Social Emotional Learning Week 3 of 4: Aina Builders (Grades 3-5)
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This document provides guidance for an activity to help children understand emotions. The activity involves children conducting brief interviews with five people about what makes them happy and sad. They then analyze the responses for patterns and compare them to what is discussed in a StoryBots episode about emotions. The purpose is for children to better understand emotions by researching and analyzing causes and coping strategies for happiness and sadness in others.
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This is Week 3 of 4 focusing on well-being and social emotional learning.
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Week 2 Application—Interview
Understanding Differences in Perspectives on the
Care and Education of Infants and Toddlers
Step 1: Interview Setup
Identify an adult who you would like to interview based on the following criteria:
· He or she is a parent of or family member who lives with a child age three or under. (Note: Although the suggested interview questions are written for parents, you may modify the wording to be appropriate for another family member who has a close relationship with the child.)
· His or her cultural framework appears to be similar to yours. (To determine this, take time to consider your own cultural background and the insights you gained from the Application in Week 1.)
Then, contact the person you would like to interview and inform him or her that you are working on a course on cultural and family studies for infant/toddler professionals and would like to learn about his or her perspectives on the care and education of an infant or toddler in his or her family.
Schedule the interview, which should take approximately 30 minutes or longer.
Step 2: Pre-Interview Writing
Before the interview, write a paragraph describing your interviewee and explaining why you believe his or her cultural framework might be similar to yours.
Step 3: Interview
Conduct the interview. While you may be accustomed to casual two-way conversation with your interviewee, be sure to keep the focus of this interview on learning about your interviewee’s perspectives. You will have an opportunity to reflect on your own views after the interview concludes.
During the interview:
· Focus on creating a sense of trust.
· Ask open-ended questions and allow plenty of time for your interviewee to think about his or her response.
· Listen deeply to what is said (or not said), without judgment.
· Observe the person’s demeanor. Notice any verbal and nonverbal cues that may indicate that he or she feels uncomfortable.
The following questions are provided as a reference and reflect the content you will be exploring throughout this course. You may wish to amend these questions or add new ones based on this week’s Learning Resources.
Interview Questions
Before you begin asking questions, take a little time to talk about how you have begun to conceptualize culture, as well as what your own identity means to you. Then, naturally segue into the first interview question.
1.
How would you describe yourself in terms of your culture? How do you think your culture influenced your family upbringing? How do you think your culture and family upbringing have influenced your identity?
2.
How would you describe your child, including his or her cultural background?
3.
What language(s) do you speak with your infant/toddler? What language(s) do other people in his or her life speak?
4.
Could you tell me about how you approach schedules in your child’s everyday life? Do you believe that an infant/toddler should have a regular schedule for feeding or eat when.
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Hg g7-q1-module-3
The document is a learning module on embracing uniqueness. It contains guidance for learners and their parents/guardians on completing self-learning activities during distance learning due to COVID-19. The module aims to help learners understand and respect individual differences, and develop good relationships with family and others. It includes tasks for learners to identify their own uniqueness and that of their family members, consider how to handle situations involving differences, and learn ways to respect uniqueness such as recognizing differences, showing empathy, communicating kindly, and promoting positivity.
HG-07-2495-20230417110400.pdf
The document is a learning module on embracing uniqueness. It contains guidance for learners and their parents/guardians on completing homework activities from the module. The activities are designed to help learners understand and appreciate individual differences within their own family by having family members complete a table about their likes and dislikes. Learners are then presented with scenarios and asked to consider how to maintain positive relationships despite differences. The module emphasizes recognizing and respecting individuality through empathy, kind communication, and promoting positivity.
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The Interview Discovering Difference and Working Towa.docx
The Interview
Discovering
Difference: and
Working Toward
Understanding
T
In this interview you work to understand another human
being by developing a receptive and welcoming attitude toward your interviewee. You
will review the principles of CMM as you understand them, keeping in mind that this
interview is designed to help you create a positive social world with another person who is
different from you. Two things to keep in mind from CMM are to listen in a way that makes
others want to speak to you, and to speak in a way that makes others want to listen to
you.
You will also make use of Politeness Theory as you speak and listen in such a way as to
maintain the “face” of another human being, that is, the self-respect that person has for
him or herself and treating that person with dignity. Recognize that we all want to be
liked, admired, appreciated and approved. Respond to the other with empathy and
compassion.
Work toward having that “authentic dialog” mentioned by Paolo Freire. This means
regarding the other person as a genuine subject. Finally, you will complete the “praxis” as
Freire defines it, by not only acting through the interview, but by reflecting upon it at the
conclusion.
Finding Commonality
Introduction
2 lorem ipsum :: [Date]
Action/Reflection
You do not have to ask all of these questions. These are
just to prompt you to go forward. These, however, are
good questions and should elicit some deep and
meaningful dialog. Here are some sample questions you
might ask your interviewee:
Key Scenes
1. Please describe a scene, episode, or moment in
your life that stands out as a really positive
experience.
2. In reviewing your life, is it possible to find key
moments that stand out as turning points for you.
These are episodes that you see as a turning point
in your entire life.
