Transcript Extended Writing - Surrey Healthy Schools

Social and Emotional Aspects
of Learning (SEAL) Making it a success
Felicity Lettington – Four S Associate
National Behaviour and Attendance Strategy
Aim and Objectives
To introduce SEAL
• To know that SEAL starts with staff
• A whole school approach
• To understand that every area of school life can
be an opportunity to develop SEAL skills
• To explore how this can be done across the
curriculum and share your implementation ideas
• To feel more confident about putting SEAL into
practice
What is SEAL?
Secondary SEAL is a comprehensive
approach to promoting in schools the
social and emotional skills that underpin:
effective learning, positive behaviour,
emotional health and well-being.
SEAL is based on the notion that these skills
will be most effectively learned when:
A whole school approach is adopted.
SEAL Principles
Young people 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
Kevin Brennan (Parliamentary Under Secretary of
State DCSF)- says:
“SEAL is deeper than examination results, and
can really make a difference to achievement. It
contributes to the whole ethos of the school.
300 secondary schools are to become beacons of
good practice – there will be £10 million each year
until 2011 to support this.
It is not a quick fix – it needs to be a gradual
change and it will take time to embed fully.
David Moore HMI Ofsted, says
“Structure liberates”
Ofsted evidence reports not on how ‘fluffy and
nice’ a school is, but on how ‘outstanding the
classroom/learning environment is’.
All staff therefore must be FULLY on board
SEAL must be linked to the SDP and schools need
to revisit their core values and ethos.
SEAL is not about doing – but engaging, therefore,
monitoring and evaluation must be integral as:
Schools will need to identify in their SEF the
impact SEAL is having in the school and
demonstrate this in relation to the ECM criteria.
Why are these central to school
improvement?
Overwhelming evidence demonstrates that welldesigned programmes to promote social and
emotional skills result in:
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Lower levels in stress and anxiety
Better academic results for all pupils and schools
More effective learning
Higher motivation
Better behaviour
Improved school attendance
More responsible pupils, better able to positively
contribute to society
• Higher morale, performance and retention of staff
• A more positive school ethos
Social and Emotional Aspects of
Learning
Self awareness
•Knowing myself
•Understanding my
feelings
Social and Emotional Aspects of
Learning
Managing my feelings
•Managing my expression
of emotions
•Changing uncomfortable
feelings and increasing
pleasant feelings
Social and Emotional Aspects of
Learning
Motivation
•Working towards goals
•Persistence, resilience
and optimism
•Evaluation and review
Social and Emotional Aspects of
Learning
Empathy
•Understanding other’s
thoughts and feelings
•Valuing and
supporting others
Social and Emotional Aspects of
Learning
Empathy
•Understanding other’s
thoughts and feelings
•Valuing and
supporting others
Social and Emotional Aspects of
Learning
Which SEAL skills did you use
today?
WHY SEAL?
Because:
‘Every teacher
knows that, to
learn successfully,
young people must
feel happy and
secure within the
school
environment.’
Hellaby, L. ‘Walking the Talk…’ (London, Fulton
2004)
Achievement and Emotions….
Because ‘Students who are
anxious, angry or depressed can’t
learn…’
‘…young people in these
states cannot take in
information efficiently or deal
with it well…’
Goleman, D. Emotional Intelligence (New York: Bantam Books, 1995)
Percentage of eleven to fifteen year olds who agree:
“Most students in my class are kind and helpful.”
• Switzerland
81
• Sweden
77
• Germany
76
• Denmark
73
• France
54
• United States
53
• Russia
46
• England
43
Richard Layard ‘Happiness - Lessons from a New Science’
2005
Managing behaviour
Whole school ethos
Management style
Department style
Curriculum development link with behaviour
Individual relationships
Class character
Individual pupils
What is the difference between
SEAL and EHWB?
• Emotional Health and Well-being is a state.
• Social and emotional skills are the skills
people need to take a full and active part in
life.
• They need these skills to ensure that they
remain emotionally healthy.
• It is only possible to learn if we have a
reasonable level of emotional health and
well-being.
Comprehensive whole school approach
Is a model in which:
Every subject explicitly identifies the SEAL
skills in their scheme of work, to provide:
Direct and focused whole class/group
learning opportunities:
(tutor time, across curriculum and outside
formal lessons)
Teaching and learning approaches that
support the acquisition and consolidation
of social and emotional skills
Whole staff engagement in continuing
professional development
Whole school approach to the
introduction of themes
 Staff meetings - to focus
 Assembly - to introduce
 Tutor groups - to develop
 PSHE to establish
 Across the curriculum/extra curricula
activities - to enhance
 Across the school - to embed
Let’s Get Moving……
How well do you know the people with
whom you work?
