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Social Emotional Teaching Strategies

Promoting Social Emotional Competence. . . . . . . Designing Supportive Environments. Building Positive Relationships. Social Emotional Teaching Strategies. Individualized Intensive Interventions. 2. Agenda. IntroductionIdentifying the Importance of Teaching Social Emotional Skills: Why, When, What, and HowDeveloping Friendship SkillsEnhancing Emotional Literacy SkillsControlling Anger and ImpulseProblem SolvingPulling It All Together.

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Social Emotional Teaching Strategies

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    1. Social Emotional Teaching Strategies Module 2

    2. Promoting Social Emotional Competence

    3. 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

    4. Learner Objectives

    5. Teaching Social Emotional Skills

    10. Friendship Skills

    14. Video 2.2: Play Organizing Skills

    17. Being Helpful/Team Player

    18. Video 2.4: Being Helpful/Team Player

    19. Taking Turns

    20. Giving Compliments

    21. Video 2.5: Giving Compliments

    22. Knowing How and When to Give Apologies

    23. Setting the Stage for Friendship

    24. Strategies for Developing Friendship Skills

    25. Activities to Support the Development of Friendship Skills Friendship Can Planting Seeds of Friendship Friendship Tree/Compliment Tree Books about Friendships Friendship Quilt Friendship Journal Music/Songs

    26. Video 2.6: Using Puppets

    27. Video 2.7: Friendship Art

    28. Video 2.8: Friendship Book

    29. Video 2.9: Super Friends

    30. Activity Embedding Friendship Opportunities into Daily Routines and Activities

    31. Catch Them Being Good!!!!

    32. Emotional Literacy Emotional literacy is the ability to identify, understand, and express emotions in a healthy way.

    33. Children 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

    35. 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

    39. Example

    40. 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!”

    41. Use of Songs and Games Sample Song

    42. Sample Game How does your face look when you feel proud? What makes you feel proud?

    43. Sample Game Make a _____ face.

    46. Checking In

    47. Feeling Dice/Feeling Wheel

    51. Use of Children’s Literature

    53. Book Nooks http://www.csefel.uiuc.edu/practical-ideas.html

    54. On Monday When It Rained Book Nook Activity Example

    59. 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

    63. Relaxation Thermometer

    65. 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. Tucker Turtle Takes Time to Tuck and Think A scripted story to assist with teaching the “Turtle Technique” By Rochelle Lentini March 2005

    68. Tucker Turtle is a terrific turtle. He likes to play with his friends at Wet Lake School.

    69. But sometimes things happen that can make Tucker really mad.

    70. When Tucker got mad, he used to hit, kick, or yell at his friends. His friends would get mad or upset when he hit, kicked, or yelled at them.

    71. Tucker now knows a new way to “think like a turtle” when he gets mad.

    72. He can stop and keep his hands, body, and yelling to himself!

    73. He can tuck inside his shell and take 3 deep breaths to calm down.

    74. Tucker can then think of a solution or a way to make it better.

    75. Tucker’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.

    76. The End!

    78. Super Turtle Letter Dear Parent, Billy did a great job today handling frustration and not getting angry when we ran out of his favorite cookie at snack. Instead of getting upset, Billy took three deep breaths and decided he would try one of the other cookies. That was a great solution and he really liked the new cookie too! You can help Billy at home by: Asking him what he did at school today when we ran out of his favorite cookie. Ask him how he calmed down. Comment on what a great job he did. Tell him that you hope that he will do that again when he gets frustrated about something. Thank you so much! Mr. Phil

    79. Use Turtle Technique within Daily Lessons

    82. The Solution Kit

    88. Pulling It All Together Activity

    89. Key Point: Intentionally Teach! (Teach me what to do!)

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