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Inclusion Wellbeing & Equalities Professional Learning Framework

Being Restorative – Part 1A

Level – Informed

@ESInclusionTeam

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

For Scotland's learners, with Scotland's educators

Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba

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Interconnectivity

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

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Being Restorative��Part 1A

For Scotland's learners, with Scotland's educators

Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba

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Why be restorative?

“Every day, in lots of different ways, our students ask do I matter to you, do you notice me, do I belong here? And, if we aren’t careful – because actions speak louder than words – the answer will be seen in the behaviours that play out. It’s not always what we say or what we do, but how we do it and how students end up feeling.”

Mark Finnis, 2021

Independent Thinking in Restorative Thinking

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

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Developing a restorative mindset

Starter Activity - Picture the scene

David arrived at school 15 minutes late and wearing white trainers. He was greeted with a pointy finger to the chest.

“Why are you late and where are your black shoes?”

“F@*$ off” was the response.

How would you respond?

David was sent to his PT Pupil Support and along the way he told 3 more people to do the same.

David was excluded for 3 days.

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

This is a lesson in knowing our learner’s well. David’s story:

David is 11 years old and lives with his Mum and his younger brother and sister.

The reason he arrived late to school was because he was dropping his brother and sister off at primary school. Thsose white trainers, he isn’t wearing them to look cool. It’s the only footwear he has, if you look closely, you’ll see that they are in pretty poor condition. In fact, he’s embarrassed by them.

If you knew David well, you’d know that David’s house hasn’t got carpet on the floor in any of the rooms. David hasn’t got his own bedroom or his own bed, he has a mattress on the kitchen floor.

If you knew David well, you’d know David is on a CP Order and maybe you’d question how good an idea it is to send him home for 3 days.

If you knew David well, you’d know that we need him in schoolto know that he is safe.

David is on free school meals and we’re not sure he gets regular school meals when he isn’t in school.

David doesn’t go to sleep until his Mum does as only then does he know his Mum is safe. There is domestic violence and abuse in David’s home.

You will have at least one David in your school.

All behaviour is communication. All behaviour is nothing more than a display of unmet needs.

The simplest way to change the behaviour is to address the unmet needs.

Children who are loved at home come into school to learn. Children who aren’t loved at home come into school to be loved.

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Developing a restorative mindset

David’s story cont. – This is a lesson in knowing our learners well

Knowing what you know now - How would you respond?

All behaviour is communication

All behaviour is nothing more than a display of unmet needs

The simplest way to change the behaviour is to address the unmet needs

Children who are loved at home come into school to learn

Children who aren’t loved at home come into school to be loved

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

This is a lesson in knowing our learner’s well. David’s story:

David is 11 years old and lives with his Mum and his younger brother and sister.

The reason he arrived late to school was because he was dropping his brother and sister off at primary school. Thsose white trainers, he isn’t wearing them to look cool. It’s the only footwear he has, if you look closely, you’ll see that they are in pretty poor condition. In fact, he’s embarrassed by them.

If you knew David well, you’d know that David’s house hasn’t got carpet on the floor in any of the rooms. David hasn’t got his own bedroom or his own bed, he has a mattress on the kitchen floor.

If you knew David well, you’d know David is on a CP Order and maybe you’d question how good an idea it is to send him home for 3 days.

If you knew David well, you’d know that we need him in school to know that he is safe.

David is on free school meals and we’re not sure he gets regular school meals when he isn’t in school.

David doesn’t go to sleep until his Mum does as only then does he know his Mum is safe. There is domestic violence and abuse in David’s home.

You will have at least one David in your school.

All behaviour is communication. All behaviour is nothing more than a display of unmet needs.

The simplest way to change the behaviour is to address the unmet needs.

Children who are loved at home come into school to learn. Children who aren’t loved at home come into school to be loved.

Response: Big smile, welcome, touch if appropriate, welfare check…….what about the shoes?

