Supporting Student Emotional Needs

Supporting Student Social and Emotional Needs in the Classroom

Disclosure Policy

We all know that children depend on adults in their lives to provide what they need to be successful in life. Their success in education, emotional strength, social interaction, and behavioral performance are all important areas where they need continuous guidance and support. When students receive support in all of these areas, they are more likely to reach their academic goals. In recent years, we have seen an increased need for teachers to provide much-needed support in social-emotional learning (SEL).  

Social-emotional learning is a vital part of teaching and learning. It should be embedded in all aspects of the teaching and learning process. Teachers should prepare the classroom to teach social skills and include emotional intelligence strategies. Keeping abreast of the latest developments in SEL and how to make sure that it is a part of the instructional program will ensure that all students are properly supported. 

One resource that can provide updated information is the book by Nancy Frey, All Learning is Social Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond. In addition, the classroom environment should be structured to support students and activities for SEL instruction and practice should be provided throughout the school day. The following are steps for providing an environment that is conducive to student social-emotional support. 

1. Set up check-in and check-out stations where students will answer a question about their feelings and experiences during the past 24 hours.

There are several ways this can be done. Self-assessment rating scales can be used to help students become aware of their feelings or attitudes each morning. They can place themselves on a scale of 1 to 10. Their placement can then be used for a quick written response about the reasons why they rated themselves at the number they chose. Volunteers can then share with the class. Another way to do a check-in is to use a 

Venn Diagram tool with small sticky notes. Each student is provided with one sticky note and instructed to answer based on the choices on the Venn-Diagram.

                     

In addition, the teacher can use the Venn-Diagram response as a prompt with a check-in form for students to write a short response about their post. Volunteers can share responses before class begins.

Additional check-in ideas can be researched with the use of a search engine on the internet or found on the Teachers Pay Teachers website.

The following are some topics that may be included in a list to use during SEL instruction and discussion:

• What words describe some feelings that you have had today?
• What are some things that motivate you?
• Tell about one thing that makes you happy.
• Describe the characteristics of a good friend.
• Name something that makes you worry.

2. Teach social-emotional strategies and provide opportunities for students to share based on written responses to quick-write prompts or share and practice after social competence lesson discussions. 

Teachers need to teach social and emotional competence explicitly. It cannot be assumed that students will know what is socially acceptable or allowed in class. It is essential to provide opportunities for learning and practice in social skills and emotional competence. This ensures lasting effects. The books, Emotional Intelligence for Kids by Samantha Wiggins and Coping Skills for Kids Workbook are good resources to use for gathering information on emotional competence. The Whole Brain Child is another good resource. Teachers can also read stories that teach social skills and how to show kindness toward each other. Explicit instruction in these areas is the best way to ensure they become habits.

Structured morning meetings and afternoon meetings as well if necessary, will ensure that all students in your class are aware of what is expected for social interactions. They should have the opportunity to discuss scenarios, learn strategies for getting through tough interactions, and give suggestions to each other based on their prior experiences and how they handled things. The Morning Meeting Book by Roxann Kriete and Carol Davis is a great resource for setting up a routine of class meetings that will ensure a strong social-emotional support routine. The methods outlined in this book can be tweaked to meet the specific needs of any class. For more resources such as posters, anchor charts, and printables teachers can search the internet for resources and activity products such as those available on the Teachers Pay Teachers website.

3. Use "teacher language" when addressing students. Choose statements and phrases that clearly state what you want them to do and how they should interact with each other. This is also modeling for the way they should communicate with others.

Students need clarity about what is expected in all of their classroom and school experiences. Teachers need to have 'go to' statements and short phrases that guide students, are stated in a positive manner and promote cooperation. Resistance arises when we state directives negatively, use sarcasm or show an attitude of limited expectation. When statements are not planned in advance, unfavorable statements may be inadvertently uttered. Here are some examples of effective and ineffective statements:

1. "Please sit down" instead of "Why are you out of your seat?"
2. "Please make a decision" instead of "I'll call your parent if..."
3. "Make a good choice" instead of "That's a terrible thing to do."
4. "Walk to line up" or "walk to your seats" instead of "No running."

There are a few books that can be used to practice the art of speaking to your students in a way that brings about desired results. Two of them are "Teacher Talk" and "What we Say and how we Say It Matters". The words that teachers use are very important for causing positive change in student behavior because they make a lasting impact on students' way of thinking. Clearly stated directions and expectations also ensure that students will most likely understand, know what to expect and follow through.

In addition to using specific, supportive language when addressing students, teachers need to teach students the supportive language that you expect them to use. They should also set limits to the words and phrases that students are allowed to use toward each other and staff. Students need to be guided and reminded often of the allowed and unacceptable comments and verbal interactions. Non-verbal communication such as attitude and gestures are included in these expectations. This is as important as teaching classroom routines and rules. One book that may help during the teaching and modeling stages is entitled "What if Everybody Said That" by Ellen Javernick. A search on Amazon.com can lead to other books on the subject. Some examples of acceptable and unacceptable verbal interactions to be taught are:

1. Instead of "Move." say, "Excuse me."
2. Instead of "Give me___." say, "May I have___." or "Please give me___."
3. "Excuse me." to interject when others are having a conversation.
4. Walk away and breath in and out instead of saying negative words when upset.
5. "Let's take turns." instead of "It's my turn."

4. Provide a classroom structure that is conducive of social interactions. Provide opportunities in which collaboration and communication are necessary. Plan learning games, competitions, and paired jobs so that students will have to work together.

The classroom should be set up to promote independent and consistent positive social interconnectedness. For example, the teacher can set up the previously mentioned check-in/out station near the classroom entrance, have a cool-down area with bean bags, calming activities, and books. There should also be a place for peer mediation. In addition, student desks or work areas should be set up for group and partner activities. The schedule should include short times for brain breaks and class meeting times should be built in.

• Establish flexible group norms and include group member roles.
• Play games and have group competitions
• Provide opportunities for discussions and lead positive communication
• Teach specific listening and collaboration skills
• Provide inquiry-based learning activities to solve real-world problems
• consistently use whole group and small group learning strategies

With proper research about SEL on websites like CASEL, teachers and other school personnel will find an abundance of resources that will support schoolwide or classwide social-emotional support programs. Stay tuned for my online course.

Lois Beckford

This Influencer Disclosure Policy is valid as of June 8, 2019. This policy covers the below social channels owned and managed by Lois Beckford:

• Blog: https://selbeckford.blogspot.com

Blogger strives to abide by the FTC Guidelines for online influencers. I believe in honesty of relationship, opinion, and identity. The compensation that I receive from marketers may influence our content, topics or posts made to our social channels. That content, advertising space or post will be clearly identified as paid or sponsored content in accordance with the FTC Guidelines.

I am compensated to provide links to products. Even though I receive compensation for my links to products, I always associate my posting to, relevant and helpful products connected to the topic. The views and opinions expressed through this channel are purely my own. Any product claim, statistic, quote or other representation about a product or service should be verified with the manufacturer, provider or party in question.

I would like to disclose the following existing relationships. These are companies, organizations or individuals that may have a significant impact on the content of this blog.

I have a financial interest in:

www.amazon.com

To get your own policy, go to http://www.disclosurepolicy.org