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Lasteaed-Õpetajatele
Nt. algklassid: tunnete nimetamine, tunnetega toimetulek, meeldivate tunnete kasvatamine

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Oleme kokku pannud erinevaid tunnikavasid, loonud töölehti ja videomaterjale vaimse tervise käsitlemiseks koolikeskkonnas. Vaimsest tervisest rääkimiseks ei pea tingimata olema vaimse tervise spetsialist. Soovime, et see oleks jõukohane ja põnev nii õpetajatele kui õpilastele. Materjale võib kasutada jupiti või võtta ette terviklikud tunnikavad. Teie tagasiside on väga oodatud, palun saatke meile oma mõtted: peaasi@peaasi.ee.

Materjalid on koostatud eri vanuses lastele ja noortele mõeldes, materjale enda vaimse tervise hoidmiseks leiab ka õpetaja.

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Oleme kokku pannud erinevaid tunnikavasid, loonud töölehti ja videomaterjale vaimse tervise käsitlemiseks koolikeskkonnas. Vaimsest tervisest rääkimiseks ei pea tingimata olema vaimse tervise spetsialist. Soovime, et see oleks jõukohane ja põnev nii õpetajatele kui õpilastele. Materjale võib kasutada jupiti või võtta ette terviklikud tunnikavad. Teie tagasiside on väga oodatud, palun saatke meile oma mõtted: peaasi@peaasi.ee.

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Ajurünnak positiivsete omaduste/iseloomustuste  kohta

õpilased kirjutavad paberile oma nime vertikaalselt. Paber käib klassikaaslaste vahel ringi, iga klassikaaslane peab kirjutama 1 positiivse omaduse, milles on üks kaasõpilase nimetähtedest

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iga tunni alguses/ lõpus ütleb iga õpilane, kuidas ta ennast tunneb emotsionaalsel skaalal u 3 min

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Tunni alguses/keskel/lõpus, konfliktiolukorras

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paneme kirja head sõnad (Mida tahavad õpilased ise kuulda?)

tehtud nimekirjast peab iga õpilane tunni jooksul ütlema kellelegi ühe lause.  (õpetaja tekitab selle jaks tunnis aja, nt annavad õpilased vastamise eest tagasisidet)

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Erinevad tunnikavad ja töölehed: nt "Oma viha väljendamine", "Õpi ütlema "Ei", "Tähelepanlik kuulamine"

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Sotsiaalsete oskuste õpetamine I kooliastmes
1. Kuulamisoskuste arendamine 2. Töökorralduste täitmine. Grupitöö 3. Enesekontrolli arendamine 4. Probleemi lahendamine 5. Oma viha väljendamine 6. Õpi ütlema "Ei!" 7. Iga inimene on unikaalne 8. Teiste austamine, viisakus
Eesmärk: Sotsiaalsete oskuste töölehed varustavad õpetajat huvitavate ülesannete ja samm- sammult tehnikatega õpetamaks õpilastele sotsiaalse käitumise algtõdesid ja -võtteid. Esitatud on 35 töölehte õpilastele, mis juhatavad lapsi interaktsioonile kaaslastega ja täiskasvanutega nii klassis, koolis, kodus kui ka ühiskonnas.

Kõik tegevused on lapsekesksed, sisaldavad nii naljakaid kui ka reaalse elu probleemsituatsioone. Lapsi julgustatakse jälgima nende endi käitumist, parandama seda, naerma enda üle, lahendama probleeme ja omandama oskusi, et teiste inimestega positiivselt suhelda.

Sotsiaalsete oskuste loetelu on jaotatud kaheksasse ossa, igas osas on 3- 6 töölehte koos juhendiga õpetajale.

Siit võib leida ka materjali, mis aitab töötada vanematega.

Pole kunagi liiga hilja õpetada lastele sobivat käitumist, et olla nii perekonna, klassi kooli kui ka ühiskonna hästikasvatatud liige. Lapsed peavad õppima teiste laste ja täiskasvanutega igapäevast suhtlemist. Töölehed aitavad lastel just seda teha!

Sotsiaalsete oskuste töölehed on mõeldud kasutamiseks I kooliastmes. Neid võib kasutada nii töötamiseks terve klassiga (nt. grupitöö, kuulamisoskuse töölehed) kui ka individuaalseks tööks või töötamiseks väiksema grupiga (õpilastega, kellel ilmnevad vajakajäämised konkreetsetes sotsiaalsetes oskustes). Metoodiliste võtetena on kasutatud vestlust, diskussiooni, rollimängu, dramatiseeringut, kaaslaste õpetamist nii paaris- kui ka rühmatöös jne. Töölehed on soovitusliku iseloomuga, mõtete andmiseks. Neid võib vajadusel muuta, täiendada, luua olemasolevate töölehtede abil uusi.

Julget pealehakkamist ja järjekindlust tööks õpilaste sotsiaalsete oskuste arendamisel!

Töölehed on koostanud magistrant Kersti Kirsipuu.

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Kool.ee-haridusportaal :: Sotsiaalsed oskused I kooliaste

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Ei ole olemas kasutusjuhendit eluks. Õnneks on olemas www.kool.ee

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Õpilaste sotsiaaloskuste kujundav hindamine

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VEPA Käitumisoskuste Mängu algne versioon Good Behavior Game (GBG) töötati välja 1960. aastate lõpus USA-s Kansase ülikoolis teadlaste ja kooli õpetaja Muriel Saundersi koostöös. Eestis rakendatatakse PAXIS-e Instituudi (USA) täiendatud...

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Otse sisu juurde

Mis on KiVa?

KiVa on teadus- ja tõenduspõhine kiusamisvastane programm, mis on töötatud välja Soome haridus- ja kultuuriministeeriumi toetusel Turu ülikoolis. KiVa programmi tõhusus on teaduslikult tõestatud riikliku juhuvalikuga kontrolluuringu ja mitme muude uuringute kaudu. KiVa programmi kasutatakse kogu maailmas ja see on maailma enim uuritud kiusamisvastane programm.

Kuidas KiVa toimib?

KiVa eesmärk on kiusamise ennetamine ja kiusujuhtumine tõhus lahendamine. Programm põhineb kiusamise ja selle mehhanismide aastakümnete pikkusel ulatuslikul uurimisel. KiVa tugineb kolmel sambal: ennetamine, sekkumine ja jälgimine.
KiVa kolm sammast on ennetamine, sekkumine ja jälgimine Ennetamine: kiusamise vältimiseks
Ennetusmeetmed, nagu KiVa õppekava, on suunatud kõigile õpilastele ja keskenduvad kiusamise ennetamisele. Näited sellistest tegevustest on KiVa tunnid ja veebimängud. Need meetmed moodustavad KiVa programmi selgroo.
Sekkumine: tööriistad kiusamise vastu võitlemiseks
KiVa sekkumismeetmed on suunatud konkreetselt lastele ja noorukitele, kes on kiusamist kogenud. Eesmärk on pakkuda koolidele ja õpilastele lahendusele suunatud abinõusid kiusamise peatamiseks.
Iga-aastane jälgimine
KiVa iga-aastase veebiküsitluse kaudu saavad nii õpilasted kui ka kooli personal olukorda jälgida. Küsitluse tagasiside annab koolidele teavet kiusamisvastase programmi rakendamise tõhususest.

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Otse sisu juurde Mis on KiVa? KiVa on teadus- ja tõenduspõhine kiusamisvastane programm, mis on töötatud välja Soome haridus- ja kultuuriministeeriumi toetusel Turu ülikoolis. KiVa programmi tõhusus on teaduslikult tõestatud riikliku juhuvalikuga kontrolluuringu ja mitme muude uuringute kaudu. KiVa programmi kasutatakse kogu maailmas ja see on maailma enim uuritud kiusamisvastane programm.

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Taastav õigus on mõtteviis, kuidas läheneda konfliktidele ja õigusrikkumistele ning võimaldab konflikti läbi tekkinud kahju heastada.

See põhineb lahendusprotsessidel, milles osalevad aktiivselt kõik mõjutatud asjaosalised. Taastava õiguse eemärk on osapooli tervendada ja luua turvaline kogukond. Protsessi juhib neutraalne vahendaja.

Vahendust saab rakendada erinevate konfliktide puhul, alates kergematest rikkumistest kuni raskete kuritegudeni. Taastav õigus aitab vähendada teoga kaasnenud emotsionaalset ja materiaalset kahju, võtta toimepanijal vastutust kannatanu eest, suurendada osapoolte rahulolu ja vähendada uute konfliktide tõenäosust.

Kaasame tulevikupartnereid - tule õppima taastava õiguse koolitajaks (698.44 KB, PDF)

Kus kasutada taastavat õigust?

Koolikeskkond (näiteks õpilaste endi, õpetaja ja õpilase ning õpetaja ja lapsevanema vahelised konfliktid);

töökeskkond;

pere (lapsevanema ja lapse, vanavanemate, suguvõsa vahelised konfliktid);

kogukond (naabrite vahelised tülid/vaidlused jm).

Taastav õigus sobib ka selleks, et arutada ennetavalt, kuidas inimesed end teatud olukordades tunnevad, milliseid kokkuleppeid ühiselt seada, miks ja kuidas teatud piirangutest kinni pidada jne

Taastava õiguse kohtumisel arutletakse:

Mis juhtus?

Millised olid mõtted ja tunded juhtunu ajal?

Millised on olnud mõtted pärast juhtunut?

Kuidas mõjutas juhtum Sind ja teisi?

Kuidas juhtunut heastada? Mida läheb vaja, et edasi liikuda ja vahejuhtum ei korduks?

Miks kasutada taastavat õigust?

Taastaval õigusel on suurem mõju, kui seda rakendatakse nii laialt kui võimalik - mida rohkem inimesi tunneb taastava õiguse põhimõtteid ja oskab neid elus rakendada, seda turvalisem on kogukonnal.

Taastav õigus aitab kaasa ohvrikogemusest taastumisele.