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Developing a restorative mindset

Key Principles:

Connect before content
Model what you teach
1% Principle
Empathy not Sympathy
Make regular deposits into the social capital bank
Strike when the iron is cold
Staff wellbeing (addressed in session 2)

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

Connect before content – often we focus on content and underestimate the value of connectedness however the connection creates the space to then be able to explore the content. Meaningful learning takes place when we have meaningsul relationships. (welcome at the door, high fives, problem free talk, ….)

Model what you teach – You are always modelling behaviour for your learners whether you mean to or not. Show warmth and respect to learners, model how you manage your own emotions (deep breathe etc.),

1% Principle – Small ripples create big waves. Sometimes going for big changes is too much try to make small continuous improvements. Eat the elephant one bite at a time. Focus on the many mini daily relational actions.

Empathy not Sympathy – Empathy is a great way to build connection. Relate – show learners that we too are humans with human feelings. Openness breeds openness. E.g. name the behaviour that’s othering you and then tell them how you feel as a result. Check in with them to see how it makes them feel. What you are doing here is modelling and exploring the concept of empathy, a critical skill for learners, and part of being restorative in practice. Sympathy unfortunately despite our best intention often leads to feelings of separation/disconnection.

Make regular deposits into the social capital bank – Social capital is the social networks or relational assets that YP have. In other words, accessible social resources or their relationships bank. Every connection adds to that bank (a smile, a quick check in, …). Seek out opportunities to make deposits so that when times get tough you have some social capital.

Strike when the iron is cold – Don’t act or react in the moment. Avoid public, go private.

Staff wellbeing – supporting staff wellbeing and morale have to be significant considerations for collectively developing and sustaining a restorative mindset. This requires more attention than a short section on this slide. We will therefore return to this topic at the end of session 2.

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Activity – How do I…?

In pairs discuss:

How do you connect with learners?
What do you not want to model for your learners?
What small ‘wins’ you could potentially make?
Think of a time when you’ve shown empathy – what impact did it have?
In what ways can you build up credit in the social capital bank?
What strategies do you use to avoid: reacting in the moment, shame/embarrassment?

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

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Culture: Social Discipline Window

4:39 mins

For Scotland's learners, with Scotland's educators

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For Scotland's learners, with Scotland's educators

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Culture: Social Disciple Window

A restorative culture involves:

mutual respect and appreciation
belief in people’s ability to solve their own problems
empathetic/active listening
giving people a chance to tell their story
acceptance of diversity
an inclusive approach (particularly to problem solving)

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

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Culture & Relationships

Culture by default or design?

We create a sense of belonging
We recognise relationships are two way
We build goodwill during the good times
We work together
Every child (and adult) has a champion

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

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Adult Behaviour – being restorative!

We can all behave in a restorative way by demonstrating that we can:

understand another person’s behaviour (NB All behaviour is communication)
reflect on our own behaviour
have self-compassion, empathy and compassion for others
find solutions to disagreements and potential conflicts
‘think together’ to develop our openness to alternative ways of thinking and potentially new ways of behaving

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

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Culture & Relationships

Culture by default or design?
We create a sense of belonging
We recognise relationships are two way
We build goodwill during the good times
We work together
Every child (and adult) has a champion

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

So culture if we have a culture that reflects these things what would be happening in our learning community

CYP would feel connected to the learning community. Does everyone in the school community feel connected, even the CYP that are really hard to relate to, or like! This requires a really strong commitment to be completely INCLUSIVE, ALL means ALL (reference to the Hayward review). Essential to this are having values, behaviours, systems, and policies that work for EVERYONE!
Relationships are two way – Relationships matter. They can also be complex and difficult. As each and every person is different, we need to get to know them if we are to effectively build a relationship with them. We have an expectation that CYP will open up to us so that we can build a relationship with them but how well do we let others know us? Teaching is an inter-personal practice and experience.
Build goodwill during the good times – similar to putting deposits in the social capital bank for the learners, always remember to connect (not contact) with pupils, parents/carers and colleagues – help them feel good about themselves
Work together – Establish positive lines of communication with others (parent, colleagues, partners) and work hard to ensure you are on the same side – combined influence is powerful. Every child (and adult) needs a champion

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Every child needs a champion

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

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The Restorative Hierarchy of Approaches

Restorative

responses to

more serious issues

A range of restorative responses to

day to day situations, conflicts and

anti-social behaviour.

