I’ve come to the frightening conclusion that I am the decisive element in the classroom.

1. I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture, or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanised or de-humanised. (Haim Ginnott from Teacher & Child, Macmillan, 1972)

2. Approaches to Learning Year 1 PSIST week 9Emotional Intelligence And circle time Semester 2 Week 5

3. Independent Study Task Choose one of the following approaches to learning to research: • ALPS ( Accelerated Learning in Primary Schools) or other ‘accelerated learning’ programmes • High Scope • TASC (Thinking Actively in a Social Context) • Thinking Hats ( Edward de Bono) • Learnacy (Guy Claxton)

4. In WEEK 9 you are going to give a short introduction to a group of your peers about your chosen area. Your ‘presentation’ should be no more than 5 minutes long and this should include time for questions. • You should produce a handout. Maximum of 1 A4 (single sided sheet) and should detail your main findings Give suggestions of where peers can find out more about this approach. Bring along 6 copies of your handout- this will include one for your tutor. • The presentation and the hand out will NOT be assessed.

5. The following slide gives suggestions of where you might start looking for information about your chosen area • ACT NOW! Plan your time . Week 9 may seem a long time away but ……Do NOT leave this task until the last minute!

6. A.L.P.S and other ‘Accelerated Learning’ programmes Smith, A.(1999) The Alps Approach: Accelerated Learning in Primary Schools, Network Education Press Limited http://www.acceleratedlearning.co.uk/ High/Scope Brown,M. (1990) The High/Scope Approach to the National Curriculum 1. An Introduction, London, High/Scope Institute Pound, L. (2005) How Children Learn, London, Step Forward Publishing Limited T.A.S.C. http://www.nace.co.uk/tasc/tasc_home.htm http://www.tascwheel.com/ Thinking Hats De Bono, E. (2000) Six Thinking Hats, London, Penguin Pound, L. (2009) How Children Learn 3 Contemporary thinking and theorists,, London, Practical Pre-School Books Learnacy www.qcda.gov.uk/libraryAssets/media/11469_claxton_learning_to_learn.pdf

7. POSTER assignment Any questions? Ensure that you take great care to ensure your poster looks cohesive; it will be clear if you have brought it all in on the morning and slung it together. Good to see so many at LL last week; I hope this was because you met your groups afterwards.

8. Emotional Aspects of Learning Key theorists: Carl Rogers, Daniel Goleman

9. Maslow’s Hierarchy of Needs

10. Emotional intelligence / Emotional Literacy • Emotional intelligence, or EI is the ability to recognise, understand, handle and appropriately express emotions. • The concept of Emotional Intelligence, developed by Daniel Goleman (1996), means you have a self-awareness that enables you to recognise feelings and helps you manage your emotions. On a personal level, it involves motivation and being able to focus on a goal rather than demanding instant gratification.

11. Emotional Intelligence / Emotional Literacy Key elements: • Self awareness • Self concept • Managing feelings • Making decisions • Managing stress • Personal responsibility • Empathy • Communication • Cooperation with others • Conflict resolution

12. Emotional intelligence • Just because someone is deemed 'intellectually' intelligent, it does not necessarily follow that they are emotionally intelligent. Having a good memory, or good problem solving abilities, does not mean you are capable of dealing with emotions or motivating yourself. • Highly intelligent people may lack the social skills that are associated with high emotional intelligence. However, high intellectual intelligence, combined with low emotional intelligence, is relatively rare and a person can be both intellectually and emotionally intelligent..

13. Emotional intelligence • Self-motivated students tend to do better in school exams. • The ability to interact well with others and having a good group of friends, means students are more likely to remain in education, whereas those with emotional difficulties tend to drop out. • On the negative side, low emotional intelligence can affect intellectual capabilities. Depression can adversely affect the results of an IQ test for example

14. Links to Gardner’s Personal Intelligences: INTERPERSONAL: Negotiates & reads social situations well; Relates well, mixes well, has many friends Able to read others, negotiates in disputes Communicates well, sometimes manipulates INTRAPERSONAL: Self-knowledge, sensitivity to own values, deeply aware of own feelings, often private Has a well-developed sense of self Intuitive, self-motivated

15. Self-Esteem “The task of enhancing self-esteem is the most important facing any school.” Mosley, J. (1993) Turn Your School Around. Wisbech:LDA

16. Self esteem is KEY Many children who behave badly in school are those whose self-esteem is threatened by failure. They see academic work as unwinnable. They soon realise that the best way to avoid losing in such a competition is not to enter it. (DISCIPLINE IN SCHOOL: REPORT OF THE COMMITTEE OF ENQUIRY CHAIRED BY LORD ELTON. 1989 –known as The Elton Report)

17. How children see themselves • SELF CONCEPT: a child’s picture of himself • The value the child puts on this self-image is his SELF ESTEEM.

18. Characteristics of children with high self-esteem: • Have a greater capacity to be creative • More likely to assume active roles in social groups • Less likely to be burdened by self-doubt, fear, ambivalence • More likely to move directly and realistically towards personal goals • Find it easier to accept differences between own & others’ levels of performance (academic, physical & relationships) • Worry less about physical appearance • So, will be more effective & successful learners

19. SOCIAL SKILLS • Self-esteem is heavily influenced by a child’s ability to interact socially. • For some children, their own poor behaviour reinforces their low self-esteem.

20. 3 main areas need to be addressed: • Identifying & expressing feelings • Communicating with others • Self-management

21. What is Circle Time? (Mosley, J. (1996), Quality Circle Time, LDA)

22. Key Benefits of Circle Time(Mosley, J. (1996), Quality Circle Time, LDA) • Sitting in a circle symbolically promotes the notion of equal responsibility. • Participation enables children to have a sense of belonging to a group they can trust. • It actively motivates those involved to share thoughts and feelings. • It initiates collective responsibility for the promotion of self esteem and positive behaviour. • It encourages self-discipline

23. Very structured Circle Time; not just sitting in a circle • Reminder of the rules • Introductory phase; game(s) that focus(es) on one of the five skills – thinking, looking, listening, speaking and concentrating • A mix up game • Ice-breaker • Middle phase – open forum; solving problems and achieving goals. • Closing phase – celebration of success. • Wind down – ending ritual, calm game

24. Circle Time in Practice Video/DVD clip

25. Suggested Reading IN READING PACK Pound, L ( 2005) ‘Emotional Intelligence in How Children Learn. Leamington Spa: Step Forward Publications Sharp,P.(2001) ‘What is Emotional Literacy?’, Chapter 1 in Nurturing Emotional Literacy. London: David Fulton