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

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Secondary SEAL awareness PPT 1
SEAL: What is it and why do we need it?
Secondary SEAL awareness PPT 1
Check-in
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Secondary SEAL awareness PPT 1
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.
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What is SEAL?
A structured and
progressive
curricular and wholeschool approach to
helping children
develop the social,
emotional and
behavioural skills
that underpin
effective learning,
positive behaviour,
relationships and
success in its
broadest sense.
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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 wholeschool? How we learn social and
emotional skills: The importance
of reinforcement
• Where do we go from here?
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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
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Some examples:
Self-awareness (and self-valuing)
2. I can identify my
strengths and feel
positive about
them.
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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.
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Motivation
25. I can view errors as part
of the normal learning
process, and bounce
back from
disappointment or
failure.
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Empathy
33. 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?”
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Empathy
31. I can work out how people are feeling through their
words, body language, gestures, and tone.
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Social skills
44. I can work and learn well in
groups, taking on different
roles, cooperating with others
to achieve a joint outcome
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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
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A changing society
 A changing society – a recognition
that schools need to be part of
the solution
In a school of 1000 pupils this
means:
 1 in 10 young people between 515 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).
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• 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)
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.
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1. Netherlands
2. Sweden
3. Denmark
4. Finland
5. Spain
6. Switzerland
7. Norway
8. Italy
9. Republic of Ireland
10. Belgium
11. Germany
12. Canada
13. Greece
14. Poland
15.Czech Republic
16. France
17. Portugal
18. Austria
19. Hungary
20. United States
21. United Kingdom!
Illustrating the pace of change…
Handout 1
Links between learning, attainment,
social and emotional skills: The evidence
CASEL 2009
A 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
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WIIFM? What do teachers say about
how SEAL supports learning?
Learning from the SEAL pilot……..
Better relationships between staff
and pupils
Improved 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,
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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.
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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)
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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?
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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?
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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
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What are we already doing to teach and
foster SEL?
Emotional literacy work
RE PSHEE Circle Time
Assemblies Small group work
Breakfast-clubs School council
Peer mentoring
Activity weeks- team building
Golden rules/time Antibullying work
Parent work….
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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)
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A continuum of provision within a
positive environment
Whole-school
policies and
practice.
Family and
community
involvement
EHWB
Additional highly
personalised
interventions
Staff skills and
confidence
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)
A SAFE ENVIRONMENT
THAT MEETS OUR NEEDS
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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….
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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
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