3. Could you detail a positive childhood memory
from your early years as a child. Please describe
this in detail. What happened, where and when
did it happen, who was involved, and what were
you thinking and feeling? What does this memory
say about your life?
4. Vivid adult memory. Please identify one memory
that you have had as an adult, something
memorable or vivid that happened to you in your
adult years. Please describe this in detail.
5. Wisdom event. Find an event in your life where you
displayed wisdom. This could be a time in which
you acted or interacted in an especially wise way
or provided wise counsel, or advice, made a wide
decision or otherwise behaved in a wise manner.
What happened, where and when, who was
involved, and what were you thinking and feeling.
What does this memory say about you and your
life?
6. Religious spiritual or mystical experience. Whether
you are religious or not, some people report they
have felt a transcendent sense of something
sacred at one time or another in their lives., some
feeling of oneness with nature or the ...
HG WEEK 3&4.pptx
HOMEROOM GUIDANCE PROGRAM provides wholesome learning experiences in the classroom that will foster positive attitudes, behaviors and values and improve relationship between teachers and students.
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CASE STUDY IN USING THE TEN-STEP PROBLEM SOLVING PROCESSWhen imp.docx
CASE STUDY IN USING THE TEN-STEP PROBLEM SOLVING PROCESS
When implemented, a ten-step scenario for problem solving might go something like this:
A first-year special education consulting teacher asks to meet with the veteran classroom teacher about their student with hearing impairment. Implementation of instructional strategies and curricular adaptations to address the student’s IEP goals have been going well. However, the special education teacher believes more could be done in the school environment to help this student fit in socially, emotionally, and physically. In a brief exchange during shared hall supervision with the classroom teacher, she senses that he has some concerns as well, and she suggests a meeting before contacting the parents to see if adjustments to the IEP are warranted.
From: __________________________________ to __________________________________
(consultant) (consultee/s)
Date: _____________________ Re: ______________________________________________
I am eager to follow through on the plan which we developed on the date above, and also to assist
in other ways that may have occurred to you since then.
How do you feel things have progressed since that time? Please be forthright.
_____________________________________________________________________________
_____________________________________________________________________________
What else may I do to help?
_____________________________________________________________________________
_____________________________________________________________________________
(List here any times, descriptions, etc., that would help me respond specifically to your needs. )
_________ Information __________________________________________
_________ Resources __________________________________________
_________ Meet again __________________________________________
_________ Classroom visit __________________________________________
_________ Conference with: __________________________________________
Thank you so much! I enjoy working with you to serve our students and schools.
FIGURE 5.5 Memo to Follow Through
ISBN 1-269-72898-9
Collaboration, Consultation, and Teamwork for Students with Special Needs, Seventh Edition, by Peggy Dettmer, Ann Knackendoffel, and Linda P. Thurston.
Published by Pearson. Copyright © 2013 by Pearson Education, Inc.
132 PART II CONTENT FOR WORKING TOGETHER AS CO-EDUCATORS
She prepares for their meeting with an agenda and a summary of ideas and examples for adaptations. She asks to meet in the classroom on the teacher’s “turf.” As a novice teacher, she wants to use her most polished collaborative consultation skills with this veteran teacher. She knows that as an intuitive thinker her preferred problem-solving style includes a tendency to gloss over facts and move too hastily (eagerly) to looking at ideas for solutions. This is something she has been working on and it will serve her well today because she has observed that this classroom teacher has an oppo ...
Transformative Thoughts
This document provides an overview and exercises for developing empathy skills. It discusses how empathy can be taught through practical exercises to help transform oneself and communities. The exercises include building an emotion vocabulary, distinguishing emotions and thoughts, and making empathetic statements by reflecting others' feelings back to check for accuracy. Developing empathy requires awareness of one's own emotions in order to recognize and connect with the emotions of others.
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- 2. Well-Being Builders (Ages 8-11) | October 5, 2020 This is another opportunity to talk about emotions together. Look at the data table and the findings of the interviews together with an adult. Talk about the patterns together. Are there any surprises? Is there anything that you can do more of at home? Are there things that you are already doing really well? How important are hugs? Very! Great! There are many questions provided on the last activity sheet. This week’s experience is focused on trying to understand other people’s causes of happiness and sadness and ways that they cope with sadness. 5 mins/per person: Conduct a very brief interview “study” about happiness and sadness. Activity sheet: Interview five different people asking them the three questions on the first activity sheet. Make sure that at least two of the participants are adults. Record their answers in the text boxes. 15 mins: Watch the StoryBots episode on emotions. Compare what your participants said during their interviews to what is said in the episode about happiness, sadness, and what makes us feel better. Activity sheet: Answer the questions on the second activity sheet about patterns that you found from your interviews. Understanding Others’ Emotions The purpose of this week’s experiences are to invite your child to be a researcher of emotions. Emotions are complicated and confusing sometimes, which is why having strategies for understanding them, talking about them, and processing them is part of our own mental health development. 1. Collect and analyze patterns of causes of happiness and sadness. 2. Provide suggestions based on research about emotions. Objectives Overarching Well-being concept “Home” Work Resources for Parents & Caregivers Learning Activity
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