Promoting Social   Emotional Competence Social EmotionalTeaching Strategies   Module 2 HandoutA Book for Diego!           ...
Visuals of Routines! Make The Circle Time Helper a             Job!Where are your Circle time Tools?                      ...
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4
Promoting Social                Emotional Competence                                 Individualized                       ...
Agenda • Introduction • Identifying the Importance of Teaching Social   Emotional Skills: Why, When, What, and How • Devel...
What happens when children don’t have these skills?…                                                                      ...
Teach Rules in the           Context of Routines           Stages of Learning• Acquisition – new skill or concept• Fluency...
Friendship Skills                  Think about children who                  are well liked and                  friendly…...
Strategies for Developing         Friendship Skills                  •   Modeling                  •   Modeling with video...
Video 2.7: Friendship Art                                                       31           Video 2.9: Super Friends     ...
Catch Them Being Good!!!!                                                   34          Emotional Literacy        What is ...
Activity              “Table Talk”With your table mates…    Write a list of feeling words that you    would most want to t...
English/    Spanish                    40Classroom Example                    41   Example                    42          ...
Indirect Teaching                           • Provide emotional                             labels as children            ...
Sample Game  Make a _____ face.                                                     46              Sample Game           ...
Checking In                                                   How do you feel today?• Teachers and children can  “check in...
Visuals Of What Children AND Adults are in the Room and what how theyare this morningRoom 13 Uses a Key Ring at Uptown and...
Video 2.10c: Emotional Literacy Activities                   (Book Activity)                                              ...
On Monday When It Rained       Book Nook Activity Example“I feel excited when I get to   “I feel upset when my   go to my ...
Identifying Feelings in             Self and Others• Learning words for different feelings• Empathy training• Learning to ...
64Relaxation Thermometer                                                Take 3 deep                                       ...
Controlling Anger and Impulse     • Recognizing that anger can interfere with       problem solving     • Learning how to ...
Tucker Turtle is a terrific turtle. He likes to play with his                friends at Wet Lake School.                  ...
Tucker now knows a new way to “think like a turtle” when he                       gets mad.                               ...
Tucker can then think of a solution or a way to               make it better.                                      Step 4 ...
Centers!                        Turtle Box                                                     19         Video 2.13: Turt...
Use Turtle Technique within                Daily Lessons                                            2.7                   ...
Help the Child Think of a Possible Solution:            •Get a teacher            •Ask nicely            •Ignore          ...
Simple Solutions at Edgewater Early              Childhood!Simple Solutions Educational Services © 2009 asearcya@aol.com  ...
Logan Square!!                 31
Social Skills Curriculums• www.socialthinking.com• www.lakeshorelearning• www.cfchildren.org/programs/ssp/early-  learning...
Lose a Game…Win a Friend!                                    • Being a sore loser                                      can...
Problem-Solving Activities               • Problematize everything                  – “We have 6 kids at the snack table  ...
Key Point: Intentionally Teach!             (Teach me what to do!)        – Friendship skills        – Emotion words/feeli...
Pulling It All Together                     ActivityWhat is the    Why might      What can I do to prevent this   What new...
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Ounce training march 2nd

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Ounce training march 2nd

  1. 1. Promoting Social Emotional Competence Social EmotionalTeaching Strategies Module 2 HandoutA Book for Diego! 1
  2. 2. Visuals of Routines! Make The Circle Time Helper a Job!Where are your Circle time Tools? 2
  3. 3. 3
  4. 4. 4
