SOCIAL

EMOTIONAL

LEARNING

(SEL)

TOOL GUIDE

Instructional Support Services

BAKERSFIELD CITY SCHOOL DISTRICT

1300 Baker Street

Bakersfield, Ca. 93305

661-631-4872

Table of Contents

Mindfulness

• Mindfulness: Awareness of our thoughts and feelings in each moment………….……………………………………………………..……..........…....6-7
• COVID-19 Industry GUidance for Schools (06/05/20)..................................................………………………….…..……..........…....7-8

Classroom Circles

• How to Get Started……………………………………………………..……..........….....…10
• Tips For Success……..……………………………………………………..……....….....……...11
• Planning Ideas……….……………………………………………………..……..........….....…12
• Virtual Classroom Circle……………………………………………..……....….....……..13

Social Emotional Learning (SEL)

• SEL Competencies………………………………...…………………..……....….....… 15-16

Toolbox Tips for Teachers

• Implementation Expectations and Tips.………………...……….………. 18
• Suggestions/Tips for Foundational Activities Implementation………………………………………………………..........................19-20
• Suggestions/Tips for Implementing The 12 Tools................21-23
• Suggestions/Tips with Health and Safety Guidelines

(social distancing): Personal Space Tool....................................24-25

Universal Expectations

• Suggestions/Tips for Universal Matrix Revisions........................28
• What to Keep in Mind……………………………………………..……....….....………..29

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Table of Contents

Routines & Procedures

• Indicators of Practice/Teacher Look Fors……………………………………..31
• COVID-19 Industry Guidance for Schools (6/05/20).......................31

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MINDFULNESS

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Mindfulness Language:

Mindfulness

Mindful Bodies:

Body still and quiet (sitting in chair or floor, standing).

Mindful Listening:

Intentional listening of sound (voice, chime, music, etc).

Mindful Breathing:

Focus of attention on breathing, 3-3-4 count.

Attention Check-in:

Refocusing participants to the present moment.

Mindful Moment (Pause and Reflect):

Having participants stop and think with intention.

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Mindfulness: Awareness of our thoughts and feelings in each moment.

Mindfulness (self awareness)

• Students will use and have an understanding of the language (e.g., mindful bodies, listening, breathing).
• Students are aware of the exercise routine (e.g., understand the steps and the process without losing academic time explaining the directions).
• Students are able to transition from mindfulness to academic tasks quickly.

ACCESS MINDFULNESS LESSONS/ACTIVITIES HERE!

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Tips:

COVID-19 Industry Guidance for Schools (06/05/20)

Mindfulness

• Participants are not required to close their eyes, give them the option to look down at a point on their desk or floor.
• It can feel uncomfortable at first-give it time.
• You do not have to use a chime.
• Use mindful language throughout the day (mindful bodies, mindful listening, mindful breathing).
• This can be quick and easy; any single piece of mindfulness exercise will be effective.

• Students should remain in the same space and in groups as small and consistent as practicable. Keep the same students and teacher or staff with each group, to the greatest extent practicable.

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• Maximize space between seating and desks. Distance teacher and other staff desks at least six feet away from student desks. Consider ways to establish separation of students through other means,, such as, six feet between desks, partitions between desks, markings on classroom floors to promote distancing or arranging desks in a way that minimizes face-to-face contact.

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Mindfulness

• Consider redesigning activities for smaller groups and rearranging furniture and play spaces to maintain separation.
• Teach students ways to minimize movement in both indoor and outdoor spaces that are easy to understand and are developmentally appropriate.
• Teach and reinforce use of cloth face coverings, masks, or face shields. (Face coverings are most essential when physical distancing is not practicable.)

COVID-19 Industry Guidance for Schools (06/05/20)

Continued:

CLASSROOM

CIRCLES

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How to Get Started:

Classroom Circles

• Whole Class Circle: Students can remain in their seats (6 feet apart) and teacher will call out on each students to share (sequential) utilizing a word of the day to transition to the next person in lieu of a talking piece (no need to move furniture)

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• Small Family Circle: Students can remain in their seats and turn to their nearest partner (groups of three- using a 6 feet distance). In lieu of a talking piece students can have a word to transition to the next person (class can choose word of the day e.g., Awesome, Kindness etc.)

