TE3083 R.E /P.S.H.E 1 st Session ‘Reflection & Expression’

1. TE3083 R.E /P.S.H.E 1st Session ‘Reflection & Expression’ Religious Education & Personal, Social & Health Education.

2. Outcomes for this session: • To understand the assessment for this subject. • To be more conversant about ‘reflection’ and expression and what this means for you as a ‘practitioner’. • To experience a range of methods for organising and presenting activities to pupils, as appropriate to their age. • To be more conversant about ‘circle time’ and the impact this has on the children's Personal Social Development.

3. RoPD ~ QTS standards: Q1, Have high expectations of children and young people including a commitment to ensuring that they can achieve their full educational potential and to establishing fair, respectful, trusting, supportive and constructive relationships with them. Q2, Demonstrate the positive values, attitudes and behaviour they expect from children and young people. Q4, Communicate effectively with children, young people, colleagues, parents and carers. Q5, Recognise and respect the contribution that colleagues, parents and carers can make to the development and well-being of children and young people, and to raising their levels of attainment. Q5, Have a knowledge and understanding of a range of teaching, learning and behaviour management strategies and know how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential. Q18, Understand how children and young people develop and that the progress and well-being of learners are affected by a range of developmental, social, religious, ethnic, cultural and linguistic influences.

5. Reflection & Expression What is Reflection? Each day is a blank page waiting for a reflection of something… Anonymous       “Follow effective action with quiet reflection. From quiet reflection will come even more effective action”   Peter Drucker b. 1909 Look within!... The secret is inside you. Hui-neng Knowing others is wisdom, knowing yourself is enlightenment. Lao Tzu

6. What does this mean for you as a classroom practitioner? • Reflective practice • Open questioning mind • Too much self-consciousness and self-awareness can hinder R.P. • One minute teacher Spencer Johnson author of Who Moved My Cheese. • Accelerated Learning www.alite.co.uk Alistair Smith

7. Definition of Classroom Management? Classroom management is a term used by many teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behaviour by students. The term also implies the prevention of disruptive behaviour. http://en.wikipedia.org/wiki/Classroom_management

8. Spiritual Development • What is spiritual development/spiritual health? • What does it mean for YOU as an adult? • Religion and worship • Awe and wonder • Relationships with others or with a god • Evocative or favourite places or experiences • Creativity and responses to art or music • Prayer, silence, meditation • The opposite to the material world • Experiences which take us beyond ourselves • What is everlasting, or transcendent, or ultimate • A search for self-understanding and how we fit into the world • Links to emotional development: calmness, at ease

9. How can early relationships affect emotional development? Attachment theory – John Bowlby (1907-1990) “Begins as a set of innate signals that calls the adult to the baby’s side. As time passes, a true affectionate bond develops. This becomes the basis for all future close relationships in childhood, adolescence and adult life” • Bowlby considered the links that develop between the baby/very young child and a known adult “This becomes the basis for all future close relationships in childhood, adolescence and adult life” Implications of this in society and schools? http://en.wikipedia.org/wiki/John_Bowlby

10. Early relationships The Strange Situation - Mary Ainsworth, 1978 http://video.google.com/videoplay?docid=-3634664472704568591 where a child is placed in a strange situation under differing circumstances and their behaviour is observed: new environments, new toys, and being left with a stranger, and on their own, and being reunited with their mother or father [carer] Implications for schools – induction/transitions

11. The Strange Situation • Parent and baby enter room • Parent remains inactive, baby is free to explore room • Stranger joins parent and baby • Parent leaves the room, baby and stranger are left together in room • Parent returns and settles baby, stranger leaves • Parent leaves the room, baby is alone in the room • Stranger returns and interacts with baby • Parent returns again and stranger leaves

