This workshop teaches students to recognise and understand their emotions, the skills to make important decisions and the art of healthier relationships. Research at several universities have shown that incorporating these programmes into the classroom improves learning outcomes, reduces anxiety and behavioural problems among students.
The University of British Columbia analysed results from 97,000 students in the United Kingdom and America where the effects were assessed at least six months after the emotional skills programme. The researchers found that emotional learning continued to have positive effects in the classroom but was also connected to longer term positive outcomes.
The main themes that will be explored are the following
- Emotional Control
- Social Skills
We look at how to identify our own emotions, strengths, weaknesses, drives, values and goals. Students are taken through different exercises to explore how these themes are important to our own personal growth. Also, students will realise how they come across to others and the ability to understand emotions as they evolve. In addition, we look to empower the minds of our students. Although self confidence can mean different things to different people, it simply means having faith in yourself. Confidence is in part, a result of how we have been brought up and how we have been taught. We learn from others how to think about ourselves and how to behave. It is also a result of our experiences and how we have learned to react to different situations. Students will look at self-limitation beliefs and different ways to improve confidence. We will explore the influence of role models and the impact of positive thought.
Here we are concerned with how students control and manage emotions, inner resources and abilities to manage impulses. We discuss the importance of taking responsibility for their own actions and ensuring that what they do matches with personal values. We teach students techniques on how to manage or redirect disruptive emotions and impulses. They are given direction on producing a moral compass that will allow them to be more conscientious. We look at reflective practice in its simplest form. Students will think about or reflect on what they do. This will be closely linked to the concept of learning from experiences, in that you think about what you did, and what happened, and decide from that what you would do differently next time. We provide students with tools on how to develop self-control using reason to master instinct. Students will walk out finding the right balance to their desires through excellent questioning and exercises.
We take students through a process that helps them create goals and the ability to track them. We give skills on how to examine progress and pupils will learn how to stay connected with their work. Goals examined will include physical, mental, emotional, career path and vocational study-based goals. Pupils will learn how to develop a mentality where setbacks are seen as opportunities. How obstacles are important in growth and learning techniques to sustain this mindset. The characteristic resilience will be imbedded in their consciousness and they will understand the importance of bouncing back. To keep motivation levels up we introduce students to the concept of looking at our friendships or association, how to develop a positive mindset and recognise our strengths.
Here we take students on a journey to make them aware of their own feelings and the emotions of other people. It is a key component of Emotional Intelligence, the link between self and others. The first section focuses on developing emotional cues such as nonverbal communication and improving their listening skills. Students will be able to show sensitivity in their dealings with others and understand how people can have different perspectives. Students will also learn how to take genuine interest in others and their concerns. We build a strong service orientation in our students. We go over the five benefits of developing a service attitude and how they can implement this. We share and hear ideas how students will be able to serve their peers and teachers at school. This opens a dialogue and opportunity for students to be aware of other people’s feelings when making decisions at school.