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Social Emotional Learning (SEL)

Learning Goal 1: Self-Awareness

Subgoals A-C

MODULE 1A: Grades Pre-K to Grade 6

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SEL in MVSD

“At MVSD, we acquire, practice, and apply academic and social-emotional skills to develop ourselves and each other as engaged, responsible citizens.”

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How to use This SEL Module Learning Journey Series

  • PLEASE PRINT OUT THE MODULES and create binders for each so you can use these like a guide or journal and refer to them whenever you may need a strategy.
  • This self-paced module series for Grades Pre-K to 6 will have 5 SEL Modules in it. The module series is based on the 5 Learning Goals (Competencies) in the SEL Framework.
  • The first one is based on SEL Learning Goal 1: SELF- AWARENESS
  • These modules are based on the newly created SEL Curriculum that MVSD developed in 2020.
  • Strategies in red some from the MVSD Curriculum Guide. For Paraeducators, it is recommended that you discuss/get permission from the student’s teacher and/or special educator prior to doing any of them. Strategies in black ink are added ideas and resources.

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How to use This SEL Module Series continued...

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  • To increase knowledge and understanding of how to incorporate and embed SEL skills into everyday activities that students participate in at school with the intention of transferring skills learned to other environments such as home, community, on the job, and in any environment where interaction takes place.
  • IMPORTANT- This module is set up in grade level sections. You may be tempted to only skip to slides that pertain to just the grade level you teach or are working in. PLEASE don’t. Go through all of the slides and do all of the activities, responses, and view the videos!

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Universal Design for Learning (UDL) & SEL

ALL of the SEL skills, strategies, ideas, activities to do with students can be adjusted, adapted, and accommodated so that ALL students can ACCESS and PARTICIPATE in Social- Emotional Learning Goals and Competencies.

Through:

Multiple Means of Engagement

Multiple Means of Representation

Multiple Means of Action and Expression

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What does Social Emotional Learning (SEL)

Mean to You?

In your own words, describe what each word means as you see it and then write your own definition of SEL?

Social: ________________________________________________________

Emotional: _____________________________________________________

Learning: ______________________________________________________

When I think about SEL, I think of it as: _____________________________

____________________________________________________________________________________________________________________________

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What are your beliefs about WHY teaching students Social-Emotional skills is such a big focus in schools today?

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My BELIEFS about WHY teaching social emotional skills is so important for students:

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  • _______________________________________________________
  • _______________________________________________________
  • _______________________________________________________
  • _______________________________________________________
  • _______________________________________________________

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A Review: SEL Description

CASEL’s (The Collaborative for Social Emotional Learning) New Definition describes SEL as: “Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.”

We’ve updated our definition and framework to pay close attention to how SEL affirms the identities, strengths and experiences of all children, including those who have been marginalized in our education systems.”

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CASEL: https://casel.org/what-is-sel/

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SEL

Social and emotional learning (SEL) enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges - CASEL Definition

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SEL 5 Core Competencies (Learning Goals)

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*This will be the focus of Module 1:

SELF-AWARENESS

Image from CASEL: The Founders of SEL

The Collaborative for Academic, Social,

and Emotional Learning

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The First of the SEL Learning Goals

(Also known as: Competencies)

Learning Goal 1: SELF AWARENESS

CASEL defines this as:

  • The ability to accurately recognize one’s emotions and thoughts and their influence on behavior.
  • This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism. (CASEL)

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Learning Goal 1: Self-Awareness

Sub-Goal 1a: Demonstrate an Awareness of Emotions

Definition: Identify Emotions

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Learning Goal 1: Self-Awareness

MVSD Benchmark Skills: Grades Pre-K

Sub-goal 1a: Demonstrate an Awareness of your emotions- Identify Emotions

When prompted and supported by a trusted adult:

  • I can identify and express basic human emotions.
  • I can recognize that emotions are natural and important.
  • I can recognize which emotion is appropriate for different situations.

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Academic and Personal Self- Awareness Strategies for Pre-K- K

Useful Strategies, Links, and Activities- Activities in BOLD RED come from the MVSD SEL Curriculum Guide

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Academic Strategies

Personal Strategies

  • Read stories or show pic books with themes with your student, and ask students to listen for and find words or phrases used to describe emotions and how the characters are feeling.
  • Video story link: The Color Monster: print out book pages in color and have students match pics to text /pics

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Useful Strategies, Links, and Activities- Activities in BOLD RED come from the MVSD SEL Curriculum Guide- follow COVID Social Distancing Rules

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  • Provide age-appropriate vocabulary words (ex: happy, sad), hurt, mad) for language development.
  • Have students role play charades by putting feeling words down on slips of paper to act out.
  • Role play simple scenarios that involve identifying basic emotions (happy, mad, sad, hurt)
  • Teach your student the Emotions Song:

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The Tantrum Phantom Video Book

  • Have your student watch and listen to the video story: The Tantrum Phantom - ask students to tell you what Brianna- AKA The Tantrum Phantom- look like and sound like in the video story- have students identify and label all the emotions- watch it as often as needed if students can’t recall parts of it.

