1. HLTA NETWORK MARCH 2013 carolyn.carter@kirklees.gov.uk

2. An Introduction to:- – Positive behaviour and how it can be promoted – Effective group work – Dealing with conflict

3. Social Emotional Learning (SEAL) Self-awareness ~ know how to learn, how to relate to others, have some understanding of themselves Managing feelings ~ recognise and accept their feelings ability to manage anxiety or anger and demonstrate resilience Motivation ~ take an active and enthusiastic part in learning which enables learners to set goals, to focus and to concentrate on their learning Empathy ~ seeing things from another’s point of view Social skills ~ enable children to relate to others, take an active part in a group

4. THE RESOURCE ~ primary Guidance Booklet and Getting Started Poster WS resource file of Photographs, Poster Set, CD-ROM Seven sets of thematic materials: Theme assembly and overview Red Set (Foundation) linked to EYFS 2009 Blue Set (Years 1 and 2) Yellow Set (Years 3 and 4) Green Set (Years 5 and 6) Purple Set (Staffroom activities) Gold Set (Family activities KS1 /2) Silver Seal (Small group s )

5. I can decide with my group about how well we have worked together

7. Expectations. “Behaviour can be an area where we expect so much and teach so little.” Galvin, Miller and Nash. (1999)

8. Appropriate expectations are critical in creating a well managed group with a positive ethos. Expectations are clear, unambiguous descriptions of which behaviours are required for each Learning Social aspect of the school day.

9. Children and adults need to know what is expected of them if they are to be successful Clarifying expectations helps to create a positive atmosphere by emphasising what is wanted and valued Stating specific expectations offers a framework for explicitly identifying the behaviours you need to teach so that all children have the opportunity to succeed

10. Responding to inappropriate behaviour Even when you have planned for every eventuality there will be individuals who struggle to learn and follow the behavioural expectations you have worked on. In managing these situations think about : – Personal hot spots – Pre emptive attention – Use of support – Physical proximity

11. Specific praise A really effective way to give feedback to children… “I really liked the way you…” That’s what good readers/writers/artists do” When praising be very clear what the child has done well

12. Dealing with Conflict Restorative Practice What do I need from others to work at my best ? (consensus around the question) 2 children, John and Nathan, are squabbling over a piece of sports equipment during P.E. Class.

13. What happened? What were you thinking? How were you feeling? Who else has been affected by this? What do you need, and what needs to happen now, so that the harm can be repaired ?

14. The restorative approach is based on the belief that the people best placed to resolve a conflict or a problem are:- the people directly involved, that imposed solutions are less effective, and possibly less likely to be honoured.

15. I know: what my triggers are for anger; what happens when I get angry; what happens when I am overwhelmed by my feelings of anger; some ways to calm myself down. I can consider both the short-term and long-term consequences of my behaviour in order to make a wise choice when I am feeling angry.