  5. 5. Promoting Social Emotional Competence Individualized Intensive Interventions Social Emotional Teaching Strategies Designing Supportive Environments Building Positive Relationships 13 Tim’s Support Planning Chart Trigger Behavior Maintaining Consequence• Group play: centers Verbal aggression • Peers give up toys/items and outside play with (threats), physical • Peers leave area peers aggression (hit, push, kick, • Adults intervene with punch), property negative attention to Tim destructionSetting Events (if applicable): Function: Obtain toy/play Preventions New Skills New Responses• Pre-teach skills by role • Asking to play To Challenging playing via scripted • Everyone can play with Behavior: story the toys• Use visual cards to • Asking for teacher’s help help him remember lessons when in To Use o New Skill: difficult situation• Self-monitoring form to work on new skills Trigger Behavior Maintaining ConsequenceSetting Events (if applicable): Function: Obtain toy/play Preventions New Skills New Responses Does not •Teaches child To Challenging Behavior: To Use of New Skill: teach replacement • Must monitor new skill • Must have several skill that reinforcement that honors function Change in honors the • Fade over time based on classroom function progress or teacher or schedule 5
  6. 6. Agenda • Introduction • Identifying the Importance of Teaching Social Emotional Skills: Why, When, What, and How • Developing Friendship Skills • Enhancing Emotional Literacy Skills • Controlling Anger and Impulse • Problem Solving • Pulling It All Together 16 Learner Objectives • Participants will be able to discuss why it is important to be more intentional about teaching social emotional skills. • Participants will be able to identify strategies for supporting the development of friendship skills. • Participants will be able to define emotional literacy and identify activities that build “feeling vocabularies.” • Participants will understand the importance of providing opportunities for children to begin to understand their own, as well as others’ emotions. • Participants will understand why children need to learn to control anger and handle disappointment and will be able to identify strategies to teach anger management skills. • Participants will understand the importance of teaching problem solving and will be able to identify problem solving steps. 17 What Is Social Emotional Development?• A sense of confidence and competence• Ability to develop good relationships with peers and adults/make friends/get along with others• Ability to persist at tasks• Ability to follow directions• Ability to identify, understand, and communicate own feelings/emotions• Ability to constructively manage strong emotions• Development of empathy 18 6
  7. 7. What happens when children don’t have these skills?… 19Identifying Teachable Moments 20 3 Before Me 1. Think to myself 2. Check the direction chart. 3. Ask a Classmate If you still need help clip your name to the chart for teacher help. 7
  8. 8. Teach Rules in the Context of Routines Stages of Learning• Acquisition – new skill or concept• Fluency – the ability to immediately use the skill or concept without a prompt• Maintenance – continuing to use the skill or concept over time• Generalization – applying the skill or concept to new situations, people, activities, ideas, and settings 24 8
  9. 9. Friendship Skills Think about children who are well liked and friendly… What do you notice about their behavior that makes it easier for them to make friends? 25 Friendship Skills • Gives suggestions (play organizers) • Shares toys and other materials • Takes turns (reciprocity) • Is helpful • Gives compliments • Understands how and when to give an apology • Begins to empathize 26Setting the Stage for Friendship • Inclusive setting • Cooperative use toys • Embed opportunities • Social interaction goals and objectives • Atmosphere of friendship 27 9
  10. 10. Strategies for Developing Friendship Skills • Modeling • Modeling with video • Modeling with puppets • Preparing peer partners • Buddy system • Priming • Direct modeling • Reinforcement 28 Activities to Support theDevelopment of Friendship Skills • Friendship Can • Planting Seeds of Friendship • Friendship Tree/Compliment Tree • Books about Friendships • Friendship Quilt • Friendship Journal • Music/Songs 29 Video 2.6: Using Puppets 30 10
  11. 11. Video 2.7: Friendship Art 31 Video 2.9: Super Friends 32 Activity Embedding Friendship Opportunities into Daily Routines and ActivitiesArrivalCircle TimeCenter TimeSmall GroupOutsideSnackStory TimeGood-bye CircleTransitions 2.2-2.3 33 11
  12. 12. Catch Them Being Good!!!! 34 Emotional Literacy What is emotional literacy?Emotional literacy is the ability to identify, understand, and express emotions in a healthy way. 35Children with a Strong Foundation in Emotional Literacy: • tolerate frustration better • get into fewer fights • engage in less destructive behavior • are healthier • are less lonely • are less impulsive • are more focused • have greater academic achievement 36 12
  13. 13. Activity “Table Talk”With your table mates… Write a list of feeling words that you would most want to teach the pre-k children you work with. 37 Enhancing Emotional Literacy… • Direct Teaching • Indirect Teaching • Use of Songs and Games • How would you feel if…? • Checking In • Feeling Dice and Feeling Wheel • Use of Children’s Literature 38Direct Teaching of Feeling Vocabulary 39 13
  14. 14. English/ Spanish 40Classroom Example 41 Example 42 14
  15. 15. Indirect Teaching • Provide emotional labels as children experience various affective states - “Tamika and Tanya seem really happy to be playing together! They keep hugging each other!” 43 Use of Songs and Games Sample Song • If you are happy and you know it…add new verses to teach feelings – If you’re sad and you know it, cry a tear..”boo hoo” – If you’re mad and you know it, use your words “I’m mad” – If you’re scared and you know it ask for help, “help me” – If you’re happy and you know it, hug a friend – If you’re tired and you know it, give a yawn. 44 Sample Game• How does your face look when you feel proud?• What makes you feel proud? 45 15
