How are you feeling today?

How are you feeling today?
Sign-In Under the Emotion You Are Feeling Today Brenda L. – Welcome Teacher 1: Will discuss how this activity can be used in the classroom. Ideas: This is a fluent activity. You can change your mind if you want as your feelings change. Ask for volunteers to share how they are feeling. Bring back to how to use this activity in your classroom. Ask teachers to share how they do feelings check-in with their class. Attendance chart Charting feelings Choosing books/activities for the day based on how children are feeling Identify when feelings change using clothes pins

Social-Emotional Foundations for Early Learning (SEFEL) Pyramid Model: Teaching Strategies Office of Early Learning Department of Public Instruction Today we are looking at Tier2. Moved beyond prevention level to strategies that are more targeted for Tier 2. April 18 & 19, 2013

Social-Emotional Foundations for Early Learning
(SEFEL) Pyramid Model Tier 3:Individualized Positive Behavior Support- Children with persistent challenges Tier 2-Social Skills Curricula-Children at Risk Tier 1 – High Quality Early Education-All Children Describe the levels of the pyramid Talk about how Day 1 will address the two bottom tiers: Positive relationships and Supportive Environments, Day 2 will address Teaching Strategies (Add some research information for administrators; how does SEFE support PBIS for school-age children. Add some more articles or information on research of SEFEL.) 3 3

Objectives—Day 2 Learn strategies for teaching Emotional literacy
How to recognize emotions How to regulate emotions Brenda L – review objectives

Social Emotional Teaching Strategies
The Teaching Pyramid Social Emotional Teaching Strategies Prevention Creating Supportive Environments Universal promotion Positive Relationships with Children, Families, and Colleagues Brenda S – review as needed. The foundation for supporting the development of social competence is positive relationships. The next tier is supportive environments. Then strategies to teach social-emotional skills. Typically about 10% of the preschool children in group care are described as having challenging behaviors. When developmentally appropriate, preventive strategies in the bottom three levels of the triangle are practiced consistently, the percentage drops to 4%. So, only 4% actually need a behavior intervention plan. So, what does that mean for us today?

Enhancing Emotional Literacy Developing Emotional Regulation Developing Problem Solving Skills Developing Friendship Skills Ask participants to work on a definition of emotional literacy at their table. Ask for volunteers to share their definition for emotional literacy.

Brenda L. *Controlling anger & impulse *Solving problems *Developing friendships

Emotional Literacy Think about your definition of emotional literacy
Share with your small group Come to consensus and write definition Team shares definition Brenda L: At your table, follow directions. Debrief one table at a time. When teams share, write down key terms on flip chart, then can compare that to CSEFEL’s definition on next slide

Emotional Literacy The ability to recognize, label, and understand feelings in one’s self and others. Brenda L. Quote is from ‘Enhancing Emotional Vocabulary in Young Children’ – see handout 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

Feeling Words Challenge!
How many words can you think of that express emotions? Write them down You have 30 seconds! Feeling Words Activity Brenda L – Wordle on Computer pull up timer ( on the screen and also talk about the different types of timers on the resource table. Give out door prizes. Ask who found this activity challenging and why. In the English language there are over 5,000 feeling words. Instructions for Feeling Words Activity Instructions: Provide participants with the HO titled Feeling Words. Instruct them to make a list of as many feeling words as they can. Tell them to include words that express emotions, both positive and negative. Give them 30 seconds to complete the activity and then process it with the following questions: Did you have more positive or negative words or emotions? Which was easier for you to think of, positive or negative words or emotions? Could you adapt this activity to use with any children in your care? Rationale for Feeling Words Activity There are 512 feeling words in the English language. Preschoolers without challenging behaviors can generally think of 8-12 different words to describe feelings. Preschoolers with challenging behavior typically name only 3 - happy, mad, and sad. One thought is that their behavioral responses when under stress are limited by knowledge of only a few words or emotions. They don’t have a rich repertoire of feeling words from which to choose. Building an emotional vocabulary in young children gives them the words they need to express their emotions. Note: box 2 on Handout 2.6: Social Emotional Teaching Strategies lists some of these words

Enhancing Emotional Literacy
Direct/Intentional Teaching Strategies Feeling Faces Feeling Charts Labeling Emotions/Experiences Literacy Book Nook Brenda L.- Can incorporate emotional literacy throughout the day as well as being intentional in your teaching of emotional literacy. Discuss websites where you can get the feeling faces.

Feeling Faces Brenda L- this is on the SEFEL website
(this handout is on the flash drive) Provide an overview and how to use

Conscious Discipline Here is another example of feeling faces from Conscious Discipline, by Becky Bailey

Checking In Refer back to morning activity; check the feelings of those in the room. 14

Make a _____ face. Sample Game
Brenda S. Norma – practice in a mirror, guess what the face means. Can draw a card see if friends guess. Start with black and whites and pair with other pictures. Expand. Doyle – hand held mirrors – have facial pieces – different eyes, eye brows, etc. Can flip it back and forth – practice making the faces. Need a resource list – where to purchase these. Make a _____ face.

