SEAL Some initial examples

SEAL Some initial examples

• Outdoor play• Teacher collaborative groups• Whole class investigations• The Christchurch System• The first week residential for year 7

The Social & Emotional Aspects of Learning

• Self-awareness•Knowing myself

•Understanding my feelings

• Managing feelings•Managing my expression of emotions

•Changing uncomfortable feelings and increasing pleasant feelings

The underpinning qualities and skills that help us to manage life and learning effectively:

• Motivation• Working towards goals• Persistence, resilience and optimism• Evaluation and review

• Empathy• Understanding the thoughts and feelings of others• Valuing and supporting others

• Social skills• Building and maintaining relationships• Belonging to groups• Solving problems, including interpersonal ones

SEAL underlies almost every aspect of life:

• Learning • Friendships • Resolving conflicts • Managing feelings• Recovering from setbacks• Working (and playing) co-operatively• Respecting other’s right to have beliefs and values that are different from our own

Rener Associates

Emotional Flooding

Think

Feel

Think

Feel

Feel

ThinkEmotionally BalancedOptimum state for problemsolving, learning, choicemaking.

Emotionally Flooded

Rationally FloodedRener Associates

RULES & CONSEQUENCES(SUPERNANNY)

RULES & CONSEQUENCES(SUPERNANNY)

CONFRONT &CONTRACT(STUDENT VOICE)

RELATIONSHIPS& LISTENING

BUDDY SCHEMES(RESTORATIVE JUSTICE)

CONFRONT &CONTRACT(STUDENT VOICE)

RULES & CONSEQUENCES(SUPERNANNY)

IF YOUR SCHOOL HAD BECOME AS EMOTIONALLY & SOCIALLY SUPPORTIVE AS POSSIBLE – WHAT WOULD BE HAPPENING?

Step One

What else is Good SEAL?

• Circle Time• Student observation of lessons and feedback• Buddy Systems• Teaching emotional language• Joint planning and evaluating

Primary SEAL Themes

• New beginnings

• Getting on and falling out

• Going for goals

• Good to be me

• Relationships

• Changes

• Say no to bullying

What are the key elements ofSecondary SEAL?• a whole-school approach to creating the climateand conditions that implicitly promote, reinforce andconsolidate the social and emotional skills;• focused learning opportunities (during tutor time,across the curriculum, in focus groups and outsideformal lessons);• learning and teaching approaches that support pupilsto learn social and emotional skills and consolidatethose already learnt;• continuing professional development for the wholestaff of a school.

IF YOUR PREVIOUS VISION WAS 10 – WHERE IS YOUR SCHOOL/CLASS -ROOM ON A SCALE OF 1 – 10?

STEP TWO

Some familiar ground• We are already familiar with a number of initiatives• AFL• Circle Time• PSHE• Pupil Voice• Philosophy• ECM• Teaching trios• Cooperative Approaches to Discipline• Positive tutorial work• Citzenship

Specificity

• Each of these has been developed with specific areas in mind. For example....

• AFL focused on learning theory and the idea of encouragement

• Circle Time focussed on using the power of the group for modelling and discussing social behaviour

• Social skills training focussed on proving social skills that children may have missed out on at home

• Pupil voice has developed around the idea of children’s rights

Reactions

• What might your colleagues think?• What are the advantages of students learning

such skills?• How much curriculum time do you think

should be spent on social and emotional skills?

WHAT STOPS YOU BEING AT ZERO? WHAT DO YOU ALREADY HAVE IN PLACE FOR STUDENTS, TEACHERS AND PARENTS?

STEP THREE

Some familiar terrain

• National permissions• Leadership• Unity• Resources• Planning• Competing Alternatives

WHAT SMALL ACHIEVABLE STEPS MIGHT YOU TAKE FIRST?

STEP FOUR

HTTP://WWW.BANDAPILOT.ORG.UK/