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This will cheer up Jan 2nd!
http://www.bbc.co.uk/news/av/uk-42431837/the-school-children-writing-an-opera

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What are we thinking??

http://www.bbc.co.uk/news/uk-politics-42540363

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This is the original Toby Young post (which was taken down) which actually caused the commotion!

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This is the original Toby Young post (which was taken down) which actually caused the commotion!

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http://www.nosacredcows.co.uk/opinion_pieces/3050/article.html

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Article about teaching reading and the link to developing empathy, as reiterated in the article of yesterday on EI.
https://www.theguardian.com/teacher-network/2015/may/13/reading-teach-children-empathy

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Here's the article that has caused the commotion..
https://www.tes.com/news/school-news/breaking-views/genetics-might-predict-intelligence-every-child-still-benefits
Intersting. He has a powerful and heard voice.
I'd do anything to have Barry Hymer, Toby Young and Prof. Winston in a debate...

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Emotional Intelligence and the importance of self-regulation 

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Emotional Intelligence and the importance of self-regulation 

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https://www.theguardian.com/teacher-network/2017/nov/03/emotional-intelligence-why-it-matters-and-how-to-teach-it
Really interesting article; self regulation, self awareness and empathy all key components to achieving high level communication skills. Earlier we teach, the better as key skills in entering adulthood.
Georgina

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I was shown this clip yesterday; the point of note being that Romy can play with both hands but only uses her right hand as she likes/needs to touch Dr.Ockelford.
Dr.Ockleford has had extraordinary results with his music therapy in helping patients presenting acute autistic symptoms, achieve. It was reinforcing the role of touch in improving learning, which more and more research is suggesting is imperative.

https://www.youtube.com/watch?v=I-g60WT9FkI

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http://www.reggiochildren.it/corso/international-summer-school/?lang=en

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Article from2005, sadly not sure too much has happened since...

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Article from2005, sadly not sure too much has happened since...

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https://www.theguardian.com/society/2005/may/18/socialcare.childrensservices

Georgina

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My Serious Case Review presentation - not yet seen ;)

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My Serious Case Review presentation - not yet seen ;)

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Nina

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https://docs.google.com/presentation/d/1HGr0-XxsEzik-vS2cPiS0b4dAQxmm0mievrWlXWYqLE/edit#slide=id.p

Georgina

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A combination of incompetent social services, a lack of collaboration between medics and social services and ultimately, what transpired to be a misguided belief, that the mother's needs overshadowed the child's, lead to Ayeeshia at 21 months, being stamped to death, in her home, by her mother.
Georgina

https://www.theguardian.com/society/2017/sep/05/social-workers-missed-signs-to-save-toddler-stamped-to-death-by-mother

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Serious error in the speed and access to communication with a Mum that knew how to evade child services.

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Interesting example from Ireland

JO

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Autistic children as young as eight are being locked in "withdrawal rooms" in schools in Ireland for hours, according to a report.

An 11-year-old with autism and Attention Deficit Hyperactivity Disorder (ADHD) was kept in one of the rooms, which are sometimes padded, for three days in a row in January last year, according to The Journal news website. He spent five hours in the room on two of the days.

On one day, the child attempted to smash the only window and was found by the parent who came to collect him, still in the room, surrounded by broken glass and bleeding from his feet.

The parent said the room was "barbaric", adding: "it wasn't until November that my child laughed again."

The Journal said it knew of two other schools where withdrawal rooms were used.

A group called Parents Against Isolation Rooms Ireland is raising a petition for the rooms to be banned.

"Children can see these rooms as a punishment and it can have a lasting psychological effect on them," group spokeswoman Niamh Deane said. "I've been contacted by dozens of families who are frightened by them."

Ireland's Child and Family Agency said it does not comment on individual cases. "If there are concerns regarding a child, these should be brought to the attention of the nearest Social Work Department for investigation and follow up when necessary," it said.

Ireland's Department of Education describes the rooms as a "small safe space" and pays for them to be built. They are designed to be used for "a short period of time".

