Shahana Knight - EPISODE NOTES

In this episode, Claire talks with Shahana Knight: founder and director of Therapeutic Teaching. Shahana is at the heart of this mental health and wellbeing service supporting children all over the UK with both complex and lower-level needs.

Shahana discusses the importance of helping children to recognise their emotions and shares some tips and advice for teachers and school staff on how they can support this by making conscious yet subtle changes in their approaches with all of their pupils.

 

KEY TAKEAWAYS
Focus on feelings
Changing our language and how we speak to children can make a significant difference in how they learn to deal with their emotions. It’s a skill educators should practise with all children - not just for those who might be struggling - and involves picking out feelings, identifying them and reflecting on the situation. The dialogue supports children in recognising what is going on for them and why they are feeling this way. If we avoid going into the automatic ‘teacher response’, for example highlighting what has occurred and the consequence that will follow, and instead reflect back on how the child feels, it makes all the difference. Language such as ‘you were really anxious’, ‘you’re feeling overwhelmed’ and ‘I can see this is really heard for you’ is really powerful.
Influences on learning
Many children come into school dealing with a range of challenges. These may be related to abuse or neglect, families being separated, or even associated with spending too much time on technology and social media: all of which can affect children’s ability to learn. 
Become more aware of, and acknowledge, the science
We may be aware of children who experience difficulties with friendships or who may be distracted in the classroom and not be able to maintain attention. We possibly know of children who become angry, disrupt the environment and leave the room. We, as educators, are missing the point if we purely focus on academic outcomes. There is so much more we need to do surrounding emotional intelligence. Encouraging children to explore and understand feelings and behaviours helps them to learn how to self-regulate and helps them to understand their triggers. Practitioners acknowledging children’s feelings and explaining why they reacted in a certain way helps them to develop an awareness of themselves and goes a long way in shaping adults of the future. 



BEST MOMENTS

“We’re seeing a rise in difficult behaviour, or a rise in anxiety in children, or hyperactivity in children, or really emotional children and we’re not skilled enough yet to really be able to approach that and guide them through that.”

“We’re still in a society, we’re still in a pattern, where we often don’t give children the skills and awareness about their own mental health and wellbeing and insight into their feelings and why some of their experiences might be affecting their behaviour and their thoughts.”

“When children have been through any type of trauma, low-level or high-level, or they’re struggling with anything emotionally, they cannot actually physically learn. It shuts down the learning part of the brain and it fires up the survival part of the brain.”

“Let’s try and stop rejecting children for having difficult feelings. I think we’re so stuck in this pattern where we send them out, or we give them time out, or we ask them to write down what’s happened, or they get told they’ve got to go the headteacher’s room, or whatever our strategies are. That’s all about rejection and what children need is connection.”

“We have to start teaching children that we’re there to guide them through what’s hard for them. Not punish them for having difficult feelings because that’s part of being human.”

“Trauma comes in all shapes and sizes and I think we cannot forget the impact of children’s experiences as they’re growing and how much they need to be guided through those.”

“I just think we’re getting it wrong in education. I really do. And I think we are so lucky. We’re in such a wonderful position. We have children coming to the classroom every single day for most of the year. Those children find solace in that classroom because a lot of them are struggling at home and we’re not giving them the experiences that we could be. We are so diverted because of the outcomes and because of what Ofsted asks us to do [that] we’re missing real opportunities just to teach.”

“We don’t want kids to swallow down their feelings because they think they’re going to get told off for them. Because then we’re just creating a culture where people hide what’s really going on for them.”

“You know you’ve done something wrong. So if you get that validation, at least you know that person is going to guide you through it rather than tell you off for it. Similarly, we all have feelings and the reasons we behave in a certain way is because of that. Let’s inform the children and teach the children so they’ve got that awareness.”

“Look at your environments. Often we have children coming into school who are overwhelmed. They’re overwhelmed with technology. They’re overwhelmed with experiences that have gone on outside of school. Often, they’re tired because they’ve been gaming all night [or] watching TV all night.”

 

VALUABLE RESOURCES

TPC Therapy: https://www.tpctherapy.co.uk

Shahana Knight – Twitter: https://twitter.com/Shahana_tpc

Shahana Knight – LinkedIn: https://www.linkedin.com/in/shahana-knight2020/

Classroom Secrets Kids: https://kids.classroomsecrets.co.uk

The Teachers’ Podcast: https://www.facebook.com/groups/TheTeachersPodcast/

Classroom Secrets Facebook: https://www.facebook.com/ClassroomSecretsLimited/

Classroom Secrets website: https://classroomsecrets.co.uk/

LIFE/work balance campaign: https://classroomsecrets.co.uk/lifeworkbalance-and-wellbeing-in-education-campaign-2019/

 

ABOUT THE HOST

'My mother is a teacher. I will never be a teacher.' - Claire Riley

Claire arrived at the end of her performing arts degree with no firm plans to move into the entertainment industry. A fully funded secondary teaching course seemed like the perfect way to stall for a year on deciding what to do with her life. Turns out, teaching was her thing. 

