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https://youtu.be/xNY0AAUtH3g

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SESSION 1: Session by session reflection tool

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SESSION 1: Session by session reflection tool

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ACTIVATOR: Rate these quotes on the brain by how much you relate to them then pick one to reflect upon. 

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ACTIVATOR: Rate these quotes on the brain by how much you relate to them then pick one to reflect upon. 

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https://drive.google.com/drive/folders/1P8y-3omF5cHIN6_yMgnkUKEEnAh4rQZU?usp=sharing

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Consider what not to say to a student with fixed mindset ... then what you could rephrase it to

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You are on a team for “Conflict management”, “Teamwork”, “Group Communication” and “Leadership”.
○ At each station, the group will discuss two questions:
■ What types of challenges do students/teachers have with this skill set?
■ What has been successfully implemented in your school to explicitly teach skill strategies in this skill area?

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Consider your preparation work for this workshop and your prioritisation of ATL skills as a teacher and school.
○ In your own daily life, what categories of skills do you use most often?
○ How did you learn those skills?
○ What skills would you like to be better at? ○ What skills do you wish others were better at?

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This sheet is a summary of ATL. The Approaches to Learning Skills are about half way down.

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What makes an ideal virtual workshop? Let's create our working environment

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What makes an ideal virtual workshop? Let's create our working environment

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Remember your findings from viewing this video? 3 thoughts, 2 questions and 1 analogy for what social and emotional learning means to you.
Use the Aha! moments and Congratulations sections of the Pillar of Wisdom to celebrate each other's ideas

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5 Keys to Social and Emotional Learning Success

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Collaborative for Academic, Social and Emotional Learning

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Collaborative for Academic, Social and Emotional Learning

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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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The Future of Children: Social and Emotional Learning

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The Future of Children: Social and Emotional Learning

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Know: What do I know already about social and emotional learning?
Want to know: What do I want to know more about?

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1. Circle the skill competencies that you feel are strengths in your school.
2. Star the skill areas that are explicitly planned in a vertical progression, consistently taught and practiced, feedback on progress is provided to students, and students are demonstrating growth.
3. Underline or highlight the skill areas that may need further development at your school

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As a group, brainstorm terms and programs related to the “social and emotional learning” domain.

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As a group, brainstorm terms and programs related to the “social and emotional learning” domain.

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Directions: As a group, brainstorm terms and programs related to the “social and emotional learning” domain.
● What different search terms did you use to search for resources?
● What organizational structures did you find? (categories and competencies)?
● What frameworks could inform future growth in SEL skills in your school?

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REVIEW of Mission -> Values -> Skills example (incomplete)

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REVIEW of Mission -> Values -> Skills example (incomplete)

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https://youtu.be/XSzsI5aGcK4

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https://youtu.be/5_vT_mnKomY

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https://youtu.be/9BdzhWdVaX0

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https://youtu.be/ELpfYCZa87g

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What do we know about how the brain works?

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What do we know about how the brain works?

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Let's celebrate our efforts here...

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Use this to reflect on what you now understand about the brain following our group presentations.

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Tuning into one’s own and others’ mental, emotional and physical states is a critical skill in self- and other-awareness and community building

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Tuning into one’s own and others’ mental, emotional and physical states is a critical skill in self- and other-awareness and community building

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Mind-Heart-Body check in. Where are you today?

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Consider this article by Daniel Goleman about what mindfulness is and isn't ...
Mark anything you want to remember with a star or underlining. Put a question mark next to anything you want to find out more about.

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What use of analogies work for mindfulness?

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Which age group would you like to practice mindfulness with? Click on the resource box that you are drawn to. 

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Which age group would you like to practice mindfulness with? Click on the resource box that you are drawn to. 

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As a group watch the videos and consider ...
What challenges might you face in introducing mindfulness in your classroom/school?
What would you need in order to effectively teach and practice mindfulness in your classroom/school?

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https://www.youtube.com/watch?v=K3hXqh93QR0

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Mindful Schools Curriculum Training - Sample Footage - In-Class Instruction

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To 5.37

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Healthy Habits of Mind focuses on the value of mindfulness in the education system. Learn about the neuroscience, observe educator training, and watch the beauty of children practicing mindful breathing, listening, eating, movement, and heartfulness. Watch the Film https://player.vimeo.com/video/70357535 Continue the Conversation Share it with your principal and colleagues, and tell us what you think at community@mindfulschools.org.

