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Second Step. https://www.secondstep.org/

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Social-Emotional Learning Programs | Second Step

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

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I will be a hummingbird - Wangari Maathai (English)

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Our goal for the Dare to Lead #daringclassrooms hub is, first and foremost, to provide educators with free courage-building resources to help them develop their own skills, and to deepen connection and trust with their teams.

Our secondary goal emerged from requests from teachers: How can I bring more of these learnings into the classroom? When we first launched, we offered a set of integration plans for some of the main concepts that were divided by primary and secondary education. It wasn't a curriculum, but rather a loose set of lesson plans based on specific topics.

We received immediate feedback that the integration plans were missing the context and container building that are foundational in our other training and certification programs. We were grateful for that feedback - we live by the belief that getting it right is so much more important than being right. Through several rumbles we realized that, when we decided to give these resources away for free rather than create another training and certification program, we didn't think through how to maintain the foundation piece outside of a controlled program. As you'll see on the updated site, we've integrated our approach to creating safe and brave spaces into our new Integration Ideas.

Additionally, we believe that teachers know their students and what is developmentally appropriate and relevant better than we do, so rather than giving you new lesson plans, we're going to share our list of integration ideas - specific concepts and tools that are being used in schools and have the potential to create braver, safer classrooms and build courage skills. We are also providing free assets that support the integration ideas available to all educators.

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Classroom Integration Ideas | Brené Brown

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Our goal for the Dare to Lead #daringclassrooms hub is, first and foremost, to provide educators with free courage-building resources to help them develop their own skills, and to deepen connection and trust with their teams. Our secondary goal emerged from requests from teachers: How can I bring more of these learnings into the classroom?

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Compassionate Resources from CLL group work 21-22

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Can ethics be taught? How to Teach Students to Be 'Ethical'. 

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Business's increasing influence, reach, and impact makes it more important than ever to empower graduates with the tools to be able to make better decisions.

For as long as news has been around, there has been a regular stream of stories featuring ethical scandals, particularly related to business. In more recent decades, the media seems to make a point to mention whether an MBA was involved or not. Asserting, however, that business schools are pumping out graduates who are unethical is ludicrous. Unethical decision-making isn't reserved for those who graduate from business school, and it isn't reserved for "bad" people. We all make decisions with potential ethical consequences every day of our lives.

But in a world where business has increasing influence, reach, and impact, it is more important than ever to empower graduates with the tools to be able to make better decisions and understand the related consequences. Accordingly, business schools need to take ethics extremely seriously. Ethics is the glue that ties together everything a business school teaches.

Can Ethics Be Taught?

So can you really teach ethics? This debate has popped up at almost every academic conference I have attended over the past 10 years. There seem to be more articles debating whether ethics can be taught than actual examples and guidance on how to do so. Gustavson Business School, at the University of British Columbia, turned this question into a well-attended lunch-and-learn event for students and faculty. Stanford Business School held a series of events titled " Does Teaching Ethics do any Good? " where professors agreed that ethics classes cannot be expected to make students more ethical, but they can teach students to confidently engage in ethical dialogue.

Other schools, such as Arizona State University's Thunderbird School of Management and Ivey Business School at Western University Canada are asking students to take an oath as a sign of their commitment to being ethical leaders. But is it enough to simply ask student to recite these lines? Are they prepared to uphold that oath?

That all depends on what actually happens in the growing number of courses and experiences that business schools are putting in place with the word ethics in the title. Only the students can tell you whether these are effective or not, and even they often don't know. Mostly time will tell.

The variety of approaches to teaching ethics is staggering, with nearly as many different approaches as there are business schools in the world. John Cook Business School at St. Louis University created a personal evaluation tool designed to help students understand the values that influence their choices. Erasmus University's Rotterdam School of Management allocates a portion of a student's final grade to evaluate how they have worked with ethics-related issues across all courses. DePaul University created a language manual for ethics education so that faculty could have a common glossary for the discourse on teaching ethics. The Ethics Bowl at Kennesaw State University's Coles College of Business has student teams assess various ethical dilemmas and compete to determine the most feasible solutions. The Giving Voice to Values curriculum, now based at Darden School of Business at the University of Virginia, provides an approach to teaching ethics that isn't about persuading people to be more ethical; instead it is about giving them a reasonable chance of doing so effectively and successfully. And these examples are only the tip of the iceberg.

10 Tips for Teaching Ethics

The moments I can recall most clearly from my ethics classes were the moments when students realized that the decision they would have taken in a particular situation was not the same as the decision other students would have taken. These so-called "wrong" decisions were being made by people I considered "ethical." But hearing the often very valid reasons for choosing a different option forced me not necessarily to change my decision but to further analyze and understand the other positions that existed. It was interesting to see how seemingly small factors could substantially alter what was considered the "right" decision: which pieces of information were presented, how the information was presented, and the many and varied interpretations one situation may have.

So, how can you teach ethics?

1. Make room for ethics. It needs space, and there isn't a whole lot of space in an already jam-packed business degree. Unlike a lot of other material that is presented in business school, ethics is not a science or a fact or a tool. It is perhaps a skill, one that takes time to explore, to discuss, and to develop. An ethics class, if done properly, provides this kind of space to students.

2. Focus on examples of situations that students are likely to find themselves in and give them the opportunity to reflect and discuss what they may do and why, if put in that situation. Assigning students academic and theoretical papers and presentations on ethics is unlikely to make them more ethical. Chances are, with all the other work they have to do, these won't be read, anyway.

3. Focus on real-life experiences. Bring alumni and practitioners into the classroom to discuss decisions they've had to make, why they made those decisions, the consequences of their decisions, and how they handled them. Share stories within the classroom of experiences fellow students went through and provide opportunities for students to reflect on some of their own past decisions.

4. Go beyond what is right and wrong and into the reasons and impacts. Ethics is about thinking through and understanding the implications that your decisions can have in a variety of areas. It is about learning how to understand and interpret your gut feeling, to a certain degree. Unlike in the classroom, in the real world it isn't always clear what is right or wrong.

5. Practice practice practice. Business schools can help students better identify ethical issues and then have a process for approaching them. This capability comes in part with experience but also through exposure to a wide range of approaches, possible situations, and responses. We have an uncanny ability to rationalize almost anything and then to convince ourselves that we made the right choice. The role of an ethics class is to help us break through this tendency.

6. Challenge your students by adding complexity. In the real world, no decision will be as straightforward as it will be in the classroom. The pressures pushing us in directions we might not be comfortable with are stronger than we think, and we can easily start to justify small decisions, and then bigger decisions that in the classroom might have come up as unethical. Ultimately we learn how to deal with these ethical situations in the workplace, from our peers, and often copy their behaviors. Help students understand these different situational pressures. Prepare them to work within businesses that don't have ethics policies, and teach them to approach the different ethical considerations that arise based on different business environments.

7. Give students the courage to ask the right questions and the confidence to make what they believe to be the right decisions. Students and graduates are growing up and working in an environment with leaders and "role models" who themselves are not always demonstrating or supporting ethical decision-making. Be realistic about the ability to make decisions in the workplace and discuss some of the tough questions: will I be caught? Does anyone really care if I make the wrong decision? Does anyone really care if I make the right decision?