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More Resources and Activities to Take a Look at...

Fun Ways to Teach Kids About Emotions (Adapt activities/games- to follow social distance rules while in COVID Protocol):

https://www.counselorkeri.com/2018/12/31/teach-kids-self-regulation-skills/

http://www.momentsaday.com/5-crafty-activities-to-teach-kids-about-emotions/

https://butfirstjoy.com/emotions-activities-for-toddlers/

https://proudtobeprimary.com/emotions-for-kids/

After reviewing these resources, go back to each of these sites and choose one craft/activity that you could try with your student. Share details about them on the next slide.

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Activity I chose from the Counselor Keri.com ____________________________

I chose this one because ______________________________________________

Activity I chose from Moments a Day.com ________________________________

I chose this one because ______________________________________________

Activity I chose from ButFirst Joy.com ___________________________________

I chose this one because ______________________________________________

Activity I chose from Proud to be Primary.com ____________________________

I chose this one because ______________________________________________

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Learning Goal 1: Self-Awareness

MVSD Benchmark Skills: Grades 1-2

Sub-goal 1a: Demonstrate an Awareness of your emotions- Identify Emotions

  • I can identify and express a range of common emotions.
  • I can understand that certain events can impact emotions.
  • I can be aware iof how my body feels when I have different emotions.

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Academic and Personal Self-Awareness Strategies Grades 1-2

Activities in RED come from the MVSD SEL Curriculum Guide- follow COVID Social Distancing Rules

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Academic Strategies

Personal Strategies

  • Have your student identify from pics (feelings cards) how they are feeling or draw a pic.Extend it by asking he/she to suggest a situation where he/she might have that feeling.
  • Play charades with your student/s - put feeling words on slips of paper for them to act out. https://www.education.com/download/worksheet/174444/charades-with-emotions.pdf\
  • Using literature, ask your student to identify how the character(s) feel and how the character was affected by those emotions.

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Teaching Emotions to First Graders Videos

Disney- Teaching Emotions

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Sesame Street: Name that Emotion with Murray

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Sesame Street Elmo and Chris Sing About Feelings:

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Reflections on Grades 1 & 2 Strategies

Choose one of the resources (a strategy, video, worksheet) that you particularly liked or think that you may try with your student and share why you chose that one.

Resource: ____________________________________________________________

Reflections about it, Why you liked it, how might you use it, etc.: ______________

______________________________________________________________________

How is this going to be helpful to your student:____________________________

_____________________________________________________________________

Other comments: _____________________________________________________

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Learning Goal 1: Self-Awareness

MVSD Benchmark Skills: Grades 3-4

Sub-goal 1a: Demonstrate an Awareness of your emotions- Identify Emotions

  • I can identify my emotions based on my body signals and situations.
  • I can understand that my emotions are natural and can change.
  • I can understand that I can have more than one emotion at a time.
  • I can describe how my emotions can impact my thoughts and behavior.

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Academic and Personal Self- Awareness Strategies Grades 3-4

Activities in RED come from the MVSD SEL Curriculum Guide- follow COVID Social Distancing Rules

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Academic Strategies, Activities

Personal Strategies

  • With your student create Feeling-Thought-Behavior Chains-make a flowchart as a visual to model for the student and then have the student make paper chains showing how feelings lead to thoughts, thoughts lead to behavior, and behavior leads to feelings.
  • Provide your student/s with a scenario, then have the student name 2 potential emotions that would go along with that (could play this as a game, done in partners, acted out)
  • Character Traits vs Character Emotions Chart- give your student a trait or emotion and see if he/she can identify which is a trait and which is an emotions- do a sorting game after (FREE chart from Teachers Pay Teachers) https://www.teacherspayteachers.com/FreeDownload/Character-Traits-vs-Character-Emotions-Adjective-Lists-1298528

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  • Have your student/s draw a pic of himself/herself and label body signals that they experience for different emotions (ex: hot, red face when mad, upset stomach when nervous, etc.
  • Social Skills Cards Feelings Pack- free resource from Teachers Pay Teachers- teach students the skills needed to initiate and maintain conversations: https://www.teacherspayteachers.com/FreeDownload/Social-Skills-Cards-Feelings-Pack-371445

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Academic and Personal Self- Awareness Strategies Grades 3-4

Academic Strategies, Activities

Personal Strategies

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  • Social Emotional Self- Assessment worksheets- free resources from tpt

https://www.teacherspayteachers.com/Product/Social-Emotional-Self-Assessments-FREE-4219028?st=6c312487237bc0908f61507d28c6d4bf

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Reflections on Grades 3 & 4 Strategies

Choose one of the resources (a strategy, video, worksheet) that you particularly liked or think that you may try with your student and share why you chose that one.

