Communication and social skills

Inclusion Development Programme

scameron — Thu, 12 Aug 2010 13:18:58 +0100

The Inclusion Development Programme (IDP) is a government-funded initiative that has been developed in partnership with voluntary bodies, leading academics in the related fields and the National Strategies. It is a professional development tool, designed to support schools in meeting pupils' special educational needs (SEN), and is available online and as a DVD. The programme was developed in three phases.

Developing speaking skills and language development

scameron — Mon, 12 Oct 2009 09:43:48 +0100

Support for SENCOs

Developing life skills using inside and outside environments

scameron — Thu, 14 May 2009 14:04:16 +0100

Why focus on life skills and the environment?

Developing pupils' social skills to improve behaviour

scameron — Mon, 20 Apr 2009 15:40:47 +0100

By way of an introduction to this article, have a go at filling in the boxes in the two tables below. In Table 1, put in four words or phrases that you feel describe how you behave in the four differing situations. In Table 2, write in the four words or phrases that you feel a colleague or friend would use to describe your behaviour in the same situations.

Table 1 (How you would describe your own behaviour – four descriptors for each situation)

Developing pupils' social skills to improve teamwork: part 2

scameron — Wed, 25 Mar 2009 14:48:21 +0000

Last time we looked at the first three steps of this structured approach:

Step 1: Set up a Teamwork Skills Centre
Step 2: Choose a Skill-of-the-Week
Step 3: Introduce the skill

This week we will look at the final three steps, namely:

Developing pupils' social skills to improve teamwork: part 1

scameron — Tue, 10 Mar 2009 14:29:05 +0000

When teams fail, it is almost always for one of two reasons: the students don't want to work together, or they don't know how to work together – they lack the will or the skill to co-operate as a team. Last issue, we focused on the principles of team-building and strategies that can be used to help learners develop the will to work together during the lifespan of a team.

Support for augmentative and alternative communication

scameron — Thu, 05 Mar 2009 14:38:27 +0000

Augmentative and Alternative Communication (AAC) is the umbrella term used to describe the full range of communication methods that can be used to supplement or substitute for ‘normal’ speech or writing when these are impaired or absent. The term encompasses everything from gestures and signing, to aids, which can be low-tech (such as picture boards) or high-tech (employing the latest technology).

Speech and communication difficulties: part 2 + Helpsheet 18

scameron — Mon, 16 Feb 2009 10:42:02 +0000

The needs of pupils with SLCN are often widespread and can include any or all of the following areas.

Being aware of insecurity and social anxiety

scameron — Fri, 13 Feb 2009 11:10:31 +0000

When we are with other people, it’s quite common to think about how we are coming across to them. And when we really want to make a good impression on others – at a job interview, or on a date, for example – this can become a real worry. We often try to control how we look, what we say, and what we do in order to make desired impressions on others.

Focusing on relationships in schools

scameron — Thu, 12 Feb 2009 17:16:11 +0000

If schools are to tackle educational inequality and raise levels of achievement, they need to be re-designed with a focus around relationships, according to a paper written by policy adviser Charles Leadbeater for The Innovation Unit at the DCSF.

‘Children learn,’ he says, ‘when they have the right relationships. Those relationships make them feel cared for; give them recognition for who they are, where they come from and what they have achieved; motivate them to learn; engage them to be participants in learning.’

Transforming provision for those with SLCN

scameron — Thu, 12 Feb 2009 11:31:27 +0000

The recently published Bercow Report makes recommendations to the government on how to improve provision for children and young people aged 0-19 with speech, language and communication needs (SLCN) and their families. The recommendations are gathered under five key themes, which we summarise below.

Speech and communication difficulties

scameron — Fri, 06 Feb 2009 12:04:46 +0000

There are many ways to describe children's speech, language and communication needs, but the most important point to remember is that every child is an individual. Their needs depend on a whole range of factors, including:

Improving social skills using sport

scameron — Thu, 29 Jan 2009 15:11:04 +0000

The Bexley School Sports Partnership (SSP) was set up in 2002 with the initial aim of reaching and exceeding the national target of young people taking part in two hours of PE and sport a week. Over time, the remit and focus of the partnership has changed, as we have come to use sport as a tool for making fundamental changes to young people’s lives.

CPD best practice: innovative teaching

scameron — Tue, 20 Jan 2009 13:47:29 +0000

Innovation is a good thing. It contributes to improved results, helps open up pupils’ minds and increases their self-belief, and allows schools to respond to world changes and to keep pace with the changing needs of their pupils. But if innovation is so good, why aren’t more schools doing it? And why do so many teachers who innovate feel they are unable to share it with their colleagues?

