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Being able to communicate in a group setting.  "Reading a room"
"Situational intelligence"...how to move from observing the whole situation as well as the parts.

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Emphasised in Early Learning.

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Appropriate ways to write e-mails

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how people interact with others in the environment

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Being versatile in multiple collaborative situations.

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Working together with support.

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Being able to recognise what different situations require in terms of communication standards.

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Please work through the four questions to the right and discuss them as a group. Record your thinking as a post under the correct column by clicking the round "+" button.

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Being able to switch between various roles in collaborative settings.

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Demonstrate appropriate behaviours in different environment/expectations.

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You are respectful of others across all areas, working together, engaging and participating in social situations in and out of the classroom.

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-Positive relationships with someone else                               -Students learning to start, developing and maintaining relationships.                                -Socially confident and respectful students                    -Demonstrate the skills caring, gratitude, empathy                     - Providing opportunities to develop leadership and self identity within a group dynamic                                        -Learning how to navigate social media.

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Is able to make seamless transitions from one setting to a different one.

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Being able to recognise and respect (have empathy for) others and their unique situation. (Insert LP Attribute, "open-minded")

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I can self-advocate

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I can lead peers in group work with established roles.

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I can use social media appropriately, responsibly & effectively

I can control impulses.

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-More mature teenagers to teach about social media culture and educating younger ones.

-Students educating teachers about social media

-Connecting Secondary students to primary students and how to grow through these media options responsibly.
-Strong arts and sports and MUN type groups to engage students away from the screen.
-Educate students on the absolute dangers of social media addiction. (ie Netflix documentary). Offer pathways to ween from the addiction.

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IB Approaches to Learning (AtL) TOOLKIT 

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-Wide range of opportunities available to students to explore who they are and where they fit in within a group.

-Students participating in those activities.

-Mutual respect between teachers and students.

-Modeled behaviours of empathy, caring, gratitude.
-Use of language.  Positive, civil, respectful.
--Using age appropriate social media with closed accounts to protect identity, and awareness of “stranger danger’.   Not sharing personal information.

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Currently using a structured program that is positively received. Has options to extend into middle school.

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Social-Emotional Learning Programs | Second Step

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Discover Second Step, an evidence-based social-emotional learning curriculum that fosters students’ emotional intelligence, empathy, and problem-solving skills.

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I can work with anyone in my class

I can find a community/group in which I feel safe.

I can stand up for myself and for others.

I can keep calm in a stressful social situation.

I can show respect.

I can identify when I am disrespected.

I can listen with an open mind and heart.

I can try new things.

I can help and support others.

I can step back and focus on the greater good.

I can live fully by being a part of something bigger than myself.

I can collaborate.

I can look at my peers in the eye and communicate openly.

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Camaraderie, learning to lose and responding in an effective way to loss, controlling emotions and responding NOT reacting to stimulating sporting situations.

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I can congratulate a teammate that has won, when I have lost.

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Students should

Possess self-efficacy

Work toward goals

Attention control

Manage personal stress

Regulate emotions such as impulses, aggression, and self-destructive behaviour

Seek help when needed

Exhibit positive motivation, hope, and optimism

Display grit, determination, or perseverance

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I can exhibit cooperative learning and work toward group goals

I can communicate effectively

I can cultivate relationships with those who can be resources when help is needed

I can provide help to those who need it

I can demonstrate leadership skills when necessary, being assertive and persuasive

I can prevent interpersonal conflict, but manage and resolve it when it does occur

I can label and recognise my own and others’ emotions

I can analyse emotions and how they affect others

I can evaluate others’ emotional reactions

I can reflect on how current choices affect my future

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Skills for working in a diverse environment.

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Skills for working in a diverse environment.

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Helping to promote Equality, Diversity and Inclusion every day.

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Helping to promote Equality, Diversity and Inclusion every day.

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- I can work with others and contribute to my group.
- I can volunteer to take notes & present them to the whole class ("portavoz").
- I can give compliments to my classmates after a presentation.

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Working together among the staff and with students

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Working together among the staff and with students

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I can use appropriate language  so others feel comfortable in my company.

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I can use appropriate language  so others feel comfortable in my company.

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I can offer support to teammates in a way that is clear and helpful and does not put anyone down.
I can be a positive influence within a group and lead by example in how I speak, my body language and how I treat others.

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We need more understanding regarding the teenage mind, in particular their use of language amongst themselves (in person and on-line) and how they prefer to communicate. 

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We need more understanding regarding the teenage mind, in particular their use of language amongst themselves (in person and on-line) and how they prefer to communicate. 

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Situational intelligence is the ability to be able to "read" the space you are in and respond appropriately. It has to be taught directly to some students. It involves many aspects that require a step by step process. This includes being aware of "space" when a student enters a room. For students with ASD, ADHD or other EF concerns, this type of support is necessary (i.e. science lab).

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Teachers will see a reduction in certain behaviours that could pose safety concerns in certain areas (i.e. Science, PHE, Product Design).

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Students are engaged and connected during classroom discussions or cooperative learning opportunities. They will be able to advocate for themselves and get involved without it leading to confrontations and misunderstandings.

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I think there needs to be a lot more "I can" statements connected to math (i.e. I can interpret complex expressions.)
I also see a need in art, design, and music (i.e. I can be a creative or I can use concepts taught in music, design and art and demonstrate creativity)

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This ATL aims to address our human needs to belong to a community. We work on skills that help us develop individually. We also work on skills that help us build healthy learning communities.

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Problems in our communities, states, and world will be solved through collaboration. A successful student knows how to function within a group. She has strong listening skills. She understands her needs and other's needs. She understands and practices the art of compromising, acknowledging multiple perspectives.

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I can think about what it might be like to be someone else

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I can think about what it might be like to be someone else

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They would be welcoming to new students, and respectful and kind to all students

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Able to show a genuine interest. Able to engage in social environments to effectively share relevant thoughts and ideas.
Able to relax and have fun with friends!

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I can challenge myself to adapt to different environments

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- I can share my experiences as a foreigner in the countries I lived.
- I can inform my teacher when I notice that a student suffers from discrimination.

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Letting the students and parents know that as a class/school, we accept and support

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Letting students/parents know that as a teacher/school, we accept and support all belief systems, and strive to make all cultures feel wanted and comfortable at BIS.

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This would look like people perhaps going out of their comfort zone to learn, try, eat, say, use new things to increase their cultural awareness.

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I can make new friends from other countries and cultures and learn what is important to them.

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Thanks to Language Acquisition I can... 

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Thanks to Language Acquisition I can... 

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... empathise with people from other cultures and understand where they are coming from.
... adjust the language I use to address my audience in the appropriate manner.