rtu conference 22 nd november 2013 ‘optimising achievement through a whole school approach to...
TRANSCRIPT
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RTU Conference 22nd November 2013‘Optimising achievement through a whole school approach to Emotional Health and Wellbeing’
SHAUNA CATHCART
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An Introduction to the Framework Materials & RTU/PHA Pilot
An introduction to the framework materials: ‘Optimising learning through a whole-school approach to EHWB and SEL’
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MAKING THE LINKS!
Student Achievement &Emotional Health and Wellbeing
• Student achievement is our core business in schools.• Student achievement is a reflection of academic success and
personal wellbeing. • Pupil academic success and personal wellbeing are
synergistic and integrated • There is also a dynamic symbiosis between teacher and
student wellbeing. Fostering wellbeing for teachers helps them to support students
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Optimising Learning through whole-school Emotional Health and Wellbeing (EHWB):
What is it, why do we need it and how do we do it?
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‘Being mentally and emotionally healthy means that we believe in ourselves and know our own worth. We set ourselves goals that we can achieve and can find support to do this. We are aware of our emotions and what we are feeling and can understand why. We can cope with our changing emotions and we can speak about and manage our feelings. We understand what others may be feeling and know how to deal with their feelings. We also understand when to let go and not overreact. We know how to make friendships and relationships and how to cope with changes in them. We understand that everyone can be anxious, worried or sad sometimes. We know how to cope with, and bounce back from, changes or problems and can talk about them to someone we trust’ DE PEHAW WORKING GROUP
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‘Their ability to empathise, persevere, control impulses, communicate clearly, make thoughtful decisions, solve problems, and work with others earns them friends and success. They tend to lead happier lives, with more satisfying relationships. At work, they are more productive, and they spur productivity in others. At school, they do better on standardized tests and help create a safe, comfortable atmosphere that makes it easier to learn’ (Edutopia Staff Acessed 5th September 2010)
Children with good EHWB stand out:
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What’s EHWB got to do with education?
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Why do we need to teach these skills? 3 driving forces that won’t go away…
1. Employers’ needs
2. Links between learning, attainment and social and emotional skills
3. Demands on young people in a changing society
Employers are looking for more than
just technical skills and knowledge of
a degree discipline. They particularly
value skills such as communication,
team working and problem solving.
Job applicants who can demonstrate
that they have developed these skills
will have a real advantage.
Digby Jones, Director-General, Confederation
of British Industry
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1. Employers’ needs
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CBI LEARNING TO GROWEDUCATION AND SKILLS SURVEY
2012 (in partnership with PEARSON)
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How do EHWB and SEL link to other Educational agendas?
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WE CAN MAKE A DIFFERENCE
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Improves Academic Outcomes
• 23% increase in skills• 9% improvement in attitudes about self, others and
school• 9% improvement in pro-social behaviour• 9% reduction in problem behaviours• 10% reduction in emotional distress• 11% increase in standardised achievement test
scores (maths and reading)
Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D. & Dy mnicki, A.B. (submitted for publication). The
effects of school based social and emotional learning: A meta-analytic review.
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Why does EHWB impact on attainment?
• A positive, safe environment with nurturing affirming relationships is proven to promotes student motivation, engagement with learning and achievement
• More teaching and learning time is available as behaviours that interfere with learning are decreased. (e.g. less peer disagreements/ reduced incidences of poorly managed anger)
• SEL skills are ‘gateway’ skills for learning: – Promotes deeper understanding of subject matter
(e.g. perspective-taking & problem solving)– Helps students learn well with others– Promotes Increased responsibility – Develops improved persistence & resilience – Helps students effectively manage feelings associated with learning– Decrease behaviours that interfere with learning.
• Pupils are better able to manage the social and emotional aspects of cognitive tasks12
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Demands on young people in a changing society
In a school of 1000 pupils there are likely to be:
• 50 with depression• 10 affected by eating
disorders• 100 experiencing
‘significant distress’• 10-20 with obsessive
compulsive disorder• 5-10 attempting suicide
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N. I CONTEXT
• 10-20% pupils experiencing EHWB
Difficulties
• 7-18% 10/11yr olds reported feeling
lonely, sad, not enjoying life
• 21% 12-13yr olds reported being
bullied 2/3 times per month
(Green et al, 2005)
(Centre For Effective Education ,Queen’s University,
Belfast, 2011)
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Society has changed…
Issues facing our young people :- Drug culture- Body image (media ‘role-models’)- Choices around sexual behaviour - Obesity issues- Social media and other technologies - Other?
