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Utilize zones of regulation to identify emotions of self and others; Identify and acknowledge  student strengths to help build self-esteem; Connect with parents

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Utilize zones of regulation to identify emotions of self and others; Identify and acknowledge  student strengths to help build self-esteem; Connect with parents

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Model and practice showing respect with active listening in small group. Rather than only thinking about what we want to say next, look at the speaker and reflect back on what they said.

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Model and practice showing respect with active listening in small group. Rather than only thinking about what we want to say next, look at the speaker and reflect back on what they said.

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Call and response to get their attention

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Call and response to get their attention

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Modeling problem solving solutions and then noticing and helping kids practice them with each other throughout the day as needed.

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Modeling problem solving solutions and then noticing and helping kids practice them with each other throughout the day as needed.

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Asking students to use their voice to share how to solve any problems that arises throughout the day.  Solving problems together as a family instead of me telling them what is the best solution.  They are more invested in their community then.

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Asking students to use their voice to share how to solve any problems that arises throughout the day.  Solving problems together as a family instead of me telling them what is the best solution.  They are more invested in their community then.

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Zones space set up by our tent and reading area, breathing ball, stuffed animals for self regulation or support from a teacher.  Using the breathing ball when my feelings are big to model.  Me moves during transitional times.  Kids yoga.  Emoji feelings share every morning during morning meeting.

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Zones space set up by our tent and reading area, breathing ball, stuffed animals for self regulation or support from a teacher.  Using the breathing ball when my feelings are big to model.  Me moves during transitional times.  Kids yoga.  Emoji feelings share every morning during morning meeting.

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Also, remember that sometimes you need to be very deliberate and teach a skill that seems like it should be intuitive, but might not be for kids.

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use of Memoves to calm and center students

Nancy

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When I get frustrated, I say out loud that I am frustrated and  I demonstrate deep breathing with Hobermen's sphere.  

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When I get frustrated, I say out loud that I am frustrated and  I demonstrate deep breathing with Hobermen's sphere.  

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Sharon Moser

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Read AMAZE stories to help all students feel included

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Read AMAZE stories to help all students feel included

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Prioritizing morning meeting and playing games as a community to work through social emotional and interpersonal situations organically.  

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Prioritizing morning meeting and playing games as a community to work through social emotional and interpersonal situations organically.  

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Dance breaks for transition times

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Last class of the day I dim the lights and use the breathing ball to start the class. I tell students I am glad we are closing the day together.

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Last class of the day I dim the lights and use the breathing ball to start the class. I tell students I am glad we are closing the day together.

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Balancing activities. Starting with calming activity, then an activity that may offer more excitement, and ending with calming activity.

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Reflecting on how we are feeling and how we can fill each other's buckets consistently

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Asking students to think of 2 positive thoughts with one negative thought. - Mai Zia 

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Asking students to think of 2 positive thoughts with one negative thought. - Mai Zia 

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https://www.irgrace.org/igf-kids-videos

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Check ins throughout the day, students choose their own daily goal

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Check ins throughout the day, students choose their own daily goal

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Giving students choice in the classroom. Providing space for play! 

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Giving students choice in the classroom. Providing space for play! 

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Also, try to give more energy to positive behaviors versus negative behaviors.

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Hide energy by twiddling thumb or wiggling shoes.  If need to stand up and stretch without disturbing other students.

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Hide energy by twiddling thumb or wiggling shoes.  If need to stand up and stretch without disturbing other students.

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Morning Check ins, providing "calming times" for regulation and teaching calming strategies

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Helping students see how they can control themselves and how they handle a situation, not the others involved. -Jon

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Helping students see how they can control themselves and how they handle a situation, not the others involved. -Jon

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Greeting as many students as I can every day!  

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Greeting as many students as I can every day!  

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Using MeMoves at the same time every day during an instructional transition

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Using MeMoves at the same time every day during an instructional transition

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We act out/ model different situations when students are not in the green zone then we discuss as a class what we can do to solve this.
Darya

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Guiding students through calm down strategies when they are nearing the red zone (picturing a favorite place, deep breathing exercises, etc) - Karina

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Providing specific positive feedback to students, especially those that hear a lot of "no" or "don't." Looking for small things that they are doing well, even if it is only for a brief moment, and even if you have to really look for it.

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Cueing on how a student's behavior appears to others rather than just on themselves.

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Cueing on how a student's behavior appears to others rather than just on themselves.

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Talk with students about non school stuff

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Deep breaths and stretching before starting a new lesson

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Deep breaths and stretching before starting a new lesson

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Using scented playdough to practice breathing exercises. - Mai Zia 

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Using scented playdough to practice breathing exercises. - Mai Zia 

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Building relationships daily and lots of modeling!  -Loesch

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Building relationships daily and lots of modeling!  -Loesch

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Having a focus for the day and tying that in to all activities. Then reflecting back on that idea and how we might use it other places. 

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Having a focus for the day and tying that in to all activities. Then reflecting back on that idea and how we might use it other places. 

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-Kaitlyn Burgess

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Morning zone check in so I am aware of any  students I should check in on with in the morning.

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Morning zone check in so I am aware of any  students I should check in on with in the morning.

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morning meetings are a good place to gauge students feelings before the day starts.

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Asking "How are we feeling today?" before starting any instruction. Students hold up their thumbs to show how they're feeling.

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make personal connections about what is happening at home, with family, etc.

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make personal connections about what is happening at home, with family, etc.

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Pull the plug on what's not working and read a really fun teaching story, like an Anansi tale. Laugh together!

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Directing students attention on themself rather than what others may be doing/feeling.

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Directing students attention on themself rather than what others may be doing/feeling.

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Allowing students to share every morning.

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Allowing students to share every morning.

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Guided meditation videos after lunch and recess time to calm down and transition back into learning -Karina

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Modeling how to share respectfully with a partner before having students work with partners or do a turn and talk. This helps hesitant students engage  and makes expectations clear. - Emily

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Modeling how to share respectfully with a partner before having students work with partners or do a turn and talk. This helps hesitant students engage  and makes expectations clear. - Emily

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Build relationships with students and their families.

Bob Lein

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Zones instruction with zones Check-Ins 2x daily

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Zones instruction with zones Check-Ins 2x daily

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Everfi is provided by the district and they have a great curriculum for Empathy.