Learning Behaviour Session 3 SEAL - Learning and teaching how to behave

1. Learning Behaviour Session 3SEAL - Learning and teaching how to behave 1 Suggestions The Notes for Tutors included with these slides are only suggestions and the slides provide only the skeleton for a presentation. The slide content should provide you with the opportunity to illustrate and embellish the presentation with anecdotes, examples and instances that bring the story to life The timings given may seem overly precise. That is not the intention. They are for general guidance only so that at any time you can look to see whether or not you will are roughly ion track to complete the presentation within the 60 minutes allowed Suggestions The Notes for Tutors included with these slides are only suggestions and the slides provide only the skeleton for a presentation. The slide content should provide you with the opportunity to illustrate and embellish the presentation with anecdotes, examples and instances that bring the story to life The timings given may seem overly precise. That is not the intention. They are for general guidance only so that at any time you can look to see whether or not you will are roughly ion track to complete the presentation within the 60 minutes allowed

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3. The New Primary Curriculum  Personal & Emotional Development Children learn how to: identify their strengths and areas for development, reflecting on the significance of their learning manage their feelings using appropriate strategies, becoming increasingly aware of their own and others' feelings reflect on past achievements and experiences to manage future learning and behaviour set goals for their personal development and learning, and work towards them work independently, knowing when to seek help, dealing with pressures and deadlines develop control over their physical skills and movements in a range of contexts with dexterity and confidence. 3 This slide is animated Suggestions: The New national Curriculum is mandatory from 20011 You could point out the increased prominence of personal and emotional skills - 1/6 of Essentials for Learning and Life (along with Literacy, Numeracy, ICT Skills, Learning and Thinking Skills and Social Skills) This is what the guidance says about the focus for Personal and Emotional Development:“Children take responsibility for their own learning and show initiative, perseverance and a commitment to self-improvement. They recognise that achievement builds self-confidence and resilience, enabling them to deal positively with praise and constructive criticism.” You could highlight the Emotional elements that will contribute to the development of the 3 relationships (with Self, Others and the Curriculum) in the Learning Behaviour model. E.g “identify strengths” – relationship with self and “reflecting on the significance of their learning” – relationship with the curriculum. This slide is animated Suggestions: The New national Curriculum is mandatory from 20011 You could point out the increased prominence of personal and emotional skills - 1/6 of Essentials for Learning and Life (along with Literacy, Numeracy, ICT Skills, Learning and Thinking Skills and Social Skills) This is what the guidance says about the focus for Personal and Emotional Development:“Children take responsibility for their own learning and show initiative, perseverance and a commitment to self-improvement. They recognise that achievement builds self-confidence and resilience, enabling them to deal positively with praise and constructive criticism.” You could highlight the Emotional elements that will contribute to the development of the 3 relationships (with Self, Others and the Curriculum) in the Learning Behaviour model. E.g “identify strengths” – relationship with self and “reflecting on the significance of their learning” – relationship with the curriculum.

4. The New Primary Curriculum Social Development Children learn how to: listen and respond appropriately to a wide range of people, showing empathy and understanding, and having the confidence to raise their concerns adapt their behaviour to suit different situations work collaboratively towards common goals take turns and share as appropriate, stating their own views and needs negotiate, respecting others’ rights and responsibilities, and use strategies to resolve disputes and conflicts give constructive support and feedback to benefit others as well as themselves 4 Suggestions Social Development is a further 1/6 of the Essentials for Learning and Life – and even more dependent on Learning Behaviour skills and relationships The relationships here are predominantly, but not exclusively relationships with others This is what it says about the focus for Social Development: “Children develop the skills to work well with other people. They are responsible and adaptable and anticipate others’ views and feelings. They appreciate the value of rules for working together, and play an active part in group and classroom activities.”Suggestions Social Development is a further 1/6 of the Essentials for Learning and Life – and even more dependent on Learning Behaviour skills and relationships The relationships here are predominantly, but not exclusively relationships with others This is what it says about the focus for Social Development: “Children develop the skills to work well with other people. They are responsible and adaptable and anticipate others’ views and feelings. They appreciate the value of rules for working together, and play an active part in group and classroom activities.”

