Developing skills to promote positive behaviour
Find out what factors influence emotions and behaviour, and tips to help teachers deal with stressful situations.
Factors influencing emotions and behaviour
When we work under pressure, our emotional health and well-being are at risk. Specific factors that could influence the behaviour of staff and learners include:
- the ability to influence situations they find difficult
- the current state of their own relationships, health and happiness
- their emotional state, for example, if they are tired, hungry, cold or anxious.
Dealing with stressful situations
To effectively manage stressful situations, staff may find it helpful to:
- understand what influences poor behaviour
- develop confidence in difficult situations
- build resilience
- be aware of high-risk situations.
- What worked in one LA
LAs, groups of schools in partnership and individual schools have undertaken some exciting developmental work aimed at improving outcomes for learners by focusing on enhancing social and emotional skills. This is an example of such work.
The Learning Trust in Hackney, and its schools, have committed to using Social and Emotional Aspects of Learning (SEAL) as a tool for school improvement, supporting the development of a positive school ethos, good behaviour, raising attainment and the personal, social, health and citizenship education curriculum. Recently, schools have focused on how this approach underpins Quality First teaching and learning within the classroom.
A Securing Good or Better programme, devised by the Primary SEAL and behaviour team in partnership with literacy and numeracy consultants, aims to develop an understanding of best practice and explores how:
- outstanding teaching is underpinned by developing social and emotional skills
- identification and implementation of strategies based on these principles can improve the quality of teaching and learning
- reflective, school-led learning teams can support the development of teachers' practice
- the programme contributes to the development of good or better teaching by:
- embedding SEAL as part of the teaching and learning dialogue, such as in standards, expectations and staff development
- improving the profile of teaching and learning through the application of SEAL principles
- promoting reflective, school-led learning communities to drive improvement
- supporting the dissemination and implementation of best practice.