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How are you feeling today?
Sign-In Under the Emotion
You Are Feeling Today
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Social-Emotional Foundations for Early Learning (SEFEL) Pyramid
Model: Teaching Strategies
Office of Early Learning Department of Public Instruction
April 18 & 19, 2013
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Social-Emotional Foundations for Early Learning (SEFEL) Pyramid Model
Tier 1 – High Quality Early Education-All Children
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Tier 3:Individualized Positive Behavior Support- Children with persistent challenges
Tier 2-Social Skills Curricula-Children at Risk
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Objectives—Day 2
Learn strategies for teaching
• Emotional literacy
• How to recognize emotions
• How to regulate emotions
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The Teaching
Pyramid
Positive Relationships with
Children, Families, and Colleagues
Creating Supportive Environments
Social Emotional
Teaching Strategies
Universal promotion
Prevention
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Social Emotional Teaching Strategies
• Enhancing Emotional Literacy
• Developing Emotional Regulation
• Developing Problem Solving Skills
• Developing Friendship Skills
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Social Emotional Teaching Strategies
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Emotional Literacy
• Think about your definition of emotional literacy
• Share with your small group
• Come to consensus and write definition
• Team shares definition
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Emotional Literacy
The ability to recognize, label, and understand feelings in one’s self and others.
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Feeling Words Challenge!
• How many words can you think of that express emotions?
• Write them down
• You have 30 seconds!
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Enhancing Emotional Literacy
• Direct/Intentional Teaching Strategies Feeling Faces Feeling Charts Labeling Emotions/Experiences
• Literacy Book Nook
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Feeling Faces
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Conscious Discipline
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Checking In
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Sample Game
Make a _____ face.
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Concentration
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Feeling Dice/Feeling Wheel
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Recognizing Emotions
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Individualizing Emotions
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Feelings Book with Photos
Doyle Woodall – Johnston County Schools
(Picture)
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Recognizing Feelings – Mirrors and Faces
Doyle Woodall – Johnston County Schools
(Picture)
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Feeling Chart
Jessy Hendley -- Cabarrus County Schools
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Feelings Chart
Norma Jannone-Moore County Schools
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(Picture)
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Teaching Feelings
Jessy Hendley -- Cabarrus County Schools
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Break
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Make & Take Activity
• Choose activity
• Make a
– Feelings Check-In
– Feelings Ring
• Follow directions at activity station
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Feelings Check-In
(Picture)
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Use of Children’s Literature to Support Social Emotional Skills
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Choosing Books to target specific social emotional skills
• Balance heavy and light experiences
• Look for books that help develop;
empathy and understanding for another person’s feelings
respect for their worth (self worth)
respect for other’s
sincerity and spontaneity
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Additional things to remember when choosing Books to include Social
Emotional Skills • Improve listening comprehension • Develop literacy and vocabulary • Provide relevant examples of how to use the skill and what
to do in peer interactions • Help children relate to the emotions of the characters • Encourage children to pay attention to their own actions • Should be able to be generalized and practiced in school,
home and neighborhood • Refer back to increase memory and problem solving skills in
addition to language skills.
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Books
• Culturally diverse
• Link behavior to emotions
• Avoid violence
• Simple and clear story lines
• Brief and easy to comprehend
• Non stereotypical
• Demonstrate control of impulsive behavior
• Help students recognize that others may experience situations differently from oneself
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Books
• Explain why unprovoked acts that hurt others is wrong
• Help students understand that there are different choices for decisions
• Have emotional content • Use vibrant illustrations and original • Introduce words to help children categorize
feelings into words. • Should relate to a relationship that students can
understand.
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Emotional Social Competency Skills addressed through Literature
• Behavior traits to include in instruction; Citizenship Respect Compassion Responsibility Honesty Effort Self-control Positive attitude
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Pete The Cat
http://www.youtube.com/watch?v=nUubMSfIs-U
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Activity
• Choose a book on your table.
• Share the book with one other person at your table
• Use the handout to discuss how you might use this book with your class and what social emotional skill(s) you might target.
• Share your ideas with the large group
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On Monday When it Rained
Glad Monster Sad Monster
Hands Are Not for Hitting
Book Nooks http://www.csefel.uiuc.edu/practical-ideas.html
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Lisa Bruggeman – Asheville City Schools
(Pictures)
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Video - Jenna 38
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Lunch
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Social Emotional Teaching Strategies
Emotional Regulation
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Emotional Regulation
The ability to express a range of emotions and react in appropriate ways in emotional situations.
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Strategies for Teaching Emotional Regulation
• Teach tense/stressed & relaxed
• Safe space
• Three deep breaths/Tucker
• Relaxation Thermometer
• Calming Choice Board
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Center on the Social and Emotional Foundations for Early Learning
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Body Language
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Cozy Corner
Jessy Hendley -- Cabarrus County Schools
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Safe Space
Lisa Bruggeman – Asheville City Schools
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Safe Space Materials
Lisa Bruggeman – Asheville City Schools
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Safe Place
Norma Jannone-Moore County Schools
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Center on the Social and Emotional Foundations for Early Learning
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Tucker the Turtle
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Tucker the Turtle!