Resource: ____________________________________________________________

Reflections about it, Why you liked it, how might you use it, etc.: ______________

______________________________________________________________________

How is this going to be helpful to your student:____________________________

_____________________________________________________________________

Other comments: _____________________________________________________

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Learning Goal 1: Self-Awareness

MVSD Benchmark Skills: Grades 5-6

Sub-goal 1A: Identify Emotions

  • I can identify my emotions and how they are linked with my thoughts and behaviors.
  • I can describe how emotions can change depending on the situation.
  • I can better understand my emotions by talking with a trusted adult.

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Academic and Personal Self- Awareness Strategies Grades 5-6

Activities in RED come from the MVSD SEL Curriculum Guide- follow COVID Social Distancing Rules

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Academic Strategies

Personal Strategies

  • Role play w/ your student using situations that occur in the classroom and process how they might feel
  • Work with your student using The Zones of Regulation curriculum to identify red, blue, green, and yellow zone feelings- You can learn more about this curriculum here: https://www.zonesofregulation.com/free-downloadable-handouts1.html
  • With support, your student can create a book, collage, poster of feeling words using pics or words from magazines, newspapers, etc, demonstrating those feelings.
  • Draw a thermometer. Ask your student to share why a person may move up or down the thermometer. Discuss the physical changes/responses the body may make as they move higher or lower.
  • With support, have your student complete a Zones of Regulation Check in Sheet each morning - see free downloadable handouts link https://www.teacherspayteachers.com/FreeDownload/Zones-of-Regulation-5255848

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Grades 5 & 6 Strategies, Activities,etc. continued...

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Reflections on Grades 5 & 6 Strategies

Choose one of the resources (a strategy, video, worksheet) that you particularly liked or think that you may try with your student and share why you chose that one.

Resource: ____________________________________________________________

Reflections about it, Why you liked it, how might you use it, etc.: ______________

______________________________________________________________________

How is this going to be helpful to your student:____________________________

_____________________________________________________________________

Other comments: _____________________________________________________

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Learning Goal 1: Self-Awareness

MVSD Benchmark Skills: Grades Pre-K

Sub-goal 1B: Demonstrate an Awareness of Personal Qualities and Interests Including Strengths and Challenges

Definition: Self- perception; Recognizing Strengths

When prompted and supported by a trusted adult:

  • I can share my personal likes and dislikes.
  • I can identify and celebrate my strengths.
  • I can recognize when things are hard for me.
  • Review/view the strategies on the next 2 slides. Choose 1 academic and 1 personal strategy to try with your student.

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Academic and Personal Strategies for Grades Pre-K K:

Sub-goal 1B: Demonstrate an Awareness of Personal Qualities and Interests Including Strengths and Challenges- Activities in RED come from the MVSD SEL Curriculum Guide- follow COVID Social Distancing Rules

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Academic Strategies, Activities, etc.

Personal Strategies, Activities, etc

  • Using picture books, ask your student to identify likes and dislikes of each character.
  • Create and use picture puppets to exemplify the quality of a character from a story or historical event.
  • Use graphing paper to chart student preferences and identify unique characteristics (ex: What is your favorite Ice cream flavor?)
  • Do a Show and Tell presentation about a hobby or a skill. Identify a job where having that skill would be beneficial.
  • With support have your student make an “All About Me” report/book about themselves, including their likes/dislikes, their strengths and challenges.
  • You and your student can view the video:Controlling Emotions for Kids and then talk about Mr. Box and what was challenging for him in the video?

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Pre-K K Academic and Personal Strategies, Activities continued...

  • Show your student the I Like, I Don’t Like video story then make a list of your student’s likes and don’t likes- in addition to foods the student likes, ask about activities and feelings they like and don’t like to do/have

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Which strategies did you try and how did it go?

Which Pre-K K academic strategy did you try with your student?

_______________________________________________________________

How did it go? ____________________________________________________________________

____________________________________________________________________

Which personal strategy did you try/view with your student?

________________________________________________________________

How did it go? __________________________________________________________

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Learning Goal 1: Self-Awareness

MVSD Benchmark Skills: Grades 1 & 2

Sub-goal 1B: Demonstrate an Awareness of Personal Qualities and Interests Including Strengths and Challenges

Definition: Self- perception; Recognizing Strengths

  • I can recognize my personal strengths.
  • I can recognize my personal interests.
  • I can recognize when things are hard for me.