8. Expose students to a variety of experiences, working with students from different countries and in different environments. Everyone has a their own idea and definition of what ethics is, and that definition can change depending on the situation, the people involved, and the information presented. Help your students examine all sides of the decision, regardless of how clear the answer may seem to them.

9. Ethics can't just come up in an ethics class. It needs to be put into context, as well, and be presented consistently throughout the program. Students need to see a culture of ethics across the institution that mirrors the kind of culture we would like to see in the business world.

10. Finally, ethics isn't just about the student. It is also about understanding how that student can create an environment, as a manager and as a leader, in their future organization that empowers and enables others to make the "right" decision-and also to report "wrong" ones.

We will likely continue to have discussions about why and how to teach ethics for as long as business degrees are awarded. But as we discuss this topic, the leaders business needs now, that we all need, are ones that are able to embed ethics in everything they do. Oh, and be sure to hold your courses in the morning; according to Harvard University and the University of Utah, that is when we make our most ethical decisions.

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Business's increasing influence, reach, and impact makes it more important than ever to empower graduates with the tools to be able to make better decisions. For as long as news has been around, there has been a regular stream of stories featuring ethical scandals, particularly related to business.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Healthy relationships. https://www.joinonelove.org/

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One Love Foundation is a national non-profit organization with the goal of ending relationship abuse. We empower young people with the tools and resources they need to see the signs of healthy and unhealthy relationships and bring life-saving prevention education to their communities.

More than 1 in 3 women will be in an abusive relationship in their lifetimes

1 in 3 men will be in an abusive relationship in their lifetime

1 in 2 trans or nonbinary people will be in an abusive relationship in their lifetime

Need to talk to someone? Get advice and information 24/7. Our trusted partners can help if you are experiencing or exhibiting unhealthy or abusive behavior, or need advice for someone in your life.

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Learn about Relationships - One Love Foundation

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Join One Love's mission to educate young people about healthy and unhealthy relationships and empower them to avoid abuse

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Empathy is the ability to imagine how someone else is feeling in a particular situation and respond with care. This is a very complex skill to develop. Being able to empathize with another person means that a child:

Understands that he is a separate individual, his own person;

Understands that others can have different thoughts and feelings than he has;

Recognizes the common feelings that most people experience-happiness, surprise, anger, disappointment, sadness, etc.;

Is able to look at a particular situation (such as watching a peer saying good-bye to a parent at child care) and imagine how he-and therefore his friend-might feel in this moment; and

Can imagine what response might be appropriate or comforting in that particular situation-such as offering his friend a favorite toy or teddy bear to comfort her.

Milestones in Empathy

Understanding and showing empathy is the result of many social-emotional skills that are developing in the first years of life. Some especially important milestones include:

1. Establishing a secure, strong, loving relationship with you is one of the first milestones. Feeling accepted and understood by you helps your child learn how to accept and understand others as he grows.

2. Around 6 months old, babies start using social referencing. This is when a baby will look to a parent or other loved one to gauge his or her reaction to a person or situation. For example, a 7-month-old looks carefully at her father as he greets a visitor to their home to see if this new person is good and safe. The parent's response to the visitor influences how the baby responds. (This is why parents are encouraged to be upbeat and reassuring-not anxiously hover-when saying good-bye to children at child care. It sends the message that "this is a good place" and "you will be okay.") Social referencing, or being sensitive to a parent's reaction in new situations, helps the babies understand the world and the people around them.

3. Between 18 and 24 months old, toddlers will be developing a theory of mind. This is when a toddler first realizes that, just as he has his own thoughts, feelings and goals, others have their own thoughts and ideas, and these may be different from his.

4. Between 18 and 24 months, toddlers will start recognizing one's self in a mirror. This signals that a child has a firm understanding of himself as a separate person.

What You Can Do To Help Toddlers Develop Empathy

Empathize with your child. For example, "Are you feeling scared of that dog? He is a nice dog but he is barking really loud. That can be scary. I will hold you until he walks by."

Talk about others' feelings. For example, "Kayla is feeling sad because you took her toy car. Please give Kayla back her car and then you choose another one to play with."

Suggest how children can show empathy. For example, "Let's get Jason some ice for his boo-boo."

Read stories about feelings. Some suggestions include:

I Am Happy: A Touch and Feel Book of Feelings

My Many Colored Days by Dr. Seuss

How Are You Peeling by Saxton Freymann and Joost Elffers

Feelings by Aliki

The Feelings Book by Todd Parr

Baby Happy Baby Sad by Leslie Patricelli

Baby Faces by DK Publishing

When I Am/Cuando Estoy by Gladys Rosa-Mendoza

Be a role model. When you have strong, respectful relationships and interact with others in a kind and caring way, your child learns from your example.

Use "I" messages. This type of communication models the importance of self-awareness: I don't like it when you hit me. It hurts.

Validate your child's difficult emotions. Sometimes when our child is sad, angry, or disappointed, we rush to try and fix it right away, to make the feelings go away because we want to protect him from any pain. However, these feelings are part of life and ones that children need to learn to cope with. In fact, labeling and validating difficult feelings actually helps children learn to handle them: You are really mad that I turned off the TV. I understand. You love watching your animal show. It's okay to feel mad. When you are done being mad you can choose to help me make a yummy lunch or play in the kitchen while mommy makes our sandwiches. This type of approach also helps children learn to empathize with others who are experiencing difficult feelings.

Use pretend play. Talk with older toddlers about feelings and empathy as you play. For example, you might have your child's stuffed hippo say that he does not want to take turns with his friend, the stuffed pony. Then ask your child: How do you think pony feels? What should we tell this silly hippo?

Think through the use of "I'm sorry." We often insist that our toddlers say "I'm sorry" as a way for them to take responsibility for their actions. But many toddlers don't fully understand what these words mean. While it may feel "right" for them to say "I'm sorry", it doesn't necessarily help toddlers learn empathy. A more meaningful approach can be to help children focus on the other person's feelings: Chandra, look at Sierra-she's very sad. She's crying. She's rubbing her arm where you pushed her. Let's see if she is okay. This helps children make the connection between the action (shoving) and the reaction (a friend who is sad and crying).

Be patient. Developing empathy takes time. Your child probably won't be a perfectly empathetic being by age three. (There are some teenagers and even adults who haven't mastered this skill completely either!) In fact, a big and very normal part of being a toddler is focusing on me, mine, and I. Remember, empathy is a complex skill and will continue to develop across your child's life.

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Try these practical tips to help toddlers develop empathy and understand that others have different thoughts and feelings than they do.

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All kids have strengths and challenges. It's natural to focus on things that aren't going well for your child and on skills that need improving. But it's just as important to see your child's strengths.

Knowing those strengths helps you build your child's self-awareness and self-esteem. You can also use those strengths to work on challenging areas in ways that aren't as frustrating. Following these steps can help you recognize your child's strengths.

Consider different types of strengths.

Strengths can be large or small, visible or hidden. Use this checklist to help identify your child's strong spots.

Follow your child's interests.