Doyle Woodall – Johnston County Schools
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Tucker Book and Puppet
Jessy Hendley -- Cabarrus County Schools
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Social Emotional Teaching Strategies
Problem Solving Skills
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Center on the Social and Emotional Foundations for Early Learning
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Problem Solving Steps
Step 2
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•Would it be safe? •Would it be fair? •How would everyone feel?
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Solutions!
Doyle Woodall – Johnston County Schools
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Solutions Kit
Lisa Bruggeman – Asheville City Schools
(Picture)
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Video – Using the Solution Kit
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Social Emotional Teaching Strategies
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Friendship Skills
• Organizing play
• Sharing toys & other materials
• Taking turns
• Being helpful
• Giving compliments
• Understanding how & when to give an apology
Center on the Social and Emotional Foundations for Early Learning
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Social Skills Impact Friendship Skills
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Developing Social Skills that Impact Friendship Skills
Develop Eye Contact
Staring contest
Pair of eyes on forehead
Swinging-reach you with his feet
Books about Idioms
Use idioms in conversation (That’s a piece of cake!)
www.friendshipcircle.org
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Games to develop friendship skills
• Memory or Matching Games Face it-try mirroring –have the children touch their nose when you touch yours, stick out tongue etc.
Topic Game- play a game with alphabet where every letter has to begin with a theme…such fruit…A...apple, B…Banana
• Emotion Charades – Use pictures of emotions, have children draw a picture,
then act out the emotion
www.friendshipcircle.org
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Conversation
• Step into a conversation
Scripted stories on entering a conversation
Practice Stand, Look, Talk, Listen
• Improvisational Storytelling
Make up stories using emotion cards…one child begins the story and others add to the story.
www.friendshipcircle.org
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Impact of Social Skills On Friendships
Positive
• Starting Conversation-sharing
• Taking turns-asking for what one wants or needs
• Expressing feelings-apologizing to others
• Asking questions-following the rules of play
Negative
• Physical Aggression-poor loser
• Arguing-getting into others’ space
• Interrupting-talking too much
• Name calling-breaking rules of play
• www.kidsmatter.edu.au
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Friendship Activity
• Review handout – Daily Routines
• Discuss how to embed friendship skills into routines
• Share strategies
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Break
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Buddy Activity
(Picture)
Jessy Hendley -- Cabarrus County Schools
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Friendship Art
Doyle Woodall – Johnston County Schools
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Teaching Positive Interactions
Lisa Bruggeman – Asheville City Schools
(Picture)
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Using Positive Interactions
Lisa Bruggeman – Asheville City Schools
(Picture)
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Cooperation
Lisa Bruggeman – Asheville City Schools
(Picture)
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Developing Friends
Lisa Bruggeman – Asheville City Schools
(Picture)
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Norma Jannone-Moore County Schools
Friends Making Kindness Mittens
(Pictures)
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Super Friends Bulletin Board
Doyle Woodall – Johnston County Schools
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Super Friend Board
Jessy Hendley -- Cabarrus County Schools
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Super Friend Board
Lisa Bruggeman – Asheville City Schools
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Video –Super Friends
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Additional Resources • Second Step
• Social Stories
• Conscious Discipline
• Incredible Years
• Dr. Jean
• Pete the Cat
• Board Maker
• Songs and Music
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Second Step
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Scripted Stories • A written script for the child about social
situations and expectations.
• The script is written from the child’s perspective.
• The script is descriptive, perspective, and directive.
• The script is written to match the child’s functional and developmental level.
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What Do We Do In Circle?
Created by Rochelle Lentini, USF Adapted 2004
Created using pictures from Microsoft Clipart®and Boardmaker®
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I Go to Preschool
Created by Rochelle Lentini, USF Adapted 2004
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http://tarheelreader.org/
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Social Stories
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The
Teaching
Pyramid
Positive Relationships with
Children, Families, and Colleagues
Creating Supportive Environments
Social Emotional
Teaching Strategies
Universal promotion
Prevention
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System-Wide Implementation
Exploration
Assess needs
Examine innovations
Examine Implementation
Assess fit
2 - 4 Years
Installation
Acquire resources
Prepare organization
Prepare implementation
Prepare staff
Initial Implementation
Implementation drivers
Manage change
Data systems
Improvement cycles
Full Implementation
Implementation drivers
Implementation outcomes
Innovation outcomes
Standard practice
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NC-DPI SEFEL
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SEFEL ListServ
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TO JOIN: You will need to return an e-mail with the subject line, SEFEL Listserv, To: Dave Sanel at [email protected] Include the following in the body of the e-mail: Name Title Organization E-Mail Work Phone
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Questions
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