Title ELIA EMOTIONAL LITERACY IN ACTION : A NEW MODEL FOR MANAGING RELATIONSHIPS AND ENGAGING LEARNERS FOR SUCCESS
Project Number 2011-1-CH1-LEO05-00038
Project Type Transfer of Innovation
All learning has an emotional base» (Plato)
A new approach and new tools for effective classroom management!
Motivate and inspire the most difficult students!
This new emotional-relational approach to managing teacher/student relationships focuses on improving the emotional literacy (EL) of teachers and trainers. Dr. Majors’ programme is one of the first in Europe to focus on teachers’ EL, thus striving towards a whole school approach. It goes beyond teaching methodologies to provide effective approaches, strategies, new technologies and tools that facilitate cognitive and non-cognitive learning, improve behaviour, raise academic attainment by helping teachers to interact more effectively with students to motivate and inspire all young people to develop their potential.
The problem : increasing numbers of young people "at risk" / excluded from the training and education system; these young people are isolated and alienated from society.
Aims & objectives: to give VET teachers knowledge and tools to manage their relationship with "at risk" learners, in order to engage them, manage behaviour, raise achievement and reduce exclusion, to motivate and inspire.
CWC is a VET provider; Dr Richard Majors, an internationally recognised behaviour expert, has developed a successful EL methodology and toolkit for teachers.
This is a unique project: it is the first body of work of implementing Emotional Literacy (EL) for teachers in Europe.
Partners bring particular expertise:
SOL has strong working relationships with VET institutions in Western Switzerland, as well as 20 years' experience of European LLP projects. It has expertise in training and education, including soft skills, personal and professional development .
GHD provides consulting services in training and human development to public and private entities nationally and internationally GHD manages a team of professionals (tutors, social workers) that deal, on a daily basis, with young people facing major issues concerning their integration in the community/labour market.
ZSI is a trans-disciplinary social science research institute with a proven track record in the coordination of LLP and Framework Programme Projects. Its core competencies include social-scientific policy studies, Technology Enhanced Learning, labour market and migration.
Main outcomes: a) 2 pilots in each partner country, b) 70 VET teachers trained c) innovative Technology Enhanced Learning support, d) an improved, constructive relationship between teachers and at risk learners, reduced stress, e) the knowledge that it is possible to make a difference f) a greater focus on the joy and sharing of the learning experience, g) a mapping of issues and questions in relation to cultural adaptation h) identification of personal, organisational and cultural barriers to EL j) policy recommendations.
Impact: new training for VET teachers; a different approach by teachers leading to a greater uptake of VET by «at risk» groups; practical and policy impact on the participating institutions, as well as nationally and Europe wide. A move away from the punishment / exclusion approach adopted by anglo-saxon countries to inclusion and engagement, based on social justice and respect.
This project transfers, adds value to the products from the EL4VET project, by 1) providing a supported training model for teachers through on-going coaching 2) further developping the cultural competence aspect and cultural adaptation of the methodology and toolkit; 3) further developing the training by adopting a flexible training consultancy model for the training of the trainers.
The objective of this project is to provide supported training to VET teachers (LEO-TraInno-8) in Emotional Literacy (EL) so that they can better manage their relationships with students, colleagues and other stakeholders, thereby improving classroom behaviour, motivation, academic performance, soft skills competence and long-term employability, and decreasing drop out and exclusion.
Following objectives are aimed for:
1) To train and support teachers in building constructive communication, interaction and relationship with their learners through an emotionally literate and culturally competent approach.
2) To increase young people's engagement in learning, their motivation and to raise achievement. To help all young people be inspired and reach their potential
3) To contribute to the EU 's aim of reducing early school leaving to below 10% by the end of the decade
An innovative toolkit, that has been successfully integrated already in other countries, goes beyond teaching methodologies to provide effective solutions that facilitate learning, improve behaviour and raise attainment by helping teachers to develop effective communication skills with students and encourages a reflective approach to their teaching.
An EL approach combats racism, xenophobia, and sexism by creating a more culturally responsive emotionally literate school environment, where perception of ability based on hearsay, a lack of understanding or stereotyping can be overcome. The Emotional Literacy model is designed to provide a developmental structure that focuses on key elements relevant to becoming emotionally, socially and culturally competent. It provides activities and exercises designed to develop better relationships with young people, as well as tackling issues related to race, class and gender using case studies, vignettes, and activities that highlight the difference emotional literacy can make to the outcome. Teachers will learn to recognise a variety of issues that can cause behavioural problems. The whole person needs to be considered and not just the outcome that can cause them to be disruptive.
Utilization and distribution of results
Human Health and Social Work Activities
Outcomes can include:
• improved communication between teacher and learner;
• the promotion of an inclusive learning environment;
• raising attainment;
• less disruptive and inappropriate behaviour;
• the development of a school ethos that celebrates cultural diversity, equality of opportunity and the values of an inclusive, nurturing learning environment
Cultural adaptation of toolkit, pilots in 5 countries, 70 teachers trained, Emotional Literacy trainers trained.