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Secondary Strategy SEAL Link Schools’ Training Day 3 . 6 May 2008. Welcome! Agenda for the day. 9.00 Arrival and coffee 9.30 What will next year look like? - Lorimer 10.00 Emotional literacy - Zoe 11.00 Break 11.15 How we learn - Julie Glynn

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welcome agenda for the day
Welcome! Agenda for the day
  • 9.00 Arrival and coffee
  • 9.30 What will next year look like? - Lorimer
  • 10.00 Emotional literacy - Zoe
  • 11.00 Break
  • 11.15 How we learn - Julie Glynn
  • 12.00 Links between SEAL and Afl - Lorimer
  • 12.45 Lunch
  • 1.45 Cross curricular routines to develop speaking and listening – Malcolm Seccombe
  • 3.30 Planning for July 7th - Helen
  • 3.55 Plenary and close
what will next year look like
What will next year look like?
  • Suggestion would be to work in geographical areas with B&A, EP, Link school(s) at core
  • At least 4 network meetings during the academic year
  • Link schools will not be expected to ‘train’ non-link schools, but to add their experience and knowledge to the meetings
  • Skerton and SSS will be added
  • Addition of year 8 & 9 materials due out in June!
what will next year look like4
What will next year look like?
  • District 1 – HHS/Skerton, MHS, Heysham – Jean/ Zoe, Maria/Zakhira
  • District 6 - OLCHS, BiP – Helen - ?
  • District 8 - BPSC, BiP – Lorimer - Janet
  • Districts 12/13 – MHCC, Shuttleworth, Hameldon BiP– Lorimer – Julie/Lorna
  • Districts 2/4 - Lytham – Zoe - Steph
  • Districts 7/9 - Worden – Helen - Chris
  • Districts 11/14 - Fearns, A/Grange, Bowland – Zoe – Julie/Eleanor
  • SSS – Richard - Zoe
objectives for the session
Objectives for the session
  • To raise awareness of where has EI come from
  • To explore who uses it and why
  • To understand how can it be useful to adults
  • To learn how can it be used with pupils

Not just another fad


Not “New Age”



Anyone can be angry – that is easy. But

to be angry with the right person, to the

right degree, at the right time, for the

right purpose and in the right way – that

is not easy.


what is emotional intelligence ei
What is Emotional Intelligence (EI)?

“Achieving one’s goals through the ability

to manage one’s own feelings and

emotions…. being sensitive to and able to

influence other key people …... ……being able

to balance one’s motives and drives with

conscientious and ethical behaviour.”

Dulewicz & Higgs

history lesson
History lesson!

When psychologists began to write and think about intelligence, they focused on cognitive aspects, such as memory and problem-solving. However, there were researchers who recognized early on that the non-cognitive aspects were also important. For instance, DavidWechsler defined intelligence as “the aggregate or global capacity of the individual to act

purposefully, to think rationally, and to deal effectively with his environment.” (1958)

intelligence research
Intelligence Research
  • Traditional View:

Intelligence was fixed, general, and primarily academic. It could be measured by an IQ test. This view of intelligence had profound and damaging effects on:

  • Pupil motivation
  • Relationships between teachers & pupils.
  • Success for some based on ‘how smart I am’.
  • The assessment system.
  • Teacher expectations.
  • The way schools and classrooms were organised.

Original IQ test

  • Linguistic skills
  • Analytical skills
  • Spatial orientation
  • Logical reasoning

Revised IQ test

1 Linguistic

2 Mathematical/Logical

3 Visual/Spatial

4 Musical

5 Physical

6 Interpersonal

7 Intrapersonal

how useful is iq
How useful is IQ?

