Assisgnment_1_Ta_Level3

Expalin The 5 Broad Social And Emotional Aspects Of Learning Question 1: Explain the five broad social and emotional aspects of learning: self-awareness: this enables to children understand themselves, how they learn best and when and how they communicate and relate to other children or adults, they can understand what they are feeling and why they are feeling these things and what they are thinking. When a child has self-awareness they know: when to see when they maybe cannot achieve something they thought they might be able to at first, realise that thoughts, feelings and behaviour are all linked in some way, they can take responsibility for their actions, how and at what times they can learn best and to realise that they can't behave in any way that they want to. Motivation: if motivated a child enjoys learning and will actively take part in their learning, they will want to set themselves goals and work hard to achieve them, if they find something hard they will keep trying and not give up, the goals they set will be challenging, if they get something wrong or make a mistake they will keep trying until they get it right, they will concentrate and not get distracted in whatever they are doing. Managing feelings: children will use different ways that work for them to manage their feelings, they will learn how to think before doing something they shouldn't be doing, if they do get angry or upset they will be able to calm themselves down in their own way, but if they are struggling with it they can find someone who can help, they will know how change the way they express their feeling depending on the situation or what people are around them, and that if they are angry for example they will understand that that can make other people angry too, they will also get to know what makes them feel happy and how to keep themselves feeling that way. Empathy: being able to empathise helps a child to understand how other people are feeling and to be able to understand things from another persons point of view and changing how we... ………………………………………………………………………………… Question 1: Explain the five broad social and emotional aspects of learning ' Social, emotional and behavioural skills are the foundation of every aspect of school home and community life including the effective learning and being able to get on with people. Social development is the child's identity, their relationships with others and the understanding that they have of the their place within a social environment. Emotional development is a child's increased awareness and control that they have on their feelings and how they react to these feelings in a given environment. The five broad social and emotional areas of learning are self awareness, managing feelings,motivation,empathy and social skills. These aspects of learning fall into two categories of learning personal skills eg self awareness and interpersonal skills eg social skills. Families and well as schools play a key role in the development of children's social and emotional behavioural skills Is this essay helpful' Upgrade your account to read more and access more than 650,000 just like it! get better grades as they are experts in dealing with children and can provide valuable information about what is working and what is needed to make something work. Self Awareness: This enables pupils to have some understanding of themselves, through learning and how they relate to others, what they are thinking and feeling. They use these skills to understand how to organise and plan their learning. When pupils are self aware they will know when and how they learn most effectively and how to take responsibility for their own actions. They should have an understand on how to feel good about things they do and achieve but also recognise when they find something hard to achieve. Pupils should also be able to express a range of feelings having an understanding that feels, thoughts and behaviour are all linked together ie being able to recognise when they are overwhelmed by feelings. A clear understanding that is okay to have feelings but not okay to behave how ever they feel. Summary: Self awareness is... …………………………………………………………………………………………………………………………………………. There are five broad social and emotional aspects to learning. They are Self Awareness, Managing feelings, Motivation, Empathy and Social Skills. I have broken down each one and briefly described what each one means to me. Self-awareness to me means that a pupil can learn effectively to the best of their abilities. Each pupil should understand that they are responsible for their actions whether they are acceptable or not, as well as learning how to feel great satisfaction from their achievements. The pupil should be able to identify their feelings, recognising what emotion they are feeling and how to express them appropriately. A pupil should also know that they can ask for help if their emotions are overwhelming or causing them to feel unhappy or confused. They must understand that it is ok to feel these different emotions but it may not Is this essay helpful' Upgrade your account to read more and access more than 650,000 just like it! get better grades be acceptable to react in all situations. Managing feelings can always be hard for children, especially if they are having trouble recognising and accepting certain feelings. They must learn to stop and think before acting especially if they are feeling angry. They must learn to express their feelings in a way that does not harm others around them, as well as being able to calm them when necessary. The pupils would learn to manage the negative feelings such as worrying and anger as well as use past experiences to help them deal with these in an appropriate manner, as well as knowing when to ask for help if needed. They should be able to express the positive emotions also when they are happy and overjoyed, celebrating their achievements with fellow peers. Motivating a pupil to enjoy their studies and setting their own personal goals are important. Helping them to focus and concentrate on their learning at the