Practical Strategies for Teaching Social Emotional Skills


Female Teacher:
Teaching social skills helps them
become better adults. They are able to deal with problems
in life if there are any. They have different strategies
that they have learned on how to deal with situations
and solve problems. Social emotional is very important when it comes to children in their learning. Male Teacher:
It’s given me a way to solve conflicts
between two children that will end up in a positive outcome. They will all feel good about themselves and they will learn a behavior that they can transfer to other situations. This absolutely magnificent. Narrator: By using the core strategies
of the teaching pyramid, teachers are accomplishing
great things in their classrooms. The first two levels
give teachers a solid foundation by creating positive relationships and supportive environments for children. Then, teachers can begin to use strategies to help children develop skills they need to build friendships, solve problems, manage their emotions, and more. During this program we’ll focus on the third level of the teaching pyramid, social-emotional teaching strategies. With these strategies in place
it does not take long to see some amazing results. Female Teacher: I don’t have the block.
She’s got the block and you want to play with that block. What are you gonna say to her? Boy: Take turns.
Teacher: Ah. Take turns. And then how do you ask her for the block? Girls: Please! Teacher: Please? Boy: Please. Teacher: may…may I have the block? Boy: (mumbles) Teacher: Very good!
Can Push, Misha-Lashandra? All right! That’s good.
I like how you guys take turns. So can you hold the bottle
and let Steven twist on the cap? That’s how we help each other. Steven, can you twist the cap
onto the bottle while Malachi holds it? Uh…Does that part go there? Malichi: Here, put the top on the baby bottle.
Teacher: Okay, twist the cap on, Steven. Thank you for letting him help you, Malachi. Vicki: As long as they’re
learning the skill all day long and using it and being reminded of it, they’re gonna– it’s something that’s going to
become a part of their everyday life Girl #1: Can you give me a lid, please? Give me a lid. Can you give me a lid quick, please? Girl #2: Here. Boy #1: (unintelligible growl)
Boy #2: Squeeze! Girl #2: Yes, sir! Teacher: You hear more of the children
playing and laughing and they they take care of themselves and they regulate themselves
where you don’t have as much of the teacher jumping in to do things because the children will take care of it on their own. Teacher: Take your uh…oh ya’gonna share with Jamar, ah? Ah, good job! Good job Jamar. You’re gonna share it with Nova? Thank You Jamar for sharing. Now I’m going to share my swiss cheese with the caterpillar. Girl 1: Okay, come on. Girl 2 (off screen): Can I be the teacher with you? Girl 2: No. You have to be the kid. Girl 2: Okay, you can. Okay. Girl 1: Come on. I’m the teacher Girl 2: Okay.
Girl 1: Stand on the kitty. Girl 2: What about this? You’re supposed to have that with that. Girl 1: Nah-ah. Look. (Giggles. Background child banter) Girl 2: A blue kiss. Let’s get ready to blow up our balloon. Now we need a (unintelligible) Blow it up! Teacher: All you all done with breakfast? right that’s the matter
I’m sorry I’m sorry I need for you to crisscross applesauce because now we
have a problem that’s how she came to me crying do you know why what happened and
what happened with Latasha you were laying down on her do you think that she
liked that because we’re supposed to help our friends how can you help
Latasha right now what can you do that’ll make her feel happy let’s see
go Latasha he wants to give you a hug stand up and give a hug that’s fine
that’s a good job Molokai this child knows about me and I know about that
child and that’s how we work together to build and as we keep building on those
skills that they’re learning every day I love when the end of the term comes
because they’ve actually grown from when they first came to me and that makes me
proud how does it make you feel when she does that can you do something about it when you
get married what can you do do you remember do the turtle think
about why you’re mad and think about it if someone tells them no at first it
does hurt their feelings but in the end they learn that it’s okay
that it’s okay to share that feeling and share that hurt and to discuss all these
feelings that they have and learn from that very nice learning process for them
and really that doesn’t end after two weeks it’s a whole year process but as
the year goes along the need to prompt them diminishes you find they do it on
their own teachers use three stages to introduce and practice skills in their
classrooms Stage one is the introduction of a skill this is the show-and-tell
phase and can be done in a variety of ways using a variety of tools like books
puppets pictures even an ant farm and always help each other you know how
we help each other in our classroom and we share or they share – and they help
each other right now they’re building their home I want to show you this look
right here this is this little line once a skill has been introduced the teacher
moves to stage 2 building the child’s fluency and confidence with the skill
throughout the day a teacher may use planned activities or situations to
practice the skill or use teachable moments during play and center
activities something as routine as getting water whose turn is it future
well you know what we need to do friends a formal line so if you come right here
look what we’re gonna do buddy look what we’re gonna do
persuade our turn there we go we’re gonna wait now it’s Alex and then guess
whose turn it’s gonna be yeah Stage three helps children maintain the
