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One of our PYPX activities is our weekly reflections. One question is to ask them to include an emoji or meme about how they feel their week has gone.

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I checked in with individual students during duty at the JP, morning & afternoon break time. I will also tried to probe further more on their well beings over their weekends from their journal writings.

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In secondary school learning, we try to motivate students through completing the tasks and teachers try best to give positive comments to make them happy or motivated. Unlike Primary school the emotion and well being is explicitly addressed.

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We started with the wheel of Feelings as part of our previous UOI and now we have a Safe Space.

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Feelings Chart of the day. Each child in the class has their name on a peg clip,

on the green face at the beginning of the day. The clip can be moved throughout the day depending on how they felt.

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EMOTIONS TRAFFIC LIGHTS

When sudents come in, they put their name peg (they have their name on a peg) on RED (Sad face), ORANGE (Neutral Face) and GREEN (Happy Face). These faces are in the form of a traffic light.

Students move their peg through the day in case their mood changes and we work collaboratively to help students to be happy again

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Re-visiting goals and adjusting strategies

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Re-visiting goals and adjusting strategies

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For the online course group, I go in the Y12 and Y13 core lessons once every two weeks to have small chats with Pamoja students. I congratulate students on their achievements, and initiate conversations on study strategies/resilience building in overcoming difficulties.

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Students change emotions in the morning and sometimes during the day. We check in with the students why they are feeling that way. They can share with the class or just the teacher.

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It is quite difficult to do an emotional check in for the secondary as the time for homeroom is very short. However, it would be good for Sec HR teachers to introduce this for Sec HR. I would use this resource here

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Check-in by DP Coordinator during Monday and Friday core sessions - looking at how cohort is coping with the pressure of the DP. Also happens during weekly pastoral and daily homeroom lessons by homeroom teachers.

DP Coordinator/University Advisor meets one-on-one with students.

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Every morning, we have a question written on the whiteboard. When students enter the classroom, they place their name against the answer they have chosen. e.g.

How are you feeling this morning?
Options: Energized, Tired, Happy, Stressed.

So we not only find out how they are feeling, but also the register can be easily completed on ManageBac.

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Students continue to make use of photo board on entering the classroom where they have a choice of 5 emotions. Students continue to use the board through the day.

We have introduced the 'zones of regulation' last week. In the coming days this will become a more formal and intentional with a poster printed out for daily classroom use.

I also use a daily morning message which usually incorporates some element of the program, something coming up that children might be looking forward to or need to prepare for, and messages pertaining to current feelings and emotions.

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I've found a new quick three-part check-in to use with my students next week.

1. Rose - a small win or accomplishment

2. Thorn - a challenge they faced

3. Bud - something they are looking forward to

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End of quarter reflections and daily check-ins in French.

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End of quarter reflections and daily check-ins in French.

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Pastoral - Mindfulness Mondays where we reflect and share about our weekend or past week (think pair share).

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I have done some thumbs up/thumbs down but would like to do more. I find this especially challenging for single subjects as our time with the kids is very limited and classes are very full.

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Zones of Regulation Poster at the Library

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Zones of Regulation Poster at the Library

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Having the poster with the Zones of Regulations up in our teaching / read-aloud area, allows for easy reference; for example, when we recently talked about reading hopes and wishes for the new year, reading as a way to relax, to calm down, not to be bored, was mentioned and we referred to the poster. I might pause during a read-aloud, checking students' emotional response to a scene or asking them to identify in which zone the character in the story might be.

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"Informal" chats during students' recess, and snack time. We talk about their feelings, and what makes them feel this/that way.

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5B has a selection of SEL books in the class library. These books are read to the students, reviewing and checking in with their emotions and well-being.

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Students use the zones of regulation board continuously throughout the day, moving their names around as feelings shift. We prompt students to reflect on their feelings, and to express themselves in different ways. We also do individual check-ins throughout the day.

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This is a stressful time for the graduating senior class. In a few weeks, they will be sitting for the May exams and will be leaving us. Many of these students have been with Chatsworth for many years, and still remember their years at Primary. Managing their emotions is important, with so many deadlines fast approaching, Mocks, Graduation Photos, IBDP exams and graduation ceremony.

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With the start of Exhibition, we have put off starting student check ins, but we have an upcoming plan in place with the zones of regulation. I have been regularly checking in with my homeroom class and PYPX class asking how they're doing first thing in the morning/entering the class with a thumbs up/neutral/thumbs down. If students want to they can volunteer their thoughts. I make a conscious effort to meet and welcome students as they enter the classroom with a hello/good morning to make contact with each student. Their demeanor is very indicative of how they are and I will often check in with at some point during the morning.

