Building Relationships Managing Challenges (Behaviour with Attitude)

1. Building Relationships Managing Challenges(Behaviour with Attitude) Carl Emery Paul Daly Warwick University November 10th 2011

2. The 4 Ts • Tea • Telephones • Tests • Toilets

3. Who are we? • Qualified teachers with experience of working with disengaged and challenging young people particularly in the 14 – 19 sector. Previous and current contracts include; • NEETS programmes with QCA • Working with staff and young people in HM Prisons and Young Offenders Institutes • Working directly with over 200 staff and 600 students in a large Manchester FE college • Writing materials for Department for Education and QCA • Advising the Welsh Assembly Government on Emotional Development framework for Welsh young people • Children's Social and Emotional Wellbeing in Schools; A Critical Perspective, Policy Press, 2011

5. Aims of today • To introduce the programmes we deliver • To develop an understanding of the philosophical grounding • To get a taste for the skills and activities • To reflect on our practice and how we model the skills and behaviours we desire

6. The Programmes • 1 Day INSET Introduction BRMC • 1 Day Advanced BRMC • Twilight sessions for above • Full 30 hours BRMC accredited by Warwick University (15 CAT points)

7. Emotional Capacity “All learning has an emotional base” Plato Positive behaviour management is built on the foundations of positive relationships

8. Remember as a parent/teacher I possess tremendous power to make a student's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humble or humour, hurt or heal…… …it is my response that decides whether a crisis will be exacerbated or de-escalated…… We can control our responses TASK 1 and 2 - self assessment. Diamond 9

9. The Last Thing You Learn About Yourself … • ..is the affect you have on people • People may forget what you said • People may forget what you did • People will never forget how you made them feel TASK 3 My Favourite teacher activity

10. What is emotional capacity? • Managing Feelings – one’s emotions, fear. anxiety, sadness in an appropriate and proportional way • Motivation – emotional control, delay gratification, keep working towards a goal, expect success • Empathy – recognition of, and sensitivity to, the emotions of others • Social Skills – learning to handle conflict constructively and getting along well with others • Self Awareness – the ability to recognise and identify a feeling

11. Emotional Capacity Questionnaire • We believe that the first step in building successful peaceful relationships is modelling and practising the skills you desire from the learners. • Our programme allows you to explore and baseline the range of EC skills you have and identify areas for development. TASK 4 • Complete the questionnaire example sheet and see how you get on

12. Presence What is presence? We know we need it … But can it be defined?

13. Presence Body Mind Voice Activities body language perceptions attack words

14. Presence Activity • Attack words/Evaluations

15. The Importance of Body Language • Congruence • Eye contact • Positioning • Patrolling • Proximity • Posture • Facial Expressions • Non verbal cueing • Barriers

16. Body Language (1) Performance skills • Movement - step towards the speaker, roam your territory • Posture – alert, confident, calm • Eye contact – maintain for ??% • Gesture – exaggerated, dramatic. Palms up or down? • Facial expression - respond by smiling and nodding

17. WHAT CAN EFFECT A PUPIL BRAIN? • Genetic inheritance • A mother’s life style • The parenting skills • The baby and the environment • The toddler and the environment • School and beyond • Early bonding

18. And … Adolescence

19. The links between emotions and learning Slide 1.5

20. 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

21. Our response to threat THREAT Slide 1.7

22. The Adolescent Brain: Work in Progress

23. Pre Frontal Cortex v The Amygdala • Impulse control • Goal setting • Planning • Organisation • Empathy • Risk assessment

24. Pre Frontal Cortex v The Amygdala • Fear • Fight • Flight • Flock • Reproduction What are the implications for teachers?

25. Schooling the Emotional Mind • Young people have two minds • A mind that thinks – IQ

26. Schooling the Emotional Mind • A mind that • feels – EC

27. Schooling the Emotional Mind Q How would you teach a child like this? A Low arousal (!!) and teacher pupil rapport.

28. Conflict Resolution Using a range of approaches to solve conflict in a creative, positive manner. The aim is to ensure the relationship remains positive and where possible a win/win outcome is achieved.

29. Win/Win Three outcomes to a conflict: Win/lose Lose/lose Win/win TASK 5 – CR negotiation game

30. Building Relationships Managing Challenges(Behaviour with Attitude) Carl Emery Paul Daly Warwick University November 10th 2011