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The wellbeing classroom

  2. TODAY …. • Challenges in the classroom • The Science of wellbeing • Strategies for wellbeing • Putting it all together - PERMA “The key to successful leadership today is influence, not authority” Ken Blanchard
  5. THE REALITY…. Teachers are among those professionals with the highest levels of job stress and burnout across many countries. (Stoeber J & Renner D, 2008) 50% of teachers who start, leave the within their first 5 years of teaching. John Hattie has linked teacher motivation, or lack thereof, to student achievement; “When teachers become burned out, or worn out, their students’ achievement outcomes are likely to suffer because they are more concerned with their personal survival.” (Hattie, 2013) Teachers are involved in about 1000 interpersonal contacts every day (Holmes 2005). The quality of this contact can either jeopardise or enhance wellbeing. If teachers have strategies to support their wellbeing , they will be better placed to manage every day stressors of the job to not only survive but flourish. In doing say, they become better role models and educators for our students.
  6. WHAT ARE YOUR BIGGEST CHALLENGES? What are the biggest challenges you currently face in the classroom?
  7. WHAT IS WORKING WELL? What is working well?
  8. A Shift in Mindset MOVE FROM A DEFICIT MINDSET Repairing problems Healing wounds Identifying defects Notice what’s wrong with people Eg, focussing on mental illness, bullying and disease TO A STRENGTHS MINDSET Building resilience Gaining learnings Recognise possibility Notice what’s right with people Eg, focussing on resilience, wellbeing and achievement Source:
  9. WHAT DOES A WELLBEING CLASSROOM LOOK LIKE? When it is not working? When it is working?
  10. WHAT IS WELLBEING? Wellbeing has been defined from two perspectives. The clinical perspective defines well-being as the absence of negative conditions and the psychological perspective defines well-being as the prevalence of positive attributes. The positive psychological definitions of wellbeing generally include some of six general characteristics. The six characteristics of well-being most prevalent in definitions of well-being are: the active pursuit of well-being; a balance of attributes positive affect life satisfaction prosocial behaviour multiple dimensions personal optimisation Positive psychology is the science of wellbeing and gives us evidence based strategies to better understand how to flourish. Just as health is NOT merely the absence of disease, Happiness is NOT merely the absence of unhappiness. Happiness can be learnt and is a foundation for wellbeing. Source : wellness/#sthash.xSVUpRnu.dpuf
  11. STUDENT WELLBEING “Student wellbeing is defined as a sustainable state of positive mood and attitude, resilience, and satisfaction with self, relationships and experiences at school.” (Response-Ability) Four components; • Positive affect (an emotional component) • Resilience (a coping component) • Satisfaction with relationships life (a cognitive component) • Maximizing potential (a performance component)
  13. PETS Performance Enhancing Thoughts ANTS Automatic Negative Thoughts
  17. THE 5 PILLARS OF A WELLBEING CLASSROOM Positive Emotions Engagement (or flow) Relationships Meaning Accomplishment Acknowledge positive feelings Recognise and use strengths Foster positive interactions Know what is important for others Set goals & celebrate achievements
  20. 1. POSITIVE EMOTIONS What is working well? What are you grateful for? How will you track the good stuff?
  21. 2. ENGAGEMENT What are your strengths? How do you use them? Strengths tests
  22. 3. RELATIONSHIPS Who are the people who support you? How do you support them? “Great things are not done by impulse, but by a series of small things brought together.” Vincent Van Gogh
  23. 4. MEANING Connect to what is important to you Be mindful of why and what you are doing
  24. 5. ACCOMPLISHMENT Make a list of all the things you achieved in the past month? Instead of writing a ‘to-do’ list, write an ‘Achievement ‘ list of things you would like to do this coming month
  25. Putting it all together - PERMA
  26. Positive Emotions When are you at your happiest? What are you grateful for? Engagement What are you strengths? How do you use them? Relationships Who makes up your support network? How do you connect with them? Meaning What is most important to you? How can you practice mindfulness? Accomplishment What have you achieved in the last month? Set a SMART goal for to be completed next month. How will you celebrate it?
  27. STRATEGIES FOR THE CLASSROOM Positive Emotions  Develop an emotional literacy board  Ask what went well at the end of each day  Keep a gratitude journal  Encourage students to give positive feedback to each other  When praising, be specific as to what they did well Engagement  Help students identify their strengths  Give opportunities for students to spot strengths in others  Have a strengths poster in the classroom  Use strength cards when debriefing or analyzing Relationships  Allocate support buddies for a week  Identify support networks in the school and out of school  Establish big sister, big brother partners with older year groups  Perform a random act of kindness for someone Meaning  Help students identify values (things that are important to them)  Give students biographies of inspiring people and how they have overcome challenge  Initiate THANKYOU cards to recognize what is working well Accomplishment  Establish a class vision and put up around room  Help students set daily and weekly goals  Frequently recognize achievement eg charts, certificates, ceremonies, letters home  Celebrate success by sharing stories  Role model success by sharing your successes
  28. COACHING STUDENTS “Is there another way to look at it?” “How do you want it to be?” “What went well?”
  30. The next step ... What is the biggest learning for you? How will you take this back into your school?
  31. IN A NUTSHELL.... Now Challenge Outcomes feel Valued Respected Heard Recognised P E R M A
  32. More resources at… Twitter @DFalecki
  33. References Briner, R., & Dewberry, C. (2007). Staff well-being is key to school success. London: Worklife Support Ltd/Hamilton House. Curry, J. R. P., & O'Brien, E. R. P. (2012). Shifting to a Wellness Paradigm in Teacher Education: A Promising Practice for Fostering Teacher Stress Reduction, Burnout Resilience, and Promoting Retention. Ethical Human Psychology and Psychiatry, 14(3), 178-191. Holmes, E. (2005). Teacher well-being: Looking after yourself and your career in the classroom: Psychology Press. Howard, S., & Johnson, B. (2004). Resilient teachers: resisting stress and burnout. Social Psychology of Education : An International Journal, 7(4), 399-420. doi: Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of two pilot studies. The Journal of Classroom Interaction, 37-48. McCallum, F., & Price, D. (2010). Well teachers, well students. The Journal of Student Wellbeing, 4(1), 19-34. Norrish, J. M., Williams, P., O'Connor, M., & Robinson, J. (2013). An applied framework for Positive Education. International Journal of Wellbeing, 3(2). Richards, J. (2012). Teacher stress and coping strategies: A national snapshot. Paper presented at the The Educational Forum. Roffey, S. (2012). Pupil wellbeing—Teacher wellbeing: Two sides of the same coin? Educational and Child Psychology, 29(4), 8. Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford review of education, 35(3), 293-311. Stoeber, J., & Rennert, D. (2008). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, stress, and coping, 21(1), 37-53. Waters, L., & White, M. (2015). Case study of a school wellbeing initiative: Using appreciative inquiry to support positive change. International Journal of Wellbeing, 5(1).
  34. Twitter @DFalecki