5. Learning how to behave - SEAL Originated as SEBS – Social Emotional and Behavioural Skills. Foundation Stage, Primary and Secondary SEAL – delivers the Personal Emotional and Social Aims to develop the underpinning qualities and skills that help promote positive behaviour and effective learning. 7 Themes revisited each year for 1 week with an assembly story followed by activities in the week for each year group + displays etc. Extensive and imaginative materials include a parent booklet and a staffroom pack – everyone is included! 5 Time Check – c10 Minutes in Suggestions SEAL in a Nutshell: - Note: It will help if you have the SEAL lunchbox to show ( but not in any detail – yet) Origin: SEAL was developed between 2003 – 2005, (originally as SEBS ) in over 500 schools taking part in the Primary National Strategy’s Behaviour and Attendance pilot. It is now the key element of the PNS’s Behaviour and Attendance Strand. It is not mandatory but most primary schools use the materials in some way In 2007 a secondary SEAL programme was developed. This has been less successful in terms of uptake Aims: By focusing on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills., it helps children understand and manage their feelings, work co-operatively in groups, motivate themselves and demonstrating resilience in the face of setbacks. In addition to the consequent improvement in behaviour SEAL helps develop children as effective learners and is just as relevant to schools with few behaviour problems as to those with behaviour or attendance as key issues. Content: The materials help children develop skills such as understanding another’s point of view, working in a group, sticking at things when they get difficult, resolving conflict and managing worries. They build on effective approaches to establish a whole-school ethos, e.g. initiatives such as circle time or buddy schemes, and the taught PSHE and Citizenship curriculum. The materials are organised into seven themes: New Beginnings, Getting on and falling out, Say no to bullying, Going for goals!, Good to be me, Relationships and Changes. Each theme is designed for a whole-school approach and includes a whole-school assembly and suggested follow-up activities in all areas of the curriculum. Resources: The colour-coded resources are organized at four levels: Foundation Stage, Years 1 and 2, Years 3 and 4, and Years 5 and 6. Pupil reference material and photocopiable teacher reference material accompany each theme. The “orange lunchbox” of materials includes a staffroom pack and a parent booklet , Time Check – c10 Minutes in Suggestions SEAL in a Nutshell: - Note: It will help if you have the SEAL lunchbox to show ( but not in any detail – yet) Origin: SEAL was developed between 2003 – 2005, (originally as SEBS ) in over 500 schools taking part in the Primary National Strategy’s Behaviour and Attendance pilot. It is now the key element of the PNS’s Behaviour and Attendance Strand. It is not mandatory but most primary schools use the materials in some way In 2007 a secondary SEAL programme was developed. This has been less successful in terms of uptake Aims: By focusing on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills., it helps children understand and manage their feelings, work co-operatively in groups, motivate themselves and demonstrating resilience in the face of setbacks. In addition to the consequent improvement in behaviour SEAL helps develop children as effective learners and is just as relevant to schools with few behaviour problems as to those with behaviour or attendance as key issues. Content: The materials help children develop skills such as understanding another’s point of view, working in a group, sticking at things when they get difficult, resolving conflict and managing worries. They build on effective approaches to establish a whole-school ethos, e.g. initiatives such as circle time or buddy schemes, and the taught PSHE and Citizenship curriculum. The materials are organised into seven themes: New Beginnings, Getting on and falling out, Say no to bullying, Going for goals!, Good to be me, Relationships and Changes. Each theme is designed for a whole-school approach and includes a whole-school assembly and suggested follow-up activities in all areas of the curriculum. Resources: The colour-coded resources are organized at four levels: Foundation Stage, Years 1 and 2, Years 3 and 4, and Years 5 and 6. Pupil reference material and photocopiable teacher reference material accompany each theme. The “orange lunchbox” of materials includes a staffroom pack and a parent booklet ,

