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A. Teaching Without Rewards: the "responsive classroom,"

Rather than a focus on extrinsic motivation, my ideal classroom fosters positive self-worth and intrinsic motivation

Steering away from physical rewards in exchange for a "responsive classroom" method

When using this method, the teacher highlights when a child does something well, and elaborates on why. For example rather than saying, "Good job," when lining up for recess, the teacher says, "I like the way Ally is is lining up with a calm body."

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Intrinsic Motivation Continued: B. Building Meaningful Relationships

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Intrinsic Motivation Continued: B. Building Meaningful Relationships

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Students learn best from teachers they like

It is critical to build meaningful relationships with students, as we are motivated by people we care about

Here are several ways to build empowering and nurturing relationships with students: "Education Week- 4 Ways to Build Relationships with You Students All Year Long"

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Students remain the primary authority over their own body, words, and choices

Natural consequences occur as a series of events following a choice without adult involvement

For example: if a student breaks a toy, we won't have that toy to play with anymore.

Natural consequences must be a undesirable outcome from the child's perspective

See this awesome training guide for future foster parents, "Natural Consequences"

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Natural Consequences Continued: impactful conversations with children

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Natural Consequences Continued: impactful conversations with children

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Best practices when communicating with children:

Communicate at eye level (squat or bend down)

Use a level tone of voice

Chose a safe space to communicate to minimize other children interrupting

See this NAEYC guide for more best practices

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Guiding children's behavior is something done throughout the day, not just when a child acts in a way that is unsafe or unacceptable. You guide behavior by establishing predictable routines, setting clear rules with children, and modeling kindness and respect. You are also attentive and aware of what is going on. Together, these actions help children feel noticed, confident, and secure. Children experience your attention and guidance as a caring embrace holding everything together. They know you're on their team. (Dombro, Jablon, & Stetson 2011, 58)

This excerpt shapes our thinking as we plan for positive guidance in our classroom at a preschool in Pahoa, Hawaii. Using the three steps of a Powerful Interaction-Be Present, Connect, and Extend Learning-helps us be more successful at building strong, caring relationships with children and families. Powerful Interactions are interactions in which a teacher intentionally connects with a child to extend his or her learning. We also actively plan for guidance, which keeps a positive climate in our classroom. This boosts how we feel at the end of the day and enhances each child's success as a learner.

Here are some strategies we use to plan for positive guidance, keeping a Powerful Interactions approach in mind.

Teamwork makes positive guidance more effective and Powerful Interactions possible!

It took time for us to become an effective teaching team. We had never worked together and had to become acquainted with each other's teaching style. However, we wanted to be a seamless team because children tune in to their significant adults. We strive to coordinate our messages to children and make them clear and consistent. By staying present (step one of a Powerful Interaction) with each other and connected with our eyes, words, laughter, and other cues, we extend children's learning during group times and transitions. Our teamwork has positive effects on children's behavior and the classroom climate. It also gives us more energy to guide children in positive ways and enjoy each day. Three tips help us ensure seamless teamwork:

1. Be clear about roles. When we plan together, we clarify who will do what and when. Our goal is to be predictable about our roles during routines so that the children can anticipate what's going to happen and who to look to for directions. This reduces challenging behaviors significantly. For example, at arrival time, Deborah greets children in our lending library and talks with them about books. At the same time, Danielle greets children and families at the classroom door and then moves around the room to support them as they do morning activities.

2. Make two voices one, literally and figuratively. This helps us deliver clear and cohesive messages to children. Too often children check with one adult and if they don't like the answer, ask the other one. When children hear our voices from different areas of the room, they are more relaxed. We're playful and sometimes silly about how we make our two voices one. We might echo each other's voices melodically, complete each other's sentences when giving directions, or finish each other's rhymes. Danielle says, "There was one little bat in one big cave," while looking over at Deborah who immediately chimes in, "He was so alone and not so brave." The children enjoy the predictability of listening for our voices bouncing back and forth. Sometimes they look at the other adult to see what she'll say.

3. Use frequent check-ins. We continually check in with each other throughout the day about what children are doing and how they are responding to activities and other children. We give each other signals about how things are going. The more we stay present, the easier it is to connect with each other. The result is a calmer classroom and fewer episodes of challenging behaviors. These tips have worked for us:

Be on opposite sides of the room during indoor time to keep things running smoothly.