  16. 16. Sample Game Make a _____ face. 46 Sample Game 47 Play: How Would You Feel If?• Discuss typical situations that happen when children are together: “How would you feel if this happened to you?” – Example: Jeremy wanted to play ball with Katie and Wu-ying today, but they wouldn’t let him. How do you think that made him feel? How do you think you would feel if that happened to you? What could Jeremy try next time? 48 16
  17. 17. Checking In How do you feel today?• Teachers and children can “check in” each morning by choosing a feeling face that best describes their affective state and putting it next to their name. Children can be encouraged to change their feeling faces throughout the day as their feelings change. 49 Simple Solution KITS! Teachers NOT Trying new Ideas? Increase support! • It can be hard to learn something new and then have to create a whole new area without support. After our trainings the teachers were given tools and given support in the classroom on how to use them. • We gave Edgewater Early Learning Center in Chicago a “Simple Solutions Kit” It included tools that the teachers could use to create the new centers! The teachers discussed what tools they liked best and which they would like to try first! Teachers were then more likely to implement new ideas shown at the trainings! Simple Solutions Educational Services © 2009 asearcya@aol.com 17
  18. 18. Visuals Of What Children AND Adults are in the Room and what how theyare this morningRoom 13 Uses a Key Ring at Uptown and this is Logan Sqaure Simple Solutions Adaptation Feeling Dice/Feeling Wheel 54 18
  19. 19. Video 2.10c: Emotional Literacy Activities (Book Activity) 55 Book Example On Monday When it Rained by Cherryl Kachenmeister Disappointed Embarrassed Proud Scared Angry Excited Lonely 56 Book Nooks http://www.csefel.uiuc.edu/practical-ideas.htmlOn Monday Glad Monster Hands Are Not When Sad Monster for Hitting it Rained 2.4 57 19
  20. 20. On Monday When It Rained Book Nook Activity Example“I feel excited when I get to “I feel upset when my go to my friend Coby’s mommy didn’t get me house to play.” anything.” 58 Video 2.11: Hands Are Not For Hitting 59 Characteristics of Classrooms That Foster Emotional Literacy *Books about feelings are read and are available in the story center. *Photos of people with various emotional expressions are displayed. *Teachers label their own feelings. *Teachers notice and label children’s feelings. *Activities are planned to teach and reinforce emotional literacy. *Children are reinforced for using feeling words. *Efforts occur daily. 2.6 60 20
  21. 21. Identifying Feelings in Self and Others• Learning words for different feelings• Empathy training• Learning to recognize how someone else is feeling – Facial cues – Body language – Tone of voice – Situational cues• Learning how to control anger, relax, and calm down 61 Empathy Empathy is the identification with and understanding of another’s feelings and situation. 62 Teaching Empathy • Model empathy • “Alike” & “different” activities • Draw children’s attention to how others are feeling • Role plays and role reversals • Reinforce empathy behaviors 63 21
  22. 22. 64Relaxation Thermometer Take 3 deep breaths…1..2..3 Adapted from Incredible Years Dinosaur School 65Key Concepts with Feelings • Feelings change • You can have more than one feeling about something • You can feel differently than someone else about the same thing • All feelings are valid – it is what you do with them that counts 66 22
  23. 23. Controlling Anger and Impulse • Recognizing that anger can interfere with problem solving • Learning how to recognize anger in oneself and others • Learning how to calm down • Understanding appropriate ways to express anger 67 Turtle Technique Recognize “Think” that you Stop. feel angry.Go into shell. Come out of Take 3 deep shell when breathes. calm and And think think of a calm, solution. coping thoughts. 68 Tucker Turtle Takes Time to Tuck and Think A scripted story to assist with teaching the “Turtle Technique” By Rochelle Lentini March 2005 69Created using pictures from Microsoft Clipart® and Webster-Stratton, C. (1991). The teachers and children videotape series: Dina dinosaur school. Seattle, WA: The Incredible Years. 23
  24. 24. Tucker Turtle is a terrific turtle. He likes to play with his friends at Wet Lake School. 70But sometimes things happen that can make Tucker really mad. 71When Tucker got mad, he used to hit, kick, or yell at hisfriends. His friends would get mad or upset when he hit, kicked, or yelled at them. 72 24
  25. 25. Tucker now knows a new way to “think like a turtle” when he gets mad. 73 He can stop and keep his hands, body, and yelling to himself! 74 He can tuck inside his shell and take 3 deep breaths to calm down. Step 3 75 25
  26. 26. Tucker can then think of a solution or a way to make it better. Step 4 76Tucker’s friends are happy when he plays nicely and keeps his body to himself. Friends also like it when Tucker uses nice words or has a teacher help him when he is upset. 77 The End! 78 26
