Social Emotional Learning

Mindfulness Journal Ideas You Can Try Today

January 20, 2020 by pathway2success 1 Comment

Mindfulness journal activities for kids and teens to help feel calm, focused, and happy. Mindful activities teach self-control, emotional management, growth mindset, self-love, and so much more. Use this as a daily morning practice or in your calm down area. Perfect for home or school. This post has printable and ideas you can use right away! #mindfulness #pathway2success

Mindfulness is a critical self-regulation strategy that can help kids and young adults feel calm and focused. Pairing mindfulness with journal writing just makes sense. Journal writing is personal and allows learners to connect with themselves. Additionally, it’s something kids can stop and do every day.

Mindfulness is an ideal practice in the morning to help kids and teens start their day off in a positive place. Practicing mindfulness can also be helpful before a big test, after a break, or when kids need strategies for self-regulation. Read up more on the 10 best times to practice mindfulness in the classroom.

There are several simple strategies to help learners practice mindfulness with journal writing. While you can read on and try any of the activities right away on your own, I also understand that it’s easy to be busy and struggle with fitting them all in. If you are needing all these and more no-prep ideas, I have put together an entire yearlong mindfulness journal that you can use right away.

Here are three simple strategies you can use right away with your learners to help them practice mindfulness:

MINDFUL FOCUS

What it is: Mindful focus is an activity where learners mindfully focus on one object for a period of time.

How to try it: Have kids choose one object in the room. Encourage them to hyperfocus on the object. Look at it and think about it for a few minutes. What does it look like? What colors does it have? Is it bumpy or smooth? How does it move? What is it used for? What makes it special? After the mindful focus activity, have students write about their object and sketch a picture.

Why it works: By focusing all of your attention on something, you are focusing only on the present moment. This can be a healthy strategy to help kids ground themselves in times of stress.

GUIDED VISUALIZATION

What it is: A guided visualization is an activity that involves picturing a calming scene, such as a beach or quiet meadow.

How to try it: Use a picture or describe a calming scene. It can be anything from a peaceful walk in the park to a calming waterfall in a forest. Have learners picture themselves in the scene. Then, allow them to write about what they see, feel, hear, smell, and taste.

Why it works: By picturing a peaceful scene, kids and young adults can clear their minds and regain a sense of calm. Visualization can be a healthy tool to use when feeling angry, sad, worried, or overwhelmed.

EMOTION CHECK-IN

What it is: An emotions check-in is a free write about how someone is feeling and thinking in the moment.

How to try it: Encourage kids to just close their eyes and think about how they feel. Consider every sensation in your body and thought that pops into your mind. Rather than judging those feelings, let them be. Notice them and recognize them. Then, have learners write about how they are feeling and thinking. As a simple alternative, you can have learners give colors to their emotions as they draw.

Why it works: Checking in with ourselves is an important strategy for improved self-awareness and mindfulness. By thinking about how we are feeling and thinking, we can make better choices about what we need in the moment.

SHAPE BREATHING

What it is: Students will draw a shape on their journal page and trace it as they breathe in and out.

How to try it: Have students draw a shape on their journal page. It can be any shape, such as a shape or a triangle. Students can even draw lines that wave up and down. Then, have students trace the lines of the shape with their finger or pencil as they breathe in and out. Afterward, students can write about the activity and describe how it made them feel. Use these free printable mindfulness breathe boards to get started.

Why it works: By focusing all of their attention on something as they breathe in and out, learners are practicing mindfulness while practicing deep breathing. This can be a helpful strategy to teach because it can be done almost anywhere.

MINDFUL COLORING

What it is: Students will color a coloring page on their own.

How to try it: Explain to students that they will be practicing mindfulness by coloring. Discuss that they will be coloring, breathing, and just letting thoughts pass through their minds. Note that you can play soothing music while students color to support a calming atmosphere. Need a head start? Use these free printable mindfulness coloring pages!

Why it works: Coloring is an active way to calm the mind. Additionally, this strategy can help learners practice just doing something in a mindful way without focusing on what is “right” or “wrong.” This is particularly beneficial for learners with perfectionistic behaviors. It is a perfect way to practice just coloring and being in the moment.

Just a reminder that you don’t need to be an expert to start a mindful practice in the classroom! Just use any of these ideas to give mindfulness a try! You might also want to read up on 5 free mindfulness activities or just grab the yearlong mindfulness journal to get started right away!

5 Steps for Leading a Morning Meeting Focused on SEL

January 6, 2020 by pathway2success Leave a Comment

Five simple steps for leading a morning meeting or circle time focused on social emotional learning in the classroom. Morning meeting is the ideal time to build relationships with students while also teaching critical SEL skills like empathy, self-awareness, and decision-making! #socialemotionallearning #pathway2success

Morning meeting is a positive, engaging, and meaningful way to start the day with students. In short, it’s a time to greet each other, talk about important topics, and make a positive intention for the day.

Even more, though, morning meeting can also be the ideal time to work on social emotional skills like empathy, decision-making, responsibility, and many more. It really makes sense to integrate these skills into morning meeting time; these are skills that all kids need. Providing this social-emotional foundation can help kids and young adults succeed in the classroom and beyond.

Integrating SEL skills into your morning meeting time doesn’t need to be complicated. In fact, this post is intended to be a quick guide to help you get started right away. Of course, if you need a more detailed overview of morning meetings, why they are important, and strategies for implementing them, check out this ultimate guide morning meetings.

You can start by following the five-step process:

#1 Start with greetings.

The best way to start each morning meeting session is with greetings. Take just a minute and have students say “good morning” or fist bump one another. You can have students choose their daily greeting or change it up throughout the week to keep it fun and interesting.

#2 Introduce a topic.

Morning meeting truly is an ideal time to highlight critical skills like empathy, using healthy coping skills, appreciating diversity, responsibility, and so many more. Each day (or week), choose a skill to work on. Introduce that skill by discussing what it means and why it is important.

For example, you might say, “Today, let’s talk about respect. Showing respect means being kind and treating others the way they want to be treated.”

Ultimately, the skills you choose are entirely up to you. You can come up with a set plan for each like I’ve done with these morning meeting cards, or you can highlight the skills your students need in the moment.

#3 Start a discussion.

Get kids talking about that skill or topic by asking questions. For example, you might ask, “What does respect mean to you? What are some ways you show respect? Have you ever felt disrespected? How did that make you feel?” and so on.

Avoid the urge to answer for your students. Of course, guiding them is good, but it’s important to give them time to discuss together as a group. We all know that kids often learn best from other kids. This can be a great time to witness that.

#4 Practice the skill.

Have students spend a few minutes practicing the skill in some way. This provides opportunities for students to further understand and generalize the skill. There are many different activities you can try, such as the few listed below.

Role-play: If working on respect, have students work in partners to role-play a scenario that shows respect. After a few minutes, ask for volunteers to show their role play to the class.

Making connections: When learning about perseverance, encourage students to think of a character from a book or movie who had to persevere through challenges. Give time to talk about that character and how they overcame their struggles.

Giving advice: If focusing on problem-solving skills, come up with some simple problem-solving scenarios and have students give advice to each person. For example, “Martha got on the bus and realized she forgot her homework at home. What advice would you give to her?”

There are many more options for practicing each skill. It’s helpful to change up the activities from day-to-day to keep it fun, fresh, and interesting for your learners.

