As STEM becomes a popular educational trend, it is a cool way to check in students’ social emotional wellbeing. I made my emotional tracker pal as well : )
The Emotion Tracker craft helps support social emotional learning by helping students identify and express their feelings while building geometry and 3D spatial skills.
Resources:
Reference: https://www.3duxdesign.com/pages/3duxuniversity-designchallenge-emotiontracker?fbclid=IwAR2sylgY3fuc3tyFbuVzWxBySbN-J7es8MClcP5Xx_0LTeygIGhnDaMDaMM
1. “I believe in you.”
Saying “I believe in you” is a powerful way to redress the imbalance and remind kids that you are there first and foremost to help and to serve—and that at the root of all of your feedback is an abiding belief in their uniqueness and their potential.
2. “We missed you.” Instead of asking, “Where were you?” which can carry a note of suspicion—or simply sound like prying—try to respond to a student’s absence with a more positive twist.
3. “I’m listening.” Used as both a confirmation and an invitation—for example, as an open-ended prompt when a student looks troubled or starts to feel frustrated—the phrase “I’m listening” signals that there is space and respect for student voice in your classroom.
4. “Oops, I made a mistake.” There are a thousand ways to say you messed up. Saying “That’s a real whopper!” or “I can’t believe I did that again!” can even convey the idea that academic or social miscues can be both frequent and humorous.
5. “We’ll figure it out together.” Students who are struggling with a concept and hear you say “We’ll figure it out together” retain a sense of agency, are reminded that even teachers need help, and are encouraged to think of themselves as competent, equal participants in a problem-solving exercise.
6. “You’ve really improved…” and “I really admire…” Feedback that is specific, measured, and focused on a student’s process or effort is motivating and actionable.
7. “I’m sorry.” Saying “I’m sorry” can be a bitter pill. It’s a frank admission of wrongdoing, and in classroom settings it can feel like ceding authority and thus losing ground in the struggle for discipline and focus. But a judicious use of “I’m sorry” also models one of the most powerful—and rarest—acts of civility and instantly humanizes the relationship between teachers and students.
1. Two people can look at the exact same situation and see it completely differently.
2. We always see life as we are, not as it is.
3. People change.
4. People come into our life for a day, a week, a month, a season, perhaps a year or longer, always to teach us something.
5. You are allowed to close doors to protect yourself, you may even say goodbye, but never wish someone harm.
6. You may be willing to do more for others than they do for you.
7. Choose your inner circle wisely.
8. Actions speak louder than words.
9. People are always fighting battles we can’t see, or may know nothing about.
10. Minimize the drama.
11. It’s okay to gently drift away from people.
12. Not everyone is going to love you or your choices.
13. Relationships, friendships, partnerships—they don’t work unless we do.
Morning Meeting is a daily 10-20 minute meeting that enables community-building, facilitates the development of social and emotional skills, and sets-up the school day. The meeting follows a regular procedure every day and students understand what happens first, second, third, etc. The meeting is an opportunity for students to talk, and listen, to each other and the teacher serves the role of facilitator.
2. “Break Time”
The “Break Space” is a specific, relaxing, space set aside in the classroom for quiet self-regulation. When developing a break space, place resources that are calming and will help students to self-regulate including books, puzzles, crayons, greenery, a comfortable chair, etc. When a student begins to become over-stimulated, the teacher asks the student to go and “take a break.” The break is not a punishment, but an opportunity to refocus and regroup before returning to the class.
3. Quiet Time
Quiet time is appropriate to students (and adults) of all ages. Quiet time is a 10-20 minute block of time, usually after lunch, when students can quietly engage in solitary activities including reading, drawing, writing, puzzles, etc. Quiet time helps students to develop self-awareness and self-regulation skills. This time enables more productive learning in the afternoon.
4. Model
Children don’t just learn from what you say…they learn from what you do. Students learn social and emotional competency from trusted adults. As a teacher it is important to model all of the skills that you wish to develop in students.
[youtube https://www.youtube.com/watch?v=SuFA-PH-2jY?start=2]
Reference: https://www.edmotus.com/post/class-management-that-facilitates-social-and-emotional-learning?fbclid=IwAR1SShwgKXmsUZbq-MbiVagqG_QZci4ZlQOKmPoQpdvZ6x9W8Xlrh7XnLYY
