November 2018 - Grades 3 and 4: Flexible Thinking

We've all heard the term 'growth mindset', and students have learned to define Perseverance from our SPaRK principles. Mixed up in all that is the ability to be a flexible thinker in a variety of ways and situations. To make this point and foster our discussion, we watched the following video clip: 

https://www.youtube.com/watch?v=VrSUe_m19FY

I found it very entertaining to watch the kids become increasingly appalled that the people simply didn't just walk off the escalator! This prompted some great discussion around a few essential questions: 1) What was the real problem here? 2) What is preventing them from climbing or descending the steps? 3) How can the situation be changed and by whom?

Our conversation continued as we discussed the nature of effort, and continuing to try even in the face of challenges. We watched the below video (Minus the mouse trap part! Despite the happy ending, I didn't care for the graphic nature) 

https://www.youtube.com/watch?v=mTH5z3DE1-o

We ended the lesson with the following inspirational clip from the 2016 Paralympics:
https://www.youtube.com/watch?time_continue=192&v=IocLkk3aYlk

October 2018 - Grades 3 & 4: Better Than You

Grades 3 and 4 listened to Trudy Ludwig's book 'Better Than You' this month for our Social Emotional Learning lesson. Children this age are often unaware how often the feel it's necessary to 'one up' their peers. This book allows an impartial look at how this impacts others and can actually drive away friends. 

"Jake's bragging is really starting to get to his neighbor Tyler. Tyler can't show Jake a basketball move, a school assignment, or a new toy without Jake saying he can do better. Tyler starts to wonder:  Is something wrong with him? Is he really such a loser? Is Jake really better than him at everything?  Or is Jake the one with the problem? With the help of his uncle Kevin, Tyler begins to understand that Jake's bragging has nothing to do with Tyler's own abilities and that puffing yourself up leaves little room for friends."

Students engaged in a lively discussion about how both Jake and Tyler were feeling throughout the story. I was impressed by their insight as they speculated on why Jake might be doing all this bragging. At the end of the story, Tyler has a decision to make about who he spends his time with, and all the kids agreed they would prefer a friends who is not only accepting of differences, but also one who encourages and cheers on other's efforts.

'Better Than You helps give kids insight into what lies beneath the urge to brag and shows them how bragging can break friendships rather than build them.'

October 2018 - Grade 2: Personal Space

One of my favorite 2nd grade lessons! Personal space is the area of space that closely surrounds our bodies. Generally, you can measure your personal space by extending your arms out—the space between your fingertips and body is your personal space.

Being respectful of someone’s personal space is a social skill. Individuals who have difficulty showing appropriate social skills may unknowingly invade personal space. Conversely, individuals with social-skill difficulties or sensory issues may be extremely opposed to anyone being in their personal space. It is also important to keep in mind differing cultural ideas about personal space.

Some children have difficulty following the rules of personal space. This can present problems in the school setting where children are constantly surrounded by others.  

We discussed that there are several components to personal space in addition to physical proximity. Seeing space incorporates when something/someone is too close, or blocking our view. Hearing space can be violated when we are too loud while in close range. Property space is respecting the boundaries of one another's work space or personal belongings. 

There are several strategies to help a child learn the rules of personal space. Here are some examples:

Model good body language – Stand at an appropriate distance from your child and let her see you stand at an appropriate distance from others.

Teach social cues for body language  – Explain and demonstrate facial expressions, eye contact, or body movements someone might make if he/she is uncomfortable with you being in his/her personal space. These can include turning your head, backing away, crossing your arms, etc. Have your child identify these cues and practice responding appropriately to them.

Look at pictures  – View pictures of appropriate and inappropriate personal space. Compare the pictures with the child and have him/her label the body language (e.g., “He is too close,” “That kid looks uncomfortable”). 

Practice personal space – Have your child stand up and hold out his/her arm to “see” personal space.

Have a discussion about personal space  – Explain what personal space is, why it’s important, and how to  respect the personal space of others.

Give breaks to a child who needs personal space  – Allow a child who has sensory issues with others in his/her space to have breaks from groups during the day.