Sometimes strengths come out as your child explores interests. Learn about ways to help your child pursue passions and discover new strengths. Keep in mind that exploring strengths can take some trial and error. Your child might not be good at something right away, and that's OK. Having a "growth mindset" can help your child keep that in perspective.

Help your child identify strengths.

Try making a " strengths chain" with your child. It's a cool activity that lets your child see strengths in a tangible way. Your child can also make an " accomplishments box." It's a fun way for kids to see what they're doing well.

Take note of your child's strengths and successes.

Watch your child in action and take notes on the successes (big and small) you notice and the strengths that helped your child succeed. (It helps to observe challenges, too.) It's a good way to be able to say, "Here's what I saw. I think you did that really well."

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5 steps for recognizing strengths in kids

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When you focus on your child's challenges, it can be easy to overlook strengths. Follow these steps for identifying strengths in your child.

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Teaching can be challenging. Staffroom pressures, difficult parents, and a heavy workload of marking can all feel overwhelming. Not to mention students, who might be disengaged or presenting challenging behaviours. As a teacher, it can be difficult to know where to begin if you want to build your class into a positive learning environment.

Research shows that one of the most powerful ways to build a positive learning environment is through positive psychology. The PERMA model, created by Martin Seligman, is one practical way to explore, explain and practise positive psychology. But what does 'positive psychology' mean, and how can you focus on it in the classroom?

What is positive psychology?

You've probably already heard of positive psychology. Traditional approaches to psychology focus on fixing life's problems. But instead of trying to fix specific problems, positive psychology aims to build strengths so that we can cope better with life's challenges. Some of the strengths that positive psychology focuses on include:

Positive psychology isn't about feeling happy all the time. It's about recognising that we all have strengths we can build on.

Is positive psychology important for students?

Students bring all of life's ups and downs with them into the classroom, and in some cases this can lead to poor focus and disengagement. A learning environment that uses positive psychology focuses on giving all students a chance to build their resilience and learn to cope with and manage challenging situations.

Positive psychology in the classroom can also have practical benefits. Students who feel supported and engaged will be more focused in class, will connect better with their teachers and classmates, and will achieve better academic outcomes.

What does positive psychology look like in the classroom?

This varies for each classroom environment, but a positive classroom environment will have the following characteristics:

a safe, welcoming atmosphere

a sense of belonging among students

trust between students and the teacher

willingness in students to ask questions, participate and take risks

clear expectations, and fair and honest feedback, from the teacher.

How do I bring this to life in my classroom?

There are lots of tools and activities you can use to bring positive psychology into the classroom. The PERMA framework is a great place to start, as it looks to the key elements of positive psychology as outlined below:

Positive emotions: students can focus on things that make them feel good, like being recognised for quality work or having the chance to help a classmate.

Engagement: students feel absorbed by their work because they find it challenging but achievable, and it explores new ideas in interesting ways.

Relationships: students feel able to build strong connections with you, and with other students, through feedback and activities.

Meaning: students understand the purpose of their work and why it's important for them to learn.

Achievement: students receive encouraging and honest feedback on their work and feel a sense of accomplishment and success.

By focusing on each of these areas, you can build your classroom into a positive learning environment.

What can I do now?

Explore the articles on PERMA and find out how to explore positive psychology in your classroom.

Start from strengths. Go through a list of strengths (e.g. VIA's character strengths) with your students, and help them to identify three strengths they bring with them into the classroom every day.

Think about how you can make your classroom a more welcoming space. Even something simple, like greeting all your students individually as they arrive, can make a difference.

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Building a positive learning environment through positive psychology

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Positive psychology aims to build a person's strengths to help them cope with life's challenges. Learn more to support your students with ReachOut Schools.

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Advancing Social and Emotional Learning - CASEL

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CASEL is helping make evidence-based social and emotional learning an integral part of education, preschool through high school.

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https://www.commonsensemedia.org/

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Common Sense Media: Age-Based Media Reviews for Families

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Common Sense Media is the leading source of entertainment and technology recommendations for families. Parents trust our expert reviews and objective advice.

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https://culturesofdignity.com/

Culture Dignity-Rosalind Wiseman-Owning up curriculum for parents, teachers, students-many resources for adolescents

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These can be used for various ATL and culmination of SEL

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meditation "sleep meditation" "guided meditation" "mindfulness meditation" "how to meditate" "meditation guided" "meditation for anxiety" "meditation for beg...

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Your guide to being kind to your mind. Through science-backed meditation and mindfulness tools, Headspace helps you create life-changing habits to support your mental health and find a healthier, happier you.

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Teachers can use clips from the movie Turning Red to explore with students the ways adolescence changes the brain.

Courtesy of Disney and Pixar

In the Disney Pixar film Turning Red, we are introduced to a Chinese Canadian family and their deep love and loyalty to one another. Meilin, the main character, is a 13-year-old girl trying to establish adolescent independence and autonomy, while her mother is continually overprotective and hypervigilant, worrying about Meilin's whereabouts, interests, and friends.

We are also introduced to Meilin's best friends, who are empathetic and encouraging as she experiences huge emotions throughout the film. We see Meilin and her friends begin to transition from childhood into adolescence with numerous complications that many young people encounter during the early teen years but may not acknowledge or recognize during this significant time of brain development.

The Adolescent Brain

As educators, we are observing these middle school years up close, experiencing the often-chaotic emotional early-teen roller coaster that this second-greatest time of brain development ushers in. The brain is growing tremendously and pruning away connections between neurons as it prepares for efficiency and specialization in young adulthood.

During adolescence, there are also significant changes in the secretion and baseline levels of neurohormones. The adolescent brain contains lower levels of serotonin, which can contribute to increased aggression, along with higher levels of testosterone, which can also lead to angry outbursts and impulsive behavior. The baseline for dopamine, our feel-good/motivation neurotransmitter, is also lower, so more dopamine is required for a satisfying result.

Additionally, we know that the frontal lobes of the adolescent brain are still developing, and this is where our executive functions (problem-solving, logical decision-making, emotional regulation, and sustained attention) live, so that we need opportunities and practice filled with repetition to develop these skills.

If we are to engage this age group for learning, we need to meet them where they are with practices and discussion questions that are a part of our procedures and routines.

The adolescents' jobs are to question authority and search for an identity that can connect with a sense of safe belonging and acceptance. Our nervous systems require feelings of safety and felt connection. As young people grow into these new roles and responsibilities mandated by their brain development, we need to understand how to cultivate these practices at the beginning or end of a day or class period.

The social loss we have seen in our students this past year from pandemic unpredictability and isolation is directly impacting the cognitive losses we are facing in our schools. We must address the feelings and sensations our students are carrying into our classrooms and schools because these impact academic and cognitive well-being.

Achieving Emotional Regulation

As we learn to recognize our own felt sensations, we can begin to acknowledge when they feel overwhelming. Emotional regulation does not just happen or develop without the experiences of another who can sit beside us and share their calm. Co-regulation is our biological priority, as the brain is a social organ, and we cannot survive without each other.

When a continuous stream of negative emotions hijack or override our frontal lobes, our brain's architecture changes, leaving us in a heightened stress-response state where fear, anger, anxiety, frustration, and sadness take over our thinking, logical brains. Below are practices and prompts that provide rich discussion and outlets for our students to share how they are experiencing a situation.

