Emotions Curriculum:
I borrowed the book, "Spotlight on Social Skills, Elementary, Emotions" (by Carolyn LoGiudice & Paul F. Johnson) from a counsellor at my school. This site allows you to read the Table of Contents and to view sample pages form the book and purchase it if you like. I was able to use a fair bit of the material from it, as it integrated well with what I was doing. I used the Emotion Pretest/Posttest as a baseline and comparison to see what they already knew/understood, and then at the end, what they learned. Each child demonstrated progress and learning. We used many of the pages (practicing recognizing and naming emotions, drawing facial expressions for different emotions, picturing emotions, connecting emotions to behaviours, expressing emotions, controlling emotions, recognizing emotions in others, etc).
I borrowed the book, "Spotlight on Social Skills, Elementary, Emotions" (by Carolyn LoGiudice & Paul F. Johnson) from a counsellor at my school. This site allows you to read the Table of Contents and to view sample pages form the book and purchase it if you like. I was able to use a fair bit of the material from it, as it integrated well with what I was doing. I used the Emotion Pretest/Posttest as a baseline and comparison to see what they already knew/understood, and then at the end, what they learned. Each child demonstrated progress and learning. We used many of the pages (practicing recognizing and naming emotions, drawing facial expressions for different emotions, picturing emotions, connecting emotions to behaviours, expressing emotions, controlling emotions, recognizing emotions in others, etc).
I also used the following worksheet which has children write and illustrate a time they felt happy, and a time they felt sad:
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Children write and illustrate what makes them different....and therefore special:
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This page has children answer questions about what it is to be a friend:
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This page has children write and illustrate a friendship tip they have learned:
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Social Responsibility Rubric:
I participated in a Professional Learning Community (PLC) in my school focusing on SEL (empathy, self-regulation, social responsibility). We used a Social Responsibility Rubric (created by one of my colleagues in our PLC) to assess our students in December, then again in June. It was rewarding to compare the assessments and be able to see the growth and development on paper...it wasn't just in my head!
B.C. Ministry of Education: Social Responsibility Performance Standards (listed by grade)
Our Social-Responsibility Rubric:
I participated in a Professional Learning Community (PLC) in my school focusing on SEL (empathy, self-regulation, social responsibility). We used a Social Responsibility Rubric (created by one of my colleagues in our PLC) to assess our students in December, then again in June. It was rewarding to compare the assessments and be able to see the growth and development on paper...it wasn't just in my head!
B.C. Ministry of Education: Social Responsibility Performance Standards (listed by grade)
Our Social-Responsibility Rubric:
social_responsibility_rubric.pdf | |
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SEL Questionnaire: they filled out
In our PLC, we also decided to use a questionnaire to gauge empathy: How We Feel and How We Act (created by one of my colleagues in our PLC). I gave this to my class in January. I read the questions to them and had them answer, as this worked better for them. I was going to have them do the questionnaire at the end of the year also, but they really seemed to get it the first time, so I didn't repeat it.
SEL Questionnaire (2 pages):
In our PLC, we also decided to use a questionnaire to gauge empathy: How We Feel and How We Act (created by one of my colleagues in our PLC). I gave this to my class in January. I read the questions to them and had them answer, as this worked better for them. I was going to have them do the questionnaire at the end of the year also, but they really seemed to get it the first time, so I didn't repeat it.
SEL Questionnaire (2 pages):
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Taming Worry Dragons:
Taming Worry Dragons was written by Dr. Jane Garland and Dr. Sandra Clark (BC Children's Hospital), and it is meant to help children and their caregivers develop skills to cope with anxiety. There is the manual, but also a separate workbook for children, and a manual/workbook for teenagers. I got these books when I was working in an alternate program with students with diagnosed mental health challenges. It really helped me to understand anxiety and some of the challenges these kids were facing. But I realized that much of what I learned, and many of the tools and strategies are beneficial for all students, and for teachers to be aware of and understand. I didn't use the entire workbook, but I was able to use what I learned, and integrate some of the activities in the workbook with my class, as the very much were SEL related and relevant to what we were doing. (Examples: What are worries? What do they look like? Feel like? Distinguishing between feeling sick and feeling anxious; learning about feelings and what they look like; friendship qualities). These activities all related to, and integrated well with the SEL we were doing in our classroom.
