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Behaviour for LearningBehaviour for Learning

Promoting social andPromoting social andemotional skills in theemotional skills in the

classroomclassroom

The ideas that follow have been The ideas that follow have beenadapted from the Secondaryadapted from the SecondaryNational Strategy concerningNational Strategy concerning

Social and Emotional Aspects of Social and Emotional Aspects of Learning (SEAL)Learning (SEAL)

D. Drake 2008

http://humanitiesastwiltshire.blogspot.com

http://humanitiesastwiltshire.blogspot.com/

http://humanitiesastwiltshire.blogspot.com/



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Nothing really changes!Nothing really changes!

How To Maintain Classroom Discipline - Good And Bad MethodsHow To Maintain Classroom Discipline - Good And Bad Methods

Training Educational Video Training Educational Video

http://uk.youtube.com/watch?v=gHzTUYAOkPM








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SEAL - Aspects of SEAL - Aspects of

Learning:Learning:

• Creating the learning environmentCreating the learning environment

• Self awarenessSelf awareness

• Managing feelingsManaging feelings

• MotivationMotivation• Social SkillsSocial Skills



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Creating the learningCreating the learning

environmentenvironment



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How do we ensure that we create and nurtureHow do we ensure that we create and nurture

a positive and safe environment?a positive and safe environment?

• Use positive and encouraging languageUse positive and encouraging languagefrequently. For example ‘You may not befrequently. For example ‘You may not besure it is right Sam, but have a go.’sure it is right Sam, but have a go.’

• Keep the classroom tidy and attractiveKeep the classroom tidy and attractivewith routines established for clearing up.with routines established for clearing up.

• Keep displays up to date and pupils’ workKeep displays up to date and pupils’ work

well presented.well presented.

• Consider seating and grouping carefully.Consider seating and grouping carefully.

• Plan to highlight when social andPlan to highlight when social andemotional skills are practised or learnt.emotional skills are practised or learnt.



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• Ensure that where possible, you are in theEnsure that where possible, you are in theroom and ready before the studentsroom and ready before the studentsarrive.arrive.

• Have appropriate starter activities to handHave appropriate starter activities to handso that the students are immediatelyso that the students are immediatelyengaged, enabling you to concentrate onengaged, enabling you to concentrate ongreeting them at the door, creating agreeting them at the door, creating apositive initial experience in the lesson.positive initial experience in the lesson.

• Ensure that the first contact a student hasEnsure that the first contact a student haswith you in a lesson is a positive one eg:with you in a lesson is a positive one eg:‘Thank you for coming in quietly Josh’ or‘Thank you for coming in quietly Josh’ or‘Well done for arriving with the right‘Well done for arriving with the right

equipment Emily’ etc).equipment Emily’ etc).



To what extent do we plan the lessonTo what extent do we plan the lesson

based on individual needs?based on individual needs?

• Build knowledge and understanding of the pupils’Build knowledge and understanding of the pupils’

strengths, interests and ways of responding andstrengths, interests and ways of responding and

use these when interacting with each pupil.use these when interacting with each pupil.

• Ensure the lesson is appropriate to the needs of Ensure the lesson is appropriate to the needs of

those being taught, so that all pupils have thethose being taught, so that all pupils have the

chance to be successful.chance to be successful.



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How can we help to reinforce the values andHow can we help to reinforce the values and

expectations of the school in our planning,expectations of the school in our planning,

organisation and teaching?organisation and teaching?

• Refer positively to the school’s expectations regularly.Refer positively to the school’s expectations regularly.

• Emphasise what a positive community looks like in lessons.Emphasise what a positive community looks like in lessons.

• Consider the physical environment and how this reflects theConsider the physical environment and how this reflects theschools values and principles eg displays in the classroomschools values and principles eg displays in the classroomand in the Learning Area corridor.and in the Learning Area corridor.

• Interpret the school’s policy and put it into practice toInterpret the school’s policy and put it into practice toensure that routines, rules and expectations are followedensure that routines, rules and expectations are followedappropriately andappropriately and consistentlyconsistently. For example, the class. For example, the classagrees a signal when wanting to make a contribution oragrees a signal when wanting to make a contribution orvoice an opinion.voice an opinion.



