NC E ARLY L EARNING N ETWORK IS A JOINT PROJECT OF THE NC D EPARTMENT O F P UBLIC I NSTRUCTION, O FFICE O F E ARLY L EARNING AND UNC F RANK P ORTER G RAHAM C HILD D EVELOPMENT I NSTITUTE Effective Teacher Practices for Providing Targeted Social Emotional Supports 2015 Module 9: Recognizing and Controlling Anger and Impulses

Review Pre-learning Assignment 2 What are some of the cognitive behavioral intervention strategies you have used in your classroom? Provide specific examples. Which practice(s) from the Instructional Practices for Recognizing and Controlling Anger and Impulses Teacher/Staff Checklist do you wish to improve in the current or upcoming school year? What are some strategies you could use to implement the practice you selected to apply during the current school year. ?

Objectives Understand how to effectively implement instructional practices and strategies that help children recognize and control anger and impulses Understand how to involve families in practices related to recognizing and controlling anger and impulses that promote children’s emotional-social development and learning 3

Objectives Understand how to conduct formative assessment related to helping children recognize and control anger and impulses Understand the relationships between targeted instructional practices, NC Foundations for Early Learning and Development and the NC Teaching Standards 4

Activity 5 Think about a situation when your anger resulted in behavior you regretted. What feelings did you have leading up to the anger? What feelings did you have during your behavioral response? Did you have physical/physiological reactions? Discuss with a partner.

Age-Appropriate Social Expression 6

Gender and Racial Bias 7

Helping Children Recognize Anger 8

Helping Children Recognize Anger Video 9

Helping Children Recognize Anger Book Nooks

Self-Regulation 11 / Take out worksheet titled “Self-Regulation” Record classroom routines in left hand column Record examples of self- regulation in middle column Record corresponding non- examples in right hand column

Strategies for Teaching Self- Regulation 12

Self-Soothing 13

Anger Choice Cards 14 Cut out the cards on your “Anger Choice Card” handout Punch a hole in upper corner of card Attach card to ring

The Turtle Technique 15

Tucker the Turtle Video Activity 16

Instructional Practices Checklist 17 Discuss at your table: What did you see that was evidence of the practices? Was there anything the teacher could have done differently to promote learning?

Teaching Standards 18 Discuss at your table: What teaching standard(s) did you see? How was the teaching standard demonstrated? What did the teacher do?

Foundations 19 Discuss at your table: Which early learning and development standards (related to your assigned domain) did you see the children working toward (subdomain and goal)?

iPoints 20

Relationship between Foundations and NC Standard Course of Study 21 ESD-6: Children show the ability to identify, manage and express their needs NCES Guidance – Kindergarten: Children will understand the meaning and importance of personal responsibility Older Preschool Kindergarten

Tucker the Turtle Resources 22

Tucker the Turtle Resources 23

Safe Place Breathing 24 Find the breathing icon at your table. Go to the breathing station that matches the icon at your table. Practice the breathing technique until you hear the signal to change stations.

Safe Place 25

Safe Place Materials 26

Safe Place Video Activity 27

Formative Assessment 28 Find “Recognizing and Controlling Anger and Impulse – Formative Assessment” handout Think of a child who would benefit from learning to use a safe place. Record on your worksheet: What is your learning target? What would be the criteria for success? How would you collect data/documentation and analyze evidence? What descriptive feedback would you provide? How would you adjust instruction as needed?

Relaxation Thermometer 29

Family Engagement 30

Impulse Control 31 Read handout, “Strategies for Helping Children Develop and Practice Impulse Control” Discuss with your group additional games and activities that can be used to practice impulse control

Impulse Control 32

Family Engagement 33

Conclusion “You cannot make yourself feel something you do not feel, but you can make yourself do right in spite of your feelings.” - Pearl Buck 34

Post-learning Activity 35 Refer back to the handout in your packet titled Teaching the Turtle Technique. Using this handout as a guide, develop a plan for teaching one of the cognitive behavioral intervention techniques or impulse control strategies. You may also choose to develop a plan for an intervention technique that you have or are currently using in your classroom. Indicate the technique or strategy at the top and fill in the information. Share this plan with other teaching staff in your classroom and decide how and when you will prepare the resource materials and implement the activities in your classroom.

Questions ? 36

References Aamodt, S., & Wang, S. (2011).Welcome to your child’s brain: How the mind grows from conception to college. New York, NY: Bloomsbury Publishing. Anthony, M. (n.d.). Why impulse control is harder than ever. Retrieved from Bailey, B. (2001). Conscious discipline. Oviedo, FL: Loving Guidance, Inc. Bilmes, J. (2004). Beyond behavior management: The six life skills children need to thrive in today’s world. St. Paul, MN: Red Leaf Press. Bodrova, E., & Leong, D.J. (2007). Tools of the mind: The Vgotskian approach to early childhood education (2nd ed.) Upper Saddle River, NJ: Pearson Education. Boyd, J., Barnett, W.S., Bodrova, E., Leong, D.J., & Gomby, D. (2005). Promoting children’s social and emotional development through preschool education. Retrieved from Center on the Social and Emotional Foundation of Early Learning. (n.d.). Resources: Practical strategies for teachers/caregivers. Retrieved from Conscious Discipline. (2015). Conscious discipline resources. Retrieved from Conscious Discipline. (2015). Breathing star. Retrieved from Conscious Discipline. (2015). Safe place breathing icons. Retrieved from Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), Iowa State University Department of Human Development & Family Studies. (2013). Train-Coach-Train. Retrieved from Joseph, G. E., & Strain, P.S. (2006, May). Helping young children control anger and handle disappointment. Retrieved from 37

References Khadaroo, S. (2014). Racial gap in discipline found in preschool, US data show. Retrieved from US-data-showhttp:// US-data-show Kusche, C. A., & Greenberg, M. T. (1994). The PATHS curriculum. Seattle, WA: Developmental Research and Programs. National Association for the Education of Young Children. (2011). Help your preschooler gain self-control. Teaching Young Children, 4(2), 23. Retrieved from North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Retrieved from model/ncees/instruments/teach-eval-manual.pdfhttp:// model/ncees/instruments/teach-eval-manual.pdf North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Retrieved from Ritchie, S., & Gutmann, L. (Eds.). (2014). FirstSchool: Transforming PreK-3rd grade for African American, Latino, and low-income children. New York, NY: Teachers College Press. Schneider, M. (1974). Turtle technique in the classroom. Teaching Exceptional Children, 7, Southern Oregon Education Service District. (n.d.). Teaching the turtle technique. Retrieved from Southern Oregon Education Service District. (n.d.). Think like Tucker Turtle. Retrieved from Tools of the Mind. (2015). Self-regulation. Retrieved from Urban, L., & Cole, H. (2012). Mouse was mad. Boston, MA: HMH Books for Young Readers. Vail, R., & Heo, Y. (2005). Sometimes I’m Bombaloo. New York, NY: Scholastic. Webster-Stratton, C. (1999). How to promote children’s social and emotional competence. London, ENG: Paul Chapman Publishing Yo Gabba Gabba. (2010). Hold Still – Yo Gabba Gabba! Retrieved from 38