Support Staff Training: Building Positive Relationships Day 1 WELCOME.
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Transcript of Support Staff Training: Building Positive Relationships Day 1 WELCOME.
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Support Staff Training:Building Positive Relationships
Day 1
WELCOME
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Introductions• Introduce yourself to your partner and ask them which
school/establishment they are from.• Ask them: “If you could be anywhere else in the world
right now, where would that be, and why?”• Individuals will feed back this information to the whole
group.
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Course Aims• Reflect upon the skills & qualities required to
support young people effectively;• Identify your own strengths and development needs;• Increase confidence in carrying out our support
roles;• Explore the different roles and contributions that
individuals make within a team;• Examine the roles for support staff with Curriculum
for Excellence; and• Identify effective strategies to promote positive
behaviour and interpersonal skills in young people.
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Success Escalator:where are you?
1
10
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Why are you here?
• What do you need to move up the success escalator?– Wider knowledge– Increase in confidence– Effective strategies– Share good practice with colleagues– Time to reflect– Other…
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Life experiences and influences
• We (support staff, teachers, head teachers, depute head teachers and pupils), all bring a range of experiences and influences to school.
• These influences can impact upon how we react to situations.
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The Human Condition
Thoughts Feelings/Needs
Behaviours
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What has happened to Jamie?• What influences and experiences is he bringing to
school?– There are experiences, events and relationships which
impact on children’s lives. Psychological/physiological factors may also be a feature. Any and all of these factors can influence their behaviour. Staff have little or no control over these factors. Children can display these behaviours as:
• Loss of personal power• Need to maintain self-esteem• Fear• Failure• Attention seeking• Displaced anger
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What can we do if Jamie’s behaviour is challenging, possibly because of
difficult circumstances outwith school?
• React rationally by staying in control of our own behaviour and not taking acting-out behaviour personally:– Be in control– Be professional– Look for positive diversions
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Stop and Think!
• Do the behaviours and attitudes of staff impact in behaviours and attitudes of those young people in their care, and vice versa?
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BEHAVIOURBEHAVIOUR
Behaviour provokes reactions from others
THOUGHTS THOUGHTS
Thoughts process the experience and drive feelings
REACTIONSREACTIONSReactions can in turn become experiences that further drive thoughts and feelings
FEELINGS FEELINGS Emotions drive
behaviour
EXPERIENCESEXPERIENCES
Result from incidents/events and perception
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Think about the person who has most positively influenced or motivated or inspired you…
Try to identify the skills and qualities that this person has.
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Good support staff are:
• Open• Fair• Caring• Enabling• Assertive• Enthusiastic• Supportive• Resilient• Persistent• Respectful
• Resourceful• Engaging• Have high
expectations• Flexible• Humorous• Creative• Brave• Patient
• Persistent• Committed• Trusting• Encouraging• Reliable• Challenging• Prepared• Sensitive• Listening• Consistent
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Support Team acronym:
Supportive
Understanding
Patient
Practical
Organised
Reliable
Thoughtful
Trusting
Enthusiastic
Accepting
Motivated
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Standards in Scotland’s Schools Act 2000
• Education is to be directed to the development of the personality, talents, mental and physical abilities of the child or young person to their fullest potential.
• Learning abilities and life skills are both important and complementary.
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Standards in Scotland’s Schools Act 2000
• Opportunities should exist for the development of abilities and experiences within multiple contexts.
• Experience gained must provide necessary life skills for safe, positive and purposeful participation.
• Schools must nurture core skills.
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Curriculum for Excellence – Successful Learners
• With:– enthusiasm and motivation for learning– determination to reach high standards of achievement– openness to new thinking and ideas
• And able to:– use literacy, communication and numeracy skills– use technology for learning– think creatively and independently– learn independently and as part of a group– make reasoned evaluations– link and apply different kinds of learning in new situations
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Curriculum for Excellence – Confident Individuals
• With:– self-respect– a sense of physical, mental and emotional well-being– secure values and beliefs– ambition
• And able to:– relate to others and manage themselves– pursue a healthy and active lifestyle– be self-aware– develop and communicate their own beliefs and view of the
world– live as independently as they can– assess risk and take informed decisions– achieve success in different areas of activity
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Curriculum for Excellence – Responsible Citizens
• With:– respect for others– commitment to participate responsibly in political,
economic, social and cultural life
• And able to:– develop knowledge and understanding of the world
and Scotland’s place in it– understand different beliefs and cultures– make informed choices and decisions– evaluate environmental, scientific and technological
issues– develop informed, ethical views of complex issues
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Curriculum for Excellence – Effective Contributors
• With:– an enterprising attitude– resilience– self-reliance
• And able to:– communicate in different ways and in different
settings– work in partnerships and in teams– take the initiative and lead– apply critical thinking in new contexts– create and develop– solve problems
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Vision for Children
Successful
learners
Successful
learners
Confident individual
s
Confident individual
s
Responsible citizens
Responsible citizens
Effective contributor
s
Effective contributor
s
To enable all young people
to be…
Achievement
and
Attainment
Framework
for
Learning
Inclusion
and
Equality
Values
and
Citizenship
Learning
for
Life
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Team Work 1Different types of teams:
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Team Work 2What are you?
• Are you a PLUNGER?
• Are you a WADER?
• Are you a TESTER?
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Plungers think they are:
• Enthusiastic
• Dynamic
• Positive
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Other people think plungers may be:
• Impulsive
• Cut corners
• Over-confident
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Waders think they are:
• Balanced
• Purposeful
• Dependable
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Other people think waders may be:
• Middle of the road
• Boring
• Bland
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Testers think they are:
• Investigative
• Reflective
• Highly organised
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Other people think testers may be:
• Over-ponderous
• Timid
• Controlling
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Teamwork• An understanding of individual approaches can
support team creation and team working by:– Improving communication– Identifying individual and team strengths and
challenges– Helping people to value the strengths of others– Clarifying team behaviour– Helping to match tasks to people– Predicting potential problem areas– Helping deal with conflict– Improving the way the team solves problems
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Team Work
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Together we can achieve so much more…
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FOR GOODNESS SAKE STOP !!!!!!!Rocking on
chairsMaking silly
noises
Getting out ofseat
Shouting out
Prodding other
pupils
Notbringingcorrect
equipment
Fussing withcoats & bags
Talking when
the teacher is
Coming into
the classroom
noisily
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Preparatory task for Day 2
• John is running along the top of the school wall again although you have told him several times to stop.
or• Amy is crying again saying that no-one will play with her,
despite the fact that you gave organised a ‘playground pal’ for her.
Think of a situation from your own experience. Note it down and bring it with you tomorrow (think of the
‘button pusher’ activity).
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Thank you for your consideration, thought and contribution today.
It is appreciated.