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Self-awarenessSelf-awareness



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How are pupils helped to have aHow are pupils helped to have a

positive identity within the class?positive identity within the class?

• Use praise and positive language – ‘Thank you, Jess, I likeUse praise and positive language – ‘Thank you, Jess, I likethe way you managed that difficult question.’the way you managed that difficult question.’

• Use proximity praise regularly to emphasise that attentionUse proximity praise regularly to emphasise that attentionis given for positive behaviour rather than negative actions.is given for positive behaviour rather than negative actions.

• Issue rewards (stamps and stickers) to reinforce positiveIssue rewards (stamps and stickers) to reinforce positivebehaviour.behaviour.

• Encourage pupils to maintain displays or make suggestionsEncourage pupils to maintain displays or make suggestionsabout the presentation of the room.about the presentation of the room.



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Managing feelingsManaging feelings



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To what extent do pupils manage theirTo what extent do pupils manage their

behaviour according to the expectationsbehaviour according to the expectations

agreed by staff and pupils?agreed by staff and pupils?

• Make expectations, class routines and rulesMake expectations, class routines and rulesexplicit and negotiate them if appropriate.explicit and negotiate them if appropriate.

• Refer to expectations, class routines and rulesRefer to expectations, class routines and rulesfrequentlyfrequently and illustrate them with displays.and illustrate them with displays.Expectations and procedures should be re-Expectations and procedures should be re-established afterestablished after every extended break every extended break fromfromschool e.g. Half term holiday or even a Bankschool e.g. Half term holiday or even a BankHoliday weekend when such routines andHoliday weekend when such routines and

expectations may not be in place outside school.expectations may not be in place outside school.• Make the reasons for expectations clear. ForMake the reasons for expectations clear. Forexample ‘You should try this – it helps youexample ‘You should try this – it helps youconcentrate, then you will have a better chanceconcentrate, then you will have a better chanceof getting a Level 5.’of getting a Level 5.’



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• Make specific reference to when pupils practiseMake specific reference to when pupils practisesocial and emotional skills, meet expectationssocial and emotional skills, meet expectationsand follow routines and rules. ‘Well done Megan,and follow routines and rules. ‘Well done Megan,

you remembered to put your hand up’. It isyou remembered to put your hand up’. It isamazing how someone who was shouting out atamazing how someone who was shouting out atthe same time suddenly puts their hand up!the same time suddenly puts their hand up!

• EncourageEncourage pupils to stop and think beforepupils to stop and think beforeacting.acting.

• ProvideProvide 'take up time''take up time' when giving instructionswhen giving instructionsso that pupils can take these on board. ‘In 2so that pupils can take these on board. ‘In 2minutes I am going to ask you to stop, be silentminutes I am going to ask you to stop, be silentand listen to the next instruction’.and listen to the next instruction’.



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MotivationMotivation



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How are positive attitudes to learningHow are positive attitudes to learning

encouraged before and during the lesson?encouraged before and during the lesson?

• Remind pupils of situations where they have beenRemind pupils of situations where they have beensuccessful previously.successful previously.



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To what extent do they organise theirTo what extent do they organise their

own learning? And support the learningown learning? And support the learning

of others?of others?

• Establish routines and expectations and then give pupilsEstablish routines and expectations and then give pupils

the opportunity to suggest ways in which they can organisethe opportunity to suggest ways in which they can organise

their own learning.their own learning.

• Focus on questioning which encourages a reflective replyFocus on questioning which encourages a reflective reply

from the pupil.from the pupil.

• Exemplify where there are opportunities to develop pupils’Exemplify where there are opportunities to develop pupils’

own learning and encourage peer support – ‘Can anyoneown learning and encourage peer support – ‘Can anyone

think of a way to help Mary here?’think of a way to help Mary here?’