Dr Joseph McAllister Jr, a US-based autism expert, said such rooms should be viewed as a last resort.

"When it is used, it should be used briefly. The theme should be looking to get an individual out of there as soon as it is no longer necessary," he said.

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Autism scandal brewing in Ireland after it emerges that children as

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Autistic children as young as eight are being locked in "withdrawal rooms" in schools in Ireland for hours, according to a report. An 11-year-old with autism and Attention Deficit Hyperactivity Disorder (ADHD) was kept in one of the rooms, which are sometimes padded, for three days in a row in January last year, according to The Journal news website.

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https://library.nspcc.org.uk/HeritageScripts/Hapi.dll/filetransfer/2017AnonymousConsideringChildSexualExploitationOverview.pdf?filename=AA58F75CEDE68892A73FB681FE246B8371684F102152F0AA780A14959D3BCE5767137B3B2A935011CBAEC3068664FF681AA6D2524E357BAB96C006752CCD756759AD77BD1E389823A55CFAAE74B2EE64F46C611AD1724BE1AC50776135E4AAAFFECACF7BEE247BFC24B132894BF73FE37734EB55D3BF30E55FDFD454A7655F36C429ADD5558AD7F3B7A71628132FF1A1BF5535F56DE262EB94F93FFBAF65F11FDFAB39412543F170E69D7C5F765907CB4CB3AF8E&DataSetName=LIVEDATA
Implications - failure of information sharing between agencies and police. Social pedagogy improvements by better communication with families would have ensured that the children concerned had positive relationships to support them rather than turning to the negative relationships that caused this case.
Nina

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Failure by Judge, which resulted in a child being murdered by their father.
Lack of collaboration and belief in multi agency workers.

Sam x

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The Serious Case Review highlights how in February 2007 when Ellie was a baby, she was taken to Epsom and St Helier Hospital while she was staying with Butler. He had noticed that she was "suddenly soft and limp" and subsequent scans and investigations found that Ellie had sub-dural haematomas (a collection of blood on the brain as a result of a head injury), retinal haemorrhages and suffered seizures.

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http://www.bbc.co.uk/news/uk-scotland-edinburgh-east-fife-40635273

Failure by social worker to pass on information relating to background of dangerous individual who goes on to murder young child.
Implications for Social Pedagogy - lack of collaboration and relationship with the new partner of murderer.

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Nina, Abby, Georgina
https://docs.google.com/presentation/d/1oA93LQk5kN5BZgtDxwD5UHnICpj55BSb1DZDD7rL42M/edit#slide=id.g27f1efa7b4_0_77

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1. From depravation and poverty ..invested money into education.Invested in a larger meaning of being "a citizen".
2. Based on the rights of children.
3.Dedication to educate the young generation.
4. Empathy between the Reggio Emilia approach and that of Aboriginal approach.
5. Respect community, environment, nature and learning.

JO :)

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Atfer WW2 the community , mainly led by the women, decided that to help the community rebuild a school was needed to help the young.

Carla Rinaldi said the values held by Regio Emilia are similar to Aboriginal beliefs.

The pedagogic links build skills to support progress by learning through participation. This fosters local history/values, reciprocal respect, empathy  and democracy.  These skills are interdependent and can transfer across the world.

Nina

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Democracy - needs to be lived not taught.

To learn in groups with others and to learn interdependencies of others.

Expression of value and history of community.

Sharon

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Nina :)

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Social Pedagogy focuses on connecting each individual to society with well-being, growth and learning through everyday activities and multi-agency working.

Informative and "to the point" explanation of SP.

Abs x

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Jameel Hadi, Lecturer in Social Work and Social Pedagogy at the University of Salford and Gabriel Eichsteller, Social Pedagogue and Director of the social enterprise ThemPra, discuss our new Social Pedagogy MA. Find out more about the course and apply here: http://ow.ly/3Lj530c0K9Q

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I feel that Social Pedagogy is  embracing all aspects of life including ethics, culture and education and teaching them to others in a holistic way.