Scan the room frequently, looking at what children are doing and at one another. Quickly read each other's cues, such as a thumbs-up, smile, nod, or lift of an eyebrow.

Update each other after an interaction with a child or family member. A quick summary or saying "Remind me to tell you about _____ later today" ensures consistency with each other, the children, and their families.

Tune in to those children who need a little more attention. This can prevent challenging situations by catching them before they start.

Use daily arrival time to set the tone for positive guidance.

At the beginning of the year, teachers get to know children and their families through home visits and an orientation period (when a few children come for a few hours each day). During the orientation we introduce our arrival time routines. Our goal is for parents to have positive interactions with their children and for us to have Powerful Interactions with children and family members. Our routine and roles allow us to be present and connect with each child and her family for at least a few minutes. We plan activities that address positive guidance as well as language and literacy and math learning. When the day begins well, most children stay engaged and focused. Our predictable routine has three parts:

1. Offer specific activities in learning centers. We display simple written directions for activities parents and children can do together. While completing the activities is not required, parents and children often do them because they are engaging and they spark ideas to use at home.

2. Write an interactive morning message. The daily message is for families to read to their child as the child points to each word. Part of the message specifically relates to positive guidance. In Hawaiian culture and in our program, we emphasize the values of aloha (kindness), malama (caring), and kuleana (responsibility). To engage families and children in discussion, one question invites reflection about one of these three values. For example, the message might ask, What's one way that you will show malama today? A family member helps the child answer the question, records his answer on a Post-it note, and adds it to a message chart that is on display for the week. Additional messages might ask, "How many letters are in your name?" or "Who brought you to school today?" We discuss the daily message when we gather for group time later in the morning.

3. Create a library. To encourage Powerful Interactions at home, we set up a lending library. Books are arranged in categories (that change periodically) so children can return their book in the morning and make a new selection. Children enjoy talking with Deborah about the books they return and hearing her recommendations for new selections.

Ensure smooth transitions.

As a team, we sustain a warm and friendly classroom climate by planning for and using teamwork to ensure smooth transitions. Over time we have established a repertoire of successful strategies in three main categories:

1. Humor. A light tone gives us energy and invites positive responses from children. Whether it is simply laughing aloud, making up a silly rhyme to give a direction, or singing funny words to a familiar song, we keep our transition times light and engaging. Sometimes we're laughing at each other and our own silliness, which makes the children laugh, too.

2. Puppets. When we gather on the rug between activities, we each wear a finger puppet. The puppets talk about what will happen next, what they observed about cleanup, or the behaviors expected in the next activity. The children know these puppets well and seem completely invested in listening to them. Daisy: Hey Fuzzy, I used my walking feet when I came over to large group. Fuzzy: Me too. We know our kuleana (responsibilities), don't we!

3. Music. Songs and melodies add to the positive climate. When interacting with one child at a time, we use natural, authentic voices. However, when we want to engage the whole group, we find that singing directions captures their attention more than our normal voices. These strategies work for us:

Give verbal directions in a melodic voice.

Use call-and-response or rhymes or something that allows voices to alternate. When we sing songs that have an echo pattern-like "Down by the Bay"-the children know to expect our voices to alternate.

Give directions as lyrics to a familiar song and alternate voices. For example, as it gets close to cleanup, Deborah starts singing to Danielle to the tune of "If You're Happy and You Know It."

Deborah: Kumu (teacher) Danielle, are you ready to ring the chimes? (2x)

Danielle chimes in,

Yes I am and I'm walking over now

and I am ready to ring the chimes.

Deborah then begins the next verse as she guides the children in cleaning up, and Danielle moves toward the rug to help settle children.

Remember what to do when you hear the chimes . . . (2x)

We clean up our activity,

and walk over to our name,

and sit right down and show Kumu Danielle that you're ready.

We have shared the ways we plan for positive guidance and use Powerful Interactions in our classroom to create a positive climate that prevents many challenging behaviors. The result is an enjoyable, effective, and productive learning environment. We hope you find the suggestions effective and that they spark more ideas for helping children and families.