IQ by itself is not a very good predictor of job performance. Hunter and Hunter (1984)

estimated that at best IQ accounts for about 25 percent of the variance. Sternberg (1996) has pointed out that studies vary and that 10 percent may be a more realistic estimate. In some studies, IQ accounts for as little as 4 percent of the variance.

how useful is iq16
How useful is IQ?
  • It turned out that social and emotional abilities were four times more important than IQ in determining professional success and prestige (Feist & Barron, 1996).
  • In fact, there is research suggesting that emotional and social skills actually help improve cognitive functioning.
  • Marshmallow studies. at Stanford University…..four year olds were asked to stay in a room alone with a marshmallow and wait for a researcher to return. They were told that if they could wait until the researcher came back before eating the marshmallow, they could have two. Ten years later the researchers tracked down the kids who participated in the study. They found that the children who were able to resist temptation had a total SAT score that was 210 points higher than those pupils who were unable to wait (Shoda, Mischel,& Peake, 1990).
ei defined mayer salovey
EI defined (Mayer-Salovey)

Emotional intelligence is “the ability to

perceive emotions, to access and generate

emotions so as to assist thought;

to understand emotions and emotional

knowledge and to reflectively regulate

emotions so as to promote emotional and

intellectual growth”

John D. Mayer & Peter Salov(1990)

goleman identified the five domains of eq as
Goleman identified the five 'domains' of EQ as:
  • Knowing your emotions.
  • Managing your own emotions.
  • Motivating yourself.
  • Recognising and understanding other people's emotions.
  • Managing relationships, i.e., managing the emotions of others.
or more simply put
Or more simply put…
  • How are you feeling?
  • How is she or he feeling?
  • How do you want to feel?
  • How do you want others to feel?
  • What is causing current feelings?
  • What will change them?
  • What are you willing and able to do to manage
  • your own and others’ emotions?
emotional intelligence seal




social skill.






Emotional Intelligence………….SEAL


  • Having a deep understanding of one’s:
  • Emotions,
  • Strengths,
  • Weaknesses,
  • Needs, and drives.
  • Being able to accept and love yourself
  • (NOT conceit)


  • Ability to control feelings and impulses
  • Adapting to change and unknown.


  • Understand the emotional makeup of other people,
  • skill in treating people according to their emotional reactions.
  • Not Sympathy

Social skills

  • Proficiency in managing relationships and building networks,
  • Find common ground and build rapport,
  • Effectiveness in leading change,
  • Building and leading teams,
  • Persuasiveness, and
  • Moving people in a direction you desire.

The Basics of Emotional Intelligence Includes

  • Knowing your feelings and using them to make life decisions you can live with.
  • Being able to manage your emotional life without being controlled by it. Not being paralysed by depression or worry, or swept away by anger.
  • Persisting in the face of setbacks and channelling your impulses in order to pursue your goals.
  • Empathy- reading other people's emotions without their having to tell you what they are feeling.
  • Handling feelings in relationships with skill and harmony. Being able to articulate the unspoken feelings of a group, for example.
increasing your emotional quotient
Increasing your Emotional Quotient
  • Understand that your emotions are part of you and they have a purpose ;
  • Work out what your emotions are telling you;
  • Review your map from time to time;
  • Don’t just experience emotions, work out what they are;
  • Listen to your emotions, don’t judge them
  • Be your own best friend;
  • Give yourself permission to take positive action;
  • After giving yourself permission to act – you need to actually do something;
  • Deal with your basic emotional needs ; and
  • Smile more


Intelligence Quotient Quiz


1. You are on an airplane that suddenly hits extremely bad turbulence and begins rocking from side to side. What do you do?

  • Continue to read your book or magazine, or watch the movie, trying to pay little attention to the turbulence. 10 Points
  • Become vigilant for an emergency, carefully monitoring the stewardesses and reading the emergency instructions card. 10 Points
  • A little of both a and b. 10 Points
  • Not sure - never noticed.

You are in a meeting when a colleague takes credit for work that you have done. What do you do?

  • Immediately and publicly confront the colleague over the ownership of your work.
  • After the meeting, take the colleague aside and tell her that you would appreciate in the future that she credits you when speaking about your work. 5 Points
  • Nothing, it's not a good idea to embarrass colleagues in public.
  • After the colleague speaks, publicly thank him for referencing your work and give the group more specific detail about what you were trying to accomplish.10 Points

You are a customer service representative and have just gotten an extremely angry client on the phone. What do you do?