6. National policy supports SEAL Primary schools who were piloting the new materials provided by the Primary National Strategy to promote social and emotional well-being, dealt effectively with issues of pupils’ mental health. (Promoting emotional health and well-being in schools July 2005 HMI 2457) Pupils do not necessarily know how to behave well. Some will not have had the opportunity to learn good behaviour at home; others may be learning it, but their skills need reinforcing. We see the development of pupil’s social, emotional and behavioural skills as integral to good learning and teaching. It is also integral to making classrooms orderly places for learning. This means teaching all pupils from the beginning of education to manage strong feelings, resolve conflict effectively and fairly, solve problems, work and play cooperatively, and be respectful, calm, optimistic and resilient. – (The Report of The Practitioners’ Group on School Behaviour and Discipline 2005) 6 Suggestions Both HMI and Steer report ( in a rare moment where the Steer report recognises the importance of relationships!) point out the importance of teaching pupils how to behave and the inclusion of SEAL in the curriculum Suggestions Both HMI and Steer report ( in a rare moment where the Steer report recognises the importance of relationships!) point out the importance of teaching pupils how to behave and the inclusion of SEAL in the curriculum

7. What social skills do pupils need to learn ? Learning Behaviour requires pupils who: ‘… learn how to communicate their feelings, set themselves goals and work towards them, interact. 7 Suggestions This quote sums up the rationale for teaching SEAL and through that developing the relationships needed for improving Learning Behaviour Suggestions This quote sums up the rationale for teaching SEAL and through that developing the relationships needed for improving Learning Behaviour

8. 8 Time Check - c20 Minutes in This slide is animated Suggestions At this stage it could be a good idea to remind trainees of the Learning Behaviour framework but this time with an emphasis on the contribution that Learned SEAL/ Goleman Domains weill contribute to the 3 relationships and the Learning Behaviour competent pupil because we are about to consider the influence of emotions on behaviour Summarise 3 relationships: Ask the group to recall of some of the values resulting from the 3 relationships and discuss with a neighbour for 1 minute With self Resulting in Engagement, Emotional wellbeing, Confidence ,Assertiveness, self control, Self awareness etc With the curriculum: Resulting in Access, Raised expectations, Enjoyment, Learning how to learn, Interes,t Appreciation of the value of learning etc. With Others; Resulting in Participation, Motivation, Friendship, Partnership, Empathy , Community You could then look at the influence that growing emotional intelligence through SEAL learning will have on these values about the influence of outside factors .Time Check - c20 Minutes in This slide is animated Suggestions At this stage it could be a good idea to remind trainees of the Learning Behaviour framework but this time with an emphasis on the contribution that Learned SEAL/ Goleman Domains weill contribute to the 3 relationships and the Learning Behaviour competent pupil because we are about to consider the influence of emotions on behaviour Summarise 3 relationships: Ask the group to recall of some of the values resulting from the 3 relationships and discuss with a neighbour for 1 minute With self Resulting in Engagement, Emotional wellbeing, Confidence ,Assertiveness, self control, Self awareness etc With the curriculum: Resulting in Access, Raised expectations, Enjoyment, Learning how to learn, Interes,t Appreciation of the value of learning etc. With Others; Resulting in Participation, Motivation, Friendship, Partnership, Empathy , Community You could then look at the influence that growing emotional intelligence through SEAL learning will have on these values about the influence of outside factors .

