SEL_Gr3-4

YOUR 3rd /4th Grader
Who They Are and What Can They Do

General expectation for 3rd
and 4th graders

Consider these
worldwide
statistics…

KNOWLEDGEBLE
CAPABLE
CARING
RESPONSIBLE

is the process through which we learn
to:
recognize and manage emotions
make good decisions
care about others
behave ethically and responsibly

I am…
Knowledgeable
I will…
Responsible
I can..
Capable
I care…
Caring
SELF SOCIAL
AWARENESS
MANAGEMENT

I am aware of what I am feeling.
o Recognize and label emotions/feelings
o Describe their emotions and situations that causes them
(Triggers).
I am aware of my traits, know what I do well, and
know what areas I can work on.
o Identify their likes and dislikes
o Describe things they do well
o Describe an activity /task in which they may need help in order to
be successful.

I am aware of the supports I have around
me.
o Identify an adult they trust
o Explain situations in which they need to seek adult help
o Understand how and where to get help in an
emergency situation
I am aware of and accept my
responsibilities.
o Understand that school wide expectations and responsibilities
promote a safe and productive environment

o Accept that there are positive and negative
consequences for their choices and actions
o Acts responsibly when using other people’s property

I can manage my emotions in a way that is
constructive and appropriate.
o Identify ways to calm themselves.
o Demonstrate constructive ways to deal with upsetting
emotions
o Walk away /remove themselves from triggering event.
I can act in an honest manner.
o Distinguish between a truth and a lie.
o Analyze the consequences of lying and/or breaking classroom
/school rules
o Understand the importance of telling the truth.

I can make good decisions.
o Describe ways to promote the safety of themselves and others
o Recognize that they have choices in respond to situations
o Implement stop, think, and act strategies in solving problems
I can set and achieve goals that will help me
to be successful.
o Identify a goal (wish,dream)
o Identify the steps needed to perform a routine task or accomplish a
goal
o Describe something they have accomplished

I care about the feelings and viewpoints of others.
o Predict how others are feeling based on their facial
expressions and the body language.
o Recognize words and actions that hurt others.
I care about others and do my part to make my
community better.
o Recognize and name how others within their school,home, and greater
community help them.
o Identify how they help others (e.g. feed the dog,share ,clean up when
asked).
o Express how they feel about helping others

I care about and respect the individual
differences of others.
o Describe ways that people are similar and different
o Name positive human qualities in others that cross all cultures and
groups
I care about how I perceive others and how
they perceive me.
o Understanding the importance of respecting personal space
o Appropriately engage in play with others
o Wait their turn, observe the situation , and know when it’s
appropriate to respond

I will interact well with others.
o Pay attention to others when they are speaking
o Demonstrate the use of verbal etiquette
o Take turns and share with others
I will work on having constructive relationships.
o Identify relationship they have with others
o List traits of a good friend
o Design a plan for making friends

I will deal with interpersonal conflicts
constructively.
o Identify interpersonal problems they need adult
help to resolve
o Recognize there are many ways there are many
ways to solve conflicts and practice solving
problems using a menu of choices.

Motivating Your Child To
Achieve

“It’s not that I’m so smart. It’s just
that I stay with problems longer.”
-Albert Einstein-

The desire to do things..
a driving force
behind one’s growth & success.

• handle any task, no matter how difficult
• begin tasks without having to be prodded
• show serious effort & concentration
• have a positive attitude toward learning & school work
• use coping strategies to get through rough times
• stick with tasks until completion

• choose work that is easy
• need lots of prodding to get started
• put in minimal effort
• show negative or apathetic attitude about learning &
school work
• give up quickly when the going gets rough
• leave many tasks unfinished

What Dampens Motivation?
 Fear of failure
 Lack of understanding the school work
 Frustration with inconsistent performance
 Emotional problems
 Desire for attention– even negative
attention

School is
boring I’m
done!
I don’t
care
about
math
I’m
stupid ,
Why
try?

What Fires Motivation?
Kids will be self-motivated to learn when
they
feel loved and respected
feel competent about something
 have some choice and control over
learning

simple ways to help your child to be
motivated

Talk kindly and honestly
to your child about her
interest and abilities.
Share your OPINION
based on your
OBSERVATION
Have
an agreement
Communicate with your child

Write the
goals down.
Make the
goals
specific
Make the
goals
measurabl
e

Maintaining a
relationship with your
child’s teacher
Supporting the
programs at
your child’s
school.
Creating a suitable
environment
Keeping up with
your child’s
assignments
Staying positive about school and
schoolwork.