12. The Strange Situation:Interpreting the Results… • Securely attached – plays, visible distress at parent leaving, easily comforted on return of parent, cries when alone because parent isn’t there, partially comforted by stranger. • Insecurely attached: detached/avoidant – baby largely ignores parent, shows little distress, continues to play, ignores parent on return, dislikes being alone, but can be comforted by a stranger. • Insecurely attached: resistant/ambivalent – baby wary, explores less than other types, very distressed when baby leaves, actively resists stranger’s attempts to comfort. Wants immediate contact with parent on return but then is ambivalent, showing anger and distress • Insecurely attached: disorganised/disorientated – dazed behaviour,confusion and apprehension

13. Transitional objects D.W.Winnicott ~ Further reading ~ http://en.wikipedia.org/wiki/Donald_Winnicott eg. Imaginary friends Comforters, cloths, thumb-sucking Do you know anybody who had a transitional object? Are there any implications for you as a teacher and with children in your class or group?

14. Moral Development • The understanding and rules of what is right and wrong. • ‘A framework of values which regulate personal behaviour through principles rather than by punishment or reward’ (Ofsted 1995) • What affects moral development? • Background: family beliefs, culture, religion, • Peers, discussion, observations, imitation (Bandura: Social Learning Theory) http://www.learning-theories.com/social-learning-theory-bandura.html Situations and contexts • Child development: abstract thought and reasoning

15. Moral Development • The story of the boy who helped his parents wash the dishes (Piaget) • The man who stole to help his dying wife (Kohlberg) • How can we address moral development in the classroom? • DILEMMAS

16. Cultural Development • ‘Understanding of where and how we do, and do not, belong’(Eaude, 2006) • Implications for the classroom: • To enable children to explore and understand their own culture and values • To enable children to embrace and understand cultural diversity • To develop an understanding of historical perspectives and to know what has shaped cultures • To enable children to understand the evolutionary nature of culture and the potential for change.

17. What does this mean for our schools and us as ‘teachers’? The Education and Inspections Act 2006 introduced a duty on all maintained schools in England to promote community cohesion. The duty on schools comes into effect from 01 September 2007 and the duty on Ofsted will commence in September 2008. Many schools already work in ways that promote community cohesion and the Department for Children, Schools and Families wants to build on the best of that practice.

18. School's contributions to Community Cohesion Teaching, learning and curriculum – helping children and young people to learn to understand others, to value diversity whilst also promoting shared values, to promote awareness of human rights and to apply and defend them, and to develop the skills of participation and responsible action – for example through the new ‘Identity and Diversity: living together in the UK’ strand within citizenship education. Equity and excellence– to ensure equal opportunities for all to succeed at the highest level possible, striving to remove barriers to access and participation in learning and wider activities Engagement and extended services – to provide reasonable means for children, young people, their friends and families to interact with people from different backgrounds and build positive relations, including: links with different schools and communities

19. Happy Calm Content Proud Excited Pleased Interested/motivated Wanted/included Sad Miserable Frightened Guilty Envious Spiteful Ashamed Worried Threatened Emotionspositive negative

20. This helps link to Emotional, Social, Development. MASLOW HIERACHY of NEEDS I’m ME! I’m known I’m part of a group I’m feel safe enough I’m comfortable enough now

21. Circle Time activities Planning As for any lesson there needs to be planning with a theme, objective and activities. Games When children start a Circle Time session they may be excited or may need motivating, so organise a game that involves all of them rather than expecting the majority to sit quietly observing. The closing down game should be quieter. Rounds It is not always necessary for the whole class to participate in the same round as this can become tedious or repetitive or can lead to too many pupils saying “Pass”. Instead consider having two rounds on the same theme with each half of the class participating in one round. For example on stereotyping they could respond on: “I am different but special because….” “I like it when someone is different to me because….” The essential thing to remember is always to let all the children have equal opportunities to participate in the same number of rounds. For those children who may dominate speaking but are not good at listening, this alternative can be tried sometimes. Announce the round e.g. “I look after animals by….” And ask the children to discuss their reactions in pairs. Then in the round the child gives her neighbour’s views: “Phil looks after animals by giving money to the RSPCA”. Introduction and questions The teacher gives a short – no more than 5 minute – introduction to the theme e.g. “Keeping our bodies safe” and then asks the children to explore answers to her/his question/s such as “What things are not safe to put into your mouth?”

