Social Skills: A Year Long Guide to Social Skills Instruction -

Stephanie Kopecky, Kristen McKearney Author

04/13/2022 Added

13 Plays

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Conference 2022

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[00:00:00.000]Intellectual, developmental,
[00:00:01.820]and behavioral disabilities.
[00:00:04.020]Stephanie has a passion
[00:00:05.130]for teaching students with disabilities.
[00:00:07.420]Her expertise is in the area of teaching social skills,
[00:00:10.290]adapting learning for all ages and ability levels,
[00:00:13.400]and working with students with developmental disabilities.
[00:00:16.280]Let's welcome Stephanie.
[00:00:22.520]And with her is Kristen.
[00:00:24.290]Kristen is a special education teacher
[00:00:26.220]with 17 years of experience.
[00:00:28.210]She has a Bachelor's of Science in elementary education,
[00:00:31.110]special education,
[00:00:32.420]and a Master's of Science in education
[00:00:34.690]with an emphasis in curriculum and instruction.
[00:00:37.510]Kristen spent her first 15 years of teaching
[00:00:39.570]in a resource setting,
[00:00:40.510]and for the last two years
[00:00:41.720]has been teaching at a level three placement
[00:00:44.100]in a K-8 setting,
[00:00:45.310]serving kids with intellectual, developmental,
[00:00:48.230]and behavioral disabilities.
[00:00:50.100]Kristen has a passion for special education.
[00:00:52.790]Her expertise is in the areas of social skills instruction,
[00:00:55.790]developing data systems to enhance instruction,
[00:00:58.740]and working with students with intensive behavioral needs.
[00:01:01.550]So please help welcome Kristen.
[00:01:08.444]Thank you.
[00:01:09.330]Thank you.
[00:01:10.980]Okay, welcome.
[00:01:12.440]This is so exciting to see so many faces.
[00:01:14.600]I think the crowd alone
[00:01:16.270]just tells how much we need this right now,
[00:01:19.410]and how we're all living and breathing
[00:01:21.260]social skills and behavior.
[00:01:23.490]At your spots, there should be a flyer.
[00:01:27.180]There are five teachers
[00:01:28.520]that are hosting a two-day training this summer,
[00:01:31.560]all around the components of a successful behavior program.
[00:01:36.460]We are two of those teachers.
[00:01:37.790]The other three are back in the corner, where they belong.
[00:01:41.072](teachers laughing)
[00:01:42.660]Give 'em a little wave.
[00:01:44.340]You should also have a ticket.
[00:01:46.390]We're gonna try to give some freebies away throughout today.
[00:01:49.430]So make sure you have a ticket.
[00:01:50.430]If not, raise your hand and we'll get you one,
[00:01:54.490]and we'll go ahead and get started.
[00:01:57.040]We already got that lovely introduction.
[00:01:59.540]So we're not gonna spend too much time
[00:02:00.980]introducing ourselves,
[00:02:02.100]but Kristen and I have been co-teaching
[00:02:05.890]in a resource setting or a self-contained setting together
[00:02:09.210]for about seven years.
[00:02:12.130]And once we started that process,
[00:02:14.898]our careers really started to blossom.
[00:02:18.599]We go by McPecky,
[00:02:21.100]so we're just one name,
[00:02:23.900]and just have really loved that piece of it.
[00:02:26.770]And it has really just broadened our horizons
[00:02:28.690]to many other things in education.
[00:02:30.360]So if you're lucky enough to have a co-teacher,
[00:02:34.760]it's a wonderful thing.
[00:02:37.210]Okay, we are hoping that you leave today
[00:02:40.980]with lots of resources that you can take with you
[00:02:44.030]and start right away in your classrooms,
[00:02:46.550]no matter what type of setting you're in.
[00:02:48.700]So if you're a resource teacher, a self-contained teacher,
[00:02:51.480]a behavior teacher, any of those specialists,
[00:02:56.410]speech path, anyone going in and co-teaching,
[00:02:59.660]we are hoping that you leave here today with actual lessons,
[00:03:02.620]resources, book titles, all of those fun things
[00:03:05.480]that you can take with you and jump right in
[00:03:08.760]starting to use.
[00:03:10.720]We're not gonna spend a whole lotta time on research
[00:03:13.680]and all of that.
[00:03:14.513]We all know that social skills is necessary
[00:03:16.470]for the development of all students with disabilities.
[00:03:24.840]So I'm going to try this microphone thing.
[00:03:26.800]I am not the best.
[00:03:27.870]I'm a loud person in general, so I'm gonna-
[00:03:30.054]She's really loud.
[00:03:31.120]But with the Zoom, I have to have a microphone.
[00:03:33.100]So I'm gonna try it.
[00:03:33.933]If I get too loud,
[00:03:34.770]just kinda shush me a little bit,
[00:03:36.700]because that can definitely happen.
[00:03:38.845]So we're, like Steph said,
[00:03:39.943]we're not gonna talk a lot about, you know,
[00:03:42.210]why social skills on social emotional learning is important,
[00:03:46.030]or what it is.
[00:03:47.090]This is just kind of a blurb that we have.