Concentration Brenda S. – Norma – use concentration – match the pictures.

Feeling Dice/Feeling Wheel
Brenda S. Make a Feeling Wheel with a spinner that children can spin and then label the feeling face that the spinner lands on and talk about a time they felt that way. Also, talk about feeling dice. Feeling Wheel can be downloaded from the csefel web site.

Recognizing Emotions Recognizing Feelings in Self & Others
Attention to faces Attention to body cues Listen to how someone sounds Ask how someone is feeling Realize that children may show their feelings differently. Try not to assume without asking.

Individualizing Emotions
Discuss how different children express the same emotion. Some have the tear, some have just the pouty face --

Feelings Book with Photos
Children make their own feeling book showing how certain emotions look on their face. Doyle Woodall – Johnston County Schools

Recognizing Feelings – Mirrors and Faces
Teaching activity with mirror on one side and felt on the other. The children would look in the mirror and try to copy the picture on the front. The other child would try to guess the feeling on the face of the other child. Doyle Woodall – Johnston County Schools

Jessy Hendley -- Cabarrus County Schools
Feeling Chart Feeling chart- done as part of morning routine The emotions are added as the year goes on as they learn more emotion words. She teaches this with a song and role paly. Jessy Hendley -- Cabarrus County Schools

Norma Jannone-Moore County Schools
Feelings Chart Emotions at the top. The emotions are on velcro so that you can change it. Then the children put their own face under the emotion. Norma Jannone-Moore County Schools

Teaching Feelings Second step- teaching the children how their face and body may look and feel when ANGRY. Show Second Steps Jessy Hendley -- Cabarrus County Schools

Make & Take Activity Choose activity Make a
Feelings Check-In Feelings Ring Follow directions at activity station Select Greeter Apron or Meaningful Jobs Activity. Follow directions at activity station.

Feelings Check-In

Use of Children’s Literature to Support Social Emotional Skills
Brenda S. will add. Talk about the resource: Read it Once Again.

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 Share book Bucket Fillers how to use in the classroom…recognizing others worth, sincerity and spontaneity

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. Can generate large group and small group discussion. Can be used for a modeling appropriate behavior, or show inappropriate behavior Big Words for Little People by Jamie Curtis- introduce new vocabulary and concepts also uses relevant examples Today I Feel Silly-Jamie Lee Curtis- recognizes and lables emotions and links behavior to emotions

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 Boss Baby- link behavior to emotions, discuss new family member and how that might make them feel.

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.

Emotional Social Competency Skills addressed through Literature
Behavior traits to include in instruction; Citizenship Respect Compassion Responsibility Honesty Effort Self-control Positive attitude Citizenship-working together Respect-treat others the way you want to be treated Compassion- care about others and treat them with kindness Responsibility-accountability for what you do Honesty-tell the truth, keep your word Effort- persistence, try, try try again Self-control-control yourself so other don’t have to, self regulation Positive attitude-think good thoughts, be cheerful so others will like to be around you

Pete The Cat http://www.youtube.com/watch?v=nUubMSfIs-U
Share Pete the Cat story. Use the handout on Using Children’s Literature to Support Social Emotional Development , to discuss skills to target and discuss how how to use this book with your children. Do individually and then as large group share back.

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 Handout on Book Selection Planning Guide and books to pass out.

Hands Are Not for Hitting
Book Nooks On Monday When it Rained Glad Monster Sad Monster Hands Are Not for Hitting Teacher – Doyle – has a box organized with books and handouts – organized by feeling and emotion – anger, friendship (5 categories) Norma – spiral notebook – with all the books. Go to feeling shelf and get the book – follow through On the SEFEL website, list of books, provides activities to incorporate and to build social and emotional literacy. Show how to access book nook: tacsie.org, communities: teacher, book nook Norma to share Book Nook..

Lisa Bruggeman – Asheville City Schools
Picture on top right-introducing social and friendship skills, targeted teaching using books to teach the skill. Lower left picture- assistant reading a book about feelings. In Lisa’s reading area always books about feelings. Lisa Bruggeman – Asheville City Schools

Teacher - show the video – instruct to pay attention to how Jenna manages the situation.
After the video, ask: What did Jenna do that you think worked well? What might you have done differently? What have you done in your classroom with literature that has worked well? Video - Jenna

Emotional Regulation Brenda L. *Controlling anger & impulse *Solving problems *Developing friendships

Emotional Regulation The ability to express a range of emotions and react in appropriate ways in emotional situations. Brenda L. Children who can successfully regulate their emotions … adjust well to new people and situations show a high tolerance for frustration control their negative emotions and consider the needs and preferences of others (—Adams & Baronberg, 2005) Ask participants if they are always able to regulate their emotions.