22. Cont….. Paired work After the initial round and introduction sometimes the children can discuss in pairs a question set. Or they can role play, which often allows the children to identify more closely with an issue. Drama, dance and mime strategies In small groups the children can use drama, dance or mime techniques to help them explore issues such as “What happens when people quarrel”. This allows them to express hidden feelings, show empathy and understanding, try out different behaviours and explore the dynamics of group interactions. Wordstorm Ask for comments or views or dramatisation/miming/dancing on the theme of What happens when people quarrel. Again keep this short as pupils often gain the most out of their paired or small group work and may switch off to hear most of their reactions expressed by others. However in this session it is very important for teachers to listen out to clues to a child’s needs for pastoral support. For instance if a child shows or says that nothing makes him happy in his heart. Discussion Instead of a wordstorm there can be a discussion with the give and take of ideas. Reflection Ask the children to think about what they might do differently in the future as a result of this session. Alternatively they could write a short summarising paragraph/poem or draw a picture. Closing down ritual To signal the end they can play a quiet game or follow a breathing, visualisation or relaxing exercise, which children often greatly appreciate as it gives them a chance to let go and become more aware of the inner, more peaceful self.

23. Further reading…. • Canney, C & Byrne, A (2006) ‘Evaluating Circle Time as a support to social skills development – reflections on a journey in school based research. ‘ British journal of Special Education Vol 33 (1) • Collins, M & Wilkinson, C (2006) Music and circle Time. London: Paul Chapman. • Clough, N & Holden, C. (2002) Education for Citizenship: Ideas into Action. London: Routledge Falmer. • DfES (1999) National Curriculum: handbook for PRIMARY Teachers in England Key Stages 1 and 2. London: HMSO • DfES (2000) Curriculum Guidance for the Foundation Stage. London: DfES • DfES (2007) Early Years Foundation Stage. London: DfES • Dowling, M. (2004) Young Children’s Personal, Social Development. London: PCP • Fisher, J. (2002) Starting from the child: teaching and learning from 3 to 8, Buckingham: Open University Press. • Mosley, J (1996) Quality Circle Time. Cambridge: LDA • Mosley, J (1998) More Circle Time. Cambridge: LDA. • Moyles, R. (1994) The Excellence of Play, Buckingham: Open University press. • Nash, M (20029 language Development, Circle time sessions to improve communications Sessions. London: David Fulton Publishers. • Pound, L. (2005) How Children Learn: from Montessori to Vygotsky – Educational Theories and Approaches made easy. UK: Practical Pre-School. • Roberts, A. (2005) Role –Play in the early years. United Kingdom : Community products Ltd • Smidt, S. (1998) A guide to early years practice, London@ Routledge. • Smith, A. (1996) Accelerated Learning in the Classroom. Network Educational Press Ltd. • Whitebread, D. (1996) Teaching and learning in the early years. London: Routledge. • Canney, C and Bryne, A. (2006) Evaluating Circle Time as a support to social skills development ~ reflections on a journey in school-based research. British Journal of Special Education, 33 (1) pp.19-24 • Mead, N. (2004) The Provision for Personal, Social, Health Education (PSHE) and Citizenship in School-based Elements of Primary Initial Teacher Training. Pastoral care in Education, 22 )2) pp.19-29 • Houck, J. (2006) preschool Circle Time Song: Tips for engaging children.

24. Good practice in R.E..... “At its best, RE equips pupils very well to consider issues of community cohesion, diversity and religious understanding. It contributes significantly to pupils’ academic progress and their personal development. This is one reason why pupils’ attitudes towards the subject have improved. Older pupils, in particular, believe that RE provides opportunities to discuss issues which matter to them and encourages them to respect differences of opinion and belief.” Ofsted (2007)

25. How does the R.E. curriculum link with: • PSHE/Citizenship - see National Curriculum p.136 • Values Education - see National Curriculum p.147 What does an inclusive classroom look like? - see National Curriculum p.30 Does the teaching of R.E. help a class to be inclusive?

