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Social Emotional Teaching Strategies from CSEFEL

Promoting Social Emotional Competence. Social Emotional Teaching Strategies from CSEFEL. Presented by : Naima Bond/ Professional Development Specialist. Promoting Social Emotional Competence. Individualized Intensive Interventions. Social Emotional Teaching Strategies.

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Social Emotional Teaching Strategies from CSEFEL

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  1. Promoting Social Emotional Competence Social EmotionalTeaching Strategies from CSEFEL Presented by : Naima Bond/ Professional Development Specialist

  2. Promoting Social Emotional Competence Individualized Intensive Interventions Social Emotional Teaching Strategies Designing Supportive Environments Building Positive Relationships 2

  3. Teaching Social Emotional Skills Why When What How 3

  4. What Is Social Emotional Development? • A sense of confidence and competence • Ability to develop good relationships with peers and adults/make friends/get along with others • Ability to persist at tasks • Ability to follow directions • Ability to identify, understand, and communicate own feelings/emotions • Ability to constructively manage strong emotions • Development of empathy 4

  5. Identifying Teachable Moments 5

  6. Video 2.1: Children Playing 6

  7. Friendship Skills • Gives suggestions (play organizers) • Shares toys and other materials • Takes turns (reciprocity) • Is helpful • Gives compliments • Understands how and when to give an apology • Begins to empathize 7

  8. Strategies for DevelopingFriendship Skills • Modeling • Modeling with video • Modeling with puppets • Preparing peer partners • Buddy system • Priming • Direct modeling • Reinforcement 8

  9. Video 2.9: Super Friends 9

  10. English/ Spanish 10

  11. Example 11

  12. 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!” 12

  13. Sample Game Make a _____ face. 13

  14. Sample Game 14

  15. Play: How Would You Feel If? • Discuss typical situations that happen when children are together: “How would you feel if this happened to you?” • Example: Jeremy wanted to play ball with Katie and Wu-ying today, but they wouldn’t let him. How do you think that made him feel? How do you think you would feel if that happened to you? What could Jeremy try next time? 15

  16. Checking In How do you feel today? • Teachers and children can “check in” each morning by choosing a feeling face that best describes their affective state and putting it next to their name. Children can be encouraged to change their feeling faces throughout the day as their feelings change. 16

  17. Video 2.10c: Emotional Literacy Activities (Book Activity) 17

  18. 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 18

  19. Empathy Empathy is the identification with and understanding of another’s feelings and situation. 19

  20. Teaching Empathy • Model empathy • “Alike” & “different” activities • Draw children’s attention to how others are feeling • Role plays and role reversals • Reinforce empathy behaviors 20

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  22. Key Concepts with Feelings • Feelings change • You can have more than one feeling about something • You can feel differently than someone else about the same thing • All feelings are valid – it is what you do with them that counts 22

  23. 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 23

  24. Turtle Technique Recognize that you feel angry. “Think” Stop. Go into shell. Take 3 deep breathes. And think calm, coping thoughts. Come out of shell when calm and think of a solution. 24

  25. 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 25

  26. Use Turtle Technique within Daily Lessons 2.7 26

  27. Problem Solving Steps Step 2 Would it be safe? Would it be fair? How would everyone feel? 27

  28. Help the Child Think of a Possible Solution: • Get a teacher • Ask nicely • Ignore • Play • Say, “Please stop.” • Say, “Please.” • Share • Trade toys/item • Wait and take turns 28

  29. Video 2.14a: Solution Kit Examples 29

  30. Key Point: Intentionally Teach!(Teach me what to do!) • Friendship skills • Emotion words/feelings • How to recognize feelings in oneself and others • How to “calm down” • How to control anger and impulse • How to problem solve 30

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