[00:03:48.830]We will just go into how we teach social emotional learning.
[00:03:52.840]We're gonna kind of go through our units as a glance
[00:03:56.280]throughout the year.
[00:03:57.301](sneezes) Excuse me, thank you.
[00:04:01.952]What are we gonna do? The benefits that we...
[00:04:04.701]Will you get that for me?
[00:04:05.740]Thanks.
[00:04:06.750]Benefits of SEL are well researched.
[00:04:10.479]The first one would be
[00:04:11.860]that SEL leads to improve academic outcomes and behaviors.
[00:04:18.430]SEL benefits are long term and global.
[00:04:22.405]SEL is a wise financial investment,
[00:04:26.500]and social emotional skills help improve lifetime outcomes.
[00:04:32.960]Most of what we're gonna talk about today,
[00:04:34.640]oh, the microphone.
[00:04:36.438]Most of what we're gonna connect to our social skills today
[00:04:39.220]is that idea of bibliotherapy.
[00:04:41.396]Bibliotherapy is not a new concept,
[00:04:45.920]but in the schools, it can be used by counselors,
[00:04:49.640]school psychologists, special education teachers,
[00:04:52.610]classroom teachers, counselors,
[00:04:54.400]pretty much anyone working with students, right?
[00:04:57.210]They've used it for years and years and years
[00:04:59.060]outside of the education world,
[00:05:02.211]in the psychiatric world.
[00:05:06.990]But most of what you'll see today
[00:05:08.730]is gonna be tied to bibliotherapy.
[00:05:11.510]What books can you use
[00:05:13.900]to connect to your lessons in your classroom?
[00:05:16.300]We all know that these kids relate to characters,
[00:05:19.180]and stories, and faces, and emotions, and feelings,
[00:05:22.180]and they can put themselves sometimes
[00:05:23.993]in those books with those characters.
[00:05:27.000]So that's gonna be our main focus for today.
[00:05:32.960]Why social skills instruction?
[00:05:34.990]Well, all environments in the world are social.
[00:05:39.710]If you have students who learn incidentally,
[00:05:43.580]they would already know all this stuff.
[00:05:45.400]They don't.
[00:05:46.233]They're not learning that way.
[00:05:47.240]They're not learning by observing and all of those things.
[00:05:49.610]They need to be explicitly taught these skills.
[00:05:52.560]This provides strategies to present
[00:05:54.820]and replace problem behaviors
[00:05:56.430]that you might see in your classrooms,
[00:05:59.060]and social skill instruction teaches students
[00:06:02.090]appropriate interpersonal communication skills,
[00:06:06.070]Poor social behavioral skills
[00:06:07.960]lead to lots of other issues, right?
[00:06:11.420]But one of them being that low academic achievement.
[00:06:14.650]I know, in our experience as resource teachers,
[00:06:18.820]you felt very overwhelmed,
[00:06:20.460]constantly trying to get the reading, the math,
[00:06:22.920]the writing, and all of your minutes and all of that.
[00:06:25.280]But if you're not hitting this piece,
[00:06:27.140]none of that can happen with some of these kids.
[00:06:37.210]We are at a level three placement,
[00:06:39.010]so we currently do social skills daily for 25 to 30 minutes,
[00:06:43.880]which is definitely needed for our kids.
[00:06:45.870]But when we were in our resource setting,
[00:06:47.310]we were actually doing a group of 5 to 10
[00:06:49.820]on a daily basis for 20 to 30 minutes as well,
[00:06:52.960]as we found those kids needed it.
[00:06:55.050]But you should have,
[00:06:56.380]with these kids that you have identified
[00:06:58.530]some daily social skills instruction,
[00:07:00.690]it's recommended to have at least 20 to 30 minutes,
[00:07:03.400]and it be in a smaller group, in intensive instruction.
[00:07:08.390]We do a lot of our instruction through morning meetings
[00:07:11.000]and closing circle.
[00:07:12.900]What you'll see today is our guide that we do
[00:07:15.750]no matter what.
[00:07:16.583]This is just what we do throughout the year.
[00:07:19.980]Morning meeting and closing circle,
[00:07:21.430]we really hone in on the skills
[00:07:23.400]that the kids may be displaying that day,
[00:07:26.190]that week, that month.
[00:07:28.020]We usually use a lot of our data
[00:07:29.930]to figure out what those are,
[00:07:31.370]and those are those times that we do that instruction.
[00:07:36.970]Opportunities to practice and reinforce social skills,
[00:07:39.780]all day long.
[00:07:41.240]All day long.
[00:07:42.440]It's easy to squeeze in during transitions,
[00:07:44.920]recess, breaks, and lunch.
[00:07:46.630]And it's allowable to practice in multiple settings.
[00:07:49.880]When you're doing a social skill,
[00:07:51.260]it's very important to also make sure
[00:07:52.660]you're telling everybody else who sees those kids
[00:07:55.380]the social skill that you're working on,
[00:07:57.420]the PE teacher, the music teacher,
[00:07:58.880]the secretary, doesn't matter who, the lunch specialist.
