Foundations Professional Development Module: Promoting ...nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources… · Web viewThis classroom has a B-K certified ... a new vocabulary

Module 8: Promoting Emotional Literacy and Empathy

Pre-learning assignment:

1. Read Enhancing Emotional Vocabulary in Young Children, Gail Joseph and Phillip Strain, The Center on Social Emotional Foundations for Early Learning: http://csefel.vanderbilt.edu/modules/module2/handout6.pdf

This article is about teaching children to recognize emotions in themselves and others, label those feelings, and respond appropriately to their feelings and the feelings of others. The article discusses situations in a preschool classroom and how those situations can be used to enhance the children’s emotional vocabulary and empathy. Included in the article are activities to help children recognize feelings, a list of feeling words to help teachers expand children’s’ vocabulary, and some suggested books that target feelings.

Respond to the questions below:

How might you use information from this article to plan lessons around emotional literacy and developing empathy?

What is the “key concept” of this article? Describe the teacher’s role in helping children develop emotional literacy. How can the

teacher help parents support the development of emotional literacy in their children?

Be prepared to discuss the pre-learning activities with your colleagues at the upcoming face-to-face session on Emotional Literacy and Empathy

2. Review the Instructional Practices for Developing Emotional Literacy and Empathy Teachers/Staff Checklist. Self-assess: Where are you with each of the instructional practices? Do you implement each practice almost always? Occasionally? Not yet? Reflect on which practice(s) you wish to improve in the current or upcoming school year.

3. Select an instructional practice from the self-assessment that you implement ‘almost always.’ Describe, in writing, a strategy you use to implement the practice. Be prepared to share the strategy in the face-to-face session.

Effective Teacher Practices for Providing Targeted Social Emotional SupportsNC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2014

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30 minute review of pre-learning assignment:

1. Select one instructional practice that you rated yourself ‘almost always’ and share with the group.

2. Select one instructional practice that you rated yourself ‘occasionally’ and share with the group a new strategy that will help you become more cognizant about implementing that instructional strategy.

3. Share the key idea you gained from the article


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Effective Teacher Practices for Providing Targeted Social Emotional Supports: Promoting Emotional Literacy and Empathy

90 Minute Face to Face Session

Contact hours: 2 contact hours (90 minute session plus 30 minute pre-learning activity review)

Trainer Handouts Article for pre learning activity, “Enhancing Emotional Vocabulary in Young Children” Instructional Practices to Build Emotional Literacy and Empathy iPoints for Teachers for Building Emotional Literacy and Empathy iPoints for Administrators for Building Emotional Literacy and Empathy NC Professional Teacher Standards – at this link:

http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/TeachingStandards-POSTER.pdf NC Foundations for Early Learning and Development – at this link:

http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf

Slide 1: Introduction to Modules

This is the first session in a series of modules that addresses the second level of the pyramid. It is the “main course” – the “meat” of the training. Over the next several sessions, we will discuss ways to intentionally teach social-emotional skills related to identifying and expressing emotions, recognizing and responding to emotions of others, and understanding feelings. While all children benefit from these types of strategies, children from families with multiple risk factors benefit most of all from these strategies.

Slide 2: Welcome to today’s session on “Promoting Emotional Literacy and Empathy”.

Emotional Literacy includes: the ability to read facial expressions, non-verbal cues, language and body cues in one’s self and others, the ability to interpret these cues as to the cause and intent of the action, and being able to determine one’s own emotional reaction to these cues in themselves and others. Emotional literacy includes being able to generate solutions based on the emotional cues of others, being able to make a decision and act on the decision in regards to how it affects their own emotions and the emotions and actions of others.

Slide 3: Pre-learning Activity on article Read Enhancing Emotional Vocabulary in Young Children, Gail Joseph and Phillip Strain, The Center on Social Emotional Foundations for Early Learning: http://csefel.vanderbilt.edu/modules/module2/handout6.pdf

This article is about teaching children to recognize emotions in themselves and others, label those feelings, and respond appropriately to their feelings and the feelings of others. The article discusses situations in a preschool classroom and how those situations can be used to enhance the children’s emotional vocabulary and empathy. Included in the article are activities to help children recognize feelings, a list of feeling words to help teachers expand children’s’ vocabulary, and some suggested books that target feelings.

Respond to the questions below:


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http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/NC%20Foundations%202013.pdf

http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/TeachingStandards-POSTER.pdf


How might you use information from this article to plan lessons around emotional literacy and developing empathy?

What is the “key concept” of this article? Describe the teacher’s role in helping children develop emotional literacy. How can the teacher help

parents support the development of emotional literacy in their children?

Slide 4: Objectives

Participants will: Understand and effectively implement instructional practices that help children build emotional

literacy and empathy Understand the importance of involving families in practices that help children build emotional

literacy and empathy

Slide 5: Objectives continued Participants will:

Understand the importance of using data to support children in developing emotional literacy and empathy

Understand how to articulate the relationship between targeted instructional practices, NC Foundations for Early Learning and Development, and the NC Professional Teaching Standards

With this session we hope to help you understand the importance of helping children build emotional literacy and empathy skills, with their families, and with all teaching staff in your classroom and school. We’ll focus on instructional practices that help children recognize and appropriately respond to their feelings and actions and the feelings and actions of others

Slide 6: SEFEL Pyramid Overview

Remember that the first tier of the Social-Emotional Foundations for Early Learning (SEFEL) Pyramid Model addresses Nurturing and Supportive Environments and Responsive Relationships. Tier I strategies help you ensure a healthy social-emotional environment for all children. High quality supportive environments promote positive outcomes for all children. The second tier of the pyramid promotes targeted social emotional supports for individual children or groups of children that need an intentional approach in order to learn social skills. This session will focus on Tier II concepts and strategies. Tier III is intensive intervention for those children who are still exhibiting challenging behaviors after all supports at Tier I and II are in place on a consistent basis. These children will need intensive intervention strategies and documentation of behavior in order to make a plan for intervention and support for the child and the teacher.

Tier II deals with Emotional Literacy and Empathy, Friendships, and Feelings. When children cannot read emotional cues or display empathy for others in the classroom, they have difficulty interacting with others, forming relationships, and making and maintaining friends.

Slide 7: Activity-Movement-the same feelings can look different on different people’s faces. (10 min)


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Let’s start by thinking about feelings. What are your feelings today? Suppose different feelings could be thought of as different colors. What color are you today and why?

[If needed, provide an example: I’m pink because I’m happy.]

You’ll see that there are posters of different colors up in the room. Go to the color you feel today. When everyone has found a group, begin telling one another why you chose that color.

[Trainer tip: the purpose of this activity is to show that the same emotion may look different on different people.]

Give participants adequate time to move around the room and talk. After about 10 minutes, get the groups’ attention. Go to each group and ask a spokesperson to describe the feelings they associated with each of the colors. Wrap up by summarizing ‘themes’ associated with the colors, such as intensity. Prompt as needed to talk about whether feelings have different colors according to intensity of the feeling (example: irritated is a muted orange, frustrated is neon orange)?How might you use this activity with children?

