1. Expressing emotions to encourage positive behaviour
New initiative – presentation to staff
Expressing emotions to encourage positive behaviour
'Children who are listened to are usually well adjusted and self-confident, while those whose needs are ignored may be withdrawn or difficult and suffer from low self-esteem.' NSPCC, p2
Kim - intro
Our presentation is focused upon supporting pupils with EBSD, the initiative being introduced is one using a whole school approach with some specialised resources to promote further inclusion. The initiative aims to get everyone within the school expressing and realising their emotions giving a greater understanding as to why they may behave the way they do and in recognising this help prevent some situations from arising.
Alex Bedford ( ), Rebecca Grover ( ),
Kim Marshall ( ), Jenny Sherwood ( )

2. Expressing emotions to encourage positive behaviour
Code of Practice 5.2
‘Provision for children with special educational needs is a matter for the school as a whole. In addition to the governing body, the school’s head teacher, the SENCO and all other members of staff have important day-to-day responsibilities. All teachers are teachers of children with special educational needs. Teaching such children is therefore a whole school responsibility. In practice, the way in which this responsibility is exercised by individual staff is a matter for schools, to be decided in the light of a school’s circumstances and size, priorities and ethos.’
(DfES, 2001, p44)
Kim
‘All teachers are teachers of children with special educational needs. Teaching such children is therefore a whole school responsibility’ (DfES, 2001a, p44)
Removing Barriers to Achievement (2004) states “All children have the right to a good education and the opportunity to fulfill their potential. All teachers should expect to teach children with special educational needs (SEN) and all schools should play their part in educating children from their local community, whatever their background or ability” (DfES, 2004, p7).

3. Expressing emotions to encourage positive behaviour
Why we are here?
Implementation of ‘The Feelings’ Tree’ Initiative School Self-Review – where we are now During previous meetings concerns were raised about individual children’s behaviour. After individual discussions with teachers, observing (using ABCC charts) and talking to the children, it appears that this unacceptable behaviour (according to the schools policy) is the way the children are using to communicate how they are feeling. A further observation was that these children struggled to recognise their own emotions, in order for these children to express their emotions in an acceptable manner it is important for them to be able first to recognise them. Within the whole school there seems to a need for all children to develop these skills to support all children’s personal, emotional, behavioural and educational development. Therefore this is an inclusive whole school strategy; with extra support available for those children you feel need it.
Jenny
Discussion with various teachers, TAs, management and parents has highlighted concerns about children unsuitable behaviour.
Ourselves/Myself and you have conducted observations which identified links between this behaviour and the children’s emotions.
To address this we are going to implement a whole school strategy to support children to recognise, understand and express their emotions.
This inclusive strategy aims to support all children’s, emotional, social, behaviour and educational development but will also be tailored to support specific children’s needs.

4. Behavioural difficulties
Expressing emotions to encourage positive behaviour
Behavioural difficulties
‘the emotional and behavioural difficulties which people experience in their lives are not caused directly by events but by the way they interpret and make sense of these events’ (McLeod, 1998, p71-72)
‘Difficult behaviour which seems to relate to a particular student may be indicative of a range of contextual issues associated with the family, school, classroom, peer group or teacher, as well as the student’ (Wearmouth, 2009, p91)
‘Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students’ (Chitiyo, Makweche-Chitiyo, Park, Ametepee and Chitiyo, 2010, p1)
‘Children in school usually demonstrate that they have emotional difficulties by continuously behaving in an unacceptable way and by not responding to the usual strategies that work for the others.’ (McNamara and Moreton, 2001, p11)
Bex
You will be aware of various behaviours exhibited by children within your class – some of which may be ‘undesirable’ behaviours.
It is important that we remember that the behaviour is not necessarily the child misbehaving but may be a form of communication.
The environment and events which happen effect how we feel and therefore how we behave. Children who do not understand these feelings or have emotional difficulties may not know how to express them appropriately which may result in challenging behaviours.
Teachers need to have strategies and adapt the learning environment to support these children in learning to express their emotions.

