Social

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Social Emotional Aspects of Learning Workshop

• 24th October 2008
• Carolyn James
• Dawn Samuels

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Self Awareness

• Knowing your own strengths, limitations whilst
  understanding your own emotions and the resulting
  impact of your behaviour on others.
• I like myself as I am

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Self Regulation

• An individuals ability to recognise, direct and
  modulate her/his own thoughts/feelings and
  behaviour.
• I know my behaviour
• affects others
• I think before I act

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Motivation

• An ability to use strategies to reach a desired
  goal.
• I have a positive attitude
• I stick to it

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Social Skills

• An ability to interact and communicate with
  others in a meaningful way.
• I communicate well
• with people
• I work well in a group

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Empathy

• This is vital for sustaining successful
  relationships with others showing an ability to
  avoid and diffuse conflict.
• I care about myself and others
• I am tolerant of difference
• in thought and deed

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Everyone benefits from social and emotional
learning

• Ready to learn when we feel safe, valued
• Learn better when alert but relaxed and focused -
  flow
• Emotional and social intelligence central to
  learning
• Gives bright students an edge
• Helps staff feel motivated, and perform

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Understanding and managing emotions e.g.
Increasing enjoyment Coping with challenges and
frustrations around learning
Self understanding e.g. Own strengths and
weakness Learning style Feedback and
evaluation Sense of coherence

Subject
Social skills e.g. Communication Empathy Cooperat
ive working Groupwork Listening Understand
cultural contexts
Motivation e.g. Planning Goal setting Persistence
Resilience Critical thinking
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Balance the key features of emotionally effective
environments

• Relationships e.g. warmth, listening
• Clarity e.g. rules and boundaries
• Participation e.g. belonging, ownership
• Autonomy e.g. independence, critical thinking

CARP?
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SEAL schools created warmer relationships in
classrooms by

• Prioritising the staff student relationship e.g
  greeting at the door, more fun, humour, personal
  disclosure
• More interactive methods
• Special work on relationship problems e.g.
  friendship in year 8
• Focus on positives in behaviour management
• Zero tolerance of bullying, violence also
  sarcasm, belittling

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Schools created clarity by.

• Explicitly including SEAL objectives in lessons
• Managing transitions e.g. start and end of
  lessons, Year 6/7
• Creating clear procedures e.g. what to do if late
  for lessons, ways to calm down
• Agreed class ground rules
• Clarifying expectations about behaviour
• Applying clear, known consequences for behaviour

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Schools created greater participation by

• Sharing SEAL goals
• Inviting student and parent input
• Allowing many ways to be emotionally literate
• Working to range of learning styles
• Increasing group work
• Using peer learning

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Schools increased autonomy by

• Teaching critical thinking skills
• Finding out what people thought, and acting on it
• Giving greater responsibility e.g. schools
  councils with teeth
• Basing discipline on choices and consequences not
  punishment
• Encouraging self reflection- e.g. homework,
  journals
• Encouraging staff to make SEAL their own