Building Social and Emotional Skills in Elementary Students: Passion and Strengths In this nine-part series, we will look at important factors that influence the happiness and social and emotional learning of elementary school age children. These are very useful in helping students learn, manage emotions better and increase empathy. Each blog features one letter of the acronym HAPPINESS: H = Happiness A = Appreciation P = Passions and Strengths P = Perspective I = Inner Meanie, Inner Friend N = Ninja Mastery E = Empathy S = So Similar S = Share Your Gifts In this blog, we’ll explore passions and strengths. Inherent Strength While the role of education is to give students a broad and foundational knowledge over a wide range of subjects, it is equally important for young people to be aware of and develop their unique strengths. One definition of strength from the Merriam-Webster Dictionary is "a strong attribute or inherent asset." The idea is that everyone has a gift. Strength Through Practice Passion and Engagement Passion illustrates strengths in action. Practical Ideas
Assessing the New Federalism Changing research focus: Federalism to Private/Public Context The Urban Institute's Assessing the New Federalism Project closely followed struggling families over the past decade as many left welfare—first in a booming economy, then through a recession, and now in a period when wages have stagnated and health insurance costs have skyrocketed. Building on more than a decade of ANF research, ANF has changed focus to become the new Low-Income Working Families project. Low-Income Working Families The Low-Income Working Families project applies rigorous research methods to track families over time and to analyze the risks these families face. Assessing the New Federalism—Eight Years Later Dramatic changes have occurred for low-income families, those who have been on welfare and those who haven't, from the mid-1990s to the present. Related UI Research Find research on Federal/State Government Find research on Family/Parents
Feelings Chart Free Printable Feelings Charts Printable List of Feelings This feelings list can be printed and used by kids (and adults) to describe their feelings. You can use this list of feelings on its own or together with a feelings chart / emotion chart from the selection below. Emotion Chart from A to Z This emotion chart includes a list of feelings from a to z with feeling faces for each emotion. Daily Feeling Chart Use this printable feeling chart to help your child / student describe how he/she is feeling. How do you feel today chart This list of feelings can be used to help children describe their feelings using emotion words. Monday to Sunday Sunday to Saturday Mark how you feel today on your feelings chart. The following charts have a section to describe the child’s mood in the morning, afternoon and evening. Week starts on Sunday Week starts on Monday Write the relevant emotion words next to each of the feeling faces Each of the feeling faces are expressing different emotions. Reflection Chart
Teachers Notebook In light of recent events we wanted to make our resource kit available to any teacher or parent who has children who are struggling with emotions and feelings that they can't control or verbalize. We hope that this kit can be used to give Children's emotions a voice and start a conversation that will lead down a path of success not violence. www.simplysprouteducate.com A primary kit designed to explore students emotions and feelings. This kit is designed to go along with the book, The Way I Feel by Janan Cain. Students can learn to define what their feelings are using this kit. Kit Contains: The Way I feel Feelings Chart 8 Feelings cards Daily Behavior tracker The Way I feel Activity sheet The Way I feel Bulletin Board Kit ( The Way We Feel Header and 8 emotion monsters with titles) The Way I feel Journal Page Created by Marcy Grauer simply sprout Clip art purchased from: PLEASE NOTE...Files are for personal use only.
Great Science Books Illinois Learning Standards for Social/Emotional Learning(SEL) The standards describe the content and skills for students in grades K - 12 for social and emotional learning. Each standard includes five benchmark levels that describe what students should know and be able to do in early elementary (grades K - 3), late elementary (grades 4 - 5), middle/junior high (grades 6-8), early high school (grades 9-10), and late high school (grades 11-12). These standards build on the Illinois Social/Emotional Development Standards of the Illinois Early Learning Standards. These standards have been developed in accordance with Section 15(a) of Public Act 93-0495. Introduction Goals Goal 1 - Develop self-awareness and self-management skills to achieve school and life success. Acknowledgements
Julie’s Jewels | Social Workers Speak Basic Tips Child Care Providers Can Use to Guide Children's Behavior Children need adults to teach, guide, and support them as they grow and learn. Child care providers play an important role in guiding children's behavior in positive, supportive, and age-appropriate ways. The most appropriate ways to guide behavior are different at different ages, depending on their developmental abilities and needs. For example, two-year-olds have limited understanding and need a lot of redirection, but five-year-olds can learn to be good problem solvers. Effective guidance strategies also depend on the individual child's personality. Strategies that work well for one child may not be effective for another child of the same age. Common Strategies for Guiding Children's Behavior in Child Care Settings Here are some basic tips child care providers can use to guide children's behavior. Keep rules simple and easy to understand. For More Information
National Association for the Education of Young Children | NAEYC Social & Emotional Issues - Teacher Resources Highlights Earth Day Kids love hearing about the Earth and ways we can be better to our environment! We've gathered some great resources to help you celebrate Earth Day (April 22) with your class. Some of our most popular activities include this Pollution Matching Worksheet, Recycling Videos and Activities, and Renewable and Non-renewable Energy Worksheet, Recycled Art Lesson Plan, and a Trash & Climate Change Activities Packet! Videos Interested in using different types of media in your classroom? April Calendar of Events April is full of events that you can incorporate into your standard curriculum. Coding & Computer Science Introduce your students to basic coding and computer science!
LGBTQ Student Rights Harassment of LGBTQ Students All students have the right to be treated equally and to be free from bullying, harassment and discrimination, regardless of sexual orientation, gender identity or gender expression. Respecting Transgender and Gender-nonconforming Students' Rights Transgender and gender non-conforming students have the right to be respected and to dress and act in ways that don’t conform to stereotypes associated with their gender. Freedom of Speech and Expression You have the right to be “out” and to be yourself at school. Privacy and "Outing" Students You have a right to keep your LGBTQ identity private, which means that school staff cannot “out” you without your permission, except under very limited circumstances. Gay-Straight Alliances If your school has even one extracurricular club, the school must allow you to start a Gay-Straight Alliance and cannot treat the GSA differently than any other club. Unbiased and LGBTQ Inclusive Instruction Don’t be silent, file a complaint!
Coping skills (resilience) stress; resilience; self esteem; change; comforters; ritual; self control; family break-up; support; problems; routine; resiliency; confident; confidence. ; Resilience is a person's ability to cope with living in spite of stresses. We cannot always prevent things going wrong for our children, but we can help them build strengths so that they are more able to successfully face challenges and setbacks. Contents Resilience is a person's ability to cope with living in spite of stresses. In any group of children who have faced big challenges or problems, there are some who grow up able to cope with living and caring for themselves and others who have long term difficulties. We cannot always prevent things going wrong for our children, but we can help them build strengths so that they are more able to successfully face challenges and setbacks. Resilience is built on three main building blocks: I CAN...make a difference. Children also need Help children feel they are loved and belong