Photo courtesy of the authors

Reference

Dombro, A.L., J. Jablon, & C. Stetson. 2011. Powerful Interactions: How to Connect with Children to Extend Their Learning. Washington, DC: NAEYC.

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Planning for Positive Guidance: Powerful Interactions Make a Difference

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Here are some strategies we use to plan for positive guidance, keeping a Powerful Interactions approach in mind.

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1. Be respectful
Students must use kind words with each other, check in if they have hurt someone's feelings, speak up if there feelings have been hurt, listen while someone else is talking, and have a calm body when indoors (except for activities that feature gross motor)
2. Be prepared
Students must try their best.

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Discussing the two essential expectations

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Discussing the two essential expectations

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1. Be Prepared: It is critical to establish respect in the classroom from our first interactions together by:

Having a class discussion about how we treat out friends/peers during our first large group time

Creating a thought bubble map

Modeling the Two Essential Expectations
Treating students with respect by:

Not talking about other students in front of them

Using best practices when communicating with them (see "rewards and consequences")

Following through on my word

Modeling appropriate student to student interactions:

Saying sorry is not meaningful if the student does not understand why the made a hurtful choice

Encouraging students to check in with each other, and brainstorm solutions when they have made a hurtful choice

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If a student does not have their homework, food, or materials, it is my job as a teacher to find out the deeper cause for lack of preparation

I model this behavior by being preparing my students with what will happen next during our classroom day, especially if something is set to change (an altered recess time, change of schedule, future substitute teacher, etc

I will supply lists of materials (with words and images) we will be using for every project to support all learners, especially Special Education students who need addition structure and support, here's an example

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Test your paper folding technique with these paper airplane examples. Whether you are looking for a quick diversion from the grind of adulthood or are teaching a youngster DIY skills, these planes are a great way to add a little levity to your day. The examples below are all beginner or intermediate level. The materials are cheap and only require paper, a pair of scissors, a ruler, and some double stick tape (optional) to complete.

For best results use a flat, thin-edged ruler. Make good creases along each edge. Adding double stick tape to the inside of the body keeps the wings from separating in flight.

The most basic version. A simple standard that everyone should know how to make.

1. Fold the paper in half vertically.

2. Unfold the paper and fold each of the top corners into the center line.

3. Fold the top edges into the center line.

4. Fold the plane in half toward you.

5. Fold the wings down, matching the top edges up with the bottom edge of the body.

6. Add double stick tape to the inside of the body. The finished plane should look like this.

This one is built for distance, plus it just looks cool.

1. Fold the paper in half vertically.

2. Unfold the paper and fold each of the top corners into the center line.

3. Fold the peak toward you and 3/4" from the bottom of the paper.

4. Fold both top corners into the center line.

5. Fold the remaining tip over the two flaps at the center line to lock them in place.

6. Fold the plane in half away from you.

7. Fold the wings down 1" from the bottom of the plane.

8. Fold up the sides of each wing 1/2" tall.

9. Cut two small slits at the back of each wing. Fold up the tabs.

10. Add double stick tape to the inside of the body. The finished plane should look like this.

Built correctly, this bee-like beauty stays in the air for a long time.

1. Fold the paper in half horizontally.

2. Unfold the paper and fold each of the top corners into the center line.

3. Fold the peak down to meet the edge of the previous fold.

4. Fold the upper sides into the center line.

5. Fold the top edge 1/2" away from you.

6. Fold the plane in half towards you.

7. Fold the wings down 1/2" from the bottom of the plane.

8. Add double stick tape to the inside of the body. The finished plane should look like this.

Count on speed and distance from this sleek plane.

1. Fold the paper in half vertically.

2. Unfold the paper and fold the top edge down 2".

3. Fold the top edge down again to meet the bottom of the previous fold.

4. Fold the top edge down one more time to meet the bottom of the previous fold.

5. Fold the top edges down and away from you to the center line on the back of the paper.

6. Fold the plane in half towards you.

7. Starting at the top of the thick nose of the plane, fold the wings down 1/2" in the front and slightly angled to 1 1/2" in the back. Fold up the edges of the wings 1/2".

8. Add double stick tape to the inside of the body. The finished plane should look like this.

This plane is deceptively fast and stays aloft for quite a distance.

