The Teacher Wellbeing modules are based around the following topics:
- Solution Focused Approach to Managing Change (personal application)
- Optimistic and Pessimistic Thinking (personal application)
- The Resilience Doughnut for Adults (personal application)
- Creating a Supportive and Connected Environment (personal and professional application)
- Classroom Coaching (professional application)
As well as running all five modules consecutively, the following approaches can be taken:
- Modules 1, 2 and 3 are available as a single staff training and development day.
- Module 3 is available as a stand alone staff training and development session.
1. Solution Focused Approach (2 hours)
We are just updating the information about this module…
The outcome of the module is for staff to be successfully using a solution focused approach in thinking and communication leading to an increase in positive experiences and emotions. (P = Positive Emotions).
2. Optimistic and Pessimistic Thinking (2 hours)
Optimism is not the same as being happy all the time, nor is it denial of the problem. Rather it is a way of thinking and speaking that enables us to experience problems and hardship as manageable rather than overwhelming. Martin Seligman coined the phrase “learned helplessness” when an individual has repeated failure resulting in a pessimistic thinking style. Optimistic people, have stronger relationships and experience greater satisfaction in their relationships and work. The thinking style of an optimistic person has particular characteristics and are able to be practiced and applied to those who are more pessimistic in nature. This workshop focuses on the application of optimism in everyday circumstances. You will gain some practical tools and reflection questions that can be use when facing challenges, to help stimulate hope, possibilities and action, rather than discouragement and inertia. This workshop will illustrate how solution focussed and strength based approaches help to enhance optimism. The outcome of this module is for staff to engage optimistically with their family, friends and work colleagues and students. (E = Engaged).
3. The Resilience Doughnut for Adults (2 hours)
The Resilience Doughnut is a strengths and solution focused tool that builds resilience and is used with children, adolescents and adults. The Resilience Doughnut model, when applied to an individual, helps them to discover their strongest resources and to connect these strengths to thrive. The outcome of using the Resilience Doughnut model is for staff to strengthen their strongest relationships and connect them with a purpose. (R = Relationships).
4. Creating a Supportive and Connected Environment (2 hours)
A solution-focused approach to move toward a connected and supportive school environment. Solution focused approaches concentrate on skill development in order to feel empathy and achieve the social skills needed to create a cultural change. This module focuses on the skills needed throughout the school that teaches how to be supportive and connected at all levels, such as parents, teachers, school leadership and students. The outcome of this module is for staff to have a unified understanding of the process toward social skill development for a connected and supportive school environment. (M = Mission).
5. Classroom Coaching (2 hours)
This is a a process of giving positive and solution focused feedback to students that encourages positive experiential learning in the classroom. Classroom Coaching is based on the Working on What works (WOWW) program used in UK and Finland. Classroom coaching is the practical application of a strengths and solution focused approach, and can be applied to enhancing learning and classroom behaviour. Firstly, the module outlines the process for staff to use with each other to enhance learning and support in the classroom. Secondly, it outlines the process of bringing classroom coaching skills to students and staff to work as peer mentors and coaches throughout the school. The outcome of this module is for staff to understand their own learning process and have an agency over their approach and engagement in teaching that enables the students to in turn take responsibility for their own learning. (A = Achievement).