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https://www.youtube.com/watch?v=sOm8uD-yMLs

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Mindful Schools Curriculum Training - Sample Footage - Introducing Mindfulness to Adolescents

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http://www.mindfulschools.org/resources/room-to-breathe/

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Room to Breathe explores the personal transformations that happen for students, their families, and educators as mindfulness is introduced in a truly challenging public school environment. By providing a raw and realistic look at the experience, it shows how integrating mindfulness, along with patience, skill, collaboration and more, can transform even the most difficult classrooms.

The trailer and the full-length film are available to watch, below.

Watch the Trailer

Watch the Film

Continue the Conversation

Share it with your principal and colleagues, and tell us what you think at community@mindfulschools.org.

Inspired to learn more about integrating mindfulness in your work with youth? Take a course to learn mindfulness or teach it to youth.

Buy the DVD of Room to Breathe, with special features, for your library, school, or institution from The Video Project. Use Promocode "MINDFUL25" for 25% off.

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Room to Breathe explores the personal transformations that happen for students, their families, and educators as mindfulness is introduced in a truly challenging public school environment. By providing a raw and realistic look at the experience, it shows how integrating mindfulness, along with patience, skill, collaboration and more, can transform even the most difficult classrooms. The trailer and the full-length film are available to watch, below.

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Go back to the Reflection documents we started yesterday and reflect on the session and the implications for your whole school plan

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Go back to the Reflection documents we started yesterday and reflect on the session and the implications for your whole school plan

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http://www.youtube.com/watch?v=MikBRguJq0g&list=SP10g2YT_ln2gmPbtzIWIPXKsNR2_-BrWn&index=1

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Daniel Goleman: The Emotional Atmosphere of a Classroom Matters

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GROUP work: Teacher - Administrator - Student

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GROUP work: Teacher - Administrator - Student

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PROTOCOL:
Read this article and underline any passage which will impact the role you have been assigned directly
ROUND ROBIN
Share an example and give the implications for your role
DO NOT DISCUSS YET!
Keep going around briefly sharing passages until you have shared everything
NOW YOU CAN DISCUSS the implications of the article for each role in the school community and the implications for each person personally.

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Watch this and give two conceptual takeaways from it.

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https://www.youtube.com/watch?v=NWv1VdDeoRY

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Carol Dweck - A Study on Praise and Mindsets

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Michael Jordan "Failure" Nike Commercial

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ACTIVITY: Self-motivation and perseverance strategies and skill indicators

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ACTIVITY: Self-motivation and perseverance strategies and skill indicators

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ACTIVATOR: Brainstorm strategies currently used for developing self-motivation and perseverance. THEN use this CASEL-ATL Self-management skills indicator sheet to identify which skills indicator would go with your list of strategies

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● Do you consider yourself to be “resilient”? To be able to “cope with grace”? Why or why not?
● What do you model at school when under pressure- coping or “losing it”? (with students, with colleagues)
● How do you respond to students/colleagues who “lose it” (are not demonstrating resiliency)?

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1. What MYP ATL skills support the CASEL SEL category “Social awareness”? (Other programmes may draw from the MYP skill indicators as appropriate to the school context)
2. What can we do practically rather than theoretically to support the implementaiton of SEL social awareness skills?  3. What other elements of an IB education support social awareness?

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Describe the photo briefly.
List how the photo could be interpreted through 3 perspectives: Positive, Negative, and Multicultural (identify culture(s) and describe how someone from that culture might interpret the image)

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Star the SEL relationship skill and MYP collaboration skill indicators that you can demonstrate consistenty and competently when interacting with others, using identifiable strategies

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Pick the programme you most identify with ....

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Pick the programme you most identify with ....

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... and list the SEL skill competencies that could help students demonstrate the objective...