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Social SkillsSocial Skills



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How do we ensure that pupilsHow do we ensure that pupils

listen to and followlisten to and follow

instructions?instructions?

• Teach, reinforce, model and revisit Teach, reinforce, model and revisit

the skills of active listeningthe skills of active listeningfrequently.frequently.

• Demonstrate levels of listening andDemonstrate levels of listening and

provide positive feedback to pupilsprovide positive feedback to pupils

who show progress.who show progress.



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Do pupils observe and make use of Do pupils observe and make use of

non-verbal communication given bynon-verbal communication given by

staff or pupils?staff or pupils?

• Explain or devise non-verbal signs or communication withExplain or devise non-verbal signs or communication withthe pupils and then provide opportunities for pupils tothe pupils and then provide opportunities for pupils toexperience it. For example, a member of staff raising aexperience it. For example, a member of staff raising ahand to gain attention or counting down from ten.hand to gain attention or counting down from ten.

• Use facial expression to express how you feel about theUse facial expression to express how you feel about thepupils’ behaviour or learning, and explain it. For example –pupils’ behaviour or learning, and explain it. For example –expressing excitement and enthusiasm for a creative work.expressing excitement and enthusiasm for a creative work.‘That makes me really excited’ or disappointment when‘That makes me really excited’ or disappointment whenbehaviour has hurt others ‘I felt disappointed when you…’behaviour has hurt others ‘I felt disappointed when you…’

• Make explicit reference to non-verbal communication andMake explicit reference to non-verbal communication andallow time for pupils to identify its meaning – ‘What do youallow time for pupils to identify its meaning – ‘What do yousee?’, ‘What does it mean?’, ‘What do you think that tellssee?’, ‘What does it mean?’, ‘What do you think that tellsyou about the way … is feeling or thinking?’you about the way … is feeling or thinking?’



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How do pupils learn to respondHow do pupils learn to respond

respectfully to others including peersrespectfully to others including peers

and adults?and adults?

• Avoid shouting, humiliation or threatening and explain whyAvoid shouting, humiliation or threatening and explain whyyou won’t use these tactics.you won’t use these tactics.

• Consider the interaction between staff and pupils whenConsider the interaction between staff and pupils whenplanning the lesson – when is it most effective to addressplanning the lesson – when is it most effective to addressthe group as a whole?the group as a whole?

• When should comments be directed to a small group or anWhen should comments be directed to a small group or anindividual? Does the poor behaviour of one student warrantindividual? Does the poor behaviour of one student warrant

a negative response in front of the whole class? Woulda negative response in front of the whole class? Wouldpraising the other twenty eight be more effective, or maybepraising the other twenty eight be more effective, or maybea quiet word with the individual may be adequate?a quiet word with the individual may be adequate?



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Introduction

Welcome

Seating arrangement

Use of routines

Social Interaction

Environment

Early engagementShare clear learning outcomes

Review previous learning

The big picture

A quick learning gain

Recognise achievement

Appropriate praise

Early involvement in pairs

and group work

Appropriate questioning

Appropriate challenge

The integration of SEAL in to a lesson

Main activityModelling

Use of exemplars

Pace

Choices

Paired feedback

Taking risks

challenge

Plenary

Reflect

Review

Summarise

Feedback

Pair/group work

Target setting

How learntWhat learnt

Respect, safe learning,environment, tolerance,

expectations, ownership,

modelling, emotional skills,

managing feelings,

resilience, learning environment,

social interaction

Social

Climate

Physical

Climate

Learning

Climate



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Is fidgeting an issue?Is fidgeting an issue?

http://www.teachers.tv/video/28895http://www.teachers.tv/video/28895

http://www.teachers.tv/video/28895





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Do we need a newDo we need a new

approach? – Questions forapproach? – Questions for

discussion:discussion:• What strikes you about what you haveWhat strikes you about what you have

seen?seen?

• What do we like/do well currently?What do we like/do well currently?• What works for you?What works for you?

• What would we like to change?What would we like to change?

• What are the barriers?What are the barriers?• Using student voice?Using student voice?

• What next?What next?

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