ASPECTS OR DIMENSIONS OF
INDIVIDUAL LEARNING STYLE
• Design (e.g. seating arrangement )
• Perception (sensory)
• Intake (need to eat/drink while concentrating
• Chronobiological highs and lows( morning alert vs.afternoon or
evening alert)
• Mobility needs
• persistance
BIOLOGICAL
• Sound
• Light
• Temperature

•Visual Learner – Seeing and
Watching They learn best by:
 Watching TV/Video/ Films
 Reading information to be
learned
 Seeing a demonstration
 Taking notes and making
lists to read later

CHARACTERISTICS:
 Likes to look at books and pictures
Can read silently for a long time
They remember details and colors of what they see
They are fond of reading, spelling and proof reading
They remember faces of people he/she meets ( forget names)
remembers names seen in print
They quietly take in surroundings
They create mental photos
They are good at putting clothes together

Having to take action before either seeing or reading about what
needs to be done
Working in an environment with noise or movement
Turning out sounds
Listening to lectures without visual pictures or graphics to
illustrate
Working in classrooms with drab colors

Hearing and Listening
They learn best by:
Talking aloud
Listening and discussing with others
Listening to a lecture
Hearing music without words as background in the
learning environment.

can repeat information back accurately
Tends to hum or whistle to self
Never stops talking
Good story teller
Can memorize easily
Poor handwriting
Likes music and rhythmic activities

Difficulties in School
Reading quickly; reads more slowly than a visual learner
Reading silently for prolonged periods of time
Reading directions; unaware of illustrations
Taking time tests that must be read and written
Living with enforced silence in class when instructor is
lecturing- can’t wait to talk
Being distracted by sounds
Seeing significant detail

Doing and
Feeling
Writing things down
Using hands to explain or touch
things
Having an idea demonstrated
Practising, doing and acting ideas
out
Constructing things
Process knowledge through body
sensations.

CHARACTERISTICS:
Want to touch and feel everything- Rubs hands along the wall
while in lunch line, walking down the hall
Move all the time
Enjoy doing things with hands
Often writes everything – over and over
Can take gadget apart and put it back together
They are good at sports
May be the child who is always making airplanes; fans from
paper

Difficulties in School:
Having good interpersonal skills
Having legible cursive handwriting-better with printing or
keyboarding
Sitting still; tend to fidget and need to move
Listening to lectures more than four minutes
Spelling
Communicating without getting physically close to another
person
Recalling what is seen or heard- better at recalling what is
done

Expressing emotions without physical movement and
gestures
Sticking with one activity for a long period of time

Praise:
• Discusses results. “Great work
on the science quiz! You got an
A!”
• Uses opinion words such as
“good,” “great,” “terrific,” and
“wonderful.”
• Is typically given when the child
has performed as

Encouragement:
• Notices effort and progress.
• Uses descriptive words.
• Can be given regardless of the
child’s performance.

• Expand your child’s point of view
• Get your child into the habit of reading.

• Strong belief that an adult will always be there
with love and support
• Ability to solve their own problems
• Ability to focus on their own strengths
• Regard mistakes as something that happens to
everyone & something to learn from

• Empathize with your child
• Provide your child with reasonable
choices
• Change your approach when it clearly
doesn’t work
• Support your child’s interests & talents

Closing Prayer
God, our loving Father, we end this
seminar with much gratitude in our
hearts.
Bless us ,parents, whom you have
chosen to be instruments of dignity and
understanding our children’s concerns.

Be with us in this journey as we mold and
make our children the righteous persons You
want them to be.
We place ourselves in your hands, confident
that You will be our sole guide in this
journey of parent life.

May we be strengthened in our desire to
lead them in the right path .
Give us courage when our task is difficult.
Spare us from discouragement but inspire us
with Your grace.
Enlighten our hearts so that we play our
roles as parents not just because it is a
responsibility but a duty to fulfill.
Give us the wisdom to make our children
understand fully the importance of every
aspect of human life.

Please do reign in our hearts always.
This we ask through Your son, Jesus
Christ, Amen.
St. Candida Ma. de Jesus, pray for us.

SEL_Gr3-4

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