This link takes you to the (BC) Provincial Health Services Authority, where you can read an abstract about the books and order them if you'd like: https://libraries.phsa.ca/bookstore/list?q=topic_facet%3AAnxiety&p=1
Taming Worry Dragons was written by Dr. Jane Garland and Dr. Sandra Clark (BC Children's Hospital), and it is meant to help children and their caregivers develop skills to cope with anxiety. There is the manual, but also a separate workbook for children, and a manual/workbook for teenagers. I got these books when I was working in an alternate program with students with diagnosed mental health challenges. It really helped me to understand anxiety and some of the challenges these kids were facing. But I realized that much of what I learned, and many of the tools and strategies are beneficial for all students, and for teachers to be aware of and understand. I didn't use the entire workbook, but I was able to use what I learned, and integrate some of the activities in the workbook with my class, as the very much were SEL related and relevant to what we were doing. (Examples: What are worries? What do they look like? Feel like? Distinguishing between feeling sick and feeling anxious; learning about feelings and what they look like; friendship qualities). These activities all related to, and integrated well with the SEL we were doing in our classroom.
This link takes you to the (BC) Provincial Health Services Authority, where you can read an abstract about the books and order them if you'd like: https://libraries.phsa.ca/bookstore/list?q=topic_facet%3AAnxiety&p=1
Kindness Quilt: The image on the right is a picture of our class "Kindness Quilt" (in progress). It's not clear in the picture, but, each student drew a picture and caption of something that represented kindness for them (on white paper cut into a square). We mounted them on different colour construction paper (in a colour pattern), and put them up on the bulletin board. I drew in lines to look like stitches, and later a border, to give it a quilt-like appearance. The images and captions were unique to the child, and they enjoyed sharing what kindness meant to them. |
Miscellaneous Tools/Ideas:
My goal was to create an environment where kids felt connected to one another and could build relationships with each other. These were some of the activities we did; you have probably heard of and used most of these strategies, but here are some that worked well with my students:
My goal was to create an environment where kids felt connected to one another and could build relationships with each other. These were some of the activities we did; you have probably heard of and used most of these strategies, but here are some that worked well with my students:
Knitting:
One of the PLC groups in our school came up with a knitting program to help reduce anxiety, build self-regulation, and develop a sense of community between the participants. There were knitting groups scheduled at Recess, some Lunches, and there was an after school program. The library clerk in my school made kits containing knitting needles or loom, yarn, and instructions that students could sign out. The program was a huge success.
I decided to try knitting with my class. First, we had a lesson from the Home Economics teacher in our school (this is a K-9 school), both with needles and hand knitting. Then, we made our own looms using toilet paper rolls, popsicle sticks, crepe paper, and glue (see picture). Once our looms were ready to be used, we were ready to give this a try. The library clerk, and some of the students in my class, and one other class, who had participated in the knitting group and knew how to do it, came in to help. And we spent the afternoon looming/knitting. It was amazing to see the focus of the kids as they did this. Not only were they focused and self-regulated, but they were happy and relaxed. Knitting can be used by students of all ages, it's relatively inexpensive, and it showed positive results.
One of the PLC groups in our school came up with a knitting program to help reduce anxiety, build self-regulation, and develop a sense of community between the participants. There were knitting groups scheduled at Recess, some Lunches, and there was an after school program. The library clerk in my school made kits containing knitting needles or loom, yarn, and instructions that students could sign out. The program was a huge success.
I decided to try knitting with my class. First, we had a lesson from the Home Economics teacher in our school (this is a K-9 school), both with needles and hand knitting. Then, we made our own looms using toilet paper rolls, popsicle sticks, crepe paper, and glue (see picture). Once our looms were ready to be used, we were ready to give this a try. The library clerk, and some of the students in my class, and one other class, who had participated in the knitting group and knew how to do it, came in to help. And we spent the afternoon looming/knitting. It was amazing to see the focus of the kids as they did this. Not only were they focused and self-regulated, but they were happy and relaxed. Knitting can be used by students of all ages, it's relatively inexpensive, and it showed positive results.
