Setting the Stage for Social-Emotional Learning: Environment

1. Setting the Stage for Social-Emotional Learning: Environment Positive Behavior Support Module I

2. Setting the Stage: Environment Use visual cues to define the boundaries of learning spaces: personal, small group, and large group. Use colored tape to mark areas on the floor for students to stand and sit. Provide name cards that indicate a student’s personal learning space. Provide placemats for students to do independent work. Use signage to indicate learning center areas. Use carpet and furniture to create boundaries.

3. Setting the Stage: Environment Design small group and large group activities that provide opportunities for active participation and success. Plan small group lessons that incorporate modeling, guided practice, and independent practice. Plan large group lessons that utilize props in order elicit whole group responses and engagement. Read stories with repetitive text that allow students to predict outcomes and follow patterns. Incorporate student ideas in writing a class story modeled after a favorite story.

4. Setting the Stage: Environment Provide descriptive feedback and/or encouragement for appropriate and inappropriate behavior. Give positive explicit feedback and encouragement to children engaging in pro-social behavior. Provide nonverbal cues of appreciation. Involve other adults in acknowledgement of pro-social behavior. Provide corrective feedback discreetly and encourage the behavior you want to see.

5. Setting the Stage: Environment Allow children time to respond and/or complete tasks independently before offering assistance. • Remember to O.W.L. • Observe • Wait • Listen • Teach children appropriate ways to communicate that they want help. • Encourage children to try new activities and skills. • Provide hints and clues for difficult tasks.

6. Setting the Stage: Environment Temperament Environment Development T.E.D. must be considered when planning social-emotional instruction. One size does not fit all. As with any other skill, some children will need a variety of support for their learning while others will be quite proficient with little instruction. Don’t forget about T.E.D.

7. Pre-K Guidelines Social and Emotional Development Domain A. Self Concept 1. Is aware of where own body is in space/respects personal boundaries 2. Shows awareness of areas of competence and describes self positively in what he is able to do 3. Shows reasonable opinion of his own abilities and limitations 4. Shows initiative in independent situations and persists in attempting to solve problems

8. Self-Reflection and Action Plan

9. Home Connection