Resources   5 domain cards   Self-rating grid   Prompts for school audit  

Discuss: which SEAL domain does ‘habit’ fit? ( See below for agreed ones)   1self awareness (Mr Men slide one etc)   2 motivation   3 self awareness/motivation   4 resilience   5 motivation   6 social skills/empathy   7self esteem /motivation   8 self awareness/managing feelings   9 self-awareness   10 motivation

Get the habits of emotional intelligence  Personal responsibility  Resilience  Confidence  Optimism  Self awareness  Self discipline  Courage  Co-operation and communication  Goals for life

Embedding SEAL Aims: 1. 1.To review your personal SEAL skills!!!! 2. 2.To revisit the 5 domains of SEAL 3. 3.To consider your pupils’ SEAL skills 4. 4.How do we and our schools get more SEALY???? 5. 5.Audit school:   Physical Environment   Out of Class Environment (Social)   In Class Environment (Social)

Get the habit….

Blame all your problems on other people Take responsibility for your own life WHICH ARE YOU?

Give up easily, especially if it’s hard Persistent, keep trying until you get it right. WHICH ARE YOU?

I believe in myself and know I can achieve anything I want to I’m useless, everything goes wrong for me WHICH ARE YOU?

Always think the worst Think positive and are optimistic WHICH ARE YOU?

Misuse your body and your mind Cherish your mind and body WHICH ARE YOU?

Life is a vicious competition and everybody is out to get me. Always try to see the view of others. Know that helping others helps me. WHICH ARE YOU?

Don’t cooperate, don’t participate! Work together to achieve more. Am a great communicator! WHICH ARE YOU?

I have to have it now, immediately, this minute - I just can’t wait! I can wait for things that I really want – I’ve got WILLPOWER

Stay well in your comfort zone and never take chances Have the courage to take a chance and make the changes you need to WHICH ARE YOU?

Put first things last Plan and prioritise. I am disciplined WHICH ARE YOU?

Have no target or goal Live for today and don’t worry about the consequences Be clear about your mission and goals WHICH ARE YOU?

Get the habit of success……… 1.Take responsibility for yourself 2.Have a target or goal 3.Plan and prioritise – be disciplined 4.Work together to achieve more 5.Believe in yourself 6.Be persistent and resilient 7.Listen to and learn from others 8.Be optimistic 9.Maintain your mind and body - keep learning! 10.Have courage to make changes

Circle of Excellence Understand the skills Practise & Practise Make it a good habit Feel it See it Hear it BE it!

Embedding SEAL   Physical Environment   Out of Class Environment (Social)   In Class Environment (Social)

Physical Environment   Is the school warm & welcoming?   Are there places to calm down?   Reminders to stop & think before acting?   Positive affirmation posters?   High quality, visually stimulating displays – reflecting diversity in cultural & social back grounds/challenging stereotypes?   Clean, ‘cared for’ toilets?   If the school canteen was a restaurant would you go again?   Are policies jargon free & accessible?   Are behaviour expectations clearly displayed in a positive way?

Out of Class   Are children & staff friendly & helpful?   Do children open doors for adults & vice versa?   Does head meet & greet?   Are playtimes happy occasions – do activities promotes SEBS?   Does everyone have a voice that is listened to? (CC,SC,LTS, staff, parents)   Does everyone treat each other with respect?   Is everyone included? (Caretaker on staff night out?)

Out of Class   Do children & adults use PPS to express needs & resolve conflict?   Are PPS displayed for LTS?   Is there evidence of using calming down strategies?   Does framework for enhancing play reflect 5 R’s? (Rules, routines, rewards, responsibilities & relationships)   Do all adults role model desired behaviours &use language of SEAL?   Do all adults spot & praise good behaviour?

In Class Environment   Does framework for enhancing learning reflect 5 R’s? (Rules, routines, rewards, responsibilities & relationships)   Are children & staff friendly & helpful?   Does teacher meet & greet?   Are lessons happy occasions – are there specific lessons planned to teach SEBS & times to practise & internalise these?   Do all children feel part of the school council?   Does everyone treat each other with respect?   Is everyone included?

In Class Environment...continued   Do children & teacher/TA use PPS to express needs & resolve conflict?   PPS poster displayed?   Is there evidence of using calming down strategies?   Do teacher/TA role model desired behaviours & use language of SEAL?   Do teacher/TA spot & praise good behaviour?   Are displays referred to & value all children’s efforts?   Are there affirming posters & messages?   Are the class values/rules clearly displayed & referred to?

Review   Who   What   How (lesson & beyond)   Cloak of respect around school   Whole school continuity   Staff take time to look after themselves – ‘I’m having a massage for Lee’s sake!’

Thank you for taking part Have a great evening! How will you nurture yourself tonight?