SEL

"Force is all-conquering, but its victories are short-lived." -Abraham Lincoln"Who overcomes by force, hath overcome but half his foe."- John Milton, poet

Articles:

CSEFEL Resources

Community building photos

SEFEL/RECAP photos

Reinforcing%20Reminding%20and%20Redirecting%20Article.pdf

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EXCHANGE EVERYDAY

April 5, 2019

Sue Watson, writing on the website, Thoughtco.com, offers nine strategies for dealing with children’s challenging behavior that educators can put into practice, or administrators can offer to staff, or college professors share with their students. Here are two of the strategies:

“Do the Opposite of What Is Expected

When a child or student misbehaves, they often anticipate the teacher's response. Teachers can do the unexpected when this happens. For instance, when teachers see children playing with matches or playing in an area that is outside of the boundaries, they expect teachers to say "Stop," or "Get back inside the boundaries now." However, teachers can try saying something like, "You kids look too smart to be playing there." This type of communication will surprise children and students and works frequently.

Find Something Positive

For students or children who regularly misbehave, it can be challenging to find something positive to say. Teachers need to work at this because the more positive attention students receive, the less apt they are to look for attention negatively. Teachers can go out of their way to find something positive to say to their chronic misbehaving students. These children often lack belief in their ability and teachers need to help them see that they are capable.”

“9 Strategies to Handle Difficult Behaviors in Children,” by Sue Watson, February 25, 2019, Thoughtco.com

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Can Afternoon Naps Help Preschoolers Learn Better?

Historically, little attention has been paid to the impact naps on the learning of preschool children. Now, research from the University of Massachusetts has documented that classroom naps can enhance memory and support learning. In a typical day, preschoolers pack information and social interactions into the short-term storage areas of their brains and a nap allows information to move from temporary storage to more permanent storage, from the hippocampus to the cortical areas of the brain. Read more at **http://www.nih.gov/researchmatters/september2013/09302013naps.htm**

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**Tips for giving effective praise**

Praise can be a powerful tool in the classroom, writes author and expert Barbara Blackburn. In this article, she shares six characteristics of effective praise, such as that it sets high expectations and promotes independence, and she cautions that sarcasm undermines praise.

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EXCHANGE EVERYDAY

In the article, "Why Is Everyone So Nice Here?," in Edutopia, Joan Murphy describes the impact of the Responsive Curriculum. This curriculum has seven guiding principles:

The social curriculum is as important as the academic curriculum.
How children learn is as important as what they learn.
The greatest cognitive growth occurs through social interaction.
There is a specific set of social skills that children need to learn and practice in order to be successful academically and socially: cooperation, assertion, responsibility, empathy, and self-control.
Knowing the children we teach individually, culturally, and developmentally is as important as knowing the content we teach.
Knowing the families of the children we teach is as important as knowing the children we teach.
How we, the adults at school, work together is as important as our individual competence.

Contributed by Kirsten Haugen

Books

Thirty-Four Picture Books That Support Social-Emotional Learning

In this School Library Journal feature, the editors provide a “starter collection” of picture books that build the skills of identifying and processing emotions, being aware of oneself and others, controlling impulses, appreciating and embracing different perspectives, demonstrating empathy, building relationships, and making good decisions. Here’s the list:

- Please, Mr. Panda by Steve Antony (Scholastic, 2014)

- Boats for Papa by Jessixa Bagley (Roaring Book, 2015)

- Sam’s Pet Temper by Sangeeta Bhadra (Kids That Can, 2014)

- Last Stop on Market Street by Matt de la Peña (Putnam, 2015)

- How to Heal a Broken Wing by Bob Graham (Candlewick, 2008)

- Thanks a Million by Nikki Grimes (HarperCollins/Greenwillow, 2006)

- Red: A Crayon’s Story by Michael Hall (HarperCollins/Greenwillow, 2015)

- Waiting by Kevin Henkes (HarperCollins/Greenwillow, 2015)

- I Like Being Me: Poems About Kindness, Friendship, and Making Good Choices by Judy Lalli (Free Spirit, 2016)

- The Invisible Boy by Trudy Ludwig (Knopf, 2013)

- The Honest-to-Goodness Truth by Patricia McKissack (Aladdin, 2003)

- Move Your Mood by Brenda Miles and Colleen Patterson (Magination, 2016)

- Wild Feelings by David Milgrim (Hold, 2015)

- Enemy Pie by Derek Munson (Chronicle, 2000)

- Zen Shorts by Jon Muth (Scholastic, 2005)

- I’m New Here by Anne Sibley O’Brien (Charlesbridge, 2015)

- Why Am I Here? by Constance Orbeck-Nilssen (Eerdmans, 2016)

- One by Kathryn Otoshi (KO Kids, 2008)