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• Review circle rules every time (pre-corrections-expectations)

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• Develop procedures and establish routines

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• Be consistent with expectations

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The questions we choose often demonstrate our willingness to hear what others are thinking, feeling and experiencing. Remember when doing so that you are following the affect theory blueprint for community – by allowing the free expression of affect while attempting to maximize the positive and minimize, without inhibiting, the negative.

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Classroom Circles

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Tips for Success:

• Be energetic...emotions are contagious!

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• Mix it up (checking in & how-do-you-feel circles) may go dull or get boring for students if they are done everyday.

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• Embed academics, social emotional learning, school expectations matrix/PBIS lessons and sentence frames into your circle.

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• Sentence frames: use to keep participants on time and focused on topic

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• When building community remember to start with low risk topics and questions (Chatpack, Circle Prompts, etc)

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• Teachers/circle facilitators should always answer the questions too!

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• Teachers may want to go first (model), to set the tone and model the expected length of response. Always validate student responses!

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• Some circles will fail-- learn from it and keep trying. It takes a while to learn circle structure.

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Classroom Circles

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Planning Ideas:

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• Remind students of the behavior expectations as behaviors arise, give warnings and consequences.

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• Seat students who have difficulty during the circle closest to you (maintaining social distancing)

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• Use front loading and precorrection (Tier 1) strategies prior to circles.

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• You may want to TRANSITION to circles with an activity (e.g. mindfulness, reading a poem, etc.).

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• Use issues your students are already dealing with to incorporate into your circle.

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• Use different questions each day.

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These materials were adapted from documents developed by Armos Clifford, Center for Restorative Process. Teaching Restorative Practices with Classroom Circles Handbook.

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Classroom Circles

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Virtual Classroom Circle

Virtual Classroom Circle can be used on various platforms such as: Zoom, Google Hangout, Google Classroom, etc.

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• Teachers should utilize Circles Daily throughout the day

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• Use of talking piece
• Teachers can have students type their responses on a chat box and call on students randomly to share
• Teach students on how to use features of zoom (thumbs up)

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• Family groups can be utilized by assigning students to breakout rooms

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• Engagement
• Closing a lesson with a circle can include a challenge for the classroom (e.g., cook dinner for your family) have students share the following day
• Use toolbox emotions poster to guide check-in circles
• Flipgrid responses/Scavenger hunt/show & tell
• Mindfulness

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• Circle Prompt Resources
• Circle Prompts for Students; Topics for Circles; Check in Questions

SOCIAL

EMOTIONAL

LEARNING

COMPETENCIES

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Self-Awareness

Self-Management

Rationale

• We want students to have the ability to regulate their emotions, thoughts, and behaviors in different situations.

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• We want students to be able to manage their stress, control impulses, be self-motivated, and set personal and academic goals.

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Strategies for Classroom Application

• TOOLBOX Curriculum (Foundation activities: Bulletin board, Breathing Tool, Quiet Safe Place Tool, Listening Tool, Garbage Can Tool, Taking Time Tool, Patience Tool)
• Mindfulness (breathing/body scan)
• Use of calm down jars or calming corner
• Vision/goal board
• Social contracts
• Flipping your lid
• Storytime (use characters to make connections to self-management)

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Rationale

• We want students to accurately recognize their emotions and thoughts and how those emotions influence their behavior.

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• We want students to possess a growth mindset and be able to acknowledge their strengths and areas of growth.

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Strategies for Classroom Application

• TOOLBOX Curriculum (Foundation activities: Identify Feelings and Emotions,Breathing Tool, Quiet Safe Place Tool)
• Mindfulness (breathing techniques, affirmations)
• Recognize emotions/feelings: 1-5 rating check-in, emotion emojis, artistic expression, etc.
• Growth mindset vs fixed mindset lesson
• Affective statements (I feel ______ because ______.)
• Storytime (use characters to make connections to self-awareness)

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SEL Competencies

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Relationships

Responsible Decision-Making

Rationale

• We want students to be able to make constructive and respectful personal and social decisions in all areas of their day.

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• We want students to be able to understand and evaluate the consequences of their actions.