9. A double whammy – SEAL is also essential for Convivençia As every teacher knows, in order to learn successfully, children must feel happy and secure within the school environment.’ Hellaby, L. ‘Walking the Talk…’ (London, Fulton 2004) ‘…people who are in these states do not take in information efficiently or deal with it well…’ Goleman, D. Emotional Intelligence (New York: Bantam Books, 1995 9 Suggestions Convivençia is a Spanish word at the heart of the principles for reducing violence in schools There is no exact translation in English but it comes close to ‘an atmosphere of harmony’ coupled with a strong spirit of community However the key issue here is the emphasis that unhappy pupils do not learn – and this applies just as much to those who are disciplined by punitive teachers, those who are bullied and those who are subject to trauma at home. The next slides explore the physiological and psychological basis for this in order to give the rationale behind the Learning Behaviour maxims in slide 15 Suggestions Convivençia is a Spanish word at the heart of the principles for reducing violence in schools There is no exact translation in English but it comes close to ‘an atmosphere of harmony’ coupled with a strong spirit of community However the key issue here is the emphasis that unhappy pupils do not learn – and this applies just as much to those who are disciplined by punitive teachers, those who are bullied and those who are subject to trauma at home. The next slides explore the physiological and psychological basis for this in order to give the rationale behind the Learning Behaviour maxims in slide 15

10. What are emotions? Unconscious impulses Conscious decisions Social constructs between people Ways of acting and talking Mental states that result when bodily responses are sensed by the brain Thoughts about situations people find themselves in Bodily responses that have evolved as part of our struggle to survive 10 Time Check – c30 Minutes in Suggestions The next 3 slides quickly explore what we mean by emotions and how they impact on behaviour. Exploring the contribution SEAL makes to behaviour it is apparent that emotions are the dominant factor ….and the issue raised is that you can’t “control” someone’s emotions (e.g. when a pupil is in a rage the most you can do is let them know you understand, help them calm down and try and divert the anger. For each of these definitions you could ask for examples from life in general and from life in the classroom - as an aid to comprehension: e.g. Unconscious impulses – crying at the end of a wheepy movie / feeling scared when someone shouts at you Conscious decisions – road rage / praising a pupil who behaves well. We shall see in slide 13 that different sorts of emotion originate from different areas of the brain and that they can be managed with different degrees of success as a result The next slide helps explain why each of these definitions is validTime Check – c30 Minutes in Suggestions The next 3 slides quickly explore what we mean by emotions and how they impact on behaviour. Exploring the contribution SEAL makes to behaviour it is apparent that emotions are the dominant factor ….and the issue raised is that you can’t “control” someone’s emotions (e.g. when a pupil is in a rage the most you can do is let them know you understand, help them calm down and try and divert the anger. For each of these definitions you could ask for examples from life in general and from life in the classroom - as an aid to comprehension: e.g. Unconscious impulses – crying at the end of a wheepy movie / feeling scared when someone shouts at you Conscious decisions – road rage / praising a pupil who behaves well. We shall see in slide 13 that different sorts of emotion originate from different areas of the brain and that they can be managed with different degrees of success as a result The next slide helps explain why each of these definitions is valid

11. Suggestions This slide summarises the 3 dimensional interrelationship between 4 factors and the definitions in the previous slide. e.g. conscious decisions and unconscious impulses involve different levels of thought. In each case feedback is involved – e.g. between thought and behaviour – we feel something and we react and then we feel something different – e.g. we spill something , feel annoyed, swear and then feel sorry and apologise. The point we are beginning to develop is that if you want to influence or change behaviour you need to address not just the behaviour but also the emotional state of the person. e.g. shouting at someone may generate a feeling of fear and stop the behaviour briefly but a more permanent change will only be achieved by a change to the other factors as well - the thought process and the physiology. The next slide demonstrates this even more simply Suggestions This slide summarises the 3 dimensional interrelationship between 4 factors and the definitions in the previous slide. e.g. conscious decisions and unconscious impulses involve different levels of thought. In each case feedback is involved – e.g. between thought and behaviour – we feel something and we react and then we feel something different – e.g. we spill something , feel annoyed, swear and then feel sorry and apologise. The point we are beginning to develop is that if you want to influence or change behaviour you need to address not just the behaviour but also the emotional state of the person. e.g. shouting at someone may generate a feeling of fear and stop the behaviour briefly but a more permanent change will only be achieved by a change to the other factors as well - the thought process and the physiology. The next slide demonstrates this even more simply

