Building Relationships
Managing Challenges
(Behaviour with Attitude)
Carl Emery Paul Daly
Warwick University
November 10th 2011
The 4 Ts
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Tea
Telephones
Tests
Toilets
Who are we?
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Qualified teachers with experience of working with disengaged and
challenging young people particularly in the 14 – 19 sector.
Previous and current contracts include;
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NEETS programmes with QCA
Working with staff and young people in HM Prisons and Young
Offenders Institutes
Working directly with over 200 staff and 600 students in a large
Manchester FE college
Writing materials for Department for Education and QCA
Advising the Welsh Assembly Government on Emotional
Development framework for Welsh young people
Children's Social and Emotional Wellbeing in Schools; A Critical
Perspective, Policy Press, 2011
Aims of today
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To introduce the programmes we deliver
To develop an understanding of the
philosophical grounding
To get a taste for the skills and activities
To reflect on our practice and how we
model the skills and behaviours we desire
The Programmes
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1 Day INSET Introduction BRMC
1 Day Advanced BRMC
Twilight sessions for above
Full 30 hours BRMC accredited by Warwick
University (15 CAT points)
Emotional
Capacity
“All learning has an
emotional base”
Plato
Positive behaviour management is
built on the foundations of positive
relationships
Remember
as a parent/teacher I possess tremendous
power to make a student's life miserable
or joyous. I can be a tool of torture or an
instrument of inspiration. I can humble or
humour, hurt or heal……
…it is my response that decides whether a
crisis will be exacerbated or deescalated……
We can control our responses
TASK 1 and 2 - self assessment. Diamond 9
The Last Thing You Learn
About Yourself …
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..is the affect you have on people
People may forget what you said
People may forget what you did
People will never forget how you made
them feel
TASK 3
My Favourite teacher activity
What is emotional capacity?
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Managing Feelings – one’s emotions, fear.
anxiety, sadness in an appropriate and
proportional way
Motivation – emotional control, delay
gratification, keep working towards a goal,
expect success
Empathy – recognition of, and sensitivity to,
the emotions of others
Social Skills – learning to handle conflict
constructively and getting along well with
others
Self Awareness – the ability to recognise and
identify a feeling
Emotional Capacity
Questionnaire
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We believe that the first step in building
successful peaceful relationships is modelling
and practising the skills you desire from the
learners.
Our programme allows you to explore and
baseline the range of EC skills you have and
identify areas for development.
TASK 4
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Complete the questionnaire example sheet and
see how you get on
Presence
What is presence?
We know we need it …
But can it be defined?
Presence
Body
Mind
Voice
Activities
body language
perceptions
attack words
Presence Activity
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Attack words/Evaluations
The Importance of Body Language
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Congruence
Eye contact
Positioning
Patrolling
Proximity
Posture
Facial Expressions
Non verbal cueing
Barriers
Body Language (1) Performance
skills
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Movement - step towards the speaker,
roam your territory
Posture – alert, confident, calm
Eye contact – maintain for ??%
Gesture – exaggerated, dramatic. Palms
up or down?
Facial expression - respond by smiling and
nodding
WHAT CAN EFFECT A PUPIL
BRAIN?
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Genetic inheritance
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A mother’s life style
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The parenting skills
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The baby and the environment
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The toddler and the environment
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School and beyond
Early bonding
And …
Adolescence
The links between emotions and learning
Slide
1.5
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
Our response to threat
THREAT
Slide
1.7
The Adolescent Brain: Work in
Progress
Pre Frontal Cortex v The
Amygdala
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Impulse control
Goal setting
Planning
Organisation
Empathy
Risk assessment
Pre Frontal Cortex v The
Amygdala
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Fear
Fight
Flight
Flock
Reproduction
What are the
implications
for teachers?
Schooling the Emotional Mind
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Young people have
two minds
A mind that thinks –
IQ
Schooling the Emotional Mind
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A mind that
feels – EC
Schooling the Emotional Mind
Q How would you teach
a child like this?
A Low arousal (!!) and
teacher pupil rapport.
Conflict Resolution
Using a range of approaches to solve
conflict in a creative, positive manner. The
aim is to ensure the relationship remains
positive and where possible a win/win
outcome is achieved.
Win/Win
Three outcomes to a conflict:
Win/lose
Lose/lose
Win/win
TASK 5 – CR negotiation game
Building Relationships
Managing Challenges
(Behaviour with Attitude)
Carl Emery Paul Daly
Warwick University
November 10th 2011