Healthy Children and Strong Students: Developing social emotional learning

Healthy Children and Strong Students: Personal Skills for SuccessBrian P. Leung, Ph.D.Loyola Marymount UniversityIntroduction

I. Student Skills for Success Social Emotional skillsPersonal skillsAcademic skills

II. Supports to make Student Skills ImpactfulClassroom factorsSchool factors

Agenda Day 1Review and SharingQuestions & Answers

III. Best Practices in Building a Skill ProgramSchool-based Teams School-wide Opportunities for Practice and RecognitionParent Involvement

IV. Tracking your SuccessSetting school IndicatorsCollecting dataDocumentation over time

Summary

Agenda Day 2Student Skills for SuccessSocial Emotional SkillsPersonal SkillsAcademic SkillsIf a gardener wants a beautiful yard, she cannot focus only on removing weeds and trash because she would only have an empty piece of land, and eventually, other weeds will grow back. She must also carefully choose flowers, grass, and treesdifferent ones that mix well together and are supported by the soil of the yard. The new plants will also prevent weeds from growing back!

Likewise with developing a child. Its not the best to focus too much on removing bad behaviors alone because other behaviors will always develop. Its important to teach new skillsskills that fit with the childs personality. These new skills will also help to prevent bad behaviors from returning. Helping children succeedExample: weight loss stop eating but also eat healthyA child who steals punish but also teach contentment, respectunderstand the behavior5There are many many skills for children of all ages to know to be successful in school, work, and in life.Not all skills can be taughtand not all children will learn. Some skills are better fit than others for different children.

**Children learn skills mostly by:Teaching from teachers, parents, friendsWatching teachers, parents, and friendsExposure to the media (TV, internet, games)

Skills for Success in school and in lifeSocial Emotional Skills (SES-4)Emotions understanding & expressionAnger managementStress reductionConflict managementPersonal Skills (PS-4)ResiliencyFriendship Problem solvingThankfulnessAcademic Skills (AS-3)OrganizationMemoryTest taking

In this workshop, we will focus on these 11 skills

All 11 skills have been shown in research to help students:Develop self-management and self-controlImproves relationships at all levels of school and at homeEnables academic achievementThese skills will help young people to be mentally healthy and more successful in school and life!Benefits of Social Emotional & Personal skillsTeach the skill in developmentally appropriate ways, using:Discovery methodsDirect instruction methodsPracticeFeedback and Correction--------------------------------------------------------------------ReteachPracticeFeedback and Correction----------------------------------------------------------------------ReteachTeaching Skills should be interactiveDiscovery methodExercises (individual or small group)DiscussionsScenarios Direct instruction methodLecturesReadingsDemonstrations

Instructional Methods

Teach the skill in developmentally appropriate ways, using:Discovery methodsDirect instruction methodsPracticeFeedback and Correction--------------------------------------------------------------------ReteachPracticeFeedback and Correction----------------------------------------------------------------------ReteachSkills Instruction should be interactivehttp://www.freeprintablebehaviorcharts.com/Worksheets on many social emotional skillsAward certificatesSuggested articles and bookshttp://kidshealth.org/Ideas and strategies for parents, children, and teensJust for girls: http://www.girlshealth.gov/Just for boys: http://www.youngmenshealthsite.org/For younger kids: www.emotes.com

Some resources onlineThe skill to identify an emotion in yourself and express it in healthy ways (also called emotional intelligence)Recover from disappointmentsUse non-physical ways to solve problemsAvoid over-reacting to situations

Some content to help students learn this skill:Know a variety of human emotions and put them into words.Know that emotions are normal and there are healthy and unhealthy ways to express any of them.Learn how the body changes with different emotions.Practice acceptable/healthy expressions of different emotions Know some basic techniques:Change the environment to remove or enhance emotionsRelaxation techniquesPrepare a set of statements to use for situationsThink ahead to anticipate results

SES1: Emotion UnderstandingThere are healthy and unhealthy ways to express an emotion. Read each situation, identify the emotion, and list positive and negative ways to express it.Phuong practiced very hard to get ready for his soccer game, but despite his best effort, his team lost the championship.Tuan has been waiting for her father to come home from a trip. Just now, he walks through the door.Nguyen walked into her high school classroom for the first time.

Example: Discovery method of instructionHaving emotions is part of being a human being. People of all ages experience emotions. Some emotions make us feel good so we call these positive emotions; and some emotions make us feel bad and we call these negative emotions. In truth, there are no positive or negative emotions, just positive or negative ways to express emotions. Read the handout and learn about how our bodies respond to different emotions, so you can name the emotion when you experience it.Example: Direct Instruction methodPut each emotion into words. e.g. X is, How does the body respond to each emotion?

