One of the five books in the Mental Health and Wellbeing Teacher Toolkit, this practical resource focuses on developing the skills necessary to build and maintain successful relationships. The book offers research-driven, practical strategies, resources and lesson plans to support educators and health professionals. Chapters span key topics including Communication, Respecting Yourself and Others, Resolving Conflict and Team Building. A complete toolkit for teachers and counsellors, this book offers:
ā¢ Easy-to-follow and flexible lesson plans that can be adapted and personalised for use in lessons, smaller groups or 1:1 work.
ā¢ Resources that are linked to the PSHE and Wellbeing curriculum for KS1, KS2 and KS3.
ā¢ New research, 'Circles for Learning', where the introduction of baby observation into the classroom by a teacher is used to understand and develop self-awareness, skills for learning, relationships, neuroscience and awareness of others.
ā¢ Sections on the development of key skills in communication, skills for learning, collaboration, empathy and self-confidence.
ā¢ Learning links, learning objectives and reflection questions.
Offering research-driven, practical strategies and lesson plans, Positive Relationships in School is an essential resource book for practitioners looking to have a positive impact on the mental health and wellbeing of the children and young people in their care: both now and in the future.
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To be able to listen to another person giving them their whole attention.
To be able to demonstrate some of the active listening skills of paraphrasing, not interrupting or adding own points of view etc.
Session Outcomes
ā To be able to listen to another person giving your full attention.
ā To be able to describe what active listening is like.
ā To be able to demonstrate active listening with another person.
Lesson Plan
> Ask the children to remember a time when they watched their class parent trying to explain something to their baby.
> Describe what they saw and what they were doing.
For those classrooms not able to undertake the Circles for Learning Project, video clips or photographs can be used to support the discussion around the topic and stimulate thoughts and ideas from the children and young people.
Task
KS1: To share a telephone conversation with someone.
KS2/KS3: To be able to describe what active listening is and to demonstrate some of the features of this.
KS1
Demonstrate two people engaging in a conversation where the listener is distracted and not listening fully.
Discuss how the person talking is feeling.
Share with the children that you are going to actively listen to the person and ask them to āSpot the Differenceā.
Write a list of differences or things the children noticed.
Ask the children to work in pairs to demonstrate good listening skills whilst on the phone to a friend who is telling them all about their holiday.
Ask the person who was the listener to share 3 facts about the holiday after listening.
Ask the children to change over.
Share some of the experiences and ask the children to spot the skills and share these at the end.
KS2
Demonstrate two people engaging in a conversation where the listener is distracted and not listening fully.
Discuss how the person talking is feeling.
Share with the children that you are going to actively listen to the person and ask them to āSpot the Differenceā.
Write a list of differences or things the children noticed.
Ask the children to get into pairs and try out both active listening and poor listening.
Discuss how it feels.
Highlight the skills and behaviours used when actively listening to someone.
Ask the children to create a poster for the class to show how to actively listen to someone.
KS3
Demonstrate two people engaging in a conversation where the listener is distracted and not listening fully.
Discuss how the person talking is feeling.
Share with the children that you are going to actively listen to the person and ask them to āSpot the Differenceā.
Write a list of differences or things the children noticed.
Ask the children to get into pairs and try out both active listening and poor listening. Stop and ask children to demonstrate different points as they are seen.
Discuss together how it feels to be truly listened to and when the listener isnāt really interested.
Ask the children to write a conversation on the phone/text between themselves and their best friend to show the language th...