Teaching tips for helping those with BESD + Helpsheet 17

scameron — Mon, 19 Jan 2009 10:54:01 +0000

Managing behaviour is one of the most important aspects of any teacher’s role (many would say THE most important); until the behaviour of pupils is conducive to learning, all efforts at teaching may be in vain. As mentioned last week, it’s important that all staff feel confident in using a range of techniques in the classroom to nurture positive behaviour and discourage negative action (or inaction!). Consistency is vital; pupils need to know that rules apply throughout the school.

Verbal misdirection and arguments

scameron — Mon, 01 Dec 2008 15:48:00 +0000

When confronting a pupil about their lack of focus, it is important to get them back on track rather than provoke an adverse reaction that can too quickly escalate. Below are several verbal approaches and strategies for a calm return to task.

Teacher: “So, what’s going on here? There seems to be a lot of time being wasted.”

Pupil: “Nothing’s going on – we’re just talking about something.”

Voice control and managing behaviour

scameron — Tue, 04 Nov 2008 09:35:22 +0000

Some readers will remember the frustration of a having a sore throat and perhaps even a loss of voice during the first half term of their teaching career; other readers will be experiencing the problem right now! Teachers should try to remember that when managing the behaviour of the pupils in your teaching groups, non-verbal skills are important.

Improving speaking and listening skills at KS2

scameron — Thu, 18 Sep 2008 10:33:49 +0100

Language is an integral part of learning, and plays a key role in classroom teaching and learning – children’s confidence and proficiency as talkers and listeners are paramount. Yet in schools, speaking and listening is the Cinderella of English, fighting for the recognition and limelight that her two big sisters, reading and writing, have had for some time.

Practical tips for supporting pupils with mutism

sara — Sat, 30 Aug 2008 12:28:26 +0100

Steps to develop confidence in speaking

Written by Sue Soan

This resource contains steps to develop pupils' confidence in speaking, especially those pupils that have mutism.

Key characteristics of selective mutism may include:

How to really mean what you say

jlee — Sat, 30 Aug 2008 12:21:43 +0100

Introduction
Perhaps a fuller title for this article should be: ‘Say what you mean, and mean what you say!’

Limited choices to improve behaviour

sara — Sat, 30 Aug 2008 12:21:42 +0100

Introduction
Managing difficult behaviour is inevitably about making choices. For you, it means choosing your management style, strategy and attitude. For the student, there should be the opportunity to make good choices regarding their own behaviour.

Body language and personal space

sara — Sat, 30 Aug 2008 12:21:42 +0100

Introduction
For some students there is nothing worse than being the centre of attention. This is true regardless of whether the attention is positive or negative. Feelings of embarrassment, threat or ridicule will all lead to examples of inappropriate behaviour.

I'm sure we can all remember an incident when we were at school and the teacher made someone stand up in front of the whole class (or school, if it happened in school assembly!) to explain their actions or to 'share the joke'!

Making positive use of personal space

sara — Sat, 30 Aug 2008 12:21:41 +0100

Introduction
Personal space, defined by the Oxford Dictionary of English as "The physical space immediately surrounding someone, into which any encroachment feels threatening to or uncomfortable for them" is often thought of solely in terms of negative behaviour: "He was invading her personal space."

Personal space, however, can be used as a positive and highly effective strategy in a variety of settings:

when reinforcing verbal or non verbal praise

Developing communication skills for behaviour management

sara — Sat, 30 Aug 2008 12:21:38 +0100

No doubt there are many teachers reading this article who feel that the students they work with every day are already way too good at demonstrating their conversational skills! Skilled they may be, but unfortunately they often use their skills at the wrong time, in the wrong place and with the wrong people. Not only that, but they can be highly selective with their own listening skills, choosing to hear comments that they are prepared to act on and deciding to ignore anything that they either don't agree with, or simply can't be bothered to deal with.

Passive and aggressive adult behaviour

sara — Sat, 30 Aug 2008 12:21:37 +0100

Readers of previous Behaviour Matters articles will be familiar with the importance of the adult as a role model in the teaching and learning environment. I hope that articles on topics such as self-calming have helped colleagues to understand the importance of managing one's own emotions before attempting to deal with a difficult group or individual student. It is, I believe, widely accepted that over 75% of communication is non-verbal. Not only what we say but also how we say it is a major contributory factor in providing a safe and stimulating working environment.

Conflict resolution: practical strategies

sara — Sat, 30 Aug 2008 12:21:36 +0100

Introduction

Conflict resolution

It is worth reminding ourselves that conflict is a normal part of life. It becomes a problem when individuals do not have specific conflict-resolution skills. Without these essential skills, communication can break down and blaming the other rather than owning responsibility for behaviour occurs. Many skills need to be mastered and used if peaceful conflict resolution is to take place:

listening skills

Primary Assembly: Ever younger

sara — Sat, 30 Aug 2008 12:21:36 +0100

Assembly Plan

Assembly Title: Ever younger

Diving champion Tom Daley's success in being selected for the Beijing Olympics is a magnificent achievement. When Tom was hailed by the press as Britain's youngest-ever male Olympian, however, sixty-year-old Ken Lester was first puzzled and then faced with a difficult decision.

