Developing Emotionally Literate Staff: A Practical Guide by Elizabeth Morris, Julie Casey

By Elizabeth Morris, Julie Casey

`my feeling is this is what a few suffering associations want' - TES additional for certain wishes do you need to grasp tips to placed emotional literacy into perform on your university? Emotionally literate faculties express greater studying results for kids, better attendance, diminished behavioural demanding situations, stable relationships, greater recruitment and retention and feature a well-motivated, potent and not more under pressure team. during this functional booklet, Elizabeth Morris and Julie Casey offer every thing you must start to create an emotionally literate ethos inside your university, and provides you instruments to improve emotionally literate employees and practices on your institution over the process a yr. it really is choked with functional instruments to aid: - you determine and degree the present `emotional temperature' of your atmosphere, and evaluation growth - all employees on your environment advance the wisdom, self assurance and key talents priceless for aiding kid's social, emotional and behavioural improvement. It encompasses a diversity of versatile education modules so you might create a programme of CPD via employees conferences and INSET that precisely meet your school's wishes. college administration groups, PHSE co-ordinators, SENCOs, type academics, LEA behaviour provider managers and experts, and academic psychologists trying to find functional how one can make faculties extra emotionally literate will locate the entire information they want during this ebook.

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Resource 13: Checklist for planning stakeholder awareness, consultation and on-going involvement. Planning the ongoing staff development programme Timing: At least one term prior to implementation of curriculum resource. The staff development programme will need to be planned and agreed at least one term before the agreed SEL programme or curriculum is due to be introduced to the pupils. Chapter 3 provides guidelines and resources to support the process of planning the staff development programme.

These elements impact on children’s feelings of safety and security, their ability to engage actively with learning and also to behave appropriately: ■ space (sufficient for purpose) ■ presentation (attractive and selective; changed regularly; wall space used for displays which are interactive, demonstrate the value placed on children’s work and celebrate cultural diversity) ■ noise (everything audible that should be) ■ lighting (reasonable/everyone can see without difficulty: there is a choice of places to sit in brighter or more subdued lighting depending on learning preference, and there is little or no fluorescent lighting with daylight spectrum light available and used when possible ■ temperature (within working range 66–74F (20–23C) ■ smell (pleasantly scented for learning) ■ seating arrangement (flexible; suitable and appropriately arranged furniture for nature of tasks; chalkboard/whiteboard easily seen by all) ■ ease of movement around room (resources for pupils accessible; appropriate storage for children’s belongings; movement space) ■ Multiple Intelligence learning styles areas to encourage subject learning in a variety of ways (visual and tactile representations) ■ access to water for drinking.

The COACH model as a useful tool for planning and reviewing what might take place in a coaching session C urrent reality check – the coach and coachee will discuss what is happening now. This acts as a baseline, or comparison with the previous meeting. O bjectives for the session – together the two will develop their aims for that particular session. ’ This will then be discussed to check if it is realistic and in line with the overall goals for the sessions. A ctions and options – in the middle section of a session the focus will be on looking at the ‘how’ of actions and activities by the coachee that have produced good results.

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