Restorative pedagogy: Social skills learning.

Building social confidence and a sense of social responsibility.

Identifying and addressing what everyone needs.

Restorative values, thinking, and language evident in practice

Focus on relationships and social/community cohesion

INTENSIVE (Repairing harm)

Restorative Justice Forums

Conferences (Eg. Family Group, Community, Mediation)

Restorative Meetings (in a range of contexts)

TARGETED (Managing difficulties and disruption)

Restorative conversations: informal and formal

Problem-solving circles

UNIVERSAL (Developing social and emotional capacity)

At Home

In Classrooms and Educational Settings

In Community Settings

Adapted from Restoring Safe School Communities (Morrison, 2007) and Implementing Restorative Practices in Schools (Thorsborne & Blood, 2013)

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

Establishing an early understanding of restorative approaches with children and their parents and embedding them in everyday practice will help to support restorative practice and mediation in more serious scenarios within an educational setting and in settings outside of education. Children and parents familiar with restorative language and conversations will usually respond more positively in potential ‘conflict’ situations, for example, during family arguments, in difficult meetings or reviews, in family decision making conferences, the children’s hearing, in a restorative justice situation, or in court. Sharing common values, thinking and language across children’s services will support consistent practice and help children and parents benefit most from a restorative approach (and potentially act as a diversion from more formal or statutory involvement or measures).

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Restorative Values, Thinking & Language

For Scotland's learners, with Scotland's educators

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For Scotland's learners, with Scotland's educators

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Restorative Values – building the foundations

promote relationship building, conflict resolution and reconciliation
create environments where social learning and personal development can be supported
embrace qualities such as open-minded thinking, compassion, empathy, perseverance and cultural sensitivity

Values Behaviour

For Scotland's learners, with Scotland's educators

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For Scotland's learners, with Scotland's educators

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What does the behaviour driven by restorative values look like? Some ideas. We:

listen, with purpose, to children and young people
understand and respond to behaviour in a child friendly and holistic way
show unconditional positive regard
help children to understand the impact of their actions and behaviours
focus on inclusion, wellbeing, and addressing barriers to learning rather than punitive processes
proactively develop responses to support learners wellbeing
proactively develop responses for those who may be at risk of disengaging or of being excluded
model the behaviour we wish to see

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

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Restorative Thinking: 5 key themes

Theme 1 Understanding that everyone has their own unique and equally valued perspective

Theme 2 Knowing that thoughts influence emotions and emotions influence actions

Theme 3 Having and showing empathy and consideration

Theme 4 Identifying needs and unmet needs

Theme 5 Supporting a culture of collective responsibility for problem solving and decision making

Stop at 6.57 min

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

Play the film Restorative Approaches in Schools (with subtitles) – YouTube https://www.youtube.com/watch?v=9MsWz47rYyw (4.25-6.57 min)

Restorative thinking is based on 5 key themes, which underpin day to day interactions and ways of working:

Theme 1 – Unique and equally valued perspectives Everyone has their own unique perspective on a situation or an event, and needs an opportunity to express this in order to feel respected, valued and listened to.

Theme 2 – Thoughts influence emotions, and emotions influence subsequent actions What people think at any given moment influences how they feel at that moment, and these feelings inform how they behave. The thoughts and feelings are ‘beneath the surface’ and yet are very important to understand.

Theme 3 - Empathy and consideration for others When there are conflicts or disagreements harm can result – in terms of negative emotions such as anger, hurt, fear, frustration and confusion and in terms of damaged relationships and connections between people. To live in harmony together people need empathy and consideration so they understand who is affected by their choice of action in any given situation and how.

