Support Staff Training: Building Positive Relationships

1. Support Staff Training:Building Positive Relationships Day 1 WELCOME

2. Introductions • Introduce yourself to your partner and ask them which school/establishment they are from. • Ask them: “If you could be anywhere else in the world right now, where would that be, and why?” • Individuals will feed back this information to the whole group.

3. Course Aims • Reflect upon the skills & qualities required to support young people effectively; • Identify your own strengths and development needs; • Increase confidence in carrying out our support roles; • Explore the different roles and contributions that individuals make within a team; • Examine the roles for support staff with Curriculum for Excellence; and • Identify effective strategies to promote positive behaviour and interpersonal skills in young people.

4. Success Escalator:where are you? 10 1

5. Why are you here? • What do you need to move up the success escalator? • Wider knowledge • Increase in confidence • Effective strategies • Share good practice with colleagues • Time to reflect • Other…

6. Life experiences and influences • We (support staff, teachers, head teachers, depute head teachers and pupils), all bring a range of experiences and influences to school. • These influences can impact upon how we react to situations.

7. The Human Condition Thoughts Feelings/Needs Behaviours

8. What has happened to Jamie? • What influences and experiences is he bringing to school? • There are experiences, events and relationships which impact on children’s lives. Psychological/physiological factors may also be a feature. Any and all of these factors can influence their behaviour. Staff have little or no control over these factors. Children can display these behaviours as: • Loss of personal power • Need to maintain self-esteem • Fear • Failure • Attention seeking • Displaced anger

9. What can we do if Jamie’s behaviour is challenging, possibly because of difficult circumstances outwith school? • React rationally by staying in control of our own behaviour and not taking acting-out behaviour personally: • Be in control • Be professional • Look for positive diversions

10. Stop and Think! • Do the behaviours and attitudes of staff impact in behaviours and attitudes of those young people in their care, and vice versa?

11. REACTIONS Reactions can in turn become experiences that further drive thoughts and feelings BEHAVIOUR Behaviour provokes reactions from others FEELINGS Emotions drive behaviour EXPERIENCES THOUGHTS Result from incidents/events and perception Thoughts process the experience and drive feelings

12. Think about the person who has most positively influenced or motivated or inspired you… Try to identify the skills and qualities that this person has.

13. Open Fair Caring Enabling Assertive Enthusiastic Supportive Resilient Persistent Respectful Resourceful Engaging Have high expectations Flexible Humorous Creative Brave Patient Good support staff are: • Persistent • Committed • Trusting • Encouraging • Reliable • Challenging • Prepared • Sensitive • Listening • Consistent

14. Supportive Understanding Patient Practical Organised Reliable Thoughtful Trusting Enthusiastic Accepting Motivated Support Team acronym:

15. Standards in Scotland’s Schools Act 2000 • Education is to be directed to the development of the personality, talents, mental and physical abilities of the child or young person to their fullest potential. • Learning abilities and life skills are both important and complementary.

16. Standards in Scotland’s Schools Act 2000 • Opportunities should exist for the development of abilities and experiences within multiple contexts. • Experience gained must provide necessary life skills for safe, positive and purposeful participation. • Schools must nurture core skills.

17. Curriculum for Excellence – Successful Learners • With: • enthusiasm and motivation for learning • determination to reach high standards of achievement • openness to new thinking and ideas • And able to: • use literacy, communication and numeracy skills • use technology for learning • think creatively and independently • learn independently and as part of a group • make reasoned evaluations • link and apply different kinds of learning in new situations

18. Curriculum for Excellence – Confident Individuals • With: • self-respect • a sense of physical, mental and emotional well-being • secure values and beliefs • ambition • And able to: • relate to others and manage themselves • pursue a healthy and active lifestyle • be self-aware • develop and communicate their own beliefs and view of the world • live as independently as they can • assess risk and take informed decisions • achieve success in different areas of activity

19. Curriculum for Excellence – Responsible Citizens • With: • respect for others • commitment to participate responsibly in political, economic, social and cultural life • And able to: • develop knowledge and understanding of the world and Scotland’s place in it • understand different beliefs and cultures • make informed choices and decisions • evaluate environmental, scientific and technological issues • develop informed, ethical views of complex issues

20. Curriculum for Excellence – Effective Contributors • With: • an enterprising attitude • resilience • self-reliance • And able to: • communicate in different ways and in different settings • work in partnerships and in teams • take the initiative and lead • apply critical thinking in new contexts • create and develop • solve problems

21. Visionfor Children Nutured; Safe; Active; Healthy; Achieving; Included; Respected; Responsible. Confident individuals Successful learners To enable all young people to be… Effective contributors Responsible citizens Achievement and Attainment Framework for Learning Inclusion and Equality Values and Citizenship Learning for Life

22. Team Work 1Different types of teams: Interagency Team Support Staff Team Class Team Behaviour Support Team Whole School Staff Team Team around a child Support for Learning Team

23. Team Work 2What are you? • Are you a PLUNGER? • Are you a WADER? • Are you a TESTER?

24. Plungers think they are: • Enthusiastic • Dynamic • Positive

25. Other people think plungers may be: • Impulsive • Cut corners • Over-confident

26. Waders think they are: • Balanced • Purposeful • Dependable

27. Other people think waders may be: • Middle of the road • Boring • Bland

28. Testers think they are: • Investigative • Reflective • Highly organised

29. Other people think testers may be: • Over-ponderous • Timid • Controlling

30. Teamwork • An understanding of individual approaches can support team creation and team working by: • Improving communication • Identifying individual and team strengths and challenges • Helping people to value the strengths of others • Clarifying team behaviour • Helping to match tasks to people • Predicting potential problem areas • Helping deal with conflict • Improving the way the team solves problems

31. Team Work THERE IS NO 'I' IN TEAM

32. Together we can achieve so much more…

33. FOR GOODNESS SAKE STOP !!!!!!! Rocking on Making silly chairs noises Not bringing correct Getting out of equipment seat Shouting out Prodding other Fussing with pupils coats & bags Coming into the classroom Talking when noisily the teacher is

34. Preparatory task for Day 2 • John is running along the top of the school wall again although you have told him several times to stop. or • Amy is crying again saying that no-one will play with her, despite the fact that you gave organised a ‘playground pal’ for her. Think of a situation from your own experience. Note it down and bring it with you tomorrow (think of the ‘button pusher’ activity).

35. Thank you for your consideration, thought and contribution today. It is appreciated.