[Prompt as needed to talk about adding music and movement to the activity with children.]Slide 8: What is emotional literacy?

Emotional literacy is the ability to recognize, understand, and appropriately express emotions. We typically think of literacy as the ability to read and write. Emotional literacy is being able to perceive (read) and communicate (write) emotions. It is the alphabet, grammar, and vocabulary of our emotional lives. It is the way we respond to life using a variety of emotions…anger, fear, loneliness, etc. Emotions influence our actions and our thoughts and have a critical impact on our relationships.

Slide 9: Why is emotional literacy important?

Research from a survey, “Public School Parents and The Promise of Public Education’, conducted by Hart Research Associates in 2013 with parents of children enrolled in public schools indicated that parents wanted schools to do four things to help their children prepare to succeed in college and their careers. The results of the survey indicated the top four things parents wanted from their child’s school. Sixty-eight percent of parents wanted the schools to improve their child’s knowledge and critical thinking abilities. Eighty percent of the parents wanted the schools to provide their child with a safe learning environment. Sixty-one percent of parents surveyed indicated that they wanted the schools to educate their children about their rights and responsibilities as citizens of a democracy. Fifty-four percent of parents wanted the schools to address their child’s social, emotional, and health needs. (Hart Research Associates, 2013)

We also know that children who don’t learn to use emotional language have a hard time labeling their own feelings and the feelings of others. Misreading the emotions of others can result in inappropriate actions that can then lead to challenging behavior or social isolation. An example of misreading emotions could be if someone’s face is red, another person might see that as the person being hot and offer them a cool drink. But maybe their face is red because they are embarrassed about something. If a child always looks sad or lonely, other children may take his/her emotions to mean they do not want to play.


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Slide 10: Activity on Typical Development for Emotional Literacy and EmpathyLet’s review typical development of emotional literacy and empathy skills in children.

In your handouts you have a worksheet entitled “Typical Development for Emotional Literacy and Empathy”. Each box contains a description of a child’s emotional development. Ask participants to cut the sections apart for each description and put the cut the sections into the four pieces. Now ask them to rearrange the sections in order according to the following age categories: Two month old, Toddler, 3-4 year old, 5-6 year old. Ask a volunteer to share their developmental sequence.

[Have the ages written on chart paper or a slide for reference. The answer key is in the handout section of this module]

Slide 11: Instructional practices checklist

In your handouts you have a checklist of instructional practices (Attachment B) for building emotional literacy and empathy with children, staff, and families. We’ve adapted the checklists from CSEFEL and the University of Iowa. The checklist items are part of the Teaching Pyramid Observation Tool (TPOT) – with which you may be familiar if you are familiar with CSEFEL. CSEFEL conducted extensive research and found these are practices have proven to be effective for helping children learn emotional and social skills. In other words, they are evidence-based practices. Research supports their effectiveness.

You’ll see a checklist for Instructional Practices Observed in Teaching Practices for Promoting Emotional Literacy and Empathy with items intended for use by teachers and other instructional staff as a self-assessment. You have another handout, Instruction Practices Observed in Teaching Practices for Promoting Emotional Literacy and Empathy for Administrators, with the same items intended for use by an observer. The observer might be a coach or mentor, a peer, supervisor, or evaluator.

Slide 12: Video- Teaching Emotional Literacy and Empathy Video 1 - Amy –Cabarrus County in large group setting This classroom has a B-K certified teacher and 2 f (Hart Research Associates, 2013) ull time teacher assistants. There are a total of 16 students in the classroom; which includes 6 EC children (1 Autistic student, and 5 developmentally delayed students), No Title I students, 3 NC Pre K students and 10 private pay students.

Now let’s watch Amy using a puppet, Murray, during a group activity to introduce a new vocabulary word around an emotion, “worried.” Watch how she introduces the new vocabulary word.

As you are watching the video – see if you can identify strategies from the Instructional Practices checklist.

[Show video.]

Which instructional practices did you observe?

[Trainer notes: some examples are listed below, the participants may include others:


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IP-1 The teacher will use naturally occurring opportunities across the day to teach emotional literacy and empathy skills.IP-2 The teacher will use a variety of materials (books, puppets, games etc.) in group settings (both large and small) to teach emotional literacy and empathy skills.IP-3 The teacher will use and model expected behaviors while describing the behavior.IP-5 The teacher will include instruction in recognizing feelings in self and others in her daily lesson plan using a variety of materials (books, puppets, games etc.)IP-6 The teacher will discuss emotions in the classroom including using increasing complex vocabulary ..Such as mad, angry, frustrated, etc. (Teacher discussed worried)]

What strategies did you observe that were evidences of each of the instructional practices on the checklists?

[Prompt as needed to include: Modeling with the teacher assistant Using a situation that was familiar to the children Giving clues to look at the face, “how can you tell he is worried?” Allowing children and teacher assistant to develop solutions to the problem.]

Let’s take a few minutes at your tables to discuss what additional strategies the teacher could have added to her interactions with children in this scenario to maximize the opportunity for recognizing and responding to emotions in self and others. What might be the next step (strategies) to further the children’s understanding of “worried”? We’ll come back together in a few minutes to talk about it as a large group.

[Write these two questions on a flip chart paper or put them on a slide. Encourage small groups to talk together. Give adequate wait time.]

Let’s come back together. What other strategies did this table come up with? What are next steps? Are these instructional practices that are represented on the checklist?

[Allow participants to respond table by table. If you are watching the time, just pick a few tables. Prompt if necessary to look at the Instructional Practices Checklist and identify the strategies that support those practices.]

Slide 13: Teaching Standards

Teaching standards can be found at:http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/TeachingStandards-POSTER.pdf ]

Now refer to the handout on teaching standards and put yourself in the shoes of the principal who is observing Amy’s classroom for evaluation purposes. Which teaching standard/s did the teacher demonstrate during the interactions you observed?

[Encourage small groups to talk among them. Give adequate wait time.]

What teaching standard did you observe? How was the teaching standard demonstrated?


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http://nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources/TeachingStandards-POSTER.pdf


Standard 3: Teachers know the content they teach Teachers align instruction with the NC Standard Course of Study Teachers make instruction relevant to their students

Standard 4: Teachers Facilitate Learning for their students Teachers know the ways that learning takes place, and they know the appropriate levels of

intellectual, physical, social, and emotional development of their students. Teachers plan instruction appropriate for their students Teachers use a variety of instructional methods

Why is it important to be able to articulate the teaching standard the teacher is demonstrating?

[Prompt as needed to talk about our own roles in educating others about preschool instruction.]

We have talked about the intentional instructional practices Amy used for building emotional literacy and empathy skills in the video clip. We have seen how these practices can be embedded into the regular routine of the day. Now, let’s re-focus our attention to the children’s behaviors in relation to development of these skills in children developing according to age expectations.

Slide 14: Picture of Foundations

Refer to your Foundations document for Emotional and Social Development pages 51-64. Look at the goals for Learning about Feelings, page 61.

