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1. Click on link below to start your survey.
2. Click on "Redeem Code" and type in your personal code.
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-->You will spend 30-45 minutes answering questions about yourself using the scale, strongly agree to strongly disagree.
--> At the end of your survey, view your TOP 3 Talents and write them down on a sticky note.
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Jamboard
1. Post on the Jamboard below with your name and your top three talents.

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Learn how the CliftonStrengths assessment -- formerly StrengthsFinder -- empowers organizations, managers and millions of people to succeed.

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1. Post on the Jamboard below with your name and your top three talents.

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Top 3 Gallup Strengths - Google Jamboard

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Visit the website CASEL and answer the questions on the Jamboard:
1. What does SEL stand for?
2. What is Social Emotional Learning?

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1. Choose two Sticky Notes and type your initials on both.
2. Answer in a sentence and place under the question on the Jamboard.

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What does SEL stand for? - Google Jamboard

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Self-Awareness: the ability to identify and assess your thoughts, feelings, and values, as well as how they intersect with your behaviors

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Self-Awareness: the ability to identify and assess your thoughts, feelings, and values, as well as how they intersect with your behaviors

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Self-management: the ability to not only identify but regulate emotions, thoughts, and actions

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Self-management: the ability to not only identify but regulate emotions, thoughts, and actions

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Responsible decision-making: the ability to make positive, constructive choices about your behavior

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Responsible decision-making: the ability to make positive, constructive choices about your behavior

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Social awareness: the ability to take the perspective of and empathize with others, as well as learning social and ethical behavior

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Social awareness: the ability to take the perspective of and empathize with others, as well as learning social and ethical behavior

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Relationship skills: the ability to get along and make meaningful connections with people in their life

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Relationship skills: the ability to get along and make meaningful connections with people in their life

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Mindfulness refers to the process of focusing your attention in the present. It involves a moment-by-moment awareness of sensations, thoughts, and feelings that you experience. The idea of a mindful mindset is to help ground yourself in your surroundings while dealing with stressful or overwhelming experiences.

Complete the Google Form Activity below and SUBMIT when complete.

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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In class, we will use our 5 senses to identify self-management.
The goal of this exercise is to practice being aware in the present moment throughout the day whenever formal mindfulness practice such as meditation or a body scan might not be practical.

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Watch this video and be prepared to discuss if you think feelings are temporary or do they last forever?

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Watch this video about Knowing your emotions.

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The Second Step calming down process goes like this:

1. STOP (use your stop signal):  Give yourself a "stop signal' and use it when you are having a strong feeling, and before you say or do something you may regret.  Examples of stop signals can include stop, relax, chill, take it easy, etc....

2. NAME YOUR FEELINGS:  After you use your stop signal you must identify what emotion you are experiencing and say it out loud if by yourself, or silently tell yourself if there are people around.  (example: "OK, relax, I'm feeling angry.")

3. CALM DOWN:  Once you become self aware of what you are feeling and realize you must do something to calm yourself down, use a calming down strategy that will help.

Video song link:
https://youtu.be/sD9EfbHo68I

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Watch this video on Self-Management. Be prepared to share your thoughts on stress.

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Social Emotional Learning Video Lessons - Self-Management Week 3

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The acronym SMART stands for:

Specific: Your goal is clear and involves a specific end objective (like mastering a skill or completing a project).

Measurable: You can easily track your progress on the goal and when you have reached it.

Agreed: Your goal has been agreed upon by everyone involved.

Reasonable: Your goal is challenging, yet within reason to meet during the goal period.

Time-bound: You have set a deadline to reach the goal by.

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What causes you to stress? How do you handle stress?

Part 1: Video & Stress-Causes and Effects handout

What is stress? What is Eustress? What is Distress? How does stress affect you?

Part 2: Video & Perception of Stress handout

What are some ways to destress? What strategies will work for you?

Part 3: Video & Stress Management handout

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Join the Flipgrid below by clicking on the link. Join with Google and use your student Google account to join.

Join Code: 23d94637

Create a THREE minute Flipgrid video explaining what you have learned about stress and how it affects you personally. Share what strategies you plan to use in the future when you are feeling stressed.