Taastav õigus aitab õigusrikkujal taas ühiskonnas toimima õppida

Taastav õigus vähendab korduvaid õigusrikkumisi.

Taastava õiguse viisid

Vahendus

Tavaliselt kahe inimese vaheline konflikt, mille lahendamisse kaasatakse kolmas neutraalne inimene.

Taastatav nõupidamine

Kaasatakse rohkem osapooli, näiteks inimesed, keda vahejuhtum on mõjutanud, aga ka need, kes saavad kaasa aidata juhtumi lahendamisele või sellele, et see edaspidi ei korduks.

Ennetav ring

Seda meetodit rakendatakse konflikti või olukorra puhul, kus vahejuhtumist mõjutatud inimesi on palju. Ringi korraldatakse vahel ka ennetavalt, et arutada olukorra mõjusid ning lasta osapooltel väljendada mõtteid ja tundeid.

Taastav aruteluring

COVID-19 on mõjutanud suurt osa ühiskonnast. Antud olukorra valguses on kasvanud ärevus ja hirmutunne, mis on kaasa toonud mitmeid küsimusi. Inimesed on väsinud.

Sotsiaalkindlustusameti ohvriabi ja ennetusteenuste osakond on alates 2020. aasta kevadest pakkunud taastava õiguse ühe meetmena taastava aruteluringi formaati. Aruteluring annab osalejatele võimaluse juhitud vestlusringis väljendada oma mõtteid ja tundeid seoses juhtunuga, kuulata teiste lugusid ning leida hingelist tasakaalu. Osalemine toetab turvatunde parandamist läbi jagatud kogemuse, mis aitab kaasa hirmu vähendamisele.

Aruteluringi juhivad kaks väljaõppe saanud juhendajat, kes annavad võimaluse osalejatel jagada turvalises ruumis nii palju kui nad soovivad, andmata hinnanguid, analüüsimata või kokkuvõtteid tegemata.

Taastav aruteluring võib aset leida ühekordse või järjepidevate kohtumiste näol. Ühe aruteluringi kestvuseks on keskmiselt 2 tundi ning korraga saab osaleda kuni 8 osalejat.

Taastavat aruteluringi on läbi viidud spetsialistidele ja kogukonnaliikmetele nii COVID-19 valguses kui ka pärast traumeerivaid sündmusi kogukondades. Osalejad on tagasisidena öelnud, et aruteluringis osalemine andis võimaluse välja rääkida oma hirmud ja mõtted, mis on vahepealse perioodi vältel tekkinud ning samuti kuulda, et nad ei ole oma mõtetega üksi.

Kirjeldatud formaadis arutlemine annab osalejatele ka võimaluse näha, mida igaüks teha saab, et selliseid olukordi ei juhtuks või kuidas ise antud olukorrast välja tulla.

Kui märkad enda lähedal inimest, kellel võiks olla abi taolisest lähenemisest, julgustame suunama inimesi osalema taastavates aruteluringides. Selle korraldamiseks palun ühendust võtta e-posti teel: taastavoigus@sotsiaalkindlustusamet.ee

Küsimuste korral võtke palun julgelt ühendust:

Annegrete Johanson Annegrete.Johanson@sotsiaalkindlustusamet.ee

Mis on taastava õiguse rakendamise eelduseks?

Kõik osapooled osalevad vabatahtlikult.

Juhtumi toimepannud inimene tunnistab oma tegu.

Kõigi osapoolte turvalisus on tagatud.

Vajadusel kaasatakse toetavaid inimesi (tugiisikuid).

Ühise kohtumise lõpus jõutakse kõiki inimesi rahuldava kokkuleppeni, kuidas tehtut heastada.

Taastava õiguse protsess

Taastava õiguse teenusele pääseb nii ise kui ka suunamisega.

Esimesel juhul võib inimese saata e-kirja aadressil taastavoigus@sotsiaalkindlustusamet.ee. Juhul, kui inimesed pöörduvad ise teenuse saamiseks SKA poole, palume veenduda, et ka teine pool on valmis protsessis osalema ning on nõus, et tema kontakte jagatakse.

Inimese saab konfliktivahendusse suunata ka spetsialist, kes juhtumiga tegeleb, näiteks lastekaitsetöötaja, politseinik, prokurör, tugispetsialist jne. Suunaja tutvustab osapooltele, mida tähendab vahendamine, ning küsib selleks nõusolekut. Seejärel täidab ta suunamisankeedi (457.87 KB, DOCX) ja nõusolekulehe, mis edastatakse sotsiaalkindlustusametisse.

Kohtumisi eri osapoolte vahel viivad läbi kaks vahendajat. Vahendajad võtavad osapooltega ühendust, leppides kokku kohtumisaja. Seejärel kohtutakse kõigi osapooltega eraldi. Räägitakse juhtunust, mis mõtteid ja tundeid see tekitas ning kuidas see mõjutas osapooli. Vaadatakse ka tulevikku - mida on vaja, et tegu heastada ja tulevikus sarnast tegu vältida. Seejärel lepitakse kokku ühine kohtumine, kus arutatakse läbi samad küsimused. Sõlmitud kokkulepe saadetakse ka suunajale koos lühikese tagasisidega.

Kuidas erineb kriminaalõigus taastavast õigusest?

KRIMINAALÕIGUS
Millist seadust rikuti?

Kes rikkus? Kes on süüdi?

Milline on karistus?

TAASTAV ÕIGUS
Mis juhtus?

Keda see mõjutas?

Mida on vaja, et edasi liikuda?

Kriminaalõiguse puhul võtab riik justkui rikkumise osapooltelt ära - kannatanul puudub võimalus esitada küsimusi või öelda, mida ta juhtunu heastamiseks vajab. Taastav õigus annab kannatada saanud inimesele hääle, võimaluse jagada mõtteid, tundeid ja vajadusi ning esitada juhtunu tõttu tekkinud küsimusi.

Taastava õiguse koolitajad

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Taastav õigus on mõtteviis, kuidas läheneda konfliktidele ja õigusrikkumistele ning võimaldab konflikti läbi tekkinud kahju heastada. See põhineb lahendusprotsessidel, milles osalevad aktiivselt kõik mõjutatud asjaosalised. Taastava õiguse eemärk on osapooli tervendada ja luua turvaline kogukond. Protsessi juhib neutraalne vahendaja. Vahendust saab rakendada erinevate konfliktide puhul, alates kergematest rikkumistest kuni raskete kuritegudeni.

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Sotsiaalse programmi "Murdepunk" käsiraamat rakendajale. Raamatust leiab häid arutavaid küsimusi/tegevusi, mida õpilastega teha.
(suunatud 13.-17.aastastele riskikäitumistega noortele)

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Iga õpilane raputab 2 õpilase kätt ja ütleb midagi head "Mulle meeldis, see kuidas sa ....", "Aitäh, et .... "

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1 sotsiaalse oskuse valimine nädlaa fookuseks. Nt üks nädal on vastutus (Õpilastega ajurünnaku selle kohta, mida tähendab vastutus. Kogu nädala jooksul antakse õpilastele võimalus kommenteerida vastutustundlikku käitumist, kui nad seda näevad. Tunni lõpus saavad õplased rääkida mida/kas märkasid)

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Iga õpilane valib endale sotiaaloskuse eesmärgi. Nädala lõpus kirjutab vihikusse/ ütleb suuliselt, kuidas hakkama sai.

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Kast + paber/ post-it

Õpilased kirjutavad iga kord, kui märkavad heategu selle paberile ja panevad kasti. Nt iga nädal teeb õpetaja kasti lahti ja loeb selle nädala heateod ette.

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Iga õpilane saab loosiga kellegi nime. Õpilase ülesanne on olla "salasõber", teha talle komplimente, kiite, teha tema jaoks häid asju. Õpilased saavad enda sõbra teada nädla lõpus.

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"Social Storiesi" autor Carol Grey, mis on loodud "Cartoon Strip Vestlused", on multifilmi riba tõhusaks viisiks, kuidas toetada sobiva suhtlemise juhendamist keele ja sotsiaalsete puudujääkidega lastele, eriti lastel, kellel on autismide spektrihäired.

Autismiga lapsed või teised sotsiaalsete puudujääkidega lapsed, kellel on intellektuaalsed või füüsilised väljakutsed, seisavad silmitsi raskustega omandamise, jõudluse ja sotsiaalsete oskuste juhtimisel .

Cartoon Strip Social Interactions toetab kõiki väljakutseid. Lapsed, kellel on omandamise keerukus, sisaldab kasseti riba väga selgesõnalist visuaalset, samm-sammult teavet selle kohta, kuidas suhelda. Muljetavaldavate interaktsioonifraaside kirjutamisel raskesti toimivale lapsele tekitab praktika, mis suurendab jõudlust. Lõpuks, lastele, kes ei ole Fluency'i saavutanud, antakse Cartoon ribad neile võimaluse üles ehitada lahedus ja juhendada lapsi, kes oskusi veel omandavad. Kõigil juhtudel pakuvad multimeediafilmid võimalust omandada ja harjutada sotsiaalseid suhteid, mis vastavad neile, kus nad asuvad. See on diferentseerumine parimal viisil.

Kasutades Cartoon Stripi koostoimeid

Mitte keegi ei saa joonistada, nii et olen loonud ressursse, mida saaksite kasutada. Cartoonribadel on neli kuni kuus kasti ja neil on pildid suhtluses osalevatest inimestest.

Pakun mitmesuguseid koostoimeid: päringuid, tervitusi, sotsiaalsete suhete algatamist ja läbirääkimisi. Pakun neid ka üle kogu maailma: paljud lapsed ei saa aru, et me suhtume täiskasvanu, eriti võõras täiskasvanuna või täiskasvanuna, kui me suhtume ebaharilikult sotsiaalses olukorras.

Neid nüansse tuleb märkida ja õpilased peavad õppima kriteeriume kirjutamata sotsiaalsete konventsioonide selgitamiseks.

