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Emotional literacy

Naming emotions

Morning circle

ZoR lessons

check in points - after play, after sessions/after breaks (choice board)

What do they look/sound

Staff explicit teaching (I have seen/You Look) ZoR lessons

check in points - after play, after sessions/after breaks (choice board)

what do I do when I feel

ZoR

After critical encounters

Character/emotion based literacy

Morning Circle

understanding myself

Explicit teaching and exploration - participate in what works for me - blowing bubbles, resting, walking

reacting to other peoples

Resources

ZoR Visuals, lesson plans from Phase 1 & Phase 2

RRRR Curriculum and assessments

LAMP

Therapy Spaces

External areas from the classroom to support student voice - oval, sensory yard, working towards seeing teachers.

Staff modelling

Allied Health Referral and actions - Learn to play, social skills etc.

Sports Coaching to support emotions, what do they look like, what to do when I feel

Video Modelling

Books on emotions/actions that relate to the students

Relaxation/regulation videos

Assessments - PicCollage as learning

Student centred activities - working towards

Making a PicCollage of labelled emotions with their faces.

RRRR Curriculum and assessments

Allied Health Referral and actions - Learn to play, social skills etc.

Sports Coaching to support emotions, what do they look like, what to do when I feel

Video Modelling

Recording what we have taught

Work Program

Inquiry planning

Student reports/SSGs

Allied Health Referral and actions - Learn to play, social skills etc.

Sports Coaching to support emotions, what do they look like, what to do when I feel

Video Modelling

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Naming emotions

zones of regulation

Engine program

Sign language to show the emotions

Lamp devices

Morning circle

Repartition/ modelling

What do I do when I feel

providing options

Ideas on how to regulate

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naming emotions- PLc 6 - morning circle

labelling during play.

Teaching through- Zones of Regulation

teaching during play time

What do emotion look/sound like - through behaviour observation

sign language, visuals and explicit teaching in the classroom.

what do U do when i feel- teaching calming self help strategies, choice board and thought movement breaks. Understanding emotions in myself and others- explicit teaching through social stories and personal connections.

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Check in

Morning circle/meeting

ZOR

Lamp devices

We document by

positive behaviour (compass)

Anacdotal notes

lesson plans

Student responses

Readiness to learn check lists

Reflections (what went well)

Resources

RRRR

Zones of regulation

Berry street

Ideas from other staff

Any team building activities

Restorative practice

Recording

Student work samples

Checklists

Observations

Chronicles

Reflection

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Topic 1

Morning Circle

Zones of Reg - touch ins every session and throughout the session.

Repetition/ Modelling

Explicit teaching

Topic 2

iPads

Debug system

Visual cards

Berry street tools

Posters

Acting out/modelling

Topic 3 How do you assess the Outcomes

Possible ways -

Scope and sequence of topics

Consistency of tools used throughout the school ie: emotions cards

Anecdotal tracking check sheets

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What do emotions look and sound like?

Visual, signs, sounds, body language, verbal language, actions, social stories, modelling, staff interactions, observations of others in the school community, lamp, I/I, tac pac, relaxation music, brain breaks, playtime, formal occasions like assemblies,etc

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importance of teaching feelings / interoception - hunger, thirst, need to go toilet, cold, hot, uncomfortable, pain, etc - many of their emotions are based on their body’s feelings and needs

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A) Read the room to see what you need to focus on at that time. Model your emotions and choices to regulate. Consider factors at the time.

D) Plan in our PLC's, include strategies in our work programs, formal assessments, lots of incidental teaching, morning check ins, zones of regulations, explicit teaching, meeting different levels and needs, seeking advice from others, debriefs.

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Plc 2 How do I react to peoples emotions 

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Plc 2 How do I react to peoples emotions 

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Endurance such as being resilience, walking away, if someone is angry what can I do

Supporting students to walk away when someone else is heightened

Posing questions about how other people are presenting such as smiling might mean happy, we can smile back.

If someone is waving - what can we do. Wave, high five, say hello

If someone is sad, asking if they are okay, do they need help, pat on the back.

If someone wants to play we can ask if they want to join.

Verbal prompts, staff modeling, visuals, social stories, picture story books, videos

Naming emotions

morning circle

Incidental acknowledgment and explanation of emotion and expanding on how to deal with it

Visual, signing, verbally, body language, LAMP,

Engine program

Zones of reg

Start like a champion unit

What do I do when-

labeling and making meaning

Providing options

Ideas on how to regulate

Co reg

Asking them to show you what they need

Modeling

Social stories

Songs

Zones of reg

Visual supports

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1. Having a pre planned scope and sequence. Database of what has been taught before and if students.

2. Zones of regulation, SPOT, RRRRs, R&S, Circles, Check in Check Out, Berry Street, Visuals and schedules, adapting resources. Team felt a lot of the programs and resources provided for whole school often do not meet the high interest/low literacy needs of older students.

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for younger learners like Preps, it is good to have a choice board of feelings so that non- verbal students can refer it