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One way that I can promote the development of prosocial skills in my current field placement is by having my students work together in small groups. When doing this, my students will be learning how to communicate with one another by working together on some sort of assignment and/or project. One thing to avoid while doing this, is avoid only putting friends in groups together. You want your students to be able to interact with everyone and not just people that they normally hang out with and interact with.

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One way that I have seen prosocial behavior promoted is by encouraging students when I see them helping their peers or a teacher, and being specific with that praise when providing it. I have seen other students who sometimes struggle with cleaning and just needed a different perspective on it to be encouraged to help. One thing that is important is having an uplifting attitude around it as well.
Something to avoid that I have also seen is using encouraging words but in a discouraging/shaming way. Praising positive helpful behavior is great to do, but if you phrase it in a way to shame students who are not helping a much as others it can be excluding for that/those students. That is where the tone of your voice and being specific about the behavior is very important so that other students don't feel shamed through it, and it also gives you a better opportunity to encourage those students who are struggling.

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In my current field placement, we zoom call once a week together on Friday mornings to allow the children to interact with one another. We encourage the children to share with one another something from their homes they are excited about and we allow the children to interact with their classmates and ask questions or share similarities. This allows the children to share positive thoughts and interactions with their classmates that they aren't getting everyday because of virtual learning. We as the teachers encourage questions to be asked, and ask questions ourselves to promote the child to share more details.One thing we avoid is forcing children to share when they clearly don't want to. If a child is uninterested, we let them know they can share later if they would like and do not push further.

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In my current field placement, we would work on developing prosocial behavior by praising random acts of kindness that a student does. For example, we state of thankful we are that a student picked up something they did not get out. Also, a student in our class compliments others often and we make sure to thank them for saying such nice things and that it makes us feel happy inside. However, you want to avoid giving rewards for acts of kindness. For example, they should not be asking for a reward for doing a random act of kindness. You also have to make sure you are consistent in order to create prosocial behavior.

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In my current field placement, I promote development of prosocial skills by pointing out students who are being kind or saying kind things to one another. Examples within the classroom are, "can I have a turn with that toy please" or "thank you for helping me clean up my area". Within the classroom my teacher or I are always acknowledging when students use kind word. When a student uses a phrase the teacher or I will say it aloud to the group, rephrasing why we liked their comment in order to continue to promote prosocial behaviors. That being said, things to avoid is forcing children out of their element, or making them say certain things to a child. As a teacher, if the child says, "my turn" as a teacher instead of forcing them to say please, you can just say next time you could say please.

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In my field placement, the other day we had a child that was going up to children and taking the things they were playing with. In this situation, I could promote prosocial behavior by noticing the children who are sharing and pointing that out to the child who is taking toys from everyone. Talking with him about how he thinks his friends feel when he does that and how he would feel if his friends were taking his toys.
I think things to avoid would be forcing children to share aloud if they are not comfortable, I never liked this when I was younger so it is definitely something I want to avoid.

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In my field placement, I work on developing prosocial behavior by asking students if they can help me or other children with tasks. I always make sure to let them know when somebody else might need help and maybe give them ideas on how to help. When children are becoming antsy and distracted, asking them to help you also is a great way to redirect students in a healthy way. I also make sure to help the students see when somebody did something good and how that behavior was helpful. One thing I try and avoid is making this a competition of sorts. Even if children are not following directions in that moment, I try and praise them in other ways later.

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In my current field placement, I promote the development of prosocial skills by acknowledging when one of the kiddos said something or did something that was kind and nice. For example, saying "can I have a turn please" instead of "give me a turn" is followed by "nice manners, I like how you asked that." This shows them that they are using polite manners and that their manners are appreciated. I will avoid rewarding positive behaviors with materialistic items, as these should be a given, and therefore not rewarded. Instead, rewarding them in a sense of verbal affirmations will help them learn that their behaviors are appreciated, however they are what should be done every time.

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In a virtual setting, it is just as important to model and promote prosocial behavior. It can be very easy to disengage in what the teacher or another student is talking about. Being enthusiastic as the teacher and planning activities that allow for participation from the class is essential. I would avoid just talking and lecturing. I think you will lose the students' engagement and it will be hard to recover.

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I will promote prosocial behaviors by acknowledging kind, friendly behaviors. I will also promote kind social interactions, and encourage children to do the same. In my placement, there is a lot of "tattling," so by encouraging students to talk it out with their peers in a kind, respectful way, that is promoting prosocial behavior. In relation to this, I point out when things aren't kind, and discuss how that made their friend feel. I will not use external motives and rewards to promote prosocial behavior.

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I will promote prosocial behavior by creating signals in my classroom that indicate help. I will also try and create a warm and welcoming environment in my classroom so students feel more comfortable sharing. What I will not do is force sharing. When students want to share I will call on them and if they need time to collect their thoughts I will give them that time. I will also let them share through multiple methods, it doesn't always have to be words.

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I will promote this behavior by bringing in families more into the classroom. Maybe I could hold an event each month for families or just make sure I am communicating with families often. Whether it just be an open house, something for them to take home and do, or just to hang out and play games together. I want the families and children to know they are valued. One thing to avoid when doing so is having events that not all families have access to. Or paying more attention to those families that come and communicate often, and not trying to reach those who do not. This could make children upset and feel like they are not valued.

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I will promote the development of prosocial skills by explicitly and clearly pointing out positive interactions and behaviors when I see them. For example, if I see two children successfully solve a conflict or share well together, I will make sure to bring it up during group time to let those students and the rest of the class know that I was proud of the way those students chose to interact/socialize. I hope this will encourage other students to do the same in the future. While promoting prosocial behavior, I will avoid a lack of consistency when offering praise for good prosocial behavior. I will try to point out all positive behaviors I see and include a variety of children when recognizing good social interactions.

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One thing that I will do when promoting prosocial skills is letting students know that they are doing a great job! Letting students know that they are being kind when I see them being kind or just letting them know that they made a kind remark when they stated something. I think building students up is a great way to help them understand these prosocial skills. When I am promoting these skills I think one way that I will avoid is making children share. Giving students the option to pass when they do not feel comfortable to share is one technique I would like to avoid. Sometimes students do not feel comfortable sharing and I am not going to make them share.