Emotional literacy & THE TEEN BRAIN

1. Emotional literacy & THE TEEN BRAIN

2. Brain Gym

3. EI in context EI EI EI EI EI EI EI EI EI EI Adapted from H. Jenkins, EMOTSIA

4. Definition The ability to recognise, understand, appropriately express and effectively handle emotional states in ourselves and others. SEL 2001

5. The Antithesis

6. Model framework

7. Life Positions

8. Buzz: how or where are you promoting Emotional Literacy in your current practice? • Circle time • Philosophy for children • HWB • Citizenship • Pupil evaluations of teaching • Good T&L • Assessment is for Learning • Accelerated learning/brain based learning • Multiple intelligences Importance of the brain

9. Meet your 3 brains

10. Meet your brains Two hemispheres taking care of different functions

11. Meet your brains A neuron with axon and dendrites • 1 million, million brain cells • 50,000 connections can be made from each neuron (links=learning) • PLASTICITY: experience & environment sculpts the brain - infancy & adolescence (myelination)(cf rats) • 2 sides that work in harmony • 3 functional areas in 1 organ • 4 lobes with a variety of functions • Conscious and unconscious brain

12. Meet your brains Lobes in the hemispheres EMOTIONAL ENV FRONTAL - executive; solving PARIETAL - kinaesthetic TEMPORAL - auditory OCCIPITAL - sight SENSES PHYSICAL ENV

13. Meet your brains The Frontal Lobe is stimulated by the emotional environment through ‘Mirror Neurons’. ‘A young person’s brain will copy the brainwave pattern of a close, significantadult’ SIGNIFICANCE FOR EI WITH TEENS: • Good, strong, positive relationships necessary • Adults should be calm for children to be calm • Care should be taken for peer mentors (18+)

14. Meet your brains Brainscience not platitude. buzz

15. Modelling EI responses

16. Modelling EI responses

17. Modelling EI responses

23. I FEEL LIKE C--P I CAN’T LEARN

24. WHEN YOU FEEL GOOD YOU LEARN GOOD buzz

25. Reaction to non EI

26. Are my responses EI? Intervention Incident Increased shame?

27. Are my responses EI? • KEY MESSAGE WITH TEENS: • How we react to antisocial behaviour can increase shame and force a brain downshift, thus potentially making the behaviour worse. • Our emotions are echoed in the pupil’s brain (+/-) • EL of adults is equally important to that of children the neural connections of the pupils.

28. Brain Gym

29. From theory to practice “Every time we speak to another person we are either raising or lowering their self esteem.”

30. From theory to practice • Positive Emotional Development • (makes connections between limbic and frontal lobes) • Role play \ • Rehearsal (especially boys) • Repetition / Physical Environment & Teaching Styles which stimulates the senses (E.g. Colour, light, sound, smell, familiarity, similarity, safety, active, visual, auditory, kinaesthetic) Promoting Strong Neural Links -Enriched physical environment -Enriched emotional environment -Moderate stress

31. From theory to practice -readiness audit

32. From theory to practice -readiness audit VALUES ATTITUDES BELIEFS