1. Fold the top right corner over to the left side, making a fold from the top of the paper to the bottom right corner.

2. Unfold the paper and repeat for the left corner.

3. Unfold the paper again and fold the top right corner over to meet the crease made from the first fold.

4. Fold the left corner over to meet the crease from the second fold.

5. Fold the top right edge over to meet the edge of the fold from step 3. Repeat for the other side.

6. Fold the top edge down and towards you to meet the point where the right and left layers cross.

7. Fold the plane in half away from you. Staring at the nose, fold the wings down at a slight angle, 1/2" in the front to about 2" in the back.

8. Add double stick tape to the inside of the body. The finished plane should look like this.

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Learn the simple steps for high-flying fun with this tutorial on five basic paper airplane patterns.

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Here's where I believe in implementing a lot of positive structure in the classroom, beginning with:

Visual images of procedures throughout the classroom, and translations of those procedures translated into multiple languages for EL learners and Special Education learners (and all learners!)

Here's an example I sourced for free from Teacherspayteachers.com

As the year progresses I would use actual pictures of the children engaged in those procedures in the labelled posters

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"Reinforcing, Reminding, and Redirecting" from responsiveclassroom.org
These principles go along with the elements of a responsive classroom:
1. Using guided "yes" language. For example, reminding students to "walk" rather than saying, "don't run."
2. Using neutral, concrete language: "Choose a seat and put your sounds away during reading time."
3. Guiding students to brainstorming solutions for problems

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Creating engaging lesson plans and activities 

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Creating engaging lesson plans and activities 

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Detailed lesson planning and engaging activities will be a critical aid in managing a classroom environment that is conducive to learning

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The Reggio Emilia approach to classroom environments. While I will be teaching  k-8, there are several examples of the Reggio Inspired approach in K-8 classrooms in this article by Edutopia: 7 Outstanding K–8 Flexible Classrooms
Some features include:
1. Classroom documentation, photos of the children to see themselves represented
2. Neutral color schemes, natural and man made materials
3. Flexible seating
4. An environment that allows for children to make choices and have autonomy
5. Activities are set up to feel welcoming and promote curiosity

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Preschools subscribe to many different theories and philosophies of education. You may hear some of the following terms used to describe schools you're considering. Familiarize yourself with the various styles to help determine which one is the best fit for your child. Each school may interpret the philosophy a little differently; what's most important is finding one that's a good match for your child - one that will make his first school experience a positive one that inspires a lifelong love of learning.

Montessori
Montessori is centered on establishing independence, self-esteem, and confidence while fostering learning at a child's own pace.

This self-paced education is accomplished by changing the role of adults in the classroom from teachers of a whole class into that of "guides," as they are often called, for the students as individuals. According to the American Montessori Society, guides have four principle goals, which encompass what the Montessori method hopes to achieve. The guide strives to:

awaken your child's spirit and imagination;

encourage his normal desire for independence and high sense of self-esteem;

help him develop the kindness, courtesy, and self-discipline that will allow him to become a full member of society;

help him learn how to observe, question, and explore ideas independently.

The guide may introduce a lesson to the class as a whole, but will then focus on working with students in small groups as they investigate topics on their own in a carefully prepared classroom environment. This individualized attention means children with special needs - whether they are gifted or delayed - often do well in a Montessori environment.

Waldorf
Waldorf programs strive to stimulate kids' bodies, spirits, and souls with a nurturing, homelike environment that engages all five senses. Rudolf Steiner, who founded the first Waldorf school in Germany in 1919, believed that small children learn best by imitation and their physical surroundings. Creative play is the most important means of learning in a Waldorf classroom, with a heavy dose of teamwork and togetherness. If your child attends a Waldorf school for many years, he will remain with the same teacher from preschool through 8th grade! The result is a deep, close relationship, one in which your child's needs are better understood from year to year.

Projects
The goal of these programs is to let children learn by experimentation, exploration, and collaboration. Teachers and their charges tie the work they do in the classroom to real-world experiences and lessons. They play with materials that inspire exploration and pretend play, such as blocks and art supplies, and take lots of community field trips.

