By Elizabeth Morris, Julie Casey
`my feeling is this is what a few suffering associations want' - TES additional for distinctive wishes do you need to understand find out how to placed emotional literacy into perform on your college? Emotionally literate colleges express larger studying results for kids, more desirable attendance, decreased behavioural demanding situations, stable relationships, stronger recruitment and retention and feature a well-motivated, potent and no more under pressure team. during this functional e-book, Elizabeth Morris and Julie Casey supply every thing you want to start to create an emotionally literate ethos inside your tuition, and provides you instruments to boost emotionally literate employees and practices on your college over the process a yr. it truly is full of functional instruments to assist: - you check and degree the present `emotional temperature' of your atmosphere, and review growth - all employees on your surroundings increase the wisdom, self assurance and key talents important for helping kid's social, emotional and behavioural improvement. It features a diversity of versatile education modules so that you can create a programme of CPD via employees conferences and INSET that precisely meet your school's wishes. institution administration groups, PHSE co-ordinators, SENCOs, category lecturers, LEA behaviour carrier managers and specialists, and academic psychologists searching for useful how one can make colleges extra emotionally literate will locate the entire assistance they wish during this ebook.
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Additional resources for Developing Emotionally Literate Staff: A Practical Guide
The reading included as Resource 12 (pp. 28–9) can be used as a stimulus for staff to reflect on the school and classroom environments. Much recent guidance from the DfES (Pedagogy and Practice, 2004; PNS (Primary National Strategy): Professional development materials, 2004a), as well as other national sources of expertise in education and related fields, for example Promoting Emotional Health and Wellbeing (NHSS, 2004), have focused on the need to create an environment within schools which offers a supportive climate for learning and development.
No ‘festering’! 2: Reflective learning log and action planning Date Significant experience or learning What happened ? ( … activity – process – constraints … ) Why ? Conclusions Actions ( …outcome – lessons learned… ) ( …plans to do something better/different… ) When? This page can be photocopied. 3: Guidelines on setting up a coaching programme The key characteristic of a coaching programme is that each person receives individualized help and support from somebody whose input they value, in a confidential and solution-focused approach.
It helps to emphasize the importance of starting with the adults in emotional literacy, and can give staff fascinating insights into their own strengths and areas for development. As staff work through the ten training modules, they will have the opportunity to build up such a profile. Consideration of our own strengths and weaknesses in this area can lead to strong reactions and facilitators and the SLT are advised to follow the guidelines provided within Resource 9 (pp. 24–5). A personal record sheet is provided as Resource 10 (p.
Developing Emotionally Literate Staff: A Practical Guide by Elizabeth Morris, Julie Casey