Our emotions should be as intelligent as our intellect!  But who teaches emotional learning? Should we learn this from our parents?  And what happens if we don't learn it from our parents?

Those are the students who keep us up at night.  Those are the students who are not making progress.  They are the students who disrupt the learning of others.  They are the students who need us more than any other student.  

But let's be real...today's classrooms don't have just one of these students; they have many!  

Humans are rooted in emotion so let's build the roots of our education by teaching and supporting emotional learning!  ...but how can we possibly add another content area into our day??? How about we infuse Social Emotional Learning into our already existing curriculum?!

One way I infuse SEL into my read alouds!  

Self-Management - ability to successfully regulate one’s emotions, thoughts, stress, impulses, & behaviors in different situations &  work toward personal & academic goals

Elementary:
Interrupting Chicken by David Ezra Stein

Mouse Was Mad by Linda Urban

Middle School/High School:
Maniac Magee by Jerry Spinelli

Fast Break by Mike Lupica
​

Self-Awareness - ability to assess one’s strengths & challenges & correctly identify one’s own emotions & how they influence situations & others

Elementary:
The Orange Shoes by Trinka Hakes Noble

Carla’s Sandwich by Debbie Herman

Middle School/High School:
Hatchet by Gary Paulsen

Counting by 7s by Holly Goldberg Sloan
​

Responsible Decision-Making - ability to make constructive, socially acceptable, & ethical choices about personal behavior & social interactions

Elementary:
Hooper Humperdink..? Not Him! By Dr. Seuss
​
The Summer My Father Was Ten by Pat Brisson

Middle School/High School:
House Arrest by K.A. Holt

Parrot in the Oven: Mi vida by Victor Martinez
​

Relationship Skills - ability to establish & maintain healthy & positive relationships with diverse groups through clear communication, good listening skills, positive collaboration, & conflict resolution

Elementary:
A Sick Day for Amos McGee by Philip C. Stead

Hooray for Hat by Brian Won

Middle School/High School:
The Outsiders by S.E. Hinton

The Crossover by Kwame Alexander
​

Social-Awareness - ability to take the perspective of & empathize with others, including people from diverse backgrounds & cultures
​
Elementary:
The Invisible Boy by Trudy Ludwig

Each Kindness by Jacqueline Woodson

Middle School/High School:
Freak the Mighty by W. Rodman Philbrick
​
The House on Mango Street by Sandra Cisneros
​

And the core SEL skill that I also like to teach…

Say Something - empowerment to protect one’s communities & other individuals from negative influences

Elementary:
Say Something by Peggy Moss

Mary Wrightly, So Politely by Shirin Yim Bridges and Maria Monescillo

Middle School/High School:
Speak by Laurie Halse Anderson

Monster by Walter Dean Myers

The Hate U Give by Angie Thomas
​

Whatever you choose to read, learn from it as a classroom community!

By Miss Rae

The news has never been my happy place, but it's been especially upsetting in 2018.  From mass shootings in places of worship and schools to mail bombings, our world is a scary place.  And obviously, we are all very upset about this.

But why are we not addressing mental illness in this country?!

Sometimes I feel like screaming.  There is never enough time in the day to get everything I need to get done.  I'm literally running at my highest capacity every minute of every day.  I've never felt so stressed in my life.

We are all running on high all day; intensifying and exhausting our emotional and mental capacities.  

Our students are feeling the same.

And now, we are both forced into the integrated experience of the classroom, where naturally, our actions and words affect the actions and words of others within the same microcosm of the classroom.  

Previously, students could be targeted and remediated on a case by case basis, but with today's prevalence, SUPPORTS MUST BE MAINSTREAMED.

And those supports MUST address our students mental health needs.

Okay, so this isn't going to be simple.  And we can start with baby steps.

In moments of heightened anxiety, we can stop, breathe, and re-center ourselves.  Similarly, if we insert these moments, forcibly, into our day, including our time with students, where we stop and breathe (i.e. a mindfulness activity, yoga, go noodle, etc.), we can stop running at such a high level, and perhaps, we begin to regulate our emotions as well.  

