Transforming Relationships Mary Berrill

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Transforming RelationshipsMary Berrill
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Transforming Relationships

• Making our school Relationship Friendly 

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Scottish education does many things well and
some things particularly well.

• HMIE findings strengths in
• overall quality of attainment at some stages
• teaching
• curriculum
• pastoral care /climate and relationships
• leadership
• self-evaluation

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Future World

• The challenge of
• Globalisation
• Changing demographic balance
• Increasing health inequalities
• Employers need for generic and soft skills
• Sustainability
• Demand for quality, customisation,
  personalisation
• Moving up the value change- good is no longer
  good enough

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Teachers -21st Century challenges

• Strive to improve attainment/achievement
• Personalised planning/tracking for all pupils
• A Curriculum for Excellence
• Assessment is for learning
• Self evaluation/Inspection
• Management of change
• Discipline concerns
• Levels of parental support

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Effective primary and secondary

• Effective learning and teaching
• Pupil guidance
• Leadership ethos and partnerships
• Management of structures and processes
• Self-evaluation and accountability

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Emotional Literacy -Definition-

• Recognising, understanding, appropriately
  expressing and effectively handling emotional
  states in ourselves and others

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Understanding Ourselves

• Brain research
• Psychometric profiling/ testing
• 360 degree reporting
• Social and cognitive psychology
• Life style professional coaching

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Starting the Journey

• Step 1 Auditing the emotional needs of teachers
• Step 2 Create a high quality teachers resource
  pilot project
• Step 3 Partnership arranged with School of
  Emotional Intelligence
• Step 4 Decide/plan the outcomes of Transforming
  Relationships.

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Learned Optimism
Learning Outcomes

• To understand how optimists and pessimists see
  the world differently
• To understand how optimism can be a learned
  skill
• To understand how optimism and enthusiasm are
  closely linked
• OPTIMISTS VERSUS PESSIMISTS
• Pessimists and optimists think about the same
  event in opposite ways.
• Pessimist Optimist
• globalises failure isolates failure
• eternalises failure emphasises success
• The good will not last good will last
• good in one aspect only good all round
• good caused by luck. I helped cause it
• Apply the above characteristics to a sporting
  or historical event which has stuck in your mind.
  How did
• the state of mind influence the outcome?