- The Feelings Book by Todd Parr (Little, Brown 2005)

- The Lion and the Mouse by Jerry Pinkney (Little, Brown, 2009)

- Ish by Peter Reynolds (Candlewick, 2004)

- A World of Pausabilities: An Exercise in Mindfulness by Frank Sileo (Magination, 2017)

- Anh’s Anger by Gail Silver (Plum Blossom, 2009)

- The Dark by Lemony Snicket (Little, Brown, 2013)

- The Most Magnificent Thing by Ashley Spires (Kids Can, 2014)

- Is Everyone Ready for Fun? by Jan Thomas (S. & S./Beach Lane, 2011)

- The Forgiveness Garden by Lauren Thompson (Feiwel & Friends, 2012)

- Separate Is Never Equal: Sylvia Mendez and Her Family’s Fight for Desegregation by Duncan Tonatiuth (Abrams, 2014)

- Sometimes I’m Bombaloo by Rachel Vail (Scholastic, 2005)

- And Two Boys Booed by Judith Viorst (Farrar, 2014)

- A Chair for My Mother by Vera Williams (HarperCollins/Greenwillow, 2007)

- Each Kindness by Jacqueline Woodson (Penguin/Nancy Paulsen Books, 2012)

- Hooray for Hat! By Brian Won (HMH, 2014)

- Jack’s Worry by Sam Zuppardi (Candlewick, 2016)

“Hearts and Minds” by the editors in School Library Journal, February 2017 (Vol. 63, #2, p. 30-31), no free e-link available

Video Resources:

We Do Listen Foundation

Ms. Tomkinson at Clear Creek shared a wonderful resource to support students in their social emotional development. Howard B. Wigglebottom is the main character in a series of videos. Each video identifies a character who has a problem and identifies specific action steps that help the character solve his problem. These shorts are a nice addition to your SEFEL/RECAP resources. For more information on the We Do Listen Foundation and to preview some of the videos you may access at this link: https://wedolisten.org/home#no-hide. Topics include:

Being a better listener
Follow your heart and do your best
How to deal with bullying
Managing anger
Telling the truth
The benefits and importance of sharing
Belonging, special needs
Getting along with others
Manners do matter

Some of the materials on the site may be a little high level, so make sure you preview them before planning to use them with your class. Also, remember we have an expectation of no more than 30 minutes of screen time A WEEK for a group of children. Thanks for sharing, Ms. Tomkinson!!

Technology

Check out these sites for finding activities for the iPad and computer centers…

www.zacbrowser.com

www.hbmcoop.org

www.modelmekids.com (animated social skills)

ADHD

Classroom Management Supports for ADHD Behaviors in Preschool Settings(Webinar: The science/brain research behind challenging behaviors and strategies to support their self-regulation.)

http://www.additudemag.com/adhd-web/article/11120.html

Dr. Russell Barkley on what parents need to know about the executive function challenges that can start as early as age 2 — and serve as early warning signs of ADHD in children.

Free Video: How to Support Positive Development for Young Children with Challenging Behaviors

The "Ask the Expert" webinar archive includes the popular "Classroom Management Supports for ADHD Behaviors in Early Childhood Education Settings."

Challenging Behaviors

Teaching Tools for Young Children: Routine Based Support Guide

Addressing Challenging Behavior in Early Childhood: Strategies for Teachers and Trainers

Words that Calm an Angry Child

How to Teach Frustration Tolerance to Kids

EXCHANGE EVERYDAYTime In vs. Time OutFebruary 24, 2012

There is always a moment in childhood when the door opens and lets the future in.-Graham Greene

In his article in the Exchange Essentials, "," David Elkind compares two forms of discipline: "instructive...which is a matter of teaching children social skills and attitudes," and "punitive, [which is] a matter of stamping out misbehavior through punishment."

"An example may help to make the difference between the two approaches concrete. Suppose a child is acting up and disturbing the other children. If we take the punishment perspective, we might use the time out technique and put the child in another room or in an area away from the other children. Presumably this removal will teach the child to be less disruptive in the future. If, on the other hand, we take an instructive position, we might have a time in . That is, we might sit with the child and try to find out why she is upset. It might be the case that the child had a right to be angry, that he was excluded from a playgroup, was called a name, or was pushed. Once we have an idea of why the child was troubled, we have a much better chance of helping him to calm down and to rejoin the group. In the time out, a child learns that her feelings are ignored, and therefore of no value. A child given a time in, on the other hand, learns that his feelings are important and will be attended to. Which child is more likely to act out again?"

