1. © Crown Copyright 2004 Primary National Strategy The importance of emotions in the classroom

2. © Crown copyright 2004 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 Slide 1.1

3. © Crown copyright 2004 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 Slide 1.2

4. © Crown copyright 2004 Waves model Wave 1 Quality first teaching Effective whole-school policies and frameworks Wave 2 Small-group early intervention for children experiencing difficulties, and their parents Wave 3 Individualised support Slide 1.3

5. © Crown copyright 2004 The learning cycle Unconsciously incompetent Unconsciously competent Consciously incompetent Consciously competent Slide 1.4

6. © Crown copyright 2004 The links between emotions and learning Slide 1.5

7. © Crown copyright 2004 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 Slide 1.6

8. © Crown copyright 2004 THREAT Our response to threat Slide 1.7

9. © Crown copyright 2004 Feelings/emotions happiness sadness disgust surprise fear anger anxiety panic Slide 1.8

10. © Crown copyright 2004 Fight or flight? ‘thinking brain’ ‘feeling brain’ Slide 1.9

11. © Crown copyright 2004 Fight or flight? ‘thinking brain’ ‘feeling brain’ Quick Response: Fight or Flight Slide 1.9

12. © Crown copyright 2004 Fight or flight? ‘thinking brain’ ‘feeling brain’ Quick Response: Fight or Flight Slide 1.9

13. © Crown copyright 2004 Thinking brain Emotional brain Slide 1.10 Overtaken by emotions

14. © Crown copyright 2004 irritable Slide 1.10 Overtaken by emotions

15. © Crown copyright 2004 irritable Slide 1.10 Overtaken by emotions

16. © Crown copyright 2004 Interprets everything negatively Slide 1.10 Overtaken by emotions

17. © Crown copyright 2004 Overtaken by emotions Slide 1.10 Overtaken by emotions

18. © Crown copyright 2004 Relax, distract or exercise Slide 1.11 Calming down

19. © Crown copyright 2004 The assault cycle Trigger phase Escalation phase Crisis phase Recovery phase Depression phase Possible additional assaults Baseline behaviour Slide 1.12

20. © Crown copyright 2004 Teaching about emotions Slide 1.13 Label feelings Recognise feelings Acknowledge feelings Manage feelings Think about feelings and what to do about them

21. © Crown copyright 2004 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 Slide 1.14

22. © Crown copyright 2004 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 Slide 1.15

23. © Crown copyright 2004 Crown copyright statement The content of this presentation may be reproduced free of charge by schools, local education authorities and ITT providers, provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to HMSO for a core licence. The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. Applications to reproduce the material from this publication should be addressed to: HMSO, The Licensing Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQ Fax: 01603 723000 e-mail: hmsolicensing@cabinet-office.x.gsi.gov.uk Slide 1.16