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What do we need to do to become a school that actively promotes EHWB?
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What works? Evidence based success factors:
• Support from Principal
• Critical mass of staff understanding/supporting rationale for undertaking the work
• Clear, negotiated vision for what trying to achieve
• Careful strategic planning to build on what is already going on in the school and ’make it your own’
• Whole school approach
• Staff development and EHWB
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The iceberg model
Explicit Programme for pupil skills and curriculum
reinforcement
Teacher skills (and ability to act as role models)
ETHOS
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Successful CHANGE: The four ingredients
Vision + Skills + Incentives + Resources = Change
+ Skills + Incentives + Resources = Confusion
Vision + + incentives + Resources = Anxiety
Vision + Skills + + Resources = Resistance
Vision + Skills + incentives + = Frustration
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Adapted by Richard Vila, Bayridge Consortium Inc. from for Knoster, T. (1991)
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Maslow’s Hierarchy of needs
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The Change Curve
Shock
Resistance
Loss of Control
Low Morale
Exploration
Discovery
Adjustment
T i m e
Em
oti
on
al R
esp
on
se
based on work by Kubler-Ross
Worried
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An Introduction to the Framework Materials
An introduction to the framework materials: ‘Optimising learning through a whole-school approach to EHWB and SEL’
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What promotes EHWB in schools?
A whole-school approach to helping children achieve EHWB, including the ability to develop the social, emotional and behavioural skills that underpin
• effective learning• positive behaviour • good relationships • employability• success in its broadest sense.
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A four-part model for promoting EHWB in schools
A structured & progressive explicit curriculum to teach the skills of social
and emotional learning (SEL)
Reinforcing the SEL skills across the curriculum
A Positive Ethos – Relationships, Language &
Environment
Staff EHWB and Role-modelling
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Element 1: A positive ethos
Key characteristics of a Positive Ethos
- Relationships- Language- Environment
Physical Social Emotional
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A structured & progressive explicit curriculum to teach the skills of social
and emotional learning (SEL)
Reinforcing the SEL skills across the curriculum
A Positive Ethos – Relationships, Language &
Environment
Staff EHWB and Role-modelling
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Element 2: Staff modelling
‘
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The way (children) are treated and the examples they are set by their peers and by adults (are) almost certainly the strongest influences on how they will treat others, their environment, and develop respect for themselves. Sir Jim Rose, CBE
A structured & progressive explicit curriculum to teach the skills of social
and emotional learning (SEL)
Reinforcing the SEL skills across the curriculum
A Positive Ethos – Relationships, Language &
Environment
Staff EHWB and Role-modelling
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Staff cannot be role models unless their own EHWB is attended to and their own social
and emotional skills developed
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ELEMENT 3: An explicit curriculum to teach the skills of social and emotional learning (SEL)
• The evidence demonstrates that the skills of SEL will not be simply ‘caught’. They need to be explicitly taught through a structured and progressive curriculum
• What are the key areas of social and emotional learning? One model:
– Self awareness and self-valuing – Managing our feelings– Motivation– Empathy – Social skills
(within each area , there are a number of sub-skills) 25
A structured & progressive explicit curriculum to teach the skills of social
and emotional learning (SEL)
Reinforcing the SEL skills across the curriculum
A Positive Ethos – Relationships, Language &
Environment
Staff EHWB and Role-modelling
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Element 4: Reinforcement
Isn’t it enough to just teach the skills?
If you are wearing a watch, take it off and place it on the other wrist…..
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A structured & progressive explicit curriculum to teach the skills of social
and emotional learning (SEL)
Reinforcing the SEL skills across the curriculum
A Positive Ethos – Relationships, Language &
Environment
Staff EHWB and Role-modelling
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The neuroscience of Behaviour change
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An Introduction to the Framework Materials
An introduction to the framework materials: ‘Optimising learning through a whole-school approach to EHWB and SEL’
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What will we be doing? An introduction to The Framework and materials
It can be helpful to think of change as happening in phases
• Pre-commitment/ awareness (Phase 1)
• Innovation (Phase 2)• Implementation (Phase
3)• Institutionalisation
(Phase 4)
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The Framework: Phase 1
It will generally take 3-5 years for a change to become institutionalised (part of ‘the way we do things around here’)
Fullan, 2007
© RTU and Barnardos 30
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The Framework: Phase 2
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The Framework: Phase 3
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The Framework: Phase 4
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Developing a whole-school and classroom ETHOS To promote EHWB and SEL
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What promotes EHWB in schools?