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SEL skills to support learning engagements

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SEL skills to support learning engagements

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Change facilitation: Bringing in or strengthening support for SEL

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Change facilitation: Bringing in or strengthening support for SEL

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Review ATL skills category prioritization

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Review ATL skills category prioritization

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Note down
● Inner focus (thoughts, feelings- physical and cognitive)
● Other focus (empathy- focusing on other person and getting a sense of their inner world)
● Outer focus (being able to sense and understand the larger systems that impact and shape our lives)

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An interview with Susan Kaiser Greenland

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An interview with Susan Kaiser Greenland

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https://www.takingcharge.csh.umn.edu/teaching-mindfulness-children-interview-susan-kaiser-greenland

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Taking Charge of Your Health & Wellbeing

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Susan Kaiser Greenland is a former corporate attorney who began to practice meditation when her children were young as a way of coping with a family crisis. As she developed mindfulness awareness through this practice, not only did she survive the crisis, but she learned that it is possible to access inner peace and stillness, even when the world seems out of control.

She began teaching these practices to her children with success and is now the author of the book, The Mindful Child, which aims to help other parents and professionals teach mindfulness awareness practices to children. Susan is also the co-founder of the Inner Kids Foundation, a program dedicated to bringing mindful awareness practices to inner-city and underserved communities in Los Angeles. She blogs regularly for The Huffington Post and the book has been heavily covered in the media, including The New York Times, National Public Radio, and CBS News, among others.

Watch the interview with Susan below to learn more about the book and how you can implement mindfulness practices with your children.

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Teaching Mindfulness to Children: An Interview with Susan Kaiser Greenland | Taking Charge of Your Health & Wellbeing

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Susan Kaiser Greenland is a former corporate attorney who began to practice meditation when her children were young as a way of coping with a family crisis. As she developed mindfulness awareness through this practice, not only did she survive the crisis, but she learned that it is possible to access inner peace and stillness, even when the world seems out of control.

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VIDEO: The new 3 Rs: Reflection, Relationships and Resilience... Mindfulness and Neural integration: Daniel Siegel 

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VIDEO: The new 3 Rs: Reflection, Relationships and Resilience... Mindfulness and Neural integration: Daniel Siegel 

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How can we optimise how our brain works?

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How can we optimise how our brain works?

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Mindfulness calms the amygdala and allows the prefontal cortex to be accessible and ready for thinking and learning.

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Carol S Dweck on how the 2 mindsets influence behaviour and achievement

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Carol S Dweck on how the 2 mindsets influence behaviour and achievement

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Carol S. Dweck on how the two mindsets influence behaviour and achievement

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SESSION 2: Resource for developing an action plan throughout the workshop

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SESSION 2: Resource for developing an action plan throughout the workshop

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Create strategies for building resilience in students

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Create strategies for building resilience in students

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This is the focus area at my school, from the most time to the least time.

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Defined guidelines for interacting with the host (asking questions, using the chat, etc.)

Time for discussions with other participants

Visually appealing and engaging presentations.

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Meaningful activities
Practical strategies
Good time-management

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Collaboration. Example cases to share and learn.

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What is the vocabulary we should be using with our students if we want them to develop in key areas of ATL? 

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What is the vocabulary we should be using with our students if we want them to develop in key areas of ATL? 

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Following my viewing of the video, I've compiled a list of my key takeaways:

Ability to recognize and link your emotions to your actions.
Behavioural strategies: Reflective action
Diversity Acceptance
Relationships are critical for dealing with conflict and obstacles.
Considering the ramifications of certain behaviours and activities.
True life skills are being instilled in students, such as problem-solving and resilience.

How do teachers develop SEL in the Early Years with EAL learners? What games can we play to help learners aged 3 to 6 years old?

Analogy: The process of acquiring self-awareness, self-control, and interpersonal skills that are necessary for school, work, and life success is known as social-emotional learning (SEL). Strong social-emotional abilities enable people to manage better with daily problems and gain academically, professionally, and socially.

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--Social-emotional skills are as important as the academic which is now realized by more and more educators and parents. We can see some children lack of the self-management and relationship skills. Kindergarten is like a small society. It's their first time to adapt to this environment and make friends all by themselves. They may face a lot of challenges so it is necessary for teachers to share some useful suggestions and support them when they lose confidence especially in kindergarten. I think the children who know social-emotional skills can study happier in the future so foundation is their important period to build up.
--When I was a student, I didn't have social and emotional learning. All the skills are gained with experiences. Now as an educator, I want to help students build some mental constructions so when they meet problems it can be easier to solve.
--Nowadays especially in China,  there are more cases that people sick with depression try to end their lives. Some students cannot deal with their emotions when they fail in the test. They fight with teachers and parents. So if they have social-emotional skills, they can be the real risk-takers and inquirers.
--Can you introduce some series of books suitable for early year? Can you share some interesting games that we can play with children in the class?
-- As a homeroom teacher, if we want to manage the class better, it is necessary to study SEL. It can help us build a classroom full of love and energy.

