Transcript Promoting Social Emotional Competence Promoting Children’s Success: Building Relationships and Creating Supportive Environments Module 1 Handout.

Promoting Social
Emotional Competence
Promoting Children’s
Success: Building
Relationships and Creating
Supportive Environments
Module 1 Handout
Agenda
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Introduction
Examining attitudes
Relationship between challenging behavior and social
emotional development
Creating environments
Building relationships
Designing the physical environment
Schedules, routines, & transitions
Activities that promote engagement
Giving directions
Teaching classroom rules
Ongoing monitoring and positive attention
Using positive feedback & encouragement
Pulling it all together
Learner Objectives
1.
2.
3.
4.
5.
6.
7.
Participants will be able to describe the importance of building
relationships with children, families, and colleagues.
Participants will be able to describe the relationship between
children’s social emotional development and challenging behavior.
Participants will be able to describe how challenging behavior serves
a function for children.
Participants will be able to describe the relationship between
environmental variables, children’s challenging behaviors, and social
emotional development
Participants will be able to identify strategies that can be used to (1)
build positive relationships with children, families and colleagues; (2)
design environments, schedules, and routines; (3) structure
transitions; (4) help children learn rules and routines; and (5) plan
activities that promote engagement.
Participants will be able to use descriptive acknowledgment and
encouragement to support children’s positive social behaviors.
Participants will evaluate their work with children related to building
relationships and the structure and design of their environment.
Examining Our Attitudes about
Challenging Behaviors
• What behaviors push your buttons?
• How do these behaviors make you feel?
• How does this impact your relationship with
a child and his/her family?
Managing Personal
Stress: Thought Control
Upsetting Thoughts
“That child is a monster.
This is getting ridiculous.
He’ll never change.”
“I’m sick of putting out fires!”
Calming Thoughts
“This child is testing to see
where the limits are.
My job is to stay calm and help
him learn better ways to behave.”
“I can handle this. I am in control.
They have just learned some powerful
ways to get control. I will
teach them more appropriate
ways to behave.”
Managing Personal
Stress: Thought Control
Upsetting Thought
“I wonder if the corner grocery
is hiring?”
“He ruins everything!
This is going to be the worst
year of my career.”
Calming Thoughts
“I feel undervalued right now –
I need to seek support from
my peers and supervisor.”
“Having her in my class is going to
be a wonderful Professional
Development experience.”
Reframing Activity
In pairs or in small groups:
• See Handout 1.3 (Reframing Activity)
• Read the four examples listed and generate two to
three other challenging behaviors and how you might
reframe each one.
• In reframing the challenging behaviors, do not come
up with solutions but rather restate the behaviors to
make them more manageable.
• Be prepared to share your ideas with the large group.
Mean Age Expectation in Months
for Milestone Attainment
Eat Solid Food
Training Cup
Utensils
Finger Food
Wean
Sleep by Self
Sleep all Night
Choose Clothes
Dress Self
Play Alone
Toilet Trained-Day
Toilet Trained-Night
Caucasian
Puerto Rican
Filipino
8.2
12.0
17.7
8.9
16.8
13.8
11.4
31.1
38.2
25.0
31.6
33.2
10.1
17.1
26.5
9.4
18.2
14.6
14.5
44.2
44.2
24.8
29.0
31.8
6.7*
21.9*
32.4*
9.5
36.2*
38.8*
32.4*
33.1*
39.2
12.3*
20.4*
34.2
Carlson & Harwood (2000)
Behavioral Expectations of
Two Groups of Mothers
Korean-American
Mothers
EuropeanAmerican Mothers
Believe parents and
children should play
together
54%
96%
Prefer children play
with sex-typed toys
(e.g., boys play with
trucks)
71%
43%
Provide children with
many chances to
decide (e.g., give child
choices)
11%
66%
(Farver & Lee-Shin, 2000)
Key Social Emotional Skills Children
Need as They Enter School
• Confidence
• Capacity to develop good relationships with
peers and adults
• Concentration and persistence on challenging
tasks
• Ability to effectively communicate emotions
• Ability to listen to instructions and be attentive
• Ability to solve social problems
What do children do when they don’t have each of
these skills?
• When children do not have these skills,
they often exhibit challenging behaviors
• We must focus on TEACHING the skills!
