Presentation on theme: "Support Staff Training: Building Positive Relationships Day 1 WELCOME."— Presentation transcript:
Support Staff Training: Building Positive Relationships Day 1 WELCOME
Introductions Introduce 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.
Course Aims Reflect 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; and Identify effective strategies to promote positive behaviour and interpersonal skills in young people.
Why are you here? What do you need to move up the success escalator? –Wider knowledge –Increase in confidence –Effective strategies –Share good practice with colleagues –Time to reflect –Other…
Life 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.
The Human Condition Thoughts Feelings/Needs Behaviours
What has happened to Jamie? What influences and experiences is he bringing to school? –There are experiences, events and relationships which impact on childrens 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 power Need to maintain self-esteem Fear Failure Attention seeking Displaced anger
What can we do if Jamies 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 control –Be professional –Look for positive diversions
Stop and Think! Do the behaviours and attitudes of staff impact in behaviours and attitudes of those young people in their care, and vice versa?
BEHAVIOUR Behaviour provokes reactions from others THOUGHTS Thoughts process the experience and drive feelings REACTIONS Reactions can in turn become experiences that further drive thoughts and feelings FEELINGS Emotions drive behaviour EXPERIENCES Result from incidents/events and perception
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.
Good support staff are: Open Fair Caring Enabling Assertive Enthusiastic Supportive Resilient Persistent Respectful Resourceful Engaging Have high expectations Flexible Humorous Creative Brave Patient Persistent Committed Trusting Encouraging Reliable Challenging Prepared Sensitive Listening Consistent
Support Team acronym: S upportive U nderstanding P atient P ractical O rganised R eliable T houghtful T rusting E nthusiastic A ccepting M otivated
Standards in Scotlands 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.
Standards in Scotlands 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.
Curriculum for Excellence – Successful Learners With: –enthusiasm and motivation for learning –determination to reach high standards of achievement –openness to new thinking and ideas And able to: –use literacy, communication and numeracy skills –use technology for learning –think creatively and independently –learn independently and as part of a group –make reasoned evaluations –link and apply different kinds of learning in new situations
Curriculum for Excellence – Confident Individuals With: –self-respect –a sense of physical, mental and emotional well-being –secure values and beliefs –ambition And able to: –relate to others and manage themselves –pursue a healthy and active lifestyle –be self-aware –develop and communicate their own beliefs and view of the world –live as independently as they can –assess risk and take informed decisions –achieve success in different areas of activity
Curriculum for Excellence – Responsible Citizens With: –respect for others –commitment to participate responsibly in political, economic, social and cultural life And able to: –develop knowledge and understanding of the world and Scotlands place in it –understand different beliefs and cultures –make informed choices and decisions –evaluate environmental, scientific and technological issues –develop informed, ethical views of complex issues
Curriculum for Excellence – Effective Contributors With: –an enterprising attitude –resilience –self-reliance And able to: –communicate in different ways and in different settings –work in partnerships and in teams –take the initiative and lead –apply critical thinking in new contexts –create and develop –solve problems
Vision for Children Successf ul learners Confident individual s Responsibl e citizens Effective contributor s To enable all young people to be… Achievement and Attainment Framework for Learning Inclusion and Equality Values and Citizenship Learning for Life
Team Work 2 What are you? Are you a PLUNGER? Are you a WADER? Are you a TESTER?
Plungers think they are: Enthusiastic Dynamic Positive
Other people think plungers may be: Impulsive Cut corners Over-confident
Waders think they are: Balanced Purposeful Dependable
Other people think waders may be: Middle of the road Boring Bland
Testers think they are: Investigative Reflective Highly organised
Other people think testers may be: Over-ponderous Timid Controlling
Teamwork An understanding of individual approaches can support team creation and team working by: –Improving communication –Identifying individual and team strengths and challenges –Helping people to value the strengths of others –Clarifying team behaviour –Helping to match tasks to people –Predicting potential problem areas –Helping deal with conflict –Improving the way the team solves problems
Preparatory task for Day 2 John is running along the top of the school wall again although you have told him several times to stop. or Amy 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).
Thank you for your consideration, thought and contribution today. It is appreciated.