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To evaluate understanding prior and then post knowledge

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Teach Kids to Manage Big Feelings Through Effective Social Emotional Learning

Over 80% of U.S. public schools reported in 2022 on the negative impact of the pandemic on child well-being and self-regulation. Kids are:

Struggling to manage their feelings and mental health

More disruptive in the classroom

Needing additional social, emotional, and behavioral support

(source: National Center for Education Statistics)

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The Zones of Regulation is a complete social-emotional learning curriculum, created to teach children self-regulation and emotional control.

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selecting a graphic symbol to check in how students are doing.

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Reminder: InTASC Model Core Teaching Standards

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Reminder: InTASC Model Core Teaching Standards

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April 2011

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of

learning and development vary individually within and across the cognitive, linguistic,

social, emotional, and physical areas, and designs and implements developmentally

appropriate and challenging learning experiences.

PERFORMANCES

1(a) The teacher regularly assesses individual and group performance in order to design and

modify instruction to meet learners’ needs in each area of development (cognitive, linguistic,

social, emotional, and physical) and scaffolds the next level of development.

1(b) The teacher creates developmentally appropriate instruction that takes into account

individual learners’ strengths, interests, and needs and that enables each learner to advance and

accelerate his/her learning.

1(c) The teacher collaborates with families, communities, colleagues, and other professionals to

promote learner growth and development.

ESSENTIAL KNOWLEDGE

1(d) The teacher understands how learning occurs--how learners construct knowledge, acquire

skills, and develop disciplined thinking processes--and knows how to use instructional strategies

that promote student learning.

1(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and

physical development influences learning and knows how to make instructional decisions that

build on learners’ strengths and needs.

1(f) The teacher identifies readiness for learning, and understands how development in any one

area may affect performance in others.

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1(g) The teacher understands the role of language and culture in learning and knows how to

modify instruction to make language comprehensible and instruction relevant, accessible, and

challenging.

CRITICAL DISPOSITIONS

1(h) The teacher respects learners’ differing strengths and needs and is committed to using this

information to further each learner’s development.

1(i) The teacher is committed to using learners’ strengths as a basis for growth, and their

misconceptions as opportunities for learning.

1(j) The teacher takes responsibility for promoting learners’ growth and development.

1(k) The teacher values the input and contributions of families, colleagues, and other

professionals in understanding and supporting each learner’s development.

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give options for audial input / audio books

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give options for audial input / audio books

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Morning Meeting is an engaging way to start each day, build a strong sense of community, and set children up for social and academic success.

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What is Social and Emotional Learning (SEL)?