Teaching social, emotional and behavioural skills

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Teaching social, emotional and behavioural skills
department for education and skills Creating
opportunity, releasing potential, achieving
excellence
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Aims

• To understand what is meant by SEBS and how to
  disseminate this knowledge and understanding
• To be familiar with a range of tools for
  assessment of SEBS and explore issues related to
  assessment
• To be familiar with the key principles of
  emotionally literate leadership and to build on
  these to improve their practice
• To be familiar with features of effective taught
  learning programmes for SEBS
• To understand the key role of the environment in
  developing SEBS

Teaching social, emotional and behavioural skills
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Session Outline
Previous session Review of intersessional
activities 10 minutes Overview Teaching
social, emotional and behavioural skills 10
minutes Discussion of reading and
preparatory activity Aims Links Activities
1 hour 45 minutes
Ongoing activity The emotional barometer
(optional) Activity 1 A framework for
considering SEBS Activity 2
Issues of assessment Activity 3
Emotionally literate leadership Activity 4
Success factors in developing SEBS Session
review Selecting Intersessional
Activities 20 minutes Forward look 5
minutes Total time 2
hours 30 minutes
Teaching social, emotional and behavioural skills
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The five domains

• Self-awareness
• Empathy
• Management of feelings
• Motivation
• Social skills
• Within each domain there are a variety of skills
  and sub-skills,
• many of which may contribute to a competence or
  skill..

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Levels of assessment (1)

• Levels of assessment
• of the SEBS of individual children and young
  people
• of the SEBS of adults in the setting
• of the whole-group or whole-school/setting
  ethos

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Levels of assessment (2)
For your selected level of assessment Why
might such an assessment be carried out? What
principles would need to be considered when
selecting or designing assessment? Who might
benefit from the assessment? What sort of
measures would this sort of assessment use? What
issues should we take into account when carrying
out an assessment in this area?
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Features

• A successful taught SEBS curriculum
• Is explicit.
• Is clear about what it is aiming to develop.
• Uses a range of teaching styles to engage
  learners
• Recognises the effect of culture and gender
  based differences.
• Allows for skills to be practised, reinforced
  and generalised

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Reinforcing the skills
Without their concrete realisation in
behaviour, competences remain potential rather
than actual Programmes which attempt to build
emotional and social competences must include
extensive, routinised, regular and predictable
work to develop specific skills across the
curriculum, and reinforce these skills by pupils
real life experiences across the whole
school. (DfES Research Report 456.)