We read: "Your FANTASTIC ELASTIC BRAIN: Stretch it, Shape it." Below you will find a follow up activity.

We read: "Try a Little Kindness." Ms. Bryant challenged the students to post to the "Wall of Positivity" and encouraged them to engage in random acts of kindness.

We read: "The Caring Me I Want To Be." Let's join together and encourage the spread of kindness through random acts. I had a student send me a card today. That sure made my day.

Theme: Responsibility/Decision Making

Book: "Stand Up for Responsiblity"

By: Frank Murphy

Theme: Friendship

Theme: Responsibility

Theme: Responsibility/Decison Making

Theme: Responsiblity/Decison Making

Book: "Don't Forget"

By: Jeff Ebbeler

D.E.A.R. DAY

"Drop Everything And Read"

A national celebration of reading designed to remind families to make reading a priority activity in their lives.

At TRES we will participate by "Dropping Everything And Read" from 8:00-8:30 a.m.

Theme: Coping Skills/Emotional Regulation

Theme: Self Control

RUMOR HAS IT...

By: Julia Cook

Illustrated By: Kyle Merriman

Did You Hear?

By: Frank J. Sileo

Illustrated By: Jennifer Zivoin

Join Ms. Bryant for the "Toothpaste Visual"

We will go through the below powerpoints for review AND to finish the ones we didn't get time to complete.

SAY IT OR THINK IT?

K-3rd LETS INVESTIGATE...

4th and 5th grader...LETS INVESTIGATE...

HOW CAN YOU BE A GOOD FRIEND?

K-3RD GRADE

Sometimes it’s hard to be friends with someone when you’re competing with them. Watch how these two funny animals figure out how to help one another, and in the process become friends.

“Kindness is a muscle, work it out, gotta hustle. We kids will show you the way, gotta flex it every day.”

Host a Viewing of “How to Disagree with People” by Kid President

Kid President has some simple tips for kids about how to disagree with others such as “treat people like they’re people, people!,” “Listen! Listen! Listen!,” and “Pause. Breathe. Love.” And his format, being a kid himself, is very youth-friendly. His main points are positive, amusing, and make excellent conversation starters. So watch the video with your daughter or your troop, then discuss how to use his steps when conflicts arise.

Practice Using I-Statements

I-Statements are another awesome classroom conflict resolution tool that works just as well outside the classroom. They encourage children (and adults) to communicate their feelings in difficult situations using non-defensive communication:

You an use statements like “I feel…, when…, next time I need…”.

So an example would be, “I feel frustrated when you don’t include me in planning activities for our troop, next time I need to be included.”

"Now is the time to make these things right. The good inside you needs to put up a fight."

Meet Ricky! A cute little by that just can't seem to figure out that stealing is wrong. When his prize bicycle is missing, Ricky learns first-hand what it feels like to have something stolen from him. Then, he used the "GOOD" inside of himself to overtake the "BAD" and decides to return the itmes that he took from others. This books udes empathy in a powerful way to teach children that stealing is wrong.

Through a fun and whimiscal story, Ricky Sticky Fingers teaches children the concept of ownership and how it feels when someone doesn't respect what is yours.

Virtual Morning Meeting

This morning is going to be more interactive

1. Sign in

2. Turn your camera on

3. Remain on mute

4. Use the raise your hand icon (image below)when you would like to be called on to share. Remember: wait for Ms. Bryant to "call on you" before unmuting and sharing. I will do my best to call on those that want to share.

5. For those that need to use the chat box feature please feel free to do so. The chat box is ONLY for sharing during our time together. If we misuse this feature it will be no longer be available.

6. Teachers who are presenting for their in class students. Feel free to use the chat box to share or use the raise the hand icon. When I call on you, have the student share or you can share for them.

"Cell Phoney" Prevention Tips

Cell phones have drastically impacted the way people communicate. They offer almost unlimited access to the world in which we live. It is important to establish age-appropriate boundaries for your child when it comes to using a cell phone. Here are a few tips:

• Ask yourself, "Does my child need a cell phone or do they just want one?"

• Make sure you set a good example for your child. You cannot expect your child not to text and drive if they see you doing it, etc.

• For younger children: Avoid phones with testing or Instant Messaging (IM) capabilities. Program in all the names and numbers that are important for your child to know. Discourage your child from ansering a call from a number that he/she does not recognize. Thoroughly discuss how, when, and why the phone should be used.

• For older children: Reinforce how, when, and why the phone should be used. Always expect your child to answer calls from you. Make sure the phone is turned off at night. Strongly discourage cell phone usage during meal time and other family times. Purchase the texting plan that works best for your family. Monitor your child's text messages, phone calls, and times of usage. Have your child review your cell phone bill with you. Discuss and strongly discourage inapppropriate cell phone behaviors. Establish and enforce realistic consequences for improper cell phone usage.

• Remember the cell phone is never the cause of the problem...it's the person using the cell phone that causes the problem.

Cook, 2019

WHAT PARENTS AND EDUCATORS CAN DO...