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The SELF TALK of the
Learned Optimism
Learning Outcomes
Responding to BAD events
Source Adapted from Seligman, MEP (1998) Learned
Optimism How to change your mind and your life,
London, Pocket Books (adapted by The Pacific
Institute)
Entertaining Empathy
Entertaining Empathy
Entertaining Empathy
Making our school Relationship Friendly
Entertaining Empathy
Making our school Relationship Friendly
Entertaining Empathy
Unit 2
Learned Optimism
Making our school Relationship Friendly
To understand how optimists and pessimists
see the world differently To understand how
optimism can be a learned skill To understand
how optimism and enthusiasm are closely
linked OPTIMISTS VERSUS PESIMISTS
Pessimists and optimists think about the same
event in apposite ways. Pessimist
Optimist globalises
failure isolates failure
eternalises failure
emphasises success The good will not last
good will last good in one aspect
only good all round good
caused by luck. I helped cause
it Apply the above characteristics to a
sporting or historical event which has stuck in
your mind. How did the state of mind influence
the outcome? ____________________________________
_______________________________________ __________
__________________________________________________
_______________ The two ways to develop your
optimism are by eliminating your negative self
talk. improving your self esteem. Write
affirmations to support these two aspects.
________________________________________________
___________________________ _____________________
__________________________________________________
____ Source The Pacific Institute
Entertaining Empathy
Unit 2
Learned Optimism
Making our school Relationship Friendly
Learning Outcomes
To understand how optimists and pessimists
see the world differently To understand how
optimism can be a learned skill To understand
how optimism and enthusiasm are closely
linked OPTIMISTS VERSUS PESIMISTS
Pessimists and optimists think about the same
event in apposite ways. Pessimist
Optimist globalises
failure isolates failure
eternalises failure
emphasises success The good will not last
good will last good in one aspect
only good all round good
caused by luck. I helped cause
it Apply the above characteristics to a
sporting or historical event which has stuck in
your mind. How did the state of mind influence
the outcome? ____________________________________
_______________________________________ __________
__________________________________________________
_______________ The two ways to develop your
optimism are by eliminating your negative self
talk. improving your self esteem. Write
affirmations to support these two aspects.
________________________________________________
___________________________ _____________________
__________________________________________________
____ Source The Pacific Institute
Unit 2
Learned Optimism
Making our school Relationship Friendly
Learning Outcomes
To understand how optimists and pessimists
see the world differently To understand how
optimism can be a learned skill To understand
how optimism and enthusiasm are closely
linked OPTIMISTS VERSUS PESIMISTS
Pessimists and optimists think about the same
event in apposite ways. Pessimist
Optimist globalises
failure isolates failure
eternalises failure
emphasises success The good will not last
good will last good in one aspect
only good all round good
caused by luck. I helped cause
it Apply the above characteristics to a
sporting or historical event which has stuck in
your mind. How did the state of mind influence
the outcome? ____________________________________
_______________________________________ __________
__________________________________________________
_______________ The two ways to develop your
optimism are by eliminating your negative self
talk. improving your self esteem. Write
affirmations to support these two aspects.
________________________________________________
___________________________ _____________________
__________________________________________________
____ Source The Pacific Institute
Unit 2
Learned Optimism
Making our school Relationship Friendly
Learning Outcomes
To understand how optimists and pessimists
see the world differently To understand how
optimism can be a learned skill To understand
how optimism and enthusiasm are closely
linked OPTIMISTS VERSUS PESIMISTS
Pessimists and optimists think about the same
event in apposite ways. Pessimist
Optimist globalises
failure isolates failure
eternalises failure
emphasises success The good will not last
good will last good in one aspect
only good all round good
caused by luck. I helped cause
it Apply the above characteristics to a
sporting or historical event which has stuck in
your mind. How did the state of mind influence
the outcome? ____________________________________
_______________________________________ __________
__________________________________________________
_______________ The two ways to develop your
optimism are by eliminating your negative self
talk. improving your self esteem. Write
affirmations to support these two aspects.
________________________________________________
___________________________ _____________________
__________________________________________________
____ Source The Pacific Institute
Unit 2
Learned Optimism
Learning Outcomes
To understand how optimists and pessimists
see the world differently To understand how
optimism can be a learned skill To understand
how optimism and enthusiasm are closely
linked OPTIMISTS VERSUS PESIMISTS
Pessimists and optimists think about the same
event in apposite ways. Pessimist
Optimist globalises
failure isolates failure
eternalises failure
emphasises success The good will not last
good will last good in one aspect
only good all round good
caused by luck. I helped cause
it Apply the above characteristics to a
sporting or historical event which has stuck in
your mind. How did the state of mind influence
the outcome? ____________________________________
_______________________________________ __________
__________________________________________________
_______________ The two ways to develop your
optimism are by eliminating your negative self
talk. improving your self esteem. Write
affirmations to support these two aspects.
________________________________________________
___________________________ _____________________
__________________________________________________
____ Source The Pacific Institute
Unit 2
Learned Optimism
Learning Outcomes
To understand how optimists and pessimists
see the world differently To understand how
optimism can be a learned skill To understand
how optimism and enthusiasm are closely
linked OPTIMISTS VERSUS PESIMISTS
Pessimists and optimists think about the same
event in apposite ways. Pessimist
Optimist globalises
failure isolates failure
eternalises failure
emphasises success The good will not last
good will last good in one aspect
only good all round good
caused by luck. I helped cause
it Apply the above characteristics to a
sporting or historical event which has stuck in
your mind. How did the state of mind influence
the outcome? ____________________________________
_______________________________________ __________
__________________________________________________
_______________ The two ways to develop your
optimism are by eliminating your negative self
talk. improving your self esteem. Write
affirmations to support these two aspects.
________________________________________________
___________________________ _____________________
__________________________________________________
____ Source The Pacific Institute
Learning Outcomes
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Learned Optimism
Learning Outcomes

• What opportunities do I offer for students to
  demonstrate success?
• In how many different contexts is success
  recognised?
•  
• Are there any students in my classes who are
  excluded from success?
•  
• What similarities and differences exist between
  my ideas of success
• and those of my students?
•  
• How regularly do I give feedback on their
  success?
•  
• How do I celebrate success in my classroom?
•  
• Who else do I share our successes with?

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Learned Optimism
Learning Outcomes

• ENGAGING CHILDREN
• Greet warmly, using individual names, show an
  interest in each person's
• background, special interests and life outside
  school.
•  
• Use non-verbal behaviours which indicate respect.
•  
• Regularly ask for feedback.
•  
• Show genuine delight about achievements.
•  
• Acknowledge your own mistakes.
•  
• Be optimistic about the possibility of success.
•  
• Set inspiring but not over-challenging targets.
•  
• Openly appreciate the efforts and activities of
  others.
•  

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Authority response

• Use the auditing tool on the Directorate team
• Design a training programme for the profiling
  team recruit teachers
• Cost the programme - use existing resources for
  funding National priorities, Specific Grant
  Better Behaviour Better Learning
• Integrated Children Service Planning. Paper to
  elected members.

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Planning/awareness raising

• High quality colourful information sheets
  regularly issued to schools
• Presentations on the aims and objectives Head
  Teachers, Councillors Quality Improvement
  Officers.
• Sharing Good Practice Seminars
• Scottish Executive Learning and Teaching
  Scotland

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Next Steps

• Schools to be offered emotional profiling
• Head Teachers to made aware of emotional
  development needs of staff
• High quality leadership training to be providing
  on creating an emotionally intelligent staff
• Support courses on the motivated classroom,
  self-aware children, self esteem and nurturing

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Only those who will risk going too far can
possibly find out how far one can go T S Eliot