  • Hang-up. It doesn't pay to take abuse from anyone.
  • Listen to the client and rephrase what you gather he is feeling. 5 Points
  • Explain to the client that he is being unfair, that you are only trying to do your job, and you would appreciate it if he wouldn't get in the way of this.
  • Tell the client you understand how frustrating this must be for him, and offer a specific thing you can do to help him get his problem resolved.10 Points

You are a college student who had hoped to get an A in a course that was important for your future career aspirations. You have just found out you got a C- on the midterm. What do you do?

  • Sketch out a specific plan for ways to improve your grade and resolve to follow through. 10 Points
  • Decide you do not have what it takes to make it in that career.
  • Tell yourself it really doesn't matter how much you do in the course, concentrate instead on other classes where your grades are higher. 5 Points
  • Go see the professor and try to talk her into giving you a better grade.

You are a manager in an organization that is trying to encourage respect for racial and ethnic diversity. You overhear someone telling a racist joke. What do you do?

  • Ignore it - the best way to deal with these things is not to react.
  • Call the person into your office and explain that their behaviour is inappropriate and is grounds for disciplinary action if repeated. 5 Points
  • Speak up on the spot, saying that such jokes are inappropriate and will not be tolerated in your organization.10 Points
  • Suggest to the person telling the joke he go through a diversity training program.5 Points

You are an insurance salesman calling on prospective clients. You have left the last 15 clients empty-handed. What do you do?

  • Call it a day and go home early to miss rush-hour traffic.
  • Try something new in the next call, and keep plugging away.10 Points
  • List your strengths and weaknesses to identify what may be undermining your ability to sell. 5 Points
  • Sharpen up your resume.

You are trying to calm down a colleague who has worked herself into a fury because the driver of another car has cut dangerously close in front of her. What do you do?

  • Tell her to forget about it-she's OK now and it is no big deal.
  • Put on one of her favourite tapes and try to distract her.
  • Join her in criticizing the other driver. 5 Points
  • Tell her about a time something like this happened to you, and how angry you felt, until you saw the other driver was on the way to the hospital.10 Points

A discussion between you and your partner has escalated into a shouting match. You are both upset and in the heat of the argument, start making personal attacks which neither of you really mean. What do you do?

  • Agree to take a 20-minute break before continuing the discussion. 10 Points
  • Go silent, regardless of what your partner says.
  • Say you are sorry, and ask your partner to apologize too.
  • Stop for a moment, collect your thoughts, then restate your side of the case as precisely as possible.

You have been given the task of managing a team that has been unable to come up with a creative solution to a work problem. What do you do?

  • Draw up an agenda, call a meeting and allot a specific period of time to discuss each item.
  • Organize an off-site meeting aimed specifically at encouraging the team to get to know each other better. 10 Points
  • Begin by asking each person individually for ideas about how to solve the problem.
  • Start out with a brainstorming session, encouraging each person to say whatever comes to mind, no matter how wild.5 Points

You have recently been assigned a young manager in your team, but he appears to be unable to make the simplest of decisions without seeking advice from you. What do you do?

  • Accept that he "does not have what it take to succeed around here" and find others in your team to take on his tasks.
  • Get an HR manager to talk to him about where he sees his future in the organization. 5 Points
  • Purposely give him lots of complex decisions to make so that he will become more confident.
  • Engineer an ongoing series of challenging but manageable experiences for him, and make yourself available to act as his mentor.10 Points

‘Top of the EQ pops’

10.Goals for life – do you know what you want and how to get it?

9. Positive self-image - if you like yourself, you are more likely to succeed.

8. Stress management - can you handle stressful situations and keep your cool ?.

7. Self awareness - are you honest with yourself about your strengths &

weaknesses – do you try to learn from experience ?

6. Empathy - can you put yourself in other people’s

shoes and see things from their viewpoint ?

