Social and Emotional Aspects of Learning (SEAL) - Making it a success

Felicity Lettington – Four S Associate

National Behaviour and Attendance Strategy

Aim and Objectives

To introduce SEAL

• To know that SEAL starts with staff • A whole school approach• To understand that every area of school life can

be an opportunity to develop SEAL skills• To explore how this can be done across the

curriculum and share your implementation ideas• To feel more confident about putting SEAL into

practice

What is SEAL?

Secondary SEAL is a comprehensive

approach to promoting in schools the

social and emotional skills that underpin:

effective learning, positive behaviour,

emotional health and well-being.

SEAL is based on the notion that these skills will be most effectively learned when:

A whole school approach is adopted.

SEAL Principles

Young people who…

‘…learn how to communicate their feelings, set themselves goals and work towards them, interact successfully with others, resolve conflicts peaceably, control their anger and negotiate their way through the many complex relationships in their lives today and tomorrow’.

Adapted from Reva Klein, Defying Disaffection

Kevin Brennan (Parliamentary Under Secretary of

State DCSF)- says:

“SEAL is deeper than examination results, and can really make a difference to achievement. It contributes to the whole ethos of the school.

300 secondary schools are to become beacons of good practice – there will be £10 million each year until 2011 to support this.

It is not a quick fix – it needs to be a gradual

change and it will take time to embed fully.

David Moore HMI Ofsted, says “Structure liberates”

Ofsted evidence reports not on how ‘fluffy and nice’ a school is, but on how ‘outstanding the classroom/learning environment is’.

All staff therefore must be FULLY on board

SEAL must be linked to the SDP and schools need to revisit their core values and ethos.

SEAL is not about doing – but engaging, therefore, monitoring and evaluation must be integral as:

Schools will need to identify in their SEF the impact SEAL is having in the school and demonstrate this in relation to the ECM criteria.

Why are these central to school improvement?

Overwhelming evidence demonstrates that well-designed programmes to promote social and emotional skills result in:

• Lower levels in stress and anxiety• Better academic results for all pupils and schools• More effective learning• Higher motivation• Better behaviour• Improved school attendance• More responsible pupils, better able to positively

contribute to society• Higher morale, performance and retention of staff• A more positive school ethos

Social and Emotional Aspects of Learning

Self awareness•Knowing myself•Understanding my feelings

Social and Emotional Aspects of Learning

Managing my feelings•Managing my expression of emotions•Changing uncomfortable feelings and increasing pleasant feelings

Social and Emotional Aspects of Learning

Motivation•Working towards goals•Persistence, resilience and optimism•Evaluation and review

Social and Emotional Aspects of Learning

Empathy•Understanding other’s thoughts and feelings•Valuing and supporting others

Social and Emotional Aspects of Learning

Empathy•Understanding other’s thoughts and feelings•Valuing and supporting others

Social and Emotional Aspects of Learning

Which SEAL skills did you use today?

WHY SEAL? Because: Because:

‘‘Every teacher Every teacher knows that, to knows that, to learn successfully, learn successfully, young people must young people must feel happy and feel happy and secure within the secure within the school school environment.’environment.’

Hellaby, L. ‘Hellaby, L. ‘Walking the Talk…’Walking the Talk…’ (London, Fulton (London, Fulton 2004)2004)

Achievement and Emotions….

Because ‘Students who are anxious, angry or depressed can’t learn…’

‘…young people in these states cannot take in information efficiently or deal with it well…’Goleman, D. Emotional Intelligence (New York: Bantam Books, 1995)

Percentage of eleven to fifteen year olds who agree: “Most students in my class are kind and helpful.”

• Switzerland 81 • Sweden 77 • Germany 76 • Denmark 73 • France 54 • United States 53 • Russia 46 • England 43 Richard Layard ‘Happiness - Lessons from a New Science’

2005

Managing behaviour

Whole school ethosManagement styleDepartment style

Curriculum development link with behaviourIndividual relationships

Class characterIndividual pupils

What is the difference between SEAL and EHWB?

• Emotional Health and Well-being is a state.

• Social and emotional skills are the skills people need to take a full and active part in life.

• They need these skills to ensure that they remain emotionally healthy.

• It is only possible to learn if we have a reasonable level of emotional health and well-being.