#5 Reflect.

Give time to students to share something about what they have learned. Encourage them to summarize the topic in 10 words or less. Another favorite reflection activity is to have students share how they will use that skill today or this week. Not only does this serve as a quick assessment for educators to see who has grasped the concept, but it also gives extra learning opportunities for students.

After reflecting on the skill, it’s also helpful to give time for students to talk about any other concerns, thoughts, or needs they have before moving on with the day.

Getting Started

If you’re looking for an all-in-one solution, you can use these morning meeting cards for social emotional learning to make your mornings fun, engaging, and no-prep.

Whether you work with older students or younger learners, you can always tailor morning meeting to fit the kids and young adults you are working with. It’s a great way to help kids start their days off strong while also helping them learn critical SEL skills.

Mindful Breathing Activities for Kids & Teens

December 8, 2019 by pathway2success Leave a Comment

Mindful breathing is a technique that can help improve focus and restore calm into the classroom. Best of all, it’s a strategy that helps develop self-regulation skills, something that kids and teens need throughout their lives.

What is Mindful Breathing?

The idea behind mindful breathing is that if we can control our breathing, we can also calm our body and mind. With that said, it’s not just a nice theory; there is actually scientific evidence behind it. When upset or overwhelmed, our bodies invoke a stress response known as “fight or flight.” It’s an important response that helps us avoid serious danger. The trouble is that we can also have this same response during arguments, worries, or when something doesn’t go our way.

Practicing deep breathing helps to slow the heartbeat and lower blood pressure, allowing us to feel calmer, focused, and more in control.

Practicing Deep Breathing

It’s important to note that practicing deep breathing really is a practice. For many kids and young adults (and even adults), it feels silly and unnatural to breathe in a deep and controlled way. By making it a habit to practice deep breathing, though, it can become a healthy routine in our lives.

Use these mindful breathing exercises to integrate mindfulness and social emotional learning into the classroom. Mindful breathing can help kids and teens manage emotions, improve focus, and feel calm. Check out these free ideas you can use right away! #mindfulness #pathway2success

To practice deep breathing with kids and young adults, first explain mindfulness and why it is important. Discuss the benefits with them so that they can understand why they are adding this practice into their lives.

Then, choose any deep breathing strategy and give it a try together! Remember that this might feel silly to kids and young adults. That’s okay! The goal is to give it a try and keep up the practice.

Mindful Breathing Exercises to Try

By making mindful breathing fun, easy, and memorable, students are more likely to be able to use it when they really need it in the future. Below I’ve listed some breathing strategies kids and young adults can practice. If you love them, check out the Mindful Breathing Cards that you can print and use today.

Bubble breathing. Most kids know what it feels like to blow bubbles. If they don’t, you can certainly even use actual bubbles for this breathing activity. Have kids close their eyes and imagine they are blowing bubbles as they breathe in and out.

Shape breathing. Have kids draw any shape or design on a piece of paper (or on the board). Then, have them slowly breathe in and out as they trace their finger along the shape. With this breathing technique, kids are focused just on the shape, allowing them to really calm their minds in the moment.

Apple pie breathing. Have kids imagine there is a warm slice of apple pie in front of them. Have them slowly breathe in to smell the pie and then breathe out. Note that this breathing exercise really can be done with any type of food. I also like to do this with pizza or a warm cup of cocoa.

Marching band breathing. One of my favorite strategies involves kids imagining that their breath is a marching band. Students should count to the beat of four as they breathe in and out. You can incorporate movement with tapping or clapping as well.

When Should Kids Practice Deep Breathing?

There are many times when kids and young adults might want to practice deep breathing on a more regular basis. Here are a few:

In the morning to start of the day on a positive note
Before a big test or quiz
After a transition
Right before a morning meeting
At the beginning of a class
After lunch or recess
As an intervention for students struggling with tough emotions

Whether you practice mindful breathing with a whole class, small group, or with individual learners, this practice can help give kids and young adults the tools they need to be successful. Use some of these mindful breathing exercises or grab the full set to get started today.

Teaching Kindness with a Free Activity

November 11, 2019 by pathway2success 4 Comments

Teach kindness with a free printable learning activity for kids and young adults. As teachers and parents, we know that teaching about being kind can create a more positive learning environment for everyone! Complete a kindness challenge with a fun lesson to help encourage a caring and positive community for all. #kindness #pathway2success

Kindness is an important social skill the plays a huge role in creating a positive learning environment for all. When we have kinder students, kids are better able to work together, share, express differing opinions in respectful ways, and help each other when someone is in need.

To help teach and encourage kindness I’m sharing how a quick and simple lesson on teaching kindness with your learners, as well as ideas for keeping the positivity going. This would be great to do during World Kindness Day, Thanksgiving, Valentine’s, or during the first few days of school. Of course, this is an activity you could do ANY time. Kindness is always cool.

Keep reading for more ideas and a free activity worksheet you can use right away.

Discussing Kindness

Start the lesson by discussing what it means to be kind. Kindness can mean many different things. Sometimes, it is doing something nice for someone else. Sometimes, it is treating someone the way they want to be treated in the moment. Other times, it is doing our part to clean up and take care of the environment. Kindness is even about being loving and thoughtful to ourselves.

Encourage students to come up with a list of ways to be kind. This can be done as a whole group or in small groups. You can even make it a challenge to come up with the biggest list of kind acts before reporting back to the whole class.

Students should come up with lots of different acts of kindness, from opening the door for someone else to helping someone with a homework assignment. What’s most important is that learners notice we can show kindness in big and small ways every single day.

Understanding The Chain of Kindness

Ask students to think about and describe a time someone was kind to them. Have them think about how that made them feel. Have them then share times when they were kind to someone else. Have them also think about how that made them feel.

It’s critical for kids and young adults to see that kindness creates more kindness. It is a chain. When we are kind to someone, it not only makes that person feel good, but it makes us feel good, too. The more kind acts we do, the kinder our entire world becomes.

Making a Kindness Challenge

Come up with a list of kind activities together (or use the one I’ve put together). Encourage students to complete a kindness challenge by actually doing each of the activities throughout the week.

Best of all, this is something you can do again and again by coming up with new lists of kind activities. You could even have a challenge every single week or month.

Make it extra exciting by adding a special reward at the end of the challenge. Just randomly select one winner who completed the challenge and give a special reward, like sitting in the teacher’s chair or getting to choose the movie for the end of the week.

If you want to get started with an activity and fun visual you can use right away, grab this free kindness activity!

Keeping the Kindness Going

It’s important to continually discuss and practice kindness. While one lesson or activity is a great place to start, it’s critical that students see kindness on an ongoing basis. Here are a few other ideas for keeping that kindness going.

Give kindness shoutouts. Dedicate a bulletin board in the classroom to “kindness shoutouts.” Allow kids to write out when they see someone else being kind in the classroom. Have them write it on a piece of paper that you (or the students) can post on the bulletin board.

Model kindness. It’s helpful to get other educators on board with highlighting acts of kindness throughout the whole year. It goes without saying that kids are most certainly watching the adults, how we interact with other adults, and how we interact with kids. Modeling kind behavior all the time needs to be a consistent focus.

Share kindness quotes. One of my favorite quotes about kindness is, “We never know what someone else is going through. Just be kind.” Sometimes, we all need this reminder.

Use literature. There are a number of read alouds that can be used to highlight kindness, gratitude, and giving back. Each Kindness by Jacqueline Woodson and Good People Everywhere by Lynea Gillen are a few good ones to start with. Grab this free Social Emotional Learning read aloud list for a few more ideas.

Do you have a favorite kindness activity? Share it!

12 Games to Practice Self-Control

November 3, 2019 by pathway2success 2 Comments

Self-control is our ability to stop and think before making decisions. This involves taking a pause when our emotions want to take over so we can think through the situation, consider solutions, assess the consequences, and move forward with the best choice in that scenario. Self-control is particularly difficult executive functioning skill for kids and young adults, and there is actually a scientific reason for that! The limbic system in our brains, which is responsible for managing emotions, develops ahead of the prefrontal cortex, which is the area responsible for planning, suppressing urges, and using self-control. Simply put, that means kids and young adults are going to need lots of practice with using skills for self-control.

Using Games to Teach Self-Control

Games are a great technique for practicing self-control skills because they are instantly fun and interactive. Kids and young adults are far more likely to learn and practice the skills if it’s something interesting to them. Whenever you play any of these games, it’s important to be purposeful about the skills you are teaching. First, explain what self-control is and why it’s so important.

I love to give examples about situations involving self-control that all kids can relate to. One example is: Imagine you are going over to your friend’s house. You see a delicious chocolate cake just sitting there on the counter. You really WANT to just eat a piece or taste the frosting with your finger. What should you do? How could you use self-control? What could happen if you don’t use self-control? These questions are an important foundation to help students understand self-control and why it matters. Let students know they are playing the game in order to practice and strengthen their skills for self-control. Then, let the games begin!

Since games are a great tool to teach skills, you might also want to read up on games to teach social emotional skills and games to strengthen executive functioning skills, too!

Games To Try

Jenga. I love this game because it’s the perfect blend of structure and chaos (perfect for your kids who really need self-control practice!). As students play, remind them to have self-control every time they remove a block from the tower. The more cautious and careful you are, the more likely you are to win. Not only is this a really fun and interactive way to practice self-control, but the entire game becomes a metaphor for self-control in life. If you aren’t careful, things can fall apart. Take your time, stop and think, breathe, and carefully move forward. This is a game you can practice again and again. It never gets old!

Self-Control Speedway. I developed this self-control board game as a fun but direct way to target self-control skills. Students will move along the racetrack game board answering critical questions about self-control. I truly love the idea of comparing self-control to driving because I always it is teaching kids that they are in the driver’s seat!

Blurt. This is by far one of my favorite ways to practice self-control. If you’re not familiar with it, Blurt is a set of cards with definitions for vocabulary words. A leader will read the card and students “blurt” out the answer. My favorite way to play is “around the world” style. Have two students stand next to each other for a duel. Read the card and allow only those two students to shout out the answer. All other students in the room have to use self-control and not shout out, even if they know the answer when no one else does! This can be a big challenge (and GREAT practice) for those students who struggle with shouting out when it is not their turn. Note that if you don’t have blurt, you can always make up your very own cards with content area questions!

Guard Duty. Use this as a secret weapon when you want students to use self-control in the hallways. The idea is simple: Tell students that they are guards for the palace. They have a mission to be as serious and guard-like as possible. That means using self-control and ignoring anyone who tries to distract you! Anyone who fails the challenge has to go to the back of the line. It can be added fun if you have another teacher do something to try and distract your students.

Freeze. This game incorporates movement, play, and self-control all in one. Just play some music and let kids dance, wiggle, and walk around. Have one person be the leader (a teacher to start) and yell “Freeze!” at any time. As soon as someone shouts it, everyone should freeze in place, with the music still playing. This can be challenging with the music still going, because you might have the urge to keep dancing. This is a great game to practice at the end of the week for some added fun.

Simon Says. This game focuses on attention skills, but self-control, too! Kids have to be focused to listen for what Simon says to do, while using self-control to stop themselves if “Simon” doesn’t say it! Stand in front of the class and shout out commands like “Simon says put your hands on your head” and “Simon says stand on one foot.” Then, throw one in there that doesn’t say “Simon says” and see who can follow along. Afterwards, you can switch it up and have students be the leader as well.

Social Problem Solving Board Game. This social problem-solving board game is one of my favorite games I created because it targets so many different social areas all in one. Students move through the game board answering a variety of social problem-solving questions about school, home, activities, and friends. This is a great way to practice self-control because students need to stop and think about how they will solve each problem.

Wait Five. I love this game because it can be played with any trivia, vocabulary, or academic content. This makes it a great review game, too. Ask one question at a time but students must wait a full five seconds before shouting out the answer. This can be especially helpful for those students who love to shout out the answer without being called on. Of course, you can play around with the rules, making the wait time longer or shorter, and even allowing only certain students to shout out at certain times. The whole idea is to build self-control by waiting just a little bit longer than we really want to!

Role Play. Kids and young adults love acting scenarios out, but it can also be a great way to practice skills for self-control. Come up with your own scenarios or use these social scenario task cards. Have students act out the situation in partners or small groups, considering what they would do and why. You can even invite students to act out the situation at the front of the class. It is most important to highlight the socially appropriate choices and why they matter. This can be a fun addition to any morning meeting or social group time.

Self-Control Task Cards. I added these in because you can use these self-control task cards along with any turn-taking game. Just have students answer one card before they can take their turn. It’s a win-win because kids and playing a game they love while learning about self-control at the same time.

Orchestra. Anything that incorporates music and skill practice is a win! For this game, you can choose to pass out instruments to your students if you have them (such as triangles or drum sticks). If you don’t have them, that’s okay, since students can use their hands, pencils, or imaginary instruments to go with the beat. Play a sample of music and have students play to the beat. Continue with many different samples, both slower and faster. The whole idea is that students are able to use self-control to stay with the beat, even if they want to go faster or slower in the moment.

Stoplight. This game is another quick activity that can be done any time with no props. Start by shouting out, “Green Light”. Let students walk around the classroom, talk, and mingle. You can even let them dance if you want to! Then, after a few seconds or minutes, say, “Yellow Light.” At this time, students have to slow down and go at a snail’s pace. They can still move, but it has to be slow! Finally, end with “Red Light,” and have students completely stop in their tracks. You can continue over and over with as much time as you have.

Games can be the perfect way to integrate social skills and self-control practice into your classroom! Do you have other games that work in your classroom? Share them below!

15+ Executive Functioning Strategies Every Teacher Can Use

October 13, 2019 by pathway2success 2 Comments

Over 15 strategies for executive functioning that all educators and teachers can use to help struggling students. Whether kids are having difficulty with attention, organization, self-control, or flexibility, these ideas and printable resources will help kids and teens find success in the classroom! #executivefunctioning #pathway2success

Many kids and young adults struggle with executive functioning challenges. Some are easy to spot, such as when a student can’t focus on a lesson or comes to class without their entire binder. Other EF challenges are less obvious, though. A learner might take two times as long on homework because they don’t understand strategies to help them complete it quicker. Another student might look like they are paying attention, but may not be absorbing the content. For more of an in-depth explanation on these skills, be sure to check out my post on executive functioning skills explained.

Kids and young adults only have so much mental energy they can use at one time (we all do, right?). For kids who struggle with basic EF skills, like organization, planning, and time management, we want to reduce any wasted mental energy. This can help our learners focus on the more important things, including learning the content and practicing the skills.

Here are some simple steps that every educator can take to help all learners develop executive functioning success in the classroom:

#1 Develop, teach, and practice routines. Consistency is a huge key to student success. That’s true for all learners, but especially kids and young adults with EF deficits. Make everything a routine. Turning in homework each morning? Routine. Writing homework down at the end of class? Routine. Cleaning out notebooks for a new unit? Routine! It’s important to note that just coming up with a routine for these tasks isn’t really enough. The routines need to be practice and re-practiced throughout the year.

#2 Keep a daily schedule posted. Not only does a daily plan for the day keep educators on track, but it keeps students organized, too. A daily schedule or plan doesn’t need to be “perfect.” It’s okay if it is a rough outline of what you plan to do during the class. A daily schedule or plan keeps students more organized and gives a sneak peak of what is to come. This can help everyone mentally prepare for class and preview expectations.

#3 Write homework in the same spot. Having a designated homework spot means kids and young adults use less mental energy figuring out where their assignment is listed each day. It’s a small step that can make a big difference.

#4 Embed executive functioning instruction in your content. One of the easiest ways to teach EF skills is by discussing them through your content and curriculum. For example, when working on a long-term project, you might talk about organization and time management. Before working on a challenging test, you might highlight strategies to help all learners use flexibility and perseverance. There are so many opportunities. Every teacher can and should be a teacher of executive functioning skills.

#5 Give organization time at the end of class. Kids and young adults with executive functioning challenges are notoriously disorganized. They can certainly learn skills to improve, but they need the time to get there. Dedicate the last few minutes of each class to tidying up, putting papers in the right spots, and making sure homework is written down. While not all kids will need this time, many really do.

#6 Teach skills explicitly. When kids struggle with math or reading, we teach them. The same should be true for skills like organization, self-control, and time management. You don’t need to be an executive function expert to talk about and teach these skills. I have developed a number of EF materials for educators, including executive functioning task cards and an executive functioning workbook. If you’re looking for even more, grab the whole yearlong executive functioning set to get started right away. Even if you are just discussing one skill each week or so, you are moving kids in the right direction.

#7 Give mini-deadlines on long-term projects. Any educator knows that long-term projects can be a major challenge for some students. Mini-deadlines are a simple solution to the problem. If a report is due in two weeks, work to break up the project into sections. Make a date for students to find their sources, create an outline, and write a first draft. Over time, you can train students to create their own mini-deadlines to build independence.

#8 Reduce distractions. It’s important to note that reducing distractions will look different in every classroom. Still, it’s important to be reflective. Art projects hanging from the ceiling might look beautiful, but they may actually be doing more harm than good if they are distracting your learners. Take time to re-assess the visuals and materials in your classroom and reduce any distractions that might be about.

#9 Give time checks. Kids and young adults who struggle with time management often don’t have a strong understanding of time itself. During working sessions, use a chime or just your voice to give time checks for how much longer is left. For example, you might say, “This is a time check. You have about 10 more minutes before we need to clean up the lab stations.” This simple no-prep support is helpful to all kids, but especially to kids with EF challenges.

#10 Keep extra papers stored in a bin. Of course, we want all students to stay organized and keep all of their papers where they need to be. However, kids with EF challenges are likely to lose papers. Give them a way to find an extra paper without having to ask an adult every single time by setting up a bin with extra pages.

#11 Explicitly state when important information is being shared. It would be great if every student perfectly paid attention during all lectures and lessons, but we all know that’s not exactly the case. With this, it’s critical to be very explicit when sharing information that matters the most. You might say, “I’m about to say something really important. Pencils down and eyes on me,” as a cue.

#12 Give breaks. No one can be 100% all of the time. This is especially true for our learners with executive functioning challenges. Their brains are working extra hard to pay attention, stay organized, manage their time, problem-solve, and work through challenges. It’s important to give brain breaks during class, when needed. Individual students may also benefit from breaks, such as getting a drink at the water fountain or having them deliver something to another classroom for you.

#13 Preview changes. For kids and young adults who struggle with flexibility, change can be a huge obstacle. If there is a change of schedule coming up, give students a heads up. Explain what the change is and how the day will proceed. This doesn’t need to take much time, but can help take some of the stress away from the changes coming up.

#14 Stock a classroom office. For some kids, organization comes easy! For others, it is a lifelong struggle. While working on these skills, give the kids the tools they need to be successful in the classroom. Stock a classroom office with pencils, pens, extra paper, and other supplies for kids who need them. It’s important to see this as an intervention and a support, not a way to enable kids. Of course, the goal is to have learners bring their own pencils and come prepared each day. However, an executive functioning deficit shouldn’t impact a child’s ability to learn the math or reading content for the day. While working on EF skills, stock a classroom office so all kids have the tools they need.

#15 Let kids work through challenges. Kids and young adults need the experiences of doing tasks on their own, whether it is struggling through a math problem or learning how to cut out a craft. It’s okay if things aren’t perfect. It’s much more important that kids and young adults develop the confidence that they can do things independently. This also allows for problem-solving, flexibility, and perseverance. Sometimes, they will need help, and it’s important to give that support! But it’s also okay to let them learn through their struggles so they can persevere and succeed.

#16 Play executive functioning skills games during downtime. Sometimes, it is difficult to integrate EF skills into the day with all the content and curriculum that needs to be covered. This is when downtime can be extremely valuable. Use the last few minutes of class to play fun games that actually strengthen EF skills, like Simon Says and Freeze. Some games, like Guard Duty, can even be played while your students are in line on the way to another class. The idea is to have them act like a guard to the palace and use self-control to not react to anything. Read up on more ways you can use play activities to practice executive functioning skills.

#17 Allow for movement in the classroom. Many kids and young adults learn best when they are moving. This can be especially true for kids who struggle with attention and focus. Use center work, stations, and even movement games to allow for extra movement throughout the day while kids are learning the content you need them to.

#18 Be concise. Say what matters the most and keep it short! Kids and young adults who struggle with attention and focus will get lost when directions or information is too wordy. It may also help to have both visual and verbal reminds for the directions for those who need.

If you are interested in teaching executive functioning skills explicitly, I have developed an entire yearlong set of activities for executive functioning skills. It includes everything from workbooks to lessons and crafts to task cards. It is ideal for advisory or the resource room, but I’ve even had general education teachers use it in the first few minutes of class to help teach the skills kids need most.

Also, here are a few more blog posts you might be interested in:

Strategies for Oppositional Kids

October 1, 2019 by pathway2success 6 Comments

The ultimate list for strategies for oppositional defiant kids and young adults! Use these strategies, printables, and ideas to help students who struggle with behavioral challenges in the classroom. These are the students breaking rules, refusing to work, engaging in arguments, and struggling with social skills. Some might be diagnosed with ODD (oppositional defiant disorder) and others are not! #pathway2success #oppositionaldefiant #odd

Working with kids and young adults who are oppositional can be challenging. Being oppositional might mean refusing to do work, breaking rules, and engaging in other challenging behaviors. The truth is, many kids can be oppositional from time to time, so many of these strategies work with all learners. With that said, these strategies are truly aimed at learners who are more significantly oppositional and defiant. These are the students who demonstrate challenging behaviors on a regular basis, purposefully do the opposite of what is told, engage in arguments, and might even show aggression.

Whether or not your student is diagnosed with oppositional defiant disorder, it can be helpful to understand the disorder. Many of the strategies and techniques can be helpful for all kids who are displaying defiant or disruptive behaviors on a regular basis. If you think a child or young adult might have oppositional defiant disorder, it is important to talk it over with a professional in your area.

Simply put, kids and young adults who demonstrate oppositional behaviors are often in need of significant interventions and supports, not punishments. The list below highlights several strategies for before, during, and after challenging behaviors.

Oppositional kids need support! The ultimate list for strategies for oppositional defiant kids and young adults! Use these strategies, printables, and ideas to help students who struggle with behavioral challenges in the classroom. These are the students breaking rules, refusing to work, engaging in arguments, and struggling with social skills. Some might be diagnosed with ODD (oppositional defiant disorder) and others are not! #pathway2success #oppositionaldefiant #odd

PROACTIVE STRATEGIES

Build a relationship. Spend time getting to know your student. Look far beyond their challenges and see who they are as an individual. Find ways to build a positive relationship over time.
Start fresh every day. This one is important. Treat every day as a new start. Not only does this help educators move past yesterday’s challenges, but it also teaches the student that it is okay to have a bad day sometimes. Make this one your mantra.

Consider underlying needs. So often, oppositional behaviors are the result of underlying emotional challenges and needs. Take time to consider if a learner is struggling with feelings of anger, anxiety, or anything else. When it comes to challenging behavior, there is always a reason why, even if sometimes we don’t see it right away.
Explicitly discuss expectations. Teach about social expectations using simple words and visuals. Note that just discussing them once isn’t enough. They need to be openly talked about on a regular basis.
Explain your why. When you have a rule or expectation, explain the why behind it. For example, if you want student to turn their work into a specific bin, explain that this is so you don’t end up misplacing their work. It might seem silly, but sometimes just a valid reason is enough to help a student understand and follow along.
Watch your tone. Tone of voice can mean a lot to kids, and especially to kids with oppositional defiant disorder. Notice the way that you say things. “Please take out your homework for today,” is much nicer and calmer than, “Take out your homework right now.” Sometimes, it’s the small things that make a big difference.
Explicitly discuss consequences. Before challenging behaviors happen, make sure to openly discuss what the consequences will be. Together, come up with a list of what some consequences might be in your setting and discuss why they might happen.
Make sure consequences make sense. Logical consequences are always more beneficial than punishments. In the simplest terms, logical consequence are consequences that make sense and aim to repair the problem, rather than simply punish. For example, if a student makes a mess, the consequence might be to clean up. If a student says something mean to someone else, maybe they should do a kind deed or write a letter.
Give choices often. Rather than giving one direction or instruction, give a choice between two or three things. Choice can make a BIG difference! For example, if you want your student to spend time reading, ask them, “Would you rather pick out a novel, read a magazine, or listen to an audiobook?” As an educator, you are still making sure your student is working towards their goals, but you are also giving the student a say in how they get there.

Develop small goals together. Spend time 1:1 with your student and come up with small and manageable SMART goals that the child can work on. It’s important to make the goals short-term and attainable so that they can reach them and feel successful. Keep in mind that sometimes kids with oppositional challenges don’t see that success often. Getting a taste of it can really change their life. Use that momentum to keep pushing the student forward in the right direction.
Be consistent. Kids and young adults thrive on consistency. Make an effort to have the same routines, expectations, and consequences each day. This makes it much easier for learners to understand and follow along with the expectations you set.
Teach strategies for mindfulness. Many kids and young adults don’t know how to put the brakes on when they are upset. Practice mindfulness once or twice a week together to encourage students to develop these skills over time. It is not a skill that develops right away, so lots of practice is necessary. One big positive is that practicing mindfulness in the right way can be fun for kids and young adults.

Mindfulness activities are a great strategy! The ultimate list for strategies for oppositional defiant kids and young adults! Use these strategies, printables, and ideas to help students who struggle with behavioral challenges in the classroom. These are the students breaking rules, refusing to work, engaging in arguments, and struggling with social skills. Some might be diagnosed with ODD (oppositional defiant disorder) and others are not! #pathway2success #oppositionaldefiant #odd

Develop routines. The more routines you have for students, the easier it is for everyone. Develop routines for starting group work, turning in homework, writing homework down, lining up, and switching from one subject to another. The more concrete and consistent these routines are, the less behavioral challenges will come up along the way.
Get all adults on the same page. Consistency from adult to adult is critical. If a student is allowed to run in the hall with one adult but not the other, this can be confusing and even frustrating for the learner. Talk with other professionals, including paraeducators and parents, to try and set similar expectations for the student.
Practice deep breathing techniques. Teaching kids and young adults to control their breathing can help give them tools to calm down in the moment. It’s important that we teach these strategies ahead of time, so kids can use them when they really need them. Use these free mindful breathing boards to give mindful breathing a try.

Identify triggers. It’s critical to spend time to think about our students’ emotional triggers. Knowing that group work, doing work in front of the class, or independent work are triggers can help you structure your class in a way to minimize those challenges. Sometimes, it takes structured observations to figure out the triggers. If you struggle with this, consider having another staff member take time to observe the student and notice what situations immediately precede the behaviors.
Develop a calm down area. Not all kids will need a calm down area, but the ones who need it, really need it. A calm down area is just a special spot for students to go and regulate themselves when they are angry or upset. It is a helpful strategy to keep kids in the room, have them practice coping strategies, and get them back to learning quicker.

Give genuine praise. When a learner is doing something positive, privately let them know. Remember to be specific and genuine in your approach. You might say, “I noticed you worked really hard through that test even though it was a little bit frustrating. That was awesome of you and it showed you’re really doing your best. Thank you.”
Provide breaks. Kids with social-emotional needs can’t be at their best all of the time. They need down time. Schedule structured breaks and activities to give some down-time in their day.
Teach coping strategies. So often, kids don’t know how to calm down on their own. They need to be explicitly taught skills that can help them feel calm, safe, and regulated. Most importantly, kids need to learn and practice these skills when they are calm (not when they are upset). That means spending time actually practicing listening to music, writing in a journal, and coloring. Teaching coping strategies is not a waste of time; it’s a life skill. Learn about unique ways to teach coping strategies or grab this free list of coping strategies to get your students started.

Stay organized. Keeping the classroom and schedule organized will keep your learners organized, too. A lack of organization can frequently be a trigger for oppositional kids who need extra structure in their lives.
Give special responsibilities. Help your most oppositional learning develop a greater connection to the school and classroom by allowing them to give back in some way. Assign the student to water the plants each morning, pass papers back, or be in charge of technology. Try to align the classroom responsibilities with their interests, if possible.
Teach social skills. Simply put, if kids aren’t behaving in a socially appropriate way, we need to teach and re-teach those social skills until they can. To support this need, I have developed social skills lessons for elementary kids and social skills lessons for middle and high school students.

Use student interests. One effective way to keep learners engaged is using their personal interests in lessons and activities. Choose read alouds with trains or bikes, if that is what your student loves. Use math problems about dogs, if that is a particular interest.
Avoid power struggles. A power struggle with a student is always a losing battle. Your best defense is using techniques to avoid power struggles in the first place.
Let the little things go. If a student wants to use a pink gel pen to complete their work, let them! If a learner wants to work standing up, why not? Ask yourself if the behavior is interfering with their learning or not. If it isn’t, try to let the little things go!

Learn ways to calm yourself. Dealing with a student’s challenging behaviors can be difficult in the moment, especially if those outbursts are directed specifically at you. Find ways to calm yourself down, such as deep breathing or positive self-talk). The calmer you can be, the better it will be for all your learners.
Integrate strategies for social emotional learning. Kids and young adult who are oppositional often need supports with social and emotional skills. Learn how to you can integrate social emotional learning or start with these free strategies for SEL.

Brainstorm with other professionals. When you are looking for new strategies and solutions, it’s often helpful to talk with other specialists in your school who know the child. Brainstorm with the school counselor, social worker, psychologist, and any other professionals who work with him or her. Brainstorming with a paraeducator who works with the student can also often be very helpful.
Consider incentives and rewards. While intrinsic rewards are always better, it’s true that sometimes kids and young adults need some extra encouragement along the way. Use this free list of rewards and incentives to get ideas to help motivate your learners.

Talk with the child’s counselor. If possible, get permission from guardians to talk with the child’s outside counselor. It can help to try and work on some of the same strategies together.
Focus on your own self-care. Working with a student who is oppositional can be extremely stressful for the adults involved. Remember to focus on your own self-care so that you can be the best you for all of your learners. Grab this free educator self-care poster as a reminder.

IN THE MOMENT STRATEGIES

Stay calm. Kids and young adults feed off others’ energy. Make it your mantra to stay calm. Sometimes this might mean acting like you are calm, even when you are not! Having a calm attitude is essential to helping kids and young adults feel safe and protected. Not only does a calm demeanor help students regain calm themselves, but it also models appropriate behaviors for them at the same time.
Be clear and concise with expectations. Give specific and simple directions as to what the student is expected to do. It’s important to watch your tone of voice and say these expectations in a non-emotional way. If a student is refusing to start their work, calmly tell them, “Please complete up to number 10. Thank you.”
Give space. When kids are upset, the last thing they need is an adult talking at them and telling them what to do over and over. So often, they already know but need time to get there. Talking to them can sometimes just create more of an argument. Tell them what you need to tell them, but then walk away. Give them space to get themselves started.

Use de-escalation strategies. De-escalation strategies are the techniques you can use to help calm a situation (or learner) in the moment. Read up on different de-escalation strategies you can use or grab this free de-escalation strategies printable as a reminder.

Avoid taking materials away. While this is a critical de-escalation strategy, I think it’s important enough to mention separately. If a child or young adult is using their phone when they shouldn’t be, never take it out of their hands. If they hand it over to you, that’s one thing. It is never advisable to forcefully take something from a child or young adult, though. This just creates a power struggle and will only incite more anger from the child or young adult. Give the instruction, walk away, or ignore, but never take something physically from a learner.
Use planned ignoring. Behaviors can happen for many different reasons. When the function is to gain attention, planned ignoring goes a long way. Planned ignoring is when you purposefully ignore problematic behaviors in order to stop and extinguish them. For example, if a student is making silly noises to get your attention during independent work time, try ignoring and pretending you don’t hear. The idea is simple: if the purpose is to gain attention, don’t give them attention. It’s important to note that planned ignoring can be difficult. Sometimes, behaviors even get worse before they get better. However, if adults are consistent in ignoring the behaviors, it can be an extremely useful strategy.
Help the child regulate their emotions. When a student is upset, it’s always most important to help them get back on track. Give the student time to regulate their emotions by going to a calm down area, spending a few minutes to themselves, or getting a drink at the water fountain.

Don’t take it personally. This is easier said than done, but it’s important to remind yourself not to take behaviors personally. Kids and young adults with behavioral challenges are struggling. They are acting out in the best way they know how to get the support they need in the moment. Take a deep breath and walk away when you need to.

POST-PROBLEM STRATEGIES

Make sure the child is calm. Before reflecting on an issue, it is critical that the child or young adult is calm first. If a learner is still upset, give them extra time to calm down and chill out before moving forward. Remember that the ultimate goal is helping that student learn from their ups and downs. That is only meaningful when they are truly calm and ready to learn.

Give time for reflection and problem-solving. While challenging behaviors are happening is not the time to learn. Kid and young adults are emotionally overwhelmed at this stage, meaning no learning is taking place. However, after a child is calm is the perfect time to reflect and problem-solve for the future. This is when the new learning is happening. Spend time talking with the student. Be inquisitive about what happened and not accusatory. For example, you might say, “I noticed you had a problem today with ____________. What happened?” and “What could we do moving forward?” Spend some time brainstorming ideas, strategies, and solutions.
Be creative. It is critical to stay open-minded during the problem-solving phase. If a child or young adult gives you an idea, consider it. Not everything will work, and that’s okay. It’s important to allow the child or young adult to be part of the problem-solving process, though. For example, if a student says they think they would do better working while listening to music, consider it. Try it. It’s okay to consider strategies even just a trial. Even if it doesn’t work out, it helps give responsibility to the learner themselves. It also shows that you are fair and willing to try things to help them be successful.
Make a plan together. Sometimes, it’s helpful to write out a specific plan with strategies moving forward. When you do this, it’s important to list strategies that the student will do and strategies that the adults will do. While you don’t always need to write out a plan, having these strategies listed and documented helps in a couple of ways. First, it holds all parties responsible for the strategies. Second, it documents that you are trying new strategies. This can be important in the future, so that if it works, you can continue (and if it doesn’t, you can just try something else!). If necessary, you might also consider developing an entire behavior intervention plan.

Give strategies time to work. Not every strategy is going to work perfectly right away. Give them a few times and days before determining if they are effective or not.
Help makeup for mistakes. Teaching kids and young adults how to make up for their mistakes is important. It’s also important that they don’t feel they are thrown into this alone. Help them through it. For example, if a student said something mean to someone else, help them write an apology note to their friend. If a student made a mess in another teacher’s classroom, help them find a time to go in and tidy or clean the room to give back. Not only will this help fix the damage, but it teaches a critical life skill.
Apologize when you mess up. Sometimes, in the moment, we all make mistakes. After some reflection time, if you think you’ve made a mistake, own up to it and privately apologize to the student. This often goes a long way with kids who are oppositional. A genuine apology can help mend relationships and help the student see that the world can sometimes be a fair place.

Forgive and move on. Remember that every day is a fresh start. Once an incident is over, do your best to forgive the student and move on. Kids (even big kids) are still kids who are learning and growing.
Don’t give up. No matter what, never give up on your learners. Even the kids who are oppositional and challenging need all of your support, encouragement, and love. Tell them you won’t give up with your words and show them with your unconditional support.

Social and Emotional Skills Are More Important Than Academics

September 15, 2019 by pathway2success 1 Comment

It’s true. I said it. Social and emotional skills are actually more important than academic skills. Of course, academics matter. But the truth is that social and emotional skills are actually a prerequisite to success in the classroom (and outside of the classroom, too). Skills like empathy, self-awareness, managing emotions, and decision-making are some of the most important skills kids and young adults need to learn.

Helping All Learners Find Success

Of course, all educators want students to be academically successful. We want our learners to read well, excel at math, have a strong knowledge of history, understand the world of science, and so much more. There are some strong reasons why social and emotional skills need to come first, though.

Sometimes, in our data-driven and test-focused world, educators are encouraged (and even pushed) to make sure academics are the sole focus in the classroom. It might feel like there isn’t enough time for social emotional learning because we want academic achievement to take center stage.

This mindset is backwards, though. That’s because social and emotional skills are actually foundational for academic success.

If we want our learners to excel academically, we need to pave the way for them to excel socially and emotionally, first. It’s important to make time for teaching and integrating skills like empathy, conflict resolution, and decision-making into the classroom.

Reasons to Consider

Here are some reasons to consider why social and emotional skills are actually more important than academics:

Learners need SEL skills to work with others. There are an endless amount of social expectations in the classroom. When students work with classmates, they have to get along with others, read social cues, communicate effectively, perspective-take, and use conflict resolution strategies during disagreements. If students struggle with these skills, it can often be a huge roadblock to their success, even sometimes creating behavioral challenges that get in the way of others’ instruction. Of course, those skills listed are all social and emotional skills that can be taught and practiced throughout the year.

Learners need SEL skills for academic instruction and work. During class instruction and schoolwork, learners are expected to stay organized, start work right away, manage time well, plan for assignments, use effective study strategies, and persevere through challenges. These are all examples of self-management skills that can be taught and strengthened through social and emotional learning practices.

Students need to know how to effectively manage their emotions. On a day-to-day basis, kids and young adults go through a roller coaster of emotions. We all do. Those with strong self-awareness, emotional intelligence, and coping strategies can deal with those ups and downs in more effective ways to allow for success in and outside of the classroom. For example, if a student constructive criticism on a project they are working on, rather than shutting down or refusing to work, they might reflect, take some deep breaths, and make a plan to move forward. These emotional management skills are a core element of social and emotional learning, as well as critical needs for academic success.

Social emotional learning supports academic growth. A meta-analysis research study completed in 2011 showed that students who participated in SEL programs demonstrated significant improvement in academic performance over those who didn’t. Simply put, academic skills are strengthened by integrating social and emotional learning.

Without social and emotional skills, even the strongest academic skills won’t be enough. It doesn’t take a research study to show that people struggle when they don’t have strong social skills. As humans, we need to know how to get along with others, perspective-take, and problem-solve. In the workplace, we need to know how to stay organized, do our fair share of the work, and meet deadlines. Without these skills, even the brightest and most academically gifted learners will have bumps in the road.

Luckily, it is not an either-or situation. As educators, we can teach social and emotional skills while teaching solid academics at the very same time. There is room for both. And when there is not enough room for SEL, we need to make the time for it. It’s that important.

If you are interested in teaching SEL, but aren’t sure where to start, I developed a complete yearlong curriculum for elementary learners and a complete yearlong curriculum for older learners, too. Having the resources, lessons, and ideas at your fingertips can make it that much easier to start your journey in teaching social and emotional learning in the classroom.

Here are some other blog posts that may help you as you learn about integrating social and emotional learning in the classroom:

Teaching Kids To Be Self-Aware

September 1, 2019 by pathway2success 2 Comments

Teaching kids to be more self-aware can help them develop confidence, understand emotions, and work towards individual goals. Teachers can use these strategies and printable activities to help kids develop self-awareness and focus on social emotional learning. #sel #socialemotionallearning #pathway2success

As an educator, I always felt I knew my learners extremely well. While it is great if an educator or parent knows their kids so well, it’s actually not enough. The real magic comes when we teach kids to start understanding themselves and develop strong self-awareness skills. Self-awareness is having a strong understanding of oneself. That includes understanding our thoughts, emotions, strengths, challenges, needs, and dreams for the future.

Self-awareness is important for children and younger learners because it sets the stage for success. If kids have a better understanding of their emotions, actions, and abilities, they can make better choices to help them be successful in and outside of the classroom.

Here are a couple quick examples of why self-awareness matters:

Imagine a child who just starts crying in class. The child is so upset that they can barely get a word out, and no adult in the room understands what happened. Finally, the child points to the math worksheet they were working on. It has answered scribbled out. The teacher finally realizes that the child was frustrated with the work and did not know how to solve the problems. If that child had stronger skills for self-awareness, he or she could have asked for help, tried a new strategy, asked a peer, or taken a break if their frustrations were escalating.

Next, let’s consider a student with stronger self-awareness skills. This learner knows they want to play on the basketball team this year, so they make a concerted effort to improve their skills and talk to the gym teacher about how to join. By understanding their hopes for the future, this learner has a much better chance of achieving their goals.

The good news is that self-awareness skills can be taught and practiced on a regular basis. Of course, it’s important to note that self-awareness skills don’t develop all at once. Learning them is a process that takes time and practice.

If you want to get started right away, consider checking out this Self-Awareness Unit developed specifically for social emotional learning. It covers everything from building confidence and understanding emotions to using positive thinking skills and considering hopes and dreams. As a bonus, it is the first unit in the complete SEL Yearlong Elementary Curriculum.

Here are some strategies you can try to get your learners started:

Encourage kids to use their strengths. If a student is strong with technology, let him or her be the technology support staff in the room. If another child loves music, let them help pick out some calming selections to play during morning work. The options are endless. All kids deserve a chance to shine.

Teach skills for confidence. Confidence provides a great sense of self-understanding and self-awareness. Feeling confident doesn’t usually come on its own, though. Teach kids how to be confident by learning how to take risks, develop a growth mindset, and celebrate their wins.

Have kids compliment themselves. Encourage students to write a “compliment list” about themselves. They can post this list somewhere at home or keep it in their binder to remind themselves of their strengths

Let kids share their passions. Give a weekly show and tell time that allows kids to share something important to them. Whether a student is playing the flute for their classmates or telling about a new insect they found, these are moments that can help each child develop a stronger sense of what they are most interested in.

Try new things together. We are all works in progress! Kids need lots of opportunities to try different things and find out what they are most passionate about. Play different genres of music, read different types of texts, and encourage activities that students might not have tried before. Every new opportunity is a chance for students to learn about who they are.

Teach about emotions. Even if students have a basic understanding of feelings, they may fully grasp other more in-depth emotional concepts. Teach students to learn a larger emotional vocabulary, explain that emotions have different levels (slightly annoyed to irate), and discuss how you can feel multiple emotions at once. Learning about emotions will help children understand their own feelings on a day-to-day basis.

Create a daily emotion check-in time. Children benefit greatly from understanding their own feelings. Give 5 or 10 minutes each morning to allow students to check in with themselves. You can have them write in a journal or fill out a check in form to share how they are feeling.

Embrace a growth mindset. All kids should know that they can accomplish more when they work hard and have a positive mindset. Teach what it means to have a growth mindset. Practice a growth mindset with your learners and encourage it on a daily basis. This can help build confidence and a greater understanding of what students can really do.

Discuss hopes and dreams. No matter the age, everyone should have aspirations to look forward to! Give time to discussing hopes and dreams for the future. You might discuss where students want to travel to, what activities they want to try, and what they hope to be like in the future. Note that hopes and dreams can change over time, so this is something you can revisit time and time again.

Research career interests. It’s never too early to consider future career paths! You can assign careers to students or let them choose. Have kids find some interesting facts about that career and share it with the class.

Develop and monitor goals. Meet individually with students and help them come up with specific goals they want to work on. Again, this is something that can be done with all ages. Whether their goal is wanting to read three chapter books or complete all their homework, SMART goals can help kids have a greater understanding of where they are and what they need to do to improve.