5.Motivation – can you motivate yourself when

times get tough ?


‘Top of the EQ pops’

4. Mood control – can you control your moods and think your way out of the

doldrums ?

  • Deferred gratification – can you put off what you want now for something
  • better later ?

2. Optimism – Do you see the positive side of events ? Do you

expect the best ?

  • Persistence – If you stick at something long enough you will get there. The most successful people in the world are those who never give up.
where does eq fit in
Where does EQ fit in?
  • ‘The teacher’s job is not only to help students do better in school. It is to help them do better in life’. Eliot Eisner
  • ‘At best school can be about how to make a life, which is quite different from how to make a living’. Neil Postman
teaching with emotional intelligence
Teaching with Emotional Intelligence
  • Be a positive role model
  • Be optimistic-show your students the silver lining
  • Be empathic – never use sarcasm or humiliation.
  • Praise and encourage constantly.
  • Manage your own stress using relaxation techniques and positive self-talk.
  •  Use self- assessment to improve your teaching
  • Encourage self-assessment in your students
teaching with emotional intelligence44
Teaching with Emotional Intelligence
  • Use formative assessment to develop confidence & independence in learning..
  • Set targets for yourself & your students.
  •  Avoid negative people.
in conclusion
In conclusion
  • ‘People will forget what you said. People will forget what you did. But people will never forget how you made them feel. Brenda Beatty
why do children do what they do part three

Why Do Children Do What They Do ?Part three.

Julie Glynn

Snr Educational Psychologist

motivation and emotion
Motivation and Emotion
  • Meeting basic needs, (Maslow)
  • Social needs and feeling of belonging
  • Curiosity
  • Incentive needs :-
    • Internal, bodily drives
    • External, the environment
activity 1
Activity 1
  • Using only your preferred learning style tell the story of Little Red Riding hood
Generally individuals do not have a preferred learning style!
  • Mix is best
  • Auditory switch off





Gang loyalty

Craves affection

Craves acceptance








Overly dependent

steps forward
Steps Forward
  • Create a spirit of belonging.
    • Every child feels important.
    • Recognise individual talents.
    • Be specific.
    • Deed not doer.
    • Manage our emotions.
spirit of mastery



Problem solver




Risk seeker



Avoid risks

Fears challenges





Spirit of Mastery
steps forward55
Steps forward
  • Create a spirit of mastery.
    • Success for all at something.
    • Set realistic goals.
    • Teach problem solving.
    • Create opportunities to teach problem solving.
    • Emotional credits.
spirit of independence



Inner control




Refuses responsibility


Lacks confidence



Easily led



Defies authority

Spirit of Independence
steps forward57
Steps Forward.
  • Create a spirit of independence.
    • Model decision making.
    • Let pupils make real decisions.
    • Give choices.
    • Help pupils develop intrinsic motivation.
    • Teach alternative behaviours to improve personal control.
spirit of generosity








Lacks a sense of self


Plays martyr






Spirit of Generosity
steps forward59
Steps Forward.
  • Develop spirit of generosity.
    • Develop cooperative relationships.
    • Teach listening skills.
    • Opportunity to express opinions.
    • Involve the community.
secondary strategy afl and seal