MINGLE BINGO!
Find someone who…
1. Joined your
2. Has recently
organisation
read a good
2007 - what was
book
their experience
of being new?
3. Has recently seen a
good play or film
4. Has recently
been dancing
5. Enjoys singing
6. Joined your
organisation 2006 what support was
useful and what could
have been added?
7. Has had a
massage
8. Has recently
9. Has recently done
cooked a meal
some enjoyable
exercise
for friends
SEAL impacts on…
• Academic achievement
• Self-esteem
• Personal responsibility
• Tolerance of difference
• Workplace effectiveness
• Classroom and school behaviour
• Inclusion
• Emotional health
Maslow’s hierarchy of needs
Self-actualisation
Self-esteem
Love, affection and belonging
Safety
Physiological or survival needs
Social and emotional aspects of learning (adapted
from Goleman)
Thinking Skills
SEAL Focus
•Reasoning
•Evaluation
•Creativity
•Enquiry
•Problem solving
•Information processing
•Self-awareness
•Managing feelings
•Motivation
•Empathy
•Social skills
Developing Thinking Skills at Key
Daniel Golman - Emotional
Intelligence (1995)
Stage 3
Creating a Positive Learning
Environment for all
Factors that make up the learning environment
• Physical
• Relationships
• Structures and expectations
• Language and communication
Self-awareness of stress points
What are your key stress times/places?
Discuss/jot down key times of the day that are
stressful for you.
E.g. inability to get a comfort break, blood sugar
level, dehydration, unprepared lesson…
Awareness of stress points
Teaching staff
Support staff
Pupils
Hain Ginott noted:
‘As a teacher, I possess a tremendous power to
make a [pupil]’s life miserable or joyous. I can be
a tool of torture or an instrument of inspiration. I
can humiliate or humour, hurt or heal.
In all situations, it is my response that decides
whether a crisis will be escalated or deescalated and a [young person] humanised or
de-humanised.
‘I’ve come to a frightening conclusion: that I am the
decisive element in my classroom. It’s my
personal approach that creates the climate. It’s
my daily mood that makes the weather’.
Staff social and emotional skills
Consider these examples from an SE Inventory:
Managing feelings “I have good strategies to help me cope when I get
angry”
Motivation “When I am faced with a difficult challenge I
generally rise to it”
Empathy “I care what happens to people”
What is a SEAL lesson?
Teaching in the style of SEAL- every lesson is a
SEAL lesson when staff:
• are aware of their power and the responsibilities
that this confers
• strive to create a safe teaching and learning
environment
• plan lessons/learning opportunities with SEAL
outcomes
• model SEAL behaviour i.e. explicitly
demonstrate emotionally intelligent behaviour
• recognise and praise appropriate behaviour
SEAL: the materials
• Website: www.bandapilot.org.uk
• Guidance booklet
• CD-ROM
• Online resources (850 pages)
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Staff development activities and further reading
Topics for profiling, monitoring and evaluation
Case studies
Year 7/8/9 resource
Anti-bullying resource
Theme 1
A Place to Learn (self-aware)
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Belonging
Feeling new
Our human needs
Threats
Change
Theme 2
Learning to be Together (social skills and
empathy)
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Listening skills
Conflict resolution
Peaceful problem-solving
Empathy
Theme 3
Keep on Learning (motivation)
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Planning to reach your goal
Locus of control
What’s my style?
It’s up to me
Internal motivation
Encouraging self-motivation
Theme 4
Learning About Me (managing feelings)
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Understanding emotions
How do our brains work?
Calming down when our emotions take over
Feelings, mood, temperament
The basic emotions
Positive self talk
Key areas which relate closely to SEAL
• Behaviour & Attendance Core Day 1-3: useful start points
• Emotional Health and Well-being (Behaviour & Attendance
Core Day 4)
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Bullying/violence/anti-racism/diversity Guidance
Inclusion - SEAL skills create inclusive learning environment
Personalised Learning
Assessment for Learning
Pedagogy and Practice: Teaching and Learning in
Secondary School
PSHE - SEAL skills are a key component
National Healthy Schools Programme
Every Child Matters Agenda
Leading in Learning and Developing Thinking Skills at
Key Stage 3
The real reason we are in education is
to have a significant impact on the
whole development of the young
person - isn’t it?
SEAL is concerned with the whole
person and that includes you.