5. Why is it important children express their feelings?
Expressing emotions to encourage positive behaviour
Why is it important children express their feelings?
‘Behaviour is the way in which we try to express our feelings, this expression itself is an attempt to communicate’ (McNamara and Moreton, 2001, p91)
Research has found if children have
an effective way to communicate
their feelings and these are listened
to unacceptable displays of behaviour
can be reduced.
Alex
Talk about examples of research just need to pick the two that highlight the point most effectively.

6. How can we encourage them to express their feelings?
Expressing emotions to encourage positive behaviour
How can we encourage them to express their feelings?
Whole school approach – teachers, Ta’s, office staff etc…
Encourage an open environment
Positive reinforcements
Encouraging children to take ownership
‘The teacher needs to structure the classroom environment to demonstrate that it is safe to express personal thoughts and feelings.’ (McNamara and Moreton, 2001, p94)
WARNING
– it is important to know your class in implementing the strategies
– it is important not to use a strategy which is similar to your behaviour management as the children may become confused
Jenny
As teachers you will know the children in your class.
That knowledge has been developed by the positive relationships you have built and the time you have taken to listen to their views.
If we all continue this current practice and model a value and respect for this strategy, the children will hopefully embrace and engage with the strategy.
Children can communicate their knowledge, understanding and opinions from a young age and therefore where possible should always be consulted, valued and considered in matters that directly or indirectly affect them. Through encouraging this participation children can learn to take ownership of their learning and recognise the importance of reflection to support development. (Rose and Howley, 2007)

7. Expressing emotions to encourage positive behaviour?
Expressing emotions to encourage positive behaviour
What have you seen?
Kim

8. Expressing emotions to encourage positive behaviour
Feelings Tree
A feelings tree is a large picture of a tree trunk where feelings can be added as leaves.
The feelings tree can be used in a number of different ways –
Alex – example tree
the tree has branches with the different feelings and the children put either photo, name on post it / leaf on the branch
Bex I have seen an example in school where children sit at the front of the class and say what colour leaf they are putting up and why they feel this way, this helped the teacher become aware of events which may impact the children in class. They could also write their name on a leaf and put it on the tree which can be changed throughout the day.

9. Emotional Literacy Support Assistant (ELSA)
Expressing emotions to encourage positive behaviour
Emotional Literacy Support Assistant (ELSA)
Bex
Children with emotional, behavioural and social difficulties may need more support and additional intervention strategies.
An ELSA is a human resource who can work one to one or with groups of children to help them to explore their feelings and how to deal with them.
For those interested in ELSAs work there is a useful video on teachers tv which shows two ELSAs working within a school.
\we would like you to take the time to watch and reflect on this video as we feel this would be beneficial to your development.
Teachers tv (2006) Primary Special needs – Emotional literacy: The Hightown ELSAs

10. The Social and Emotional Aspects of Learning (SEAL)
Expressing emotions to encourage positive behaviour
The Social and Emotional Aspects of Learning (SEAL)
‘The underpinning qualities and skills that help us manage life and learning effectively’ (DfES, , p1)
Self-awareness
Managing feelings
Motivation
Empathy
Social skills
‘Social, emotional and behavioural skills underlie almost every aspect of school, home and community life, including effective learning and getting on with other people. They are fundamental to school improvement’ (DfES, G, p7)
Kim
This behavioural intervention strategy underpins the five broad strands of SEAL.
Self-awareness – children can recognise different emotions and gain an understanding of how these emotions impact on their behaviour
Managing feelings – Children can manage and express their emotions in a self-controlled, positive way, thus implementing positive behaviour
Motivation – For children to be motivated they need to be able to understand – if they understand their emotions and know how to deal with them in a positive manner – through positive behaviour, this will encourage and continue to encourage motivation – as the children will be happier and feel better about/within themselves
Empathy – understanding their own emotions will encourage empathy with others, as they will be able to identify with them
Social skills – this understanding of emotions, the impact they have, and having the ability to empathise, all help to enhance children’s social skills, as it teaches them to recognise, ‘understand and value differences and commonalities between people, respecting the right of others to have beliefs and values different from their own’ (DfES, G, p7)
‘Social, emotional and behavioural skills underlie almost every aspect of school, home and community life, including effective learning and getting on with other people. They are fundamental to school improvement’ (DfES, G:p.7).