Example:Worksheet to reinforce learning Emotion Understanding & ExpressionHow I feelAngry ResponseNon-Angry ResponseI cant figure something outI break my pencil and yellI ask for helpI feel left outI break somethingI lose a gameAn adult gets mad at mePick a partner to practice the following:

Describe a situation where you experience an emotion and how you responded.Partner names the emotion. Was s/he right or wrong?Partner tells if response was healthy or unhealthy. Do you agree?Discuss together other healthy and unhealthy ways to respond to that situation.Reverse roles and let your partner tell you a situation. (teacher gives feedback)

Example: PracticeWork in small groups, pick an age group:

1. Develop ONE lesson to teach Emotion Understanding & ExpressionDiscovery method orDirect instruction method2. Develop ONE worksheet for students to reinforce learning Emotion control3. Develop ONE strategy for students to practice Emotion ControlMake this practical for YOUTeach the skill in developmentally appropriate ways, using:Discovery methodsDirect instruction methodsPracticeFeedback and Correction--------------------------------------------------------------------ReteachPracticeFeedback and Correction----------------------------------------------------------------------ReteachSkills Instruction should be interactiveThe skill to handle in an acceptable and not destructive way.

Some content to help students learn this skill:Understand and talk about situations that cause angerLearn to label the anger emotion in wordsWhen wronged, help students talk about what they would like to see happenKnow that anger can be expressed outward or inwardLearn that there are healthy ways to express angerSome basic strategies to teach:Use books and stories to illustrate anger managementPractice words to use to describe angry emotionsAllow students to draw pictures to show their angerRelaxation techniques to calm downSES2: Anger ManagementWork in small groups:

1. Develop ONE lesson to teach Anger ManagementDiscovery method orDirect instruction method2. Develop ONE worksheet for students to reinforce the learning3. Develop ONE strategy for students to practice the skill

Be prepared to share your work with others! Make this practical for YOUThe skill to handle situations that create pressure and uncomfortable feelings.

Some content to help students learn this skill:Learn to recognize when you are under stress.How to change the environment to remove stressIdentify who can helpDevelop a variety of strategies to use:Close your eyes, count to 20 to relaxCall a friendGo exerciseMake a planA special case of stress is Test Anxiety.SES3: Stress ReductionWork in small groups:

1. Develop ONE lesson to teach Stress ReductionDiscovery method orDirect instruction method2. Develop ONE worksheet for students to reinforce the learning3. Develop ONE strategy for students to practice the skillMake this practical for YOUThe ability to deal with disagreements between people in healthy ways.

Some content to help students learn this skill:Tackle a big problem in small piecesGenerate many solutions to choose fromGuess and Check (trial and error)Working backwards

Be prepared to share your work with others!

SES4: Conflict ManagementWork in small groups:

1. Develop ONE lesson to teach Conflict ManagementDiscovery method orDirect instruction method2. Develop ONE worksheet for students to reinforce the learning3. Develop ONE strategy for students to practice the skill

Be prepared to share your work with others!

Make this practical for YOUPS1: ResiliencyTo bounce back from severe personal and/or academic adversity and be successful. Resiliency is supported by both internal and external protective factors.

PS1: Resiliency for students (Internal Protective factors Personal Assets)Sense of humorAbility to make friends (and engage adults)Learn from mistakes (reflect on own behaviors)Flexibility (handle changes)Good at something (sense of competence)Positive view of the future (optimistic)

Work in small groups:

1. Develop ONE lesson to teach Internal Protective FactorsDiscovery method orDirect instruction method2. Develop ONE worksheet for students to reinforce the learning3. Develop ONE strategy for students to practice the skill

Be prepared to share your work with others!

Make this practical for YOUResiliency for students(External Protective factors Environmental Assets)Caring adult(s) High warmthLow criticismClear rulesGiven responsibility (required helpfulness)Opportunity for service to othersExpressed high and realistic expectationsGuidance to set goal and planning

What factors can you create for your students?The skill to form interpersonal relationships with others (i.e. making and keeping friends).