“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave,
we…….....
…….teach?
……punish?
Why can’t we finish the last sentence as automatically
as we do the others?”
Tom Herner (NASDE President ) Counterpoint 1998, p.2)
Some Basic Assumptions
• Challenging behavior usually has a message- I
am bored, I am sad, you hurt my feelings, I need
some attention.
• Children often use challenging behavior when
they don’t have the social or communication skills
they need to engage in more appropriate
interactions.
• Behavior that persists over time is usually working
for the child.
• We need to focus on teaching children what to do
in place of the challenging behavior.
Promote Children’s Success
• Create an environment where EVERY child feels
good about coming to school.
• Design an environment that promotes child
engagement.
• Focus on teaching children what To Do!
•Teach expectations and routines.
•Teach skills that children can use in place of
challenging behaviors.
Individualized
Intensive
Interventions
Social Emotional
Teaching Strategies
Designing Supportive Environments
Building Positive Relationships
Building Relationships
• Helps each child feel accepted in the group
• Assists children in learning to communicate and
get along with others
• Encourages feelings of empathy and mutual
respect among children and adults
• Provides a supportive environment in which
children can learn and practice appropriate and
acceptable behaviors as individuals and as a
group
Building Relationships with
Children
Why is it important?
1. The relationships that we build with children, families, and colleagues are at the
foundation of everything we do. It is important to build these relationships early on
rather than waiting until there is a problem.
2. Children learn and develop in the context of relationships that are responsive,
consistent, and nurturing.
3. Children with the most challenging behaviors especially need these relationships,
and yet their behaviors often prevent them from benefiting from those relationships.
4. Adults’ time and attention are very important to children, and we need to be sure
that we are giving them that time and attention at times other than when they are
engaging in challenging behavior.
5. Parents and other colleagues (such as mental health providers and therapists) are
critical partners in building children’s social emotional competence. We should all
work together to ensure children’s success and prevent challenging behavior.
Video 1.1: Adult Child Conversations
What are some things that this teacher does to build positive relationships with children?
“Every child needs one person
who is crazy about him.”
Uri Bronfenbrenner
Activity:
Connections with Children
CONNECTED
DISCONNECTED
Activity:
Connections with Adults
CONNECTED
DISCONNECTED
Building Positive Relationships
with Children
Building Relationships
Building Relationships
Activity- Building Relationships
• How do you build positive relationships with:
Children?
Families?
Colleagues?
• Brainstorm a list of things you could do to build or strengthen
relationships with children, families, or other colleagues
• Share with the large group
• Identify 2-3 things you are going to do to build stronger
relationships with children, families, and colleagues. Note these
on The Inventory of Practices (p. 16, Action Plan)
Ideas for Making Deposits
• Greet every child at the door by name.
• Post children’s work around the room.
• Have a “star” of the week who brings in special
things from home and gets to share them during
circle time.
• Call a child’s parent in front of them to say what a
great day she is having or send home positive notes.
• Call a child after a difficult day and say, “I’m sorry
we had a tough day today. I know tomorrow
is going to be better!”
• Give hugs, high fives and thumbs up
accomplishing tasks.
•When a child misses school tell him
how much he was missed.
•Write on a t-shirt all the special
things about a given child and let
him/her wear it.
•Find time to read to individual
children or a few children at a time.
•Acknowledge children’s efforts.
•Find out what a child’s favorite book
is and read it to the whole class.
•Give compliments liberally.
•Play with children, follow their lead.
•Let children make “All About Me”
books and share them at Circle
Time.
Building Relationships
Individualized
Intensive
Interventions
Social Emotional
Teaching Strategies
Designing Supportive Environments
Building Positive Relationships
Classroom Arrangement and
Design: Traffic Patterns
•Minimize large open spaces
•Minimize obstacles and other hazards
•Consider the needs of children with
physical and sensory disabilities
Classroom Arrangement and
Design: Learning Centers
Physical Design
• Clear boundaries
• Visibility
• Visual prompts when centers are not an option
• Adequate number of centers
• Size and location of centers
• Number of children in centers
• Organization of materials
• Preparation of centers
Classroom Arrangement and
Design: Learning Centers
Create meaningful and engaging learning centers
• Relevant to children’s needs, interests, and
lives
• Highly engaging and interesting
• Variety of materials in each center
• Changed and rotated on a regular
basis
Create Meaningful and
Engaging Learning Areas
• Stand in center of the room
– Is there a clear entry to each center?