[Offer to show the video again. If participants say they can identify the children’s goals from watching the scenario the first time, proceed with the activity. If participants have difficulty, go ahead and show the video again.]

What goals did you see children working toward?

[Prompt as needed to talk about:Emotional and Social Development….page 61

ESD-6q Use a larger vocabulary for talking about different feelings. Page 61 ESD-6r Give reasons for their feelings that may include thoughts and beliefs as well as

outside events (“I’m happy because I wanted to win and I did.”). ESD-6m Use a variety of words or signs to express and manage feelings more clearly.]

Slide 15: iPoints

iPoints are ‘Instructional Practices Observed in Teaching Standards.’ Remove the set in your handouts (Attachment C). Refer to the instructional practices that we’ve discussed thus far in this session. This document correlates the instructional practice with the early learning standard (Foundations) and the NC teaching standards. Take a few moments to review this document. Discuss how this document will be a useful resource tool for teachers.

[Refer to: iPoints for Administrators/Coaches/Mentors]


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Slide 16: Crosswalk showing relationship between emotional-social early learning and development standards and the NC Essential Standards for Kindergarten

You have in your handouts a set of crosswalk documents that shows how the early learning and development standards align with the NC Standard Course of Study (NC essential standards and the common core). The crosswalk is meant to show, ‘when we help children work toward this early learning standard, it is preparing them to work toward this Kindergarten standard”. Our early learning and development standards prepare children to recognize emotions in themselves and others and to react and respond appropriately to their emotions and to the emotions of others. The iPoints document can be used as a reference for connecting the instructional practices, early learning and development standards, and the NC Professional Teaching Standards. The crosswalks can be used to find connections between our early learning standards and kindergarten standards.

[Divide the group by the following areas: NCES K-2 Arts Education-pg. 2-3 of crosswalk document CCSS English Language Arts-pg. 2 of crosswalk document NCES Social Studies K-2-pg. 3 and 6 of crosswalk document CCSS kindergarten ELA Speaking and Listening-pg. 10-13 of crosswalk document

Assign each group to take the Crosswalk document and locate the kindergarten standard that aligns with the Emotional and Social Development standards below that were evident in the video clip. ESD-6q Use a larger vocabulary for talking about different feelings ESDE-6r Give reasons for their feelings that may include thoughts and beliefs as well as outside

events (I’m happy because I wanted to win and I did”) ESD-6m Use a variety of words and signs to express and manage feelings more clearly.]

[Allow time for each group to discuss crosswalk and then ask groups to share back with large group.]

[Trainer note: After the discussion you can refer participants to the example of a “Crosswalk of the Early Learning and Development Standards with the NC Standard Course of Study for Kindergarten” for the video you viewed. This is intended to show that some of the preschool standards support many areas of Kindergarten skills. ]Slide 17: Crosswalk of Kindergarten to High SchoolSlide18: Crosswalk of Kindergarten to High SchoolSlide 19: Crosswalk of Kindergarten to High School

Slide 20: Activity- Recognizing feelings in others is an important part of Emotional Literacy

Recognizing feelings in others are addressed by the NC Foundations of Early Learning and Development under the domain of Emotional Social Development: Goal ESD-7: Children recognize and respond to the needs and feelings of others page 62.

[Distribute cards of children’s faces showing different emotions. Each participant has one card. Make sure to keep them face down.]

Now let’s look at how we can help children recognize feelings in themselves and others. Here’s an activity that you can do with children in your class as a small or large group activity.


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Each person has a card with a picture of a child showing an emotion. Take a look at your card without showing your neighbor. What word do you think best describes that emotion?

[Give participants a moment to study the picture and think of a word.]Now find a partner.Working with a partner each of you will model the emotion you see on your picture. Take turns.

[Trainer tip: there is no right or wrong answer. The purpose of this activity is that people display the same emotions differently and it is difficult to tell what someone is feeling based on facial responses out of context of a situation.]

[Allow time for each partner to have a turn modeling and labeling the emotion.]Now let’s come back together. Was it hard to read the facial expression out of context? What would have helped you know the emotion the other person was feeling?

Do emotions sometimes look the same for different emotions? Can tears be a sign of happiness as well as sadness?How can we help children read these clues?

[Allow participants to comment before moving on.]

Slide 21: Strategies for teaching emotional literacy and empathy

Indirect teaching of emotional literacy and empathy comes through modeling and demonstrating appropriate ways to express feelings through center activities and informal unanticipated moments throughout the day. An example of indirect teaching would be when a teacher provides emotion labels – “you’re happy” or “you’re frustrated” – as children experience various affective states.

Discussion: What instructional practices support indirect teaching of emotional literacy and empathy skills?

[Prompt as needed using the instructional practices below]

Instructional Practice 3: Teacher models expected behaviors while describing the behavior

Instructional Practice 4: Teacher comments positively and descriptively when children are expressing their emotions addresses using indirect teaching situations to build emotional literacy and empathy.

Instructional Practice 6: The teacher discusses emotions in the classroom including using increasing complex vocabulary…such as mad, angry, frustrated etc.

Instructional Practice 7: Teacher encourages and allows the children to appropriately express a range of emotions in the class (It is ok to be angry but not ok to hit)

Instructional Practice 8: Teacher uses and models alternative strategies when communicating with children who are nonverbal, language delayed or dual language learners (DLL) and assists other children in implementing these strategies for successful peer relationships


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Direct instruction

Direct teaching involves planning specific activities/opportunities for children to increase their emotional vocabulary as well as to start to discriminate what different facial expressions/emotions might look like. It could be showing a child pictures and labeling the emotions.

Example: “See this child? She looks sad. I can tell she looks sad because she is covering her eyes and is frowning.”

Context, or situational cues, can give us more insight into the way someone is feeling – additionally having a strong relationship with families, coworkers and children can give us the additional context we need to accurately interpret emotional cues. Some crying might be interpreted as being sad or but they may be crying because they were cutting onions.

[Distribute any materials they may need (such as feelings dice, charades cards, etc.) to try the strategies.]

Find your handout titled, ‘Learning Strategies Handout.’ At your tables let’s review and try out some of these strategies. These strategies may be considered direct instruction.

[Allow participants time to experiment with materials and the strategies on the handout.]

Now let’s come back together. Have you used any of these strategies? How have they worked? Do you have other strategies that you’ve used successfully for the purpose of teaching emotional literacy or empathy? What strategies were new for you? What are you excited about trying in your classroom?

[Ask questions one at a time. Allow a few participants to respond before going on. If participants are reluctant to respond, call on someone]

Discussion: Which instructional practices might be addressed when the teacher is using direct instruction to address an emotional literacy or empathy skill?

[Prompt as needed using the practices below]Instructional Practice 1: The teacher uses a variety of materials (books, puppets, games, etc.) in naturally occurring opportunities across the day to teach emotional literacy and empathy skills

Instructional Practice 2: The teacher uses group settings (both small and large) to teach emotional literacy and empathy skills

Instructional Practice 5: The teacher includes instruction (using a variety of materials (books, puppets, games etc.) in recognizing feelings in self and others in the daily lesson plan

Instructional Practice 6: The teacher discusses emotions in the classroom including using increasing complex vocabulary…such as mad, angry, frustrated etc.