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A four-part model for promoting EHWB in schools
A whole-school approach to helping children achieve EHWB and develop SEL includes four elements. The focus today is:
A structured & progressive explicit curriculum to teach the skills of social
and emotional learning (SEL)
Reinforcing the SEL skills across the curriculum
A Positive Ethos – Relationships, Language &
Environment Staff EHWB and Role-modelling
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The importance of ethos
They will forget what you saidThey will forget what you didBut they will never forget the way that you made them feel
(Maya Angelou)
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Ethos and learning
it is difficult to: • Pay careful attention
• Focus and concentrate • Generate creative ideas • Work well in a group • Be motivated • Overcome difficulties • Take a risk • Keep going, despite frustration • Bounce back after a setback • Remember learning
If we are feeling
• Cross • Frustrated • Scared • Anxious • Stressed • Embarrassed • Pre-occupied
or if we do not feel emotionally safe…
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Of all the keys to effective learning that research throws up, it is the ‘state’ that we are in when we learn which comes through time and time
again as the single most important factor in the learning process.
Working memory is disrupted by ‘neural static’. It has a finite capacity and if concerned with processing strong
emotions, it cannot be freed up to deal with other cognitive information.
Ideal states for learning…
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Ideal states for learning…
• Extreme stress inhibits learning as stress chemical paralyses areas of learning and cortical processing slows down.
• Mild to moderate amounts stimulate more brain activity and production of more connections in area of learning.
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DVD Teacher losing It
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What do we see in a learning environment with a positive ethos?
Students (or adults):
• Being willing to take a risk and showing that they are not fearful of getting things wrong
• Talking openly and honestly• Not being afraid to disagree with the prevailing consensus• Being able to ask for help• Being able to share their own personal experiences,
vulnerabilities and strengths• Being able to compliment and support others within the
class • Asking their own questions • Taking responsibility (and credit) for their learning
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Building a Positive Ethos
Levels of Functioning
• From least to most desirable, the levels of functioning are:
• Level One: Intentionally Disinviting
• Level Two: Unintentionally Disinviting
• Level Three: Unintentionally Inviting
• Level Four: Intentionally Inviting
It is the typical level of functioning that indicates the person’s and organization’s
atmosphere
(Fundamentals of Invitational Education Purkey & Novak 2008)
How invitational is your school?– The Ladder
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Four Types of Inviting StancesIntentionally Disinviting•A negative and toxic attitude designed to demean, defeat, dishearten
Intentionally Inviting•Seeking consistently to enact the principles of Invitational Education(helping with care and respect)
Unintentionally Disinviting•Accidental discouragement and undermining of others
Unintentionally Inviting•Accidental encouragement and support
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The Key Elements of building a positive school ethos A Positive Ethos
Relationships
Language
Environment
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The importance of relationships (feelings of belonging, connection and being valued)
The quality of teacher-student relationship has been shown to be one of the most significant
factors influencing student-learning
outcomes (Cornelius-White(2007;Hatie
2009;Rowe 2001)
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ETHOS Element 1: Relationships
What is the impact of ethos?- Relationships
© RTU and Barnardos 46
It is a basic human need to feel cared for, to feel that we belong
and that we are valued…
A Positive EthosRelationships
Language
Environment
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The importance of relationships
High-quality relationships are characterised by:
INVOLVEMENT EMOTIONAL SAFETY WARMTH CLOSENESS TRUST RESPECT CARE SUPPORT
Sue Roffey (2013)
’Positive Relationships’
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ETHOS Element 2: Language
What is the impact of ethos?- Language
© RTU and Barnardos 49
Three tools to ensure the
language we use contributes to a positive ethos
A Positive EthosRelationships
Language
Environment
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A key feature of Ethos: The language we use
• What is wrong with the language the teacher is using?
