1 / 20

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.

ila-riley
Download Presentation

SEAL Some initial examples

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SEAL Some initial examples • Outdoor play • Teacher collaborative groups • Whole class investigations • The Christchurch System • The first week residential for year 7

  2. The Social & Emotional Aspects of Learning The underpinning qualities and skills that help us to manage life and learning effectively: • Self-awareness • Knowing myself • Understanding my feelings • Managing feelings • Managing my expression of emotions • Changing uncomfortable feelings and increasing pleasant feelings

  3. 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

  4. 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

  5. Rener Associates

  6. RULES & CONSEQUENCES (SUPERNANNY)

  7. CONFRONT &CONTRACT (STUDENT VOICE) RULES & CONSEQUENCES (SUPERNANNY)

  8. RELATIONSHIPS & LISTENING BUDDY SCHEMES (RESTORATIVE JUSTICE) RULES & CONSEQUENCES (SUPERNANNY) CONFRONT &CONTRACT (STUDENT VOICE)

  9. Step One If your school had become as emotionally & socially supportive as possible – what would be happening?

  10. What else is Good SEAL? • Circle Time • Student observation of lessons and feedback • Buddy Systems • Teaching emotional language • Joint planning and evaluating

  11. Primary SEAL Themes • New beginnings • Getting on and falling out • Going for goals • Good to be me • Relationships • Changes • Say no to bullying

  12. What are the key elements of Secondary SEAL? • a whole-school approach to creating the climate and conditions that implicitly promote, reinforce and consolidate the social and emotional skills; • focused learning opportunities (during tutor time, across the curriculum, in focus groups and outside formal lessons); • learning and teaching approaches that support pupils to learn social and emotional skills and consolidate those already learnt; • continuing professional development for the whole staff of a school.

  13. STEP TWO If your previous vision was 10 – where is your school/Class -roOm on a scale of 1 – 10?

  14. 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

  15. 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

  16. 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?

  17. STEP THREE What stops you being at zero? What do you already have in place for students, teachers and parents?

  18. Some familiar terrain • National permissions • Leadership • Unity • Resources • Planning • Competing Alternatives

  19. STEP FOUR What small achievable steps might you take first?

  20. http://www.bandapilot.org.uk/

More Related