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Restorative Approaches
an emotionally literate approach to
behaviour and relationshipmanagement
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If we are not modelling what we teach thenwe are teaching something else
Helen Flanagan
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S.E.A.L. - social and emotional aspects
of learning
Key Themes :
self awareness managing feeling
motivation
empathy
social skills
Department of Children, Schools and Families (DCSF), UK
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2 children, John and Nathan, aresquabbling over a piece of sportsequipment during P.E. Class.
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self awareness
understanding what I need to work at my
best
knowing what I am thinking and how that
relates to how I am feeling
being able to take responsibility for myactions (ie my choices)
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managing feelings
being able to identify and recognise arange of feelings and express them inways that do not hurt myself or other
people knowing that thoughts, feelings and
behaviour are linked
understanding that changing the way Ithink about people and events changeshow I feel about them
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motivation
setting goals and thinking of the long term
consequences to myself and others
making choices about how activities and
tasks can be tackled
helping to shape my own classroom ethosand environment
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empathy
understanding and respecting anotherpersons point of view and how they might
be feeling knowing that all people have feelings but
recognise that they might experience and
show them in different ways or in differentcircumstances
knowing that my actions affect otherpeople for better or worse
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social skills
being able to live and work as part of acommunity (in class/school/at home)
valuing friendships and relationships with people
in my community working well in a group, cooperating to achieve
a joint outcome
being able to resolve conflicts
solving problems by thinking of all the options,identifying advantages and disadvantages andevaluating outcomes in due course
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John
Whats happened John?
What were you thinking whenthat happened and so how
were you feeling?
Who has been affected bywhat has happened?
What do you need to feel
better and put things right?
What can you do now?
And next time?
Awareness of self and others;
Managing of feelings;
Empathy
Motivation
Social skills of co-operationand problem-solving
Motivation (empowerment andgoal setting);
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Nathan
Whats happened Nathan?
What were you thinking whenthat happened and so how
were you feeling?
Who has been affected bywhat has happened?
What do you need to feel
better and put things right?
What can you do now?
And next time?
Awareness of self and others;
Managing of feelings;
Empathy
Motivation
Social skills of co-operationand problem-solving
Motivation (empowerment andgoal setting);
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Restorative Theme One
Work together on the problem by
sharing perspectives/experiences
Let everyone express how they
personally experienced what hashappened or is happening.
self awareness / empathy/ social skills
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Restorative Theme Two
Express Thoughts and Feelings
Invitepeople to express what they were /
are thinking and how they were / arefeeling as a result of these thoughts
self awareness/managing feeling/empathy/ social skills
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Restorative Theme Three
Harm and AffectInvite each in turn to consider who has
been or is being harmed / affected by the
situation/event and how. Encourage
accountability and responsibility.self awareness/managing feeling/empathy/ social skills
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Restorative Theme Four
NeedsInvite each in turn to consider what
they need now to repair harm/solve the
problem, to feel better and to move on.
self awareness/managing feeling/empathy/ social skills
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Restorative Theme Five
Repair and Reflections for the
FutureInvite each in turn to consider howeach of the needs expressed can be
met, what support they might need todo this and how they will do thingsdifferently in the future.
self awareness/ motivation/ social skills
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What happened?
What were you thinking?
How were you feeling?
Who else has been affected by this?
What do you need, and what needs tohappen now, so that the harm can be
repaired ?
M d lli d d l i S E A L
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Modelling and developing S.E.A.L.
when managing behaviour and
relationship problems Inviting all involved in asituation to share theirperspective and experiences
Encouraging everyone toexpress what they were
thinking and feeling at the time Clarifying who has been
affected and how
Eliciting the needs of all thoseinvolved
Identifying, from thoseinvolved, what needs to bedone to put matters right
Negotiating how this can beachieved realistically to mutualsatisfaction of all involved
Awareness of self and others;
Empathy
Managing of feelings; self
awareness
Empathy
Empathy and motivation
Social skills of co-operationand problem-solving
Motivation (empowerment andgoal setting); self awareness
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A child comes up to you inthe playground in tears,
saying another child hasbeen horrid to her.
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Child not getting started during
a lesson swinging on chair and
looking out of the window.
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2 children are found
fighting on the school fieldat lunchtime.
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The caretaker comes tocomplain that she has caught
a child in her room it isunclear what he was doing in
there.
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Parent comes in to complaintheir child feels picked on by
their class teacher and blamedfor things they did not do.
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A child is rude to the coachdriver on a school trip;after the driver shouts at
him for standing up duringthe journey.
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A cover staff is upset andtells you the class has
behaved badly during theday.
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Classroom assistantapproaches you very upsetand says that the class
teacher is not listening toher and keeps giving the
children different adviceand work to do.
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A member of the canteenstaff comes to complainthat a young person has
made a rude comment to herabout the food.
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A child is found stealing awatch from the P.E.teachers drawer, where it
had been placed forsafekeeping during a lesson.
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A child has sworn and maderude personal comments to a
member of the teachingstaff.
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motivation
Restorative Pedagogy and Leadership
Ask rather than tell - not just in conflictsbut also during lessons and breaks,
meetings and school trips! what do you think?
what needs to be done here?
how could we/you do it? what resources do we/you need?
how will we/you review / assess it?
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When dealing with wrongdoing or conflict, is
your response modelling the social and
emotional skills you are teaching?
Do you invite young people to give you, individually, theirperspective on what has happened?
Are you genuinely curious about their thoughts and
feelings at the time of the incident and since? Do you invite them to consider who else may have been
affected?
Do you ask them what their own personal needs are for
closure and repair? Do you invite them to consider what needs to happen toput matters right and expect those responsible for anyharm caused to become accountable by putting thingsright?
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Do you manage to avoid:
Giving your own opinions and imposing your own values
Offering unasked-for advice
Assuming you know whats going on (even when youwere present !)
Assuming you know best
Imposing solutions
Taking sides Rushing people
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Schools
To read more about restorative approaches in schools
please visit our website on www.transformingconflict.org
Read : Just Schools (Jessica Kingsley Publishers 2004)
Peer Mediation and Mentoring Training Manual
(Optimus Education 2007)
http://www.transformingconflict.org/http://www.transformingconflict.org/ -
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Transforming Conflict
National Centre for Restorative
Justice in Youth Settings,
Mortimer Hill,
Mortimer
Berks
RG7 3PW
Tel/fax 0118 9331520
www.transformingconflict.org
mailto:[email protected]://www.transformingconflict.org/http://www.transformingconflict.org/mailto:[email protected]