Fostering Positive Peer Relationships

Breakfast with the Principals Dr. Arouty and Mrs. Flanagan

November 2015

“Everything the teacher does as well as the manner in which he

does it incites the child to respond in some way or another and each response tends to set the child’s attitude in some way

or another.” John Dewey

What is Social Emotional Learning?

Social and emotional learning is the process through which people learn to recognize and manage emotions, care about others, make responsible decisions, develop positive relationships and handle challenging situations effectively.

Social and emotional learning is a framework for school improvement that focuses both on teaching social and emotional skills and creating and maintaining a safe, caring learning environment.

Why SEL is important to teach... Social and emotional factors are integral, rather than

incidental to learning Children with highly developed social skills perform better

academically than peers who lack these skills Social and emotional skills create higher achievement The basic unit of human memory is information in context

connected to feelings. This means that how someone learns is as important as what someone learns.

Five Competencies for Social Emotional Learning

Self-awareness

Self-management

Social awareness

Relationship skills

Responsible decision making

Two Main Ingredients Positive School

Environment

Safe and supportive environment

Challenging curriculum High expectations Respectful, caring

relationships

Social and Emotional Skills Training

Self- Awareness Self-management Social awareness Relationship skills Responsible decision-making

Student Outcomes

Academic Success Positive Relationships

Good Health

Engaged Citizens

Infusing SEL Through Literature

Use literature to build community and establish relationship skills, build empathy, redirect leadership skills in positive channels.

Community: We have so much in common Differences: We are all different yet it doesn’t make us better or worse Thinking, Feeling, Acting: Behaviors and actions toward others are a

reflection of our beliefs and feelings, thoughts and values When others are not thoughtful, caring and kind: Look at the actions of

characters who are unkind and consider alternative behaviors and choices

Getting focused for action: We have a responsibility to take action when we know there is wrong doing

School Wide Programs

Peaceful School Bus Book of the Month Character Education Committee Bullying Awareness and Intervention Month Second Step

Support Systems in Unstructured Environments

Unstructured Environments – Lunchroom – Playground – Bus

Support Systems – Lunch Monitors – Recreational Specialist – Psychologist

My Role and How You Can Apply These Strategies at Home

Direct intervention in unstructured settings – Problem Solving – Conflict Resolution – Facilitate peer interactions between students

At Home Situations – Playdates – Birthday Parties – Sleepovers – Sibling Interactions

Strategies Empathy

– How would you feel if..? – What do you think this student is feeling?

Assertive Communication – Identifying emotions (self awareness) – Expressing feelings to others respectively using “I statements”

Reflective and Active Listening Tolerance and Acceptance Self Esteem/Self Awareness and Confidence Coping Skills for difficult moments/situations Modeling

Situations and Scenarios Two friends with differing opinions argue at recess

– Tolerance and Acceptance – Meaning of a friend

Group of three girls- Feeling left out and misunderstood/ Two friends fighting because of a misunderstanding – Assertive Communication – Empathy – Reflective and Active Listening – Coping Skills

A child was sitting alone on a bench at recess – Self Esteem – Initiating social interaction – Joining a group

Questions and Comments