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COUNCIL OF EUROPE . VIOLENCE PREVENTION SOCIAL AND EMOTIONAL SKILLS Deborah Michel. Session 1 Who am I and why am I here?. Parent Grandparent Teacher Educational psychologist Former national programme lead for SEAL, for National Strategies … and you? . Being healthy.

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Council of europe

COUNCIL OF EUROPE

VIOLENCE PREVENTION

SOCIAL AND EMOTIONAL SKILLS

Deborah Michel


Session 1 who am i and why am i here

Session 1Who am I and why am I here?

  • Parent

  • Grandparent

  • Teacher

  • Educational psychologist

  • Former national programme lead for SEAL, for National Strategies

    … and you?


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Being healthy

Achieving economic well-being

Staying safe

Making a positive contribution

Enjoying and achieving


Violence reduction in schools

Violence reduction in schools

  • A safe school — how do schools gather and analyse information to improve their safety;

  • Involving pupils and their families — open communications, supporting individuals and groups;

  • Curriculum — developing the social and emotional skills of pupils;

  • School organisation — the routines and responsibilities which give the community confidence;

  • Travel and school surroundings — within the legal limits how schools work to create safe travel routes.


Thinking about violence

Thinking about violence

Think about children or young people who you think will be involved in violence (victim or perpetrator)

  • What are the behaviours of those children that would worry you?

  • In pairs write these down one on each sticky note.

Think about child behaviours!


Thinking about violence1

Thinking about violence

  • For each of your words write the opposite but positive behaviour on another sticky note

Thinking about child behaviour


Social and emotional aspects of learning

SOCIAL AND EMOTIONAL ASPECTS OF LEARNING

  • Reasoning

  • Evaluation

  • Creativity

  • Enquiry

  • Problem solving

  • Information processing

  • Self awareness

  • Managing feelings

  • Motivation

  • Empathy

  • Social skills


Some core skills

Some core skills

  • Self-awareness - feeling good about myself – strengths, weaknesses, gifts and talents

  • Managing feelings - understanding, recognising and managing feelings (focus - anxiety, anger)

  • Motivation – goal setting, learning and resilience, locus of control, optimism

  • Empathy

  • Social skills – friendship and getting along, working in teams, assertiveness, building a community

    Making wise choices – problem solving


What is seal

What is SEAL

SEAL is a comprehensive approach to promoting the social and emotional skills that underpin effective learning, positive behaviour and emotional health and well-being in schools.


What is seal1

What is SEAL

It is based on the notion that the skills will be most effectively learnt through:

  • A whole school approach to creating the climate and conditions for learning that implicitly promote the skills and allow these to be practiced and consolidated;

  • Direct and focused learning opportunities (during tutor time and across the curriculum);

  • Using learning and teaching approaches that support students to learn new skills and consolidate those already learnt

  • Staff development


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enjoy and achieve, safe, healthy, economic wellbeing, positive contribution

Student

participation

Personal-isation and inclusion

Staff development

Engaging

parents /carers

Managing

feelings

Policy

other

Self

awareness

confident individuals, responsible citizens, successful learners

Pedagogy

Climate and ethos

Social

skills

Motivation

Assess-ment

Empathy

Curriculum

Extended

schools

Leader-

ship

Environ-ment


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… so our aims permeate through all aspects of school life


Social and emotional aspects of learning seal

Social and Emotional Aspects of Learning (SEAL)


Social and emotional aspects of learning seal1

Social and emotional aspects of learning (SEAL)

Council of Europe Seminar

Violence reduction in schools


Social and emotional aspects of learning seal part 2

Social and emotional aspects of learning (SEAL) – part 2


Where are we

Where are we?

  • Considered some of the background and international evidence with Katherine

  • Explored social and emotional skills and came to some common understandings

  • Listened to some children about what they thought about the importance of social and emotional learning.


What are we going to do now

What are we going to do now?

  • Outline what we provide for the schools in England to support schools

  • Consider social and emotional skills in more detail and think about what you have to build upon.

  • Look at one of the skills in more detail and explore how this might be promoted


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THEMES


Primary seal

Primary SEAL

  • Guidance Manual and whole school resources.

  • Seven sets of activities, each set around a ‘Theme’:

    • Theme overview

    • A scripted assembly + 6 variations

    • Activity Sets: Ideas for each age-range Red Set (Foundation Stage) Blue 5 Set (Y1 and Y2) Yellow Set (Y3 & Y4) Green Set (Y5 & Y6)

      Gold Set (family)

      Silver Set(small group)

      Purple Set(staff room)

      Family SEAL

OHT 2.4


Secondary seal

Secondary SEAL

  • Guidance booklet

  • CPD activities – awareness raising, developing skills, whole school implementation

  • Further reading

  • Profiling, monitoring and evaluation

  • Curriculum resource – introductory booklet that includes CPD activities – 4 themes for year 7 and 3 for year 8 and 9

  • Subject examples


Primary seal themes

Primary SEAL Themes

  • New beginnings

  • Getting on and falling out

  • Say no to bullying

  • Going for goals

  • Good to be me

  • Relationships

  • Changes


Secondary seal themes

Secondary SEAL Themes

  • A Place to Learn - Introductory theme

  • Learning to be together (social skills and empathy)

  • Keep on learning (Motivation and self-awareness)

  • Learning about me (self-awareness and managing feelings)


What are you doing now to promote social and emotional skills

What are you doing now to promote social and emotional skills?


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Three key questions

1

What

are we trying

to achieve?

2

How

do we

organise learning?

3

How well

are we achieving

our aims?

T

Self-awareness and managing feelings

Social Skills and empathy

Motivation and self-awareness

  • STEP 1

  • Exploration and development of understanding for each theme

STEP 2

Identification of learning and teaching approach and subject area

STEP 3

Development of learning opportunities

STEP 4

Trying out the learning opportunities – review and reflection

Learning outcomes for pupils and enhanced understanding for staff.

T

Self-awareness and managing feelings

T

Self-awareness and managing feelings


Some of the core skills

Some of the core ‘skills’

  • Belonging

  • Managing worry

  • Making wise choices

  • Peaceful problem solving

  • Locus of control

  • Positive self-talk

  • Working towards goals

  • Emotional hijack – fight flight


What is a learning opportunity

What is a learning opportunity?

  • A detailed description of an idea for promoting social and emotional skills.

  • Outlines the learning and teaching approach to be used

  • Includes intended learning outcomes


A virtuous cycle

A virtuous cycle?

Focus on learning

social and

emotional skills

Children learn skills

together

Adults learn skills as they

explore how to promote

skills and reflect upon the

process

Changes are planned

to enhance

the environment and

improve learning

and teaching.

Changed environment,

climate and ethos

Improved relationships


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