Slide 22: Make-it/Takei-it Feelings Check-in


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Feeling Faces Make and TakeEach person may choose to make either a chart or a ring

Feeling Faces Sign-In Chart:● Supplies: Feeling faces, 3 pages, laminated; Poster paper, 6” wide by 36 “ long; scissors; glue;

clothespins: one per child ● Cut out feeling faces and glue along the strip to make a horizontal chart of feeling faces● Put a child’s name and/or photo on a clothespin● During the morning, each child chooses how he feels and puts clothespin on that feeling face,

with teacher assistance

Feeling Faces Ring:● Supplies: Small feeling faces, laminated; Book ring or wristlet; scissors; hole punch● Cut apart feeling faces into individual squares with one feeling face per square● Punch a hole in the corner of each square, and add to the ring or wristlet

Slide 23: Break

Slide 24: Mini Plan Indirect/direct

This is a sample mini plan which the teacher can use to identify indirect or direct strategies they could use in the classroom to teach about emotions is included in your handouts. The mini plan could be used to help the teacher think about the classroom schedule and routines and when the skills around emotions might be addressed, helping the teacher becomes intentional in incorporating the skills in the classroom. The teacher could identify challenges to teaching the emotion and possible solutions to those challenges.

Slide 25: Teaching empathy-reading facial and body cues

Social psychologists believe that although children are born with a capacity for empathy, they can also learn to become empathic. Empathic responses should be natural, spontaneous, and sincere. When a child accidentally spills paint on a picture another child is painting, the teacher may want to say: “Tell him that you’re sorry.” If a child is forced to say he's "sorry" without understanding why or how it relates to the other child’s feelings, he isn't really exhibiting or learning empathic behavior. In fact, the insincerity of this process may teach him that others' feelings don't really matter. What should the teacher do instead? The teacher can use open –ended questions such as, "How do you think he/she is feeling? “How would you feel if that were your painting?” This dialogue, between a teacher and child, helps the child relate to how he might feel given the same situation.

Explain the importance of teaching young children feeling words that go beyond the basics (happy, sad, and mad). What instructional practice addresses this skill?


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[Refer to Instruction Practice 6: When the teacher discusses emotions in the classroom including using increasing complex vocabulary such as mad, angry, frustrated etc.]An increased vocabulary allows children to make finer discriminations between feelings and to better communicate with others about their feelings. What instructional practice addresses this skill?

[Refer to Instructional practice 6: When the teacher discusses emotions in the classroom including using increasing complex vocabulary such as mad, angry, frustrated etc.) [Instructional Practice 7: when the teacher encourages and allows the children to appropriately express a range of emotions in the classroom (It is ok to be angry, but not ok to hit)]

These skills help children to become better interpersonal communicators. What Early Learning Standards address helping students develop better interpersonal communication?

[Refer to ESD-6q use a larger vocabulary for talking about feelings, ESD-6r Give reasons for their feelings that may include thoughts and beliefs as well as outside events (I’m happy because I wanted to win and I did), ESD-6m use a variety of words or signs to express and manage feelings more clearly, ESD-6o express a range of emotions (happiness, sadness, fear, anger, disgust, tenderness, hostility, shame, guilt, satisfaction, and love) with their face, body, vocal sounds, and words.]

Slide 26: What is empathy? Teaching Emotional Literacy and Empathy Video 2

http://www.youtube.com/watch?v=9_1Rt1R4xbM-

This Sesame Street video shows Murray having a conversation with Mark Ruffalo around “empathy”. Mark is trying to help Murray understand the meaning of “empathy” by providing some examples.

In the video we saw examples of how to identify and understand empathy. Being able to identify and understand the feelings of others are addressed in the Foundations subdomain of Developing a Sense of Self with Others pages 56-58. Empathy depends on the ability to share the emotions of others—to “feel” what other people feel. Biologically, we are “primed” to feel what others feel.

Developing a sense of empathy is dependent on a pre-existing emotional vocabulary. For a child to begin to develop empathy, they must first have the words to describe emotions correctly. [Instructional Practice 6: discuss emotions in the classroom including using increasing complex vocabulary such as mad, angry, frustrated]

Without teaching children to correctly identify their own emotions, we cannot expect them to understand and react to the emotions of others. [Instructional Practice 7: encourage and allow children to appropriately express a wide range of emotions in the classroom (It is ok to be angry but not to hit)

Empathy also serves as a foundation for problem solving. [Instructional Practice 8: Teacher uses and models alternative strategies when communicating with children who are non-verbal, or dual language learners (DLL) and assists other children in implementing these strategies for successful peer relationships]A key component of problem solving is being able to see the situation from the view point of the others involved. Developing empathy will help children be more effective problem solvers. [ ESD-6s: Use problem solving strategies when feeling angry or frustrated.]


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But research also suggests that empathy involves several component skills: A sense of self-awareness and the ability to distinguish one’s own feelings from the feelings of

others. (Foundations : Developing a Sense of Self, page 52-53)

Taking another person’s perspective (or, alternatively, “putting oneself in another person’s shoes”). (Foundations: Developing a Sense of Self with Others, page 56-58)

Being able to regulate one’s own emotional responses (Foundations: Developing a Sense of Self with Others page 57)

Our sense of empathy is heavily influenced by experience. When you think of empathy, don’t think of it as something you have or don’t have. There are degrees of empathy, and, with practice everyone can develop stronger empathy.

Slide 27: When should we start teaching empathy? Teaching Emotional Literacy and Empathy video 3

Some research shows that even very young infants sense and react to the emotions of others.

In this video, watch as a 20-month old child responds to the distress of her 14-day old sister. In this clip, we will see a very young child recognize that her sister was feeling upset and she will attempt to provide her sister with some comfort – her favorite toy. This is definitely the beginning stages of empathy! So, when should we start teaching empathy? It’s never too early to start!

https://www.youtube.com/watch?v=lX6krHsZA_w

Slide 28: Now let’s see how the skill for the area of developing empathy relates to our North Carolina Foundations

Please turn to Foundations: Sense of Self page 52-53.

What domains would address the area of developing empathy?

[Trainer note: Allow time for participant responses. Prompt on the following if needed] ESD-1 Children demonstrate a positive sense of self-identity and self-awareness ESD-2 Children express positive feelings about themselves and confidence in what they can do

Slide 29: Distinguishing one’ own feelings from the feelings of others

‘The ability to distinguish one’s own feelings from the feelings of others’ is important to developing empathy for another person. This is the understanding that while watching someone else get hit with a baseball may cause you to wince, you are not physically injured yourself.

Example: When Tammy sees Jimmy hit his head on the slide and starts to cry. She understands that he feels pain and she does not feel the pain, so she has the ability to distinguish her own feelings from another person’s feelings.