Tutvuge mõistetega: Mis on taotlus või initsiatsioon? Sa pead neid kõigepealt õpetama ja modelleerima. Kas tüüpiline üliõpilane, aide või kõrge toimivusega õpilane aitavad teil mudelit:

Taotlus: "Kas saaksite mind aidata raamatukogu leidmisel?"

Tervitus: "Tere, ma olen Amanda." Või "Tere, Dr Williams. On tore sind näha."

Koostöö initsieerimine: "Tere, ma olen Jerry. Ma ei arva, et oleme varem kohtunud. Mis on sinu nimi?

Läbirääkimised: "Kas ma saan omakorda käia? Kuidas on umbes viie minuti järel?

Koomiksilõikude mallid taotluste esitamiseks.

Koomiksilibade vormid ja õppetunnid koostoimete algatamiseks rühmadega.

Riba loomise mudel: kõnnite oma riba loomise igal sammul. Kasutage ELMO projektorit või õhuliini. Kuidas alustada oma suhtlust? Millised on mõned tervitused, mida saate kasutada? Loo mitmed erinevad ideed ja kirjutage need diagrammi paberile, kus saate neile hiljem uuesti viidata. Suur 3M "Post It Notes" on suurepärane, sest saate neid kokku panna ja neid ruumi panna.

Kirjutage: üliõpilased kopeerivad teie suhtlemist: teil on nende endi tervituste jms otsustamine pärast seda, kui nad on ühest vestlusest koos käinud ja harjutanud seda.

Üliõpilaste rollimäng: juhatage oma õpilasi läbi koostoimimise praktiseerimisega, mille olete loonud koos: võite neid paarikaupa ette valmistada ja siis on mõne grupi jaoks kõigi jaoks valmis: saate kõik teha või mõned sõltuvalt teie grupi suurusest. Kui esitate interaktsiooni videolindile, saate õpilastel hinnata üksteise jõudlust.

Hinnake: oma õpilaste õpetamine, et hinnata oma jõudlust ja eakaaslaste jõudlust, aitab neil üldistada sama tegevust, kui nad on avalikud. Me tüüpilised inimesed teevad seda kogu aeg: "Kas see läks hästi bossiga? Võib-olla oli nalja tema lipsu kohta natuke värvi. Hmmmm ... kuidas jätkub?"

Trendige ja andke elemendid, mida õpilased peavad hindama, näiteks:

Silmade kokkupuude: kas nad vaatavad inimest, kellega nad tegelevad. Kas seda loetakse 5 või 6-le või kas nad näevad?

Lähedus: kas nad olid sõprade, võõraste või täiskasvanute jaoks hea vahemaa?

Hääl ja samm: Kas nende hääl oli piisavalt vali? Kas nad olid sõbralikud?

Keha keel: Kas neil on käed ja jalad vaiksed? Kas nende õlad pöördusid inimese poole, kelle poole nad pöördusid?

Õpetage tagasisideoskusi: harilikel lastel on sellel probleeme, sest üldiselt ei ole õpetajad konstruktiivse kriitika andmisel või vastuvõtmisel väga head. Tagasiside on ainus viis, kuidas me oma tulemustest õppida. Andke see lahkelt ja heldelt, ja ootate, et teie õpilased hakkavad seda tegema. Pange kindlasti ka Pats (head kraamid) ja Pannid (mitte nii head kraami). Paluge õpilastel iga poti puhul 2-sse: st: Pat: teil oli hea silmakontakt ja hea pigi. Pan: sa ei seisnud veel.

Alternative articles

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"Social Storiesi" autor Carol Grey, mis on loodud "Cartoon Strip Vestlused", on multifilmi riba tõhusaks viisiks, kuidas toetada sobiva suhtlemise juhendamist keele ja sotsiaalsete puudujääkidega lastele, eriti lastel, kellel on autismide spektrihäired. Autismiga lapsed või teised sotsiaalsete puudujääkidega lapsed, kellel on intellektuaalsed või füüsilised väljakutsed, seisavad silmitsi raskustega omandamise, jõudluse ja sotsiaalsete oskuste juhtimisel .

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Erinevad emotsioonid on paberitükkidel, õpilased peavad emsotsiooni väljendama (seletades/ilmas sõnadeta) ülejäänud klass arvab.
Põhiemotsionid, mida valida: https://peaasi.ee/pohiemotsioonid/

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Põhiemotsioonideks peetakse neid emotsioone, mis on omased enamikele inimestele, olenemata kultuurist. Arvatakse, et põhiemotsioonid on olemas sünnist saadik, alguses on need mitteteadlikud ning et kõik inimesed kogevad ja väljendavad neid sarnaselt.

Emotsioonide uurija Paul Ekmani arvates on olemas teatud hulk emotsioone, mis erinevad üksteisest kvalitatiivselt - nii antava hinnangu, põhjustavate sündmuste, käitumuslike vastuste kui ka kehalise kogemuse osas. Ta tõestas, et erinevad maailma rahvad, sõltumata rassist, keelest ja kultuurilisest arengust, tunnevad ära vähemalt kuus põhiemotsiooni, kuigi äratundmisviisis endas võib olla kultuurilisi erinevusi.

Rõõm
õnnetunne, lõbusus, nauding, rahulolu, õndsus, uhkus, hea erutus, võlutus, rahuldus, eufooria, tunnustus, sõbralikkus, usaldus, headus, poolehoid, kiindumus, imetlemine

Üllatus

imestus, põnevus, hämmastus

Viha

raev, vimm, pettumus, ärritus, nördimus, solvumus, kibestumus, vaenulikkus, meelepaha, ärrituvus, vägivaldus

Vastikus

põlgus, põlastus, halvakspanu, jälestus, vastumeelsus, ebameeldivuse tunne, ärritus

Hirm

ärevus, kartus, närvilisus, mure, jahmatus, halb eelaimus, ettevaatlikkus, kõhklus, ärrituvus, õudus, ehmatus, paanika

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Põhiemotsioonideks peetakse neid emotsioone, mis on omased enamikele inimestele, olenemata kultuurist. Arvatakse, et põhiemotsioonid on olemas sünnist saadik, alguses on need mitteteadlikud ning et kõik inimesed kogevad ja väljendavad neid sarnaselt. Emotsioonide uurija Paul Ekmani arvates on olemas teatud hulk emotsioone, mis erinevad üksteisest kvalitatiivselt - nii antava hinnangu, põhjustavate sündmuste, käitumuslike vastuste kui ka kehalise kogemuse osas.

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Juht annab erinevaid käskluseid (istu, hüppa, puuduta seina, hiili jne). Kui juht ütleb "Mari ütleb, istu" , siis peavad õpilase seda tegema. Kui juht ütleb "Istu", ei tohi õpilased seda teha. Juhi rollis võib olla alguses õpetaja ja hiljem õpilased.

(Inglise k mäng "Simon says" )

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Lasteaed - Keskkool
"Positiivne maailmavaade ja huumorimeel"
"Enesekindluse saavutamine läbi heategude"

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Positive Action provides 2 - 3 sample lessons for each of its kits. Below you will find links to download the sample lessons.

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Peamisel I-II kooliaste

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Last Updated on February 9, 2022 by Editorial Team

Social skills are very important to ensure the development of the child into an adult who is capable of exploiting his or her potential to the fullest, as well as is compatible with society at large. Some of the social skills that are imperative for the overall mental and behavioral development of a child are Emotional regulation, impulse control, communication, empathy, cooperation, and social initiation.

Any deficiency in the skillset acquired by children in their formative years can severely impact both their personal and professional lives, even beyond the world of academics.

Remember; all work and no play makes Jack a dull boy!

The impact of learning disabilities on social skills

The social skill deficit arising out of learning disabilities is a well-documented fact. Researchers suggest that one reason for social skill deficit in children with learning disabilities is their lack of social perception. In a study by Alex ford (1982), the author came to the conclusion that subjects with learning disabilities have a lower level of non-verbal social perception compared to the control group.

This inability to perceive non-verbal cues leads to difficulty in responding appropriately to social situations ( Gerber and Zinkgraf). Children with learning disabilities also often suffer from hyperactivity, attention deficit, and maladaptive behavior.

Children with learning disabilities are often known to face issues mainly in the area of Kinesics (inability to read body language), Proxemics (inability to understand how physical space communicates with others), and Vocalics (inability to understand how volume pitches communicate with others.)

This overall leads to lowering of the child's social skillset and can often undermine his or her self-esteem and confidence. This can lead to a vicious cycle where the child is unable to overcome his or her social anxiety due to confidence issues, which in turn leads to further deterioration in social skills.

The impact most often goes beyond the academic arena, and the child is often unable to develop his\her skill set in non-academic areas like sports, dance, and music.

The role of games in improving skill set

Games can play a major role in initiating social skills in an otherwise people-shy child. Children with learning disabilities often show awkwardness in initial social interactions and online games can play a healthy role in warming them up to different social scenarios.

Researches show that games present challenge, curiosity, and control to the students( Jenkins,2002), and children often display an attitude of interest, cooperation, and active seeking of information towards games. ( Prensky,2003)

Players in a game collaborate with each other and share information, which often leads to overlapping of skill sets. Thus in a virtual world, the basic understanding of different social situations can be achieved, which the child can emulate and translate into real-life scenarios.
On this note, we share with you a list of the top online games that can help your child develop the required social skills while having a blast at the same time:
Best online games for improving social skills

1. The Social Express

This app provides kids very animated and very real-life experience of navigating social situations that are a part of daily routine. Respecting the agency of the child, the game allows him or her to make decisions following social cues and not just be passive onlookers.

The game is also designed in a way that allows children to transfer their newly acquired social skills into real life, all the while having fun. Thus, they do not suffer any pressure and are able to develop their social skills while enjoying their playtime as well.

The added advantage of the game is that it can be played as a solo player and is thus beneficial for those who suffer excessive social anxiety.