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Academic and Personal Strategies for Grades 1 & 2:

Sub-gaol 1B: Demonstrate an Awareness of Personal Qualities and Interests Including Strengths and Challenges- Activities in RED come from the MVSD SEL Curriculum Guide- follow COVID Social Distancing Rules

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Academic Strategies, Activities, etc.

Personal Strategies, Activities, etc

  • With your student, use a variety of ways (drawings, finding pics, show and tell, writing prompts, creating mini books, collages, posters, etc. ) to help him/her identify personal likes/dislikes
  • Circle questions during Morning Meeting regarding interests, strengths, and challenges.
  • Have your student create a personal storybook using pics, drawings, words to describe themselves and their families.
  • With your student. play games/do activities that identify strengths, interests, and challenges (ex: Wild Wind Blows game, If you like…)

Where the Wind Blows Game Directions Link:

https://www.greatgroupgames.com/where-the-wind-blows

Activity from Understood.org: Make a Strengths Chain; adapt it to include Make a Challenges chain https://www.understood.org/en/friends-feelings/empowering-your-child/building-on-strengths/strengths-chain-for-kids

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Activities to Help Children in Grades 1 & 2

Identify their Character Strengths

  • Watch this video Know Your Character Strengths with your student.
  • Make a list - scribe or have student think about strength words about himself/herself or student can copy words you write down from their brainstorming.

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Build Your Tree- Learning About Your Character Traits Interactive Activity

  • Interactive Activity: Watch the interactive video on Build Your Tree- Learning About Your Character Traits and support the student in building his/her personal Character Tree- assist the student as needed with drawing their tree and then 5 apples or fruits- which are the positive words that describe themselves and then draw 5 branches - words that are negative or challenging words about themselves then sort the words and place them on the tree crown (positive traits on left side of tree crown; negative traits on the branches (right side)

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Reflect on Grade 1 & 2 Strategies

Which strategy from the Grade 1 and 2 list might you try with your student and why?

Strategy: __________________________________________________________

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Why? ____________________________________________________________

__________________________________________________________________

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Learning Goal 1: Self-Awareness

MVSD Benchmark Skills: Grades 3 & 4

Sub-goal 1B: Demonstrate an Awareness of Personal Qualities and Interests Including Strengths and Challenges

Definition: Self- perception; Recognizing Strengths

  • I can identify my personal strengths based on my interests and qualities
  • I can demonstrate a skill or talent that builds on my personal strengths.
  • I can identify my personal challenges and recognize that I can improve on them.

*Browse through the next two slides. After reviewing all of the resources and links, choose one activity from each side and share which one you liked and why.

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Academic and Personal Strategies for Grades 3 & 4:

Sub-goal 1B: Demonstrate an Awareness of Personal Qualities and Interests Including Strengths and Challenges- Activities in RED come from the MVSD SEL Curriculum Guide- follow COVID Social Distancing Rules

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Academic Strategies, Activities

Personal Strategies, Activities, etc

  • Support your student in creating a book, drawing/painting, or a song, etc that identifies their personal strengths.
  • Host a Talent Show- students can demonstrate one of their strengths.
  • Play games that identify strengths, interests and challenges ( Two Truths and a Lie, Where the Wind Blows Game Directions Link

https://www.greatgroupgames.com/where-the-wind-blows

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Personal Strategies, Activities for Grades 3 & 4:

Sub-gaol 1B: Demonstrate an Awareness of Personal Qualities and Interests Including Strengths and Challenges

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Which strategies would you try and why?

Which Grade 3/4 academic strategy would you try with your student?

_______________________________________________________________

Why that one? _________________________________________________________

____________________________________________________________________

Which personal strategy did you try/view with your student?

________________________________________________________________

Why that one? __________________________________________________________

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Learning Goal 1: Self-Awareness

MVSD Benchmark Skills: Grades 5 & 6

Sub-goal 1B: Demonstrate an Awareness of Personal Qualities and Interests Including Strengths and Challenges

Definition: Self- perception; Recognizing Strengths

  • I can identify and demonstrate personal strengths based on interests and qualities that may help with decision making to accomplish personal goals.
  • I can understand the relationship between interests and experiences and development.
  • I can develop a plan that builds on strength or addresses challenges.

*Browse through the strategies on the next slide. Think about and make a plan on how to assist your student in completing the Personal Development Plan template.

