1 Core Competencies for Primary School Teachers in Crisis Contexts

Day 2 Child Protection, Well-being and Inclusion Session 1: Child Protection 2

Session 1 Objectives Describe the roles and responsibilities of teachers as duty-bearers to protect the rights and well-being of children. Identify, monitor and respond to signs of distress in students. Use appropriate referral mechanisms to support vulnerable students. 3 By the end of this session you will be able to:

Reflect How would you describe a child that is ‘well’? How do they feel? How do they act and interact? 4

Well-being terms and definitions 5 Physical Well-beingFreedom from harm and physical abuse. Having all basic human needs met (water, food, shelter, etc). The ability to play and be physically active. Emotional Well-beingHaving a positive state of mind. Feeling safe and supported; being able to feel and express a range of emotions and to cope with everyday life. Social Well-beingBeing part of a supportive environment where people live peacefully and equally.The ability to form positive social relation with peers and adults. Cognitive Well-beingTo feel confident and to value and accept yourself. Having opportunities to learn and develop and to pursue goals.

Child Needs Head: What does a child need mentally/cognitively? Heart: What does a child emotionally need? Hands: What does a child physically need? Feet: What does a child need socially? 6

Risk & Protective Factors How would you define a protective factor? How would you define a risk factor? 7

Risk & Protective Factors ProtectiveRisk -Feeling appreciated -Rituals -Social interaction- getting to spend time with and talking with others -Feeling supported -Sense of pride -Play -Being a part of a team -Sense of belonging -Traditions- connection to culture -Safety and security -Gender discrimination -Sexual or physical assault -Corporal punishment or harsh discipline -Interrupted education -Bullying -Ethnic discrimination -Missing family/relatives/friends -Lack of role models 8

Risk & Protective Factors 9 1) What are factors that are specific to girls or boys? 2) What are the factors the teacher directly contributed to? 3) What are the factors the teacher could have impacted or changed? What could the teacher have done?

Reflect What are some signs of distress that children or students display in your school or community? How do you know if something is wrong with a child in your community? 10

Seeking Further Support 11

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Day 2 Child Protection, Well-being and Inclusion Session 2: Safe Spaces - SEL 13

Reflect Answer each of the questions as if you were a student. 1.WHERE do you feel safe and WHY? 2.WHEN do you feel safe and WHY? 3.WHAT makes you feel safe and WHY? 4.WHO makes you feel safe and WHY? 14

Objectives By the end of this session you will be able to: Explain the importance of using Social-Emotional Learning to support student well-being. Create strategies to incorporate Social-Emotional Learning in the classroom. 15

Social-Emotional Learning The processes through which children and adults gain and apply the knowledge, attitudes, and skills necessary to: Understand and manage emotions. Set and achieve positive goals. Feel and show empathy for others. Establish and maintain positive relationships. Make responsible decisions. 16

Social-Emotional Strategies What are some activities you can do with students to practice each skill? 1.Executive Function 2.Emotional Regulation 3.Positive Social Skills 4.Conflict Resolution Skills 5.Perseverance 17

Benefits of Social-Emotional Learning 18

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Day 2 Child Protection, Well Being and Inclusion Session 3: Positive Discipline 20

Objectives By the end of this session you will be able to: Create a strong classroom community through effective classroom management strategies. Use positive discipline to address misbehavior. 21

Corporal Punishment Why do some teachers use corporal punishment? 22

Corporal Punishment 1.What do we mean by corporal punishment? 2.Why is corporal punishment harmful? 3.What are the alternatives to corporal punishment? 23

24 The Big 5 Principles of Classroom Management Clear Expectations Routines Positive Discipline Positive Reinforcement Engagement

Positive Discipline Role-play Participants will complete the role-play in 3 groups. One participant will play the teacher Three participants will play the misbehaving students Each group will act out their assigned scenario Key Questions: 1.What did the teacher do well? 2.What could the teacher have done differently? 3.What proactive strategies could the teacher use to prevent this type of behavior in future? 25

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