Social Emotional Behavioral Updates

Hi Everyone!

My name is Alicia Condron and I am the Social-Emotional Behavior Coach at King. My job is to work with students by supporting emotions and behavior during academic times, teaching social-emotional lessons and leading whole school community meetings and social-emotional initiatives.

Wear comfy clothes, bring a stuffy and get ready do some silent reading!

Emotional Intelligence is our ability to recognize our own emotions and their impact on others. It also includes our ability to recognize the emotions of others. motivate ourselves and manage our emotions positively in ourselves and in our relationships.

Students who learn these skills are more likely to be self-confident and highly motivated. They are thoughtful decision makers, empathetic and build strong, positive relationships. Students who have high emotional intelligence typically achieve academic success and are able to leverage their skills into success in relationships and occupations.

Research has shown that using social-emotional curriculums to directly teach the 5 components of Emotional Intelligence is highly beneficial to students. All students participate in the Second Step and Zones of Regulation curriculum.

• Second Step teaches concepts including conflict resolution, working with others, forming healthy relationships and positive decision making.

• Zones of Regulation teaches students to identify feelings, recognize feelings in themselves and others and discover coping skills that work for them.

Daily morning meetings, monthly community meetings, whole school incentive plan, task based learning, whole group, small group and partner work promote the concepts of emotional intelligence as well.

Books to Read:

A Chair for My Mother (English)

Una silla para mi madre (Spanish)

Uma cadeira para minha mãe (Portuguese)

Thank you Omu (English)

Gracis Omu (Spanish)

Obrigado avô Omu (Portuguese)

Resources and Activities:

• Create A Gratitude Jar: You Tube Read Aloud

• Gratitude Pick Up Sticks Game

• Make a card for a community helper. Send it in the mail

• Write an acrostic poem for GRATITUDE or THANKFUL

Conversation Starters:

• Who are the people in your life that you are thankful for?
• How can we say thank you/show gratitude to someone in our community?
• When are their opportunities at home or school to say "thank you"?

Responsive Listening: Requires attending fully to the speaker, concentrating on what is being said,as well as being mindful of non-verbal communications.

Build Rapport

Purpose: When students feel safe and valued they are in an ideal emotional state for thinking and

learning.

How To: Use both verbal and non-verbal communication to build rapport and establish relational

trust.

Nonverbal:

• Position yourself in a non- threatening way: side-by-side or kitty corner and at the same level as the student.
• Keep your facial expressions interested and friendly.

Verbal:

• Keep your tone light, positive, and calm.
• Make simple statements or ask questions that communicate you are tuned in to the student and care about their academic and personal success. (examples: “How is your day going so far, Jason?” “I appreciate you making time to meet with me, Selena.”)

Paraphrase for Understanding

Purpose: To make sure you accurately understand a student’s thinking or reasoning while

simultaneously communicating that you are listening and want to understand them.

How To: Make a statement that summarizes what you are hearing and observing. Use language,

vocabulary, or phrasing that is different to help elevate the student’s thinking.

Pause for Thinking

Purpose: To provide “thinking time” for students so they can process, clarify, and develop their

own ideas. To provide “thinking time” for you - sending the message that you respect what they

have to say and to give yourself some time to consider before paraphrasing and questioning.

How To: After you ask a question, pause for 3-5 seconds allowing the student to respond. Resist

the urge to fill the silence. Once the student has responded, take the opportunity to pause again to

allow them to extend their thinking.

Ask Open-ended Questions

Purpose: To support students to explore their thinking. To communicate to students that they are

capable, and your belief they have something important to contribute.

How To: Ask a question that pushes the student to clarify his/her thinking, self-reflect, problem-

solve, and/or plan next steps. (examples: “What are some things you’re thinking about...?” “What might be some reasons for...”)

King is working to become a designated No Place for Hate Schools. Through feedback from staff, students and families as well as activities done through out the year, we will use the framework of No Place for Hate to explore identity, interpret differences, challenge bias and champion justice. Please consider filling out this family survey about feeling included at King by clicking the link below.

No Place for Hate: Family Survey