Game Link: Official Website

2. Way

This is the next level for online gaming to improve social skills among children. It calls for collaboration and communication between pairs of participants. This way, the children learn the importance of team spirit and also different ways of non-verbal communication.

The game proceeds as the two players take turns guiding each other through a level with the help of gestures and non-verbal communication. The game also helps the children develop self-confidence and achieve a sense of responsibility towards others around them when it is their turn to guide their partner.

It also develops a sense of companionship between the two players and allows the child to view himself as a part of a social setting, and not a mere individual.

Game Link: Website

3. Hall of Heroes

Hall of Heroes is a game specially designed for newbies in middle school to help them overcome the social anxiety of joining new classes and being in a more mature social surrounding.

The game starts with the kids enrolling in a middle school for superheroes, where they get to play with their very own customized avatar. The game proceeds as the children navigate social situations in middle school, avoid peer pressure and discover their superpowers along the journey.

Also, the game simultaneously adapts to each child's social needs and keeps changing according to the individualized social skill set requirement of the child.

The child's performance is even recorded and can be evaluated later.

Game Link: Website

4. kloog 2: Return To Zugopolis

This is the second app in the social skills for autism series and continues the journey of the alien character Kloog as it befriends other characters from different planets and learns the meaning of friendship along the way.

The app is specially designed for autistic children to develop their social skills as they navigate the fictional Zugopolis. It also teaches kids how to combat bullying and teach them important safety and life skills.

A wonderful range of characters in the game helps the child remain engaged in the games and explore friendships in the virtual world, which they can later emulate in the real life.

Game Link: Playstore | Appstore

5. Peppy Pals

Peppy Pals is a social skills game that contains gender-neutral animals that socialize and solve problems together. The main theme running through the game is that 'different is cool' and thus we should embrace kids of different and varied personalities as our friends and in the process make our lives more colorful.

It contains different personality characters like Gabby, the shy and sensitive rabbit; Izzy, the wise owl; Kelly the mindful cat; Reggy, the adventurous dog, and Sammy, the easygoing horse. It also uses puzzles and coloring exercises to increase the fun fourfold.

Peppy Pals thus helps children develop self-esteem, empathy, and emotional intelligence and teaches them how to nurture healthy relationships.

The app has been developed to be inclusive and uses a range of deeper senses like hearing, sight and touch to stimulate deeper learning. The app, thus, even works excellently with children with special needs such as Autism, ADHD, and Asperger's.

Game Link: Official Website

6. Zoo U

Zoo U is an excellent online evidence-based game for building social-emotional skills in children. Students in this game get to choose their own avatars and then communicate and interact with other characters.

After the dialog choice is read out, students make a decision on what to say and also on the tone of their voice. After six short scenes, you even get a personalized report of the child's strengths and weaknesses. The child can then play further 30 skill builder scenes and each step, Principal Wild helps the child with his constructive criticism.

The child can also replay a particular scene multiple times till he masters the skill. This feature can be especially helpful for children with learning disabilities and helps them learn according to their specific learning curves.

Game Link: Website

Tips and Tricks to use the games effectively

Do start with the solo version:

Start with solo versions of the online games, to reduce the nervousness of trying something new for the child. Once the child gets comfortable with online gaming, you can introduce him or her to the multi-player version of the game and slowly develop a sense of cooperation and collaboration in them.

Do set a time limit:

There is no doubt that online games can be of immense help in helping social skills. However, the child should not end up playing with it 24×7. Excess of anything is bad, and games are not excluded from this profound truth.

Hence, parents are advised to set a time limit for how much can be played and the game time can be allotted as a reward for completing his or her homework. This helps develop a sense of responsibility in the child and ensures that it does not interfere with the academic work.

Do Sleep and Get Rest:

Sleep and rest are of equal importance to a growing mind. Thus, late-night online playing should not be allowed and it should also be ensured that the child and his\her eyes get adequate rest. Too much gaming without sufficient rest will be counterproductive as it will make the child cranky and inattentive.

Don't let them spend too much time by themselves:

Gaming helps only when the skills learned in the virtual world are applied to real life. It is thus important that the children get to spend time with other kids of their age. This can be initiated after they achieve some level of comfort in confronting various social scenarios with the above-mentioned online games.

It is, however, important to not allow them to get addicted to gaming.

Don't let their physical health suffer:

As a follow-up to the earlier point, it is important that the children get adequate exercise. This, in turn, helps sharpen their grey cells by boosting oxygen supply to the brain, which heightens their cognitive sense.

Maintaining their physical health is thus equally important for developing their social skills.

Summing up,

Online games are slowly emerging to be the game changers in improving the social skills of children with learning disabilities. Their optimum and effective utilization can help your child take one step closer to enjoying the same level of confidence in relationship building as their peers.

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6 Engaging Social Skills Games To Play Online - Number Dyslexia

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Spread the wordSocial skills are very important to ensure the development of the child into an adult who is capable of exploiting his or her potential to the fullest, as well as is compatible with society at large. Some of the social skills that are imperative for the overall mental and behavioral development of a ...

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I-II kooliaste
Tunnikavad nt "Minu piirid/ruum"
Tegevused, nt "Tagasiside andmine"

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Knowing how to teach social skills involves understanding what social skills are appropriate for each age group. Social skills lesson plans each focus on different skills needed to have successful and healthy relationships with others. To use the printable social skills lesson plans, click on the image of the document. Check out the troubleshooting guide for printables if you need help getting the lesson plan PDFs.

How to Say "Hello" Printable Lesson Plan

Teach younger kids how to properly introduce themselves to others and how to greet people in different situations with this simple social skills lesson plan. You'll make some simple cards out of index cards and kids will actively show which greetings or introductions are most appropriate for each situation.

Strange Story Time

Help kids learn the value of active and attentive listening with a fun twist on your standard story time. All you need are two picture books.

1. Instruct students to remain quiet while you read, keep their eyes focused on you, and listen to the story you're about to read.

2. Read one of the books out loud.

3. Instruct students to talk to each other, get up and wander if they feel like it, and act however they want (within reason) during your next story.

4. Read the second book out loud, without stopping for any interruptions.

5. Ask kids a few basic questions about each story such as setting, main characters, and how it ended.

6. Discuss which story they remembered better and why. Kids should remember more about the story you read while they were quiet.

Who Can Help Me?

In this simple activity, kids will have to follow directions, ask others for help, and may learn about accepting "No" as an answer. You'll need a color-by-numbers page that uses about four colors for this activity.

1. Give each child a color by numbers page, but no crayons.

2. Assign each participant a job. For example, only Jenny can get a blue crayon, only Mom can get a red crayon, and only Jeff can color in the yellow sections.

3. Ask each child to complete their picture following all the rules you gave out.

4. Each child will have to ask others for help in order to follow the rules and complete the picture.

5. All participants should have the freedom to refuse to help others, but you should reinforce how this may impact others' desire to help them later.

Social Skills Topics for Elementary School

Students in elementary school should be learning about these social skills:

Active and attentive listening

How to greet others

Following directions

How to ask for help

How to get someone's attention

How to deal with disagreements or basic conflict resolution

How to make and accept an apology

How to accept "No" as an answer

Simple Social Skills Lesson Plans for Middle School Students

Part of cognitive development in adolescence involves discovering who you are and how you work in group or social settings. While tweens may see some of these lessons as weird or uncomfortable, they provide valuable insight and tools.

My Space Printable Lesson Plan

Tweens will learn about setting and expressing personal boundaries in this basic lesson plan. Students will have the chance to create a secret rule that allows others inside their circle. They'll have to act out clues to help others learn what their secret rule is.

Attitude Assassin

This fun game is similar to the icebreaker winking game sometimes called Wink Assassin. You'll need a small group for this social skills lesson.

1. Start by talking about what "having an attitude" means. What does it look like? What are some things a person can do with their body language to show they have an attitude?

2. Make slips of paper so you have enough to represent each person in your group. Put an "X" on one of these papers.

3. Choose one of the discussed examples of body language that shows an attitude, like eye rolling.

4. Put all the papers in a bowl or hat, then have each person draw a paper.

5. The person who gets the "X" is the attitude assassin and should keep this a secret.

6. Turn on some music and have everyone walk or dance around the room.

7. The goal is to guess who the attitude assassin is before they "get" you with their action.

8. If the attitude assassin performs the chosen action, like eye rolling, at you, you should wait about ten seconds then storm out of the room and is out of the game.

9. If you think you know who the attitude assassin is, you can say "I think (Name) has an attitude." You only get one guess per round. If you guess wrong, you are out.

10. Repeat the activity with different types of body language that show "having an attitude."

Feedback Faceoff

Help students learn about giving and receiving feedback or criticism with a fun debate-like activity.

1. The two participants should each complete the same activity, like drawing a picture or writing out a short story.

2. Participants should trade pictures or stories and take a few minutes to look them over with a critical eye.

3. Sit the participants face-to-face with a desk or table between them.

4. Participants should take turns giving one feedback statement to the other person about their drawing or story.

5. Participants must give one piece of positive feedback or constructive criticism on their first turn, then negative feedback on their next turn. It should alternate this way throughout.

6. If a participant can't think of something to say on their turn or gives the wrong kind of feedback, they lose the faceoff.

Social Skills Topics for Middle School

Middle school students are able to display the appropriate social behaviors explored in elementary school and are ready to move onto these topics:

Understanding and recognizing attitudes

Personal boundaries

Understanding and recognizing triggers for anger

Understanding communication styles

Giving and accepting criticism

Dealing with bullying

Get Social With Your Skills

One of the best ways to socialize a homeschooler is to give them loads of opportunities to interact with different types of people in different settings. You can incorporate these social skills lessons into traditional classrooms, use them as individual activities, or get the whole family involved in learning together.

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Free Social Skills Lesson Plans for Students | LoveToKnow

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Knowing how to teach social skills involves understanding what social skills are appropriate for each age group. Social skills lesson plans each focus on different skills needed to have successful and healthy relationships with others. To use the printable social skills lesson plans, click on the image of the document.