– Is each center inviting?
– Are there enough materials (3 units of play per child allowed
in center)?
– Is there a system in place for entering and exiting centers?
– Are centers and materials/shelves labeled?
– Is there a rotation of materials?
– Are materials highly engaging?
– Are the activities relevant to
children’s needs, interests and lives?
Physical
Environment:
Discuss these two
writing centers.
Strengths?
Concerns?
How Can This Circle Area
Be Improved?
Circle Time
Classroom Arrangement and
Design Activity
• With a partner, sketch a classroom.
• Revise your sketch of the environment and then
share major changes with other participants at the
table.
• Ask participants to think of one child who has more
significant challenging behavior. What might need
to be done to the environment to support that child?
• For additional ideas, refer to the Inventory of
Practices.
Schedules and Routines
Develop a schedule that promotes child engagement and
success.
• Balance activities:
• active and quiet
• small group and large group
• teacher-directed and child-directed
• Teach children the schedule.
• Establish a routine and follow it consistently.
• When changes are necessary, prepare children ahead of
time.
Teach with Visual Schedules
Visual Object Schedule
Change Diaper
Wash
Breakfast
Use real objects.
Music
Photograph Visual Schedule
Morning Meeting Mini-Schedule
1. Turn on water.
3. Get soap.
2. Wet hands.
4. Rinse hands.
5. Turn off water.
6. Dry hands.
7. Throw away towel.
8. Go play.
Activity Turn-Taking Cue
Activity
Using Visual Schedules
• You say it’s time for circle. One little
boy roams away from circle. When you
try to guide him to circle, he drops to the
ground and will not budge.
– How can you use your visual schedule to
teach?
Activity
Using Visual Schedules
• You announce that it’s time for centers
and a girl runs to go out the door yelling
“No! Play out!”
– How can you use your visual schedule to
teach?
– What else might you be able to use to
teach?
Activity
Using Visual Schedules
• A child goes to play with her favorite
train. When you go over to her and tell
her it’s time for snack she starts
screaming and throwing train pieces.
– How can you use your visual schedule to
teach?
– What else might you be able to do/use to
teach?
Activity
Using Visual Schedules
• A new little boy arrives in your
classroom and he is very scared. When
Mommy says bye, he screams, cries,
pulls on her leg, and tries to climb up
Mommy’s body.
– How can you use your visual schedule to
teach?
Activity
Using Visual Schedules
• Today you have scheduled water play
outside. All of the children are excited
and have been anticipating the outside
fun all week. But we have been given a
tornado warning and it’s raining, so
there will be no outside fun today.
– How will you teach using your visual
schedule to prevent challenging behavior?
Transitions
Plan for transitions
• Minimize the number of transitions that children
have during the day.
• Minimize the length of time children spend waiting
with nothing to do.
• Prepare children for transitions by
providing a warning.
• Structure the transitions so that children
have something to do while they wait.
• Teach children the expectations related
to transitions.
• Individualize supports and cues.
Video 1.2: Transitions to Centers
Video 1.3: Providing Individualized
Transition Cues to Gabby
Transition with Visual and Timer
Transition with Visual
Transition with Choice
Transition with Visual Choice
Transition with Center Necklaces
Teaching Children Expectations
Activity Analysis Using Clip Art
Washing Hands
1
2
Wet
hands.
Get soap.
3
Wash
hands.
4
Dry
hands.
5
Throw
away.
Individual Schedule
First
Then
Large Group Activities
• Planning
the activity
– Consider the length
– Be clear about the purpose and goals of the
activities
– Use circle time to teach new things
• Implementing the activity
– Provide opportunities for all children to be
actively involved
– Assign jobs to children
– Vary your speech and intonation patterns
– Have children lead activities
– Pay attention to children’s behavior
Video 1.4: Circle Activity
Guiding Questions for Video
of Circle Activity
– Are the children engaged in these two clips?
– What tells you that the children are or are not
engaged?
– Describe the teacher’s behavior in these clips.
– What is the teacher doing that engages the children?
– What strategies can you suggest that would help the
teacher engage the children even more?