October 2018 - Kindergarten & Grade 1

Kindergarten and First Grade shared the same lesson during October.This is the time of year when we're all adjusting to the structure of being in school, and learning our classroom and school rules. I feel it's important to explain the 'why' of rules here at school, so that children have an understanding that there are very good reasons rules are in place. Welcome to a new school year! This is the time of year when we're all adjusting to the structure of being in school, and learning our classroom and school rules. I feel it's important to explain the 'why' of rules here at school, so that children have an understanding that there are very good reasons rules are in place.
 For our first  Social Emotional Learning lesson of the school year in Kindergarten and 1st grade, your child viewed a short program called I Can Follow Rules by Sunburst  Visual Media. This topic is one that is import to all age groups because rules are a part of our everyday lives. It is especially important to discuss this topic with your child, because failure to follow the rules can often create unfair, unkind, or unsafe situations. Here are some questions you can ask your child to help open a discussion:

• 

  What are some of the rules that you have to follow in school?
• Are there any rules that you don’t understand? What are they?
• Is it hard for you to follow any of the rules? Which ones, and why?
   Here are some tips about following rules that you can reinforce through discussion of this topic with your child:

• Rules are important because they help to keep things fair for everyone, they help keep us safe, and they remind us to treat each other with respect.
• People who break the rules may cause harm to others as well as to themselves.

Reinforce with your child the techniques that were suggested in the program to make it easier to follow rules:

• Talk to yourself about why you should follow the rule.
• Use self-control and wait your turn.
• Pay attention so you can follow directions.

Let your child know that you are always available to talk about any problems he or she may have with a particular rule – why it is important, whether or not it is fair, how best to follow it.

Books you might read with your child: Doug Rules by Nancy E. Krulik, Horton Hatches the Egg by Dr. Seuss.

September 2018 - Grades K-4

During September, I spent time in each classroom attending their morning meetings. Read on for more!

SOCIAL AND EMOTIONAL LEARNING

The Power of the Morning Meeting: 5 Steps Toward Changing Your Classroom and School Culture

By Lisa Dabbs

September 18, 2013

Photo Credit: Tasha Cowdy

"The whole morning meeting not only sets a really good tone for the students, but it sets a tone for me." - Teacher in Louisville, Kentucky

When I first learned about the Morning Meeting model, I was working as an elementary school principal in Pasadena, California. I was new to that school, so I was skeptical about launching too many initiatives, but also curious about how it could work to transform my school and the lives of our students.

The Morning Meeting was first proposed to me by a new teacher who had studied it in her pre-service classes. She explained that the model was designed to:

• Set the tone for respectful learning
• Establish a climate of trust
• Motivate students to feel significant
• Create empathy and encourage collaboration
• Support social, emotional and academic learning

She had me at "respectful learning!"

You see, I'd come to a school that was in a bit of trouble. Kids were struggling with behavior issues outside of class, teachers were finding ways to remove kids fromtheir class, and it was clear that I needed to put my faith in something that I believed could improve the culture and climate of the school. I knew that I had some serious work ahead of me if I was going to build a positive sense of community. So I worked with a small team of teachers to launch the Morning Meeting -- and was thrilled with how it spread like wildfire across our campus.

November 2018 Grade 2 - What Does it Mean to Be Considerate?

With Thanksgiving in mind, our social-emotional learning will focus on thinking about one another, and how our actions effect others. Towards that end, Second graders are watching a short video called “Think About Others: What It Means to Be Considerate.”

Not surprisingly, thinking about others is something that doesn’t come easily to young children. But children in the early elementary grades are in the process of learning the social skills that help them connect to others. By exploring what it means to be polite, caring and considerate to others, this program helps the youngest children understand that putting these positive qualities into effect in their daily lives not only makes others feel good about them, but as an added bonus makes them feel good about themselves.

In the program your child learned that thinking about others means:

• being polite and saying “please,” “thank you,” and “excuse me” when appropriate.

• caring about and responding to the feelings of others.

• figuring out how someone else feels by putting yourself in that person’s place.

• treating others the way you would like to be treated.

• helping someone who needs help, even without being asked.

• helping to make the world a much nicer place.

Talk with your child about what he or she has learned from the program. Create openings

for discussion by helping your child become aware of family situations in which being considerate helps everyone get along better. Two books that can help in reinforcing what your

child learned are:

Eyre, Richard, and Linda Eyre. Teaching Your Child Values. Fireside, 1993.

Post, Peggy, and Cindy Post Senning. Emily Post’s The Gift of Good Manners: A

Parent’s Guide to Raising Respectful, Kind, Considerate Children. HarperCollins

reprint, 2005.