In a projects-based program, children work independently. The teacher serves as a guide, providing advice or help when needed but largely standing back and letting the children decide how to handle a problem themselves. The children negotiate with their teacher about the rules and directions for the project and what they want to accomplish with it.

Community/Religious
Many child-care centers, community centers, and religious organizations offer preschool programs. These typically feature the classic preschool experience you might remember from your own childhood, with an emphasis on both socialization and pre-academic skills. If age-appropriate religious instruction is important to you, you'll want to consider one of these programs seriously.

These programs vary greatly depending on the philosophy of the director and teachers. They may include elements from several styles of programs (such asMontessori or Projects). To varying degrees, children will learn by playing and experimenting with language, toys, and art materials. Some schools may have a stronger emphasis on pre-academic skills and direct instruction, while others will offer a more hands-on curriculum.

Cooperative
If you can't afford a traditional preschool, or can't find one with a philosophy that meshes with your own, consider looking for or even founding a cooperative school. These parent-run programs are usually less expensive than other schools (because of the sweat equity that parents contribute) and allow participating families to help decide what kids will learn and how.

In a cooperative preschool, parents take turns doing everything from managing the finances to washing the windows to assisting in the classroom. Usually, a professional teacher oversees the classroom, but parent volunteers recruit and hire her, serve as her aides, and help develop the curriculum.

Reggio Emilia
Many experts have hailed the Reggio Emilia approach as an exemplary system for helping children develop strong thinking skills. The primary goal of this method is to create learning conditions that help children develop these abilities through exposure to all matter of expressive, communicative, and cognitive experiences. Four guiding principles work together to meet this objective:

Emergent curriculum: Topics for study are built on the interests of the children, determined by discussions with the class and their families, and by areas that fascinate many children, such as puddles and dinosaurs.

Projects: Children participate in in-depth studies of concepts, ideas, and interests. Such projects are often explained to the children as adventures, and can vary in duration from a week or two to the entire school year.

Representational development: Teachers present new ideas and concepts in multiple forms, such as print, art, drama, music, puppetry, etc. This variation is considered essential in making sure that all children (who have many different styles of learning) have the chance to understand what is being taught to them.

Collaboration: Groups both large and small are encouraged to work together to solve problems using dialogue, comparisons, negotiations, and other important interpersonal skills. Each child's voice should be heard within the group to promote the balance between a sense of belonging and a sense of self.

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Preschools subscribe to many different theories and philosophies of education. You may hear some of the following terms used to describe schools you're considering. Familiarize yourself with the various styles to help determine which one is the best fit for your child.

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All of the following images are from my own classroom, ideas which I think could translate to my future classrooms:
1. Classroom areas are organized with images, words, and descriptions

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Students will have their pictures with their names printed on them laminated with velcro on the back. When choosing activity centers, they can place their images on a velcro board in each area.

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Tables organized to not promote "runways" or long aisles where students will want to run at top speeds

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Tables organized to not promote "runways" or long aisles where students will want to run at top speeds

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A daily schedule on a magnetic board will be posted. The schedule will feature images and translations of each part of the day, and there will be a magnetic arrow pointing to what part of the day it is

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A daily schedule on a magnetic board will be posted. The schedule will feature images and translations of each part of the day, and there will be a magnetic arrow pointing to what part of the day it is

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Reading books featuring human characters and relationship dynamics 

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Reading books featuring human characters and relationship dynamics 

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Reading books is a powerful method in teaching students social emotional skills in a low-pressure environment. This is especially useful when combined with open-ending questions during an interactive read aloud.

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A Letter to Amy by Ezra Jack Keats | Read Aloud for Kids | The Reading Booth

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Using imaginative play to act out social emotion scenarios

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Using imaginative play to act out social emotion scenarios

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Children can be redirected to act out distressing situations with dolls, and older children can learn social emotion skills through acting in plays and performing arts.

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For this post, Dan Gilbert, project manager at the Afterschool Alliance, spoke with Paul Griffin, founder and president of the Possibility Project in New York City, about their work to deliver social and emotional learning through the performing arts. This conversation has been lightly edited for length and clarity. DG: Can you tell us a little about the Possibility Project?
PG: The Possibility Project uses the performing arts to bring NYC teenagers together to transform the negative forces in their lives and communities into positive action. We operate four intensive programs that integrate performing arts training and social justice education into a creative process through which young people learn to build relationships across differences, resolve conflicts, engage in community action, and lead. Each cast of youth shares its collective vision for a more just and peaceful world by writing and performing an original musical based on their lives and ideas for change and by conducting community action projects on issues affecting them.