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Academic and Personal Strategies/Activities for Grades 5 & 6:

Sub-goal 1B: Demonstrate an Awareness of Personal Qualities and Interests Including Strengths and Challenges- Activities in RED come from the MVSD SEL Curriculum Guide- follow COVID Social Distancing Rules

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Academic Strategies, Activities

Personal Strategies, Activities, etc

  • Have your student interview a classmate then report on their unique characteristics, strengths, learning styles, and challenges- student can interview an adult as well- their teacher, you, another adult he/she wants to learn more about.
  • Support your student as he/she researches a career/occupation they are interested in learning more about and how it aligns with his/her interests.
  • Support your student as he/she completes an online ONET Career Interest Profiler Inventory: https://www.mynextmove.org/explore/ip

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  • Support your student in creating his/he own Personal Development Plan- see blank template on next slide.
  • Support your student as he/she traces an outline of their silhouette on large paper and then fills it in with descriptions of their interests, skills, and personal character traits he/she possesses.
  • Take the O*NET Profiler yourself (OPTIONAL)

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Personal Development Plan Template to Use With Students

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How will I support the student in completing a Personal Development Plan?

Steps to helping my student complete a PDP:

  1. _____________________________________________________________
  2. _____________________________________________________________
  3. _____________________________________________________________
  4. _____________________________________________________________
  5. _____________________________________________________________

What was easy about helping the student create their own PDP? _____________________

_________________________________________________________________________

What was difficult? __________________________________________________________

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O*NET Student Profiler Results

What were some of the findings that your student learned about himself/herself?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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Your Own Personal O*NET Profiler Results

If you took the online O*NET Interest Profiler, what did the results show? ____________________________________________________________________

____________________________________________________________________

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Were there any surprises? YES NO If YES, explain _____________________

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Do you find that your interests align with this job you are in as a paraeducator? _____

________________________________________________________________________________________________________________________________________

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As we wrap up these first two subgoals in the Self-Awareness Module, take a moment to reflect on your own Self- Awareness as it relates to Identifying Emotions and Personal Qualities and Interests

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How do you do with identifying your own emotions and feelings? Does this make you comfortable, uncomfortable? Why? _____________________________________________________________________

________________________________________________________________________________________

What are some of your personal characteristics?___________________________________________

Strengths? ________________________________________________________________________

__________________________________________________________________________________

Challenges? _______________________________________________________________________

If you were to create your own Personal Development Plan, what would one of your goals be and what is one thing you can you do to reach your goal? ___________________________________________

_________________________________________________________________________________

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Learning Goal 1: Self-Awareness

MVSD Benchmark Skills: Grades PreK- K

Sub-goal 1C: Demonstrate a sense of confidence, personal responsibility, and advocacy.

Definition: Self- confidence; Self- efficacy

When prompted and supported by a trusted adult:

  • I can express my needs.
  • I can respectfully advocate for my needs.
  • I can understand and follow basic expectations at home, school, and in the community.

*Browse through the strategies that relate to this Subgoal.

Add in one academic and one personal strategy you could try to help young children build self-confidence and self-efficacy.

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What does self-confidence and self-efficacy look like in young children?

Self- Confidence- Article: http://www.urbanchildinstitute.org/articles/features/self-confidence-starts-early

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Learning Goal 1: Self-Awareness

Grades PreK- K Sub-goal 1C: Demonstrate a sense of confidence, personal responsibility, and advocacy- Academic and Personal Strategies- Activities in RED come from the MVSD SEL Curriculum Guide- follow COVID Social Distancing Rules

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Academic Strategies

Personal Strategies

  • Teach.model school-wide expectations using visual cues and connecting them to rules used in the classroom (see next slide for other resources for teaching this).
  • Support/encourage your student to share ideas for classroom rules.
  • If rules are not posted visually in the room, ask the teacher to post them and then refer to/ review them often.
  • Utilize children’s literature and stories to support your student in making predictions and having discussions about how choices affect the outcome of the story. Use questions such as, “What if the character did this instead… would the outcome be different?”
  • Support your student to be a good role model and have he/she practice/demonstrate rule following in all areas of the school.
  • Create a simple Responsibility Chart with the child that he/she can do at school and one for home that parents can use and add to- see samples on next slide

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Responsibility Chart Examples for the Littles at Home and School

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Academic and Personal Strategies continued...

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In what ways might you help to build self- confidence in young children (Pre K- K age)?

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Read the article from Child Education: 10 Best Activities for Building Self-Confidence in Children

https://childeducationplus.com/10-best-activities-for-building-self-confidence/

Choose an activity that would be easy for you to do with your student at school. Integrate opportunities for your student to do this activity throughout the school day. Do this for a week.

What did you observe your student doing? ___________________________________________

Did you note any positive changes in your student that increased his/her confidence levels after regular practice of this confidence-building activity? If so, what did you notice? ______________

_____________________________________________________________________________

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In what ways might you help to build self- efficacy in young children (Pre K- K age)?