Slide 30: Sense of self with others and empathy


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In order to distinguish one’s own feelings from the feelings of others the child must first develop a sense of self as referenced under Social Emotional Foundations in NC Early Learning Standards on pages 56-58. Empathy depends on the ability to share the emotions of others—to “feel” what other people feel.

When children are shown pictures of injured people, brain scans show the same areas of their brain lighting up as if they had felt the pain themselves! Additionally, the areas associated with perspective taking, social interaction, emotional self-control, and moral reasoning were also activated. This automatic response, termed “mirroring,” has also been documented in adults, as well as monkeys and other animals (Jackson et al 2006). We also need to overcome our own negative reactions to the display of another person’s pain or distress. Brain-imaging research seems to confirm this link between theory of mind and empathy. For instance, when people have been asked to evaluate the emotional facial expressions of others, they showed activation in the brain regions associated with theory of mind tasks (Schulte-Rüther et al 2007).

But, as noted above, empathy is really a package of abilities, and there is evidence that empathy and empathic concern can be shaped by experience. While we are biologically set-up to experience the feelings of others, developmentally, most young children believe that everyone feels and experiences the world in the same ways they do. This is called the “Theory of Mind.” Around the age of 4, children begin to realize that not everyone knows or feels the same things. For some children this skill has to be intentionally taught.

So, how do we teach children to distinguish their feelings from the feelings of others?

Kids are capable of being spontaneously helpful and sympathetic. But experimental studies have shown that kids become less likely to help others if they are given material rewards for doing so. (article on the negative impact of rewards: http://www.parentingscience.com/helpful-kids-and rewards.html).

Other research has shown that kids are more likely to develop an internal sense of right and wrong if they are raised with parents who talk to them about how wrong-doing affects other people—(inducing feelings of empathy) (Hoffman and Saltzein 1967). Emphasizing rational explanations and moral consequences, not arbitrary rules and heavy-handed punishments helps students develop a sense of right and wrong. Another article on using rewards and the effects of using tangible rewards can be found at this website link- http://www.parentingscience.com/helpful-kids-and-rewards.html

So how do we help children develop empathy?

Model empathy for children--and point out situations that call for empathy. For example, if you see someone being victimized (in real life, on TV, or in a book), talk with the children about how that person must feel (Pizarro and Salovey 2002). Talk about your feelings for others and how you share their joys, sorrows, pain, or delights.

Tell children when you are excited for them or when you feel sorry when they are unhappy.

Keep in mind: Research has shown children exposed to high levels of negative emotions in their homes react differently physiologically than children exposed to lower levels (Liew et al 2003) – this means that kids exposed repeated to high levels of negative/uncomfortable emotions (though violent video games or stressful family situations) are less sensitive to the feelings of others – making it more challenging to


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http://www.parentingscience.com/helpful-kids-and-rewards.html


teach them to be empathetic. However, teaching these skills to kids at a young age is the best time to positively impact their ability to learn this LIFE skill.

Teachers can do “alike” and “different” activities to show how we are all alike in some things and different in others, and that is what makes us special.

Research suggests that kids are more likely to feel empathy for individuals who are familiar and/or similar to them (e.g., Zahn-Waxler (Hart Research Associates, 2013) et al 1984; Smith 1988). So it’s helpful to make kids aware of the similarities they share with other people.

Slide 31: Activity: Understanding Feelings (3 min)

[Foundations: Emotional Social Development: Learning about Feelings page 61-62] Taking the perspective of others

[Read the scenario out loud. Have participants stand up according to their feelings.]

Your boss announces she’ll be providing lunch for everyone tomorrow – it’s pizza! You arrive at lunch and your boss changed her mind – it’s a salad bar! Stand up if you are excited or happy about this change. (Sit down)

Stand up if you are upset or disappointed by this change. (Sit down)

Would anyone feel another emotion in this situation?

You come home to find that your spouse or partner cleaned the kitchen and washed the dishes. You start to empty the dishwasher and realize that he only filled the dishwasher, he didn’t start it – the dishes are still dirty! Stand up if you feel angry about this discovery. (Sit down)

Stand up if you feel frustrated by this discovery. (Sit down)


You wake up in the morning to discover 3 feet of snow has fallen overnight. All the schools are closed… and so is your center! Stand up if you feel happy about this event. (Sit down)

Stand up if you feel disappointed by this event. (Sit down)


Slide 32: Let’s look at another area of Empathy: Taking Perspective

How does teaching children “taking another’s perspective” fit in with our NC Early Learning Standards?On page 51 in Foundations: Emotional Social Development the following domain and subdomain:

Learning about FeelingsChildren recognize and respond to the needs and feelings of others

Include recognizing one’s own feelings and effects of their actions, being able to take another person’s perspective and being able to regulate one’s own emotions.


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Another component of empathy is the ability to take another person’s perspective and relates back to this area of Foundations. Perhaps you believe that all children should be potty trained during the day by 3 years of age. A new child enters your classroom, and at 4 is not potty trained – the family believes it is important to allow the child to initiate potty training when he is ready. Parents ask you not to push potty training. Can you recognize this family’s feelings and understand their point of view?

Developmentally, young children see the world through their own experiences and point of view. Until theory of mind develops, it is very difficult for children to take another’s perspective. Since they are not developmentally ready to take the perspective of others, it is hard for them to cooperate and problem solve around conflict.

Perspective taking is an important concept in developing empathy. Children who are able to relate to the feelings and situations of other’s feelings are able to handle conflict better. In addition to learning the skills for independence such as dressing, feeding and potty training, children must also be taught to take perspective of other’s feelings. Preschool staff and parents need to remind the children of how other people feel and how the child’s words and actions can affect others.

Teaching young children to take another’s perspective is a challenge because of their inability to understand how others think and experience the world. For children under 4, the world revolves around them. Around the age of 4, the children are still learning to understand how the relationship between their actions and feelings affect others. They still believe that everyone thinks and feels as they do. At the age of 5, children not only understand how others view the world, but also that their view of the world may not be accurate.

Slide 33: Strategies for helping children develop perspective

In role plays, children have the opportunity to practice responding to others. You can set up a role play, for example, to discuss helping someone who has fallen down on the playground. Ask them how they would feel if someone helped them or what they could do to help that child feel better. Role reversals allow children to imagine what someone else is feeling. You can ask how they would feel in a situation – like falling on the playground – and someone helped them. You can also ask how they might feel if no one helped them or offered comfort.

Cooperative games require children to work together for a common goal. This involves understanding how the others in the game thing and feel. You can do some simple cooperative games with balls – such as asking how long the team can kick the ball without it rolling away or how long they can pass the ball back and forth without dropping it are great cooperative games.

Slide 34: Activity: Perspective

NEED NUMBER LINE FOR PEOPLE TO LINE UP ACCORDING TO LEVEL OF EMOTION. Remember our earlier activity that highlighted how people can feel differently about the same situation? Let’s try a new take on that activity.

[Trainer note: you will need spaces marked off on the floor with tape indicating strongly agree, somewhat agree, agree, disagree, somewhat disagree and strongly disagree.]