Strategies for Teaching Emotional Regulation
Teach tense/stressed & relaxed Safe space Three deep breaths/Tucker Relaxation Thermometer Calming Choice Board Brenda L. Teachers – helping children recognize own emotions. Lisa – yoga – different types of breathing strategies – to take ownership, focus on it. Picture of the safe place here.

Body Language Brenda L Use large poster, ask participants the signs you look for and what they do when they are starting to get stressed. As adults and as children..what are the signs Center on the Social and Emotional Foundations for Early Learning

Cozy Corner A basket of books: one with family pictures and emotion books. Also, tucker the turtle. Teacher teaches what it is used for and is intentionally in its use. There is a one child rule for this space. Jessy Hendley -- Cabarrus County Schools

Safe Space One child rule but they may ask a teacher to help them. Safe space is for strong feelings or if you are really tired and just need a few minutes to start their day. Becky Bailey techniques are velcroed and laminated in case children pull it off. There is also a weighted lap toy and sensory toys. There are books about feelings and what you do with your feelings. Tucker turtle, emotion cards, squishy balls, and rattles etc. Lisa Bruggeman – Asheville City Schools

Safe Space Materials Basket with sensory toys and feelings books Lisa Bruggeman – Asheville City Schools

Norma Jannone-Moore County Schools
Safe Place Tent for the safe space. Make sure licensing approves first. Norma Jannone-Moore County Schools

Tucker the Turtle Brenda L. Use large poster if desired, Center on the Social and Emotional Foundations for Early Learning

Doyle Woodall – Johnston County Schools
Tucker the Turtle! From Doyle Woodall’s classroom – Johnston County This can be found at Journeys. Within the backpack she has placed calming activities. It is great because it is portable. Good for therapists to take with them if child is leaving the room or take it outside with you. It costs $40. Doyle Woodall – Johnston County Schools

Tucker Book and Puppet Can print off of SEFEL. Can get this turtle at Barnes and Noble. The turtle does tuck. Jessy Hendley -- Cabarrus County Schools

Brenda L. *Controlling anger & impulse *Solving problems *Developing friendships Problem Solving Skills

Problem Solving Steps Brenda L. Step 2 Center on the Social and Emotional Foundations for Early Learning

How would everyone feel?
Would it be safe? Would it be fair? How would everyone feel? Brenda L.

The Solution Kit Solution kit – from Doyle. Lisa, Norma, Doyle – stick with solution kit. The ignore picture – they copy the child who sticks out his tongue. Doyle skips ignore. Put on board maker and take that one that out. Speech therapists probably have board making. Do 2 learn website – with a lot of pictures that are free. EIChild.com (or .net) – schedules and picture Get a teacher Ask nicely Ignore Play Say, “Please stop.” Say, “Please.” Share Trade toys/item Wait and take turns

Solutions! From Doyle Woodall’s classroom – Johnston County You could have the children choose which strategies that they will work on that day. Or you could use it to write down which children are using the solutions independently. Doyle Woodall – Johnston County Schools

Solutions Kit One of the classroom jobs is problem solver. Picture shows the child helping both children find a solution. Lisa Bruggeman – Asheville City Schools

Video – Using the Solution Kit

Center on the Social and Emotional Foundations for Early Learning
Friendship Skills Organizing play Sharing toys & other materials Taking turns Being helpful Giving compliments Understanding how & when to give an apology Brenda S Organize play by pairing or the order children are selected for centers. Have materials that require two or more students to use together. Demonstrate turn taking for the children through role playing and in situations in the classroom. Have a compliment activity where students practice making compliments to each other and to the staff. Teach what a compliment means and use examples and books demonstrating giving compliments and apologies. Center on the Social and Emotional Foundations for Early Learning

Social Skills Impact Friendship Skills

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!)

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

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.

Impact of Social Skills On Friendships
Positive Negative Starting Conversation-sharing Taking turns-asking for what one wants or needs Expressing feelings-apologizing to others Asking questions-following the rules of play Physical Aggression-poor loser Arguing-getting into others’ space Interrupting-talking too much Name calling-breaking rules of play

Friendship Activity Brainstorm strategies for building friendship skills in daily schedule List strategies and activities developed by the group on large sticky notes with identified schedule area Choose a group spokesperson to share 2 or 3 strategies with the large group Count off by 9, assign an area, get together and brainstorm ways to support friendships during these times. Put on big sticky (one idea per) and go put under header in the room. Brenda Little Debrief – one idea that really liked (2 if time) Back to Brenda S.