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What is self- efficacy? Self-efficacy is defined as one’s belief that he/she has the ability to accomplish a task or succeed in certain situations- Dr. Albert Bandura-

How can we help young children develop self-efficacy? What does a child’s behavior with a healthy self-efficacy skillset look like? How about a child who does not have strong self-efficacy skills? Read this article. Print the following slide which has a chart on it or use a piece of paper to fill in the chart .

https://youaremom.com/children/self-efficacy-children/

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Children WITH and WITHOUT Self-Efficacy Skills Look Like

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Children WITH a Healthy Set of Self-Efficacy SKILLS Look Like...

Children WITHOUT a Healthy Set of Self-Efficacy Skills Look Like...

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Learning Goal 1: Self-Awareness

MVSD Benchmark Skills: Grades 1 & 2

Sub-goal 1C: Demonstrate a sense of confidence, personal responsibility, and advocacy.

Definition: Self- confidence; Self- efficacy

  • I can confidently express my needs.
  • I can respectfully advocate for my needs by asking for help.
  • I can understand and follow an increasing set of expectations at home, school, and in the community.

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*Browse through the strategies that relate to this Subgoal.

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Learning Goal 1: Self-Awareness

Grades 1 & 2 Sub-goal 1C: Demonstrate a sense of confidence, personal responsibility, and advocacy- Academic and Personal Strategies- Activities in RED come from the MVSD SEL Curriculum Guide- follow COVID Social Distancing Rules

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Academic Strategies

Personal Strategies

  • Have your student participate with his/her class in developing classroom rules. Help your student to state rules in a positive format and keep them simple.
  • Teach school-wide expectations to your student using visual cues and connect them to rules in the classroom.
  • Support your student in being a community helper in the classroom.
  • Develop a check-in and check-out system each day and have your student reflect on his/her choices they will or did make for the day.
  • Each morning, ask your student what he./she needs in order to be successful for the day.
  • With your student, watch/listen to video song: Be Yourself-Confidence for Kids and then support your student to make a list about what they are confident in or sure about for themselves and areas that they are not confident in.

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What is a Check-in Check-out system?

It is a way for the student to start and end his/her day with an adult (preferably the same for morning and afternoon) to set and then recap behavior goals for the day- In the case of our SEL Self- Awareness Learning Goal, we can modify and adapt the PBIS Check-in Check-out system a bit to include the student setting a daily goal around making good choices to help increase his/her self-confidence and personal responsibility.

Read a PBIS article to learn more about Check-in Check-out Systems

https://www.pbisrewards.com/blog/check-in-check-out-behavior-intervention/

A Check in Check out template is on the next slide- The form can be modified for CHOICES

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Go to the following links from Teachers Pay Teachers for free Check-in Check-out templates

https://www.teacherspayteachers.com/FreeDownload/Check-inCheck-Out-Behavior-Sheet-1225097

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https://www.teacherspayteachers.com/FreeDownload/Editable-Check-In-Check-Out-Behavior-Form-5778087

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https://www.teacherspayteachers.com/Product/Check-In-Check-Out-Point-Sheet-For-Primary-5775240?st=0183ec6ddeb553cc413d370cee1da33c

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Additional info on Check-in Check-out systems can be found at:

https://strategiesforspecialinterventions.weebly.com/check-in-check-out.html

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How can we help young children learn to take responsibility for themselves and their behavior/actions?

  • Read this article from WikiHow.com. How to Teach Kids How to Take Responsibility for Their Actions-

https://www.wikihow.com/Teach-Kids-to-Accept-Responsibility-for-Their-Actions

Although the article is written throughs a parent lens, try to look at the suggestions through the lens of an educator. Choose a strategy from each part that you can try when working with your student.

Part 1: Helping Children Understand the Effects of Their Actions

Part 2: Teaching Accountability

Part 3: Checking Your Own Behavior

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continued...

Read the article from teachkidshow.com https://www.teachkidshow.com/teach-your-child-to-take-responsibility/

Fill in the chart below:

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Age/Grade Level

One take away that resonated with you from this age/grade level...

Preschool

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Grades K-3

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Grades 4-6

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Activity: With your student, view/listen to a video story about taking responsibility. Have a chat after about it.

Video Book: A Little Spot of Responsibility

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Learning Goal 1: Self-Awareness MVSD Benchmark Skills: Grades 3 & 4

Sub-goal 1C: Demonstrate a sense of confidence, personal responsibility, and advocacy.

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Definition: Self- confidence; Self- efficacy

  • I can demonstrate the appropriate time, place, and manner to respectfully advocate for my needs.
  • I can identify trusted adults to seek help from when needed.
  • I can identify and describe how my personal choices and my behavior impacts self and others.
  • I can be confident and positive when presented with a challenge or new learning.