Sam x

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Camphill School Aberdeen - Social Pedagogy in Practice

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Camphill School Aberdeen is an independent, day and residential school for pupils with complex special needs, situated on three campuses beside the River Dee on the outskirts of Aberdeen, Scotland. The location enables the pupils to benefit from both the beautiful countryside and the hustle and bustle of town life with all its cultural possibilities.

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A little food for thought as we go into the 3rd week of term

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A little food for thought as we go into the 3rd week of term

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We all know the stereotype of the coffee-guzzling, yawning teacher - but that image has its roots in the very real stress that early starts and long hours can put on your body. So how can you look after yourself as you adjust to the demanding schedule of school life? We spoke to sleep expert Dr Frances Le Cornu Knight from UCL to find out how to get enough rest.

Teachers often find themselves sacrificing sleep to get work done. What are the dangers of this?

Sleep is fundamental to good health, both physically and mentally. People who are sleep deprived have less energy, more difficulty focusing on tasks, and will find it harder to maintain optimal physical fitness. They may also find it more tricky to turn new information learned during the day into stable and long-lasting memories, which is vital for a teacher, especially those who are new to the role.

Poor sleep is associated with unhealthy lifestyle habits. For example, people who sleep badly often crave a high-carbohydrate diet, and as a result are likely to put on weight. They are also more likely to get trapped in a high caffeine cycle (they feel tired, so they drink caffeine throughout the day, then are unable to sleep at night and so on). It's also linked with reduced ability to cope with stressful events, and increased tendency towards depression and anxiety.

Teachers reportedly get about six hours' sleep a night on average - is this enough?

It's recommended that adults need an average of eight hours sleep, but there is considerable individual variation in this; for some people six hours will be sufficient, while others may need 10 hours. Neuroscientist Russell Foster suggests that if you are relying on an alarm clock to wake you then you are not getting enough sleep (although I'm not sure I'd ever wake up if I used this approach).

What can new teachers do to get the right sort of sleep schedule?

Our bodies run on a diurnal body clock, meaning in a 24-hour period we have one block of sleep and one block of waking. This body clock is naturally trained by sunlight, but in the modern world it is often retrained to suit the routine of our lifestyle.

So if you are finding you have to get up at 6.30am, you need to figure out how much sleep you need and adjust your routine. Let's say you need the typical eight hours, so you need to be asleep by 10.30pm, and should begin your bedtime routine at around 9.30pm. That doesn't mean getting into bed at 9.30pm, but beginning the process of relaxing (for example, finishing marking and turning off stimulating media).

What impact can stress have on sleep?

There is an established link between high stress levels and poor sleep and, like the caffeine cycle, this is probably cyclical. The hormone cortisol (nicknamed the stress hormone) is also the hormone responsible for waking us up in the morning - so having high levels of this hormone circulating in your body before bedtime can be incredibly disruptive. In turn, evidence suggests that poor sleep can contribute to us perceiving events as more stressful than we would otherwise.

It is difficult to avoid stress, especially when starting a new job, but you can try to be mindful of how you deal with it. Make time to do whatever it is you find most effective at de-stressing, whether that's exercising, chatting with friends or taking a long bath. These things may appear to be indulgent when you have a busy schedule, but they will help you cope with stress in the long run. And finally, prioritise sleep. If you are getting enough sleep, you will be less likely to experience as high levels of stress.

What can people do stop their minds racing with work thoughts before sleep?

A lot of people find mindfulness apps helpful - they talk you through a step-by-step processes of clearing your mind ready for sleep. I have tried them and I find that I'm often asleep before the tutorial finishes. Making time to do something relaxing before getting into bed will also help.

Some people find it useful to write down a list of things that are playing on their mind, as this helps externalise problems before going to bed. And in terms of breaking the sleep stress cycle, make sure you are finishing work-related tasks within an hour of your bedtime.

Is it possible to catch up on sleep in the holidays?