Some content to help students learn this skill:Learn to act friendly (smile and greet others)Listening skills to learn about othersImportance of seeking common interestLearn strategies to find and maintain friends:Going to places to find people with common interestsContinue to show interest in othersWilling to spend time with othersWilling to share (things, stories)Get involved to meet others

PS2: Friendship Skills

Work in small groups:

1. Develop ONE lesson to teach Friendship SkillsDiscovery method orDirect instruction method2. Develop ONE worksheet for students to reinforce the learning3. Develop ONE strategy for students to practice the skillMake this practical for YOUThe skill of systematically approaching a problem and solving it.

Some content to help students learn this skill:How to break a big problem into small piecesGenerate many solutions to choose fromSeek out resources to help (people, material)Some strategies useful for solving problems:Guess and Check (trial and error)Working backwards from goalDraw a diagramTry a new way

PS3: Problem solvingWork in small groups:

Develop ONE lesson to teach Problem SolvingDiscovery method orDirect instruction methodDevelop ONE worksheet for students to reinforce the learningDevelop ONE strategy for students to practice the skillMake this practical for YOUThe attitude to be thankful for what you have.

Design some activities and a work-sheet to teach:One can choose to focus on the good or bad (glass half full)Learn different ways to express gratitudeWays to practice gratitude:Counting your blessings (make a list & share)Encourage generosityRole playing to experience receiving thanksFind the good in every situation or personAccept failures and weaknesses

PS4: Thankfulness

Work in small groups:

1. Develop ONE lesson to teach GratitudeDiscovery method orDirect instruction method2. Develop ONE worksheet for students to reinforce the learning3. Develop ONE strategy for students to practice the skillMake this practical for YOUThe skill to ask for help without fear.

Design some activities and a work-sheet to teach:Knowing who to askKnowing when to askAt frustration pointsNeeded to go to the next stepsKnowing what to askCues, strategies, tipsAS1: Organization SkillWork in small groups:

1. Develop ONE lesson to teach Organization SkillDiscovery method orDirect instruction method2. Develop ONE worksheet for students to reinforce the learning3. Develop ONE strategy for students to practice the skillMake this practical for YOUSkills to help improve retention of learned material.

Some content to help students learn this skill:Know that understanding helps with rememberingCant remember something you didnt learnActive learning supports better memorySome strategies to help remember:Connect it to something you know well (association)Use visual images or draw diagramsUse acronymsBe well rested when learningBreaking into smaller piecesTake good notes to review laterDont be afraid to ask for help to improve understanding

AS2: Memory SkillsTeachers can help by teaching in different ways!Work in small groups:

1. Develop ONE lesson to teach Memory SkillDiscovery method orDirect instruction method2. Develop ONE worksheet for students to reinforce the learning3. Develop ONE strategy for students to practice the skillMake this practical for YOUSkills that allow a student to demonstrate what he/she knows on a test.

Design some activities and a work-sheet to teach:Look for key words in a test questionStrategies for different types of itemsPlan your time to complete the entire testRelaxation techniques Keeping a positive attitude during and afterCheck over the test if time permits

AS3: Test taking skillsWork in small groups:

1. Develop ONE lesson to teach Test Taking skillsDiscovery method orDirect instruction method2. Develop ONE worksheet for students to reinforce the learning3. Develop ONE strategy for students to practice the skillMake this practical for YOUFour levels of interventions:

Individual counseling, skill remediationClassroom feedback, climateHome support, preparationSchool-wide events, supportTest Anxiety! Interventions ideas for TeachersHelp students prepare for testsReview contentDiscuss test taking strategiesShow test formatModify test environmentEliminate and anticipate distractions during testingIdentify who needs what type of supportWorryEmotionalityAllow other ways for students to demonstrate learning

* Let students know that you want them to be successful!

43Schoolwide InterventionsStudy student reactions to determine if school-wide interventions are needed.Design small group interventions on specific topics (e.g. test-taking strategies, relaxation, self talk, etc.)Students with high TA may need more individual attention.Principal, teachers, counselors, and parents all worked together and shared ideas.

44A man was trying to fix a ceiling fan. He is on a chair and on his tiptoes barely reaching the fan. He wobbled frequently and looked like he would fall off.

His wife and mother were watching. His wife says, Dear, youre too short!. His mother says, Dear, the chair is not tall enough!.What does this story teach?Environmental Factors to Support Student Skills DevelopmentClassroom FactorsSchool FactorsCurriculumInteresting and EngagingRelevant and UsefulOpportunities for SuccessTeacherInterest in studentsCares about their successPassionate about contentAble to manage student behaviorsMODELS positive skills

Classroom FactorsMotivation (student engagement)Influenced by what happens in that classroom.