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Õpilased valivad, kuidas nad ennast täna tunnevad.
(Kui googeldada: "feeling scale" leiab veel palju sarnaseid pilte)

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Tegevused, mis aitavad reguleerida emtosioone

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Tegevused, mis aitavad reguleerida emtosioone

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I-II koliaste

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Working in the public school system for many years, I often heard guidance counselors asking for advice about the kinds of activities they should do with their social skills groups.

Students in the group often had difficulty with skills such as listening, waiting their turn in conversation, staying on topic, sharing materials, understanding another person's feelings, getting along with others, resolving conflict, and appropriately expressing their own feelings.

This article gives five suggestions for activities to do with your social skills group. You may think these activities are more appropriate for elementary-age students but I think they can really be adapted for younger and older groups.

Activities can also be modified for a one on one situation such as parent/child or counselor/student.
What the research says: Phillip C. Kendall, Professor of Psychology, reported the positive effects of using modeling and role playing, and teaching self-evaluation when teaching social skills. Further research, such as Social Skills Training for Teaching Replacement Behaviors: Remediating Acquisition Deficits in At-Risk Students, confirms the benefits of intense social skills instruction.
5 Activities to Do with Your Social Skills Group

Activity 1:
When first introducing kids to a social skills group it is a good idea to have them understand what social skills are and why they are important.

As a starting activity, write down different social skills on individual slips of paper and put them in a bowl, hat, etc. Have your students sit in a circle and pass around the slips of paper, taking turns pulling them out one at a time.

The image below will give you an idea of some of the social skills to put in the bowl. You can break this into several lessons by only doing a few social skills at a time. You also might want to add some skills that are not on the list such as showing empathy, staying on topic in conversation and using manners.

When the student pulls the slip of paper from the bowl, ask him/her to say what the social skill means, have them give an example, and/or ask them to tell the rest of the group why that skill is important.

Give as much guidance and support as your students need to answer the questions. You may want to go first, to show the students how to do this activity.

Here is an example:

If a student picked "sharing materials" she could say "That means to let someone use something that you are using. For example, if I am coloring with crayons I can let my friend borrow my crayons and color with me. Sharing is important because it shows others that you care about how they feel. Part of being a good friend is sharing."

You could even have students act out the skills. So in this example, you can have one of your students pick materials to share with the other members of the group.

You can also let students create their own drawings of the skill you are talking about. To give you an idea of what I mean, below is a drawing of sharing:

Depending on the students' skill and age level, frustration tolerance, and ability to sustain attention, you can do all of the suggestions I mentioned in this activity or just one.

Recommended Article: 15 Behavior Strategies for Children on the Autism Spectrum
Activity 2:
The video below has a great activity for practicing sharing, turn-taking, listening, following directions, encouraging others, and being polite. While the therapist uses bubbles as the prop, other objects can be used to tailor this activity to students of different ages.

Imagine implementing this same lesson but using activities such as shooting a basketball in a net, playing with a remote control car, doing an activity on the computer, etc.
Recommended Article: 8 Fun Activities to Practice Social Skills with Your Child

This next video shows you how to use conversation starters to create a reciprocal dialogue. The counselor encourages the students to pick a topic, ask another person a question related to the topic, and have the other person ask a question back.

This activity allows students to practice listening, taking turns in conversation, staying on topic, and expressing interest in another person's thoughts, ideas, and/or life.

This next video gives you great ideas for how to talk to children about what it means to be a friend. After you teach the lesson, have your students tell you what they learned about being a friend, draw a picture that shows someone being a friend to another person, and/or practice one of the skills in the video.

For example, this video mentions being a good listener and sharing as two of the things good friends do, so as part of the lesson have your students practice listening to each other and/or sharing items.

Talk to your students about what it means to be an active listener (e.g., looking at the person who is talking, waiting your turn to speak, responding to what the person said, trying to understand how the other person might be feeling, etc.).

The "What it means to be a friend" lesson could be a great segue into the lessons above which hone in on sharing skills and conversation skills.
Related Article: How to End Bullying Part 1: 19 Tips for Parents and Teachers

Speaking of being a good friend, complimenting others (a great friendship skill) is another nice activity to do with your group.

Set the expectations from the beginning that only kind words and respect for each other is allowed in the group.

For this activity, you could go around in a circle and have each student say something nice about someone else in the group.

To make sure everyone gets a turn to be complimented, put people's names on slips of paper in the bowl and have them pass it around taking turns pulling out names.

This activity will get easier as the students get to know each other better. If the students just met and are not sure what to say about each other, allow them to say something nice about a family member or friend outside of the group.

As the group gets to know each other, the compliments should be about the group members.

Side Note: To teach self-evaluation, discuss how you and your student(s)/client(s) did during each activity. Give specific feedback about what went well and discuss areas that need improvement. Let your clients share their own thoughts and perceptions about how they did during the activity. Encourage your clients to think about their own behavior when they are involved in similar real-life scenarios.
You may be interested in Model Me Kids: Videos for Modeling Social Skills: Model Me Kids produces dozens of videos to teach kids social skills that will help them develop better relationships. Video modeling is a research-based practice. Here is a sample video.

You can view more of the Model Me Kids Video Program here.

Recommended Book: Be Kind by Pat Zietlow Miller

Interactive Social Skills Books for Kids
Recommended: Become a Certified Self-Esteem Coach for Children
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More Articles to Help with Social Skills

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5 Great Activities to Do with Your Social Skills Group

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Working in the public school system for many years, I often heard guidance counselors asking for advice about the kinds of activities they should do with their social skills groups. Students in the group often had difficulty with skills such as listening, waiting their turn in conversation, staying on topic, sharing materials, understanding another person's feelings, getting along with others, resolving conflict, and appropriately expressing their own feelings.

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© 2009-2021 Gwen Dewar, Ph.D., all rights reserved

These social skills activities can help kids forge positive relationships - and better understand what other people are feeling and thinking.

How can we help children develop social competence - the ability to read emotions, cooperate, make friends, and negotiate conflicts? Kids learn when we act as good role models, and they benefit we create environments that reward self-control. But there is nothing quite like practice. To develop and grow, kids need first-hand experience with turn-taking, self-regulation, teamwork, and perspective-taking.

Here are 17 research-inspired social skills activities for kids, organized by age-group. I begin with games suitable for the youngest children, and end with social skills activities appropriate for older kids and teens.

From babies to teens: 17 social skills activities

1. Turn-taking games

Young children - including some babies - are capable of spontaneous acts of kindness, but they can be shy around new people. So how can we teach them that a new person is a friend?

One powerful method is to have a child engage in playful acts of reciprocity with the stranger. For example, the child take turns pressing the button on a toy, or rolling a ball back and forth. The child and stranger might hand each other interesting objects.

When psychologists Rodolfo Cortes Barragan and Carol Dweck (2014) tested this simple tactic on 1- and 2-year-olds, the children seemed to flip a switch.

The babies began to respond to their new playmates as people to help and share with. By contrast, there was no such effect if children merely played alongside the stranger - without engaging in acts of reciprocity.

2. The toddler "name game"

As early childhood specialist Kathleen Cochran has noted, many children need help with the fundamentals of getting someone else's attention. They don't yet understand that it's important to speak the person's name.

"It's such a simple thing," Cochran says, "yet it's the beginning of being able to understand another person's point of view." So how do we teach this concept? Cochran and her colleagues recommend this simple social game (Teachers' College, Columbia University 1999) :

1. Seat children in a circle, and give one of them a ball.

2. Ask this child to choose another person in the circle and speak his or her name. Then the child rolls the ball to named individual.

3. Once the ball has been received, the next child follows the same procedure - naming an intended recipient and passing the ball along.

3. Music-making and rhythm games for young children

Young children are often inclined to help other people. How can we encourage this impulse? Research suggests that joint singing and music-making are effective social skills activities for fostering cooperative, supportive behavior.

For example, consider this game.
"Waking Up The Frogs"
First, you take a bunch of preschoolers who don't know each other, and direct their attention to a "pond" - a blue blanket spread on the floor with several "lily pads" on it. Toy frogs sit on the lily pads.

Then you tell the children the frogs are sleeping. It's morning, and the frogs need our help to wake up! So you give the children simple music instruments (like maracas), and ask them to sing a little wake-up song while they walk around the pond in time with the music.

When researchers played this game with 4-year-olds, they subsequently tested the children's spontaneous willingness to help other kids. Compared with children who had "awakened the frogs" with a non-musical version of the activity, the music-makers were more likely to help out a struggling peer (Kirschner and Tomasello 2010).

4. Preschool games that reward attention and self-control

To get along well with others, children need to develop focus, attention skills, and the ability to restrain their impulses. The preschool years are an important time to learn such self-control, and we can help them do it.

Traditional games like "Simon Says" and "Red light, Green light" give youngsters practice in following directions and regulating their own behavior. For more information, see the research-tested games described in my article about teaching self-control. For additional advice about the socialization of young children, see this Parenting Science article about preschool social skills.

5. Group games of dramatic, pretend play

To get along with others, kids need to be able to calm themselves down when something upsetting happens. They need to learn to keep their cool. And one promising way for kids to hone these skills is to engage in dramatic make-believe with others.

To try this approach, lead young children in games of joint make-believe, like

pretending to be a family of non-human animals,

dressing up as chefs and pretending to bake a cake together, or

taking turns pretending to be statues (and having peers pose the statues in various ways).

In a randomized experiment of preschoolers from economically disadvantaged backgrounds, Thalia Goldstein and Matthew Lerner found evidence that these social skills activities helped children develop better emotional self-regulation (Goldstein and Lerner 2018). After 8 weeks of teacher-led play, kids assigned to play group games of dramatic, pretend play improved more than did children assigned to alternative social skills activities, like playing together with blocks.

6. "Emotion charades" for young children

In this game, one player acts out a certain emotion, and the other players must guess which feeling is being portrayed. In effect, it's simple version of charades for the very young.

