Presentation on theme: "Support Staff Training: Building Positive Relationships"— Presentation transcript:
1Support Staff Training: Building Positive Relationships Day 1WELCOME
2IntroductionsIntroduce 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.
3Course AimsReflect 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; andIdentify effective strategies to promote positive behaviour and interpersonal skills in young people.
5Why are you here? What do you need to move up the success escalator? Wider knowledgeIncrease in confidenceEffective strategiesShare good practice with colleaguesTime to reflectOther…
6Life 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.
7The Human ConditionThoughtsFeelings/NeedsBehaviours
8What 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 powerNeed to maintain self-esteemFearFailureAttention seekingDisplaced anger
9What 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 controlBe professionalLook for positive diversions
10Stop and Think!Do the behaviours and attitudes of staff impact in behaviours and attitudes of those young people in their care, and vice versa?
11REACTIONS BEHAVIOUR FEELINGS EXPERIENCES THOUGHTS Reactions can in turn become experiences that further drive thoughts and feelingsBEHAVIOURBehaviour provokes reactions from othersFEELINGSEmotions drive behaviourTHOUGHTSEXPERIENCESResult from incidents/events and perceptionThoughts process the experience and drive feelings
12Try 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.
13Good support staff are: PersistentCommittedTrustingEncouragingReliableChallengingPreparedSensitiveListeningConsistentOpenFairCaringEnablingAssertiveEnthusiasticSupportiveResilientPersistentRespectfulResourcefulEngagingHave high expectationsFlexibleHumorousCreativeBravePatient
14Support Team acronym: Supportive Understanding Patient Trusting PracticalOrganisedReliableThoughtfulTrustingEnthusiasticAcceptingMotivated
15Standards 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.
16Standards 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.
17Curriculum for Excellence – Successful Learners With:enthusiasm and motivation for learningdetermination to reach high standards of achievementopenness to new thinking and ideasAnd able to:use literacy, communication and numeracy skillsuse technology for learningthink creatively and independentlylearn independently and as part of a groupmake reasoned evaluationslink and apply different kinds of learning in new situations
18Curriculum for Excellence – Confident Individuals With:self-respecta sense of physical, mental and emotional well-beingsecure values and beliefsambitionAnd able to:relate to others and manage themselvespursue a healthy and active lifestylebe self-awaredevelop and communicate their own beliefs and view of the worldlive as independently as they canassess risk and take informed decisionsachieve success in different areas of activity
19Curriculum for Excellence – Responsible Citizens With:respect for otherscommitment to participate responsibly in political, economic, social and cultural lifeAnd able to:develop knowledge and understanding of the world and Scotland’s place in itunderstand different beliefs and culturesmake informed choices and decisionsevaluate environmental, scientific and technological issuesdevelop informed, ethical views of complex issues
20Curriculum for Excellence – Effective Contributors With:an enterprising attituderesilienceself-relianceAnd able to:communicate in different ways and in different settingswork in partnerships and in teamstake the initiative and leadapply critical thinking in new contextscreate and developsolve problems
22Team Work 1 Different types of teams: Interagency TeamSupport Staff TeamClass TeamBehaviour Support TeamWhole School Staff TeamTeam around a childSupport for Learning Team
23Team Work 2 What are you? Are you a PLUNGER? Are you a WADER? Are you a TESTER?
24Plungers think they are: EnthusiasticDynamicPositive
25Other people think plungers may be: ImpulsiveCut cornersOver-confident
26Waders think they are:BalancedPurposefulDependable
27Other people think waders may be: Middle of the roadBoringBland
28Testers think they are: InvestigativeReflectiveHighly organised
29Other people think testers may be: Over-ponderousTimidControlling
30TeamworkAn understanding of individual approaches can support team creation and team working by:Improving communicationIdentifying individual and team strengths and challengesHelping people to value the strengths of othersClarifying team behaviourHelping to match tasks to peoplePredicting potential problem areasHelping deal with conflictImproving the way the team solves problems
33FOR GOODNESS SAKE STOP !!!!!!! Rocking on Making silly chairs noises Getting out ofseatShouting outProdding otherpupilsNotbringingcorrectequipmentFussing withcoats & bagsTalking whenthe teacher isComing intothe classroomnoisily
34Preparatory task for Day 2 John is running along the top of the school wall again although you have told him several times to stop.orAmy 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).
35Thank you for your consideration, thought and contribution today. It is appreciated.