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The impact of physical and mental wellbeing on learning.
The importance of empathy in any type of relationships and empathy-related reflections.
Students' understanding of their impact in the world. By seeing the impact of their actions, people become more self-reflective and aware.

How can SEL leave the classroom and become a part of the school culture?
How can students understand their impact in the world?

Promoting student emotional agency at in school life, will allow students to mature and blossom into more empathetic human beings and prepare them for professional life and life in general with self-awareness. In a world where building healthy relationships is becoming increasingly complex and difficult, these tools will facilitate happier lives.

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Lasting thoughts: Social skills are AS IMPORTANT as academic skills! I really connected to self awareness as I feel that this really needs to come first before looking at other key areas- especially with our youngest learners. We need to break down these key areas and provide a lot of modelling, repetition and opportunity for children to identify how they are feeling.
Also the impact of SEL on mental wellbeing.
2 questions: I would be interested to hear about some more self management suggestions for very young children. (We use second steps but the many children aren't so keen on this strategy (hands on tummy breathing etc). We also have those days where children find it hard to regulate not over a particular event or disappointment- but spread over a much longer time period.
1 analogy/metaphor: SEL is like a stone dropping in water- it ripples through all that a child does.

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It would be much more saddening to imagine a student not having those 5 life skills developed than to have students graduating from an educational program without knowing some specific subject content.

Promoting SEL extensively in our schools could potentially bridge gaps that some/many students have in their personal, social and academic life.

How can schools promote/embed a more thorough and structured process for students to develop self awareness, self management, social awareness, relationship and decision making skills?

Should the various aspects of SEL be developed by implicit or explicit learning?

As child, SEL is one of the very first process an individual comes in contact with and will continue to develop and use, with greater complexity during their whole life.

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Social-emotional skills cannot just take place after school hours; they need to be embedded throughout the school day. As a PE teacher, a significant amount of my teacher training focused on the importance of developing a balanced student. We cannot teach students to be healthy without also taking into consideration their social and emotional well-being. My first teaching community emphasized PE as the only place where students explicitly worked on developing social-emotional skills.

My two questions are:
Is the 11% improvement in academic performance for all students? Or was that from a specific age group?

I think most teachers would say they are delivering components of SEL in their classrooms. What are some suggestions that can encourage teachers to self-reflect on the scope of their current SEL practices?

Social-emotional skills are the foundation of how individuals connect with their community. As we grow and develop our communities change, but the foundations of self-awareness, self-management, social awareness, relationships, and decision making will always be there. We can think of it as a car mechanic. As cars change, the basics of how a car works remain relatively constant, but systems and tools are upgraded.

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Use this doc or jot down below phrases or images that come to mind when you consider mindfulness

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Use this doc or jot down below phrases or images that come to mind when you consider mindfulness

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SESSION 2: Resource for developing an action plan throughout the workshop

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SESSION 2: Resource for developing an action plan throughout the workshop

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Share an example of something you tend to say to yourself or to your students that might strengthen a fixed mindset. How might you change/reframe/rephrase that to foster a growth mindset?

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I had a great night's sleep but my back is making me annoyed. Feeling calm as my daughter seems to be managing her friendships better these last few days

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Today I'm feeling overwhelmed with balancing work, grad school, and my own time. Also, I decided to tune in today from home and I'm hoping my internet cooperates!!!

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Feeling a bit stressed with many things on the to do list and it keeps growing. This coffee will help though. Feeling excited that the weekend is here.

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Today I actually feel much calmer, after weeks of feeling overwhelmed, but now I seem to have found some balance, for today at least!

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Today I actually feel much calmer, after weeks of feeling overwhelmed, but now I seem to have found some balance, for today at least!

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Wondering if I should have another coffee (5pm here)
Feeling really optimistic with this SEL course and in general!

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We're often thinking about managing the outer world, but we also need to manage out inner word - cognitive control

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We're often thinking about managing the outer world, but we also need to manage out inner word - cognitive control