This is an interesting question. In some senses we can catch up on some sleep on the holidays, and at the weekends. But your body craves routine, and getting in and out of different routines confuses it. So it is far better to prioritise sleep in your daily life and establish a consistent daily routine, rather than relying on holidays to play catch up.
This is an edited extract from EdCentral's Alternative Student Teacher Manual. Read more or download the ebook here. Follow us on Twitter via @GuardianTeach, like us on Facebook, and join the Guardian Teacher Network for lesson resources and the latest articles direct to your inbox Looking for a teaching job? Or perhaps you need to recruit school staff? Take a look at Guardian Jobs, the education specialist

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Why teachers should make sleep a priority

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We all know the stereotype of the coffee-guzzling, yawning teacher - but that image has its roots in the very real stress that early starts and long hours can put on your body. So how can you look after yourself as you adjust to the demanding schedule of school life?

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The Application of Social Pedagogy at Five Rivers (Foster Care)

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The Application of Social Pedagogy at Five Rivers (Foster Care)

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I thought this was very informative and directly shows Social Pedagogy in practice.

Jo :)

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What is Social Pedagogy?

Social Pedagogy is an academic discipline that draws on core theories from various related disciplines, such as Education, Sociology, Psychology and Philosophy. In essence, it is concerned with well-being, learning and growth. This is underpinned by humanistic values and principles which view people as active and resourceful agents, highlight the importance of including them into the wider community, and aim to tackle or prevent social problems and inequality.

The term 'pedagogy' originates from the Greek país (child) and ágõ (to lead, to guide). 'Social' pedagogy has grown organically out of a longstanding tradition of educational philosophers, social thinkers and practitioners who were concerned with creating a more just society through educational means.

Therefore, social pedagogy interacts between society and the individual. It aims to provide nurturing conditions that support human growth in two opposite directions, towards independence and towards interdependence. As this is a lifelong process, social pedagogues work within a range of different settings, from early years through adolescence to working with disadvantaged adult groups as well as older people.

Consequently, what exactly social pedagogy means depends very much on the context or setting. Social pedagogues who are working with marginalised adults will draw on other specialisms and theories than social pedagogues working with very young children, although they will be connected through a shared ethos and principles underpinning their social pedagogical orientation. Social pedagogy can be described as a function of society˜, reflecting societal attitudes in many ways.

It provides clues about how a given society thinks about children's upbringing, the relationship between the individual and society, and how society supports its disadvantaged or marginalised members. Throughout history, different cultures have therefore constructed varying meanings of social pedagogy and developed certain traditions of social pedagogy. As a result, there is no agreed definition for social pedagogy â€" its meaning is also specific to the culture and the time.

Irrespective of the cultural contexts and the different settings in which social pedagogues can work, there are shared underpinning principles: What connects all social pedagogies is the way of thinking, the philosophy and Haltung (attitude, stance) with which different methods are used. What characterizes social pedagogy in practice depends not on what is done but on how it is done and with what rationale.

This means that social pedagogy is both a science and an art form not just a skill to learn but needs to be brought to life through the social pedagogue Haltung. This perspective of social pedagogy means that it is dynamic, creative, and process-orientated rather than mechanical, procedural, and automated.

It demands from social pedagogues to be a whole person, not just a pair of hands. It also offers an insight into how we can develop social pedagogy in the UK: following the same principles, we need to put people at the heart and connect to their 'Haltung' (ethos, mindset). And we can only construct a social pedagogy for the UK together, in dialogue with each other. Only then can it offer a holistic overarching conceptual framework that can guide professional practice in a meaningful way. And only then can we capture the spirit of social pedagogy which makes it an art, not a method.

Social Pedagogic Practice

Social pedagogues work with all age groups, starting from the early years up to the aged.

They work in nurseries and kindergartens, schools, children's and youth services, play settings, children's homes and youth clubs; they work in adult services engaging with communities and disadvantaged adults, such as ethnic minorities, substance misusers, homeless, unemployed or imprisoned persons; and they are employed in palliative care, supporting older people at home or in care. It is only logical that the practical methods in all these settings will differ, depending on the target group.