Comprehensive whole school approachIs a model in which:

Every subject explicitly identifies the SEAL skills in their scheme of work, to provide:

Direct and focused whole class/group learning opportunities:

(tutor time, across curriculum and outside formal lessons)

Teaching and learning approaches that support the acquisition and consolidation of social and emotional skills

Whole staff engagement in continuing professional development

Whole school approach to the introduction of themes

Staff meetings - to focus

Assembly - to introduce

Tutor groups - to develop

PSHE to establish

Across the curriculum/extra curricula activities - to enhance

Across the school - to embed

Let’s Get Moving……

How well do you know the people with whom you work?

MINGLE BINGO!

Find someone who…

1. Joined your organisation 2007 - what was their experience of being new?

2. Has recently read a good book

3. Has recently seen a good play or film

4. Has recently been dancing

5. Enjoys singing 6. Joined your organisation 2006 - what support was useful and what could have been added?

7. Has had a massage

8. Has recently cooked a meal for friends

9. Has recently done some enjoyable exercise

SEAL impacts on…• Academic achievement

• Self-esteem

• Personal responsibility

• Tolerance of difference

• Workplace effectiveness

• Classroom and school behaviour

• Inclusion

• Emotional health

Maslow’s hierarchy of needs

Self-actualisation

Self-esteem

Love, affection and belonging

Safety

Physiological or survival needs

Social and emotional aspects of learning (adapted from Goleman)

Thinking Skills

•Reasoning •Evaluation•Creativity •Enquiry•Problem solving •Information processing

Developing Thinking Skills at

Key Stage 3

SEAL Focus

•Self-awareness•Managing feelings•Motivation•Empathy•Social skills

Daniel Golman - Emotional Intelligence (1995)

Creating a Positive Learning Environment for all

Factors that make up the learning environment

• Physical

• Relationships

• Structures and expectations

• Language and communication

Self-awareness of stress points

What are your key stress times/places?

Discuss/jot down key times of the day that are stressful for you.

E.g. inability to get a comfort break, blood sugar level, dehydration, unprepared lesson…

Awareness of stress points

Teaching staff

Support staff

Pupils

Hain Ginott noted:

‘As a teacher, I possess a tremendous power to make a [pupil]’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal.

In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a [young person] humanised or de-humanised.

‘I’ve come to a frightening conclusion: that I am the decisive element in my classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather’.

Staff social and emotional skillsConsider these examples from an SE Inventory:

Managing feelings -“I have good strategies to help me cope when I get

angry”

Motivation - “When I am faced with a difficult challenge I

generally rise to it”

Empathy - “I care what happens to people”

What is a SEAL lesson?Teaching in the style of SEAL- every lesson is a

SEAL lesson when staff:

• are aware of their power and the responsibilities that this confers

• strive to create a safe teaching and learning environment

• plan lessons/learning opportunities with SEAL outcomes

• model SEAL behaviour i.e. explicitly demonstrate emotionally intelligent behaviour

• recognise and praise appropriate behaviour

SEAL: the materials

• Website: www.bandapilot.org.uk

• Guidance booklet• CD-ROM• Online resources (850 pages)

• Staff development activities and further reading • Topics for profiling, monitoring and evaluation• Case studies• Year 7/8/9 resource • Anti-bullying resource

Theme 1

A Place to Learn (self-aware)

• Belonging• Feeling new• Our human needs• Threats• Change

Theme 2

Learning to be Together (social skills and empathy)

1. Listening skills

2. Conflict resolution

3. Peaceful problem-solving

4. Empathy

Theme 3

Keep on Learning (motivation)

1. Planning to reach your goal

2. Locus of control

3. What’s my style?

4. It’s up to me

5. Internal motivation

6. Encouraging self-motivation

Theme 4

Learning About Me (managing feelings)

1. Understanding emotions

2. How do our brains work?

3. Calming down when our emotions take over

4. Feelings, mood, temperament

5. The basic emotions

6. Positive self talk

Key areas which relate closely to SEAL

• Behaviour & Attendance Core Day 1-3: useful start points

• Emotional Health and Well-being (Behaviour & Attendance Core Day 4)

• Bullying/violence/anti-racism/diversity Guidance• Inclusion - SEAL skills create inclusive learning environment • Personalised Learning• Assessment for Learning • Pedagogy and Practice: Teaching and Learning in

Secondary School• PSHE - SEAL skills are a key component • National Healthy Schools Programme• Every Child Matters Agenda• Leading in Learning and Developing Thinking Skills at

Key Stage 3

The real reason we are in education is to have a significant impact on the whole development of the young

person - isn’t it?

SEAL is concerned with the whole person and that includes you.