Overview of 6 Module Series:

“Teaching from the Heart is in our Hands”

  • The goal of all six modules is to assist teachers in examining who they are as individual teachers and to help them analyze how to combine their personal qualities and strengths with their teaching skills. These modules have been well-received in districts and may be contracted individually or in any combination. Instruction in Social and Emotional Learning assists teachers by strengthening their SEL skill set and learning to embed SEL into classroom content and relationship building. Item description

  • Part 1: What You Said About You: Survey in four sections to be completed one week prior to training:

    Survey sections:

    Teacher well-being

    Belonging

    Roles and Responsibilities

    Teacher self-reflection

    Part 2: Self-Care is NOT Self-Indulgence

    Why teachers’ emotions matter

    Connection to:

    Attention

    Memory

    Learning

    Impact on decision-making

    Relationship Building

    Health and well-being

    Impact on performance

    Self-care

    Creating Self-care plans

  • Part 1:

    Establish your current thinking about SEL: Survey to be completed one week prior to training.

    What you are already doing (SEL) in your classroom and school

    What your survey data says about your SEL knowledge and experiences

    SEL defined

    SEL background and supporting research for embedding SEL

    Part 2:

    SEL Framework: CASEL (Collaborative for Academic, Social and Emotional Learning)

    Brain Science and Emotion: the connection to SEL

    The teenage brain and the impact on SEL skills and academic achievement

    SEL National Standards

    New Jersey SEL Competencies

    SEL and educational equity

    Part 3:

    Examining grade appropriate SEL skills

    Touching on State of Illinois SEL as a sample

    How is SEL measured?

    What can I do tomorrow?

    Embedding SEL into your instruction

    Collegial SEL conversation and strategy sharing

    SEL resources

  • What is Whole Child Education?

    Background: Whole Child Education

    Human Relationships: Impact on Whole Child Approach

    ASCD: The Five tenets of Whole Child Education

    Healthy

    Safe

    Engaged

    Supported

    Challenged

    Why Whole Child Education is necessary?

    Strategies for the classroom

  • Why connect?

    Intentionality in building rapport

    Cat or Dog Analogy to better understand your students

    Social awareness activity

    How does body language send messages to our students?

    Self-awareness activity

    Examining your rapport toolbox

    Successes and Fails

    The First Five Minutes of the Year

    Learning how to honor your students

  • We start with a story of resilience

    Julian Rotter and Locus of Control

    Survey: Where is your Locus of Control? (short survey completed in session)

    How does that fit into your personal resilience skill set?

    Resilience v. Grit

    Six Steps to Fostering Resiliency (N. Henderson)

    The Resiliency Wheel (N. Henderson)

    Doors Closed/Doors Open activity

    Video: on resiliency: True Story

    How do we build resilience in our students?

    More strategies to foster resilience

    Activities with your students to build resilience

  • Part 1: Keeping it REAL

    Dynamic v. static learning

    How can teachers create a dynamic learning environment that reaches all students?

    Engage teachers in R.E.A.L. learning activities: Relevant; Engaging; Authentic and Learner-centered

    This portion of the module will explore how teachers can unite the following: integrating technology, developing problem-solving and critical thinking skills anchored in SEL strategies

    Participants will begin by examining performance-based objectives and dissect them to identify experiences students will need to meet with success

    Participants will work in small groups to develop a toolbox of ideas and strategies they can use in their classrooms

    Part 2: Keeping it Fun

    Why do you teach? Rediscovering why we do what we do

    Revisiting your teacher roots: Teacher reflection

    Connecting with your students …again and again

    How emotion connects to understanding, learning and memory

    Building an ethic of care

    Reverse assumptions: Student assumptions about teachers

    Joy is receiving

    Ways to keep joy in the journey: (and ways to keep your class interesting!)