It takes a calm adult to calm a child, and it's extremely important that educators be in touch with our huge emotions. In a grade level or school, these questions provide a deepened understanding of how we can unintentionally escalate our students' behavior with our huge emotions.

1. What types of huge emotions are we carrying into our schools each day?

2. Do we have practices that feel regulating to our nervous systems so that we are not activated or triggered by the dysregulation seen in the student behaviors that push our buttons?

3. What types of huge emotions do we experience from our students in our classrooms?

4. How can we create awareness and check-ins of those emotions that serve us well and those huge emotions that can be disruptive?
Practices and questions for students
5. Are we teaching our students about their neuroanatomy so that they understand why they feel the way they do?

Who I Am. With art materials (papers, markers, yarn, scraps of material, pipe cleaners, etc.), we begin the day or class period creating the huge emotions we carry as a part of our identity. What are our huge emotions? Huge emotions can also be quiet or lonely emotions. They don't have to be exploding with anger, but could be sadness, anxiety, depression, or loneliness.

What Is Your Panda? As you can see in this montage of video clips from Turning Red, the red panda symbolizes huge emotions for Meilin, and when she works to calm those emotions, she feels relaxed. What animal or symbol represents your panda? Can you journal, describe, or draw your panda using colors, lines, or symbols that best describe your animal or object?

Circle Up or Pair Up. We can choose a question a day or a week and begin sharing in small groups or with a partner what causes our huge emotions, how we can begin to calm those, and how our brain responds when we have those huge emotions.

1. What caused a huge emotion in someone you know?

2. There are all types of huge emotions in the video above. What did you notice as you watched it?

3. What part or parts of the brain are firing when we have huge emotions? Can you think of times when you felt so stressed that you were unable to think clearly?

4. Can our brains and nervous systems feel more than one emotion at the same time? Can you provide examples when you felt many emotions at once?

5. Can huge emotions help us? How?

6. What happens to our thinking when huge emotions take over? Can you give an example?

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Teachers can use clips from the movie Turning Red to explore with students the ways adolescence changes the brain.

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Children learn empathy both from watching us and from experiencing our empathy for them. When we empathize with our children they develop trusting, secure attachments with us. Those attachments are key to their wanting to adopt our values and to model our behavior, and therefore to building their empathy for others.

Empathizing with our children takes many forms, including tuning in to their physical and emotional needs, understanding and respecting their individual personalities, taking a genuine interest in their lives, and guiding them toward activities that reflect an understanding of the kind of people they are and the things they enjoy.

Children also learn empathy by watching those we notice and appreciate. They'll notice if we treat a server in a restaurant or a mail carrier as if they're invisible. On the positive side, they'll notice if we welcome a new family in our child's school or express concern about another child in our child's class who is experiencing one challenge or another.

Finally, it's important for us to recognize what might be getting in the way of our empathizing. Are we, for example, exhausted or stressed? Does our child push our buttons in a specific way that makes caring for her or him hard at times?

Try this

Know your child. Ask your child questions. For example, what did you learn today that was interesting? What was the hardest part of your day? How would you most like to spend a day if you could do anything? Do you have a friend that you especially respect? Why do your respect that person?

Demonstrate empathy for others, including those different from you. Consider regularly engaging in community service or model other ways of contributing to a community. Even better, consider doing this with your child. Express interest in those from various backgrounds facing many different types of challenges.

Engage in self-care and self-reflection. Try to find time to regularly engage in an activity-whether it's going for a walk, reading a book, meditating or praying-that can help you avoid being overwhelmed by stress. Reflect and consult with people you trust when you're having a hard time empathizing with your child.

2. Make caring for others a priority and set high ethical expectations.

If children are to value others' perspectives and show compassion for them, it's very important that they hear from their parents that caring about others is a top priority, and that it is just as important as their own happiness. Even though most parents say that raising caring children is a top priority, often children aren't hearing that message.

Try this

Keep to a clear message. Consider the daily messages you send to children about the importance of caring. For example, instead of saying "The most important thing is that you're happy," you might say "The most important thing is that you're kind and that you're happy."

Prioritize caring when you talk with other important adults in your children's lives. For example, ask teachers and coaches whether your children are caring community members in addition to asking about their academic skills, grades, or performance.

Help your children understand that the world doesn't revolve around them. It's vital at times for parents to put children's concern for others above their happiness, for example, insisting at times that children turn off the TV and help around the house, be polite even when they are in a bad mood, or not dominate the airwaves when they are talking to other children or adults.

3. Provide opportunities for children to practice empathy.

Children are born with the capacity for empathy, but it needs to be nurtured throughout their lives. Learning empathy is in certain respects like learning a language or a sport. It requires practice and guidance. Regularly considering other people's perspectives and circumstances helps make empathy a natural reflex and, through trial and error, helps children get better at tuning into others' feelings and perspectives.

Try this

Have family meetings. Hold family meetings when there are family challenges or conflicts, and in those meetings give children a voice and encourage them to take the perspective of other family members. Listen carefully to your children's views and ask your children to listen carefully to the views of others.

Encourage empathy for peers. Ask children about their classmates and other peers. Ask children when they're in conflicts with peers to consider their peers' perspectives.

Reflect on empathy and caring. Notice with your child when you're together and someone exhibits strong empathy-or shows a lack of empathy-either in your daily life or in a book or on television. Discuss why acts of empathy are important and why lacking empathy can be harmful.

Discuss ethical dilemmas. Discuss with your child ethical dilemmas that help them appreciate various perspectives, e.g., "Should I invite a new neighbor to my birthday party when my best friend doesn't like her?" "Should I tell my friend if I know her boyfriend, who is also my friend, cheated on her?"

Support doing with. Encourage children not just to do service, to "do for" others, but to "do with" others, working with diverse groups of students to respond to community problems.

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5 Tips for Cultivating Empathy - Making Caring Common

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Empathy is at the heart of what it means to be human. It's a foundation for acting ethically, for good relationships of many kinds, for loving well, and for professional success. And it's key to preventing bullying and many other forms of cruelty.

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https://www.understood.org/en/articles/social-emotional-learning-what-you-need-to-know

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See how social-emotional learning programs help kids build self-awareness and interpersonal skills. Read about SEL in schools and how SEL skills affect academics.

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What is EMPATHY? Explaining Empathy to Kids - Emotions

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Guided meditation and meditations for panic attacks

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Guided meditation and meditations for panic attacks

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Insight Timer - #1 Free Meditation App for Sleep, Relax & More

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The best meditation app with the world’s largest FREE library of more than 190k guided meditations, 17k teachers & the world’s most loved meditation Timer.

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What Is Self-Control?

The ability to control your thoughts, actions, and impulses; to choose your actions and reactions. To resist something you want now for something you want more later. Parents and teachers want their students to develop self-control. Sometimes we try to practice child control, which is an exercise in futility. We can't control our kids, so we hope they will somehow manage themselves. We certainly don't want to see our kids grow up to make impulsive decisions as adults.

First Steps Toward Self-Control

We often talk about self-control as if it is an innate personality trait rather than something that can be changed. We talk about kids as if they have 'good self-control' or 'bad self-control.' But self-control, just like other skills, can be taught; but how?

