus
 Using the schools usual means of celebration
(praise, notes to the child and parent/carers,
certificates, peer nominations, etc.) to notice and
celebrate children (or adults) who were observed;
Week 1: Doing something to be proud of
Week 2: Responding in an assertive way
Week 3: Helping someone with a worry
Week 4: Stopping and thinking when they are angry
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 1: Understanding emotions
In pairs, using resource
sheet 1 thought shower
what threats, real or
imagined, children
might experience in the
classroom or around
school, e.g. fear of
getting things wrong?
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 2: Understanding emotions –
Read resource sheet 2, Fight
or flight which explains in
simple terms the idea that
human beings were once
involved in a dangerous world
where it was essential to have
a ‘rapid response system’ [the
emotional brain] that could
respond very quickly to threat
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 3: Understanding emotions –
 Nowadays the world is not so dangerous but our
behaviour is still often influenced by this rapid response
system when we feel threatened.
Does this help you
Consider the following questions;
explain the
behaviour of any of
Can you think of
the children in your
a time when this
class or school?
applied to you?
Now, in your groups, consider how the threats that the children
perceive or experience might be reduced. Use resource sheet 3 to
record ways to address and reduce these threats. You could try out
your ideas in the classroom and across the school.
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 4: Understanding emotions
Read the story
about Paul on
resource sheet 4
[from the Green
set; Year 5]
Discuss in pairs
why Paul hit his
brother even
though he loved
him very much
and didn’t want
to hurt him?
One explanation is that he was reacting with his rapid
response system – his emotional brain which responds
more quickly than the thinking brain
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 5: Understanding emotions
Now read Maggie’s
story resource sheet 5
[from the Green set;
Year 5]
In your groups, using
resource sheet 6, thought
shower the words that
describe the emotions Maggie
felt in the story and try to
agree why Maggie responded
in this way, even though when
she had calmed down she
knew it was wrong.
One explanation is that she was becoming increasingly
emotionally aroused and probably wasn’t even aware of
what was happening as the thinking part of her brain was
overwhelmed by the emotional part.
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 6: Understanding emotions
As a group first read Sam’s story and then Peter’s story,
resource sheet 7 [from the Purple set]
Discuss and show, using the emotional barometer, how Sam
and Peter might be feeling, as you read each story
Using resource
sheet 8, consider
the questions and
offer some
strategies to
help?
SAD
Behaviour & Attendance Strategy for
Manchester
Agree to
implement some
of the strategies
you suggest. Try
them out and
review their
success.
Children’s Services
Activity 7: Understanding emotions
Look at the graphs on the resource
sheet 9, Overwhelmed by emotions
[from the Green set; Year 6]
In pairs think of a scenario to go
with each of the graphs
In groups discuss what are the implications for your school
if takes at least an hour for a child or adult to calm down
after they have been overwhelmed by emotions?
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 8: Relaxation
When I am stressed
Write down the ways
your group can think
of to relax, one idea
on each post-it note
I calm down by …
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 9: Relaxation
The SEAL materials are based on the idea that there are
three key ways of calming down;
• Distraction
By moving to a new place away from whatever is causing
the stress or by doing something entirely different
• Exercise
• Relaxation
Put your ideas into these
three categories
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 10 : Relaxation
Are you sitting comfortably …?
… then let’s relax!
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Relaxation
Other ideas:
• Invite someone in school to help
you relax; ideas might include, for
example, Indian head massage or
aromatherapy
• Alternatively you could use a
visualisation as a staff group; an
example is in your pack
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Relaxation
Further support / resources
• A programme of support based on relaxation and guided
visualisation is available to schools from the Diversity &
Inclusion Team
• Classroom resources are available from;
www.relaxkids.com
A free relaxation exercise available to download is if you sign
up on the web site
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 11: Assertiveness
Read the story of Lion,
Mouse, Fox and Human
resource sheet 10 [from
Yellow set; Year 3]
Work as a group to agree
the moral of the story
Then using resource sheet
11 list the strategies that
human used to successfully
resolve the situation
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 12: Assertiveness
Now read
Faye’s story,
resource sheet
13 [from
Purple set]
Look at the
Assertiveness
poster,
resource
sheet 12
In pairs, using the poster and the learning from the story,
think about how Faye might respond in each of the roles
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Assertiveness
What sort of person are you?
Timid or
whiney like
Mouse?
Aggressive
like Lion?
Sneaky like
Fox?
Assertive
like Human?
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 13: Assertiveness
Reflect on the key points
you have learnt in this
activity
Now in pairs write an
assertive script, using
resource sheet 14, to
use in the classroom or
playground. This might
be when a child is
reluctant to carry out an
instruction. Use the
script in class and
report back to others
how well it worked
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Worrying
In the SEAL materials worrying is defined as when our
thoughts get stuck in a cycle of unproductive thought
and we are unable to break out into more productive
problem solving.
Having a problem
becomes a worry when we
don’t think about the
solution but repeatedly
think of the problem and
the possible negative
outcomes.
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Worrying
You might wish to
start to think about
worrying by reading
The Huge Bag of
Worries by Virginia
Ironside
[Hodder Wayland
ISBN 075002 1241]
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 14: Worrying
Think about these questions;
What is
your worry?
Do you
ever
worry?
What worrying
thoughts go with
your worry?
If you are happy to do
so, share your worry
with a partner
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 15: Worrying
In your groups use ‘Wormwart’s cure for worrying’ resource
sheet 15 [from Green set; Year 6] to solve this example of a
worry, or use a worry of your own if you prefer. You can record
your ideas on resource sheet 16.
I worry when my daughter
goes out late at night. I
worry in case she is
attacked on her way
home.
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 16: Worrying
Catch that worry
…. I am feeling
worried
Have a good look and check that it is a ‘Useless Worry
and not a Useful Thought’ … a useless worry - she is
21, it is only 11 o’clock, she is out and I can’t do anything
about it
Last time things were OK … she
often goes out until this time, she has
always been OK before
That is really rare …
not many people get
attacked around here
That isn’t true because … she is
sensible and will get a lift with her
friends. She knows to phone me if
she’s stuck without a lift
You don’t get …
attacked when you are with a group
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 17: Worrying
In pairs discuss these questions, you can record your
answers on resource sheet 17
I’m no good at
What do you think the children in
maths
your class / school worry about?
How might you help them
turn their worries into
‘useful thoughts’?
Set up a
worry box or
jar in your
classroom
As a staff consider how children are
supported when they are worried.
What else might you be able to do?
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Activity 18: Building emotional
resilience
Emotional resilience rests on many factors that
include;
 Feelings of self worth
 Feelings of competence
 Learned optimism
In your groups consider each of the
factors and suggest things that you
can put into place, or make more
effective, in the classroom and around
school . Use resource sheet 18 to
record your ideas
 Feelings of autonomy
 The ability to bounce back in the event of failure
 The ability to take sensible risks
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Planning
 Consider how you might deliver these
sessions and any resources you would need
 In your groups, look through the ‘Good to be
me’ theme and choose activities, for your age
group, for the next half term
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Questions
? ? ?
? ?
Behaviour & Attendance Strategy for
Manchester
Children’s Services
Evaluation
Please complete an
evaluation sheet
Behaviour & Attendance Strategy for
Manchester
Children’s Services