GENERAL ANXIETY DISORDER

From: "ExchangeEveryDay" <exchangeeveryday@ccie.com>

Date: December 21, 2016 at 5:19:23 AM EST

Subject: Don’t Tell Me to Calm Down

"General anxiety disorder affects 6.8 million adults, or 3.1% of the U.S. population, in any given year. For many people anxiety begins in childhood. Chances are good you have children in your class who struggle with anxiety,” writes Karen Nelson in the article "7 Ways to Help Students Who Struggle with Anxiety."

"Anxiety can be more than just 'worries.' Anxiety can influence classroom performance as profoundly as ADD or a more traditional learning disability. An anxious brain can’t absorb new information or even retrieve previously learned information as effectively as a non-anxious brain.

"Kids who are worried and anxious aren’t doing it on purpose," Nelson continues. "The nervous system acts automatically, especially when it comes to worry (which often stems from fight or flight reflexes.) That’s why phrases like 'just relax' or 'calm down' aren't helpful. But with practice, kids can learn to slow down their anxious brains and teachers can learn to help them. Here are seven ways to help calm anxious kids in the classroom."

1. Get Kids Breathing Deep

2. Get Outside

3. Get Kids Moving: Walk and Talk

4. Think Positive: Gratitude Journals

5. Help Kids Eat Healthy and Stay Well

6. Share a Story

7. Consider Accommodations

RELAXATION TECHNIQUES

Relaxation Scripts for Children

Stress Relief Tools

Top 10 Relaxation Techniques for Children

Relaxation Techniques-video

5 Lessons to Teach Kids about Balancing Emotions

SEFEL Social Emotional Foundation for Early Learning

http://csefel.vanderbilt.edu/

Social Stories

Here is a printable book that you can use to teach the kids about taking care of books in the classroom. I tied this in with the RECAP lesson on friends and what it means to be a good friend. It is a book about forest animals and someone scribbled in the book, ripped the page, put stickers, etc. We will use this at the beginning of the year next year but we have some that are rough with the books. Just thought I would pass along for anyone interested.

(You put the stuff on the book. I used pink watercolor for the juice and brown paint for the chocolate and mud.) Have a great weekend.

http://www.kindergartenkindergarten.com/2011/08/teaching-rules-and-routines-taking-care-of-books.html

submitted by Lori Marais, Idlewild Elementary 2014

FBA: Functional Behavior Assessment Module

How Can You Address Behaviors that Create Safety Concerns?

This free online learning module from FPG's autism experts shows how a functional behavior assessment can help when a behavior creates safety concerns or impacts the development of a child

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Conflict Resolution

- - Program/Instructional Materials:

Bully Prevention & Teaching Positive Behavior: The Casey and Bella Anti-Bully Curriculum Aligned with Common Core Standards for Pre-K-5

- - Lesson Plans:

Conflict Resolution and Peer Mediation Volume II

- - Oppositional/Defiant children:

http://www.aacap.org/cs/root/facts_for_families/children_with_oppositional_defiant_disorder

A child with ODD can be very difficult for parents. These parents need support and understanding. Parents can help their child with ODD in the following ways:

Always build on the positives, give the child praise and positive reinforcement when he shows flexibility or cooperation.
Take a time-out or break if you are about to make the conflict with your child worse, not better. This is good modeling for your child. Support your child if he decides to take a time-out to prevent overreacting.
Pick your battles. Since the child with ODD has trouble avoiding power struggles, prioritize the things you want your child to do. If you give your child a time-out in his room for misbehavior, don’t add time for arguing. Say “your time will start when you go to your room.”
Set up reasonable, age appropriate limits with consequences that can be enforced consistently.
Maintain interests other than your child with ODD, so that managing your child doesn’t take all your time and energy. Try to work with and obtain support from the other adults (teachers, coaches, and spouse) dealing with your child.
Manage your own stress with healthy life choices such as exercise and relaxation. Use respite care and other breaks as needed

Strategies for Dealing with Defiant, Rude & Oppositional Students

Working with Defiant Kids: Communication Tools for Teachers

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Emotional Literacy

Coaching Emotional Literacy to Children

By Dr. Steven Richfield

Parents expend considerable effort preparing children for the challenges ahead but little attention is typically paid to helping them communicate in emotionally meaningful ways. Emotional literacy empowers children to identify feelings within themselves, draw distinctions, understand subtleties, and verbalize their emotions with sincerity and consideration of others. This capacity to translate feelings into precise language can be nurtured at even young ages but opportunities abound throughout childhood. Benefits include greater self-control, enriched relationships, and pronounced self-awareness. Those who lack the skills to correctly read and respond to their emotions face greater challenges in adulthood due to the enormous role emotions play in all aspects of life.

Exchange Every DayDo Not Fix Child FeelingsAugust 13, 2014

In their new book, Social Emotional Tools for Life, Michelle M. Forrester and Kay M. Albrecht advise...