• What might the impact of the teacher’s words be on the pupil?
John Smyth you are just so
unbelievably rude. Don’t you dare do that again in my
class
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THREE things we can do differently
John Smyth you are just so unbelievably rude. Don’t you dare do that again in my
class
1. Relate correction or criticism to the behaviour, not the person
2. Use I-messages (‘magic messages’)
3. Use positive phrasing instead of negative
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I-messages
• You are always late – it is so annoying
• It’s a waste of time coming if you never do your homework
• You are deliberately making it impossible for me to teach
• Why can’t you ever remember your kit?
• Don’t accuse! Use magic messages
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Positive phrasing• Don’t speak to me like that!• Why are you dropping litter?• You’ve left your equipment out
again!• How dare you argue with me!• Stop pushing into the queue• You shouldn’t be in here• You are really annoying me by
interrupting• What do you think you’re
doing?
• Please put that away and get started on the activity, thank-you.
• Wait your turn in the queue, thanks
• Sam, litter in the bin, thanks• Please speak to me politely, as
I do to you, thank you• Put your equipment away,
thank you• Where should you be right
now?• I understand you’re upset, but
I need you to listen to me, thanks
• Please wait your turn to speak
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Element 3: Environment
What is the impact of ethos?- Environment
© RTU and Barnardos 54
A Positive EthosRelationships
Language
Environment
Physical Social Emotional
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There is no such thing as a neutral
‘Everybody and everything around the school adds or subtracts from, the process of being a beneficial presence in the lives of human beings, personally and professionally’
(Fundamentals of Invitational Education Purkey & Novak 2008)
Element 3: Environment Environment
Physical
Social
Emotional
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The Physical Environment • Welcoming notices • Displays celebrating
individuals, encouraging a sense of belonging
• Safe places in playground
• Buddy stops • Making-up corners• Playground games and
equipment
Environment
Physical
Social
Emotional
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The Social Environment • Quality of relationships• Explicit activities to help
pupils to get to know and trust each other (E.g. clubs, SEL activities)
• Celebration of pro-social behaviours and attitudes
• Whole-school events (assemblies) and fostering of school as a community
Environment
Physical
Social
Emotional
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The Emotional Environment The three key areas:
Need to be safe
Need to belong
Need to feel valued
Environment
Physical
Social
Emotional
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High
HighLow
When our emotional involvement is low our rational perspective is high. Conversely, when the emotional involvement is high our rational perspective is low Paul Mc Gee (2011)
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• A positively affirming classroom environment• A class charter with agreed rules based on an
understanding of rights and responsibilities.• Consistent use and reinforcement of rules • Understanding of sanctions and rewards and
behaviours that earn them• Effective anti-bullying measures • Clear routines and rituals!
The Emotional Environment :The need to feel safe
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The need to belong…• Actively building in
opportunities to get to know and work with everyone in the group
• Actively building trust and group cohesiveness
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Some ideas for activities to promote a sense of belonging
Class charters Circle Games Paper-Chains with each person’s
name on Birthday celebrations Welcome packsSecret friends Name Games Quizzes Group challenges Home group
flags jigsaw pictures Calming down posters Welcome PPT PresentationsSongs – ‘Consider Yourself’
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The need to feel valued…• Relationships - Finding out
about students and celebrating their strengths and talents
• Pupil voice and input (I can make a difference)
• Establishing a ‘put-up’ not a ‘put-down’ ethos (praise!)
• Positive language
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IN SUMMARY What promotes EHWB in schools?
A whole-school approach to helping children achieve EHWB, underpins
• effective learning• positive behaviour • good relationships • employability• success in its broadest sense.
65
A four-part model for promoting EHWB in schools
A structured & progressive explicit curriculum to teach the skills of social
and emotional learning (SEL)
Reinforcing the SEL skills across the curriculum
A Positive Ethos – Relationships, Language &
Environment
Staff EHWB and Role-modelling
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The iceberg model
Explicit Programme for pupil skills and curriculum
reinforcement
Teacher skills (and ability to act as role models)
ETHOS
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EHWB REALLY MATTERS Optimising Learning through a whole-school Emotional Health and Wellbeing (EHWB):
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Thank-you
They will forget what you said
They will forget what you did
But they will never forget the way that you made them feel