We also operate a partnership program for incarcerated young men on Rikers Island through Friends of Island Academy. Since 2001, we have engaged 1,600 youth, produced 41 original musicals, and conducted 85 community action projects, engaging more than 65,000 community members in our young people's artistic exploration of the social forces shaping their lives.
DG: How do you and your staff work to integrate social and emotional development in your programming?
PG: At their core, the performing arts are social and emotional learning. That is, the performing arts inherently build social competency when an ensemble is built out of a group of strangers (assuming it's achieved and achieved well), and inherently advance emotional development as the emotional lives of characters are created in any theatrical endeavor (especially when the show's content comes from the experiences of the participants). In the Possibility Project, we use the performing arts to explore, analyze, and understand human behavior, and along the way, deepen our sense of self and the world around us.

We then use social change trainings to examine the -isms in our culture-racism, sexism, etc.-and use the performing arts to express our experiences and ideas around these various issues, oppressions, and conflicts, as well as find solutions.

Because our youth lead our programs, write their own shows, and design their own community action projects, they actually direct their own social and emotional learning, building a vision for their work and then taking responsibility for their own and their casts' social and emotional development.

DG: What are some of the challenges that you've encountered as you work to incorporate these skills in your programming, and what have you done to overcome those challenges?
PG: The biggest challenge with social and emotional learning in any setting is the fact that it is not linear-if we do x, then y will happen-and its impact is not predictable over time-if we do x, y will happen by or at this time. A young person in the Possibility Project will "get it" when they get it. We have to trust the process and trust our youth to gain the benefits of the program. Our ability and willingness to trust comes from the experience of succeeding with youth over time.

Social and emotional learning can be difficult to measure in a reliable way. Because it deals with human emotions and relationships, finding a quantitative method for capturing its dimensions requires expertise and credible tools, which can be expensive. We have found, however, that it is always worth the investment.

Leading a social and emotional learning process requires adults who are mature enough to handle the emotional nature of the work and can build relationships well. At a minimum, they need to be willing to learn along with their young people. We have found that attending to the social and emotional needs of our staff and artists is also an important part of our ability to succeed.
DG: What lessons have you learned that you would like to share with other programs and educators?
PG: Social and emotional learning is not a thing you can just do. You enact it while doing something else.

Agency is at the center of effective social and emotional learning. Young people need to be given decisionmaking power in a program if they're going to really develop and hone these skills.

When leading a social and emotional learning process, it must be active, compelling, and aim for a big goal. Otherwise, it'll be boring for youth (and you), and you will all be bored.

Relationships, relationships, relationships. From staff to youth, from youth to youth, from staff to staff, from anyone in your program to anyone else. Facilitating positive relationships makes everything happen. It is the foundation of any social and emotional learning enterprise. Everyone needs to think of themselves as partners in pursuit of the big thing you're trying to achieve.

In order for us to lead successful programs that develop young people's social and emotional skills, we need to focus on adult practice, which takes time and attention to our relationships with one another and the people in our lives in general. Our youth see us, and the depth and authenticity of our teamwork is what they see. We believe it is how they learn and what they learn most from us.

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How to Teach Social-Emotional Skills Through Performing Arts (Opinion)

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For this post, Dan Gilbert, project manager at the Afterschool Alliance, spoke with Paul Griffin, founder and president of the Possibility Project in New York City, about their work to deliver social and emotional learning through the performing arts. This conversation has been lightly edited for length and clarity.

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Encouraging social emotional development in all subjects and areas of study

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Encouraging social emotional development in all subjects and areas of study

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Children can learn social emotional skills through paragraph prompts in ELA and Social Studies.

Social emotional skills are developed through strategic group partnerships in STEM

This is especially helpful when choosing groups for EL students or Special Education students. For example, when encouraging group work in STEM, the teacher can make sure to be available and nearby a student who may need additional instructions or support.