Research has also shown that good everyday teaching practices can do more to counter student apathy than special efforts to attack motivation directly. Most of your students will respond positively to:a well-organized coursetaught by an enthusiastic instructorwho has a genuine interest in students and what they learn

Classroom FactorsCapitalize on students' existing needs & interests. Make students active participants in learning (choice). Hold high but realistic expectations for your students. Help students set achievable goals for themselves. Tell students what they need to do to succeed in your course.Avoid creating intense competition among students.Check your attribution of student behavior/failure.

Ask students to analyze what makes their classes more or less "motivating."

Classroom Strategies:General Considerations to motivateWell-meaning but counter-productive teacher behaviors:Pity and AngerPraise and CriticismOffer of HelpAvoidance behavior

Classroom Strategies:Communicating low expectations

Orderly classroom (clear rules/expectations that are consistently enforced).An atmosphere that is open and positive.Teach cooperation among students (physical environment).Help all students feel that they are valued members of a learning community (e.g. even high school students like to see their work displayed).Intentional connection between teacher and students.

A positive classroom climate motivates students to use positive skills!Classroom Strategies: Classroom ClimateTeacher MotivationBe certain toNurture enthusiasm for your workIt increases students attentionGives more value and importance to the material students are asked to learnPuts pleasure into your workAcknowledge your strengths Internalize successes builds confidenceReflect on personal strengths and preferencesSeek consultation with peers

Sense of Autonomy to teachClear Administrative SupportCollegiality among Staff MembersAbility to impact Decision MakingExperiencing Student SuccessesOpportunities for Professional DevelopmentTreated like ProfessionalsAcknowledgements & AppreciationsTeacher Motivation is also supported bySafetyPhysical (no bullying, fights)Psychological (inclusive, feel welcomed) Programs to serve all learnersGiftedRemedialSpecial needsExtracurricular EventsAward assembliesTalent showHealth fairOther servicesWelcoming new students/familiesBefore and after school services (extended day)Support service clinics (medical, counseling)School Factorsto support student skillsRecognitions (psychological) for both academic and positive personal skills.Homework Support (academic) shows that the school cares about student success.Student Clubs (social) some place/topic to meet like-minded people.

**Promote a sense of belonging!

School-wide Strategies

Will you be missed if you were not here?55Making a student feel like the school cares about him/herFeel missed if they were absentKnown by name besides teacherHave friends to talk, eat lunch, walk withAble to demonstrate competenceAcknowledged for good workHave opportunities to participate

A positive school climate motivates students to use positive skills!

School BelongingnessTake time and patienceBest completed in teamsCelebrate success along the way

Must develop more intense support for those students who need more supportSmall group or 1-on-1More practiceMore incentiveGreater collaboration with parentsDeveloping school supportA man was trying to fix a ceiling fan. He is on a chair and on his tiptoes barely reaching the fan. He wobbled frequently and looked like he would fall off.

His wife and mother were watching. His wife says, Dear, youre too short!. His mother says, Dear, the chair is not tall enough!.

A supportive environment ensure student success beyond students own skills.Remember this story?Best Practices in building a Skills Program for StudentsSchool-based TeamsSchool-wide Positive BehaviorParent Involvement

Temptation is:Each teacher decides what to teachEach teacher teach skills on her/his ownThe skills are taught without other support Student skills will not stick unlessCareful teaching to mastery Skill Building LessonsOpportunities to practice Classroom and Small GroupIncentive to use skills School and Parent SupportBest Practice to making this workWhy have teams?Two heads are better than oneShared responsibilitiesIncrease ownership of ideas and strategiesWho are members?Adult teams (school personnel, parents, business owners)Students teams What will they do?Come up with plans and strategies to make it workHelp to deliver skill training or practiceLogistics support (e.g. put up signs, monitor plan, etc)Help to collect school data (e.g. screening, indicators) How many?3 4 or 1 per 100 students (committees)Rotate members

Using School Teams to build a Skills ProgramPlanning and Oversight TeamIdentify student skills needed at the schooldevelop calendar for introducing skills (e.g. monthly)Review evaluation dataSkill Building TeamTeachers working together to develop lessons and activitiesTeaching teamsReview and update lessons and activitiesCoordination TeamCreate signs, posters, announcementsCommunication with people outside school (e.g. parents)Evaluation TeamDesign tools to track successReport to school community of progress

Possible Adult Teams (+ student member)Peer TutorsHelp with teaching skills to younger studentsHelp to reinforce skills with younger studentsPeace Keepers (conflict management)Help deal with minor disagreements among students