"When children are upset, it's natural to want to comfort them by making their big feelings go away. Emotions don't need fixing. We don't want to remove emotions from a child's experience.... We suggest that teachers resist the urge to tell children they should feel differently than they do.

"Instead, focus on helping children name the way they are feeling and manage their intense emotions. Recognize and validate that the emotions are present and real to the child. Then, connect intense emotions to appropriate behaviors (such as taking deep breaths or sitting in a cozy corner) and teach children to use problem-solving skills, like calling for help from an adult or making a plan to get what they want. This helps children manage how they feel without dismissing their feelings."

Advanced Language Skills May Curb Preschoolers' Anger Levels

12-24-12Abrams Learning Trends

As children grow older, they are expected to find ways to express their frustration or disappointment that do not include throwing temper tantrums. Since the expression of negative emotions can interfere with kids' ability to absorb lessons being delivered through a pre-K curriculum, it is essential that they learn to control themselves at the outset of their academic careers.It is possible that developing strong language skills early on could help children stay in control of their emotions as they begin their schooling. Recently, researchers from Pennsylvania State University set out to learn whether or not toddlers who possess more advanced language skills were better able to manage their anger by the time they started preschool.

Better language skills lead to positive classroom behavior

Based on the results of the researchers' study, which appear in the journal "Child Development," toddlers who develop their language skills early on do have the ability to better manage their anger during early childhood education programs.Using data from 120 predominantly Caucasian children from families below middle income but above the poverty line, the researchers had a chance to follow the development of these subjects' language skills from 18 months to 48 months. Kids who possessed better language skills as toddlers were less likely to express anger when they were 4 years old than toddlers who took longer to hone their communication skills."Better language skills may help children verbalize rather than use emotions to convey needs and use their imaginations to occupy themselves while enduring a frustrating wait," said Pamela M. Cole, a liberal arts research professor of psychology and human development and family studies at the university, as well as the study's principal investigator.

Ways to develop children's language skills

According to the researchers, once children enter school, they are expected to have more control over their emotions. Using words, rather than throwing temper tantrums, is considered to be one of the ways kids should act in school settings. However, before children can get to this point, their parents must help them hone their communication skills.There are many ways parents can do this, according to ABC News. For instance, something as simple as baby talk can help toddlers' brains learn sounds and recognize vowel-consonants groupings. When it comes to teaching kids the names of objects, moving them around or shaking them have proven to be effective approaches.

CMS Breaking the Link and SEL May 2019

STRENGTHENING SOCIAL-EMOTIONAL SUPPORTS

To complement these initiatives moving forward, we will be making investments to strengthen our social-emotional supports and learning opportunities for students. In spring 2019, CMS partnered with the Collaborative for Academic, Social, and Emotional Learning (CASEL) to conduct an independent assessment of our district-wide capabilities for social-emotional learning (SEL) that will also include recommendations for district capacity-building. CASEL identifies five core intrapersonal, interpersonal, and cognitive competencies that are interrelated and reflect the cognitive, affective, and behavioral domains of social-emotional learning.

The five core components are:

1. Self-awareness involves the ability to identify and recognize one’s own emotions and thoughts, and their influences on behavior. It includes the ability to recognize one’s own strengths, challenges, goals, and values. High levels of self-awareness require recognizing how thoughts, feelings, and actions are interconnected.

2. Self-management entails the ability to regulate one’s emotions, thoughts, and behaviors effectively, which includes stress management, impulse control, motivating oneself, and working towards achieving personal and academic goals. High levels of self-management require self-monitoring, self-evaluation, and self-reinforcement.

3. Social awareness is the ability to take the perspective of others. This includes those who come from a different background and culture, and the ability to empathize with others; understand social and ethical norms; and to recognize resources and supports in the family, school, and community.

4. Relationship skills provide students with the tools to form and maintain positive and healthy relationships. High levels of relationship skills require clear communication, active listening, cooperation and constructive negotiation during conflict, and offering and seeking help when needed.

5. Responsible decision-making skills equip students with the ability to make constructive and respectful choices about their own behavior and social interactions while taking into account safety concerns, ethical standards, social and behavioral norms, consequences, and the well-being of self and others.

Research shows that social-emotional learning not only improves academic achievement by an average of 11 percentile points, but it also increases pro-social behaviors, such as kindness, sharing, and empathy; improves student attitudes toward school; and reduces depression and stress among students.61 Other benefits of SEL include more positive attitudes toward oneself, others, and tasks; and enhanced self-efficacy; confidence; persistence; empathy; connection and commitment to school; and a sense of purpose.62 It is our expectation that investments in social-emotional learning, particularly in the middle grades, will decrease the loss of instructional time attributed to absenteeism and suspensions, as well as improve academic performance.

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