12. Suggestions You could exemplify this by a simple scenario. Again the point is that if you want to influence someone’s (conscious) behaviour THEY need to change the thought process and the feeling it generates So they need to be taught how to do that – and be rewarded when thy have learnt to do it. The next slide illustrates some of the physiological basis for this approach Suggestions You could exemplify this by a simple scenario. Again the point is that if you want to influence someone’s (conscious) behaviour THEY need to change the thought process and the feeling it generates So they need to be taught how to do that – and be rewarded when thy have learnt to do it. The next slide illustrates some of the physiological basis for this approach

13. Time Check c40 minutes in Suggestions: The Triune BrainPaul MacLean’s theory (1967) was that the structure of the brain reflects its evolution, and that there are three basic parts. The reptilian brain is centred on the brain stem and mainly controls the body’s basic survival systems: breathing, heart rate, movement, temperature, etc. The key motivator is ‘survival/ avoiding harm’. The central area of the brain is the limbic system, the ‘mammalian brain’, which is responsible for the emotions and plays an important part in long-term memory. Its key motivator is ‘hunt for pleasure’. Higher thinking (planning, abstract thought) is centred in the neo-cortex, the wrinkled part you see covering the outside of the brain which is separated into the two hemispheres. The key motivator is ‘quest for novelty’. The Reticular Activating System (RAS) in the upper brain stem controls which part of the brain is in charge. People’s first need is to have their physical requirements met. You cannot learn if you are in physical danger, need to go to the toilet, are hungry, or too hot or too cold. Nor can you learn if you are in an overly emotional or stressed state. While emotional attachment aids memory, strong emotions unconnected with the learning experience, whether positive or negative, interfere with learning. Research is currently giving us more insight into the connection between emotional state, the brain, behaviour and learning. For example, under stress and anxiety there is a significant blood flow away from the neo-cortex, where higher order thinking takes place, towards the brain. Essentially this means that stress and conflict inhibit learning and can actually prevent it occurring. So the creation of a harmonious atmosphere and positive relationships not only enables the smooth running of a class but also maximises the chance of learning and progress. When asked, many children, of all ages, reveal that one of the things that makes them most dislike school is when the adults shout, even if they themselves are not on the receiving end of it. The anxiety engendered in that kind of atmosphere is not conducive to social and emotional development or to educational progress. These kinds of findings highlight the importance of the right kind of relationships and communications between adults and children in the early years setting. Hence developing relationships to help manage emotions, and put learners at ease with themselves, others and the curriculum , is essential to learning Time Check c40 minutes in Suggestions: The Triune BrainPaul MacLean’s theory (1967) was that the structure of the brain reflects its evolution, and that there are three basic parts. The reptilian brain is centred on the brain stem and mainly controls the body’s basic survival systems: breathing, heart rate, movement, temperature, etc. The key motivator is ‘survival/ avoiding harm’. The central area of the brain is the limbic system, the ‘mammalian brain’, which is responsible for the emotions and plays an important part in long-term memory. Its key motivator is ‘hunt for pleasure’. Higher thinking (planning, abstract thought) is centred in the neo-cortex, the wrinkled part you see covering the outside of the brain which is separated into the two hemispheres. The key motivator is ‘quest for novelty’. The Reticular Activating System (RAS) in the upper brain stem controls which part of the brain is in charge. People’s first need is to have their physical requirements met. You cannot learn if you are in physical danger, need to go to the toilet, are hungry, or too hot or too cold. Nor can you learn if you are in an overly emotional or stressed state. While emotional attachment aids memory, strong emotions unconnected with the learning experience, whether positive or negative, interfere with learning. Research is currently giving us more insight into the connection between emotional state, the brain, behaviour and learning. For example, under stress and anxiety there is a significant blood flow away from the neo-cortex, where higher order thinking takes place, towards the brain. Essentially this means that stress and conflict inhibit learning and can actually prevent it occurring. So the creation of a harmonious atmosphere and positive relationships not only enables the smooth running of a class but also maximises the chance of learning and progress. When asked, many children, of all ages, reveal that one of the things that makes them most dislike school is when the adults shout, even if they themselves are not on the receiving end of it. The anxiety engendered in that kind of atmosphere is not conducive to social and emotional development or to educational progress. These kinds of findings highlight the importance of the right kind of relationships and communications between adults and children in the early years setting. Hence developing relationships to help manage emotions, and put learners at ease with themselves, others and the curriculum , is essential to learning