We need to teach this to our students because it does not come naturally anymore.  This is the world now.  This is us.  These are our students.

But how?


1. Build a Classroom Community

A classroom community means that students trust and support each other.  They feel safe to accept and give feedback and take risks.  

Spend the first month and some time each week throughout the year playing a classroom-based community-building game to build trust and problem-solving and cooperative learning skills.

One of the most important factors in behavior management is data tracking!

Without the data, interventions are just an opinion!  How do we know what’s working and what’s not working without the data?

We track the data!  Tracking the data is the way to change the behavior!

Let me give you an example of data tracking with a common classroom issue -
Swearing!

How do you handle a student who swears in your classroom?

For the minor offense (i.e. it slips out in conversation or out of frustration), I acknowledge it and I redirect...
“Let’s watch our language as that is inappropriate for school.”

(As with all redirections of behavior, you want to make sure you explain why you are asking for the behavior to be corrected.  Answer the question: What is the behavior’s negative impact?)

With a major swearing offended, you are going to take a different approach.  A student who chooses to swear or swears multiple times in one period is a major offender.

With these major offenders, DO NOT acknowledge the swear!

And I repeat - DO NOT!

By acknowledging the swear, you are actually reinforcing swearing.

INSTEAD...

start by obtaining a baseline.  You will get this if you have tracked the data or by tracking the data!

Example:  Cam swears 20 times in 60 minutes on average…

Next, have an honest conversation with your student...

"Your goal is to swear less and here’s why we need to reduce your swearing..."
Then, implement the intervention!

AND begin tracking the data!

The intervention is to reinforce the expected behavior.  When the student doesn’t swear...
"Oh good job, Cam!  Here's a merit for not swearing in the last 5 minutes."

Build the time frame of the reinforcer!  Depending on baseline data and continued progress monitoring data, the reinforcer (i.e.merits) can build toward a bigger reinforcer (i.e. lunch with the teacher, homework pass).  The reinforcer should be something reinforcing BUT within reason!

Over time, the reinforcer fades as the behavior is phased out!

Happy Teaching!
​
~By Miss Rae

On May 16, 2013, the Centers for Disease Control and Prevention, commonly referred to as the CDC, released a report compiling estimates of the number of children living in the U.S. with specific mental health disorders.  The report asserted 13 to 20 percent of children suffer a mental disorder in a one year time period.

The most prevalent parent-reported social emotional related diagnosis of children ages 3 to 17 years were as follows: attention-deficit/hyperactivity disorder (6.8 percent), behavioral or conduct problems (3.5 percent), anxiety (3.0 percent), and depression (2.1 percent).  Based upon the collected information completed during 1994 through 2011, the CDC’s report indicated an expected increase in the predominance of such conditions.

Negative emotions are correlated to lower levels of student engagement (Reschly, et al., 2008).  These negative emotions can stifle learners. Negative emotions can result in emotional deficiencies, and such deficiencies can result in academic derailment.

Positive emotions, on the other hand, were found to be correlated to adaptive behaviors.  This results in increased student engagement. As a result, adaptive behaviors, then, in turn, promote positive emotional skills such as an ability to handle change, work with a team, and improve interpersonal relationships.

The reality is that today's educators don't have a choice.  We MUST address our students' Social Emotional needs.

The second reality is that educators do not always know where to begin to even address such skills.  The budgets of school systems are bursting at the seams; finding the funds to provide professional development and a Social Emotional curriculum can be a moot point.

So what's the answer? 

We must infuse Social Emotional Learning into the curriculum, using our content as a springboard!

And here are some ways to do that!

1. STORIES!

Use the lessons, morals, character development, plot, theme, etc. to drive Social Emotional Learning conversations!  ​

Check out my Social Emotional: Short Story Empathy to learn how to teach Social Emotional Learning with texts!

Stories can provide a basis to prompt discussions and to determine a life lesson to be learned!​

2. ADVENTURE GAMES

Connect learning goals to cooperative learning games.  Think a Tug of War game to model the Revolutionary War AND elicit discussion around Social Emotional goals (i.e. How did the sides feel?)