skill teachers learn to recognize when children are using a skill without being
prompted then they can let them know you got it this can happen at any moment
during the day and is real evidence that a new skill is taking home
each time a new skill is introduced teachers can follow this basic
three-stage approach introduce the skill using a variety of
tools practice the skill through planned and unscripted activities maintain the
skill by recognizing children for using the skill on their own now we’re going
to take a look at three classrooms and how each teacher use the three stage
approach to build an important social emotional skill that it really really
good is that an aunt this week out theme was insects and bugs I went out and I
bought an ant farm do you see them Steven they’re crawling all over what do
you think they’re doing in there I’m gonna eat each other they help each
other ants always help each other you know how
we help each other in our classroom and we share while they share too and they
help each other right now they’re building their home I want to show you
this look right here this is this little line they’re building down to the ground
you know when you drop a piece of bread and you’re outside yeah and before you
know it it’s all covered up and they take it back to where they live in their
home so everybody can eat because they help each other when I teach the
children a new skill I make sure that I set up in my centers how I want to see
the skill learned if they’ve picked up what I’ve been teaching them and if
they’re interacting with the other ones in doing that I want you to try to get
it off without twisting it do you think you can help me do that you can’t twist
but this top comes off do you think you can help me Mau at high let’s see what
do you have to do Malakai he asked you if he can help you
can he help you but Stephen wants to help can Stephen help you
okay let’s Stephen help you all centers you can always integrate into the
curriculum what concept you are trying to teach the children all throughout the
day do you think YouTube can paint a bug together yeah okay what color paint
would you like to use to paint the bug when I see them doing that talking about
what I have taught them I comment on it and I let them know that doing a
wonderful job and it makes them feel good we had cleaned up the circle time
everybody came back to the carpet to sit on the carpet
but they will block solo so I said who can help put those blocks up just like
the ants work together can we work together to put the blocks up and all of
them sit up and every one of them went and picked up a block and put it on a
shelf just like the ants and it worked out
fabulous I like the way everybody went to the block area and helped put away
those blocks use it a good job you helped each other and everybody was
sharing the blocks that was very nice of you give yourselves around yes you did
she missed a a them sleep yeah where do you sleep Anthony
yeah you sleep over here in the window Moloch has helped think Anthony’s help
what do we need to do with the bookshelf can you move it mr. Molokai good job wow
you guys are working together now what about the car
very good let’s go girlfriend Scott what were we talking about this money who
remembers what the ants what what are the ants doing they’re helping we did a
lot of helping each other today see everybody is hoping one another just the
way you guys help each other they’ll know how to deal with situations in the
classroom with their peers with their teachers and anybody else in their
surroundings they’ll even have a better picture of themselves at home or even
with their siblings they know how to go step by step when they want something
accomplished in their lives you the turtle start I’m gonna give you one
and I’m gonna give Brandon one and Ashton we use turtle puppets and a
turtle technique scripted story and what that does is it teaches the children to
stop and in the story the turtle is angry he’s been hit by a ball or he’s
upset with his friends and it teaches him to stop and to pull inside the shell
with the turtle and they count to three and he takes a breath and then he comes
back out with a better way to deal with his anger Tucker turtle takes time to
tuck and think Tucker turtle is a terrific turtle he likes to play with
his friends at wet lake school who’s is friends tell me who his friends are okay
and who is this the owl you are right but sometimes things happen that can
make Tucker really mad can you show me a mad face when Tucker got mad he used to hit and
kick or yell at his friends his friends would get mad or upset when he would hit
kick or yell at them how would that make you feel
would that make you sad it would make me sad to do doctor now knows a new way to
think like a turtle here are our turtles and what’s gonna happen to our turtles
are they fighting our turtles are fighting though they’re angry
let me see oh no they’re all fighting with each other aren’t there what is so
what are we going to do we’re going to we’re going to stop show me stop stop
put pull in your shell okay and then count one two three take a deep breath
and then Brandon says look Brandon’s coming out and what is your turtle gonna
do Brandon he’s gonna go think of a good way good job Brandon you remember to
think like a turtle you too yes you did you too
all right once the children have learned the skills and the they are starting to
use it on their own you do have every Center every playtime or anything like
that there’s an opportunity to reinforce what you’ve seen reinforce the skills
that they’ve shown that they have learned so if I’m really angry and I’m
yelling and I’m throwing looking if I’m throwing the blocks what do I do
is that okay for me to throw it no so what can I do
