SOCIAL THINKING

The idea that we are social thinkers everyday whether it is at home or in the classroom. We should be aware that people around us have thoughts and feelings. It includes sharing a space with others effectively and understanding the perspective and intentions of others. Although it is abstract, the vocabulary and lessons are concrete and talk about how the social world works.

WHOLE BODY LISTENING

Idea that the whole body (eyes, ears, mouth, hands, feet, bottom, and brain) needs to be focused on the group in order to listen and show you are listening.

EXPECTED BEHAVIORS

Understanding that a range of hidden rules exist in every situation and people are responsible for figuring out what those rules are and then following them. By doing so, we keep other people thinking good thoughts about us. Doing what is expected is different based on where we are and who we are with.

UNEXPECTED BEHAVIORS

Failing to follow the set of rules, hidden or stated, in the environment. People who don’t follow the rules are doing what is ‘unexpected’ and people may have “uncomfortable” or ‘weird’ thoughts about them.

THINKING WITH YOUR EYES

Your eyes are ‘tools’ that help you figure out your environment and what other people might be thinking about. It puts the emphasis on the students becoming good observers and to use the clues to make smart guesses about what other people might be thinking about. They are encouraged to use this information to adapt their thinking, words, and behavior. Also, if you use your eyes to look at a person, it makes them feel that you are thinking about what they are saying or doing.

YOUR BODY IS IN THE GROUP/YOUR BODY IS OUT OF THE GROUP

When someones body is turned into the group and they look like they are working as part of the group. We notice when somebody’s body is not part of the group.

YOUR BRAIN IS IN THE GROUP/YOUR BRAIN IS OUT OF THE GROUP

We notice when somebody is in the group and their brain is paying attention. We think that person is doing a really good job participating in the group. We also notice when somebody’s body is in the group, but is does not appear like their brain is part. It does not appear that their brain is thinking about the same thing as the group. We say “your brain is not a part of the group”.

BIG PROBLEM / LITTLE PROBLEM

Not all problems should get the same emotional reaction. Students use a rating scale (1-5) to help understand the range of their behavior. Big problems call for stronger emotions and help. Little problems are called ‘glitches’ and can be worked out if you stay flexible.

FLEXIBLE THINKING

Needed to interpret verbal and nonverbal information based on different points of view or different contexts. This is the opposite of having a rigid brain, where one follows a rule all the time or cannot interpret subtle different meanings in language or expression.