Therefore within the general discipline pedagogy we can distinguish various approaches. Some of these are named after key thinkers like Fröbel or Montessori who have created a very specific pedagogic concept for the context of their work, while others are termed according to the medium they are utilising, such as play, circus, music, or theatre pedagogy.

Despite these differences in approach, what combines all pedagogies is the way of thinking, the philosophy, the attitude with which these different methods are used - and this is what makes practice social pedagogic: as Hämäläinen (2003) points out, 'social pedagogy is not a method, nor even a set of methods. As a discipline it has its own theoretical orientation to the world. An action is not social pedagogical because certain methods are used therein, but because some methods are chosen and used as a consequence of social pedagogical thought.' So social pedagogy is not what we do, it is rather how we approach practice, with what attitude and aims. This also means that social pedagogy is not something we do or don't do - the question to ask ourselves is to what degree we are working in a social pedagogical way! In that sense, social pedagogy is an ongoing journey of learning and development, not just for the people we work with but also for ourselves. Fortunately, as human beings our potential to develop is only limited by our imagination.

Five Rivers has a number of Social Pedagogues working within our Residential Children's Homes, recruited throughout Europe to work as part of our 'Integrated Children's Services'. We have brought in these Specialist Practitioners as a direct benefit of being a Social Enterprise. Our Social Pedagogues work within our Children's Homes as part of the staff team, they have extensive experience of Therapeutic Child Care and have often qualified at postgraduate level in Social Pedagogy. We have chosen to utilise this advance European model to complement and enhance our existing Integrated Therapeutic Services in order to deliver High-Impact, Sector Leading Residential Child Care.

For further information about Social Pedagogy please visit ThemPra (who are also a Social Enterprise.)

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Social Pedagogy is an academic discipline that draws on core theories from various related disciplines, such as Education, Sociology, Psychology and Philosophy. In essence, it is concerned with well-being, learning and growth. This is underpinned by humanistic values and principles which view people as active and resourceful agents, highlight the importance of including them into the wider community, and aim to tackle or prevent social problems and inequality.

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Social Pedagogy - What it means to me.. Jo 

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Social Pedagogy - What it means to me.. Jo 

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Social Pedagogy to me looks at both the internal and external workings of people. There is a key focus on social factors and has the goal of all parties (multiagencies) working together to create a just society.

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As Montessori was a 'social pedagogical thinker', my training has equipped me to see education from a social pedagogical stance but it has also been of detriment; as to that end I find it hard to comprehend an alternative way of thinking.

Georgina

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Interesting article; conclusion points towards our 'social education' needing to take more from a dialect of Social Pedagogy.

Georgina

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https://www.gynzy.com/teachers/smart-board-basics/the-dummies-guide-to-pedagogy/
Although it says dummies guide it gives a clear explaination from an educational angle.

Nina

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Social Pedagogy to me means a holistic practice that is centred around an individual's wellbeing.

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Social Pedagogy to me means a holistic practice that is centred around an individual's wellbeing.

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Nina

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Educational approach to social problems and attitudes through everyday life which combines good positive life experiences and relationships as well as values.
Sharing of aspects of childrens lives and upbringing with an emphasis on team work.

Sharon

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Hamalainen (2003:76)
suggests that  ....
'the basic idea of social pedagogy is to promote people's social functioning, inclusion, participation, social identity and social competence as members of society.

The Social Pedagogy Development Network defines social pedagogy as an..

Academic discipline that draws on core theories from various related disciplines, such as education, sociology, psychology
and philosophy. In essence, it is concerned with well-being, learning and growth. This is underpinned by humanistic values and principles which view people as active and resourceful agents, highlight the importance of including them into the wider
community, and aim to tackle or prevent social problems and inequality.

Social Pedagogy Development Network downloaded from
www.thempra.org.uk/social pedagogy.htm on 1/11/12

Sharon

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Out of lots of YouTube videos, I found this one the most informative

https://m.youtube.com/watch?v=JBJsVJxlDb8

Sarah

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Social pedagogy to me is (although it may be wrong!)

A holistic approach using concepts including building relationships and providing positive experiences, aiding a person's overall development.

Sarah 😀