How would you describe the relationship of (a) of learners with staff, and (b) between the learners?
Are small group activities utilised?
Are working relationships between learners considered?
Are peer supports used?
Are facilitated playground activities used?
Are groupings for different tasks carefully considered?
Are activities regularly included to build relationships?
Do learners feel valued and secure?
Do staff support one another to address difficult relationships between adults or adults and learners?<\/p>\n\n\n\n
Actions\/Strategies<\/span><\/strong><\/p>\n\n\n\n Work through – <\/strong>Linda Biggar Positive Relationship Workshop<\/a> Further Reading\/Watching<\/span><\/strong><\/p>\n\n\n\n D&G\u2019s Better relationships Better Learning- Relationship Rich Schools.pdf<\/a><\/p>\n\n\n\n UNESCO \u2013 Reaching out to all Learners <\/a>\u2013 Guide 1 Further information can be found in the Relationship and Rights Quadrant by clicking the image below<\/p>\n\n\n\n Relationships Reflective Questions How would you describe the relationship of (a) of learners with staff, and (b) between the learners? Are small group activities utilised? Are working relationships between learners considered? Are peer supports used? Are facilitated playground activities used? Are groupings for different tasks<\/p>\n
Work through – <\/strong>relational-approaches-informed-level.pptx (live.com)<\/a> Information – Relational Approaches (education.gov.scot)<\/a>
Work through – <\/strong>relationships-matter-informed-level.pptx (live.com)<\/a> Information – Relationships Matter (education.gov.scot)<\/a>
Carry Out – <\/strong>Learner discussion template – positive relationships.pdf – Google Drive<\/a>
A warm, welcoming, inclusive welcome\/Meet & Greet \u2013 sets the tone of the day \u2013 what does yours look like?
Know your learner\u2019s interests and motivations and use these in your planning and teaching
Learners are asked for their views around the learning environment and these are acted upon as appropriate
Choice is offered around content of learning, how they learn, where they learn and how they present their learning.
The teacher has high expectations of ALL learners and highlights\/celebrates their strengths (what they CAN do)<\/p>\n\n\n\n
Promoting positive relationships and behaviour in educational settings | Resources | Education Scotland<\/a>
The Power of Relationships in Schools (youtube.com)<\/a>
<\/a>
Classroom greetings: what actually works? | Tes<\/a>
Why teachers should give pupils a warm welcome | Tes Magazine<\/a>
Positive greetings at the door : My College (chartered.college)<\/a>
Dr. Donald L. Nathanson: The Role of Emotion in Learning to Read – How Shame Exacerbates Reading Difficulties – Children of the Code<\/a>
UNCRC: Rights matter | Education Scotland podcast (podbean.com)<\/a>
Importance of positive relationships (youtube.com)<\/a>
Barnardo’s Scotland | All About Relationships (youtube.com)<\/a><\/p>\n\n\n\n![\"\"](\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/frameworkforinclusion\/uploads\/sites\/8823\/2024\/11\/27113029\/image-9.png\")
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