Emma Gleadhill

Training Teachers

Emma Gleadhill

Schools

These courses can be run as a full day, immersive course for groups, or adapted into shorter sessions for whole staff training, pastoral team training or for twilight workshops. Any school booking will involve dialogue as to your specific needs and the emphasis of the talk will be adjusted to form a bespoke experience.

Academy Groups, Federations, School Networks

These courses can be run for pastoral teams or teachers across your network as part of a centrally run Continuing Professional Development scheme. The particular benefits here lie in enabling colleagues in different schools to network and share good practice across the group of schools.

1. Observant teaching: emotional aspects of teaching and learning

Aims:

  • Heighten awareness of the emotional factors that enter into the process of teaching and learning – with a focus on the teacher’s perspective
  • Improved understanding of the nature of the interaction between teacher and student may help both to work towards a more fruitful relationship
  • Heighten awareness of the emotional factors that enter into the process of teaching and learning – with a focus on the pupil’s perspective
  • Develop observational skills – students and self
  • Developing an understanding of patterns to negative teacher / learner relationships and how to move on ‘stuck situations’
  • This course can be adapted for the delivery of cross-phase training (primary and secondary colleagues together), or for secondary school professionals, as well as the primary school context.

2. Developing your skills as a Form Tutor

A training day for all staff, tutors, co/assistant-tutors

  • Adolescent brain development, and the emotional changes forming the backdrop to the learning experience
  • Dealing with groups of adolescents – the pleasures and pains
  • The nitty gritty of the job – the admin, the activities
  • Modelling behaviour as a helpful adult figure – developing emotional literacy, openness
  • Knowing your group and being known and understood by them
  • Working with individuals
  • The teacher’s role and responsibility linked to safeguarding and supporting the child in terms of mental health and wellbeing
  • Professionalism: boundaries and teamwork

3. Bullying and group dynamics

This day centres on thinking about adolescence, conflict and aggression in school environments. Topics include:

  • Reflecting on the types of bullying commonly encountered in our schools. Trends at different age groups. Relational, indirect aggression, social aggression.
  • The internet, cyberbullying and the role of the school.
  • Using form time and PSHE to develop a meaningful dialogue about boundaries, tolerance and assertiveness in relationships.
  • Dealing with difficult groups of students – teaching groups, pastoral groups, cliques.
  • How to monitor the cultural climate within your year group. Overt supportiveness vs covert cliques.

4. Adolescence and the secondary school teacher

  • Different stages and changes in adolescence
  • Adolescence, anxiety: thinking about how schools are able to provide a containing and facilitating environment.
  • Pupils in difficulty. Looking at the ‘presenting’ problems in a range of ways. Exploring the possible meanings behind behaviour issues.

5. The approach of adolescence and the Primary School Teacher

  • Early onset of puberty in girls, the onset of puberty in boys
  • Emotional development, development of the personality – family life, life with peers, school life
  • Changing relationships and development of self-awareness and self-consciousness in the peer group
  • Anticipation of endings and new beginnings
  • Close relationships, cliques, groups, gangs

6. Inspiring student leadership and enhancing the pupil voice

  • Develop the credibility and impact of your school council & leadership structures
  • Consider links between the School Council and the Pastoral agenda.
  • Develop your vision for ways in which school councils and leadership opportunities can work to integrate and improve the pastoral ethos of your school in developing:
    • A listening environment
    • Leadership, critical thinking and agency throughout the student population
    • A spread of constructive student engagement in the running of the school - citizenship
    • Better understanding of relationships within schools – improving assertiveness and dialogue between the student body and the school.

7. Managing confidentiality and disclosures in your school

  • Developing a listening culture in school
  • Mind the gaps: identifying different agendas that come into play with respect to confidentiality.
  • Safeguarding issues and confidentiality. Looking at the complexities of managing self-harm / eating disorders with a focus on liaison with the child in school, liaison with parents and other childcare professionals and with staff within school. An unfolding case study to discuss and share best practice ideas.

8. Pastoral teamwork – developing resilience and reflectiveness in your pastoral team

  • Examining complex case studies
  • Evaluating and identifying areas for improvement in the pastoral chain
  • Supervision, line management, teamwork in other caring professions – what can schools draw from?
  • Work discussion techniques – developing reflective support groups for those at the emotional frontline
  • Action planning

9. Listening skills, empathy and professionalism in emotional situations. (Union reps, managers)

  • Managing difficult conversations
  • Maintaining boundaries
  • Mentoring skills
  • Managing anxiety
  • Confidentiality

10. Dealing with Parents in Emotionally Fraught situations

  • Child / young person’s perspective, parents’ perspective, school perspective
  • Parents and their relationships with school and authority ‘ghosts in the classroom’
  • Managing email
  • Holding responses
  • Investigating concerns
  • Managing meetings
  • Ensuring involvement of the growing child according to age, stage and developing autonomy

11. The Role of the Head of Year – an Intro

  • Managing tutor teams – exploring ways of bridging the gap between vision and reality.
  • Managing difficult conversations in highly charged situations: pupils, parents, staff.
  • Adolescents: anxiety and aggression
  • Thinking about your profile as a pastoral leader

12. Developing your impact as a Pastoral Leader

  • Developing your profile with students. Using assemblies to set the tone, knowing your year, proactively managing your contact with all sub groups, consultation on matters affecting the year group.
  • Communication with parents – raising your profile, and shaping shared expectations.
  • Development planning and working with teams of staff – your tutor team, the wider team of pastoral leaders, and the senior team.
  • Raising standards – your tutor team.
  • Handling complex pastoral scenarios and difficult conversations.
  • Looking after yourself – dealing with fraught situations.

13. Mentoring

Training teachers to understand ways of ensuring 1:1 discussions with children are facilitating and boundaried. Develop understanding of how teacher mentors can:

  • Assist personal exploration
  • Model a reciprocal process
  • Giving attention - listening
  • Using their attention – helping them clarify what they need to work on
  • Provide a sense of the school’s commitment to and recognition of them AS AN INDIVIDUAL

14. Thinking about the lost middle and the hard to reach

Reflecting on different patterns of behaviour, and different personality types in the classroom. Developing your toolkit as a teacher to think about the quality of their learning experience, and how to reach out to less responsive and less communicative students.

  • Introverted students – how they work, how they learn, how they shine and how they can feel undervalued / be valued and understood differently
  • Being an individual within a group – conflict and anxiety
  • The function of ‘staying under the radar’
  • Ways students can show resistance to learning, resistance to being taught
  • Underlying anxieties that can form obstacles to development and the ability to make use of teacher input
  • Building bridges with reluctant adolescents.

15. Working with parents: dealing with anger and aggression

A twilight workshop

  • Recognising and preparing for emotionally fraught situations
  • Understanding the emotional framework which can contribute to anger / aggression from parents
  • Responding to aggression (email, phone, face-to-face)
  • Self management strategies and school support systems.

Social and Emotional Development in the Early Years and KS1

  • The social and emotional development of young children as they make the transition from home / pre-school settings into school environments
  • Attachment theory - secure bases for interacting
  • The influence of siblings and peers
  • Ways in which primary school teachers can provide a facilitating environment