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Strategies for Classroom Application

• TOOLBOX Curriculum (Foundation activities: social contract, Breathing Tool, Listening Tool, Using our Words Tool, Taking Time Tool, Patience Tool, Courage Tool)
• Mindful moments (pause and think)
• What would you do? (role playing, journaling)
• Classroom community project (clean up school, create care packages, raise money for charity,etc.)
• Storytime (use characters to make connections to responsible decision-making)

Rationale

• We want students to be able to establish, maintain and restore relationships with peers and adults.

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• We want students to be able to communicate clearly, listen actively, resist inappropriate social pressure, manage conflict, and seek help when needed.

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Strategies for Classroom Application

• TOOLBOX Curriculum (Foundation activities: Caring circle, Listening Tool, Empathy Tool, Personal Space Tool, Using our Words Tool, Please and Thank You Tool, Apology and Forgiveness Tool)
• Mindfulness (gratitude/empathy)
• Community building Circles
• Family groups
• Social contracts
• Four at the door
• Bucket fillers
• Storytime (use characters to make connections to relationships)

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SEL Competencies

TOOLBOX

TIPS FOR TEACHERS

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TOOLBOX

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Implementation Expectations and Tips:

• Complete Foundational Activities in Intended Order

( 1 week for each activity-utilize google classroom for the first quarter as designed by the curriculum dept.)

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• Teach/introduce a new Tool every 2 weeks (embedded in google classroom for the first quarter)

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• Use Personal Space Tool/Suggestions to promote Physical Distancing Guidelines

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• Use hand gestures for non verbal cues

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• Get comfortable with the Primer

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• Tools are to be “invitational”-acknowledge students who use tools on their own

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• “Going First” Be sure to model when you are using the tools for yourself

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• Tools are to be imbedded throughout the day-find teachable moments (read alouds, novels, redirecting behavior etc.)

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• Wear Fan Deck as much as possible

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TOOLBOX

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Suggestions/Tips for Foundational Activities Implementation:

• Teach/complete all eight foundational activities as they are intended to help create the atmosphere and community needed in the the classroom to make the teaching and learning of the tools more successful

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• Create TOOLBOX Bulletin Board
• Post “Tool of the Week,” vocabulary related to feelings, and caring circle on the bulletin board

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• Introduce TOOLBOX and the 12 Tools, Taglines, Icons, and Gestures
• Use a real toolbox to introduce the metaphor and make concept more concrete

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• Make the Tools Concrete
• Make personal toolboxes for students (K-3)
• Tools for the Journey Lesson (4-6)

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• Create Classroom Agreements (Social Contract)
• Review Social Contract with students at least weekly and as needed to direct students back to classroom expectations

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TOOLBOX

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• Teach the First Three Tools (Breathing, Quiet/Safe Place, Listening)
• Teach a new Tool every 2 weeks
• Establish daily practices with the first 3 Tools

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• Identify and Name Feelings and Emotions
• Use stories and literature to teach emotions (“What do you think this character is feeling right now?”)
• Use journaling for students to share emotions

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• Teach the Empathy Tool and Establish Caring Circle
• Revisit the Caring Circle weekly to check-in with students to see if someone/something needs to be added or removed
• Alternate Caring Circle with a Gratitude, Appreciation, or Problem-Solving Circle

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• Teach the Rest of the Tools and Establish Daily Practices
• Imbed Tools into all aspects of the day (transitions, teachable moments, on the yard, academics, conversations with parents, etc.)

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Suggestions/Tips for Foundational Activities Implementation (Continued):

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TOOLBOX

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• “Going First”- Model when you are using the tool for yourself, be authentic and genuine when modeling.
• Have class start and end every day with the Breathing Tool to calm down and focus.
• Have class descriptively draw or write about their Quiet Safe Place.
• When using the Listening Tool ask kids, “What is your heart telling you?”.
• Pay attention and reference when a student is showing empathy with others and using the Empathy Tool.
• Consider using the Personal Space Tool for noise or classroom volume control. Bring attention that noise volume affects others in the space that they are in.
• Discuss with students regarding their own experiences of knowing the difference between right and wrong when Using Our Words Tool comes up.

