Building Effective Relationships for Supporting Learners in Scotland
This program focuses on relational approaches and skills building to support engagement and address barriers to learning for Scotland's educators and learners. It emphasizes the importance of attunement, empathy, and positive relationships in creating a conducive learning environment. Understanding children's perspectives and fostering supportive, kind, and enthusiastic interactions are highlighted. Concepts such as attunement, principles of attunement, and the impact of empathy are explored, aiming to enhance educators' ability to connect with and support learners effectively.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author. Download presentation by click this link. If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
E N D
Presentation Transcript
Relational Approaches Skills Building Programme How to be attuned to support engagement? Supporting practitioners to understand and address barriers to learning Informed Level For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
How to be attuned to support engagement? For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
What do children and young people say? Behaviour in Scottish Schools Research (2016) If a teacher is kind, it travels across the class and puts everyone in a good mood - Pupil in Children in Scotland study Pupils highlighted the following aspects of teachers manner and demeanour as important : the teacher being happy the teacher smiling when you come in to class when the teacher is enthusiastic using humour being calm not shouting . For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
Empathy Supportive and healing relationships Attunement Empathy and attunement feed into each other. For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
What is attunement, and what do we need to know about it? Attunement: describes how we recognise and respond to another persons emotional needs and moods is the process by which we form relationships Dr. Dan Siegel says, "Children need attunement to feel secure and to develop well, and throughout our lives we need attunement to feel close and connected. When working with children, attunement comes across as: genuinely caring about them truly listening to them and caring about their response noticing when a they are in a mood, or when they re unusually quiet, or when they re struggling For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
Principles of attunement: the what and the why? (Based on Biemens Contact Principles) Positive Relationships What we do to be attuned How it makes the other person feel Deepening Discussion Helped to manage and learn Open to learning and new ideas with support Guiding & Supporting Becoming Attuned Together Engaged in enjoyable and equal interactions You have been listened to - someone is interested in you and what you have to say Receiving The other person is interested in what you think an you are encouraged to offer your own ideas Encouraging Being Attentive Feel recognised and important For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
Attunement principles (first 5) Schematic produced by: For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
What do we mean by being attentive? Turning towards someone Looking at someone Making eye contact Using friendly intonations Using friendly facial expressions Using friendly postures https://youtu.be/7TvoblpMv4I For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
The importance of non-verbal communication Square Open Lean forward Eye contact Relaxed (or slightly angled) (appropriate) Also consider personal space, sitting down if appropriate, and using non-threatening gestures For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
What do we mean by encouraging? Waiting Listening actively Showing emotional warmth through intonation Naming positively what you see, think or feel Using friendly and/or playful intonation Saying what they are doing Looking for initiatives For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
What do we mean by receiving? Showing you have heard, noticed the other s initiative Receiving with body language, matching or mirroring Being friendly and/or playful as appropriate Returning eye contact, smiling, nodding in response Receiving what the other is saying or doing in words Repeating/using the other s words or phrases Wondering aloud https://youtu.be/e-dOGlhP6-0 For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
What do we mean by being attuned together? To and fro - receiving and then responding - contributing equally Checking the other is understanding you Waiting attentively for your turn Having fun Giving a second and further turn on the same topic Giving and taking short turns Cooperating helping each other For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
What do we mean by guiding and supporting? Scaffolding (for example, engage, simplify, problem solve, model enthusiasm) Extending, building on the others response Judging the amount of support required and adjusting Giving information when needed Providing help when needed Offering choices that the other can understand Making suggestions that the other can follow https://youtu.be/nGYyEuyEaYc For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
What do we mean by deepening discussion (sixth principle) Asking activating questions Receiving their opinion Giving your opinion on what they have said Responding with own opinion and question Naming difference in opinion Checking for reception of your opinion For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
How can I use attunement to support engagement? ReflectionActivity (individually or as a group): Deepening Discussion Guiding & Supporting How do I know when: Someone gets me? Someone cares about me? Someone thinks about me? How does it make me feel? Becoming Attuned Together Receiving Encouraging How could I develop attuned practice in my setting particularly for children and young people who have experienced adversity and trauma? Being Attentive For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
Further reading Attunement Information Note For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
Education Scotland Denholm House Almondvale Business Park Almondvale Way Livingston EH54 6GA T +44 (0)131 244 5000 E enquiries@educationscotland.gsi.gov.uk For Scotland's learners, with Scotland's educators For Scotland's learners, with Scotland's educators Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba