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Participants will move the section of the line that matches their perspective for each of the scenarios.For children, teachers can use the terms like or dislike, or yes/no and change the topics to issues like sharing if a child is playing with a toy and another child wants to play should that child be allowed to play , do you like chocolate milk or white milk etc.Participants will give reasons for their perspective.

Read off hot topics: 1. Use of technology in early childhood classrooms: should children be spending their free play/center time using computers? (Agree/disagree on the line)

2. Play vs “traditional” teaching methods (small groups working on cutting or writing letters): how much of day should be spent in play vs. traditional teaching methods (high to low on the line)

3. Red-Shirting: Should families send their children to kindergarten when they meet the age requirement or wait a year to give them a 'leg up' in kindergarten? (Agree/disagree on the line)

Once participants are on their line, pick a few from various points and ask them to share why they put themselves at that point - what reasons (past experience or knowledge) led them to take that stand? As participants share different points of view, highlight that understanding why people feel the way they do helps us better take their perspective.

Slide 35: Regulating one’s own emotional responses

The final component of empathy is ‘being able to regulate one’s own emotional responses’. It’s not pleasant to witness someone else’s distress. If empathy were merely about “sharing feelings,” then, we might expect empathic people to withdraw from creatures in distress. To show empathic concern, we need to control our own response to other’s pain. Young children have difficulty separating feelings from actions. If they feel something, they express it. If they want something, they try to take it. Delaying gratification and controlling impulsive feelings are often a challenge. Their natural curiosity can often lead them into trouble. A student who is playing building a structure in the block center is intently focused on his/her desire to finish the structure and not on the fact that another student is also using the blocks as part of a structure he/she is making. Therefore an argument occurs over the blocks resulting in hitting. Since young children do not have the words to express their frustration over situations they may resort to use of physical means to solve conflicts (Hyson, 1994). Conflicts that arise over two children’s need for the same object are common as children are learning how to solve conflicts in socially acceptable ways (Hazen & Brownell, 1999).

Teaching children appropriate ways to express their emotions and regulate their bodies is an important milestone in their development.

Even you as an adult cannot control what emotions a situation may make you feel – you can only control how you express them.

By telling a child ‘you’re ok’ when that is clearly not how they are feeling invalidates that child’s feelings.

Slide 36: Hurt child

Imagine this situation – a child falls but is not physically injured but begins to cry. Instead of responding with “You’re ok!” The teacher might say, “I know that hurt when you hit your head”. If the


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teacher is not sure what the child is feeling, the teacher could use open-ended questions such as, “What might help you feel better?” or she might give the child options such as would you like an ice pack, would you like to sit here a while with your friend, would you like a band aid?” This allows the child to self-regulate and gain some control over how they would like to calm down and what strategies work best for them.

Slide 37: Using books to teach emotional literacy and empathy

Books provide a great and engaging way to teach about emotions. Many books are written explicitly about feelings and contain numerous feeling words.

Most of us already have books in our settings – so this is an easy and fun way to be more “intentional” about supporting children’s social emotional development.

Slide 38: Show the book, On Monday When It Rained, and refer to the handout from Book Nook that goes with that book. This is an example of a way to use a book to teach emotional literacy.

[Trainer note: Book Nooks take social emotional books and provide a set of pre-created activities to support emotional literacy in the classroom. Many of the activities piggy back with other classroom activities, such as science and art. CSEFEL has several Book Nooks listed on their website. The books on the Book Nook website at the Center on Social Emotional Development for Early Learning (www.csefel. vanderbilt.edu) can be used to teach emotional literacy and empathy skills.]

In your handouts, you have a sample of a Book Nook activity page for the book, On Monday When It Rained. This book focuses on a variety of emotions and situations related to those emotions.

[Trainer note: Allow time for participants to review the Book Nook activity]

Is there an activity that you feel you would use in your classrooms? Call on a few participants to share their thoughts on the activities from Book Nook.

It is also important to use other types of books that don’t specifically focus on “emotions” to build on social emotional concepts. (“Corduroy” would be an example. Other examples are included in the Book Nook at the CSEFEL website).

Slide 39: Activity: Analyzing a children’s book

Tell participants that we are now going to practice using books to support social emotional development of emotional literacy. When using books, there are a variety of other skills that teachers can include other than those strictly dealing with emotional literacy. This activity will help teachers see a variety of skills that can be taught with the same book, as well as targeting emotional literacy. Just as children do not learn skills for the separate domains in isolation, children do not learn emotional literacy and empathy in isolation from other skills.

In your handouts you have a worksheet, Book Selection Planning Guide. You will need to use that worksheet to complete this activity.


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Assign participants to groups of 3-4 and ask them to read and review a selected book. After reading and reviewing the book each group would need to complete the questions on the handout and be ready to share with the group. What skills could you identify as learning targets using this book? As a group consider ways to use this book for the above identified skills for:

o Large group?o Small group?o Individual children?

What questions might you ask about the illustrations? What questions might you ask about a character? What literacy/academic skills might you address with the book?Have participants report back to the group.

Slide 40: Formative Assessment/Progress Monitoring –Teaching Emotional Literacy and Empathy Video 4-Gingerbread Friends

This video clip shows a teacher using literature to help children focus on the emotions of the Gingerbread boy in the story and how he feels. The teacher uses new vocabulary words by pairing the word with the situation and facial expression.

Watch the video clip and we will discuss what you felt the teacher’s targets were for the lesson, what skills she wanted the children to develop, and what the next steps following this lesson might be.

[Trainer note: Refer participants to the handout on Formative assessment for Promoting Emotional Literacy and Empathy. Ask participants to note the skills they observe in the video clip]

Complete the Formative Assessment for Promoting Emotional Literacy and Empathy worksheet by answering the following:

What are the learning targets for this activity?

[Trainer note: For prompts see Formative Assessment for Promoting Emotional Literacy and Empathy for Gingerbread Friends video-answer key.]

What skill(s) would you want to observe that would indicate that a child is successful in understanding and using new vocabulary words to describe emotions and situations?

[Trainer note: For prompts see Formative Assessment for Promoting Emotional Literacy and Empathy for Gingerbread Friends video-answer key.] What is the skill level of most of the students in emotional literacy and empathy? Describe the “next steps” or how you could scaffold for this activity for students having difficulty with the vocabulary at this level?

[Trainer note: For prompts see Formative Assessment for Promoting Emotional Literacy and Empathy for Gingerbread Friends video-answer key.]

Slide 41: Picture of “reflective thought” and ConclusionEffective Teacher Practices for Providing Targeted Social Emotional Supports

NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 201420


Throughout this presentation we have focused on building emotional literacy and empathy skills. The overall success of the classroom is dependent on the development of emotional skills that help children form relationships and interact appropriately with peers and adults to develop skills for understanding emotions in self and others. We encourage you to think about how will you take the information provided and move this training into action.

Slide 42: Questions

Homework Activities

[Trainer Tip: The following activities may be used in Professional Learning Communities (PLCs) or other follow-up sessions with participants.]