Small Group Activities
• Importance
of small group activities
– Skill building
– Individualized attention
• Planning and implementing
– Be clear about the goal
– Use peers as models
– Ensure participation by all children
– Make them fun
– Provide feedback throughout
Schedule/Routine/Transition Activity
• Divide into groups of people who currently
work together.
• Write down a schedule from one of the
participant’s classrooms.
• Consider the things we have just talked
about. What changes could you make in what you
are currently doing that might increase
engagement and prevent challenging behaviors?
• Share your major changes with others at
your table and brainstorm possible solutions.
Giving Directions
• Make sure you have the children’s
attention before you give the direction.
• Minimize the number of directions given
to children.
• Individualize the way directions are given.
• Give clear directions.
Giving Directions
• Give directions that are positive.
• Give children the opportunity to respond to
a direction.
• When appropriate, give the child choices
and options for following directions.
• Follow through with positive
acknowledgment of children’s behavior.
General Guidelines
About Rules
• Have a few simple classroom rules.
• Involve the children in developing the
rules.
• Post the rules visually.
• Teach the rules systematically.
• Reinforce the rules at high rates initially
and at lower rates throughout the year.
Involving Children in
Developing the Rules
• Have children help generate the rules.
• Name the rule and have a child
demonstrate the rule.
• Name the rule and have the children
identify the visuals that might go on a
poster.
• Have children help decorate a rules
poster.
Circle Time Rules
Program-wide Rules
Rules
Should Address
• Noise level
• Movement inside
• Interactions with property
• Interactions with adults
• Interactions with peers
Video 1.5: Stop/Go Teaching Rules
Rules Activity
• Develop a list of 3-5 rules you use or
would use in a classroom.
• Discuss these rules with others at the
table.
• Brainstorm fun and creative ways for
teaching the rules.
Fun Ways to Reinforce
the Rules
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•
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Rules Bingo!
Make a big book about school rules
Homework– what are your rules at home?
Play “rule charades”
Video 1.6: Children Demonstrating
Classroom Rules
81
Ongoing Monitoring and
Positive Attention
• Give children attention when they
are engaging in appropriate behaviors.
• Monitor our behavior to ensure that
we are spending more time using
positive descriptive language and less
time giving directions or correcting
inappropriate behavior.
Positive Attention Activity
• Count the number of positive comments the
teacher makes (and positive nonverbals).
• Have a large group discussion about what types of
comments and nonverbal behaviors the teacher
exhibited.
• Generate some ideas to help adults remain
focused on the positive throughout the day.
• Encourage participants to include some of these
ideas on their Action Planning Form.
Video 1.7: Positive Attention
Using Positive Feedback and
Encouragement: 4 Principles
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•
•
•
Contingent on appropriate behavior
Descriptive
Conveyed with enthusiasm
Contingent on effort
Using Positive Feedback
and Encouragement
• Remember to use nonverbal forms of
positive feedback and encouragement.
• Individualize use of positive feedback and
encouragement based on children’s needs
and preferences.
• Encourage other adults and peers to use
positive feedback and encouragement.
Increasing Positive Behaviors:
Activity
• What are 3-5 behaviors you would like to
see increase in your setting?
• Review item 8 on the Inventory.
• What changes might you make in your use
of positive feedback and encouragement in
order to increase the behaviors you just
identified.
• Add this to your Action Plan.
Sample Certificate
SUPER FRIEND AWARD!!!
This certificate is to certify that Marleco
is a SUPER FRIEND!!
Today, Marleco used his words to ask Malen
nicely for a turn on the swing. When he was done
swinging, he asked Malen if she wanted another
turn and then helped to push her. At circle time,
he gave his friend Cesar a compliment! YAY
Marleco!! What a Super Friend you are!!
Give yourself a pat on the back!!
Signed by: Miss Gail & Mr. Jim
Date: January 7, 2006
If there is anything that we wish to
change in the child, we should first
examine it and see whether it is not
something that could better be
changed in ourselves.
Carl Jung – psychiatrist
Major Messages
• The first and most important thing that we can do is
to build positive relationships with every child and
family.
• Focus on prevention and teaching appropriate
skills.
• Promoting social emotional development is not
easy. There are no quick fixes to challenging
behavior.
• It requires a comprehensive approach that includes
building relationships, evaluating our own
classrooms and behaviors, and TEACHING.