Theme 4 – Identifying needs comes before identifying strategies to meet these needs I’m going to follow up on this in the next slide so won’t go into any detail here.

Theme 5 – Collective responsibility for the choices made and for their outcomes It is the people affected by a situation or event who are best placed to identify what should happen so that everyone can move on, and so that the harm can be repaired. This ‘ownership’ of decision-making and problem-solving demonstrates respect and trust, develops pro-social skills and confidence and strengthens connections.

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Theme 4: Needs – Why I’m rude?

For Scotland's learners, with Scotland's educators

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For Scotland's learners, with Scotland's educators

Do luchd-ionnsachaidh na h-Alba, le luchd-foghlaim Alba

Theme 4 – Identifying needs comes before identifying strategies to meet these needs Whether someone has caused harm or been on the receiving end of harm they are likely to have similar needs. Until these needs are met the harm may not be repaired and relationships can remain damaged. Unmet needs can be the underlying cause for harmful behaviour in the first place and these need exploring as well to help people break the cycle of inappropriate behaviour. Identifying what people need precedes identifying strategies to meet these needs. Understanding what we all need to give of our best is also the first step to identifying agreed codes of conduct for everyone in a school community.

Watch FILM

I think the film speaks for itself. It also highlights the need for us to have knowledge and understanding what certain behaviours might mean, of needs these behaviours are communicating, and how we can best address these needs. Any professional learning that expands our understanding of additional support needs generally, of things like attachment, trauma and adversity, the nurture principles will help our Thinking around this Theme.

After the next section on Restorative Language we are going to consider SHAME and it’s impact of behaviour. We see and feel the BEHAVIOUR but with this, perhaps new, knowledge can we now recognise the cause of the behaviour, as potentially being SHAME.

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NURTURE - All Behaviour is Communication & �the TRAUMA Link

NB. Inappropriate behaviour can be a response to trauma

A few point to remember from Trauma Informed Practice:

Our bodies may display a physiological response to trauma in response to fear and threat
Physically this could include increased heart rate, sweating, shaking, needing the toilet, difficulties sleeping, or changes in eating habits
Psychologically this could include re-triggering trauma memories, flashbacks or intrusive thoughts
Our bodies will naturally go into flight, fight, freeze or fawn responses in order to try to avoid further trauma.
This could then result in avoidance of people or places, mistrust of people, under or over reliance on others, and behaviour reactions that are inappropriate or over-reactive.

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

Lorna

Even when we provide physical and emotional safety there will still be times when our learners display distressed and distressing behaviour. Behaviour that’s possibly a response to childhood trauma.
Remember children are particularly vulnerable to trauma.
For children under four the most significant trauma is witnessing a threat to a parent or carer.
Children and young people are not always consciously aware of the trauma they have witnessed, therefore, may not be able to respond or process this effectively.
Children and young people who have experienced trauma may have ongoing physical responses such as: re-triggering trauma memories, flashbacks, intrusive thoughts, sleep disturbance, appetite disturbance, avoidance of people or places, mistrust of people, under or over reliance on others.
Our bodies may display a physiological response to trauma in response to fear and threat.
Physically this could include increased heart rate, sweating, shaking, needing the toilet, difficulties sleeping, changes in eating habits or appetite disturbance,
Psychologically this could include re-triggering trauma memories, flashbacks or intrusive thoughts.
Naturally our bodies will go into flight, fight, freeze or fawn responses in order to try and avoid further trauma.
This could then result in avoidance of people or places, mistrust of people, under or over reliance on others, and behaviour reactions that are inappropriate or over-reactive.
In these instances the thinking part of the brain is overruled by the primitive brain which does not always allow for rational thinking or responses.

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Language Matters

‘The language we use creates the reality we experience’

Whittaker, 2021: 66

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

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Restorative Language – words work!!

