© crown copyright 2004 primary national strategy the importance of emotions in the classroom

© Crown Copyright 2004

PrimaryNational Strategy

The importance of emotions in the classroom

© Crown copyright 2004

Objectives

To provide opportunities:• to reflect and deepen understanding about

emotions• to explore how the emotions of adults in the

classroom impact upon children’s emotions, behaviour, attendance and learning

• to develop strategies for managing emotions (both our own and those of children) within the learning environment

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Principles

• The more adults can be aware of and manage their own emotional responses to inappropriate behaviour, the more likely they are to be able to maintain a calm classroom

• Children’s behaviour is underpinned by the stage they have reached in social and emotional development, the level of skills they have in this area, and their emotional well-being, in interaction with the social, emotional and physical environment

• There is a need to take active steps to develop children’s social, emotional and behavioural skills

• Positive relationships with children are the key to positive behaviour and regular attendance

• We need in these sessions to draw on each other’s experience

Slide 1.2


Waves model

Wave 1

Quality first teaching

Effective whole-school policies

and frameworks

Wave 2

Small-group early intervention

for children experiencing

difficulties, and

their parents

Wave 3

Individualised

support

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The learning cycle

Unconsciously incompetent

Unconsciously competent

Consciously incompetent

Consciously competent

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The links between emotions and learning

Slide 1.5


Thinking about our feelings

In pairs:

• think of a time when you have believed you weren’t valued and didn’t belong

• talk about how you felt at that time

In squares (two pairs):• write words in the centre of the page to describe

your feelings • illustrate the way you behave when you have

those feelingsSlide 1.6


THREAT

Our response to threat

Slide 1.7


Feelings/emotions

happiness

sadness

disgust

surprise

fear

anger

anxietypanic

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Fight or flight?

‘thinking brain’

‘feeling brain’

Slide 1.9


Fight or flight?

‘thinking brain’

‘feeling brain’

Quick Response: Fight or Flight

Slide 1.9


Thinking brain

Emotional brain

Slide 1.10

Overtaken by emotions


irritable

irritable

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irritable

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Interprets everything negatively

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Relax, distract or exercise

Slide 1.11

Calming down


The assault cycle

Trigger phase

Escalation phase

Crisis phase

Recovery phase Depression phase

Possible additional assaults

Baseline behaviour

Slide 1.12


Teaching about emotions

Slide 1.13

Label feelings

Recognise feelings

Acknowledge feelings

Manage feelings

Think about feelings and what to do about them


Peter

In pairs:• discuss how Peter (the teacher) might feel at

different points in the story• identify five classroom-based strategies that Peter

could plan to ensure that a similar incident does not occur again if he has a bad morning

Slide 1.14


We have covered:

• the importance of emotions in the classroom and their links with learning, behaviour and attendance

• four key concepts about emotions• some ways of helping children to manage their

emotions effectively, and of managing our own

Slide 1.15


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© crown copyright 2004 primary national strategy the importance of emotions in the classroom

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