Three years in a challenging secondary school - check. Two years in primary schools with over 90% EAL children - check. Eight years doing day-to-day supply across 4-18 - check. If there's one thing she learnt, it was how to identity the best ideas from every school in terms of resources and use that knowledge to create something that would work for teachers far and wide.

In 2013, Classroom Secrets was born. Claire had seen other resource sites and wanted to add something to the market that she felt was missing. More choice + More quality = Balance.

Claire is a self-proclaimed personal development junkie and is always looking for ways to learn and improve. It's usually centred around business, her new-found passion.

In 2019, Claire launched The Teachers' Podcast that hits the charts on launch and is listed in the top 200 educational podcasts most weeks.

The Teachers’ Podcast is a series of interviews where Claire meets with a wide range of guests involved in the field of education. These podcasts provide exciting discussions and different perspectives and thoughts on a variety of themes which are both engaging and informative for anyone involved in education.

Shahana Knight - EPISODE NOTES
In this episode, Claire talks with Shahana Knight: founder and director of Therapeutic Teaching. Shahana is at the heart of this mental health and wellbeing service supporting children all over the UK with both complex and lower-level needs.
Shahana discusses the importance of helping children to recognise their emotions and shares some tips and advice for teachers and school staff on how they can support this by making conscious yet subtle changes in their approaches with all of their pupils.
&nbsp;
KEY TAKEAWAYS
<ul>
<li>Focus on feelings Changing our language and how we speak to children can make a significant difference in how they learn to deal with their emotions. It&rsquo;s a skill educators should practise with all children - not just for those who might be struggling - and involves picking out feelings, identifying them and reflecting on the situation. The dialogue supports children in recognising what is going on for them and why they are feeling this way. If we avoid going into the automatic &lsquo;teacher response&rsquo;, for example highlighting what has occurred and the consequence that will follow, and instead reflect back on how the child feels, it makes all the difference. Language such as &lsquo;you were really anxious&rsquo;, &lsquo;you&rsquo;re feeling overwhelmed&rsquo; and &lsquo;I can see this is really heard for you&rsquo; is really powerful.</li>
<li>Influences on learning Many children come into school dealing with a range of challenges. These may be related to abuse or neglect, families being separated, or even associated with spending too much time on technology and social media: all of which can affect children&rsquo;s ability to learn. </li>
<li>Become more aware of, and acknowledge, the science We may be aware of children who experience difficulties with friendships or who may be distracted in the classroom and not be able to maintain attention. We possibly know of children who become angry, disrupt the environment and leave the room. We, as educators, are missing the point if we purely focus on academic outcomes. There is so much more we need to do surrounding emotional intelligence. Encouraging children to explore and understand feelings and behaviours helps them to learn how to self-regulate and helps them to understand their triggers. Practitioners acknowledging children&rsquo;s feelings and explaining why they reacted in a certain way helps them to develop an awareness of themselves and goes a long way in shaping adults of the future. </li>
</ul>
BEST MOMENTS
&ldquo;We&rsquo;re seeing a rise in difficult behaviour, or a rise in anxiety in children, or hyperactivity in children, or really emotional children and we&rsquo;re not skilled enough yet to really be able to approach that and guide them through that.&rdquo;
&ldquo;We&rsquo;re still in a society, we&rsquo;re still in a pattern, where we often don&rsquo;t give children the skills and awareness about their own mental health and wellbeing and insight into their feelings and why some of their experiences might be affecting their behaviour and their thoughts.&rdquo;
&ldquo;When children have been through any type of trauma, low-level or high-level, or they&rsquo;re struggling with anything emotionally, they cannot actually physically learn. It shuts down the learning part of the brain and it fires up the survival part of the brain.&rdquo;
&ldquo;Let&rsquo;s try and stop rejecting children for having difficult feelings. I think we&rsquo;re so stuck in this pattern where we send them out, or we give them time out, or we ask them to write down what&rsquo;s happened, or they get told they&rsquo;ve got to go the headteacher&rsquo;s room, or whatever our strategies are. That&rsquo;s all about rejection and what children need is connection.&rdquo;
&ldquo;We have to start teaching children that we&rsquo;re there to guide them through what&rsquo;s hard for them. Not punish them for having difficult feelings because that&rsquo;s part of being human.&rdquo;