Is it helpful? At the very least, it's a way to motivate young children to think about and discuss emotions. And the game has been included (along with several other social skills activities) in a preschool program developed by researchers at the University of Wisconsin-Madison.

In a small experimental study, the program, called the "Kindness Curriculum," was linked with successful outcomes: Compared with kids in a control group, graduates of the "Kindness Curriculum" experienced greater improvements in teacher-rated social competence (Flook et al 2015).

7. Drills that help kids read facial expressions

People who are good at interpreting facial expressions can better anticipate what others will do. They are also more "prosocial," or helpful towards others.

Experiments suggest that kids can improve their face-reading skills with practice. For more information, see these Parenting Science social skills activities for teaching kids about faces.

8. Checker stack: A game for keeping up a two-way conversation

Some kids, including those with autism spectrum disorders, have difficulty maintaining a conversation with peers. Dr. Susan Williams White has developed a number of social skills activities to help them, including Checker Stack, a game that requires kids to take turns and stay on topic.

To play this two-player game, you need only a set of stackable tokens - like checkers or poker chips - and an adult or peer group to help judge the relevance of each player's contributions.

The game begins when Player One sets down a token and says something to initiate a conversation. Next, Player Two responds with an appropriate utterance, and places another checker on top of the first one.

The players keep taking turns to advance the conversation. How long can they sustain it? How tall can their stack become? When a player says something irrelevant or off-topic, the conversational flow is broken and the game is over (White 2011).

9. Passing the ball: A game for honing group communication skills

Here is another activity recommended by Dr. Susan Williams White - a game where players form a circle, and take turns contributing to a group conversation.

The game begins with a player who starts the chat, and then tosses a ball to someone else in the circle. Next, the recipient responds with an appropriate, relevant contribution of his or her own, and tosses the ball to another child. And so on.

To play successfully, kids must attend to whoever is speaking, and make eye contact during the exchange of the ball.

White advises that you participate in the game yourself, and, if you notice that one of the kids isn't getting the opportunity to contribute, you can request that you receive the ball next. Then you can complete your turn by tossing the ball to the child who was left out (White 2011).

You can find this game, Checker Stack, and other social skills activities in White's book, Social Skills Training for Children with Asperger Syndrome and High-Functioning Autism (see the references section below)

10. Cooperative games

There are many kinds of cooperative games. Some are more sedentary, like the many cooperative board games being sold today. Others are active or physical, like the games "Islands" and "Timeball" invented by William Haskell, and tested on older elementary school students (Street et al 2004).

In one study, researchers found that playing these games over a period of 12 weeks led to small but noticeable improvements in "prosocial" behavior - being kind and helpful towards others (Street et al 2004).
"Islands"
To play "Islands" you need a bunch of young children and some hula hoops - about one hoop for every three kids in the class. Then you spread the hoops out on the ground, and let the kids mill around them. When you whistle, every child must step inside a hoop, and each hoop must contain at least three kids. Children will have to cooperate - and hold onto each other - to fit inside a hoop.
"Timeball"
In this game, kids spread out in an open space, each standing with his or her feet together. One child is given a ball. Then this child passes the ball to someone else, and immediately sits down. The second child repeats the exercise, until all kids are seated.

The catch? The object of the game is to get everyone seated as quickly as possible, and the ball must never touch the ground, so kids need to toss the ball with care. Moreover, when deciding where to pass the ball next, they need to consider how difficult it will be for other kids on subsequent turns: If kids pass the ball in a pattern that leaves some children "stranded" at a distance - making it harder to toss the ball without dropping it - the whole team will lose. So kids will likely want to discuss tactics.

What are the effects of these and other games?

The most obvious benefit is that they encourage kids to act, well...nicer. In one study, researchers found that playing games like "Islands" and "Timeball," over a period of 12 weeks led to small but noticeable improvements in children's prosocial behavior. They tended to show more kindness, helpfulness, and empathy (Street et al 2004).

But other research suggests this could be the tip of the iceberg. For example, studies show that successful experiences with cooperation encourage children to continue the trend: If you cooperate with me today, I'm more likely to cooperate with you tomorrow (Blake et al 2015; Keil et al 2017). So it seems likely that cooperative games could serve as a kind of "ally-making" tool between players.

And it also appears that certain types of cooperative games could help children develop their ability to persuade and convince others with well-reasoned arguments.
"Match animals to the right habitat"
In an experimental study of 5- and 7-year-olds, kids had to work in pairs on a sorting task. They had to match different animal species with an appropriate habit, and explain their decisions.

Half the kids were randomly assigned to a cooperative version of this game, where both players worked together as a team. The remaining children played the game competitively. And what happened? The kids who played the cooperative game offered more justification for their ideas. They were also more likely to produce arguments that considered both sides of the question (Domberg et al 2018).

You can read more about the study - and the benefits of cooperative games - in this Parenting Science article.

11. Cooperative construction

Another form of play that promotes cooperation is team construction. When kids create something together with blocks, they must communicate, negotiate, and coordinate. Do such social skills activities make a difference?

It makes sense intuitively, and there is scientific evidence that a specialized program of cooperative construction therapy - called "LEGO ®-based therapy" - can help kids who need extra support to develop their social communication skills (Owens et al 2008).

In a recent review of published studies, researchers concluded that "LEGO ®-based therapy" is a "promising treatment" for enhancing social interactions with kids on the ASD spectrum (Narzisi et al 2020). If you had a child with special needs, it's worth asking your pediatrician about this form of therapy.

12. Community gardening

I haven't found any rigorous experiments on the subject, but it makes sense that cooperative gardening could help kids hone social skills, and observational research supports the idea.

Kids tend to improve their social competence when they engage in community-based or school-based gardening (Ozer et al 2007; Block et al 2012; Gibbs et al 2013; Pollin and Retzlaff-Fürst 2021).

What sorts of things can children do in the garden? Take a cue from a recent study of cooperative gardening in 6th graders. The kids were assigned to groups, and each group was given the responsibility for tending a specific garden bed. In addition, kids were asked to identify different plants, document plant growth, conduct soil tests, and make observations of snails (Pollin and Retzlaff-Fürst 2021).

13. Story-based discussions about emotion

Here's a social skills activity you can try just about anywhere: Read a story with emotional content, and have kids talk about it afterwards.

Why did the main character get angry? What kinds of things make you get angry? What do you do to cool off? When kids participate in group conversations about emotion, they reflect on their own experiences, and learn about individual differences in the way people react to the world. And that understanding may help kids develop their "mind-reading" abilities.

In one study, 7-year-old school children met twice a week to discuss an emotion featured in a brief story. Sometimes their teachers encouraged them to talk about recognizing the signs of a given emotion. In other sessions, the kids discussed what causes emotions, or shared ideas about how to handle negative emotions ("When I feel sad, I play video games," or "I feel better when my mother hugs me").

After two months, participants outperformed peers in a control group, showing significant improvements in their understanding of emotion. They also scored higher on tests of empathy and "theory of mind" - the ability to reason about other people's thoughts and beliefs (Ornaghi et al 2014).

14. Classic charades for older kids and teens

We've already mentioned "Emotion Charades" for young children. The traditional or classic version of the game is also an excellent activity for honing social skills among older kids.

Consider why. In the traditional game, a player draws a slip of paper from a container and silently reads what is written there - a phrase that describes a situation (like "walking the dog") or that names a famous book, film, song, or television show. Then, through pantomime, the player tries to convey this phrase to his or her unknowing team-mates.

What gestures are most likely to communicate the crucial information? To perform an effective pantomime, you need to be good at perspective-taking, or imagining what viewers need to see in order to guess the answer. You also have to stay focused on the rules, and refrain from talking.

And if you are one of the players who must guess the answer? Once again, mind-reading is important. In fact, there is evidence that watching charades switches our brains into "mind-reading mode."

During a study using fMRI scans, players observing gestures experienced enhanced activity in the temporo-parietal junction, a part of the brain associated with reflecting on the mental states of other people (Schippers et al 2009).

It seems, then, that charades encourages kids to think about other perspectives, and fine-tune their nonverbal communication skills.

15. Team athletics that feature training in good sportsmanship

Research suggests that team athletics can function as effective social skills activities - if adults model the right behavior, and actively teach kids to be good sports.

In one study, elementary school students who received explicit instruction in good sportsmanship showed greater leadership and conflict-resolution skills than did their control group peers (Sharpe et al 1995).

In another study, researchers found that adolescents displayed better social skills if their athletic coaches took a democratic approach to leadership, and offered lots of social support and positive feedback. When kids perceived the coach to be autocratic, they were less likely to report growth in social competence (de Albuquerque et al 2021).

And - in a variety of studies - researchers have found that players are more likely to stay motivated and positive if their coaches avoid authoritarian tactics, like intimidation, threats, and the manipulative use of rewards (e.g., Sevil-Serrano et al 2021).

So what's a good way to ensure that kids learn the right lessons from team sports?

It sounds like adults need to allow kids to participate in decisions about a team's goals. They also need to maintain a pleasant, emotionally supportive relationship with athletes, and motivate kids with positive comments about their successes. And it makes sense to actively instruct kids on the principles of good sportsmanship, including

Being a good winner (not bragging; showing respect for the losing team)

Being a good loser (congratulating the winner; not blaming others for a loss)

Showing respect to other players and to the referee

Showing encouragement and offering help to less skillful players

Resolving conflicts without running to the teacher

During a game, we should give kids the chance to put these principles into action before we swoop in. And when the game is over, we should give kids feedback on their good sportsmanship.

16. Social skills activities for older kids and teens: Playing devil's advocate, and learning how to engage in productive, disciplined debate

These become increasingly important as kids get older, and they require more than empathy and good manners. They also require more than native "smarts."

Studies indicate that most people - regardless of IQ - fall prey to "myside bias" - the tendency to evaluate neutral evidence in favor of one's personal interests (Stanovich et al 2013).