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Learning Goal 1: Self-Awareness

Grades 3 & 4 Sub-goal 1C: Demonstrate a sense of confidence, personal responsibility, and advocacy- Academic and Personal Strategies- Activities in RED come from the MVSD SEL Curriculum Guide- follow COVID Social Distancing Rules

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Academic Strategies

Personal Strategies

  • Role play for your student and present different scenarios so he/she can see and hear what asking for help looks like and sounds like. Then role play with your student to practice the decision making of when, where, and who to approach for help.
  • Share social stories with your student and talk about situations from an outsider perspective.
  • For the adult: Teaching Perspective Taking- an effective strategy to teach perspective taking to students see video on next slide
  • Support your student with naming and drawing trusted adults in school and out of school.
  • Talk about cause/effect When I do ___, people feel ___.When someone does ____, I feel ___. (See Social Thinking Curriculum for more specific strategies).

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Teaching Children How to Think About Others’ Points of View

A simple exercise and an activity that teaches perspective-taking:

Perspective-Taking Activity for Kids: https://www.andnextcomesl.com/2019/05/perspective-taking-activity.html

View these two short videos on teaching perspective-taking to kids:

Video 1 video 2

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Videos about how behavior affects others to watch with your student

Following Expectations at School Video Social Story, Be Kind,Expected and Unexpected Behaviors, Should I Think It, or Should I Say It? Actions and Consequences… Good Choices/Bad Choices

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Taking Responsibility for our ACTIONS and

Thinking About How Others Feel

Videos to watch with students: watch first then watch w/ students. Talk about them after. What did they learn?

Video 1 Video 2

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Learning Goal 1: Self-Awareness

MVSD Benchmark Skills: Grades 5 & 6

Sub-goal 1C: Demonstrate a sense of confidence, personal responsibility, and advocacy.

Definition: Self- confidence; Self- efficacy

  • I can describe how my personal choices can impact myself or others and how to take responsibility for my actions.
  • I can describe how making responsible choices can benefit myself and my community.
  • I can demonstrate what it looks like to be an advocate for my academic and personal needs.

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Learning Goal 1: Self-Awareness

Grades 5 & 6 Sub-goal 1C: Demonstrate a sense of confidence, personal responsibility, and advocacy- Academic and Personal Strategies- Activities in RED come from the MVSD SEL Curriculum Guide- follow COVID Social Distancing Rules

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Academic Strategies

Personal Strategies

  • Ask the teacher to assign your student a daily class job.
  • Support your student in making a Venn Diagram about things they are responsible for at school and at home.
  • The teacher can talk with a lower grade teacher and “adopt” that classroom. Have your student partner up with another student and you will both take turns reading to the younger student on a weekly basis (or give your student a job he/she can do with the younger student successfully). Support your student in the task that he/she will be responsible to complete with the younger student.
  • With guidance, have your student self-evaluate - “write their own report card” in which he/she grades himself/herself on how well he.she is following through on their responsibilities, adding comments that defend the grade- adult can scribe for student if needed.
  • With your student, read the examples/scenarios and have him/her decide what responsible behavior would look like and what irresponsible behavior would look like.(next 3 slides)

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What is Responsibility?

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Reflection Activity to do with your student… Ask him/her to think about themselves and what their actions look like and sound like when being responsible and when he/she is not being responsible (irresponsible) with their behavior/actions.

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When I am being responsible, my behavior looks like/sounds like...

When I am being irresponsible, my behavior looks like/sounds like...

Looks Like:

  • ___________________________________
  • ___________________________________
  • ___________________________________

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Sounds Like:

  • ___________________________________
  • ___________________________________
  • ___________________________________

Looks Like:

  • _____________________________________
  • _____________________________________
  • _____________________________________

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Sounds Like:

  • _____________________________________
  • _____________________________________
  • _____________________________________

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Responsibility - Name it and tell whether the person is being responsible or irresponsible

Activity: Support your student in filling out the responsibility worksheet. Go to the link and download the worksheet/print it out if possible- if not, just read the scenario and the questions.

Link: https://talkingtreebooks.com/docs/worksheet/sel-worksheet-what-is-responsibility.pdf

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Taking Responsibility and NOT Taking Responsibility

More Scenarios- Positive and Negative Consequences

Read the Scenario 1 from: Talking Tree Books with your student and have a discussion about why it is so important for us to take responsibility for ourselves and our actions.

https://talkingtreebooks.com/teaching-resources-catalog/definitions/what-is-responsibility.html

Responsibility Example 1: Feeding the Dog

Responsibility: Each morning you are expected to feed the dog.

Consequence if you are responsible: First, the dog has a full belly and is healthy. Second, your parents know they can trust you to do what you say you will do and will be more likely to give you space and freedom to manage your own time.

Consequence if you are irresponsible (not responsible): First, the dog is hungry and long-term you could harm the dog’s health. Second, your parents are disappointed and feel they have to check up on you and control your behavior more.

