SEAL Some initial examples

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SEAL Some initial examples

• Outdoor play
• Teacher collaborative groups
• Whole class investigations
• The Christchurch System
• The first week residential for year 7

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The Social Emotional Aspects of Learning
The underpinning qualities and skills that help
us to manage life and learning effectively

• Self-awareness
• Knowing myself
• Understanding my feelings
• Managing feelings
• Managing my expression of emotions
• Changing uncomfortable feelings and increasing
  pleasant feelings

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• Motivation
• Working towards goals
• Persistence, resilience and optimism
• Evaluation and review
• Empathy
• Understanding the thoughts and feelings of others
• Valuing and supporting others
• Social skills
• Building and maintaining relationships
• Belonging to groups
• Solving problems, including interpersonal
• ones

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• SEAL underlies almost every aspect of life
• Learning
• Friendships
• Resolving conflicts
• Managing feelings
• Recovering from setbacks
• Working (and playing) co-operatively
• Respecting others right to have beliefs and
  values that are different from our own
  

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Rener Associates
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RULES CONSEQUENCES (SUPERNANNY)
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CONFRONT CONTRACT (STUDENT VOICE)
RULES CONSEQUENCES (SUPERNANNY)
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RELATIONSHIPS LISTENING BUDDY
SCHEMES (RESTORATIVE JUSTICE)
RULES CONSEQUENCES (SUPERNANNY)
CONFRONT CONTRACT (STUDENT VOICE)
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If your school had become as emotionally
socially supportive as possible what would be
happening?

• Step One

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What else is Good SEAL?

• Circle Time
• Student observation of lessons and feedback
• Buddy Systems
• Teaching emotional language
• Joint planning and evaluating

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Primary SEAL Themes

• New beginnings
• Getting on and falling out
• Going for goals
• Good to be me
• Relationships
• Changes
• Say no to bullying

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What are the key elements of Secondary SEAL? a
whole-school approach to creating the climate and
conditions that implicitly promote, reinforce
and consolidate the social and emotional
skills focused learning opportunities (during
tutor time, across the curriculum, in focus
groups and outside formal lessons) learning
and teaching approaches that support pupils to
learn social and emotional skills and
consolidate those already learnt continuing
professional development for the whole staff of a
school.
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If your previous vision was 10 where is your
school/Class -roOm on a scale of 1 10?

• STEP TWO

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Some familiar ground

• We are already familiar with a number of
  initiatives
• AFL
• Circle Time
• PSHE
• Pupil Voice
• Philosophy
• ECM
• Teaching trios
• Cooperative Approaches to Discipline
• Positive tutorial work
• Citzenship

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Specificity

• Each of these has been developed with specific
  areas in mind. For example....
• AFL focused on learning theory and the idea of
  encouragement
• Circle Time focussed on using the power of the
  group for modelling and discussing social
  behaviour
• Social skills training focussed on proving social
  skills that children may have missed out on at
  home
• Pupil voice has developed around the idea of
  childrens rights

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Reactions

• What might your colleagues think?
• What are the advantages of students learning such
  skills?
• How much curriculum time do you think should be
  spent on social and emotional skills?

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What stops you being at zero? What do you already
have in place for students, teachers and parents?

• STEP THREE

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Some familiar terrain

• National permissions
• Leadership
• Unity
• Resources
• Planning
• Competing Alternatives

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What small achievable steps might you take first?

• STEP FOUR

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