26. What does the 1988 Education Act say about Religious Education? Not ‘Instruction’ Must be provided for all pupils Should have equal standing with NC subjects Parents retain the right to withdraw their child from RE lessons. What has happened since then? Dearing Report 1993 (45 hours per year in KS2) 1hr a week Non-statutory guidelines (2004) QCA | About religious education Agreed Syllabus gives local outline for teaching This is binding (agreed in committee - LEA, teachers, C of E, other faiths /denominations) Meeting statutory requirements

27. About v From……… LearningFrom Religion is concerned with developing pupils’ reflection on and response to their own experiences and their learning about religion. It develops pupils’ skills of application, interpretation and evaluation of what they learn about religion, particularly to questions of identity and belonging, meaning, purpose and truth and values and commitments, and communicating their responses. Learning About Religionincludes enquiry into and investigation of the nature of religion, its keybeliefs and teachings, practices, their impacts on the lives of believers and communities, and the varying ways in which these are expressed. It also includes the skills of interpretation, analysis and explanation. Pupils learn to communicate their knowledge and understanding using specialist vocabulary. It also includes identifying and developing an understanding of ultimate questions and ethical issues. RE Handbook 2006 ~ Diocese of Lichfield

28. Expression & Reflective thought in your Classroom….

29. RE vs. Citizenship Values

30. Selected Government Documentation.... • The GTC(E) Statement of Professional Values and Practice for Teachers and the Code of Conduct and Practice for Registered Teachers can be accessed at: www.gtce.org.uk • A range of relevant articles and resources is available on the Teacher Training Resource Bank at: www.ttrb.ac.uk • Information on promoting positive values can be found at: www.citizEd.info • Various articles and research reports on personalised learning are available on the DfES Standards Site at: www.standards.dfes.gov.uk/personalisedlearning • The Report of the Teaching and Learning in 2020 Review Group (Gilbert Report) is available at: www.teachernet.gov.uk/publications • DfES (2005) Learning Behaviour: The Report of the Practitioners’ Group on School Behaviour and Discipline can be accessed at: www.dfes.gov.uk/behaviourandattendance • DfES guidance on anti-bullying can be accessed at: www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying • DfES (2007) Diversity and Citizenship in the Curriculum: Research Review (Ajegbo Report) is available at: www.teachernet.gov.uk/publications • DfES (2004) Every Child Matters: Change for Children is available at: www.everychildmatters.gov.uk • Community Cohesion DfES : http://www.teachernet.gov.uk/wholeschool/communitycohesion/

31. Power of open questioning…… I keep six honest serving men (They taught me all I knew) Their names were What and Why and When And How and Where and Who Kipling 1902, p.23

32. Power Negotiators understand the importance of asking and of taking the time to do it properly. • What's the best way to ask? • Rudyard Kipling talked about his six honest serving men. Of Kipling's six honest serving men. I likeWhy the least. Why can easily be seen as accusatory. "Why did you do that?" implies criticism. • "What did you do next?" doesn't imply any criticism. • If you really need to know why, soften it by rephrasing the question using what instead: "You probably had a good reason for doing that. What was it?" • You'll get even more information if you learn how to ask open-ended questions. • Close-ended questions can be answered with a yes or a no or a specific answer. • For example, "How old are you?" is a closed-end question. • You'll get a number and that's it. "How do you feel about being your age?" is an open-ended question. It invites more than just a specific answer response. • Reflect on your own questioning……. Do you use a balance of Open / Closed questions?

33. How will you…….? • Create opportunities in your classroom for ‘Reflection’? • Encourage children to express themselves with ease. • Raise children’s self esteem? • Promote a ‘positive’ learning environment? • Develop yourself as a ‘facilitator’?

34. Next Lecture will be on Thursday 22nd November 2007 WT313 ~ Please bring with you 2 BLANK copies of the WLV Short Term planner ( 1 lesson) ~ S.Weatherhead@wlv.ac.uk