[00:08:02.000]Everybody who sees those kids
[00:08:03.550]should know those social skills that you are working on
[00:08:06.160]so they can also use that as practice.
[00:08:13.194](indistinct) For students,
[00:08:14.640]and they're very nice to 'em all the time.
[00:08:17.010]So they're great people to just, you know,
[00:08:19.350]sprinkle in those little things
[00:08:20.960]with certain kids throughout the day.
[00:08:23.760]All social skills instruction,
[00:08:25.100]especially what you'll see today,
[00:08:26.240]is tied to the CASEL Five Components.
[00:08:28.280]So you have self-awareness, self-management,
[00:08:31.870]social awareness, relationship skills,
[00:08:34.640]and responsible decision-making.
[00:08:36.760]So all the books we talk about today,
[00:08:39.120]we categorize under whatever that skill we're teaching
[00:08:43.360]during that unit, or through one of the components.
[00:08:48.280]And all of these are interchangeable, as you know.
[00:08:50.930]So another thing that we wanted to let you know
[00:08:53.750]is that on the presentation,
[00:08:55.420]there's gonna be titles,
[00:08:57.070]with titles of all the books
[00:09:00.380]and what category they fall into, if that's helpful for you.
[00:09:09.110]This is just a little bit
[00:09:10.000]about our instructional format
[00:09:11.360]that we currently use in our room.
[00:09:13.980]We identify the skill.
[00:09:14.990]So this is more to our morning meetings
[00:09:17.460]and those kinds of things,
[00:09:18.320]but we identify the skill that's needed.
[00:09:20.772]We connect the skill to a targeted book.
[00:09:23.370]Our kids love, love books.
[00:09:25.380]That's where that bibliotherapy comes in.
[00:09:27.640]So we always find a book.
[00:09:30.170]We have built quite a library of books up here,
[00:09:33.480]and I understand you're going,
[00:09:34.640]yeah, I can't afford to buy all those books.
[00:09:36.290]We have done so many different things
[00:09:38.510]to be able to get books.
[00:09:39.410]We've done Amazon wishlists.
[00:09:40.640]We've done grants,
[00:09:41.700]all of these things to be able to get them.
[00:09:43.540]Another thing that we do
[00:09:44.540]is if we don't have the book, and that book works,
[00:09:47.210]you look it up on YouTube, and you play it.
[00:09:49.910]And I will tell you,
[00:09:50.910]they have probably about 95% of the books I've looked up
[00:09:54.920]are right there.
[00:09:55.753]So then at least it gives you a resource
[00:09:56.900]to be able to use bibliotherapy
[00:09:59.380]without actually having to spend money
[00:10:00.850]on getting the books yourselves.
[00:10:03.350]We read the targeted book
[00:10:04.530]while connecting to, with your students,
[00:10:07.210]to the characters in the book.
[00:10:08.880]We complete an activity
[00:10:10.790]based on the book that we've read.
[00:10:12.540]We always have some kind of activity,
[00:10:14.540]project, hands-on thing that the students can do
[00:10:17.260]after we've read a book.
[00:10:18.980]We provide frequent...
[00:10:20.160]Oh, we model, practice and reinforce those skills
[00:10:22.410]all day long.
[00:10:23.740]All day long,
[00:10:24.917]We provide frequent opportunities
[00:10:26.970]to discuss and practice those targeted skills.
[00:10:29.380]And we monitor our students' progress.
[00:10:31.010]These are things that we talk about on our PLCs often.
[00:10:37.300]Oh, yes. We need a winner.
[00:10:39.050]We usually do this little fun spin thing-
[00:10:40.687]Spin wheel. There's lot of you,
[00:10:42.040]so that didn't work.
[00:10:42.873]So Kristen's gonna do a little spin with her body.
[00:10:46.300]I'm just kidding.
[00:10:47.350]No (laughs).
[00:10:49.096]We'll go ahead and draw our first prize.
[00:10:51.210]Okay, so over on the far table,
[00:10:54.640]there's a couple books,
[00:10:55.580]couple bags, bunch of fidgets.
[00:10:57.230]You may take one prize if you win.
[00:11:01.360]Yeah. Spin it.
[00:11:03.110]Let's do the thing.
[00:11:03.943]Spin, spin.
[00:11:05.220]Oh, good job.
[00:11:06.053]See, that spins.
[00:11:07.170]You look at that.
[00:11:08.237]All right. Ready?
[00:11:09.100]Oh.
[00:11:09.933]Yeah, I guess I have the microphone.
[00:11:11.430]3-2-6-5-5-8.
[00:11:15.287]Woo.
[00:11:16.250]You may just pick what you like up there.
[00:11:19.440]All right.
[00:11:22.240]Absolutely.
[00:11:25.070]There you go.
[00:11:27.130]This is our WH board
[00:11:28.770]we put up at the beginning of the year.
[00:11:30.990]We love this board.
[00:11:34.080]We use this board often.
[00:11:36.700]Our kids like this board
[00:11:37.780]because we put their faces on it.
[00:11:39.640]But we do this at the beginning of the year.
[00:11:42.810]If you look at what we're focusing on is WH questions.