do you do anything when you get upset like if you got hit on the head you stop and you think what else do you
do pull in your show and then you come out think of a better way so is that
what I need to do right now so okay the teacher can then step back and they can
step back from the classroom or they can step back from the play area and watch
the children interact and see how it takes effect and see the children doing
it on their own what’s going on guys what are you doing with your puppets
remember Anna talk to me talk to me it’s okay
are your puppets fighting each other there are is that is that what we do
what can we do instead uh-huh can you tell me how show me how show me what
your puppet should do okay and then what okay and then come back out so what
could they do instead of fight okay so what how could they play together
instead of fighting like Brandon you thought like a turtle good job I like
the way you guys are thinking are they really learning it and are they really
remembering it retaining it you can see it put into place and you can see them
even children who may not have shown much interest in it in the beginning you
can see them when they when they do utilize it and use it you can see it put
into place and that makes it all worthwhile let’s talk about some things
we did today who can tell me what we can do when we get upset or angry but what
if you really wanted to play with that one toy and your friends making you mad
Shelby what can you do what does the turtle do
he stops show me stop he stops he stop he tucks inside the shell get inside
your show hurry okay help me count ready one
two three take it real big breath come back out and we could what think of a
better way right who did that today who was who thought like a turtle and used a
turtle today did you you Alec told me how to do it when I was getting upset in
library and I saw Ashton doing it and I saw Brandon in the puppets he was
telling me how to do it said did you do it all so you know yes I’m Dyson did it
too so you guys all can think like a turtle a lot of my friends did today
give yourself a big pat on the back well what should we do about that well
you know what we got to figure out a solution to this what could we do Jake
up Xavier look up here what could we do guys come
up here let’s figure it out you have some blocks and you have some blocks
don’t you hmm do you guys want to trade would that work you could maybe trade
blocks with him after you’re done with it so you want him to wait his turn or
may be us Finn see something else that would work out good that’s a good one
that would work out but there’s something else that might work out real
good too what about what’s this one play and share with that work out I think so
where do you guys want to play and share it does take time and it takes multiple
opportunities to work together but once the kids do it you know what and they
may not be perfect at working together just yet but they have those words that
say I’m working together and they thought that first concept so net
sharing they get a little older more cognitively aware it’s gonna be easier
to work together and easier sometimes if we have a problem we’ve got to stop and
think hmm we’re gonna think what is our problem and then we’re gonna think think
think what can I do and what if I try this it’s not going to work and we’re
going to try it and solve our own problems got it okay friends ready
hello friends you’re ready to sing with me here we go I can be a problem solver
problems other problem-solver I can be a
problem-solver let me show you how the first problem we’re gonna solve we’re
gonna do this what do we do maybe I can trade with you trade with you trade with
you maybe I can trade with you let me show you how you want to trade with me are you gonna trade some of us might
nice I teach your skill in the classroom sometimes I have to back up a little and
look at the level where my children are some of them may be missing some of
those language skills to really understand what we’re trying to do or
thus go are trying to teach so I need to individualize it what miss Andrea and I
do throughout the the center time is we look at where children are having
problems yeah turn away show me walk away
perfect walk away when you hear something you don’t like
I can’t just limit their learning to one situation and that’s where we had talked
about the teachable moment we need to look for those teachable moments
throughout the day to reinforce that skill so that they can see oh I can use
this strategy here and I can use this strategy in the lunchroom and I can use
this strategy at home with my phone as long as you have that
social-emotional concept of doing things one thing at a time and focusing on one
thing at a time and learning how to problem-solve you’ll be wonderful in
elementary school you open with their friends and their peers they feel more
confident about themselves which makes them interact more with not only the
children but with the adults too what I didn’t dream of how this affects every
aspect of Education and everything that we’re trying to to do with the children
because without that social-emotional it’s an uphill battle but it is an
uphill battle you keep encouraging them to keep building those skills up until
they are ready they are ready to share all these feelings and to make friends
and go out into the world and and they are ready to go to kindergarten because
academically they’re okay but we know emotionally and socially they’re ready you




Comments
  1. They all are god gifted person who really help the children to build up their life. Loved this..

  2. I don’t see anything new in this video from how I or my children were taught in school. Please check out NVC in Schools.

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