  27. 27. Centers! Turtle Box 19 Video 2.13: Turtle Technique 80 Super Turtle LetterDear Parent,Billy did a great job today handling frustration and not gettingangry when we ran out of his favorite cookie at snack. Insteadof getting upset, Billy took three deep breaths and decided hewould try one of the other cookies. That was a great solutionand he really liked the new cookie too!You can help Billy at home by: Asking him what he did atschool today when we ran out of his favorite cookie. Ask himhow he calmed down. Comment on what a great job he did. Tellhim that you hope that he will do that again when he getsfrustrated about something.Thank you so much!Mr. Phil 81 27
  28. 28. Use Turtle Technique within Daily Lessons 2.7 82 Problem Solving Steps Step 2Would it be safe?Would it be fair? 83How would everyone feel? 28
  29. 29. Help the Child Think of a Possible Solution: •Get a teacher •Ask nicely •Ignore •Play •Say, “Please stop.” •Say, “Please.” •Share •Trade toys/item •Wait and take turns 86 The Solution Kit 87 29
  30. 30. Simple Solutions at Edgewater Early Childhood!Simple Solutions Educational Services © 2009 asearcya@aol.com Uptown! 30
  31. 31. Logan Square!! 31
  32. 32. Social Skills Curriculums• www.socialthinking.com• www.lakeshorelearning• www.cfchildren.org/programs/ssp/early- learning/• DECA Ask for a BreakTimes to ask for a • A short break could break: help you come back• Sleepy better to think through a problem• Frustrated • Ask for a drink of water,• Overwhelmed go to the bathroom, take three deep breaths, do something you like ( color for a few minutes) • Sometimes we need a break from our friends Simple Solutions Educational Services © 2010 asearcya@aol.com 866- 660-3899 32
  33. 33. Lose a Game…Win a Friend! • Being a sore loser can then led to not only losing the game but a friend! • You can play and win another time • Everyone should get a chance to win • Win a friend by saying “good game” Simple Solutions Educational Services© 2010 asearcya@aol.com 866-Video 2.14a: Solution Kit Examples 98 Problem Solving • Learning problem solving steps • Thinking of alternative solutions • Learning that solutions have consequences • Learning to evaluate solutions - Is it safe? Is it fair? Good feelings? • What to do when a solution doesn’t work 99 33
  34. 34. Problem-Solving Activities • Problematize everything – “We have 6 kids at the snack table and only one apple. We have a problem. Does anyone have a solution?” • Play “What would you do if…?” • Children make their own “solution kits” • Children offer solutions to problems that occur in children’s stories 100 Supporting Young Children with Problem-Solving in the Moment • Anticipate problems • Seek proximity • Support • Encourage; and • Promote 101 Pulling It All Together Activity What is the Why might Jack What can I do to prevent this What new skills can behavior? be doing this? behavior? we teach?Jack keeps getting He is boredup and leaving circle •Give him a job during circle •Find out something he really likes and embed it into circle time •How to indicate •Make a choice board for who he sits by, when he is finished what songs to sing, what books to read •Make a picture schedule that shows with an activity him when his favorite part of circle will happen •Ability to attend •Have an adult sit next to him and for longer periods encourage him for participating in circle of time He doesn’t know what to do •Make a picture schedule that shows him the order of activities within circle •How to ask for •Prior to circle, use the picture schedule help when he to explain to him what will happen in circle doesn’t know how •Refer to the picture schedule during circle to do something •Have an adult sit by him and talk to him about what is happening •Provide descriptive feedback for him 2.8 while he is at circle 102 34
  35. 35. Key Point: Intentionally Teach! (Teach me what to do!) – Friendship skills – Emotion words/feelings – How to recognize feelings in oneself and others – How to “calm down” – How to control anger and impulse – How to problem solve 103 Tim’s Support Planning Chart Trigger Behavior Maintaining Consequence• Group play: centers Verbal aggression • Peers give up toys/items and outside play with (threats), physical • Peers leave area peers aggression (hit, push, kick, • Adults intervene with punch), property negative attention to Tim destructionSetting Events (if applicable): Function: Obtain toy/play Preventions New Skills New Responses• Pre-teach skills by role • Asking to play To Challenging playing via scripted • Everyone can play with Behavior: story the toys• Use visual cards to • Asking for teacher’s help help him remember lessons when in To Use o New Skill: difficult situation• Self-monitoring form to work on new skills Support Planning Chart Trigger Behavior Maintaining ConsequenceSetting Events (if applicable): Function: Preventions New Skills New Responses To Challenging Behavior: To Use o New Skill: 35
  36. 36. Pulling It All Together ActivityWhat is the Why might What can I do to prevent this What new skills canbehavior? _____be doing behavior? we teach? this? 2.8 106 36

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