11. Maslow’s hierarchy of needs
Expressing emotions to encourage positive behaviour
Maslow’s hierarchy of needs
Jenny
To reinforce the importance of recognising and understanding our emotions it is worth reflecting on Maslow’s hierarchy of needs which emphasises that until children are secure and comfortable in themselves it is difficult for them to strive and achieve.

12. Expressing emotions to encourage positive behaviour
Every Child Matters
Kim
This behavioural intervention strategy for promoting positive behaviour, underpins the five outcomes of the ECM agenda.
Encouraging children to recognise and express their feelings in positive ways helps them to:
be mentally and emotionally healthy;
be safe from bullying as others will have the ability to empathise with them, and preventing them from discrimination as they would have an understanding of how others feel and how they would feel if they were to be treated in that manner; in turn this would discourage criminal and anti-social behaviour;
enjoy attending school and achieve personal, social and emotional development;
make a positive contribution as they will develop positive relationships, where they choose not to bully or discriminate, but instead engage in law-abiding, positive behaviour in and out of school, developing their self-confidence, and successfully dealing with significant challenges;
achieve economic well-being through their engagement in further education, employment or training upon leaving school
(Cheminais, 2006).

13. Expressing emotions to encourage positive behaviour
Pupil voice
Multi-agency working
Parent partnership
Alex - Pupil voice
The Code of Practice (DfES, 2001a) highlights that children ‘have knowledge of their own needs and circumstances’ and therefore have their own views about their education and support. However, in order to do this they need to be encouraged and given opportunities to participate, The SEN toolkit (2001b) supports this by saying ‘pupils need training and encouragement to help them become actively involved’ (p1) and also shows the importance of a whole school ethos.
Soan (2005) say it is “recognised that listening and responding to pupil’s voice strengthens the educational provision provided for pupils, giving them a real sense of ownership” (p89).
This new initiative gives children the opportunity to explore and express their feelings by using different strategies and resources.
Bex - Parent partnership
It is important that parents are involved in the development of the initiative to provide feedback and to continue to encourage their children to be aware of and express their emotions through positive behaviour at home
The Code of Practice (DfES, 2001a) says that parents have ‘unique strengths, knowledge and experience to contribute to the shared view of a child’s needs and the best ways of supporting them’ (p16)
DCSF (2010) says ‘There should be a range of provision, both in school and beyond school, to support pupils with BESD’
In order for parents to support their child it is important to communicate and follow the schools behaviour policy. One of the most important aspects that parents need to commit to in the partnership is sending their child to school, on time and equipped, everyday. (DCSF, 2009)
Jenny - Multi-agency working
Schools need to have good communication with other agencies who work with children, by explaining the initiative they may be able to support and provide guidance on suitable strategies for children with additional needs.
The Code of Practice (DfES, 2001a) says ‘The objective should be to provide integrated, high quality, holistic support focused on the needs of the child. Such provision should be based on a shared perspective and should build wherever possible on mutual understanding and agreement’ (p135)
The success of multi agency partnerships is dependent on the schools and other agencies values for collaborative work. The aim of multi agency partnerships is to put the child at the centre and work together to support the child, the family and professionals in order to unlock and develop every child’s potential. (Broadhead and Martin, 2009)

14. Expressing emotions to encourage positive behaviour
Action plan
of the Implementation
of the initiative
Jenny
For any strategy to be successful it needs to be planned and implemented effectively therefore we have developed an action plan to ensure the smooth implementation.
The dates are rough guides to support this implementation but may be revised depending on the response to the implementation.
Please take your time to look through the action plan and raise any queries or questions you might have, as I am well aware that the success of this strategy is dependent on all of us.