Our words are not neutral. Our words can be helpful or harmful.

The Language we use can open up possibilities and opportunities or close down opportunities and communication.

Language patterns, vocabulary and ways of talking can shift the emotional state of the listener (Mahoney, 2003: viii).

Restorative language and having restorative conversations can generate opportunities for listening and participation, co-operation, build an awareness of social responsibility, and sensitively recognise social and cultural differences.

Language creates CULTURE.

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

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How to speak in a restorative and relational way:

showing empathy and being attuned to the other person,
being as neutral as possible,
using non-judgemental language
using solution-orientated language if problem solving is needed.

Please stop running		I need you to walk in the corridor, thanks
If you don’t finish your work now, you’ll have to do it at break		You can choose to finish your work in 5 minutes or now
Stop doing that		What should you be doing?

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

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Activity:

How could you change these sentences/statements so that they become relationship/need/restorative focussed?

You’re late, see me at the end
Don’t talk when I’m talking
Tell me the truth

Don’t forget:

be as neutral as possible
be non-judgemental language

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

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Possible responses:

showing empathy and being attuned to the other person
being as neutral as possible
using non-judgemental language
using solution-orientated language if problem solving is needed

You’re late, see me at the end		Glad you are here, I was concerned when I didn’t see you, I’ll catch up with you during
Don’t talk when I’m talking		I’m glad you want to contribute and I’ll definitely give you a chance but first I’ll finish explaining this to everyone, hopefully you can hold on until then
Tell me the truth		I’m keen to know what happened from your perspective. I’m listening

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

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Language matters…

When talking about, or in front of, a child, a class, a parent, a family or even colleagues….

Challenging behaviour		Distressed behaviour (what’s causing the distress?)
Attention seeking		Attention needing (what do they need?)
Won’t behave		Can’t behave (do they know how to behave?)

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

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Activity:

How could you change these sentences/statements so that they become relationship/need/restorative focussed?

Don’t forget to be as neutral as possible and to use non-judgemental language

They are a difficult class
They are kicking off again
There was no reason why they did that
They are just plain lazy
Their behaviour is unacceptable

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

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Language matters… - possible responses!

When talking about, or in front of, a child, a class, a parent, a family or even colleagues….

They are a difficult class		Some pupils in the class need help to stay on task at times but they are making progress
They are kicking off again		At the moment the class is struggling to settle to the work of the day. I’m hopeful that we can all get back on track soon
There was no reason why they did that		I know there will be a reason behind this but at the moment I’m not sure what it was. I’m sure when they are able we’ll be able to talk about it

They are just plain lazy		They sometimes need a prompt or some help to make get started with their work. We’ll need to have a chat about what would help them better progress
Their behaviour is unacceptable		They need help at times to know what behaviour is helpful for learning and what isn’t. Perhaps as a class we should talk about what things help everyone in the class be able to get on with their work and what they find doesn’t help

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

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Three Step Process -> Thoughts to Relationships

Thoughts to language
Language to reality
Reality to relationships

What’s in a word? Everything!

‘Changing one piece of language might not change the world but it might change the world for one student.’ (Whittaker, 2021: 67)

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

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We can all try to be restorative in:��our values��our thinking��our language

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

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And Finally,�Get to know your learners�Try to understand what their behaviour means�Try to identify underlying needs

Do you truly believe ‘all behaviour is communication’?
Will you be a needs and behaviour detective?

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

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Homework

Relational Approaches PL Module
Informed Level | Inclusion, Wellbeing and Equalities Professional Learning Framework | Leading professional learning | Professional Learning | Education Scotland

https://education.gov.scot/professional-learning/leading-professional-learning/inclusion-wellbeing-equalities-professional-learning-framework/informed-level/#Relationships

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

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Reflection

From what you have learned so far, think about:

How has this made you feel?
What has this made you think about?
What one action would you like to take forward?
How can you link what you plan to do with others in your setting?
How will you know that this learning has made a difference?

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

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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