Parental passivity, in many cases, creates an environment of little or no accountability. Taking back the ground, so to speak, toward a healthy relationship with the internet will involve leading courageously on the part of the parent. The parent or caregiver will need to assertively and lovingly assist on a change of behavior. This starts with the setting of the following boundaries (many of which were discussed in the reading of the book, but still apply to intial steps in adressing problematic behavior.

Make sure the rules are reasonable and enforceable.

For example, if a teenager is staying up late and not getting enough sleep, having technology curfew of 11 p.m. is reasonable verus saying, "No use of technology other than school work will happen in this home." However, if the curfew is not being observed, then privileges are suspended for the next day.

While setting limits, be honest about your concerns.

Let him or her know that there are good reasons for your belief that limits need to be set. The young person can hopefully see that these concerns are legitimate and that the rules are not being made capriciously. Ideally, you and your child or teenager can agree upon the rules.

Insist that non-screen activities occur each day.

Identify activities and hobbies in the home or better yet outside of the home that will bring much needed balance. Activities that involve peers would be best. Setting up a daily schedule can help with this balance. Encourage him or her to take charge of their own schedule but insist on balance with such things as school and home responsibilities along with recreational interests.

Taper "screen time."

While the recommended time limit for internet use is no more than two hours, it may take a gradual reduction of usage. Step-bystep decreases of screen time toward the two hour limit are a least concrete steps in the right direction.

LImit access to all forms of technology.

If screens are going to be de-emphasized in the home, limit access to the various delivery systems. For example, taking away the gaming console does little good if one has access to games on the computer or Smartphone.

Get family memebers to commit to backing the parent's decision to set serious limits on technology use.

Ideally, the whole family will agree with the importance of not enabling addictive behaiors. Instead a family culture that says, "we are all in it together" can add support and needed accountability.

If possible, have a separate computer on which to do school work.

As anyone who has ever gone on a diet knows, it is much harder to quit when the object of your addiction is always around you. It is virtually impossible to avoid technology in our society. It is, of course, an integral part of schools today. Having a designated computer for schoolwork only sends a message to the brain that it is time to focus on the academics. The recreational uses of technology in its many forms can wait for a designated time as well. This teaches a certain element of self-discipline.

Have a central location for the computer and game console.

This provides accountability and opportunities for families to play together (as opposed to spending countless hours alone in cyber world). At the very least, there are no surprises as to what one is viewing and how long one is on the computer or game console.

Introduce the compulsive Internet user to peers who handle their internet use sensibly.

Parents and various family members' support is much needed. Addictions are not beaten alone. Keep the lines of communication open and a postive relationship going despite the negative attitudes and behaviors of the Internet addict. Tough loves is needed, but the tough must not outweigh the unconditional love. Remember that in the context of a relatiionship, people are more likely to change.

Be reasonably patient in the process.

While having reasonably high expectations for improvement, please understand that progress is not always linear. In other words, there will likely be ups and downs and highs and lows. The question is: "Over a period of time, is progress being made?" Young people need adults that believe in them and encourage their progress.

Talk about the underlying issues.

Try to have an honest discussion about whatever issues are happening in the child's or teenager's life. Is there something causing stress? Is there a problem fitting in? Have there been any changes or losses that have occurred? Compulsive Internet use is a sign of deeper problems.

Cook, 2018

*Would You Rather Summer Version With Ms. Bryant*

We will conitnue going through the core SEL competencies to help learn how to practice compassion and empathy, identify emotions, and exercise growth mindset.

Unit 1: Understanding Compassion

Lesson 1: What Is Compassion?

Lesson 2: What Is Empathy?

Lesson 3: Why Be Compassionate?

Lesson 4: Our Emotions Part 1

Lesson 5: Our Emotions Part 2

Unit 2: Understanding Self

Lesson 6: Self-CARE

Lesson 7: Being Mindful

Lesson 8: Growing The Brain

Lesson 9: We All Make Mistakes

Lesson 10: Overcoming the Inner Critic

Unit 3: Practicing Compassion

Lesson 11: Everyday Compassion

Lesson 12: Compassion In Our Class

Lesson 13: Compassion In Our School

Lesson 14: Compassion In Our Communities

Lesson 15: Day Of Compassion

Career Lesson

1: What Shoes Will You Wear?

By: Julia Cook

2: Clothesline Clues to Jobs People Do

By Kathryn Heling

*activities will be provided following the lesson to help foster understanding and connections*

Vault: Understanding Money is a digital education program that teaches students how to make wise financial decisions and improve their social emotional skills like goal-setting and responsible decision making. The interactive lessons will engage learners in an immersive adventure that translates financial concepts into easy to apply experiences that help students develop strategies for managing future finances.

· Lesson 1-Financial Decision Making

· Lesson 2-Budget and Spending

· Lesson 3-Income and Careers

· Lesson 4- Credit/Borrowing and Future Planning

https://www.eventbrite.com/

Don't ever give-up-FALL FORWARD!!