same time as resisting distractions and overcoming the boredom barrier. The pupil... ……………………………………………………………….. Where pupils have developed their skills in these areas, and are educated within an emotionally safe environment, they will be motivated to, and equipped to: • be effective and successful learners; • make and sustain friendships; • deal with and resolve conflict effectively and fairly; • solve problems with others or by themselves; • manage strong feelings such as frustration, anger and anxiety; • be able to promote calm and optimistic states that promote the achievement of goals; • recover from setbacks and persist in the face of difficulties; • work and play cooperatively; • compete fairly and win and lose with dignity and respect for competitors; • recognise and stand up for their rights and the rights of others; • understand and value the differences and commonalities between people, respecting the right of others to have beliefs and values different from their own. As with the introduction of any cross-curricular resource, planning will need to include professional development for your staff. The development of children’s social, emotional and behavioural skills involves both the formal and informal curriculum, and it is therefore important that aspects of the professional development opportunities include all staff (lunchtime supervisors, caretaker, secretarial and administrative staff and any other staff who have direct contact with the pupils). The primary resource includes a ‘Purple set’ for flexible use within school to meet the professional development needs of all staff. The sets consist of: • an introductory set in the New Beginnings theme about developing social, emotional and behavioural skills as a whole-school approach, and • a theme-by-theme set of ideas to support staff as they work on that theme with their class groups. The theme-by-theme Purple sets of ideas and information can also be used by schools in staff meetings, twilight sessions or within INSET days. They provide an opportunity for staff to explore the theme content, understand some underlying concepts and make links between their own experiences and those pupils may bring to the work. If you would like some support with CPD within your school or setting please contact: Katie Tilley at ktilley@lambeth.gov.uk or call 07903 713821 Professional development activities should emphasize the essential role of all staff in modelling the social, emotional and behavioural skills that the materials seek to develop in pupils. Social and emotional aspects of learning Adult behaviour and language that helps to develop children’s individual social, emotional and behavioural skills within each aspect Self-awareness  Awareness of our own moods and circumstances that affect our behaviour (e.g. ‘Sorry, I didn’t mean to snap at you, it’s just that I’m feeling really tired today, didn’t get enough sleep last night that’s all.’). Empathy  Being able to empathize with pupils and understand when things go wrong (e.g. ‘Don’t worry, we all learn from our mistakes.’).  Understanding pupils’ cultural, social and religious backgrounds. Managing Feelings  Being aware of our own feelings and not projecting these onto our pupils.  Giving children some dignity and time to calm down from an emotional outburst. Motivating ourselves  Showing enthusiasm.  Sharing our own personal goals with pupils and celebrating our achievements both in and out of school (e.g. completing a marathon). Social skills  Managing feelings throughout the day and when interacting with other staff, especially in times of stress.  Demonstrating Conflict Resolution skills.  Being objective and impartial when dealing with a challenging situation ………………………………………….. Self-awareness Knowing and valuing myself and understanding how I think and feel. When we can identify and describe our beliefs, values, and feelings, and feel good about ourselves, our strengths and our limitations, we can learn more effectively and engage in positive interactions with others. Managing feelings Managing how we express emotions, coping with and changing difficult and uncomfortable feelings, and increasing and enhancing positive and pleasant feelings. When we have strategies for expressing our feelings in a positive way and for helping us to cope with difficult feelings and feel more positive and comfortable, we can concentrate better, behave more appropriately, make better relationships, and work more cooperatively and productively with those around us. Social and emotional aspects of learning: guidance Social and emotional aspects of learning: guidance Social and Emotional Aspects of Learning for secondary schools (SEAL): Guidance booklet 00043-2007BKT-EN © Crown copyright 2007 Secondary National Strategy Motivation Working towards goals, and being more persistent, resilient and optimistic. When we can set ourselves goals, work out effective strategies for reaching those goals, and respond effectively to setbacks and difficulties, we can approach learning situations in a positive way and maximise our ability to achieve our potential. Empathy Understanding others’ thoughts and feelings and valuing and supporting others. When we can understand, respect, and value other people’s beliefs, values, and feelings, we can be more effective in making relationships, working with, and learning from, people from diverse backgrounds. Social skills Building and maintaining relationships and solving problems, including interpersonal ones. When we have strategies for forming and maintaining relationships, and for solving problems and conflicts with other people, we have the skills that can help us achieve all of these learning outcomes, for example by reducing negative feelings and distraction while in learning situations, and using our interactions with others as an important way of improving our learning experience. These five aspects have been ‘unpacked’ into a wide range of universal learning outcomes and to more specific ones which are appropriate for particular age groups and particular learning opportunities used in the curriculum materials.