October 21st SEAL Conference

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    Restorative Approaches

    an emotionally literate approach to

    behaviour and relationshipmanagement

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    If we are not modelling what we teach thenwe are teaching something else

    Helen Flanagan

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    S.E.A.L. - social and emotional aspects

    of learning

    Key Themes :

    self awareness managing feeling

    motivation

    empathy

    social skills

    Department of Children, Schools and Families (DCSF), UK

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    2 children, John and Nathan, aresquabbling over a piece of sportsequipment during P.E. Class.

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    self awareness

    understanding what I need to work at my

    best

    knowing what I am thinking and how that

    relates to how I am feeling

    being able to take responsibility for myactions (ie my choices)

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    managing feelings

    being able to identify and recognise arange of feelings and express them inways that do not hurt myself or other

    people knowing that thoughts, feelings and

    behaviour are linked

    understanding that changing the way Ithink about people and events changeshow I feel about them

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    motivation

    setting goals and thinking of the long term

    consequences to myself and others

    making choices about how activities and

    tasks can be tackled

    helping to shape my own classroom ethosand environment

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    empathy

    understanding and respecting anotherpersons point of view and how they might

    be feeling knowing that all people have feelings but

    recognise that they might experience and

    show them in different ways or in differentcircumstances

    knowing that my actions affect otherpeople for better or worse

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    social skills

    being able to live and work as part of acommunity (in class/school/at home)

    valuing friendships and relationships with people

    in my community working well in a group, cooperating to achieve

    a joint outcome

    being able to resolve conflicts

    solving problems by thinking of all the options,identifying advantages and disadvantages andevaluating outcomes in due course

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    John

    Whats happened John?

    What were you thinking whenthat happened and so how

    were you feeling?

    Who has been affected bywhat has happened?

    What do you need to feel

    better and put things right?

    What can you do now?

    And next time?

    Awareness of self and others;

    Managing of feelings;

    Empathy

    Motivation

    Social skills of co-operationand problem-solving

    Motivation (empowerment andgoal setting);

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    Nathan

    Whats happened Nathan?

    What were you thinking whenthat happened and so how

    were you feeling?

    Who has been affected bywhat has happened?

    What do you need to feel

    better and put things right?

    What can you do now?

    And next time?

    Awareness of self and others;

    Managing of feelings;

    Empathy

    Motivation

    Social skills of co-operationand problem-solving

    Motivation (empowerment andgoal setting);

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    Restorative Theme One

    Work together on the problem by

    sharing perspectives/experiences

    Let everyone express how they

    personally experienced what hashappened or is happening.

    self awareness / empathy/ social skills

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    Restorative Theme Two

    Express Thoughts and Feelings

    Invitepeople to express what they were /

    are thinking and how they were / arefeeling as a result of these thoughts

    self awareness/managing feeling/empathy/ social skills

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    Restorative Theme Three

    Harm and AffectInvite each in turn to consider who has

    been or is being harmed / affected by the

    situation/event and how. Encourage

    accountability and responsibility.self awareness/managing feeling/empathy/ social skills

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    Restorative Theme Four

    NeedsInvite each in turn to consider what

    they need now to repair harm/solve the

    problem, to feel better and to move on.

    self awareness/managing feeling/empathy/ social skills

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    Restorative Theme Five

    Repair and Reflections for the

    FutureInvite each in turn to consider howeach of the needs expressed can be

    met, what support they might need todo this and how they will do thingsdifferently in the future.

    self awareness/ motivation/ social skills

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    What happened?

    What were you thinking?

    How were you feeling?

    Who else has been affected by this?

    What do you need, and what needs tohappen now, so that the harm can be

    repaired ?

    M d lli d d l i S E A L

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    Modelling and developing S.E.A.L.

    when managing behaviour and

    relationship problems Inviting all involved in asituation to share theirperspective and experiences

    Encouraging everyone toexpress what they were

    thinking and feeling at the time Clarifying who has been

    affected and how

    Eliciting the needs of all thoseinvolved

    Identifying, from thoseinvolved, what needs to bedone to put matters right

    Negotiating how this can beachieved realistically to mutualsatisfaction of all involved

    Awareness of self and others;

    Empathy

    Managing of feelings; self

    awareness

    Empathy

    Empathy and motivation

    Social skills of co-operationand problem-solving

    Motivation (empowerment andgoal setting); self awareness

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    A child comes up to you inthe playground in tears,

    saying another child hasbeen horrid to her.

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    Child not getting started during

    a lesson swinging on chair and

    looking out of the window.

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    2 children are found

    fighting on the school fieldat lunchtime.

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    The caretaker comes tocomplain that she has caught

    a child in her room it isunclear what he was doing in

    there.

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    Parent comes in to complaintheir child feels picked on by

    their class teacher and blamedfor things they did not do.

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    A child is rude to the coachdriver on a school trip;after the driver shouts at

    him for standing up duringthe journey.

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    A cover staff is upset andtells you the class has

    behaved badly during theday.

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    Classroom assistantapproaches you very upsetand says that the class

    teacher is not listening toher and keeps giving the

    children different adviceand work to do.

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    A member of the canteenstaff comes to complainthat a young person has

    made a rude comment to herabout the food.

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    A child is found stealing awatch from the P.E.teachers drawer, where it

    had been placed forsafekeeping during a lesson.

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    A child has sworn and maderude personal comments to a

    member of the teachingstaff.

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    motivation

    Restorative Pedagogy and Leadership

    Ask rather than tell - not just in conflictsbut also during lessons and breaks,

    meetings and school trips! what do you think?

    what needs to be done here?

    how could we/you do it? what resources do we/you need?

    how will we/you review / assess it?

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    When dealing with wrongdoing or conflict, is

    your response modelling the social and

    emotional skills you are teaching?

    Do you invite young people to give you, individually, theirperspective on what has happened?

    Are you genuinely curious about their thoughts and

    feelings at the time of the incident and since? Do you invite them to consider who else may have been

    affected?

    Do you ask them what their own personal needs are for

    closure and repair? Do you invite them to consider what needs to happen toput matters right and expect those responsible for anyharm caused to become accountable by putting thingsright?

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    Do you manage to avoid

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