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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FlipGrid final activity:     **SELF REFLECTION**  

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FlipGrid final activity:     **SELF REFLECTION**  

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-Create a 3-5 minute Flipgrid video and tell me what you have learned about yourself through the SEL activities?
-What did you learn about Social and Emotional Learning? What are the five core competencies?
-How will you use what you learned in the future? In school? At home?
Join Code: cbee2d44

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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The Second Step program uses the acronym STEP to remember their process for finding solutions to challenges.  The acronym is as follows:

S = Say the problem without blaming anyone.
T = Think of solutions.  The solutions must be safe and respectful for all sides involved.  Make sure to think of at least two solutions.
E = Explore the consequences of each solution. Both positive and negative consequences.
P = Pick the best solution. Make a plan for the solution you pick.

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Directions

1. With your partner, read each scenario and pair of blaming statements below.

2. Together, describe the problem in a statement that doesn’t blame either person.

3. Take turns reading each non-blaming statement out loud to your partner.

4. If you have time, write and practice your own scenario and non-blaming problem

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Watch these videos and think about a time you had to problem solve. Be prepared to share and discuss.

1. Video 1-Problem Solving
2. Video 2- STEP song

CONSIDER THE FOLLOWING:
Decision-Making Points to Remember

1. You can always change your mind about a decision you’ve made.

2. There is probably no one right choice; and few decisions are totally wrong.

3. Deciding is a process, not a static, one-time event. We are constantly re-evaluating in light of new information. A decision may not have had the consequences you expected so you can start the process over again.

4. There’s a big difference between decision and outcome. You can make a good decision based on the information at hand and still have a bad outcome. The decision is within your control, but the outcome is not. All decisions have the element of chance or risk.

5. Think of the worst outcome. Could you live with that? If you could live with the worst, then anything else does not seem that bad.

6. Indecision is a decision not to decide. There are probably risks involved in not deciding, in not taking action.

7. Try to avoid “either/or” thinking; usually there are more than two options. Be imaginative and creative.

8. You may want to consult others for information but eventually you must make up your own mind. Sometimes it may be a good idea to consult more than one source so that your information is not biased.

9.  Listen to your inner voice; trust your intuition. What feels right? If you are making a decision that can have long time consequences, take your time. Don’t rush and make an impulsive decision.

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Who can you have empathy for?
Having empathy helps you respond in caring or respectful ways toward others. What does it mean to be “respectful”?

Second Step Video: (from their website)

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Perspective-taking: Perspective-taking involves the ability to look at and understand a situation or concept from an alternate point of view.

Empathy: Empathy is defined as the ability to understand and share the feelings of another. A common saying associated with empathy is to “put yourself in his/her shoes.”

Appreciating diversity: Students should learn the value in recognizing that each individual is unique and that differences in race, creed, gender, sexual orientation, or belief should be celebrated rather than ignored or argued.

Respect for others: Respect requires students to view the world with an open mind and to ask questions rather than make judgments. Despite their differences, students are asked to treat each other with kindness and curiosity rather than hatred or prejudice.

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Watch this video. What does the video say about Empathy?

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GRADE 4 SSP Lesson 9 Walk, Walk, Walk Empathy Vid

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THINK-PAIR-SHARE-WRITE

Reflective writing: What does it mean to show empathy for someone? How have you shown empathy? When is a time you’ve been respectful of someone else?

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Directions
1. Complete the handout by yourself. Then, follow your teacher’s directions to get into two circles.

2. Ask the person facing you one question from the handout. If his or her answer is the same as yours, put an “X” in the box. If the answer is different, do nothing.

3. When the teacher signals, if you are in the outside circle, move toward the right to the next person, ask any one question that does not have an X, and repeat.

4. When you get three Xs in a row (vertically, horizontally, or diagonally), shout “The same!”

5. As time allows, continue until you have Xs for all the questions.

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Watch this video and think about the most important qualities for a successful friendship?

Type at least two qualities on the Jamboard below on Activity 4.

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SOCIAL EMOTIONAL LEARNING VIDEO LESSONS WEEK 9: RELATIONSHIP SKILLS

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What are some differences between you and your friends? What are some similarities? How can people who are different still be friends?

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Type at least two qualities on the Jamboard below on Activity 4. Be prepared to share and discuss your reasoning behind the qualities you chose.

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Successful Friendship Qualities - Google Jamboard

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Watch the video and think about what you think the video is trying to explain.

What connections did you make while watching the video?

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MAKE JOY HAPPEN - A BEAUTIFUL ANIMATED SHORTFILM 100% ఫిదా

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Watch the video and think about what you think the video is trying to explain.

What connections did you make while watching the video?