14. Behaviour is an expression of emotions Emotions affect both what and how learning takes place Emotions cannot be separated from the body or the mind. Emotions affect how we relate to one another. Positive relationships are vital for brain development and therefore learning Suggestions Consequently by teaching and learning Social and Emotional intelligence we facilitate the forming of the 3 relationships ( with self, others and the curriculum) that are the cornerstone of the behaviour for learning model. Suggestions Consequently by teaching and learning Social and Emotional intelligence we facilitate the forming of the 3 relationships ( with self, others and the curriculum) that are the cornerstone of the behaviour for learning model.

15. So, for example it is important to develop a feelings vocabulary 15 Time Check – c50 Minutes in Suggestions A quick example of what this means If we are to influence behaviour AND the emotions that it links with both teacher and pupil need to have a shared emotional literacy and to use it when improving learning behaviour. Pupils need to learn how to read emotions – e.g. before they can move on to begin feeling empathy Time Check – c50 Minutes in Suggestions A quick example of what this means If we are to influence behaviour AND the emotions that it links with both teacher and pupil need to have a shared emotional literacy and to use it when improving learning behaviour. Pupils need to learn how to read emotions – e.g. before they can move on to begin feeling empathy

16. Impact of Social and Emotional Aspects on Learning on Learning Behaviour Academic achievement Self esteem Personal responsibility Tolerance of difference Workplace effectiveness Classroom and school behaviour Inclusion Mental health 16 Suggestions Wouldn’t it be wonderful! You should be careful not to over egg this cake! The point here is that these achievements are more likely by this route to learning And there is research evidence to show it from the Ofsted report quoted earlier and from SEAL evaluations carried out by the London Institute of Education.Suggestions Wouldn’t it be wonderful! You should be careful not to over egg this cake! The point here is that these achievements are more likely by this route to learning And there is research evidence to show it from the Ofsted report quoted earlier and from SEAL evaluations carried out by the London Institute of Education.

17. Social, emotional and behavioural skills : five key aspects of learning 17 Learning Skills Social and Emotional & Behavioural Skills reasoning evaluation creativity enquiry problem solving information processing communication We move on to look at what is in Primary SEAL The Goleman Domains of emotional intelligence are matched with the learning skills that are the basis for the national strategy Note – the symbols are those used in SEAL materials to denote the skillWe move on to look at what is in Primary SEAL The Goleman Domains of emotional intelligence are matched with the learning skills that are the basis for the national strategy Note – the symbols are those used in SEAL materials to denote the skill

18. SEAL Themes Theme 1 – New beginnings Theme 2 – Getting on and falling out Theme 3 – Say no to bullying (one or two weeks of learning opportunities across the curriculum) Theme 4 – Going for goals! Theme 5 – Good to be me Theme 6 – Relationships Theme 7 – Changes 18

19. SEAL materials Getting started guide and Guidance booklet Seven sets of booklets, each set around a ‘theme’: Theme overview booklet, with an assembly Colour-coded booklets giving ideas for learning opportunities Red set (Foundation Stage) Blue set (Years 1 and 2) Yellow set (Years 3 and 4) Green set (Years 5 and 6) Silver set (small-group activities) Purple set (staffroom activities) Gold set (family activities) 19 Suggestions This slide is animated Having the SEAL Lunchbox available hear will help to demonstrate this slide Suggestions This slide is animated Having the SEAL Lunchbox available hear will help to demonstrate this slide

20. Time Check – Finish after 60 Minutes Suggestions In summary…. Time Check – Finish after 60 Minutes Suggestions In summary….