[00:11:46.960]This is super important for our kids,
[00:11:48.890]because they don't always understand those questions.
[00:11:52.160]They don't understand what who means, or what,
[00:11:54.520]or when, or where.
[00:11:55.830]All of those things are very, very difficult.
[00:11:58.290]So what we do is we put this board up,
[00:12:01.010]we have each student come in with different pictures.
[00:12:03.300]We send home a note, they email and text us pictures.
[00:12:07.180]We print 'em off and put 'em up.
[00:12:08.570]So when we're putting them up,
[00:12:09.580]we have the discussion with our students of who is this.
[00:12:12.430]You're answering that question.
[00:12:14.420]So when we go back to say who, and they say,
[00:12:17.100]I have no idea what you're talking about,
[00:12:18.610]we say, remember the who.
[00:12:20.150]You're the who.
[00:12:21.220]And so then it gives them a background
[00:12:23.280]of how to answer that question.
[00:12:26.570]When you're problem-solving with a student
[00:12:28.300]that is having behaviors, or is dysregulated,
[00:12:31.460]you ask all these questions.
[00:12:33.070]What just happened, who was involved?
[00:12:35.510]Why did it happen?
[00:12:36.410]All of these things are asked. Where.
[00:12:39.060]And if they don't know the base of these questions,
[00:12:42.220]or how to answer them, or what they even mean,
[00:12:44.920]they can't answer that question for you.
[00:12:46.640]So sometimes they're not just being mean,
[00:12:48.280]and they're stubborn.
[00:12:49.470]They really have no idea what you've just asked them.
[00:12:52.190]So it's important to get these lessons up.
[00:12:54.790]This is a great way to partner with your SLP as well,
[00:12:57.576]because you know they also work on those.
[00:13:00.970]So we kind of can go back and forth with that.
[00:13:03.960]But this is one of our favorite lessons.
[00:13:05.810]And we add to it all year.
[00:13:07.865]I think, too, and I know,
[00:13:10.000]assuming kids know these things, we just assume sometimes.
[00:13:14.990]Oh, of course they know that they're a who.
[00:13:17.460]They just sometimes don't.
[00:13:18.930]So just being aware of that.
[00:13:21.940]Okay, so what we're gonna go through now
[00:13:23.340]is just kinda like what our timeline is
[00:13:25.880]of topics and units,
[00:13:27.820]and how ours flows for our classroom.
[00:13:30.730]These are all interchangeable skills.
[00:13:32.870]So you're not necessarily gonna have to teach them
[00:13:35.180]in this order, and that's the only way it works.
[00:13:36.830]Of course not.
[00:13:37.663]They're all interchangeable.
[00:13:38.840]You reteach them, you go back to them,
[00:13:40.640]you revisit them, all sorts of things.
[00:13:42.170]So we'll just kind of go through,
[00:13:43.180]and then we'll spend a little bit more time in each area.
[00:13:46.070]So we start the year with unexpected and expected behaviors.
[00:13:50.530]These are the foundation
[00:13:51.540]to literally everything we talk about in our classroom.
[00:13:54.500]Then we go into the zones of regulation,
[00:13:57.200]the brain, which is the best.
[00:13:59.450]We love the brain.
[00:14:01.030]Spots of emotions,
[00:14:03.590]listening to my body,
[00:14:05.771]mindfulness, size of problem,
[00:14:10.090]and then size of reaction.
[00:14:21.270]Okay?
[00:14:22.542](laughs) She's gonna steal that from me.
[00:14:24.270]We start the year with expected and unexpected behaviors.
[00:14:27.800]This was coined by Michelle Garcia Winner.
[00:14:31.790]She's written a lot of things about this.
[00:14:33.620]These are probably possibly, I guess,
[00:14:35.990]maybe some terms that you already use
[00:14:38.430]in your own classrooms or have heard in the school.
[00:14:40.810]These are what our whole day is based on,
[00:14:43.770]expected and unexpected behaviors.
[00:14:45.830]We teach exactly what they are.
[00:14:48.560]An expected behavior is things that people do/say
[00:14:51.370]that people may think are friendly,
[00:14:53.010]helpful, and respectful to others.
[00:14:55.330]And unexpected behaviors are things that people do or say
[00:14:58.330]that many think are unfriendly,
[00:15:00.990]hurtful and unusual, and disrespectful.
[00:15:03.810]That unusual word has been changed sometimes to weird.
[00:15:07.890]The kids are like, "I am not weird."
[00:15:09.840]Unusual is a little bit better,
[00:15:11.300]but sometimes, really, the word weird's okay.
[00:15:13.700]Because it's like that what you're doing is it's weird.
[00:15:16.290]If you look at another student and you say,
[00:15:18.397]"Hmm, I don't think that's right."
[00:15:26.220]Expected and unexpected.
[00:15:27.540]So we start our, this is our second,
[00:15:30.460]usually our second lesson we teach of the year.
[00:15:32.279]This, the colors go to what our card looks like.
[00:15:36.860]So adult interactions is yellow,
[00:15:39.580]peer interactions is blue,
[00:15:41.790]and classroom management or classroom behaviors is orange.