Suggestions/Tips for Implementing The 12 Tools:

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Suggestions/Tips for Implementing The 12 Tools (Continued):

• Keep a garbage can outside your classroom so that students can “throw away” things that happened out on the yard before entering your classroom.
• When using the Taking Time Tool with your students, use the language “time in” when needing to focus on work and “time away” when they need a break or visiting the calm down area.
• “Going First” - To promote the Please and Thank You Tool, stand at the doorway to your classroom and thank every child for coming to school today. Or at the end of the day, stand at the door and thank each child for being with you today.
• Look for and ask kids to identify when a character in a story is using the Apology & Forgiveness Tool. These moments are great learning opportunities; to start conversations with your students and to allow for a deeper connection.

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TOOLBOX

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• Encourage students to use their Patience Tool as a way to be “strong enough to wait” in line or in academic situations as a way to not rush through assignments or tests.
• Notice when your students are using the Courage Tool, then name it, and celebrate it. Examples are making new friends, answering questions when called upon or completing a task for the first time.

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Suggestions/Tips for Implementing The 12 Tools (Continued):

TOOLBOX

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• “Going First” - Let your students know when you need personal space when teaching or at your desk to promote distancing.
• “Name” Personal Space situations when they come up. For example, how is personal space impacted when someone stands so close to you that you may feel uncomfortable.
• Discuss with your students how they are impacted by others crossing into their personal space. NOTE: our personal space can be impacted by emotions, words, attitudes and physical space (social distancing).
• Invite students to use their Personal Space Tool when forming lines, working in the classroom, out on the yard or other situations of interactions at school.
• Use the Personal Space hand gesture during class as a nonverbal signal to any student who needs a reminder to give someone some space (social distancing).

Suggestions/Tips with Health & Safety Guidelines (physical distancing): Personal Space Tool

TOOLBOX

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• Highlight students in your class who model giving others Personal Space (physical distancing).
• Work with students on “naming” when Personal Space situations come up in the classroom or on the yard. Encourage students to problem solve these situations with you or with their peers.

Suggestions/Tips with Health & Safety Guidelines (physical distancing): Personal Space Tool

TOOLBOX

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UNIVERSAL

EXPECTATIONS

SCHOOL MATRIX

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Universal Expectations

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Suggestions/Tips for Universal Matrix Revisions

• Revise entire Matrix using an acronym.

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• Example: TIGERS ROAR: Responsible, Organized, Achieve Goals, Respectful

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• Example: STARS: Strives to do your best, Take responsibility, Always work together, Respect yourself and others.

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• Add a column to existing matrix for Health & Safety ie. Physical distancing.

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• Add Health & Safety (physical distancing) expectations to each existing location.

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• Create lessons for teachers to deliver new Health & Safety guidelines (physical distancing) in the classroom.

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• Wash/Cover/Clean and maintain distance.

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• Air high fives.

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Universal Expectations

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What to Keep in Mind (team discussion items)

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• Emphasize respect and community.

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• Reinforce respectful interactions & communication with school wide acknowledgments.

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• Infuse TOOLBOX tips for teachers, “Personal Space” tool for a common language.

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• Share matrix with families to ensure home communication regarding new school expectations.

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• Visit the CDC website to review guidelines for reopening

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• Create a Matrix for remote instruction (proactive document)

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ROUTINES &

PROCEDURES

GUIDELINES

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Indicators of Practice/Teacher Look Fors:

COVID-19 Industry Guidance for Schools (06/05/20)

Routines & Procedures

• Ensure procedures & routines are observable, measurable, positively stated, understandable, and always applicable.

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• Ensure routines & procedures are created for transitions & classroom tasks; Each routine & procedure are broken down into steps.

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• Teach classroom routines and procedures explicitly.

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• Practice routines and procedures regularly throughout the year.

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• Recognize students when they follow routines & procedures correctly.

• Practice designate routes for entry and exit, using as many entrances as feasible.

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• Teach students ways to minimize movement in both indoor and outdoor spaces that are easy to understand and are developmentally appropriate.

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• Develop routines for students and staff to regularly wash their hands at staggered intervals.

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• Teach and reinforce use of cloth face coverings, masks, or face shields. (Face coverings are most essential when physical distancing is not practicable.)