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Tracking zones of regulation. Students get small coloured dots from me/ They put them on their tracking cards with the date and time. It is semi-private, and when I give them the sticker, I can quietly ask them why they chose a particular zone if I feel I need to. I vary the time. For example, sometimes, end of day, sometimes after play break and sometimes start of the day. We have just recently used their tracking cards to construct a graph for our mathematics lesson. I also used it as an opportunity to have a discussion about our feelings , how they change, cause and effect and what we can do about them etc.

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Upon arrival in class, students take their number (for anonymity) and place in in the zone that they connect with. Since the beginning of the year, we were doing a similar things with charts with faces expressing different feelings (cat faces for example). However, I find the zones chart is even more helpful as their are more feelings notes as well as clear solutions/next steps for students. We have also started to use this daily data to make different graphs in class to connect it to our unit of inquiry.

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While on duty in the canteen and jungle playground I intentionally try to check in with as many students as possible. Welcoming into the canteen etc. Connecting with Homeroom teachers if students are not having a good day in the canteen or JP

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Morning check-ins at the door where students are greeted with a hug, a fist bump or a hi-five. They will provide one reason for their choice.

Example: I need a hug as I am feeling tired. A hi-five as I have a competition today.

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Using the zones chart in the Art Room, Students go upto it to share how they are feeling during the circle time. At times we use the thumbs up or down as well.

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3x/ semester: Qs: "What courses cause the most stress" and "How many hours of sleep do you get vs how many do you aspire to get" etc.

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We do this every morning during our morning meeting.

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Sam (EAL) - I use an emoticon poster to teach the words to my students. I've been asking them how they are doing when they first come into my classroom. It's a good way to get them engaged while waiting for others to trickle into the classroom. Over time, they start to initiate the conversation on their own and tell me how they're doing before I even ask them. 

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Sam (EAL) - I use an emoticon poster to teach the words to my students. I've been asking them how they are doing when they first come into my classroom. It's a good way to get them engaged while waiting for others to trickle into the classroom. Over time, they start to initiate the conversation on their own and tell me how they're doing before I even ask them. 

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Check - ins by asking the question « Comment ça va? »

Plan to add the emotion blobs/chairs

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Students think, pair and share about how they are feeling during our morning meetings. We choose a positive affirmation which we will have a chat about every Monday morning. Once a week, students will then reflect on their emotions again on see-saw at the end of the day.

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In K2 we use thumbs up and thumbs down to show how the students are feeling when they come in from the playground as they normally have some play ground problems that need to be resolved.

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Andrew: In Year 6, we are in Week 5 of Exhibition. Our check ins have connected to their feelings about the work done so far and how they are going. We have purchased some containers to use for more specific feedback (zones of regulation focussed) but have not yet fully implemented this.

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I have introduced Zones of Regulation buckets. Students are invited to change this every morning and throughout the day. If they have a big problem they are encouraged to put there 'face' on my table and I will chat to them in private.

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Link to Form

This was great to do at the beginning of Semester 2, once the Y7s had experienced a full semester of Summative assessments across all their subjects, managing stress, and becoming more organised.

There were also questions asking students to share some thoughts and feelings about their year so far.

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Seesaw SEL check-ins

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Chat with students on the way to and from sport hall.

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Morning meetings, Highlights of the day, End of the day check-in.

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Verbal Check-in. Purchased x16 boxes for Year 6 (red/yellow/blue/red) ready to set up the zones of regulations daily token check 

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Verbal Check-in. Purchased x16 boxes for Year 6 (red/yellow/blue/red) ready to set up the zones of regulations daily token check 

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I have been doing weekly check-ins (a period dedicated to this) each week. This was an addition to it. I love that they do it on Seesaw rather than face-to-face because they're willing to share much more!

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Students have a personal message encouraging them to reflect on their emotions and explain why they feel this way. They then create goals on how they could get in the green zone.

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How are you feeling today?
Which zone are you in and why?
If you are not in the green zone, what will help you get there? Record a voice recording or write your reflections

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Moodmeter - kids share their feelings throughout the day. 

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Used the thumbs up, down, or to the side a few times in the morning. Unfortunately hasn't been much time for more with Exhibition going on.

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Plickers (free version) allow 5 slides, so I also use this as an opportunity to engage them on something we have been learning about. 