[00:15:46.460]So we teach exactly what an expected
[00:15:48.348]and unexpected behavior is with an adult interaction.
[00:15:52.060]We put all of our faces,
[00:15:53.490]where it's pinked and blacked out,
[00:15:55.050]those are all of our faces.
[00:15:57.440]So the student knows what an adult is.
[00:15:59.400]I mean, you would think they do,
[00:16:01.230]but let's, and then we go through and say,
[00:16:03.830]okay, this is an expected behavior towards an adult,
[00:16:05.900]and an unexpected behavior towards an adult.
[00:16:07.900]Very simple, but very visual.
[00:16:10.230]Peer is one of those things
[00:16:11.450]that we say your peers, most of our kids are like, who?
[00:16:15.310]Who is a peer? What's a peer?
[00:16:17.100]Well, it's a friend.
[00:16:17.933]So we go over this a lot.
[00:16:20.320]All of their faces are up there.
[00:16:21.800]This is in our classroom at all times.
[00:16:24.530]And we go through
[00:16:25.363]expected and unexpected behaviors towards peers,
[00:16:27.230]and the last one's classroom behaviors.
[00:16:29.370]One thing about classroom behaviors that we've learned
[00:16:31.730]is that the library is still a classroom.
[00:16:35.770]The gym is still a classroom.
[00:16:37.590]The hallway is still a classroom.
[00:16:39.900]All of these things are classrooms.
[00:16:41.310]And you have to explain that,
[00:16:43.060]because once you walk out your door,
[00:16:44.960]they're like, well, that's my classroom back there.
[00:16:46.770]The gym isn't my classroom anymore.
[00:16:48.810]Well, yes, it is.
[00:16:49.660]Anywhere where we're teaching,
[00:16:51.360]whether it's the hallway, it could be the bathroom,
[00:16:53.520]you know, we're giving a lesson,
[00:16:55.210]or we're teaching something, it is your classroom.
[00:16:57.590]It's a classroom behavior that we would mark your card for.
[00:17:02.240]Anything else you wanna add to that?
[00:17:07.640]So adult interactions, we use the book,
[00:17:09.697]"Ms. Nelson is Missing."
[00:17:12.140]It's how does your student respond, interact,
[00:17:14.650]or communicate, listen to, and follow directions
[00:17:17.250]from adults in their lives?
[00:17:18.810]So as you can see,
[00:17:19.643]those are all of our little faces right there,
[00:17:21.300]and expected and unexpected behaviors
[00:17:23.540]that are marked up there.
[00:17:25.139]We try to find like our little emoji,
[00:17:27.500]we have a growler this year.
[00:17:28.910]So we try to find emojis
[00:17:30.070]that go with them, you know, the cuss, "Oof."
[00:17:33.402]Oh, and "You're fired."
[00:17:34.830]Yeah, "You're fired."
[00:17:36.253]We have a lot of kids that fire us.
[00:17:38.440]Those are unexpected behaviors.
[00:17:41.380]Oof. Yeah.
[00:17:44.300]Oof, is it "ROBLOX?"
[00:17:46.700]It's when somebody dies on "ROBLOX,"
[00:17:47.967]and we have a kid that oofs us all the time,
[00:17:49.870]so oof is an unexpected adult interaction.
[00:17:53.570]And so like you see, we just, it happens.
[00:17:55.477]And it's like, okay, what else?
[00:17:56.710]What picture are we gonna be able to get up there
[00:17:58.380]that they'll see?
[00:17:59.530]Most of our students are not readers,
[00:18:01.270]so we need some kind of visual to go with that.
[00:18:03.530]Yeah, so higher functioning... (indistinct)
[00:18:12.060]Peer interactions.
[00:18:13.250]We don't eat our classmates.
[00:18:15.690]How does a student interact, or communicate with a play
[00:18:19.360]and listen to their peers in their lives?
[00:18:21.430]So again, we list all of their peers,
[00:18:23.480]expected and unexpected behaviors
[00:18:25.570]within playing with your peers.
[00:18:28.370]We talk a lot, a lot, a lot about this,
[00:18:31.250]as I'm sure a lot of people do.
[00:18:33.300]Interactions with peers can be very, very difficult.
[00:18:36.600]So this is a morning meeting topic a lot,
[00:18:41.410]is how you interact with peers.
[00:18:43.180]We have a lot of targeting,
[00:18:44.340]trying to make your friends laugh, those kinds of things.
[00:18:46.710]So we read these books,
[00:18:48.170]and then we discuss how we interact with our peers.
[00:18:51.300]We practice, we model, and we take data on it.
[00:18:58.031]And our last one is classroom behaviors.
[00:19:01.200]The book that we read is "This is the Teacher."
[00:19:03.710]It's really funny.
[00:19:05.370]She like runs, they run outta the room,
[00:19:06.740]they throw all the stuff around, and at her.
[00:19:08.756]So how does your student behave in the classroom
[00:19:11.140]throughout the day?
[00:19:12.060]Do they follow directions, complete tasks,
[00:19:13.970]use nice words, and participate?
[00:19:16.120]As you can see up here,
[00:19:17.070]we have all of our pictures.