AmbassadorsHelp to teach new studentsShow off a school to new students or visitors

Possible Student TeamsStop and PlanWhat type of team(s) would be most useful at your school this year?Do you believe that at least 1 team could be formed by December?Who might serve on your team(s)? How many? Adults and/or Students?Would you need incentive to get members? How can you make meetings interesting?What types of preparation will be needed to get team members ready to do the work? (schedule, location, material, training)

Making meetings interesting = different location, add food, tie it to a holiday theme or personal celebration, 64Small Group DynamicsGathering people together does not always lead to productive work! Teams need time to develop. Build Trust the most important variableBalance Membership task and process oriented peopleSet Ground Rules for taking turns when talking, critiquing, handling disagreementsAssign Jobs schedule meeting, take notes, facilitatorDecide on Procedures frequency of meetings, goal-setting, communication, decision-makingPlan training to prepare members for their work

Membership = recruit or volunteer? Need to get a mix of the 2 types if possible. Ground rules = allow group members to have input on these rules. Training might require hiring someone, but this will help build for the long term success of the school staff.65Focus on promoting positive behaviors instead of punishing negative behaviorsExpected behaviors stated clearly and publiclySchool-wide policy on behaviorVisible everywhere in the school (hallway and classroomClear communication with parentsIncentive for following policyRecognition for positiveConsequences for negativeSkills Program support: Positive Behavior PlanTeacher highlighting individual students weekly or monthlyStudents nominate each otherSlips of paper for recognition in a box in the officeSchool-wide monthly assembly to discuss and recognize studentsMonthly or quarterly or annual Award of Excellent Citizenship

Recognition ideasCar stickersstudent of the week, etc.67Allow for Input and SuggestionsTownhall meetingsWritten surveysSeek Full Understanding & Skill DevelopmentTeacher-Parent meetings Short (regular) workshopsGain SupportRegular communicationParent contractAcknowledgement at home

Parent InvolvementService Learning: Students do something that improves the community while completing an assignment for class credit.Tie directly to school curriculum and subjectBased on what is needed in the communityGradedCould be completed in student teamsCould be tied to a student Skill being taughtAdult Modeling: Students must see adults doing the same skills.Reinforces learningPromotes shared responsibilityReminders to reinforce skills learning:Tracking your Success5 steps to track successCommunicating your successStep 1: Identify GOALS for your school.Goals should be stated as clear as possible, and include both positive behaviors and negative behaviors. For example:Decrease the number of fightsIncrease occasions of students helping each otherDecrease somatic complaints before testsIncrease the number of compliments students say to adults and each otherIncrease student self control during disagreements

Five steps to track your successStep 2: Create systems to collect information.Principal counting number of students sent to the officeTeachers count how many good slips given out (for positive behaviors)Drop box for students to put in stories of someone helping themNumber of monthly or quarterly awards given out

Steps to track your successStep 3: Check your results regularly to see if changes should be made.Check your counts weekly, monthly, every other month.Notice which counts are high and which are low.Notice what type of students (age, gender) are in the count.Make adjustments to your teaching based on your results.Specific classroomsSpecific studentsSchool wide

Steps to track your successStep 4: Document your counts and adjustments from year to year.Store your counts carefully to review at the end of each year to see progress. Compare these from year to year to see trends.Take notes of adjustments you made, so that you can ensure needed resources in the future.Use all this information for proactive planning from year to year.

Steps to track your successStep 5: Communicate your success with others.Let students and staff know the results. Positive results will validate everyones hard work. It will change the schools climate!Let parents know the positive changes happening at the school. This will build their confidence in the school. Let the community to build the reputation of the school.

School newsletter, local newspaper, school report card, announcements, website

Steps to track your successSchool Report Card (sample content)Opening statement by principalSchool demographicsBehavior goals for the year: Social Emotional (how students handle situations)Personal (how students handle themselves)Academic (how students handle school work)Results of efforts List of partners (if any)Contact information Note: short (2 pages), lots of visuals to present data (graphs)76There are great benefits to explicitly teach students specific skills for success in school and in life. Do this thoughtfully each school year!Students will use these skills if there are classroom and school-wide strategies in place to motivate and reinforce their use.Schools will function better if these student skills are part of a larger system of student support.Develop ways to track your success is time consuming, but very helpful for continuous school improvement!

Summary THANK YOU for coming!Contact me if you have questions:Brian P. Leung, Ph.D.Loyola Marymount Universitybleung@lmu.edu