Resources

• Helps students to understand what they can and cannot control

• When things feel out of control for a student, it is good to help them to focus on what they are able to control

• Helps students to be able to regulate their emotions and how they react to things

• Size of the Problem is a social skills concept used to help students identify the severity of their problems which then allows them to choose an appropriate reaction.

• When students have a common language to describe their problems and reactions, they can identify solutions.

• Helps students problem solve independently and strengthen social skills

• Teach students that they have control over their thoughts and the intensity of their feelings

• Develop students’ understanding of how thoughts and feelings are connected

• Help students to notice their thoughts and feelings about others and what is going on around them

• Help kids become social detective who hunt for clues using their eyes, ears, and brains to make smart guesses about what’s happening, what’s expected, and how others think and feel

• An overview of the phrases used to teach social thinking and awareness

• When everyone is thinking about and doing the same thing, it is called the group plan. This is in contrast to following one’s own plan.

Why is this important?

• When we are part of a group, it is important to know what is expected and to think about each other. When we follow the group plan, everyone feels calm and comfortable. When people follow their own plan, others have uncomfortable thoughts and feelings.

• When everyone is thinking about and doing the same thing, it is called the group plan. This is in contrast to following one’s own plan.

Why is this important?

• When we are part of a group, it is important to know what is expected and to think about each other. When we follow the group plan, everyone feels calm and comfortable. When people follow their own plan, others have uncomfortable thoughts and feelings.

• Overview of expected vs. unexpected behaviors

• Expected and Unexpected Behavior Sort included

• Includes scenarios that prompts students to decide if the behavior is expected or unexpected

What is “a virtual calm space?”

• A resource that can used by students who need a way to calm their mind and/or body

Why is this important?

• Students need opportunities to find their calm. By giving students a time and place to feel calm and safe we increase the likelihood for them to engage with their work.

Appreciation, Apology, Aha!

A quick, 60-second closing circle that gives students a time to reflect on the day.

• Where your body is relative to the group matters—it influences how others perceive you and your intentions, and ultimately their relationship with you.

• This lesson introduces students to the concept of having their “body in the group” and how they can ensure their body stays with the group and that they are following the group plan.

• Where your body is relative to the group matters—it influences how others perceive you and your intentions, and ultimately their relationship with you.

• This lesson introduces students to the concept of having their “body in the group” and how they can ensure their body stays with the group and that they are following the group plan.

Zones of Regulation

Jamboard Zones of Regulation Check-in

Use Jamboard to do a daily ZONES check-in with students.

• Open the slide deck

• Make a copy of the jam (one for AM group, one for PM group)

• Share the Jamboard with students, enable editing for students

• Students change the color of their post-it to represent the zone they are in

• OPTIONAL: Students can add a reason why they are in the zone to their sticky note

• Remember to share the Zones Toolbox with students, so that students have the strategies they need to get to the green zone

Motivation Monday

• Check-in resource for students

• Use Jamboard template

• Students can add a sticky note to a square and share their response

Tell Us Something Good Tuesday

• Check-in resource for students

• Use Jamboard template

• Students can add a sticky note to a square and share their response

Friendly Friday

• Check-in resource for students

• Use Jamboard template

• Students can add a sticky note to a square and share their response.

Gratitude Journal

Class Reflections - Gratitude Journal

• Students reflect on the day and share gratitude

• This can be an independent activity or a class activity

• Use weekly to practice showing gratitude

• Use Google Slides for independent activity (Make a copy for each student)

• Use Jamboard template for class activity

  • Students can add a response to one or more of the Jamboard frames

  • Teacher can control sharing settings (Viewer or editor)

Dictionary of Emotions (ENG)

• Builds students’ emotional literacy and emotional intelligence

• 14 emotions included

• Each emotion includes slides that give a specific description of the emotion, how your body may look and feel when experiencing that emotion, and examples of when you might feel this emotion

• Provides students’ the opportunity to reflect on times when they have felt that emotion and strategies they can use to regulate their emotions

Dictionary of Emotions (SPA)

• Builds students’ emotional literacy and emotional intelligence

• 14 emotions included

• Each emotion includes slides that give a specific description of the emotion, how your body may look and feel when experiencing that emotion, and examples of when you might feel this emotion

• Provides students’ the opportunity to reflect on times when they have felt that emotion and strategies they can use to regulate their emotions