1. The importance of emotions in the classroom

2. Objectives To provide opportunities:
to reflect and deepen understanding about emotions
to explore how the emotions of adults in the classroom impact upon children’s emotions, behaviour, attendance and learning
to develop strategies for managing emotions (both our own and those of children) within the learning environment
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3. Principles
• The more adults can be aware of and manage their own emotional responses to inappropriate behaviour, the more likely they are to be able to maintain a calm classroom
Children’s behaviour is underpinned by the stage they have reached in social and emotional development, the level of skills they have in this area, and their emotional well-being, in interaction with the social, emotional and physical environment
There is a need to take active steps to develop children’s social, emotional and behavioural skills
Positive relationships with children are the key to positive behaviour and regular attendance
We need in these sessions to draw on each other’s experience
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4. Waves model - behaviour
Additional highly
personalised
interventions
Small-group intervention for
children who need additional help
in developing skills, and for their families
Quality first teaching of social, emotional and behavioural skills to all children; effective whole- school or setting policies and frameworks for promoting emotional health and well-being
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5. The learning cycle Unconsciously incompetent Unconsciously competent
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6. The links between emotions and learning
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7. Thinking about our feelings
In pairs:
• think of a time when you have believed you weren’t valued and didn’t belong
talk about how you felt at that time
In squares (two pairs):
write words in the centre of the page to describe your feelings
illustrate the way you behave when you have those feelings
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8. Our response to threat
THREAT
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9. Feelings/emotions happiness sadness disgust surprise panic fear
anxiety
anger
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10. Fight or flight? ‘thinking part of brain’ ‘feeling part of brain’
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11. Fight or flight? ‘thinking part of brain’ ‘feeling part of brain’
Quick Response:
Fight or Flight
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12. Fight or flight? ‘thinking part of brain’ ‘feeling part of brain’
Quick Response:
Fight or Flight
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13. Overwhelmed by emotions
Thinking part of brain
Emotional part of brain
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14. Overwhelmed by emotions
irritable
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15. Overwhelmed by emotions
irritable
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16. Overwhelmed by emotions
Interprets everything negatively
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17. Overwhelmed by emotions
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18. Calming down
Relax, distract or exercise
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19. Possible additional assaults
The assault cycle
Trigger phase
Escalation phase
Crisis phase
Recovery phase
Depression phase
Possible additional assaults
Baseline behaviour
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20. Teaching about emotions
Label feelings
Recognise feelings
Acknowledge feelings
Manage feelings
Think about feelings and what to do about them
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21. Peter
In pairs:
discuss how Peter (the teacher) might feel at different points in the story
identify five classroom-based strategies that Peter could plan to ensure that a similar incident does not occur again if he has a bad morning
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22. We have covered:
the importance of emotions in the classroom and their links with learning, behaviour and attendance
four key concepts about emotions
some ways of helping children to manage their emotions effectively, and of managing our own
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