Social Emotional Learning January Newsletter

January 2013

A Toolkit of helpful responses to encourage children and young people’s emotional wellbeing from Hands on Scotland

Ethical Dilemmas for Classroom Discussion
by Charis Denison

Inspire and Attitude of Gratitude
Subject: Reflection

Leading by example is a great way to help make expressing gratitude a part of your family’s daily life. Whenever you find yourself feeling grateful—share it! It can be as simple as saying, “I feel so thankful for our wonderful family!” You can also ask simple questions that will help your kids to notice everyday blessings.

For starters, try these:

  • What nice thing did you see someone do today? How did that make you feel?
  • What is something beautiful or cool that you noticed today?
  • How did someone help you today?
  • How did you help someone today?

Fostering Gratitude: Tips for Parents

The Goldfish® Guide to Raising Optimistic Kids

Educate the Heart
short video clip

Grin Bin
Optimism is a wonderful gift we give ourselves in tough times. It lifts our spirits, puts meaning back into our lives and gives us something to look forward to. When we look at the world through fresh eyes and with a positive attitude we are happy, enjoy life and are more productive.

Do you need something to smile about? Create a Grin Bin and reflect on the positive events and occurrences that happen in your life. What makes you smile? It may be something as simple as having dinner with a friend or getting rewarded for a job well done. Jot down these memorable events and keep them in your Grin Bin!

To create a Grin Bin click here

Tips for Tomorrow (U.B.C. newsletter)
Tips for Tomorrow is a section for teachers that provides simple, practical and low-cost resources to use … as soon as tomorrow!

Tootling or positive peer reports is the opposite of tattling and involves students submitting positive acknowledgements of each other. Encourage students to notice one another’s positive and prosocial behaviours to help increase positive peer interactions.

Show students with examples and non-examples about how to fill out a Peer Praise Note (simple to create) (PPN; e.g., Thanks for loaning me a pencil!)

Give each student 2 PPNs at the start of every day and encourage him or her to choose a recipient for their tootles, or

Give each student the class list and have them tootle on at least 2 students per day until s/he has tootled on each of his or her classmates

Set a goal. If there are 30 students in a class, a weekly goal of 2 genuine tootles per student per day would be 60 tootles. If the class meets this weekly goal, then they can celebrate with a shared social activity (e.g., pizza party or an outdoor game).
Nelson (2008)

Show Me Five
Timeouts are a common consequence strategy for student showing problem behaviour. Although this strategy can be effective (if it removes attention the student may be seeking), the timeout itself is not actually instructional, and may be a way for a student to get out of doing a difficult task.

Show me Five is used in response to problem behaviour as an active and instructional timeout procedure. This strategy is used to help students identify with right way to do things.

Step 1 When a student is observed showing problem behaviour, direct the student to a designated time-out area.

Step 2 Have the student signal you when they are able to identify five students who are doing things the ìright way.î Ensure that the student provides specific examples of behaviours.

Step 3 Thank the student for providing you with examples of students doing things the right way, and allow the student to join in with the rest of the class.

Don’t forget to review the expectations and Show Me Five procedures before implementing it in each setting!