But that doesn't mean we can't fight this tendency. People become less prone to myside bias as a function of the years they spend in higher education, even after controlling for age and cognitive ability (Toplak and Stanovich 2003). So it seems likely that kids will benefit if we expose them to diverse viewpoints, debate, and the tools of critical thinking.

One classic approach is to assign students to take turns advocating both sides of a given debate. Not only will kids practice perspective-taking, they will hone critical thinking skills. For more information, see my article about training kids to engage in formal, disciplined debate.

17. Party games that encourage perspective-taking and reduce social biases

Researchers Geoff Kauffman and Anna Flanagan perceive a problem with many "consciousness-raising" social skills activities: They're too preachy, and that tends to turn people off.

So Kauffman and Flanagan recommend a more subtle approach, one that embeds the social message in a fun, lighthearted game. To date, Flanagan has created two such games.

The first is a card game called the Resonym Awkward Moment Card Game, a party game that requires players to choose solutions to thorny social problems.

It has been tested on kids as young as 11 years old, and found to improve players' perspective-taking skills. Compared to students in a control group, kids who played this game showed subsequent improvements in their ability to imagine another person's perspective (Kaufman and Flanagan 2015).

They were also more likely to reject social biases, and imagine females pursuing careers in science. In addition, they showed more interest in confronting detrimental social stereotypes (Kaufman and Flanagan 2015).

The second game, called the Buffalo The Name Dropping Game, is intended for ages 14 and up.

Buffalo asks players to think of real or fictional examples of people who fit a random combination of descriptors (like tattooed grandparent, misunderstood vampire, or Asian descent comedian).

After playing this game, high school students showed increased motivation to recognize and check their social biases, agreeing more strongly with statements like "I attempt to act in non-prejudiced ways toward people from other social groups because it is personally important to me" (Kaufman and Flanagan 2015).

Both the Resonym Awkward Moment Card Game and Buffalo The Name Dropping Game are available from Amazon. If you purchase them through these links, a small portion of the proceeds will benefit this website.

More reading

For more information about boosting social competence, see my evidence-based tips for fostering friendships, teaching empathy, and encouraging kindness. In addition, check out my article about promoting preschool social skills, as well as my article about the potential benefits of playing prosocial video games.

References: Social skills activities

Bakeman R, Adamson LB, Konner MJ, and Barr RG. 1990. !Kung infancy: The social context of object exploration. Child Development 61: 794-809.

Blake PR, Rand DG, Tingley D, Warneken F. 2015. The shadow of the future promotes cooperation in a repeated prisoner's dilemma for children. Sci Rep. 5:14559.

Block K, Gibbs L, Staiger PK, Gold L, Johnson B, Macfarlane S, Long C, Townsend M. 2012. Growing community: the impact of the Stephanie Alexander Kitchen Garden Program on the social and learning environment in primary schools. Health Educ Behav. 39(4):419-32.

Cortes Barragan R and Dweck CS. 2014. Rethinking natural altruism: simple reciprocal interactions trigger children's benevolence. Proc Natl Acad Sci U S A.111(48):17071-4.

de Albuquerque LR, Scheeren EM, Vagetti GC, de Oliveira V. 2021. Influence of the Coach's Method and Leadership Profile on the Positive Development of Young Players in Team Sports. J Sports Sci Med. 20(1):9-16.

Domberg A, Köymen B, Tomasello M. 2018. Children's reasoning with peers in cooperative and competitive contexts. Br J Dev Psychol. 36(1):64-77.

Flook L., Goldberg S.B., Pinger L., and Davidson R.J. 2015. Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based Kindness Curriculum. Dev Psychol. 51(1):44-51.

Gibbs L, Staiger PK, Townsend M, Macfarlane S, Gold L, Block K, Johnson B, Kulas J, Waters E. 2013. Methodology for the evaluation of the Stephanie Alexander Kitchen Garden program. Health Promot J Austr. 24(1):32-43.

Goldstein TR and Lerner MD. 2018. Dramatic pretend play games uniquely improve emotional control in young children. Dev Sci. 21(4):e12603.

Kaufman G and Flanagan M. 2015. A psychologically "embedded" approach to designing games for prosocial causes. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 9(3), article 1.

Keil J, Michel A, Sticca F, Leipold K, Klein AM, Sierau S, von Klitzing K, White LO. 2017. The Pizzagame: A virtual public goods game to assess cooperative behavior in children and adolescents. Behav Res Methods. 49(4):1432-1443.

Kirschner S and Tomasello M. 2010. Joint music making promotes prosocial behavior in 4-year-old children. Evolution and Human Behavior 31(5): 354-364.

Lancy D. 2012. Ethnographic perspectives on cultural transmission/acquisition. Paper prepared for School of Advanced Research, Santa Fe, Multiple Perspectives on the Evolution of Childhood. November 4-8, 2012.

Lancy D. 2008. The anthropology of childhood: Cherubs, chattel and changelings. Cambridge University Press.

Legoff DB and Sherman M. 2006. Long-term outcome of social skills intervention based on interactive LEGO play. Autism. 10(4):317-29.

Ozer EJ. 2007. The effects of school gardens on students and schools: conceptualization and considerations for maximizing healthy development. Health Educ Behav. 34(6):846-63.

Pellegrini AD, Dupuis D, and Smith PK. 2007. Play in evolution and development. Developmental Review 27: 261-276.

Pellegrini AD and Smith PK. 2005. The nature of play: Great apes and humans. New York: Guilford.

Pollin S, Retzlaff-Fürst C. 2021. The School Garden: A Social and Emotional Place. Front Psychol. 12:567720.

Sevil-Serrano J, Abós Á, Diloy-Peña S, Egea PL, García-González L. 2021. The Influence of the Coach's Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players. Int J Environ Res Public Health. 18(16):8699.

de Albuquerque LR, Scheeren EM, Vagetti GC, de Oliveira V. 2021. Influence of the Coach's Method and Leadership Profile on the Positive Development of Young Players in Team Sports. J Sports Sci Med. 20(1):9-16.

Sharpe T, Brown M and Crider K. 1995. The effects of a sportsmanship curriculum intervention on generalized positive social behavior of urban elementary students. Journal of applied behavior analysis 28(4): 401-416.

Spinka, M., Newberry, RC, and Bekoff, M. 2001. Mammalian play: Training for the unexpected. Quarterly Review of Biology 76: 141-16.

Stanovich KE, West RF, Toplak ME. 2013. Myside Bias, Rational Thinking, and Intelligence. Current Directions in Psychological Science 2(4): 259-264.

Street H, Hoppe D, and Ma T. 2004. The Game Factory: Using Cooperative Games to Promote Pro-social Behaviour Among Children. Australian Journal of Educational & Developmental Psychology. 4:997-109.

Teacher's College, Columbia University. 1999. Conflict resolution for preschoolers. TC Media Center website. Accessed on 9/28/2015 at http://www.tc.columbia.edu/news.htm?articleID=4023.

Weiss MJ and Harris SL. 2001. Teaching social skills to people with autism. Behav Modif. 25(5):785-802.

White SW. 2011. Social Skills Training for Children with Asperger Syndrome and High-Functioning Autism. New York: The Guilford Press.
Portions of this article are adapted from an earlier work about social skills activities by the same author. Image credits for "Social skills activities":
Title image of kids faces in a circle by Vansterpartiet bildbank / flickr

Image of babies rolling ball by Yoshihide Nomura /flickr

Image of preschoolers with musical instruments by Liderina / shutterstock

image of kids outdoors standing in a circle cropped from a photo by Peter / flickr

Content of "Social Skills Activities" last modified 9/2021

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Evidence-based social skills activities for children and teens (with teaching tips)

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© 2009-2021 Gwen Dewar, Ph.D., all rights reserved These social skills activities can help kids forge positive relationships - and better understand what other people are feeling and thinking. How can we help children develop social competence - the ability to read emotions, cooperate, make friends, and negotiate conflicts?

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I get it... classroom behaviors are in a league of their own this year, and you're beyond tired. If you're like me, you probably struggle to find effective ways to improve behaviors this late in the school year, but look no further! Here are 15 of my favorite Social Skills and Classroom Management Activities that just might get you through the rest of this crazy year. My students can't get enough of #13!

Social Skills:

1 - Big Deal/Little Deal

Start by making a list of different scenarios that warrant appropriate responses ranging from no emotional response to a huge emotional response. Next, grab 3 strips of masking tape and lay them on the floor, one in front of the other about 1-2 feet apart. Lastly, use a marker to label the strips of tape, "Little Deal," "Big Deal," and "Huge Deal." During this activity, students will stand back while listening to one scenario at a time and deciding if they think it's a little deal, a big deal, or a huge deal by walking to the tape that matches their response. Before each new scenario, 1-3 students on each strip of tape should share why they stood where they did. Finally, the teacher will state what they believe to be the most appropriate emotional response and why.

2 - Crumpled Paper

This no-prep social skills activity is perfect for teaching kindness and anti-bullying; all you need is one piece of paper for each student. Ask the students to describe what the piece of paper looks and feels like (clean, new, white, flat, smooth, etc.). Next, have them fold and crumple the paper however they would like for 30 seconds, and when time is up, ask the students to flatten the paper and describe what it looks and feels like now. Take time to discuss how crumpling a piece of paper has similar effects as bullying. Every bend and fold shown on the paper is like an unkind word or action toward another person, and even if you apologize, you cannot fully fix the damage you have caused.

3 - Band-Aid

All you need for this activity are band-aids and 3 student volunteers. Start by acting out a scenario where Student 1 falls and gets a little scrape on their knee. Give Student 1 a small band-aid and ask the class if that is the best way to help them. Next, act like Student 2 falls off their bike and gets a large scrape on their arm. Give Student 2 the same small band-aid and ask if that is the best way to help them. Lastly, pretend that Student 3 fell off a swing and broke their arm. Give Student 3 the same small band-aid and ask if that is the best way to help them.