Co-operative games/Community-Building Activities:
I felt I had to be really careful when it came to co-operative activities. We had to really work at building relationships and a sense of trust and community before I wanted to attempt these. I just new by the tone when my class wasn't, then was ready to try this. It was the same for partner and group work....we had work our way towards it.
One of the activities I did with them in Gym, which they really liked and really turned out well was, what I called, "The Mat Challenge". I formed 2 teams- they wanted boys versus girls, so we went with that- and I gave each team (depending on if anyone was away, it averaged 10 versus 10....sometimes was 10 versus 11, 11 girls, 10 boys) 2 big gym mats. They had to get across the gym, as a team, on the mats. If any body part touched the floor, they had to go back and start over. They really got into this, and did a great job. It highlighted problem-solving skills, teamwork, and sportsmanship.
Who's the Leader:
Kids sit in a circle, one student is chosen to be the "guesser" and waits outside the room. One person is chosen to lead a clapping pattern, that the others will mimic, and then to change the pattern and have everyone follow- the aim is to do this as covertly as possible. The "guesser" has to try to figure out who is the leader.
Two Truths and a Lie:
Each student writes down 2 truths about themselves and one lie. They each share their 3 statements and the class has to guess which statement is the lie.
Story Web:
Kids sit in a circle, the first person starts a story and then passes a ball of yarn (holding onto the end), to a classmate, who adds an idea/sentence to the story, and then holding their piece of yarn, passes the ball of yarn to another classmate, and on and on. The idea is to build a (usually crazy) story together and create a big web with the yarn.
Build It:
In groups, students work together to build a structure using pipe cleaners or spaghetti and marshmallows- the goal can be the tallest structure, the strongest, the weirdest...anything.
Telephone Game:
Sitting in a circle, one student starts by whispering something to the person beside them, and they whisper it to the next person, etc...the last person to receive the message says it aloud...it's never what it started as! Kids have fun with this, but it's also a lesson in how perception changes what everyone thinks of something....and misunderstandings can happen.
Name and favourite...:
Kids sit or stand in a circle. They take turns saying their name and their favourite (something; like food, colour, animal, etc). The person beside them has to repeat what they said, but also say their own. The next person has to repeat those before them, and their own, etc. A good exercise in getting to know your classmates, but also in listening and remembering.
Interview:
Students partner up and "interview" each other; then they share what they learned about the other person with the class.
Who Am I?:
This is similar to the "Headbanz" game. Kids have the name of an animal or famous person or object (what you choose will depend on the age you're working with) taped to their backs. They have to ask classmates yes or no questions to try to figure out who or what they are.
I felt I had to be really careful when it came to co-operative activities. We had to really work at building relationships and a sense of trust and community before I wanted to attempt these. I just new by the tone when my class wasn't, then was ready to try this. It was the same for partner and group work....we had work our way towards it.
One of the activities I did with them in Gym, which they really liked and really turned out well was, what I called, "The Mat Challenge". I formed 2 teams- they wanted boys versus girls, so we went with that- and I gave each team (depending on if anyone was away, it averaged 10 versus 10....sometimes was 10 versus 11, 11 girls, 10 boys) 2 big gym mats. They had to get across the gym, as a team, on the mats. If any body part touched the floor, they had to go back and start over. They really got into this, and did a great job. It highlighted problem-solving skills, teamwork, and sportsmanship.
Who's the Leader:
Kids sit in a circle, one student is chosen to be the "guesser" and waits outside the room. One person is chosen to lead a clapping pattern, that the others will mimic, and then to change the pattern and have everyone follow- the aim is to do this as covertly as possible. The "guesser" has to try to figure out who is the leader.
Two Truths and a Lie:
Each student writes down 2 truths about themselves and one lie. They each share their 3 statements and the class has to guess which statement is the lie.