[00:19:18.440]Here's our classroom.
[00:19:19.440]We have the cafeteria, the library,
[00:19:21.100]the gym, safe rooms.
[00:19:22.860]We have anything that where they would get instruction.
[00:19:25.660]And then we have expected and unexpected behaviors.
[00:19:29.730]This is a place that we try
[00:19:32.700]to get them actually doing expected
[00:19:34.987]and unexpected behaviors in the classroom.
[00:19:36.870]So it's actually their face on there.
[00:19:38.850]So you can see there's pink all over it.
[00:19:40.970]Those are them doing something
[00:19:42.230]that was expected or unexpected.
[00:19:44.620]Again, visuals for our students are so beyond huge.
[00:19:48.040]So and identifying that they're the one actually doing it.
[00:19:52.550]At times we can come up with a scenario,
[00:19:54.300]and they all look at us like we're crazy.
[00:19:55.880]And I'm like, you did that yesterday.
[00:19:58.667]Dude, that was you.
[00:19:59.927]So-
[00:20:00.785]Kristen Benjamin made this connect to our cards.
[00:20:03.307]So our students have daily goal cards
[00:20:05.430]that we're collecting data
[00:20:06.550]with their unexpected and expected behaviors.
[00:20:09.430]And we monitor the adult interactions,
[00:20:12.230]the peer interactions, and the classroom behaviors
[00:20:14.300]on their daily card.
[00:20:15.820]So that's when she spoke about how it's color coded,
[00:20:18.500]so on their daily card
[00:20:19.820]that goes home every day with their data,
[00:20:22.920]it shows the time of day, adult interactions,
[00:20:27.000]which I think is blue.
[00:20:28.830]Nope, I was wrong. Yellow.
[00:20:30.500]And then the peer interactions is highlighted blue,
[00:20:33.360]and then the classroom,
[00:20:34.350]so that they can make that connection.
[00:20:36.660]You have a squiggle in this area
[00:20:38.630]during morning meeting today,
[00:20:40.420]because this is what you were, you know,
[00:20:42.030]so then they can make that connection,
[00:20:43.940]which has been really helpful.
[00:20:48.026]This is me, too. This is our I Spy board.
[00:20:50.290]It is located outside of our classroom.
[00:20:52.880]This can be used to teach a number of things.
[00:20:56.760]We do use it to teach unexpected and expected behaviors.
[00:21:00.450]We, as the teachers will come out,
[00:21:01.610]we look at the board and say,
[00:21:04.170]I see something that's unexpected.
[00:21:06.410]They might be wearing a red shirt,
[00:21:08.620]or something that you see up there.
[00:21:10.150]So then the kids have to find an unexpected behavior,
[00:21:12.980]that maybe he's kicking a trash can or something.
[00:21:15.210]I'm not sure what color shirt that kid is wearing, but...
[00:21:17.950]Or I spy somebody is listening,
[00:21:23.414]or I spy somebody's being a good listener.
[00:21:25.230]And then they can find them being a good listener on there.
[00:21:28.120]This can be taught in so many different ways,
[00:21:30.510]and it's super fun.
[00:21:31.430]It's an interactive bulletin board.
[00:21:33.730]We've put so much stuff, just random stuff, up there.
[00:21:37.320]You had pretty...
[00:21:38.410]Yeah?
[00:21:39.290]She tried to put scissors (indistinct) in front.
[00:21:42.126]I thought it was a good idea at the moment.
[00:21:43.770]She was like, what, get the scissors off there.
[00:21:45.490]I was like, oh yeah.
[00:21:46.323]All right.
[00:21:48.280]Level three behavior, probably not good.
[00:21:49.820]But you know, you live and you learn.
[00:21:54.360]Yeah, people walk by and rip things off,
[00:21:56.603]but we just put it-
[00:21:57.521]Yeah, it's been a fun board to try to...
[00:22:01.270]It's fun to try to get stuff up there, too.
[00:22:04.300]Yeah, and some kids I think would probably be better at,
[00:22:06.530]than somebody, you know (indistinct).
[00:22:14.233]This still me?
[00:22:15.579]Yeah. Oh, okay.
[00:22:17.110]This is our ongoing practice
[00:22:18.360]for our expected/unexpected behaviors.
[00:22:20.890]We have goal getters, which these are the numbers,
[00:22:24.380]it's kinda a little confusing,
[00:22:25.380]'cause you don't know what our card looks like,
[00:22:26.990]but on the back of our card,
[00:22:28.303]it has all of the behaviors and numbers linked to them.
[00:22:31.940]So we are working on number 9, 17, 18, and 20.
[00:22:35.520]Number nine is targeting other students.
[00:22:39.970]We have a hard time with that in our classroom.
[00:22:43.200]Number 17 or 18 is mind your own business, MYOB.
[00:22:47.010]That's another one we have a hard time in our classroom.
[00:22:48.730]So what we did is we had an incentive.
[00:22:50.890]So if you didn't get one of these numbers,
[00:22:53.150]you got a sticker on our lovely aquarium.
[00:22:57.150]If we filled up the aquarium, they earned hermit crabs.