Emotional Regulation: Emotions are one of the most significant barriers to self-mastery. We get angry and yell, sad and shop or eat ice cream, or frustrated and give up. The first step in mastering anything is to recognize it. Children first need to learn to identify their emotions. It is especially important to explicitly teach this step to children with disabilities such as Autism or ADHD, as they don't always pick up cues as quickly as their peers. Once children learn to identify their emotions, they can learn how to put them into words and what to do with them.

"If you learn self-control, you can master anything." - Author Unknown

This skill is crucial for K-12 students as they often encounter conflicts with peers. Use the proven-effective BeCool method to teach your students how to remain Cool and in control, which enables them to respond assertively in the face of conflict. This response promotes further cooperation and helps students avoid the negative consequences of being Hot (blowing up) or Cold (giving up).

Emotional Role Models: To learn to regulate emotions, children need good emotional role models. If Dad flies off the handle every time his favorite team misses a shot, mom loses it each time the kids inevitably make a mess, or teacher melts down when the class is not on their best behavior, kids will follow suit. Kids need to see their parents and teachers faced with stress and work through it. Self-talk in front of students can go a long way. Sharing your struggles in the classroom is OK. It might go something like this: 'Teacher is frustrated by the mess in our classroom. I'm going to take a few deep breaths, and then we can talk about how to fix it.'

Putting These Skills Into Action

Practice: Talk to kids too much, and, to them, you start to sound like the teacher on Charlie Brown (wa, wa, wa, wa, wa) to your students. Kids need bite-sized bits of information and practice practice practice. Create opportunities for students to practice delaying gratification. When kids don't get it right the first time, a do-over or practice session is a great idea. Maybe the first time your student yelled at their friend when they didn't want to play their favorite game at recess (for the 100th time.) You role-play what they could have done differently and then let them try it out at the next recess.

Social media is frequently a source of inspiration for stupid, impulsive decisions. Have you heard of the 'Tide Pod challenge' where teenagers eat deadly laundry pods? This is the antithesis of self-control. A new social media challenge though actually presents a great idea for teaching self-control. The ' Try Not to Challenge ' encourages kids to try not to sing along to their favorite song, quote a famous movie, or laugh at a hilarious video. This is a great exercise for building the ability to control impulses, and it can easily be integrated into the classroom. Kids of all ages would enjoy the 'Try Not to Challenge' it's a fun way to practice their self-control and emotional regulation skills.

Follow Through & Maintain Limits

Consistency: All students can benefit from a consistent schedule, but especially those with Autism or ADHD. These students need to have predictability in their lives. They learn that those around them are dependable and it gives them a safe space to try new things. Kids with trustworthy caregivers and teachers believe that you will follow through. When you tell a child, first finish your homework and then you can play, but you don't follow through, there is little reason for them to do their homework. When you are consistent and reliable, they know what to expect, which makes self-control much more motivating.

Limits are a vital part of consistency. While almost no kid will tell you they like limits, they are essential. Limits are the building blocks of self-control. They give kids the motivation to delay gratification. They are a model for a student for the future. A student with clear limits set by teachers and parents can learn to set limits for themselves.

Mastery Starts With You

Help your students develop ninja level self-control. Just model self-control, practice with your kids, create a safe environment for them, and set clear limits.
By: Amy Curletto Amy has been teaching for 12 years in grades K-2. She has a bachelor's degree in Early Childhood and Elementary Education and also has endorsements in reading and ESL. Besides education, her other passion is writing and she has always dreamed of being a writer. She lives in Utah with her husband, her 3 daughters, and her miniature schnauzer. She enjoys reading, knitting, and camping

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How To Model & Teach The Art Of Self-Control In Your Classroom

# data[].attributes.attachment_link.description
What Is Self-Control? The ability to control your thoughts, actions, and impulses; to choose your actions and reactions. To resist something you want now for something you want more later. Parents and teachers want their students to develop self-control. Sometimes we try to practice child control, which is an exercise in futility.

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https://stealingurfeelin.gs/

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Meet the new AI that knows you better than you know yourself

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https://www.youtube.com/watch?v=2yWgddTi5g0

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https://www.glsen.org/

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In this statement, GLSEN's National Student Council condemns police brutality and calls for greater support for Black lives

Read the Statement

Get involved and join your community, local, or state GLSEN chapter

GLSEN Chapters create LGBTQ-inclusive schools. Community-led chapters offer teacher trainings, student support, community outreach, and more.

Recent Research

Research, Reports, and Briefs

Research, Reports, and Briefs

Research, Reports, and Briefs

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In this statement, GLSEN's National Student Council condemns police brutality and calls for greater support for Black lives Read the Statement GLSEN Chapters create LGBTQ-inclusive schools. Community-led chapters offer teacher trainings, student support, community outreach, and more. Research, Reports, and Briefs Research, Reports, and Briefs Research, Reports, and Briefs

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The ISCA Student Standards help school counselors to prioritize the content that is taught and assessed within and across the school's counseling curriculum. These standards are the foundation for classroom lessons, small groups, and activities within a school counseling program. They directly reflect the counseling program's mission and goals.

Students learn best in environments that are validating, respectful, supportive, inclusive, and safe. Implementing the ISCA Student Standards through the lens of equity and belonging is essential to improving outcomes for all students and creating a safe school culture free of bias and oppression.

Consistent standards that are adopted by international schools around the world promote equity and provide teachers, parents, and students with clear expectations to ensure that all students have the skills, attitudes, and knowledge necessary to succeed in life upon graduation from high school, regardless of where they received their Nursery-Grade 12 education.

# data[].attributes.attachment_link.description
The ISCA Student Standards help school counselors to prioritize the content that is taught and assessed within and across the school's counseling curriculum. These standards are the foundation for classroom lessons, small groups, and activities within a school counseling program. They directly reflect the counseling program's mission and goals.

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What Is Self-Control?

The ability to control your thoughts, actions, and impulses; to choose your actions and reactions. To resist something you want now for something you want more later. Parents and teachers want their students to develop self-control. Sometimes we try to practice child control, which is an exercise in futility. We can't control our kids, so we hope they will somehow manage themselves. We certainly don't want to see our kids grow up to make impulsive decisions as adults.

First Steps Toward Self-Control

We often talk about self-control as if it is an innate personality trait rather than something that can be changed. We talk about kids as if they have 'good self-control' or 'bad self-control.' But self-control, just like other skills, can be taught; but how?

Emotional Regulation: Emotions are one of the most significant barriers to self-mastery. We get angry and yell, sad and shop or eat ice cream, or frustrated and give up. The first step in mastering anything is to recognize it. Children first need to learn to identify their emotions. It is especially important to explicitly teach this step to children with disabilities such as Autism or ADHD, as they don't always pick up cues as quickly as their peers. Once children learn to identify their emotions, they can learn how to put them into words and what to do with them.

"If you learn self-control, you can master anything." - Author Unknown

This skill is crucial for K-12 students as they often encounter conflicts with peers. Use the proven-effective BeCool method to teach your students how to remain Cool and in control, which enables them to respond assertively in the face of conflict. This response promotes further cooperation and helps students avoid the negative consequences of being Hot (blowing up) or Cold (giving up).