15. Other ideas of strategies and resources
Expressing emotions to encourage positive behaviour
Other ideas of strategies and resources
Feelings fan
Feelings bear
Feelings ladder
Mood diary
Safe room (friendship room)
Feelings chair
Happy/sad face
Traffic light system
Charts
Reflection area
Tactile / stress relieving toys
Post box
Velcro on drawers to attach feelings
Bex
There are many other strategies and resources that can support the implementation of the feelings tree and be used for both whole-class and individual approaches. We have provided a selection which can be adapted in various ways.
Review the different resources and feedback your views to the rest of the group.
We have included in your pack a leaflet on the different resources. We will give you time to select two and review them in your groups.
Rose and Howley (2007 ) ‘Teachers are quite rightly, always seeking ideas, resources and approaches to enhance their classroom performance and benefit their pupils.’ (p115)
Rose and Howley (2007 ) ‘Good teachers are constantly reflecting upon their own practice and are committed to making adjustments wherever this is likely to lead to improvement and benefit for pupils.’ (p121)

16. Expressing emotions to encourage positive behaviour?
Expressing emotions to encourage positive behaviour
Questions
Alex

17. Evaluation of staff meeting
Expressing emotions to encourage positive behaviour
Evaluation of staff meeting
What did we do well?
How can we improve our SENCO skills?
Alex

18. Expressing emotions to encourage positive behaviour
Bibliography
Broadhead, P. & Martin, D. (2009) ‘Education and Every Child Matters’ in Barker, R. (ed.) (2009) Making Sense of Every Child Matters: Multi-professional practice guidance Bristol: The Policy Press
Cheminais, R. (2006) Every Child Matters, a practical guide for teachers London: David Fulton Publishers
Cheminais, R. (2008) Engaging Pupil Voice to Ensure that Every Child Matters; A practical guide. London: David Fulton Publishers
Chitiyo, M. Makweche-Chitiyo, P. Park, M. Ametepee, L. K.. and Chitiyo, J. (2010) Examining the effect of positive behaviour support on academic achievement of students with disabilities Journal of Research in Special Educational Needs (Accessed: November 2010)
Department for Children, Schools and Families (DCSF) (2009) Working together for good behaviour in schools Information for parents and carers Nottingham: DCSF
DCSF (2010) Primary and Secondary Inclusion Development Programme: Supporting pupils with Behavioural, Emotional and Social difficulties DCSF (Accessed: November 2010)
DfES (2001a) Special Educational Needs Code of Practice. Nottinghamshire: DfES Publications
DfES (2001b) Section 4: Enabling Pupil Participation In DfES (2001) SEN Toolkit Nottinghamshire: DfES Publications

19. Expressing emotions to encourage positive behaviour
DfES (2004) Removing Barriers to Achievement: The Government’s Strategy for SEN London: DfES Publications
DfES ( G) PNS Excellence and Enjoyment: Social and Emotional Aspects of Learning: Guidance. Norwich: DfES Publications
DfES ( G) The National Strategies: Social and Emotional Aspects of Learning – a quick guide to these materials (Accessed: 13/11/10)
Her Majesties Government (2003) Every Child Matters Norwich: TSO.
Mcleod, J. (1998) An introduction to counselling (2nd edition) Buckingham: Open University Press
McNamara, S. and Moreton, G. (2001) Changing Behaviour: Teaching Children with Emotional and Behavioural Difficulties in Primary and Secondary Classrooms (2nd edition) London: David Fulton Publishers
NSPCC Listening to children London: NSPCC (Accessed: November 2010)
Rose, R. & Howley, M. (2007) The Practical Guide to Special Educational Needs in Inclusive Primary Classrooms London: Paul Chapman Publishers
Soan, S. (2005) Primary Reflective Reader: Special Educational Needs Exeter: Learning Matters
Teachers Tv (2006) Primary Special needs – Emotional literacy: The Hightown ELSAs (Accessed: November 2010)
Wearmouth, J. (2009) A Beginning Teacher’s Guide to Special Educational Needs. Maidenhead: OUP
Widget Symbols (Accessed: November 2010)