Read the article, “Are You a Highly Qualified Emotionally Intelligent Early Childhood Educator? by Janet Pickard Kremenitzer and Regina Miller found at this link: http://www.chicagometroaeyc.org/files/pdfs/YCKremenitzer.pdf

This article talks about the four abilities related to emotional intelligence. After reading the article, use the Teacher Self-Assessment to reflect on how well you are at perception, appraisal, and expression of feelings, understanding and managing emotions. Share your thoughts with a colleague(s).

Using Formative Assessment Reflection: Discuss ways to collect data on student’s ability to express emotions, understand, analyze and manage emotions while interacting in situations with others.

Family Engagement and Communication: Reflect on how you can share information on Developing Emotional Literacy and Empathy with families. Develop some strategies for sharing information with families on an on-going basis.

Communication with Staff Members: Determine how information can be shared with other staff members to help students develop emotional literacy. What is the key thing you would like your staff to know and show in developing emotional literacy in the children in the classroom?

References

Bailey, D. B. (2001). Conscious Discipline. Oviedo, Florida: Loving Guidance, Inc.

CSEFEL. (2014, April 9). Center on the Social Emotional Foundations of Early Learning. Retrieved from CSEFEL: www.csefel.vanderbilt.edu

Glen Dunlap, K. W. (2013). Prevent, Teach and Reinforce for Young Children. Baltimore, Maryland: Paul Brookes Publishing Co.

Gwen Dewar, P. (2014, August 20). Parenting Science. Retrieved from Raising Helpful Kids: http://www/parentingscience.com/helpful-kids-and-rewards.html


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Harvard Research Associates. (2013, July). Public School Parents And The Promise Of Education. Retrieved from Harvard Research Associates: http://www.aft.org/pdfs/press/publicschoolparentsurvey0713.pdf

Heritage, M. (2013). Formative Assessment in Practice. Cambridge, Massachusetts: Harvard Education Press.

Ingersoll, B. a. (2010). Teaching Social Communciation to Children with Autism: Practitioners Guide to Parent Training. New York: The Guilford Press.

Iowa State University Department of Human Studies. (2013). Train Coach Train. Retrieved from http://iastate.app.box/s/9rg5sxh5mfh43da7e05k

Linder, D. T. (1999). The Transdiciplinary Play-Based Curriculum. Baltimore, Maryland: Paul H. Brookes Publishing Co.

Luckenbill, J. (2014, August). Circle Time Puppets, Teaching Social Skills. Retrieved from NAEYC: NAC

McWilliam, R. a. (2008). Engagement of Every child in the Preschool Classroom. Baltimore, Maryland: Paul H,. Brookes Publishing Company.

Miller, J. P. (2008, July). Are You a Highly Qualified Emotionally intelligent Early childhood Educator? Retrieved from NAEYC: www.journal.naeyc.org

North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Retrieved from http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf

Novick, R. (2002, May). Learning to Read the Heart: Nurtuing Emotional Literacy. Retrieved from NAEYC: www.naeyc.org

Pianta, R. B. (March 5, 2008). Classroom effects on children's achievement trajectories in elementary school. American Education Research Journal .

Poole, C., Susan A. Miller, E., & Church, a. E. (2014, August 20th). Scholastic. Retrieved from Ages & Stages; Empathy-How to nurture this important gateway to social and emotional growth: http://www.scholastic.com/teachers/article/ages-stages-empathy

Ritchie, S. a. (2014). First School. New York: Teachers College Press.

Shonkoff, D. J. (2000). From Neurons to Neigthborhoods: The Science of Early Childhood Development in 2000. Washington, D.C.: National Academy Press.

Strain, G. E. (2006, May). Module 2 Handout: Enhancing Emotional Vocabulary of Young Children. Retrieved from The Center on Social Emotional Foundations for Early Learnin: www.csefel.uiuc.edu


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Zambo, C. C. (2007, February). Loving and Learning with Wemberly and David; Fostering Emotional Development in Early Childhood Education. Retrieved from Early Chilldhood Education Journal.


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Attachment 1Instructional Practices to Promote Emotional Literacy and Empathy

Teacher/Staff Self Checklist

To what extent do I: Almost always

Occasionally

Not yet

1. Use a variety of materials (books, puppets, games etc.) in naturally occurring opportunities across the day to teach emotional literacy and empathy skills?

2. Use group settings (both large and small) to teach emotional literacy and empathy skills?

3. Use and model expected behaviors while describing the behavior?

4. Comment positively and descriptively when children are expressing their emotions?

5. Include instruction using a variety of materials (books, puppets, games etc.) in recognizing feelings in self and others in the daily lesson plan?

6. Discuss emotions in the classroom including using increasingly complex vocabulary such as mad, angry, frustrated etc.?

7. Encourage and allow the children to appropriately express a range of emotions in the class (It is ok to be angry, but not ok to hit)?

8. Use and model alternatives strategies when communicating with children who are non-verbal, language delayed, or dual language learners (DLL) and will assist other children in implementing these strategies for successful peer relationships?

9. Use reflective strategies to question my own instructional practices in order to enhance, implement, and model emotional literacy and empathy within the classroom community?


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Instructional Practices to Promote Emotional Literacy and EmpathyObserver Checklist

To what extent does the teacher: Almost always

Occasionally

Not yet Not observed

1. Use a variety of materials (books, puppets, games etc.) in naturally occurring opportunities across the day to teach emotional literacy and empathy skills?

2. Use group settings (both large and small) to teach emotional literacy and empathy skills?

3. Use and model expected behaviors while describing the behavior?

4. Comment positively and descriptively when children are expressing their emotions?

5. Include instruction using a variety of materials (books, puppets, games etc.) in recognizing feelings in self and others in the daily lesson plan?

6. Discuss emotions in the classroom including using increasing complex vocabulary such as mad, angry, frustrated etc.?

7. Encourage and allow the children to appropriately express a range of emotions in the class (It is ok to be angry, but not ok to hit)?

8. Use and model alternatives strategies when communicating with children who are non-verbal, language delayed, or dual language learners (DLL) and will assist other children in implementing these strategies for successful peer relationships?

9. Use reflective strategies to question my own instructional practices in order to enhance, implement, and model emotional literacy and empathy within the classroom community?


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Attachment 2

‘Instructional Practices Observed IN Teaching Standards’ for Teachers

Promoting Emotional Literacy and EmpathyPractice 1: When I use a variety of materials (books, puppets, games etc.) in naturally occurring opportunities across the day to teach emotional literacy and empathy skills…

What early learning standards am I addressing? ESD-6: Children identify, manage, and express their feelings. ESD-7: Children recognize and respond to the needs and feelings of others.

What teaching standard am I demonstrating? Standard III: Teachers know the content they teach. Standard IV: Teachers facilitate learning for their students.Practice 2: When I use group settings (both large and small) to teach emotional literacy and empathy skills…

What early learning standards am I addressing? ESD-2: Children express positive feelings about themselves and confidence in what they can

do. ESD-3: Children form relationships and interact positively with familiar adults who are

consistent and responsive to their needs. ESD-6: Children identify, manage, and express their feelings.