Schedule student conferences. Meet with each student individually on a regular basis. This might look different depending on how many students you work with. The more regularly you can meet with your learners, the better. Spend just 5-10 minutes discussing how the student is doing, what is working well, and what they could improve. This student conference format can help kids gain understanding into where they are and what they need to do to continue working towards goals.

If you are looking for resources to teach self-awareness skills right away, check out this Social Emotional Learning Unit for Self-Awareness or this Social Emotional Learning Curriculum for the whole year.

Whether you decide to start teaching the lessons right away, or just implement a few small strategies throughout the year, know that self-awareness is an important skill for all learners to develop!

100+ Read Alouds to Teach Social Emotional Learning Skills

August 24, 2019 by pathway2success 1 Comment

100+ Read aloud short stories to integrate social emotional learning into the classroom. Elementary teachers and even middle school educators can use these texts to discuss SEL skills like empathy, friendships, emotions, decision-making and more. Read and grab your free printable list! #sel #socialemotionallearning #pathway2success

Social emotional learning skills are important. Every educator wants their learners to understand their own strengths and challenges, effectively cope with stress, persevere through challenges, have empathy for others, develop lasting friendships, and make positive decisions. These are really just a few examples of what skills social emotional learning can cover.

There are numerous benefits to teaching SEL skills in the classroom, such as a reduction of behavioral problems and giving learners tools to problem-solve on their own.

Sometimes, the best solution is to dedicate a time period to social emotional learning each day. If this is something you are planning in your classroom, I’ve developed a COMPLETE yearlong SEL curriculum for elementary learners (and I have a SEL curriculum for older kids, too)!

With that said, sometimes time in the classroom is short. Although it can be extremely beneficial to teach SEL skills explicitly, there are always helpful ways that teachers can embed them into what they are already doing. For example, educators might use a daily SEL journal during writing time, have class discussions during break time, or use art activities to highlight SEL skills. One of the most helpful strategies for integrating SEL can be through literature.

The idea behind using literature to target social emotional learning skills really is quite simple. Educators can read the text as they normally would, stopping along the way to highlight critical skills that come up.

One of my favorite examples is Alexander and the Terrible, Horrible, No Good, Very Bad Day. In this short story, Alexander is having an awful day. It is such a terrible day that he wants to go and live in another country. However, rather than packing up his belongings and ignoring what is happening in his life, Alexander learns to cope with his emotions. He also learns about starting fresh each day. There are so many social lessons that can be learned from this one short read aloud.

With this, I put together a complete list of read alouds to use for social emotional learning. Grab a copy of your free printable SEL read aloud list to get started right away.

To get started, just find a skill you want to work on and select a book! As always, you know your learners best. It’s possible that not every book will work for your students, and that’s okay. Find the ones that suit their individual needs and see how much fun integrating SEL with literature can be.

Here are just a few examples from the complete list:

DEVELOPING SELF-AWARENESS

Giraffes Can’t Dance by Giles Andreae
Chrysanthemum by Kevin Henkes
It’s Okay to be Different by Todd Parr
The Name Jar by Yangsook Choi
Hooray for You! A Celebration of You-ness by Marianne Richmond

BUILDING CONFIDENCE

I’m Gonna Like Me by Jamie Lee Curtis
Amazing Grace by Mary Hoffman
Exclamation Mark by Amy Krouse Rosenthal
I Like Me! By Nancy Carlson
Zero by Kathryn Otoshi

UNDERSTANDING EMOTIONS

Visiting Feelings by Lauren Rubenstein
Jabari Jumps by Gaia Cornwall
The Way I Feel by Jonan Cain
The Color Monster by Anna Llenas
In My Heart: A Book of Feelings by Jo Witek

HOPES AND DREAMS

Hiromi’s Hands by Lynne Barasch
Rosie Revere, Engineer by Andrea Beaty
Big Al by Andrew Clements
Matthew’s Dream by Leo Lionni
The Wonderful Things You Will Be by Emily Winfield Martin

STUDY HABITS

Farmer Duck by Martin Waddell
Planning Isn’t My Priority by Julia Cook
Don’t Forget the Bacon by Pat Hutchins
See You Later, Procrastinator! By Pamela Espeland and Elizabeth Verdick

SELF-CONTROL

Interrupting Chicken by David Ezra Stein
How to Be a Superhero Called Self-Control by Lauren Brukner
What If? by Collen Doyle Bryant
What Were You Thinking? Learning to Control Your Impulses by Brian Smith

PERSEVERANCE & RESILIENCE

Salt in His Shoes by Deloris Jordan
Brave Irene by William Steig
Apples to Oregon by Deborah Hopkinson
Unstoppable Me! By D.r Wayne W. Dyer
Wilma Unlimited by Kathleen Krull
The Most Magnificent Thing by Ashley Spires

RESPECT

David Goes to School by David Shannon
The Way I Act by Steve Metzger
Respect and Take Care of Things by Cheri J. Meiners

EMPATHY

The Invisible Boy by Trudy Ludwig
The Bicycle Man by Allen Say
Do Unto Otters by Laurie Keller
Stand In My Shoes by Bob Somson
Zen Ties by Jon J. Muth

KINDNESS

Each Kindness by Jacqueline Woodson
Those Shoes by Maribeth Boelts
Pinduli by Janell Cannon
Good People Everywhere by Lynea Gillen
Kindness Starts with You by Jacquelyn Stagg
A Chair for My Mother by Vera B. Williams

FRIENDSHIP SKILLS

How to Lose All Your Friends by Nancy Carlson
Making Friends is an Art by Julia Cook
Love Monster and the Last Chocolate by Rachel Bright
Jessica’s Box by Peter Carnavas
Louise and Andie: The Art of Friendship by Kelly Light

INCLUDING OTHERS

The Boy Who Wouldn’t Share by Mike Reiss
Rulers of the Playground by Joseph Kuefler
A Sick Day for Amos McGee by Philip C. Stead
The Invisible Boy by Patrice Barton
Same Same But Different by Jenny Sue Kostecki-Shaw

CONFLICT RESOLUTION

Eat Your Peas by Kes Gray
Sharing a Shell by Julia Donaldson
There’s a Bear on my Chair by Ross Collins
Where the Wild Things Are by Maurice Sendak
Iris and Isaac by Cheterine Rayner

BEING RESPONSIBLE

The Paperboy by Dav Pilkey
I Just Forgot by Mercer Mayer
Arthur’s Pet Business by Marc Brown
The Emperor’s Egg by Martin Jenkins
The Way I Act by Steve Metzger

MAKING GOOD CHOICES

What If Everybody Did That? By Ellen Javernick
Do Unto Otters by Laurie Keller
Making Smart Choices by Lucia Raatma
Land of Or by Katie Mullaly

PEER INFLUENCE

The Juice Box Bully by Bob Somson and Maria Dismondy
One by Kathryn Otoshi
The Hueys in the New Sweater by Oliver Jeffers
A Bad Case of the Stripes by David Shannon
Bully on the Bus by Carl W. Bosch

REFLECTING ON CHOICES

David Gets in Trouble by David Shannon
Lilly’s Purple Plastic Purse by Kevin Kenkes
Beautiful Oops! By Barney Saltzberg
After the Fall by Dan Santat

Happy reading! If you’re interested in more ideas for SEL, here are a few posts that might be helpful:

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