Emotional Role Models: To learn to regulate emotions, children need good emotional role models. If Dad flies off the handle every time his favorite team misses a shot, mom loses it each time the kids inevitably make a mess, or teacher melts down when the class is not on their best behavior, kids will follow suit. Kids need to see their parents and teachers faced with stress and work through it. Self-talk in front of students can go a long way. Sharing your struggles in the classroom is OK. It might go something like this: 'Teacher is frustrated by the mess in our classroom. I'm going to take a few deep breaths, and then we can talk about how to fix it.'

Putting These Skills Into Action

Practice: Talk to kids too much, and, to them, you start to sound like the teacher on Charlie Brown (wa, wa, wa, wa, wa) to your students. Kids need bite-sized bits of information and practice practice practice. Create opportunities for students to practice delaying gratification. When kids don't get it right the first time, a do-over or practice session is a great idea. Maybe the first time your student yelled at their friend when they didn't want to play their favorite game at recess (for the 100th time.) You role-play what they could have done differently and then let them try it out at the next recess.

Social media is frequently a source of inspiration for stupid, impulsive decisions. Have you heard of the 'Tide Pod challenge' where teenagers eat deadly laundry pods? This is the antithesis of self-control. A new social media challenge though actually presents a great idea for teaching self-control. The ' Try Not to Challenge ' encourages kids to try not to sing along to their favorite song, quote a famous movie, or laugh at a hilarious video. This is a great exercise for building the ability to control impulses, and it can easily be integrated into the classroom. Kids of all ages would enjoy the 'Try Not to Challenge' it's a fun way to practice their self-control and emotional regulation skills.

Follow Through & Maintain Limits

Consistency: All students can benefit from a consistent schedule, but especially those with Autism or ADHD. These students need to have predictability in their lives. They learn that those around them are dependable and it gives them a safe space to try new things. Kids with trustworthy caregivers and teachers believe that you will follow through. When you tell a child, first finish your homework and then you can play, but you don't follow through, there is little reason for them to do their homework. When you are consistent and reliable, they know what to expect, which makes self-control much more motivating.

Limits are a vital part of consistency. While almost no kid will tell you they like limits, they are essential. Limits are the building blocks of self-control. They give kids the motivation to delay gratification. They are a model for a student for the future. A student with clear limits set by teachers and parents can learn to set limits for themselves.

Mastery Starts With You

Help your students develop ninja level self-control. Just model self-control, practice with your kids, create a safe environment for them, and set clear limits.
By: Amy Curletto Amy has been teaching for 12 years in grades K-2. She has a bachelor's degree in Early Childhood and Elementary Education and also has endorsements in reading and ESL. Besides education, her other passion is writing and she has always dreamed of being a writer. She lives in Utah with her husband, her 3 daughters, and her miniature schnauzer. She enjoys reading, knitting, and camping

# data[].attributes.attachment_link.title
How To Model & Teach The Art Of Self-Control In Your Classroom

# data[].attributes.attachment_link.description
What Is Self-Control? The ability to control your thoughts, actions, and impulses; to choose your actions and reactions. To resist something you want now for something you want more later. Parents and teachers want their students to develop self-control. Sometimes we try to practice child control, which is an exercise in futility.

# data[].attributes.attachment_link.readable_text
What Is Self-Control?

The ability to control your thoughts, actions, and impulses; to choose your actions and reactions. To resist something you want now for something you want more later. Parents and teachers want their students to develop self-control. Sometimes we try to practice child control, which is an exercise in futility. We can't control our kids, so we hope they will somehow manage themselves. We certainly don't want to see our kids grow up to make impulsive decisions as adults.

First Steps Toward Self-Control

We often talk about self-control as if it is an innate personality trait rather than something that can be changed. We talk about kids as if they have 'good self-control' or 'bad self-control.' But self-control, just like other skills, can be taught; but how?

Emotional Regulation: Emotions are one of the most significant barriers to self-mastery. We get angry and yell, sad and shop or eat ice cream, or frustrated and give up. The first step in mastering anything is to recognize it. Children first need to learn to identify their emotions. It is especially important to explicitly teach this step to children with disabilities such as Autism or ADHD, as they don't always pick up cues as quickly as their peers. Once children learn to identify their emotions, they can learn how to put them into words and what to do with them.

"If you learn self-control, you can master anything." - Author Unknown

This skill is crucial for K-12 students as they often encounter conflicts with peers. Use the proven-effective BeCool method to teach your students how to remain Cool and in control, which enables them to respond assertively in the face of conflict. This response promotes further cooperation and helps students avoid the negative consequences of being Hot (blowing up) or Cold (giving up).

Emotional Role Models: To learn to regulate emotions, children need good emotional role models. If Dad flies off the handle every time his favorite team misses a shot, mom loses it each time the kids inevitably make a mess, or teacher melts down when the class is not on their best behavior, kids will follow suit. Kids need to see their parents and teachers faced with stress and work through it. Self-talk in front of students can go a long way. Sharing your struggles in the classroom is OK. It might go something like this: 'Teacher is frustrated by the mess in our classroom. I'm going to take a few deep breaths, and then we can talk about how to fix it.'

Putting These Skills Into Action

Practice: Talk to kids too much, and, to them, you start to sound like the teacher on Charlie Brown (wa, wa, wa, wa, wa) to your students. Kids need bite-sized bits of information and practice practice practice. Create opportunities for students to practice delaying gratification. When kids don't get it right the first time, a do-over or practice session is a great idea. Maybe the first time your student yelled at their friend when they didn't want to play their favorite game at recess (for the 100th time.) You role-play what they could have done differently and then let them try it out at the next recess.

Social media is frequently a source of inspiration for stupid, impulsive decisions. Have you heard of the 'Tide Pod challenge' where teenagers eat deadly laundry pods? This is the antithesis of self-control. A new social media challenge though actually presents a great idea for teaching self-control. The ' Try Not to Challenge ' encourages kids to try not to sing along to their favorite song, quote a famous movie, or laugh at a hilarious video. This is a great exercise for building the ability to control impulses, and it can easily be integrated into the classroom. Kids of all ages would enjoy the 'Try Not to Challenge' it's a fun way to practice their self-control and emotional regulation skills.

Follow Through & Maintain Limits

Consistency: All students can benefit from a consistent schedule, but especially those with Autism or ADHD. These students need to have predictability in their lives. They learn that those around them are dependable and it gives them a safe space to try new things. Kids with trustworthy caregivers and teachers believe that you will follow through. When you tell a child, first finish your homework and then you can play, but you don't follow through, there is little reason for them to do their homework. When you are consistent and reliable, they know what to expect, which makes self-control much more motivating.

Limits are a vital part of consistency. While almost no kid will tell you they like limits, they are essential. Limits are the building blocks of self-control. They give kids the motivation to delay gratification. They are a model for a student for the future. A student with clear limits set by teachers and parents can learn to set limits for themselves.