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Taking Responsibility and NOT Taking Responsibility Scenario 2

Read The Responsibility part only to your student in Scenario 2 from: Talking Tree Books . https://talkingtreebooks.com/teaching-resources-catalog/definitions/what-is-responsibility.html

Before talking about the the consequences for being responsible and consequences for being irresponsible, have your student share what they think these might be.

Responsibility Example 2: Being Home On Time

Responsibility: You meet your friends at the park to play and are expected to be home by 5:30.

Consequence if you are responsible:

Consequence if you are irresponsible:

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Answers… Positive and Negative Consequences for Being Home On Time for Scenario 2

Consequence if you are responsible: You set an alarm on your watch and make sure you leave the park with enough time to get home by 5:30. Your mom is confident you are safe and well and she trusts you to go to the park and hang with your friends next time.

Consequence if you are irresponsible: You lose track of time and don’t get home until 6:00. Your mom has had 30 minutes to worry about where you are and now she’s upset. She says next time you can only go to the park if your big brother can go with you and supervise. You lost freedom and independence.

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Scenario 3: Using the Internet Safely

From the website: Talking Tree Books https://talkingtreebooks.com/teaching-resources-catalog/definitions/what-is-responsibility.html

Read Scenario 3 with your student and have him/her decide what the consequences would be if you are responsible and the negative consequences if you are being irresponsible.

Responsibility: Taking care of your personal safety. Each of us is responsible for our own personal safety, which means we are expected not to do things that put ourselves in danger. Because of this, teachers and parents expect kids to use the Internet responsibly. They teach kids how to only view sites that are safe and they expect kids to avoid sites where they might find content that isn’t appropriate or healthy for young people. Being responsible in how we use the Internet, means we do as teachers and parents instruct and only go to the site as we know are safe.

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Internet Safety… Being Responsible Looks Like…

Being Irresponsible Looks Like...

Student shares his/her ideas with you (at least 2 for each):

Responsible Behavior might Look Like.Sound Like:

  • _______________________________________________________________
  • _______________________________________________________________

Irresponsible Behavior might Look Like/Sound Like:

  • _______________________________________________________________
  • _______________________________________________________________

Other thoughts? ____________________________________________________

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Answers- (may vary)… Positive and Negative Consequences for Being Responsible About Internet Safety

Consequence if you are responsible: You see content that is safe and don’t interact with people who might want to do you harm. Your parents and teachers can trust you to use the computer by yourself.

Consequence if you are irresponsible: You may see things that aren’t healthy for a young person to see, or you might interact with people who want to hurt you. Your parents and teachers take away your freedom on the Internet and you must ask for permission and only use the computer when you have an adult watching you.

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Grades 5 & 6 Taking Responsibility Videos

Watch these videos first and then watch with your students and have a discussion after about what they learned from the video that they can use/commit to working on in their everyday lives. Video 1 Video 2

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IDEA for the FREE RESOURCE Therapeutic Worksheets …

With this free resource, students could create personal SEL Journals/Binders with each of the 5 Learning Goals organized within it to keep worksheets, activities, etc.. Under the Self- Awareness tab, these worksheets on Responsibility can be kept.

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This is a series of Responsibility Therapeutic/Self Reflection Worksheets that the teacher could choose a worksheet of the day for the each student to fill out- a para can do with his/her student; etc..they could be done as a part of social thinking exercises, during Guidance class, etc.

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Free Resource: https://www.parentcoachplan.com/therapeutic-worksheets.pdf

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Re-cap of SEL Learning Goal 1:

Self-Awareness Grades Pre- K to 6

Please take a moment to reflect upon 3 new learnings, resources, strategies, or activities, etc.. ONE from each Subgoal Area that you can put into practice or will try with the student that you are supporting.

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Grade of Student You Support

SEL Learning Goal 1 Self- Awareness Write in the Sub-goal Name

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Description of the Activity, Strategy, Resource you will try and why

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Subgoal A:

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Subgoal B:

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Subgoal C:

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Final Personal Reflections on Self- Awareness

Given all you have seen, read, and heard throughout this module, what is a personal takeaway that you can use for yourself as you model and practice your own self-awareness strategies in your own life? _______________________________

__________________________________________________________________

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___________________________________________________________________

Thank you for participating in this SEL Self-Awareness Learning Module!

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A Look Ahead to Training Module 2

SEL Learning Goal 2: Self-Management

In the next two modules (Pre-K to Grade 6 and Grades 7-Adult), the focus will be on SEL Learning Goal 2: Self- Management.

Participants will:

  • Understand and use strategies for managing emotions and behavior.
  • Demonstrate the ability to motivate, persevere, and see oneself as capable.
  • Plan, apply, and evaluate goals to achieve success in school and life.

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