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Primary National Strategy The importance of emotions in the classroom © Crown Copyright 2005 Objectives To provide opportunities: • to reflect and deepen understanding about emotions • to explore how the emotions of adults in the classroom impact upon children’s emotions, behaviour, attendance and learning • to develop strategies for managing emotions (both our own and those of children) within the learning environment Slide 1.1 © Crown copyright 2005 Principles • The more adults can be aware of and manage their own emotional responses to inappropriate behaviour, the more likely they are to be able to maintain a calm classroom • Children’s behaviour is underpinned by the stage they have reached in social and emotional development, the level of skills they have in this area, and their emotional well-being, in interaction with the social, emotional and physical environment • There is a need to take active steps to develop children’s social, emotional and behavioural skills • Positive relationships with children are the key to positive behaviour and regular attendance • We need in these sessions to draw on each other’s experience Slide 1.2 © Crown copyright 2005 Waves model - behaviour 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 Slide 1.3 © Crown copyright 2005 The learning cycle Unconsciously incompetent Unconsciously competent Consciously incompetent Consciously competent Slide 1.4 © Crown copyright 2005 The links between emotions and learning Slide 1.5 © Crown copyright 2005 Thinking about our feelings In pairs: • think of a time when you have believed you weren’t valued and didn’t belong • talk about how you felt at that time In squares (two pairs): • write words in the centre of the page to describe your feelings • illustrate the way you behave when you have those feelings Slide 1.6 © Crown copyright 2005 Our response to threat THREAT Slide 1.7 © Crown copyright 2005 Feelings/emotions happiness sadness disgust surprise panic fear anxiety anger Slide 1.8 © Crown copyright 2005 Fight or flight? ‘thinking part of brain’ ‘feeling part of brain’ Slide 1.9 © Crown copyright 2005 Fight or flight? ‘thinking part of brain’ ‘feeling part of brain’ Quick Response: Fight or Flight Slide 1.9 © Crown copyright 2005 Fight or flight? ‘thinking part of brain’ ‘feeling part of brain’ Quick Response: Fight or Flight Slide 1.9 © Crown copyright 2005 Overwhelmed by emotions Thinking part of brain Emotional part of brain Slide 1.10 © Crown copyright 2005 Overwhelmed by emotions irritable Slide 1.10 © Crown copyright 2005 Overwhelmed by emotions irritable Slide 1.10 © Crown copyright 2005 Overwhelmed by emotions Interprets everything negatively Slide 1.10 © Crown copyright 2005 Overwhelmed by emotions Overwhelmed by emotions Slide 1.10 © Crown copyright 2005 Calming down Relax, distract or exercise Slide 1.11 © Crown copyright 2005 The assault cycle Trigger phase Escalation phase Crisis phase Recovery phase Depression phase Possible additional assaults Baseline behaviour Slide 1.12 © Crown copyright 2005 Teaching about emotions Label feelings Recognise feelings Acknowledge feelings Manage feelings Think about feelings and what to do about them Slide 1.13 © Crown copyright 2005 Peter In pairs: • discuss how Peter (the teacher) might feel at different points in the story • identify five classroom-based strategies that Peter could plan to ensure that a similar incident does not occur again if he has a bad morning Slide 1.14 © Crown copyright 2005 We have covered: • the importance of emotions in the classroom and their links with learning, behaviour and attendance • four key concepts about emotions • some ways of helping children to manage their emotions effectively, and of managing our own Slide 1.15 © Crown copyright 2005 Crown copyright statement The content of this presentation may be reproduced free of charge by schools, local education authorities and ITT providers, provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to HMSO for a core licence. The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. Applications to reproduce the material from this publication should be addressed to: HMSO, The Licensing Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQ Fax: 01603 723000 e-mail: [email protected] Slide 1.16 © Crown copyright 2005