What teaching standard am I demonstrating? Standard II: Teachers establish a respectful environment for diverse populations for students. Standard IV: Teachers facilitate learning for their students.Practice 3: When I use and model expected behaviors while describing the behavior…

What early learning standards am I addressing? ESD-6: Children identify, manage, and express their feelings. ESD-7: Children recognize and respond to the needs and feelings of others.

What teaching standard am I demonstrating? Standard II: Teachers establish a respectful environment for diverse populations for students. Standard IV: Teachers Facilitate Learning for their students.Practice 4: When I comment positively and descriptively when children are expressing their emotions…

What early learning standard am I addressing? ESD-6: Children identify, manage, and express their feelings.


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Promoting Emotional Literacy and Empathy ESD-7: Children recognize and respond to the needs and feelings of others.

What teaching standards am I demonstrating? Standard II: Teacher establishes a respectful environment for a diverse population for students. Standard IV: Teachers facilitate learning for their students.

Practice 5: When I include instruction using a variety of materials (books, puppets, games etc. ) in recognizing feelings in self and others in the daily lesson plan…

What early learning standards am I addressing? ESD-1: Children demonstrate a positive sense of self-identity and self-awareness. ESD-2: Children express positive feelings about themselves and confidence in what they can do. ESD-4: Children form relationships and interact positively with other children. ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in

groups.

What teaching standards am I demonstrating? Standard II: Teachers establish a respectful environment for a diverse population for students. Standard IV: Teachers facilitate learning for their students.Practice 6: When I discuss emotions in the classroom including using increasing complex vocabulary such as mad, angry, frustrated etc…

What early learning standards am I demonstrating? ESD-1: Children demonstrate a positive sense of self-identity and self-awareness. ESD-2: Children express positive feelings about themselves and confidence in what they can do. ESD-4: Children form relationships and interact positively with other children. ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in

groups.

What teaching standard am I demonstrating? Standard II: Teachers establish a respectful environment for a diverse population for students. Standard IV: Teachers facilitate learning for their students.

Practice 7: When I encourage and allow the children to appropriately express a range of emotions in the class (It is ok to be angry, but not ok to hit…

What early learning standards am I demonstrating? ESD-1: Children demonstrate a positive sense of self-identity and self-awareness. ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in

groups.

What teaching standard am I demonstrating? Standard II: Teachers establish a respectful environment for a diverse population for students.

Practice 8: When I use and model alternatives strategies when communicating with children who are non-verbal, language delayed, or dual language learners (DLL) and will assist other children in implementing these strategies for successful peer relationships…

What early learning standard am I demonstrating?


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Promoting Emotional Literacy and Empathy ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in

groups.

What teaching standard am I demonstrating? Standard I: Teachers demonstrate leadership. Standard II: Teachers establish a respectful environment for a diverse population for students.Practice 9: When I use and model reflective strategies to question my own instructional practices in order to enhance, implement, and model emotional literacy and empathy within the classroom community…

What teaching standard am I demonstrating? Standard V: Teachers reflect on their practice.


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“Instructional Practices Observed IN Teaching Standards’ for Administrators

Promoting Emotional Literacy and EmpathyPractice 1: When I observe a teacher use a variety of materials (books, puppets, games etc.) in naturally occurring opportunities across the day to teach emotional literacy and empathy skills…

What early learning standard is that teacher addressing? ESD-6: Children identify, manage, and express their feelings. ESD-7: Children recognize and respond to the needs and feelings of others.

What teaching standard is that teacher demonstrating? Standard III: Teachers know the content they teach. Standard IV: Teachers facilitate learning for their students.Practice 2: When I observe a teacher use group settings (both large and small) to teach emotional literacy and empathy skills…What early learning standard is that teacher addressing? ESD-2: Children express positive feelings about themselves and confidence in what they can do. ESD-3: Children form relationships and interact positively with familiar adults who are consistent and

responsive to their needs. ESD-6: Children identify, manage, and express their feelings.

What teaching standard is that teacher demonstrating? Standard II: Teachers establish a respectful environment for diverse populations for students. Standard IV: Teachers facilitate learning for their students.Practice 3: When I observe a teacher use and model expected behaviors while describing the behavior…


What teaching standard is that teacher demonstrating? Standard II: Teachers establish a respectful environment for diverse populations for students. Standard IV: Teachers Facilitate Learning for their students.Practice 4: When I observe a teacher comment positively and descriptively when children are expressing their emotions…


What teaching standard is that teacher demonstrating?


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Promoting Emotional Literacy and Empathy Standard II: Teacher establishes a respectful environment for a diverse population for students. Standard IV: Teachers facilitate learning for their students.Practice 5: When I observe a teacher include instruction using a variety of materials (books, puppets, games etc. ) in recognizing feelings in self and others in the daily lesson plan…

What early learning standard is that teacher addressing? ESD-1: Children demonstrate a positive sense of self-identity and self-awareness. ESD-2: Children express positive feelings about themselves and confidence in what they can do. ESD-4: Children form relationships and interact positively with other children. ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in

groups.

What teaching standard is that teacher demonstrating? Standard II: Teachers establish a respectful environment for a diverse population for students. Standard IV: Teachers facilitate learning for their students.Practice 6: When I observe a teacher discuss emotions in the classroom including using increasing complex vocabulary such as mad, angry, frustrated etc…

What early learning standard is that teacher addressing? ESD-1: Children demonstrate a positive sense of self-identity and self-awareness. ESD-2: Children express positive feelings about themselves and confidence in what they can do. ESD-4: Children form relationships and interact positively with other children. ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in

groups.

What teaching standard is that teacher demonstrating? Standard II: Teachers establish a respectful environment for a diverse population for students. Standard IV: Teachers facilitate learning for their students.Practice 7: When I observe a teacher encourage and allow the children to appropriately express a range of emotions in the class (It is ok to be angry, but not ok to hit…)

What early learning standard is that teacher addressing? ESD-1: Children demonstrate a positive sense of self-identity and self-awareness. ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate

in groups.

What teaching standard is that teacher demonstrating? Standard II: Teachers establish a respectful environment for a diverse population for students.

Practice 8: When I observe a teacher use and model alternatives strategies when communicating with children who are non-verbal, language delayed, or dual language learners (DLL) and will assist other children in implementing these strategies for successful peer relationships…

What early learning standard is that teacher addressing? ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate

in groups.

What teaching standard is that teacher demonstrating?Effective Teacher Practices for Providing Targeted Social Emotional Supports

NC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 201430


Promoting Emotional Literacy and Empathy Standard I: Teachers demonstrate leadership. Standard II: Teachers establish a respectful environment for a diverse population for students.Practice 9: When I observe a teacher use and model reflective strategies to question my own instructional practices in order to enhance, implement, and model emotional literacy and empathy within the classroom community…

What teaching standard is that teacher demonstrating? Standard V: Teachers reflect on their practice.


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Documents

Foundations Professional Development Module: Promoting ...nceln.fpg.unc.edu/sites/nceln.fpg.unc.edu/files/resources… · Web viewThis classroom has a B-K certified ... a new vocabulary