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VIEW a Comprehensive Guide to SEL in the Theatre Classroom created by the PA Department of Education and the PA Thespian Chapter.

Social Emotional Learning (SEL) is a construct intended to provide students with the skills to confront challenges, build resilience and demonstrate empathy for others. Social Emotional Learning encompasses skills in self awareness, social awareness, self management, r esponsible decision making and relationship skills. Broad SEL instruction often takes the form of reflection, discussion, and lecture; however when not planned as carefully as we plan other lesson outcomes, students can view this as formulaic and scripted, and it will have very little impact. Click here to learn more about the Social and Emotional Learning Framework created by CASEL, or the Collaborative for Academic, Social, and Emotional Learning.

For SEL to be most effective, it must be intentionally embedded within the curriculum. This page features some sample lesson plans and articulates the social and emotional learning embedded within each; aligning Social Emotional Learning competencies with theatre standards through the lens of the artistic processes and pointing the way to intentionality.

Need a great resource for ideas for SEL inclusion in Theatre Education K-12? Check out North Carolina's SEL Theatre Arts K-12 document. This comprehensive guide suggests theatre activities for all ages directly connecting to SEL.

Looking for funding to intentionally add SEL to your Theatre Program? Check out the Arts and Social Emotional Learning Funding Guide prepared by the Arizona Department of Education.

In addition, check out these SEL resources curated by CASEL during the COVID 19 pandemic.

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theater for social emotional learning in schools

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EdTA Learning Center: Social And Emotional Learning And Teaching Theatre

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VIEW a Comprehensive Guide to SEL in the Theatre Classroom created by the PA Department of Education and the PA Thespian Chapter. Social Emotional Learning (SEL) is a construct intended to provide students with the skills to confront challenges, build resilience and demonstrate empathy for others.

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The teacher models appropriate interactions

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The teacher models appropriate interactions

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I can provide the words to engage in play or to express frustrations a student may be feeling. For example, if a student is upset that another student sat where they were sitting, I can help facilitate the conversation between the students with open-ended questions such as:
"How did that make you feel?"
"What can we tell your friend to make you feel listened to?"
"How can we help fix this?"
"How can I help you?"

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I will have posters with phrases students can use in their interactions

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I will have posters with phrases students can use in their interactions

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This can help with student autonomy and provide extra support if a student needs gentle reminders.
Here are several free posters from reachout.org that illustrate social-emotional skills for students (my versions would be in multiple languages, however)

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Free collateral that you can download as a PDF and print yourself. Get them right now by completing your order - you'll receive them via email instantly.

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Create trusting relationships with students AND families

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Create trusting relationships with students AND families

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"Sandwich" difficult conversations. Begin with a strength of the child's day, followed by a challenge, closing with an addition strength and plan for moving forward

Send notes home

Try to talk to parents face to face if possible.

Call parents about positive behavior choices and highlight the good in a child's day.

Provide resources for a parent if they inquire about it, such as what books to get for a child to read at home, and where to find them for free (beyond the school library.)

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You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

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Effective communication is essential for building school-family partnerships. It constitutes the foundation for all other forms of family involvement in education.

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Research the community you're teaching in

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Research the community you're teaching in

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Read literature about the area if your are unfamiliar, and try to understand the unique needs of that community and how it may affect the student's day to day choices

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Use songs and attention getters to organize younger aged students

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Use songs and attention getters to organize younger aged students

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These classroom management strategy songs are available from a variety of albums:

Songs for Teachers to use for Classroom Management and
Establishing Classroom Procedures
The Assembly Song - Kathleen Wiley
Attention Please! - Music 4 Preschoolers™
Clear Your Desk - Kathleen Wiley
Go To the Library - Kathleen Wiley
Here's What You Do Do and You Don't Do When You Go to Use the Bathroom
- Jack Hartmann
I've Got a Question - Cathy Bollinger
I've Got Self-Control - Ben Stiefel
In the Audience - Skip West
It's Time To Do Something New - Cathy Bollinger
Listen To Those in Authority - Sharon Luanne Rivera
Music Time is Over - Margie La Bella
The Nicest Classroom - Kathleen Wiley
Never Be Afraid to Ask Questions - Ben Stiefel
Our Classroom Rules - OK! - Keystone Creations
Quiet in Line -- Quiet in the Hallway - Ben Stiefel
Quiet Voices/Quiet Feet - Music 4 Preschoolers™
The Raise Your Hand Rap - Ben Stiefel
Raise Your Hand Song - J. W. Snyder
Rules - Vitamin L
Rules, Rules, Rules - Ben and Elizabeth Stiefel
Self-Discipline - David Woodward
Super Student - Tuned in to Learning
Wall of Fame! (Writie Your Name on Your Paper) - Cherry Carl
We Don't Talk Loudly In Corridors - Songs For Positive Schools
When Words Don't Work - Peace Pals
Whisper, Please - Kathleen Wiley
The Wigglies - Peace Pals
You're Not Allowed to Chew Gum in Class - Ben Stiefel