[00:23:00.580]So we now have Squidward and SpongeBob
[00:23:03.150]that live in our classroom with us.
[00:23:06.430]We probably should have researched.
[00:23:07.440]We didn't realize they were nocturnal,
[00:23:09.340]so they don't come out very often.
[00:23:12.130]But the kids still really like 'em.
[00:23:12.963]They're like, look, they moved.
[00:23:14.060]I'm like, yeah, look at that, huh?
[00:23:15.820]The kids are, you see another shell in there.
[00:23:17.550]They could be not in there, and they would have no idea.
[00:23:19.855](teachers laugh)
[00:23:21.520]Well, we did actually, this is our second set.
[00:23:23.660]But the first ones,
[00:23:24.880]we forgot about 'em over the weekend.
[00:23:26.330]It wasn't good.
[00:23:27.163]Yeah.
[00:23:27.996]We just kept moving the shells around for a couple days
[00:23:29.790]before we got new ones.
[00:23:30.998](teachers laugh)
[00:23:32.096]But it's quality teaching.
[00:23:33.000]It's quality teaching.
[00:23:35.450]So, but they love them.
[00:23:37.370]They love them.
[00:23:38.203]They enjoyed naming them.
[00:23:39.237]That's one of the jobs that one of the kids has,
[00:23:41.920]is they're pet pal.
[00:23:42.860]So they get to put the water in,
[00:23:43.940]and some food in there daily.
[00:23:45.410]Responsibility, too, so...
[00:23:47.260]Another one of our incentives and reinforcements that we do
[00:23:50.270]is we are the SHARKs in our classroom,
[00:23:52.810]socially happy and respectful kids.
[00:23:54.938]So they fill up a SHARK jar.
[00:23:57.100]So when they get to each line,
[00:23:58.840]it leads to some kind of reinforcement
[00:24:00.720]on some kind of prize that they've won.
[00:24:02.450]So we've done things like pajama day, donuts,
[00:24:05.350]pizza day, we've done stuffed animals.
[00:24:08.440]Last one, we did game day.
[00:24:10.310]We were doing donuts and pizza a lot,
[00:24:11.930]and then we started to get a little broke.
[00:24:14.510]So we decided that pajama day and game day would be better
[00:24:18.530]because it doesn't cost anything, and they love it.
[00:24:21.380]So those are our new things.
[00:24:22.930]So each time they don't go in the safe room,
[00:24:24.450]they get a shark at the end of the day.
[00:24:25.580]Wen it gets to the line,
[00:24:26.840]they get their prize.
[00:24:27.880]Gets to the next line,
[00:24:28.713]and then we vote on what our next month is going to be,
[00:24:31.670]or our next time.
[00:24:33.150]And then this last one right here is just their individual
[00:24:35.300]if they don't go to the safe room.
[00:24:37.090]So if they don't have to go to the safe room that day,
[00:24:38.750]they get a sticker.
[00:24:39.960]When their sticker chart's filled up,
[00:24:41.230]they get a full size candy bar.
[00:24:43.120]The thermometers next to it is their seclusion minutes.
[00:24:46.630]We work on them not having seclusion minutes, obviously.
[00:24:50.730]If they do, they fill up their thermometer,
[00:24:52.540]they are not welcome at the end of the month movie.
[00:24:55.170]They have to work instead.
[00:24:56.847]It does not happen in our class very often,
[00:25:00.350]but it has happened.
[00:25:04.187]And this is ongoing practice.
[00:25:05.730]We have these signs, expected and unexpected.
[00:25:08.748]We do lots of different things.
[00:25:10.550]These work for us for morning meetings.
[00:25:13.680]We have them in our safe rooms.
[00:25:15.400]We use these signs for a lot.
[00:25:17.330]We usually have 'em on our badge.
[00:25:19.640]So it's just visuals
[00:25:21.750]that you can talk about different behaviors,
[00:25:23.540]was that expected or is that unexpected?
[00:25:25.884]Those have been great for us.
[00:25:27.280]These are some social behavior maps
[00:25:30.060]that we've used in our classroom,
[00:25:32.120]as well as this is our goal chart and our visuals.
[00:25:34.820]So that's how they progress.
[00:25:36.790]And this is our level system right here.
[00:25:39.733]So we're constantly doing that,
[00:25:41.393]is that expected or is it unexpected?
[00:25:47.047]After each section, you'll see we have targeted books.
[00:25:50.100]So this, these are targeted books
[00:25:51.640]for expected and unexpected behaviors
[00:25:53.500]that we have used in our classroom.
[00:25:56.690]I would say about 95% of these books
[00:26:00.030]are on our tables up here.
[00:26:02.797]We have maybe a small list that we haven't bought yet.
[00:26:05.570]So if you wanna look at any of them,
[00:26:07.430]they are up here for you.
[00:26:09.380]And Steph will talk about Zones.
[00:26:11.990]So you probably wouldn't be at an autism conference
[00:26:14.370]if you didn't know what Zones of Regulation was.