Buddy Activity From Jessy – Cabarrus Children have to work together to make the picture. You can use marbles or tennis balls. Jessy Hendley -- Cabarrus County Schools

Friendship Art Doyle Woodall – Johnston County Schools

Teaching Positive Interactions
Children partner with another child. This comes from Becky Bailey. It is a song they sing together. Lisa Bruggeman – Asheville City Schools

Using Positive Interactions
Pinky greeting and a hug for a job well done. Lisa Bruggeman – Asheville City Schools

Cooperation Think about the size of materials and the space to promote working together. Lisa Bruggeman – Asheville City Schools

Developing Friends Teaches children what you do when a new child comes in your classroom. How do we make a friend? It is taught. The other little girl showed the new girl around the classroom. Lisa Bruggeman – Asheville City Schools

Friends Making Kindness Mittens
Relationships with children Norma Jannone-Moore County Schools

Super Friends Bulletin Board
On the Sefel website. Circle on the side make noise. The teacher hits it and the child gets to wear the medal and the child’s name goes on the board. Doyle Woodall – Johnston County Schools

Super Friend Board Blue stars has specific actions/date of children being a “super friend” Jessy Hendley -- Cabarrus County Schools

Super Friend Board Lisa Bruggeman – Asheville City Schools
She described how it did not work. They started focusing on the medal instead of the action. Lisa has tried to reteach it. When the get a super friend award, the lights go off and the class does a cheer. A note goes home to the parent. Lisa Bruggeman – Asheville City Schools

Video –Super Friends Doyle and Norma
CONTENT about what Super Friends is…

Additional Resources Second Step Social Stories Conscious Discipline
Incredible Years Dr. Jean Pete the Cat Board Maker Songs and Music Incredible years is a parent component.

Second Step Young children who can listen, pay attention, remember directions, and control their behavior will benefit more from preschool and be better prepared for kindergarten. The new Second Step early learning program teaches self-regulation and executive-function skills that help children learn and skills to manage their feelings, make friends, and solve problems. Short daily activities include Brain Builder games, songs, and puppet your little learners will love. Ask participants if their school system is using Second Step…..how is it successful?

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.

Created by Rochelle Lentini, USF
What Do We Do In Circle? Created by Rochelle Lentini, USF Adapted 2004 Created using pictures from Microsoft Clipart®and Boardmaker®

Created by Rochelle Lentini, USF
I Go to Preschool Created by Rochelle Lentini, USF Adapted 2004

Social Stories http://tarheelreader.org/
Pull up the link and look at how to do scripted stories. Norma uses the one from the website – superfriends and turtle. Lisa – this year made up own social stories – with pix of kids. Doyle – child who went to K took his props with him. At end of slide, reference the Inventory of Practices and the sections today’s content relate to

The Teaching Pyramid Social Emotional Teaching Strategies
Prevention Creating Supportive Environments Universal promotion Positive Relationships with Children, Families, and Colleagues Brenda S – review as needed. The foundation for supporting the development of social competence is positive relationships. The next tier is supportive environments. Then strategies to teach social-emotional skills. Typically about 10% of the preschool children in group care are described as having challenging behaviors. When developmentally appropriate, preventive strategies in the bottom three levels of the triangle are practiced consistently, the percentage drops to 4%. So, only 4% actually need a behavior intervention plan. So, what does that mean for us today?

System-Wide Implementation
2 - 4 Years Exploration Assess needs Examine innovations Examine Implementation Assess fit Initial Implementation Implementation drivers Manage change Data systems Improvement cycles Full Implementation Implementation drivers Implementation outcomes Innovation outcomes Standard practice Installation Acquire resources Prepare organization Prepare implementation Prepare staff If you are in attendance today….your LEA has decided to pursue system-wide implementation. What does that mean for you? Your classroom has been selected to become a SEFEL Site. You will be assigned a coach (from your LEA) who has or will be attending our coaching session. This coach will work with you on a frequent basis to implement strategies based on the pyramid model. Based on observations, reflective coaching, and your identified goals; the coach will assist you on improving SEFEL practices in your classroom. (c) Dean Fixsen and Karen Blase, 2004

NC-DPI SEFEL Brenda S – review as needed.
The foundation for supporting the development of social competence is positive relationships. The next tier is supportive environments. Then strategies to teach social-emotional skills. Typically about 10% of the preschool children in group care are described as having challenging behaviors. When developmentally appropriate, preventive strategies in the bottom three levels of the triangle are practiced consistently, the percentage drops to 4%. So, only 4% actually need a behavior intervention plan. So, what does that mean for us today?

SEFEL ListServ TO JOIN: You will need to return an with the subject line, SEFEL Listserv, To: Dave Sanel at Include the following in the body of the Name Title Organization Work Phone

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