As the accidents get bigger, students will tell you that a small band-aid is not enough to help everyone. Use this activity to teach your class about educational equity by showing them how different scenarios require different levels of support. Be sure to explain that although they won't always get what they want at school, everyone will get what they need to succeed.

4 - Unexpected Teacher

All you will need for this social skills activity are your best acting skills. Begin teaching a lesson like normal and slowly start behaving in ways that make it difficult for the students to follow the lesson. For example, get side-tracked, turn your back to the class while you teach, lay on the floor, "read" the directions silently in your head, etc. Allow enough time for students to feel confused before leading a whole group discussion about expected and unexpected teacher behaviors. Be sure to ask why they think it is important for teachers to act appropriately and then why students need to act appropriately when in class.

5 - Name That Feeling

Find short clips of Disney movies that model various emotions like calm, happy, mad, excited, frustrated, etc. After showing each clip, the students should try to identify how the characters are feeling, what made them feel that way, and what they could do to feel better (if applicable). Have a few students share their observations before holding a brief discussion and moving on to the next movie clip.

6 - Secret Buddies

Begin this social skills activity with a discussion about acts of kindness and how they make us feel. Write each student's name on a small piece of paper and put them into a container. Have each student pull one name from the container to determine who their secret buddy will be. Set out scissors, glue, colored paper, stamps, stickers, and any other art supplies you may have and allow students to create something special for their secret buddy. Once everyone has finished their projects, choose the first student to announce their secret buddy and deliver their gift. After a student receives a gift, it will be their turn to reveal their secret buddy until everyone has a turn. This is an excellent activity to use during the holiday season and increase the sense of community in your classroom.

6 - Emotions Uno

This game is played just like traditional Uno but with a twist, and all you'll need is a deck of Uno cards. First, discuss that each color in the game stands for a different type of emotion; blue is for emotions that have a low state of alertness (sad, bored, tired, sick, etc.), green is for a calm state of alertness (focused, proud, happy, etc.), yellow is for a heightened state of alertness (frustrated, silly, worried, excited, etc.), and red is for an extremely high state of alertness (overjoyed, angry, terrified, etc.). I recommend talking about various emotions that fit in each category before playing.

Any time someone changes the color during the game, that person must name one emotion that fits in that color category. For example, if the color is changed to yellow, an appropriate emotion for that color category would be "scared." Before the game can continue, other players should offer activities that help them stay in or get back to a calm state of alertness. For example, if the emotion is "scared," appropriate coping strategies would be, asking for a hug, being with friends, talking to an adult, etc. This game challenges students to think about their emotions and brainstorm coping strategies that they can use inside and outside the classroom.

Whole Class Management:

8 - The Teamwork Jar

Start by grabbing an empty jar, masking tape, a marker, and some marbles. Write "Class Prize!" on one piece of tape and wrap it around the jar as far up as you would like. Any time the entire class is on task, following directions, walking in the hall quietly, "working as a team," etc., they will earn marbles in the Teamwork Jar (my students enjoy counting the marbles as I drop them in).

Whenever students struggle to meet expectations, give a warning that you will have to take marbles out of the jar if they cannot work as a team to get their jobs done appropriately. Once the jar is filled to the line, the entire class will get a prize of their choosing (within reason); for example, my students love extra recess and GoNoodle dance parties! After the students have earned their prize, you can dump out the marbles and start again.

Social skills and classroom management activities like these, help promote classroom community and teamwork within your classroom. Students are able to encourage each other to do well, behave, and meet expectations, so everyone earns the prize.

9 - Mystery Prize

Grab some sticky notes and begin by writing various goals and expectations for your students to meet throughout the day. For example, walk quietly in the hallway, everyone on task, no calling out during instructions, etc. Next, pick a prize for the class (extra recess, GoNoodle party, bring a stuffy to school, etc.), write it on the board, and use the sticky notes to cover up the prize. Throughout the day, students can remove sticky notes from the board as each goal or expectation is met to reveal the prize they have earned. If they cannot remove all of the sticky notes before the day is over, you should not reveal the prize, and the students can try again the next day.

10 - Classroom BINGO

Create a BINGO board with spaces that include pictures of different animals and put their matching picture cards in a container. Next, work with your students to create a list of classroom expectations and acts of kindness that help each day run smoothly. For example, helping a friend, raising your hand, staying on task, etc. As students meet these expectations, they can draw a card from the container and stick it to the matching space on the BINGO board. The goal is to cover five spaces in a row to earn a class prize. You can even have the students choose the prize they are working toward at the beginning of each new game to increase participation.

11 - Table Olympics

Another one of our easy social skills and classroom management activities, this strategy has cut our transition times in half! Give each group table a name or number, and create a scoreboard somewhere in the classroom visible to everyone. Throughout the day, watch the table groups and add tally points to the scoreboard when everyone in a group is on task or following directions.

I always give an extra tally to the first three table groups to transition to each new activity, and I give points to every table if the entire class is on task. At the end of each day, the table group with the most points will get to choose a prize from the prize box. Although it can be upsetting to some students if their table group doesn't win, this strategy pairs well with #14, On Task BINGO, so students will also have a chance to earn a prize on their own.

12 - CHAMPS

When using CHAMPS, you discuss expectations for conversation levels, how to ask for help, what the activity is, where they should be, and how they can participate. Start by writing the words Conversation, Help, Activity, Movement, Participation, and SUCCESS horizontally on the board where it is visible to everyone. You can also get creative and make it more permanent by cutting out colored letters and taping them up. When discussing each category on the CHAMPS board before an activity, write the expectations or use pictures as visuals for students to reference on their own. Your board should look something like this:

Conversation - (Voices off, whisper voice, table talk, etc.)
Help - (Raise your hand, ask a neighbor, ask 3 before me, etc.)
Activity - (Reading, math, social studies, science, etc.)
Movement - (In your seat, on the carpet, etc.)
Participation - (Independent work, partner work, group work, etc.)
SUCCESS!

By outlining expectations before each activity, you can drastically decrease the number of unexpected behaviors during class time.

13 - On Task BINGO

Create BINGO cards filled in with numbers 1-25, small enough to fit in the corner of each student desk. Write or print pieces of paper with the numbers 1-25, laminate (if possible), and keep them in a separate container. Whenever you notice that a student is on task or following directions, they can pick a number out of the container and use a dry erase marker to cross it off their personal BINGO board. Once they get five spaces in a row, the student will earn a prize and clear their board to start again.

14 -Bucket Filling

First, grab enough mini buckets for your whole class and a bunch of multi-colored pompoms. Start by reading Have You Filled a Bucket Today?: A Guide to Daily Happiness for Kids by Carol McCloud to your class. This story does an excellent job of explaining that every person has an invisible bucket. When your bucket is filled with kind words or actions, you will feel happy, but you will feel sad if your bucket is empty.

One of my favorite social skills and classroom management activities aims to encourage students to be "bucket fillers" who are kind and respectful to each other. Whenever you catch a student "filling someone's bucket" with kind words or actions, you can have them add a pompom to their mini bucket. However, if a student is being disrespectful to their classmates or a "bucket dipper," you can have them remove pompoms from their mini bucket. Students who have 10 or more pompoms in their bucket at the end of each week can earn a reward of any kind.

15 - Whole Body Listening

Listening involves more than just our ears. Whole Body Listening is a tool that is introduced to young students and teaches them to use their entire bodies to listen when someone is speaking. Additionally, it can drastically improve their listening comprehension during the school day. Start by reading Whole Body Listening at School by Elizabeth Sautter. This story gives examples of how we can use our eyes, ears, hands, feet, heart, mouth, and brain to listen when someone is speaking. You can also find Whole Body Listening visuals to hang in the classroom and remind students what it should look and feel like. After modeling how this tool works, your students will be able to show you Whole Body Listening throughout the school day.

Include these 15 activities along with a Social-Emotional Curriculum that includes teacher guides, added classroom activities, read-aloud suggestions, videos, and daily check-in slides to complete your classroom management toolbox. Improving social skills creates classroom community and promotes growth within students' social-emotional skills. The goal of all of these ideas is for our classroom management prompts to decrease over time while students independently complete tasks and follow expectations. Until that independence begins...I am definitely trying #9 when we return from break! What activity or activities are you thinking of trying? Let us know in the comments below! Do you have any ideas to add to this great list of how to improve our Social Skills instruction and Classroom Management systems?

Written by - Madison Patten

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15 Social Skills and Classroom Management Activities

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I get it... classroom behaviors are in a league of their own this year, and you're beyond tired. If you're like me, you probably struggle to find effective ways to improve behaviors this late in the school year, but look no further!

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1. Õpilane A ja B joonistavad koomiks    (6 pilti: (mis juhtus)enne, samal ajal, pärast)

“Joonista, mis sinu peas sellel hetkel toimus/ millest mõtlesid. “

“Kui oled selle valmis saanud teeme koomiksiga ühe tegevuse ja pärast seda rebime puruks ja viskame ära.

2. Õpilased seletavad üksteisele oma pilti (anna ka ajaraamistik nt “Teil on kokku aega 10 min)
3. Rebi koomiksid pooleks ja viska minema

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1. Õpilased on meeskondades

2. Igal meeskonnal on laua pea mängukaartide tükid.

3. Õpilaste ülesanne on kokku panna kõige rohkem terveid mängukaarte.

4. Õpilased saavad omavahel kauplemise teel kaarte vahetada

*anna gruppidele alguses ebavõrdselt kaarte ja analüüsi õpilastega pärast tekkinud konflikti/ tee nt koomiksi tegevus

Eesmärk: läbirääkimise ja meeskonnatöö harjutamine, ebavõrduse teemal arutlemine ja tekkivate probleemide lahendamine (nt kui üks grup sai alguses vähem kaarte, kas siis on õiglane kauplemisel neile rohkem järelandmisi teha)

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Õpilased jutustavad piltide põhjal loo. Iga õpilane peab kordama, mida eelmine õpilane ütles ja lisama järgmise pilid põhjal loole jätku.
Eesmärk: õpilastega aktiivse kuulamise harjutamine