Resources

Picture of Tom Daley. (Searching on keywords 'Tom Daley diver' in Google Images will produce a good choice.)

Using SEAL and empathy in the classroom

sara — Sat, 30 Aug 2008 12:21:35 +0100

We cannot feel empathy for someone if we are feeling defensive or preoccupied with our own needs.

It makes sense, then, that if children are consistently put on the defensive, or if they grow up with many unmet emotional needs, these children will slowly become more concerned with self-defence and with their own interests in general, and less able to empathise with the troubles of someone else.

Introduction

Self-calming techniques

sara — Sat, 30 Aug 2008 12:21:35 +0100

Being able to recognise triggers and emotional build-up is the first stage of an effective behaviour or anger management strategy. The second stage, which is perhaps more difficult, is to develop successful techniques for managing these emotions. The triggers can be quite varied, depending on the individual. They include:

Managing behaviour through non-verbal instructions

sara — Sat, 30 Aug 2008 12:21:35 +0100

Possibly the best time to observe non-verbal instructions in a school environment is during the primary school assembly!

The whole school is seated in the hall, children in class group rows, the staff seated (usually on chairs) down the sides of the hall. Non-verbal instructions or signals can be observed throughout the assembly. Teacher will be using "the look". In other words willing the misbehaving student to turn and look at them (eyes staring, fixed on the target student and non-verbal signal accessories poised and ready for action!

Public speaking: getting your point across

cassandrafaria — Sat, 30 Aug 2008 12:21:33 +0100

The thought of public speaking can fill even the most competent of teachers with horror. Is it the different audience – colleagues and peers rather than pupils – that shifts the experience from being familiar to frightening? Regardless of how you view public speaking, it’s likely that teachers and others working in schools will be doing a lot more of it in this age of focus on professional development. Here are some top tips for turning the fear into finesse when delivering your message.

Use warnings as a proactive behaviour management strategy

cassandrafaria — Sat, 30 Aug 2008 12:21:32 +0100

We have probably all either said it, or thought it, at some time or other: 'Right, this is your last warning!' or 'I'm warning you!'

What exactly do we mean by such comments? What are we warning the student of? Does the statement really mean anything, or are we just saying something while desperately thinking of what to try next with a particularly difficult student?

Whatever the reason, if you are using or issuing a warning, both you and the student must be fully aware of what the warning indicates.

Behavioural, emotional and social development (BESD): causes and labels

sara — Sat, 30 Aug 2008 12:21:32 +0100

Continuing with our review of the categories of need identified in the Code of Practice, we look this week at behavioural, emotional and social development (BESD). For many teachers, this is the area of most concern; how can they meet children's needs in a way that avoids disruption and interference with the learning of others? As SENCO, you may find yourself being asked to deal with 'situations' on a regular basis, so anything you can do to help colleagues develop good practice in this field will be of all-round benefit.

SENCO Support

Identifying communication and interaction difficulties

sara — Sat, 30 Aug 2008 12:21:31 +0100

Among those who may take a little longer to settle in to the new school year will be children and young people who have difficulties with communication and interaction. Here we take a look at the kinds of barriers they may encounter and how you as SENCO can support colleagues in identifying and understanding any problems.

See also useful classroom strategies for teachers to take on board.

Removing barriers to learning

sara — Sat, 30 Aug 2008 12:21:31 +0100

Support for SENCOs

Removing barriers to learning for pupils with communication and interaction difficulties
Being unable to express yourself and make your needs known must be one of the most frustrating of human experiences. Similarly, trying and failing to understand what someone else is struggling to convey can be extremely disheartening.

Non-verbal reinforcement

jlee — Sat, 30 Aug 2008 12:21:30 +0100

From that encouraging smile to the look that says 'I know what you are doing', children can be guided through the boundaries of what is expected of them with regard to their behaviour. When coupled with verbal instructions or positive comments you have an incredibly powerful means of communication.

The concept of non-verbal reinforcement continues right through primary and secondary schools and is evident in all aspects of adult life.

Storytelling to facilitate inclusion

scameron — Sat, 30 Aug 2008 10:20:59 +0100

A wet and windy Friday afternoon in winter. A temporary classroom in a special school in Sussex. Enter a storyteller with two large bags. Mission: to transform the class, and transport six teenagers with a range of additional learning needs into a world of imagination and communication, involving a woman with no teeth, a Victoria sponge and a well of truth. Time to prepare: 15 minutes. Enter six students and three adults. What follows are 60 minutes that leave the storyteller tired but fulfilled, and the teenagers and adults better communicators.

