1. Support Staff Training: Building Positive Relationships
Day 1
WELCOME

2. Introductions
Introduce yourself to your partner and ask them which school/establishment they are from.
Ask them: “If you could be anywhere else in the world right now, where would that be, and why?”
Individuals will feed back this information to the whole group.

3. Course Aims
Reflect upon the skills & qualities required to support young people effectively;
Identify your own strengths and development needs;
Increase confidence in carrying out our support roles;
Explore the different roles and contributions that individuals make within a team;
Examine the roles for support staff with Curriculum for Excellence; and
Identify effective strategies to promote positive behaviour and interpersonal skills in young people.

4. Success Escalator: where are you?10 1

5. Why are you here? What do you need to move up the success escalator?
Wider knowledge
Increase in confidence
Effective strategies
Share good practice with colleagues
Time to reflect
Other…

6. Life experiences and influences
We (support staff, teachers, head teachers, depute head teachers and pupils), all bring a range of experiences and influences to school.
These influences can impact upon how we react to situations.

7. The Human Condition
Thoughts
Feelings/Needs
Behaviours

8. What has happened to Jamie?
What influences and experiences is he bringing to school?
There are experiences, events and relationships which impact on children’s lives. Psychological/physiological factors may also be a feature. Any and all of these factors can influence their behaviour. Staff have little or no control over these factors. Children can display these behaviours as:
Loss of personal power
Need to maintain self-esteem
Fear
Failure
Attention seeking
Displaced anger

9. What can we do if Jamie’s behaviour is challenging, possibly because of difficult circumstances outwith school?
React rationally by staying in control of our own behaviour and not taking acting-out behaviour personally:
Be in control
Be professional
Look for positive diversions

10. Stop and Think!
Do the behaviours and attitudes of staff impact in behaviours and attitudes of those young people in their care, and vice versa?

11. REACTIONS BEHAVIOUR FEELINGS EXPERIENCES THOUGHTS
Reactions can in turn become experiences that further drive thoughts and feelings
BEHAVIOUR
Behaviour provokes reactions from others
FEELINGS
Emotions drive behaviour
THOUGHTS
EXPERIENCES
Result from incidents/events and perception
Thoughts process the experience and drive feelings

12. Try to identify the skills and qualities that this person has.
Think about the person who has most positively influenced or motivated or inspired you…
Try to identify the skills and qualities that this person has.

13. Good support staff are:
Persistent
Committed
Trusting
Encouraging
Reliable
Challenging
Prepared
Sensitive
Listening
Consistent
Open
Fair
Caring
Enabling
Assertive
Enthusiastic
Supportive
Resilient
Persistent
Respectful
Resourceful
Engaging
Have high expectations
Flexible
Humorous
Creative
Brave
Patient

14. Support Team acronym: Supportive Understanding Patient Trusting
Practical
Organised
Reliable
Thoughtful
Trusting
Enthusiastic
Accepting
Motivated

15. Standards in Scotland’s Schools Act 2000
Education is to be directed to the development of the personality, talents, mental and physical abilities of the child or young person to their fullest potential.
Learning abilities and life skills are both important and complementary.

16. Standards in Scotland’s Schools Act 2000
Opportunities should exist for the development of abilities and experiences within multiple contexts.
Experience gained must provide necessary life skills for safe, positive and purposeful participation.
Schools must nurture core skills.

17. Curriculum for Excellence – Successful Learners
With:
enthusiasm and motivation for learning
determination to reach high standards of achievement
openness to new thinking and ideas
And able to:
use literacy, communication and numeracy skills
use technology for learning
think creatively and independently
learn independently and as part of a group
make reasoned evaluations
link and apply different kinds of learning in new situations

18. Curriculum for Excellence – Confident Individuals
With:
self-respect
a sense of physical, mental and emotional well-being
secure values and beliefs
ambition
And able to:
relate to others and manage themselves
pursue a healthy and active lifestyle
be self-aware
develop and communicate their own beliefs and view of the world
live as independently as they can
assess risk and take informed decisions
achieve success in different areas of activity

19. Curriculum for Excellence – Responsible Citizens
With:
respect for others
commitment to participate responsibly in political, economic, social and cultural life
And able to:
develop knowledge and understanding of the world and Scotland’s place in it
understand different beliefs and cultures
make informed choices and decisions
evaluate environmental, scientific and technological issues
develop informed, ethical views of complex issues

20. Curriculum for Excellence – Effective Contributors
With:
an enterprising attitude
resilience
self-reliance
And able to:
communicate in different ways and in different settings
work in partnerships and in teams
take the initiative and lead
apply critical thinking in new contexts
create and develop
solve problems

21. Vision for Children
Nutured; Safe; Active; Healthy; Achieving; Included; Respected; Responsible.
Confident individuals
Successful learners
To enable all
young people
to be…
Effective contributors
Responsible citizens
Achievement
and
Attainment
Framework
for
Learning
Inclusion
and
Equality
Values
and
Citizenship
Learning
for
Life

22. Team Work 1 Different types of teams:
Interagency Team
Support Staff Team
Class Team
Behaviour Support Team
Whole School Staff Team
Team around a child
Support for Learning Team

23. Team Work 2 What are you? Are you a PLUNGER? Are you a WADER?
Are you a TESTER?

24. Plungers think they are:
Enthusiastic
Dynamic
Positive

25. Other people think plungers may be:
Impulsive
Cut corners
Over-confident

26. Waders think they are:
Balanced
Purposeful
Dependable

27. Other people think waders may be:
Middle of the road
Boring
Bland

28. Testers think they are:
Investigative
Reflective
Highly organised

29. Other people think testers may be:
Over-ponderous
Timid
Controlling

30. Teamwork
An understanding of individual approaches can support team creation and team working by:
Improving communication
Identifying individual and team strengths and challenges
Helping people to value the strengths of others
Clarifying team behaviour
Helping to match tasks to people
Predicting potential problem areas
Helping deal with conflict
Improving the way the team solves problems

31. Team Work
THERE IS NO 'I' IN TEAM

32. Together we can achieve so much more…

33. FOR GOODNESS SAKE STOP !!!!!!! Rocking on Making silly chairs noises
Getting out of
seat
Shouting out
Prodding other
pupils
Not
bringing
correct
equipment
Fussing with
coats & bags
Talking when
the teacher is
Coming into
the classroom
noisily

34. Preparatory task for Day 2
John is running along the top of the school wall again although you have told him several times to stop. or
Amy is crying again saying that no-one will play with her, despite the fact that you gave organised a ‘playground pal’ for her.
Think of a situation from your own experience. Note it down and bring it with you tomorrow (think of the ‘button pusher’ activity).

35. Thank you for your consideration, thought and contribution today.
It is appreciated.