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Ready for Big School

Ready for Big School. A Cinematic Introduction to the Pyramid Model for Social and Emotional Development Melissa Binkley Team Tennessee Program Coordinator Beth Vorhaus Team Tennessee Assistant Program Coordinator. What is this Pyramid Model I keep Hearing about?.

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Ready for Big School

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  1. Ready for Big School A Cinematic Introduction to the Pyramid Model for Social and Emotional Development Melissa Binkley Team Tennessee Program Coordinator Beth Vorhaus Team Tennessee Assistant Program Coordinator

  2. What is this Pyramid Model I keep Hearing about? The whos, whats, & whys of: The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children

  3. The Who ( ) • TheCenter on the Social and Emotional Foundations for Early Learning (CSEFEL) • National resource center funded jointly by the Office of Head Start and the Child Care Bureau for disseminating research and evidence-based practices to early childhood programs. • Focus is the promotion of social emotional development and school readinessof young children birth to age 5. • Technical Assistance Center for Social Emotional Intervention (TACSEI) • National resource center funded by the Department of Education, Office of Special Education. • Creates FREE, research-based, products & resources to improve social emotional outcomes for young children. • Team Tennessee • Represents Pyramid Model implementation in Tennessee with group of 11 members representing Statewide departments (DOE, DHS, CCR&R, Higher Ed, DCS, TDMH, TEIS, DOE, • Four staff members work to promote Pyramid Model implementation in Tennessee. • Statewide: Currently14 sites implementing the Pyramid Model, with support from over 25 trainers & coaches.

  4. INTERVENTION→ The What PREVENTION → ← PROMOTION Pyramid Model

  5. The What • Important Questions about Challenging Behavior • What is Challenging Behavior? • What is the child’s behavior “saying”? • What is the child trying to tell us?

  6. The What Examining Our Attitudes about Challenging Behaviors: • What behaviors push your buttons? • How do these behaviors make you feel? • How does this impact your relationship with a child and his/her family?

  7. The Why Some Basic Assumptions: • Challenging behavior usually has a message- I am bored, I am sad, you hurt my feelings, I need some attention. • Children often use challenging behavior when they don’t have the social or communication skills they need to engage in more appropriate interactions. • Behavior that persists over time is usually working for the child. • We need to focus on teaching children what to do in place of the challenging behavior (Replacement Skills).

  8. “If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we……..... …….teach? ……punish? Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2)

  9. The Why Key Social Emotional Skills Children Need as They Enter School: • Confidence • Capacity to develop good relationships with peers and adults • Concentration and persistence on challenging tasks • Ability to effectively communicate emotions • Ability to listen to instructions and be attentive • Ability to solve social problems What do children do when they don’t have each of these skills?

  10. The Why PromoteChildren’s Success: • Create an environment where EVERY child feels good about coming to school. (RELATIONSHIPS) • Design an environment that promotes • child engagement. (ENVIRONMENT) • Focus on teaching children what To Do! • Teach expectations and routines. • Teach skills that children can use in place of challenging behaviors. (TEACHING SOCIAL SKILLS AND REPLACEMENT SKILLS)

  11. Ready for Big School Children with Social Emotional Skills Behave Better and Learn More

  12. Documentary Film Roundtable Discussion Introduction to the Film: Ready for Big School tells a story through the eyes of teachers and coaches who have experienced the successes and powerful effects of the Pyramid Model. Featuring Tennessee teachers in their classrooms using Pyramid Model strategies and discussing their experiences teaching Social Emotional Skills. Featuring Tennessee teachers and administrators discussing implementation of Pyramid Model Practices.

  13. One of the teachers in the documentary says, “I think that a child that feels out of control, in some ways, feels trapped.” Why would a child with challenging behavior feel trapped? You will see some children exhibiting challenging behaviors in this film. What do you think they are trying to communicate by using those behaviors? While We’re Watching the Film…. 1 3 When, and in what ways, did you see teachers intentionally teaching social emotional skills throughout the day? 2 4 Sometimes changes in a classroom or environment cause behaviors to become worse before they improve. Why do you think this happens?

  14. Tell me about all that Neat stuff I Just saw... Materials for teaching social emotional skills

  15. Classroom Materialsto Teach Social Skills

  16. Checking In • 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. How do you feel today?

  17. CSEFEL Book Nooks Controlling Anger and Impulse • Glad Monster/Sad Monster • When Sophie Gets Angry • Sometimes I’m Bombaloo Being a Friend • The Rainbow Fish • Big Al • I Can Share Family Relationships • No Matter What • Guess How Much I Love You • The Kissing Hand Tucker Turtle …and many, many more!

  18. On Monday When It RainedBook Nook Activity Example “I feel upset when my mommy didn’t get me anything.” “I feel excited when I get to go to my friend Coby’s house to play.”

  19. I Can Be a SUPER FRIEND! Created for Tab by Lisa Grant & Rochelle Lentini 2002

  20. Super Friends use: Use nice talking, Gentle hands and feet, Look with their eyes, Listen with their ears, & Take turns with toys, & Go with the flow.

  21. The Solution Kit Say, “Please.” Share Trade toys/item Wait and take turns • Get a teacher • Ask nicely • Ignore • Play • Say, “Please stop.”

  22. Tucker Turtle Takes Time to Tuck and Think A scripted story to assist families with teaching the “Turtle Tuck” By Rochelle Lentini Adapted for Families September 2006

  23. Tucker Turtle in the Classroom 24

  24. CSEFEL Website:www.csefel.vanderbilt.edu

  25. TACSEI Website:http://www.challengingbehavior.org/

  26. Team Tennessee Website: http://teamtn.tnvoices.org Here’s where you can find out about upcoming trainings & events. Here’s where you can get in touch with us or send someone else to get in touch with us! Here’s where you can download documents & look for new resources from us! Here’s where you can chat with each other about implementation progress.

  27. Questions? Melissa Binkley Team Tennessee Program Coordinator Tennessee Voices for Children MBinkley@tnvoices.org (615) 269-7751 x115 Beth Vorhaus Team Tennessee Assistant Program Coordinator Tennessee Voices for Children BVorhaus@tnvoices.org (615) 269-7751 x124

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