Mastery Starts With You

Help your students develop ninja level self-control. Just model self-control, practice with your kids, create a safe environment for them, and set clear limits.
By: Amy Curletto Amy has been teaching for 12 years in grades K-2. She has a bachelor's degree in Early Childhood and Elementary Education and also has endorsements in reading and ESL. Besides education, her other passion is writing and she has always dreamed of being a writer. She lives in Utah with her husband, her 3 daughters, and her miniature schnauzer. She enjoys reading, knitting, and camping

# data[].attributes.attachment_link.title
How To Model & Teach The Art Of Self-Control In Your Classroom

# data[].attributes.attachment_link.description
What Is Self-Control? The ability to control your thoughts, actions, and impulses; to choose your actions and reactions. To resist something you want now for something you want more later. Parents and teachers want their students to develop self-control. Sometimes we try to practice child control, which is an exercise in futility.

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https://www.youtube.com/watch?v=3bKuoH8CkFc

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https://organizingforpower.files.wordpress.com/2009/03/games-theater-of-oppressed.pdf

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It's the ability to step into the shoes of another person, aiming to understand their feelings and perspectives, and to use that understanding to guide our actions. That makes it different from kindness or pity.

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Search engines can streamline the process of teaching basic research to elementary schoolchildren who require expert guidance on how to navigate the Web - and the earlier, the better.

Elementary school is when kids first begin to learn how to learn. Kids start using search engines quite early on, making elementary school the perfect time to teach research skills that become a foundation for a lifetime of learning.

The base skill for all schoolchildren is the ability to sift content for relevance and accuracy. Here are five ways teachers can help improve this skill in elementary-age children.

1. Define the task

What exactly must be researched? It's very easy to get lost if children do not know precisely what they are looking for. In elementary school the subjects may be relatively simple, but they still must be defined accurately to aid in the search.

Teachers should talk with students about what they will be looking for and how to get specific results. The more specific they can get, the easier it will be to come up with search terms.

2. Discover keywords

Elementary school students may not fully grasp the concept of keywords, so they'll need to be instructed in this foundational aspect of search technology. Search engines perform well only if correct keywords are used, and students need to learn how to come up with those words to get the results they need.

Keywords are typically based upon the most common approach to discussing a subject. Often, it will take some trial and error to discover just what keyword combination yields the desired results. Teachers can create a whole lesson around keywords, including what they are, how they work and how to find them.

3. Use appropriate tools

Google and Bing are probably the most popular search engines, but they may not be the best for teaching research skills to young people. Teacher Mary Beth Hertz recommends one of the more popular search engines for students, Sweet Search, whose results are screened by experts. Using something like Sweet Search may make it easier to teach research skills by weeding out a lot of the chaff that so often comes up on the more popular engines.

4. Teach about source hierarchy and evaluation

Elementary students can comprehend the tiers of legitimacy related to information-gathering. Teachers can explain about primary sources, original research and the reliability of information found on the Web. Kids can learn about how information travels from research papers to news sources to blogs and so on.

By going through examples, teachers can demonstrate the way various information sources find their information and present it to the public, and how to determine which information is best to use for their projects.

Children may not need to cite abstracts from scientific research papers, but they can learn to seek information more intelligently.

5. Take notes and compile information

The complexity of note-taking skills will depend on the students' grade level, but even kids in the younger grades can learn to take pencil to paper and record the most important pieces of information they gather. The better they get at finding quality sources, the easier the note-taking will become.

Students should also learn how to cite their sources appropriately.

Setting up a lifelong skill

Learning research skills at a young age will give students a skill that will serve them over a lifetime. This skill will not only be useful in school, but in their everyday lives as they attempt to absorb ever-increasing amounts of information. Teachers will do their students a great service in teaching these skills.

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Teaching Research Skills to Elementary School Children | Resilient Educator

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arch engines can streamline the process of teaching basic research to elementary schoolchildren who require expert guidance on how to navigate the Web -- and the earlier, the better.

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What is EMPATHY? Explaining Empathy to Kids - Emotions

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https://drive.google.com/drive/u/0/folders/0B3GD8H1irD3gdDZ3Y1liQ0Y0cXM?resourcekey=0-IwxD_86mtBd8nnJIoXv_oQ

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.attachment_link.readable_text
"Don't interrupt!" "Keep your hands to yourself!" "Be careful!" Time-outs and lectures won't magically cure the impulsive tendencies of kids with ADHD. But these real-world tips for teachers and parents just might.

Sad child on stairs with teacher

The problem:

Children with ADHD are often labeled unruly or aggressive because of their impulsive physical and social interactions. Even though these children can be caring and sensitive, their good qualities are often overshadowed by their poor impulse control.

The reason:

Children with ADHD act before they think, often unable to control their initial response to a situation. The ability to "self-regulate" is compromised; they can't modify their behavior with future consequences in mind. Some studies show that differences in the brain in those who have ADHD are partly responsible for this symptom.

The obstacles:

Many children with ADHD seem to spend their lives in time-out, grounded, or in trouble for what they say and do. The lack of impulse control is perhaps the most difficult symptom of ADHD to modify. It takes years of patience and persistence to successfully turn this around.

Impulse Control Solutions in the Classroom

Posting classroom rules and routines lets children know what's expected of them, and also serves as a visual reminder for those with ADD who act before they think.

Tape "behavior cards" to their desks. Some children benefit from seeing rules like "Raise hands before speaking," etc. posted directly on their desks. If privacy is an issue, tape the cards to a sheet of paper that remains on the desk during class but can be stored inside the desk when necessary.

Post the day's schedule. Write the schedule on the blackboard and erase items as they are completed. This gives ADHD students a sense of control about their day. Alert the class in advance about any revisions to the daily routine.

Prepare kids for transitions. To avoid meltdowns when moving between activities (another stress point), give the class a five-minute warning, then a two-minute warning of a transition, so that ADHD kids have adequate time to stop one activity and start another.

[Free Download: Solving Challenges in the Classroom]

Be prepared for impulsive reactions. In situations where a lack of structure or another circumstance might set off an impulsive reaction, have a plan ready to help ADHD kids keep their impulses in check. Perhaps the ADHD student can be given a special job, such as "monitor" or "coach," to help him stay focused on self-control.

Post expected behavior for younger children. Establish the good behaviors you expect from your young students and post them in the classroom. These can be as simple as: "Respect Others," "Talk Nicely," "Use an Indoor Voice". Posting them in the classroom serves as visual reminder to ADHD students.

Younger children often respond to a "point system." This is a system in which they earn pennies or stickers for a positive target behavior. They can redeem their points at the end of the week for a prize.

Impulse Control Solutions at Home & School

Discipline can and should be used in certain situations. While ADHD is an explanation for bad behavior, it is never an excuse. ADHD may explain why Johnny hit Billy, but ADHD did not make him do it. Children with ADHD need to understand their responsibility to control themselves.

Discipline should be immediate, short, and swift. Delayed consequences, such as detention, don't work for those with difficulty anticipating future outcomes. Consequences must be instantaneous: If he pushes another child on the playground, recess is suspended for 10 minutes.

Provide positive feedback too. Be sure to also offer immediate, positive feedback and attention when kids with ADD behave well. Catch them doing something good. Specifically state what they are doing well, such as waiting their turn.