&ldquo;Trauma comes in all shapes and sizes and I think we cannot forget the impact of children&rsquo;s experiences as they&rsquo;re growing and how much they need to be guided through those.&rdquo;
&ldquo;I just think we&rsquo;re getting it wrong in education. I really do. And I think we are so lucky. We&rsquo;re in such a wonderful position. We have children coming to the classroom every single day for most of the year. Those children find solace in that classroom because a lot of them are struggling at home and we&rsquo;re not giving them the experiences that we could be. We are so diverted because of the outcomes and because of what Ofsted asks us to do [that] we&rsquo;re missing real opportunities just to teach.&rdquo;
&ldquo;We don&rsquo;t want kids to swallow down their feelings because they think they&rsquo;re going to get told off for them. Because then we&rsquo;re just creating a culture where people hide what&rsquo;s really going on for them.&rdquo;
&ldquo;You know you&rsquo;ve done something wrong. So if you get that validation, at least you know that person is going to guide you through it rather than tell you off for it. Similarly, we all have feelings and the reasons we behave in a certain way is because of that. Let&rsquo;s inform the children and teach the children so they&rsquo;ve got that awareness.&rdquo;
&ldquo;Look at your environments. Often we have children coming into school who are overwhelmed. They&rsquo;re overwhelmed with technology. They&rsquo;re overwhelmed with experiences that have gone on outside of school. Often, they&rsquo;re tired because they&rsquo;ve been gaming all night [or] watching TV all night.&rdquo;
&nbsp;
VALUABLE RESOURCES
TPC Therapy: <a href="https://www.tpctherapy.co.uk">https://www.tpctherapy.co.uk</a>
Shahana Knight &ndash; Twitter: <a href="https://twitter.com/Shahana_tpc">https://twitter.com/Shahana_tpc</a>
Shahana Knight &ndash; LinkedIn: <a href="https://www.linkedin.com/in/shahana-knight2020/">https://www.linkedin.com/in/shahana-knight2020/</a>
Classroom Secrets Kids: <a href="https://kids.classroomsecrets.co.uk">https://kids.classroomsecrets.co.uk</a>
The Teachers&rsquo; Podcast: <a href="https://www.facebook.com/groups/TheTeachersPodcast/">https://www.facebook.com/groups/TheTeachersPodcast/</a>
Classroom Secrets Facebook: <a href="https://www.facebook.com/ClassroomSecretsLimited/">https://www.facebook.com/ClassroomSecretsLimited/</a>
Classroom Secrets website: <a href="https://classroomsecrets.co.uk/">https://classroomsecrets.co.uk/</a>
LIFE/work balance campaign: <a href="https://classroomsecrets.co.uk/lifeworkbalance-and-wellbeing-in-education-campaign-2019/">https://classroomsecrets.co.uk/lifeworkbalance-and-wellbeing-in-education-campaign-2019/</a>
&nbsp;
ABOUT THE HOST
'My mother is a teacher. I will never be a teacher.' - Claire Riley
Claire arrived at the end of her performing arts degree&nbsp;with no firm plans to move into the entertainment industry. A&nbsp;fully funded secondary teaching course seemed like the perfect way to stall for a year on deciding what to do with her life. Turns out, teaching was her thing.&nbsp;
Three years&nbsp;in a challenging secondary school - check. Two years in&nbsp;primary schools with over 90% EAL children -&nbsp;check. Eight&nbsp;years doing day-to-day supply across 4-18&nbsp;- check. If there's one thing she learnt, it was how to&nbsp;identity&nbsp;the best ideas from every school in terms of resources and use that knowledge to create something that would work for teachers far and wide.
In 2013, Classroom Secrets was born. Claire had seen other resource sites and wanted to add something to the market that she felt was missing. More choice +&nbsp;More quality = Balance.
Claire is a self-proclaimed&nbsp;personal development junkie and is always looking for ways to learn and improve. It's usually centred around business, her new-found passion.
In 2019, Claire launched The Teachers' Podcast that hits the charts on launch and is listed in the top 200 educational podcasts most weeks.
The Teachers&rsquo; Podcast is a series of interviews where Claire meets with a wide range of guests involved in the field of education. These podcasts provide exciting discussions and different perspectives and thoughts on a variety of themes which are both engaging and informative for anyone involved in education.

The Teachers' Podcast provides additional support to teachers. Whether it's ideas to be used in the classroom, listening to the perspective of someone else in school or just being able to relate to the challenges other educators face, each episode delves into a key topic within education with a guest. Developed in association with Classroom Secrets and hosted by Classroom Secrets’ and The Education Business Club's CEO, Claire Riley.

The Teachers' Podcast provides additional support to teachers. Whether it's ideas to be used in the classroom, listening to the perspective of someone else in school or just being able to relate to the challenges other educators face, each episode delves into a key topic within education with a guest. Developed in association with Classroom Secrets and hosted by Classroom Secrets&rsquo; and The Education Business Club's CEO, Claire Riley.

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