Hinweis der Redaktion

  1. My background in many areas .... I remember time where some you people were so inspiring and others that i just wanted to shake. I remember a Principal saying to me one day “Daniela, you cant put brains in statues”. That was a signal to give up supporting people, but helped me let go of the thought that i was responsible for others people success. I was there to help guide but at the end of the day, I am not responsible for someone else success. I can inspire and empower but i cant do it for them In fact , the great things is we never really know where our influence stops ...... Only last year, I ran into an ex-student in the street & we began talking when she said “do you remember that time when i was in yr 10 ...” at that point i started to cringe and apologise because who know what i did. She stopped me, and said , “no, I used to always hand in notes instead of my assignments and this one day, without even reading the note, you ripped it up in front of the class and put it in the bin & with that you said, life rewards effort not excuses, youve got zero for your assignment.” I looked at her and said “ id ont remember but it does sound loike something i would do”..... She continued by saying, “thankyou – at the time I thought you were a bitch but it was that moment that I never handed in a late assignment again and I have just completed my degree in Pharmacy at Syd Uni.” I was shocked, I was sure I had scarred her for life. The point here is that being in a position of management is not always about being liked or being friends, and more about acting with influence, integrity and with an intention of helping others be the ebst they can be.
  2. The one things I know fro sure, is that in order for me to support, inspire and empower others, I need to also, support and inspire myself. So today, we are going to be looking at wellbeing in the context of building positive connections and positive relationships with others Is that OK?
  3. I know all about being a teacher
  4. Lets get started...... Often we spend so much time thinking about, planning and giving time and energy to students that we forget to leave something in the tank for ourselves Who here has been on a plane & heard the stewards go through the safety drill before you take off? What do they say about the oxygen masks? ..... Yep, if you are travelling with small children, please put on your own mask first before attending to the children. When we dont look after ourselves, we not only lose our hair, but have the potential to lose our mind as well.
  5. The reality is, teaching stressful....
  6. NOTES – 1. write responses on coloured paper – stick paper up on wall 2. Make another list of “feelings” associated with this Of this list, which are the areas we have control over?
  7. The next thing is to start looking at what we do well? Who here thinks they do a good job? NOTES – what do you do well? Spend time to write for 5 min The point here is that sometimes we are so used to looking at things one way (front), we forget that perhaps there are others ways to look at things as well (side). All we need to do is ask a different question... In this case, instead of asking what is not working, we ask, what is working.
  8. Positive Psychology is the scientific study of the strengths, characteristics and actions that enable individuals and communities to thrive. The field is founded on the belief that people want to lead meaningful and fulfilling lives, to cultivate what is best within themselves, and to enhance their experiences of love, work, and play. Incorporating positive psychology into the broader discipline of psychology means psychology starts to: • be as concerned with strength as with weakness • be as interested in building the best in life as in repairing the worst • be as concerned with making people’s lives as fulfilling as with healing pathology • develop interventions to increase wellbeing, not just to decrease misery Source:
  10. Recap Martin Selgmans PERMA model of wellbeing and how it relates to creating a positive classroom