["I Know! I Know!" Self-Control Solutions for Kids Who Blurt Out]
Impulse Control Solutions at Home

Children with ADHD have difficulty telling right and wrong, so parents must be specific, stating clear, consistent expectations and consequences. Telling your child to "be good" is too vague to address behavioral problems. Instead, be explicit: "When we go into the store, do not touch, just look with your eyes." "At the playground, wait in line for the slide, and don't push." Other strategies to try:

Be proactive in your approach to discipline. Respond to positive and negative behaviors equally. Recognize and remark on the behavior, then respond to positive actions with praise, attention, and rewards or immediately discipline negative actions.

Hold your child accountable. Making your child understand what he did wrong is essential in molding a responsible adult. However, delayed punishment may prevent a child from understanding its relationship to the misbehavior. Punishment must come soon after the misbehavior.

Let the punishment fit the crime. Hitting calls for an immediate time out. Dinnertime tantrums can mean dismissal from the table without dessert. Keep punishments brief and restrained, but let them communicate to your child that he's responsible for controlling his behavior.

Let minor misbehaviors slide. If your child spills the milk because he's pouring it carelessly or hurriedly, talk to him about the importance of moving more slowly, help him clean the mess, and move on. Every misstep doesn't warrant significant consequences.

[Parent-to-Parent: How Do You Prevent ADHD Impulsiveness in Your Child?]
Updated on November 11, 2019

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Impulse Control Strategies for School and Home

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"Don't interrupt!" "Keep your hands to yourself!" "Be careful!" Time-outs and lectures won't magically cure the impulsive tendencies of kids with ADHD. But these real-world tips for teachers and parents just might. Children with ADHD are often labeled unruly or aggressive because of their impulsive physical and social interactions.

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https://drive.google.com/drive/u/0/folders/0B3GD8H1irD3gdDZ3Y1liQ0Y0cXM?resourcekey=0-IwxD_86mtBd8nnJIoXv_oQ

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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https://boingboing.net/2022/11/17/why-we-procrastinate-and-what-we-can-do-about-it-ted-ed-video.html

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Why we procrastinate and what we can do about it (TED Ed video) | Boing Boing

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“Procrastination,” according to this TED Ed video, “is when we avoid a task we said we would do for no good reason, despite expecting our behavior to bring negative consequences.&…

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https://youtu.be/NWv1VdDeoRY

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Carol Dweck - A Study on Praise and Mindsets

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5-second summary

Meet Jane. She's a product manager at a mid-sized tech company - let's call it Techfirm, Inc. Jane has been tasked with increasing usage of Techfirm's mobile app.

She knows she'll need all hands on deck to make this happen, but there's a problem. When Jane has set team-wide goals in the past, they've quickly fallen off track. Nobody seemed to have a clear understanding of what success should look like. Progress wasn't monitored closely enough. And inevitably, that important objective slipped to the back burner (before toppling off the stove entirely).

That's why, this time around, Jane plans to leverage SMART goals for setting an action plan and staying the course.

Want to get started right now?

What are SMART goals?

The SMART in SMART goals stands for Specific, Measurable, Achievable, Relevant, and Time-Bound.

Defining these parameters as they pertain to your goal helps ensure that your objectives are attainable within a certain time frame. This approach eliminates generalities and guesswork, sets a clear timeline, and makes it easier to track progress and identify missed milestones.

An example of a SMART-goal statement might look like this: Our goal is to [quantifiable objective] by [timeframe or deadline]. [Key players or teams] will accomplish this goal by [what steps you'll take to achieve the goal]. Accomplishing this goal will [result or benefit].

How to write SMART goals

Let's use Jane's objective to work through each component.

S: Specific

In order for a goal to be effective, it needs to be specific. A specific goal answers questions like:

What needs to be accomplished?

Who's responsible for it?

What steps need to be taken to achieve it?

Thinking through these questions helps get to the heart of what you're aiming for. Here's an example of a specific goal Jane might come up with:

SPECIFIC

M: Measurable

Specificity is a solid start, but quantifying your goals (that is, making sure they're measurable) makes it easier to track progress and know when you've reached the finish line.

Jane and her product team want to grow the number of their mobile app users - but by how much? If they get even one new signup, that's technically positive growth - so does that mean they're done? Same goes for their strategy; how many platforms will they advertise on?

To make this SMART objective more impactful, Jane should incorporate measurable, trackable benchmarks.

MEASURABLE

A: Achievable

This is the point in the process when you give yourself a serious reality check. Goals should be realistic - not pedestals from which you inevitably tumble. Ask yourself: is your objective something your team can reasonably accomplish?

Jane might look at her goal and realize that, given her small team and their heavy workload, creating ad campaigns for four social platforms might be biting off more than they can chew. She decides to scale back to the three social networks where she's most likely to find new clients.

ACHIEVABLE

Safeguarding the achievability of your goal is much easier when you're the one setting it. However, that's not always the case. When goals are handed down from elsewhere, make sure to communicate any restraints you may be working under. Even if you can't shift the end goal, at least you can make your position (and any potential roadblocks) known up-front.

R: Relevant

Here's where you need to think about the big picture. Why are you setting the goal that you're setting?

Jane knows that the app is a huge driver of customer loyalty, and that an uptick in their app usage could mean big things for the company's bottom-line revenue goals. Now she revises her statement to reflect that context.

Relevant

T: Time-bound

To properly measure success, you and your team need to be on the same page about when a goal has been reached. What's your time horizon? When will the team start creating and implementing the tasks they've identified? When will they finish?

SMART goals should have time-related parameters built in, so everybody knows how to stay on track within a designated time frame.

When Jane incorporates those dates, her SMART goal is complete.

time-bound

Knowing how to set goals using the SMART framework can help you succeed in setting and attaining goals, no matter how large or small.

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How to write SMART goals (with examples)

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SMART goals are Specific, Measurable, Achievable, Relevant, and Time-Bound. Here, we work through an example of how to write them.

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They can create their own or play the original.

For the kids who struggle in communication can help to express themselves in different ways (oral, drawing or acting out)

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Failure is part of the learning process and making this clear at the outset. Break down the main task into smaller chunks. Recognition - name and notice effort and duration and mark these on a chart to visually see perseverance.

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My brainstorm is to ask students in groups to work together on preparing a study guide for an upcoming assessment. The guide they create needs to be collaborative.

The intention of this activity would be to promote creating a group that can help hold each other accountable yet be supportive.

This idea is not fleshed out yet.

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Prep the Advisory before a new student enters

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Prep the Advisory before a new student enters

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- draw pictures in pairs, smaller groups
- role play
- create a story
- "bucket filling" empathy game through out the day and reflect on it at the end of the day- who was empathetic to me and how do I know it...

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Teaching empathy to middle schoolers can be challenging due to the changes in emotions and friend groups. However, expressing and understanding empathy is incredibly important as kids get older and interact with new people.

These 20 videos and activities are great resources to help your students make sense of empathy.

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20 Engaging Empathy Activities for Middle Schoolers - Teaching Expertise

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Teaching empathy to middle schoolers can be challenging due to the changes in emotions and friend groups. However, expressing and understanding empathy is incredibly important as kids get older and interact with new people. These 20 videos and activities are great resources to help your students make sense of empathy.