Expressing emotions to encourage positive behaviour

1. New initiative – presentation to staff Expressing emotions to encourage positive behaviour 'Children who are listened to areusually well adjusted and self-confident, whilethose whose needs are ignored may be withdrawn or difficult and sufferfrom low self-esteem.' NSPCC, p2 Alex Bedford (0809572), Rebecca Grover (0702980), Kim Marshall (0703542), Jenny Sherwood (0704576)

2. Code of Practice 5.2 ‘Provision for children with special educational needs is a matter for the school as a whole. In addition to the governing body, the school’s head teacher, the SENCO and all other members of staff have important day-to-day responsibilities. All teachers are teachers of children with special educational needs. Teaching such children is therefore a whole school responsibility. In practice, the way in which this responsibility is exercised by individual staff is a matter for schools, to be decided in the light of a school’s circumstances and size, priorities and ethos.’ (DfES, 2001, p44)

3. Why we are here? Implementation of ‘The Feelings’ Tree’ Initiative School Self-Review – where we are now   During previous meetings concerns were raised about individual children’s behaviour. After individual discussions with teachers, observing (using ABCC charts) and talking to the children, it appears that this unacceptable behaviour (according to the schools policy) is the way the children are using to communicate how they are feeling. A further observation was that these children struggled to recognise their own emotions, in order for these children to express their emotions in an acceptable manner it is important for them to be able first to recognise them. Within the whole school there seems to a need for all children to develop these skills to support all children’s personal, emotional, behavioural and educational development. Therefore this is an inclusive whole school strategy; with extra support available for those children you feel need it.

4. Behavioural difficulties ‘the emotional and behavioural difficulties which people experience in their lives are not caused directly by events but by the way they interpret and make sense of these events’ (McLeod, 1998, p71-72) ‘Difficult behaviour which seems to relate to a particular student may be indicative of a range of contextual issues associated with the family, school, classroom, peer group or teacher, as well as the student’ (Wearmouth, 2009, p91) ‘Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students’ (Chitiyo, Makweche-Chitiyo, Park, Ametepee and Chitiyo, 2010, p1) ‘Children in school usually demonstrate that they have emotional difficulties by continuously behaving in an unacceptable way and by not responding to the usual strategies that work for the others.’ (McNamara and Moreton, 2001, p11)

5. Why is it important children express their feelings? ‘Behaviour is the way in which we try to express our feelings, this expression itself is an attempt to communicate’ (McNamara and Moreton, 2001, p91) Research has found if children have an effective way to communicate their feelings and these are listened to unacceptable displays of behaviour can be reduced.

6. How can we encourage them to express their feelings? • Whole school approach – teachers, Ta’s, office staff etc… • Encourage an open environment • Positive reinforcements • Encouraging children to take ownership ‘The teacher needs to structure the classroom environment to demonstrate that it is safe to express personal thoughts and feelings.’ (McNamara and Moreton, 2001, p94) WARNING – it is important to know your class in implementing the strategies – it is important not to use a strategy which is similar to your behaviour management as the children may become confused

7. ? What have you seen?

8. Feelings Tree

9. Emotional Literacy Support Assistant (ELSA) Teachers tv (2006) Primary Special needs – Emotional literacy: The Hightown ELSAs http://www.teachers.tv/videos/primary-special-needs-emotional-literacy-the-hightown-elsas

10. The Social and Emotional Aspects of Learning (SEAL) ‘The underpinning qualities and skills that help us manage life and learning effectively’ (DfES, 1378-2005, p1) • Self-awareness • Managing feelings • Motivation • Empathy • Social skills ‘Social, emotional and behavioural skills underlie almost every aspect of school, home and community life, including effective learning and getting on with other people. They are fundamental to school improvement’ (DfES, 1378-2005 G, p7)

11. Maslow’s hierarchy of needs

12. Every Child Matters

13. Pupil voice Parent partnership Multi-agency working

14. Action plan of the Implementation of the initiative

15. Other ideas of strategies and resources • Feelings fan • Feelings bear • Feelings ladder • Mood diary • Safe room (friendship room) • Feelings chair • Happy/sad face • Traffic light system • Charts • Reflection area • Tactile / stress relieving toys • Post box • Velcro on drawers to attach feelings

16. ? Questions

17. Evaluation of staff meeting What did we do well? How can we improve our SENCO skills?

18. Bibliography • Broadhead, P. & Martin, D. (2009) ‘Education and Every Child Matters’ in Barker, R. (ed.) (2009) Making Sense of Every Child Matters: Multi-professional practice guidance Bristol: The Policy Press • Cheminais, R. (2006) Every Child Matters, a practical guide for teachers London: David Fulton Publishers • Cheminais, R. (2008) Engaging Pupil Voice to Ensure that Every Child Matters; A practical guide. London: David Fulton Publishers • Chitiyo, M. Makweche-Chitiyo, P. Park, M. Ametepee, L. K.. and Chitiyo, J. (2010) Examining the effect of positive behaviour support on academic achievement of students with disabilities Journal of Research in Special Educational Needs http://onlinelibrary.wiley.com/doi/10.1111/j.1471-3802.2010.01156.x/pdf (Accessed: November 2010) • Department for Children, Schools and Families (DCSF) (2009) Working together for good behaviour in schools Information for parents and carers Nottingham: DCSF • DCSF (2010) Primary and Secondary Inclusion Development Programme: Supporting pupils with Behavioural, Emotional and Social difficulties DCSF http://nationalstrategies.standards.dcsf.gov.uk/node/251416(Accessed: November 2010) • DfES (2001a) Special Educational Needs Code of Practice. Nottinghamshire: DfES Publications • DfES (2001b) Section 4: Enabling Pupil Participation In DfES (2001) SEN Toolkit Nottinghamshire: DfES Publications

19. DfES (2004) Removing Barriers to Achievement: The Government’s Strategy for SEN London: DfES Publications • DfES (1378-2005 G) PNS Excellence and Enjoyment: Social and Emotional Aspects of Learning: Guidance. Norwich: DfES Publications • DfES (1378-2005 G) The National Strategies: Social and Emotional Aspects of Learning– a quick guide to these materials http://nationalstrategies.standards.dcsf.gov.uk/node/87009 (Accessed: 13/11/10) • Her Majesties Government (2003) Every Child Matters Norwich: TSO. • Mcleod, J. (1998) An introduction to counselling (2nd edition) Buckingham: Open University Press • McNamara, S. and Moreton, G. (2001) Changing Behaviour: Teaching Children with Emotional and Behavioural Difficulties in Primary and Secondary Classrooms (2nd edition) London: David Fulton Publishers • NSPCC Listening to children London: NSPCC http://www.nspcc.org.uk/Inform/publications/downloads/listeningtochildren_wdf48133.pdf(Accessed: November 2010) • Rose, R. & Howley, M. (2007) The Practical Guide to Special Educational Needs in Inclusive Primary Classrooms London: Paul Chapman Publishers • Soan, S. (2005) Primary Reflective Reader: Special Educational Needs Exeter: Learning Matters • Teachers Tv (2006) Primary Special needs – Emotional literacy: The Hightown ELSAs http://www.teachers.tv/videos/primary-special-needs-emotional-literacy-the-hightown-elsas(Accessed: November 2010) • Wearmouth, J. (2009) A Beginning Teacher’s Guide to Special Educational Needs. Maidenhead: OUP • Widget Symbols http://www.widgit.com/ (Accessed: November 2010)