Story Web:
Kids sit in a circle, the first person starts a story and then passes a ball of yarn (holding onto the end), to a classmate, who adds an idea/sentence to the story, and then holding their piece of yarn, passes the ball of yarn to another classmate, and on and on. The idea is to build a (usually crazy) story together and create a big web with the yarn.
Build It:
In groups, students work together to build a structure using pipe cleaners or spaghetti and marshmallows- the goal can be the tallest structure, the strongest, the weirdest...anything.
Telephone Game:
Sitting in a circle, one student starts by whispering something to the person beside them, and they whisper it to the next person, etc...the last person to receive the message says it aloud...it's never what it started as! Kids have fun with this, but it's also a lesson in how perception changes what everyone thinks of something....and misunderstandings can happen.
Name and favourite...:
Kids sit or stand in a circle. They take turns saying their name and their favourite (something; like food, colour, animal, etc). The person beside them has to repeat what they said, but also say their own. The next person has to repeat those before them, and their own, etc. A good exercise in getting to know your classmates, but also in listening and remembering.
Interview:
Students partner up and "interview" each other; then they share what they learned about the other person with the class.
Who Am I?:
This is similar to the "Headbanz" game. Kids have the name of an animal or famous person or object (what you choose will depend on the age you're working with) taped to their backs. They have to ask classmates yes or no questions to try to figure out who or what they are.
The following resources are ones I haven't used, but was either given, or found in my research. There are some good ideas that can be applied to SEL activities. There are also some great resources on the Useful Websites page.
FRIENDS for Life Program: The BC FRIENDS program is sponsored by the Ministry of Children and Family Development (MCFD). It is an evidence-based, school-based, anxiety prevention and resiliency program. Teachers can receive free training (one day) and once trained will receive the resources/materials/student workbooks for class use (also for free). There is programming for kindergarten and grade one (Fun FRIENDS); FRIENDS for Life for Children (grades 4 and 5); FRIENDS for Youth (grades 6 and 7). There isn't programming for grades 2 and 3, but I have looked through the grade 4 and 5 workbook, and you could use it to get ideas and context that you could adapt for younger grades. There is also a parent program and resources. This is a program that could be implemented school-wide if the staff were on board. With programs like these, I feel they would have better results when used on a continuum, and not in isolation of other classes and grades. If choosing this program or one like it, it would be beneficial for kids to receive the 'training' throughout their elementary schooling, to just in one or two grades, but no others. The SEL learning needs to be built upon.
Social Emotional Activities Workbook
Capturing Kindness (I came upon this resource on the Dalai Lama site- it was actually created by a colleague of mine, Doug David). This is geared towards students in grades 5-7.
FRIENDS for Life Program: The BC FRIENDS program is sponsored by the Ministry of Children and Family Development (MCFD). It is an evidence-based, school-based, anxiety prevention and resiliency program. Teachers can receive free training (one day) and once trained will receive the resources/materials/student workbooks for class use (also for free). There is programming for kindergarten and grade one (Fun FRIENDS); FRIENDS for Life for Children (grades 4 and 5); FRIENDS for Youth (grades 6 and 7). There isn't programming for grades 2 and 3, but I have looked through the grade 4 and 5 workbook, and you could use it to get ideas and context that you could adapt for younger grades. There is also a parent program and resources. This is a program that could be implemented school-wide if the staff were on board. With programs like these, I feel they would have better results when used on a continuum, and not in isolation of other classes and grades. If choosing this program or one like it, it would be beneficial for kids to receive the 'training' throughout their elementary schooling, to just in one or two grades, but no others. The SEL learning needs to be built upon.
Social Emotional Activities Workbook
Capturing Kindness (I came upon this resource on the Dalai Lama site- it was actually created by a colleague of mine, Doug David). This is geared towards students in grades 5-7.
Cross the Line (I was given this, and not sure where it was from, but found it (and more) at this link: RLife on page B7). These resources look like they are geared more towards youth versus younger children.
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Understanding Feelings Affect My Behaviour (I can't remember who I got this from, but it is a good exercise in self-awareness and reflection after a conflict or incident).
understanding_how_feeling_affect_behaviour.pdf | |
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understanding_how_feelings_affect_behaviour.pdf | |
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