Secondary StrategyAfL and SEAL

Lorimer Hayes

B&A Consultant

session objectives
Session objectives
  • To review the rationale for AfL
  • To review the main principles governing AfL
  • To consider the links between AfL and SEAL
  • To explore implications for whole school approaches to teaching and learning
what do we know already
What do we know already?
  • Emotional states can support or inhibit learning.
  • All learning has an emotional base and thinking, feeling and behaviour are intertwined.
  • More Lancashire schools have adopted this whole school initiative than any other and with good reason;
  • Much of the research used as a basis for this comes from ‘Inside the Black Box’ Black and William, 2001.
  • In this research, they looked at 3 main questions:
inside the black box 3 questions
Inside the Black Box- 3 questions
  • Is there evidence that improving formative assessment raises standards?
  • Is there evidence that there is room for improvement?
  • Is there evidence about how to improve formative assessment?
  • Yes, yes and yes!
  • This approach involves some fundamental changes in pedagogy
  • Students have to be actively involved
  • Assessment can fundamentally alter student self esteem and motivation
some powerful quotes
Some powerful quotes
  • Where the classroom culture focuses on rewards, ‘gold stars’, grades or place-in-the-class ranking, then pupils look for the ways to obtain the best marks rather than at the needs of their learning which these marks ought to reflect.
  • Pupils who encounter difficulties and poor results are led to believe that they lack ability, and this belief leads them to attribute their difficulties to a defect in themselves about which they cannot do a great deal. So they ‘retire hurt’, avoid investing effort in learning which could only lead to disappointment, and try to build up their self-esteem in other ways.
some powerful quotes67
Some powerful quotes
  • Opportunities for pupils to express their understanding should be designed into any piece of teaching, for this will initiate the interaction whereby formative assessment aids learning.
  • The dialogue between pupils and a teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas.
what is afl
What is AfL?
  • Focuses on how pupils learn
  • Fosters motivation
  • Promotes understanding of goals
  • Helps learners know how to improve
  • Develops capacity for peer and self assessment
  • Promotes confidence
  • Recognises that professional informative assessment increases the motivation and self esteem of pupils
10 afl design principles
10 AfL design principles
  • is part of effective planning;
  • focuses on how pupils learn;
  • is central to classroom practice;
  • is a key professional skill;
  • is sensitive and constructive;
  • fosters motivation;
  • promotes understanding of goals and criteria;
  • helps learners know how to improve;
  • develops the capacity for self [and peer] assessment;
  • recognises all educational achievement.
7 afl study modules
7 AfL study modules
  • AfL in everyday lessons
  • Formative use of summative assessments
  • Objective led lessons
  • Oral and written feedback
  • Peer and self assessment
  • Curricular target setting
  • Questioning and dialogue
  • Using Handout 1.5 from AfL and the 50 SEAL learning outcomes, see how many of the SEAL outcomes fall under each of the AfL charactersitics
  • Can both initiatives be mutually supportive, whilst at the same time satisfying the need to raise standards?
main areas of support seal and afl
Main areas of support – SEAL and AfL
  • Self awareness – knowing self
  • Managing my feelings – expressing emotions
  • Motivation – working towards goals, persistence, evaluation and review
  • Empathy – understanding others, valuing and supporting others
  • Social skills – building relationships, belonging to groups
implications for teaching and learning across schools
Implications for teaching and learning across schools
  • Share learning objectives with pupils
  • Evaluate and review during plenaries
  • Chunk lessons with mini-plenaries to motivate and increase self esteem
  • Model good answers to promote success and motivate
  • Ensure knowledge of pupils’ learning styles influence teaching styles
  • Give positive feedback to identify next steps
implications for teaching and learning across schools74
Implications for teaching and learning across schools
  • Increase the use of peer assessment/group work to promote social skills
  • Encourage pupils to voice feelings about work and progress
  • Encourage pupils to take different roles within groups to encourage pupils to be assertive when needed
  • Encourage pupils to give and receive praise and criticism
  • Encourage pupils to see each others’ views
session objectives75
Session objectives
  • To review the rationale for AfL
  • To review the main principles governing AfL
  • To consider the links between AfL and SEAL
  • To explore implications for whole school approaches to teaching and learning
secondary strategy cross curricular routines to develop speaking and listening

Secondary StrategyCross Curricular Routines to develop speaking and listening

Malcolm Seccombe

English Consultant

seal and the english curriculum
SEAL and the English Curriculum

“There can be no doubt that SEAL and the new programmes of study are inextricably linked. The skills identified in SEAL are a component part of every subject of the National Curriculum, none more so than English”

Task 1:

1. Text mark the SEAL skills evident in the speaking and listening learning objectives

2. Text mark the speaking and listening skills evident in the SEAL learning outcomes

how do we develop seal skills through speaking and listening
How do we develop SEAL skills through speaking and listening?
  • Make it a cross-curricular initiative
  • Work as a staff team to develop consistency of approach
  • Train the staff first
  • Teach the skills explicitly
  • Embed them into the long, medium and short term plans of the entire curriculum
  • Treat them as skills to be mastered through regular practice, not a list to be ticked off
speaking and listening activities to promote seal
Speaking and Listening Activities to promote SEAL


  • Working in pairs { Social Skills
  • Group Work { Empathy
  • Individual Extended { Self-awareness

Contributions { Motivation

  • Presentations { Managing Feelings
  • Drama { Building relationships

{ Valuing others { Working towards goals

creating the right conditions for good talk to take place
Creating the right conditions for good talk to take place

Many English departments promote the right kind of behaviours through the use of:

  • Behaviour Cards
  • Group formation
  • Speaking prompt cards i.e. sentence stems etc.


1. Devise rules that could be used on cards to encourage pupils to be active listeners and good speakers

2. Draw up ways of forming groups and the advantages and drawbacks of each formation

3. List acceptable verbal and non-verbal ways of agreeing or disagreeing with another speaker

talking about talk
Talking about talk

If you want to promote SEAL and good talk, you need to discuss the talking and how it is progressing with the class. A good way to do that is by using SOCRATIC TALK techniques with your groups.


Watch the following clips and be prepared to discuss the practice and how it might be adapted for your school

socratic talk
Socratic Talk

Video 1


Video 2


Video 3


Video 4 D:\resources\video\sl_socratic2_f_intvw.flv

socratic talk83
Socratic Talk

Task 1:

Read the article provided and prepare an answer to the following question:

Is Sightsavers the best charity for the school to support?

Task 2:

Take part in the role play/use your card to make notes on the discussion

Task 3:

Feedback Session

Task 4:

How could you use Socratic Talk in your school?

seal speaking and listening starting point
SEAL/Speaking and Listening: Starting Point
  • What are our learners like?
  • What do we want them to be like?
  • How do we organise learning to achieve our ambitions?


Complete sections 1 and 2 of the handout

how do we organise learning
How do we organise learning?

Peer Assessment

In most lessons

Group Work Cards

Developing Group

Work Skills

Varied groups formed

Socratic Talk

Speaking frames issued

the pack of materials
The pack of materials
  • Rules of Talk
  • Setting up group talk
  • Managing the introduction of talk in the school
  • Troubleshooting
secondary strategy planning for the sharing of experiences day 7 july

Secondary StrategyPlanning for the ‘Sharing of Experiences Day’ 7. July

Helen Smith

B&A Consultant

sharing our experiences july 7 th woodlands
Sharing our experiences- July 7th Woodlands
  • What advice would you give new SEAL schools?

(Pitfalls, useful resources, effective starting points, training methods)

  • How can you contribute to July 7th?

(Stalls/ 15- 20 minute contribution)

next steps
Next steps
  • Is there further training needed with staff on emotional literacy? How does this link to SEAL development work which focuses upon school ethos and the learning environment?
  • When planning the curriculum aspects of SEAL are staff clear on the process of learning a skill?
  • Is SEAL clearly linked to other school development areas such as AFL? Can SEAL and AFL work be used to support both purposes?
  • Are we making the most of existing strengths within the school? How can whole school routines support the development of SEAL?
and also
And also…..
  • Review your action plan along with your consultant and EP
  • Identify the priorities for next year
  • Ensure that you make the best use of your EP support
  • Let us know what support you would like
sharing of experience day
Sharing of experience day

July 7th

Elm room, Woodlands

9.30 Coffee

10.00 start

3.30 finish

  • Completion of evaluation forms
  • Include up-to-date e-mail address
  • Include any ideas for inclusion in next year’s network meetings
contact details
Contact details
  • Lorimer Hayes
    • 07717 543 778
  • Zoe Perkins
    • 07717 543 776
  • Helen Smith
    • 07717 543 777