A day in the life of a youth justice worker

scameron — Sat, 30 Aug 2008 10:20:53 +0100

I work for the youth offending team and I am the early intervention youth justice worker. I’m based at Hailsham Community College, which just so happens to be my old secondary school! It is a specialist sports college and a full service extended school that houses a number of agencies, including the youth offending team, police, Connexions, nurse, social services, counsellors, out-of-school-hours manager, community sports development officer, educational welfare officer, traveller education service, etc.

High level questioning skills in young children: part 2

jlee — Sat, 30 Aug 2008 10:20:46 +0100

The first part of this series argued the case for developing higher-order questioning skills. Part two looks at the practicalities in your setting.

How can we develop questioning skills in our schools?

Helping students to become storytellers: games and activities

jlee — Sat, 30 Aug 2008 10:20:46 +0100

Telling stories to children builds their cognitive, social and emotional skills. It also lays the foundation for children to start creating and telling their own stories. In the process, they learn fundamental speaking and listening skills that will help them become confident and competent communicators, with resultant benefits for their wellbeing, behaviour and academic learning.

Communication friendly spaces - early years

admin — Sat, 30 Aug 2008 10:20:43 +0100

Introduction
Despite a huge number of curriculum initiatives over the past decade, by and large, learning spaces have remained the same and a rethink of how practitioners arrange spaces is long overdue. Yet, for many practitioners, ‘their environment is still a blind spot: unchanging, unchangeable and beyond their control – an obstacle that they must work around, rather than a tool to support and enhance their practice’ (Design Council, 2005).

Higher level questioning skills in young children

jlee — Sat, 30 Aug 2008 10:20:43 +0100

What are questions and why do we place such importance on them?
A question is any spoken or written communication that is constructed in such a way as to elicit a response and gain information. That’s the definition I came up with. The Oxford Concise Dictionary agrees with me: ‘A sentence worded or expressed so as to seek information.’

Activities to develop grammar (syntax and morphology)

jlee — Sat, 30 Aug 2008 10:20:40 +0100

Syntax is about how words are sequenced to convey meaning. This meaning can be changed by rearranging the same words in a different order (e.g. 'I can run fast' changes to 'Can I run fast?').

Morphology refers to the grammar of words and how they are formed. A morpheme represents the smallest unit of meaning in a word. Some children with speech and language impairment have difficulties with using bound morphemes such as -ed, -ing, -s and -es at the ends of words.

Activities to develop social communication skills (pragmatics)

jlee — Sat, 30 Aug 2008 10:20:40 +0100

Some children have difficulty in understanding how to use language in a range of different social situations and can make very inappropriate remarks.

Making secondary SEAL work

jlee — Sat, 30 Aug 2008 10:20:39 +0100

The SEAL pilot programme has demonstrated, in Ofsted’s view, that schools can make a positive difference to the development of social, emotional and behavioural skills. In the schools where the programme was most successful, it had begun to influence attitudes to learning as well as aspects of behaviour.

School Emotional Environment for Learning Survey

jlee — Sat, 30 Aug 2008 10:20:39 +0100

The materials provided by the Secondary National Strategy recommend the School Emotional Environment for Learning Survey (SEELS) as a tool to:

provide a baseline
identify priority areas
generate interventions and strategies
enable monitoring and evaluation.

Finding out

Expectations of governors

jlee — Sat, 30 Aug 2008 10:20:30 +0100

I often think how much success or failure in key relationships of our lives depends on having appropriate expectations of those we live or work with, and indeed of ourselves.

Often success also depends on making expectations explicit, even negotiating them. Too high and disappointment is followed by resentment. Too low and we debase and demoralise each other and performance suffers.

SEAL strategy for secondary schools

jlee — Sat, 30 Aug 2008 10:20:30 +0100

The new secondary SEAL materials advocate a six-step process for developing social and emotional skills in secondary schools. These are illustrated by case study materials from eight of the 50 pilot schools.

A strategic approach

Building emotional safety in groups

jlee — Sat, 30 Aug 2008 10:20:30 +0100

Circle time is still mostly thought of as a primary school activity. It is likely that most children of primary age have had an experience of circle time. More than that, many of them will have a weekly opportunity to sit in a circle with their classmates to discuss issues that are of immediate concern to the class, or to explore emotions and learn social skills.

Relevance of storytelling in schools

jlee — Sat, 30 Aug 2008 10:20:29 +0100

A staffroom announcement that a storyteller is going to pay a visit won’t be met with much enthusiasm at most secondary schools. Certainly, cynics’ corner will mutter that it’s a bit ‘fluffy’ – little more than a headline grabber for the bulletin and a treat for the Year 7s.