See also: Songs that Teach Social Skills and Good Manners

Songs for Starting the Day
Brand New Day - Jack Hartmann
Glad I'm at School - Debbie Clement
Good Afternoon - Ron Brown
Good Morning - Kiboomu Music
Good Morning - Ron Brown
Good Morning - Skip West
Have a Great Day - Jack Hartmann
Hello Song - Mary Flynn
Little Hands - Jack Hartmann
People Like It When I Say "Hi" - Cathy Bollinger
Ready for School - Jack Hartmann
Start the Day - Jack Hartmann Start this Day with a Song - Jack Hartmann Start The Day Off Right - Gary Rosen
Way Over There - Colleen & Uncle Squaty

Lining-Up for Recess and Gathering for Circle Time
Center Time - Music 4 Preschoolers™
Circle Song - Kiboomu Music
Circle Time - Music 4 Preschoolers™
Don't Push in Line - Mrs. Kate
Everybody Have a Seat - To the tune of "Shortnin' Bread"
Going Outside - Music 4 Preschoolers™ In the Line - Kathleen Wiley Line Up! - Ron Brown
The Line-Up Song - Colleen & Uncle Squaty
Recess Song - Mary Flynn
Time for Circle - Mary Flynn
Where I Stand in Line - Miss Jenny
You'd Better Run - Colleen & Uncle Squaty

Lunch Time Songs
Lunch - Kathleen Wiley
Lunch or Snack Time - Music 4 Preschoolers™
Lunchtime - Fred Gee
Lunchtime is Time to Eat - Jack Hartmann
Time to Eat - Jaycie Voorhees

Music to Say Good-Bye and End the Day
Bye Bye in the Car - Cathy Bollinger
Goodbye Song - Kathleen Wiley
Farewell a la Pachelbel (Round) - Jim Rule
It's Time to Go - Hap Palmer
See You Later Alligator - Jack Hartmann
So Long Now - Kiboomu Music
Taps - Traditional

Songs for Clean-Up Time
Clean Up - Music 4 Preschoolers™
Clean Up Rap (Art Room) - Sharon Luanne Rivera
It's Cleanup Time - Jack Hartmann
It's Time to Clean Up - Cathy Bollinger
Jump Down, Turn Around - Adapted by Sharon MacDonald
Pickin' It Up - Colleen & Uncle Squaty

Naptime Transitions for Preschool and Kindergarten
Counting Piggy Tails - Jack Hartmann
Everyone Needs to Rest - Jack Hartmann
Show Kindness Every Day - Jack Hartmann
Wake Up - Music 4 Preschoolers™

Art Classroom Management
Art - Kathleen Wiley
Clean Up Rap - Sharon Luanne Rivera
Get in Line Rap - Sharon Luanne Rivera
Get Your Supplies Rap - Sharon Luanne Rivera
These Are the Rules - Sharon Luanne Rivera

See also:
Character Education Songs
See our recommendations for encouraging positive classroom behavior.
Using Music to Build Positive Attitudes
See our recommendations for promoting upbeat and confident dispositions.
Etiquette Songs
See our recommendations that teach students good classroom manners.
Classroom Transitions Songs
Keep your classroom humming all day long.
Fun Songs, Games, Dances and Fingerplays for Circle Time
Circle Time Songs

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These classroom management strategy songs are available from a variety of albums: Songs for Teachers to use for Classroom Management and Establishing Classroom Procedures The Assembly Song - Kathleen Wiley Attention Please!