[00:26:15.850]So we're not gonna spend a ton of time on Zones of Reg,
[00:26:17.960]but we always jump into Zones of Reg
[00:26:19.830]after unexpected and expected.
[00:26:25.390]You can just jump to the next slide, yeah.
[00:26:28.410]We love starting with this book.
[00:26:30.350]It just wraps their heads around
[00:26:32.470]that emotions they feel can be connected to colors.
[00:26:36.840]This is a really good pop-up book.
[00:26:38.940]We do have this up here,
[00:26:40.080]if you wanna come take a look at the end,
[00:26:43.770]and they are just really drawn to this book.
[00:26:47.670]It's super fun, interactive.
[00:26:49.490]They really love it.
[00:26:50.323]So this is a great way to start
[00:26:52.440]to just kind of connect,
[00:26:53.630]emotions can be connected to colors.
[00:27:00.860]When we're introducing the Zones of Regulation,
[00:27:03.070]this is one way that we've done it,
[00:27:05.820]and we've done it a couple different ways
[00:27:07.330]in the two settings.
[00:27:08.230]So this is just a Google slide, which is linked here.
[00:27:11.050]You can have, once you get the presentation,
[00:27:14.700]you can have it.
[00:27:16.900]Really, it just looks pretty simple like this.
[00:27:18.810]This is the green zone.
[00:27:19.720]Here's a picture.
[00:27:20.553]You can use any picture.
[00:27:22.600]These are the feelings.
[00:27:23.500]So as a class you're coming up with
[00:27:24.980]what feelings do you have when you're in the green zone?
[00:27:29.207]"When I'm in the green zone, I can," what can you do?
[00:27:32.990]You can stay in the classroom.
[00:27:35.890]You can do your work, those kind of things.
[00:27:38.420]So you're filling it out together.
[00:27:39.910]So this was an example from when we were resource teachers,
[00:27:42.720]students that are readers, et cetera, in our setting.
[00:27:45.420]Now we've done it where we're putting pictures up.
[00:27:48.270]So what does it look like when you're in the green zone?
[00:27:51.000]Okay?
[00:27:53.220]And that is free for you if you like it.
[00:27:57.950]This is more of a one-on-one lesson
[00:28:00.560]that we do with our students.
[00:28:01.900]After we've introduced the zones, we've talked about them,
[00:28:04.910]we're then using these wonderful charts,
[00:28:07.500]just from Board Maker, so if you have Board Maker,
[00:28:10.890]and this is really individualized for the student.
[00:28:13.830]So we're sitting one on one with them, with visuals,
[00:28:16.490]and going through,
[00:28:17.420]what feelings do you have in the green zone,
[00:28:19.910]blue zone, yellow zone, red zone?
[00:28:22.320]It's important to emphasize for your kids
[00:28:25.140]that whatever you're feeling is, it's okay.
[00:28:28.040]We are constantly telling them, because as you all know,
[00:28:31.960]they just associate mad with trouble.
[00:28:35.030]They don't think it's okay to be mad,
[00:28:37.310]because they usually get in trouble when they're mad.
[00:28:39.710]So we have a lot of conversations with them.
[00:28:41.630]You can be mad, you can be angry,
[00:28:44.450]and still have expected behaviors.
[00:28:46.230]So then it kind of goes back to that expected, unexpected.
[00:28:49.840]This is really helpful
[00:28:51.890]when you're in the heat of a moment with a kid.
[00:28:54.150]Sometime there's no words that will help do anything.
[00:28:58.680]So sometimes it is them taking these charts out.
[00:29:02.720]We have many students that are not to that point.
[00:29:05.290]So we're doing this for them, with them.
[00:29:08.270]So we're echoing,
[00:29:09.517]"Sometimes you're happy when you're in the green zone,
[00:29:12.060]and that means you're sitting in class."
[00:29:14.000]And we're doing it with them.
[00:29:15.380]Then we get to the higher functioning students
[00:29:17.080]who can fill this out on their own,
[00:29:19.050]and are usually able to say,
[00:29:21.920]they can pull it out and say,
[00:29:23.447]"I'm feeling in the red zone," and then choose a tool.
[00:29:28.300]That's our ultimate goal for everyone.
[00:29:29.980]Not all of 'em are there yet.
[00:29:36.280]Part of Zones of Regulation,
[00:29:38.030]and what, well, this connects to all areas that we teach
[00:29:41.960]is just having those coping strategies.
[00:29:44.300]So breaks are a real important way
[00:29:46.870]to have a coping strategy for our students.
[00:29:49.540]These are some pictures of our break area.
[00:29:51.830]They're choices.
[00:29:53.230]When you're talking about breaks,
[00:29:55.050]you're looking at three types of breaks.
[00:29:56.500]Teacher directed, so you see a student's getting agitated,
[00:30:00.450]you're telling them that you want them to go take a break,
[00:30:04.070]and what that break might look like.
[00:30:06.030]Student directed, which would be wonderful
[00:30:09.446]if all of our students knew when they needed breaks,
[00:30:11.900]but they don't, so that's the hardest area.
[00:30:14.350]And then a scheduled break.
[00:30:16.880]When you're looking at student directed breaks,
[00:30:20.810]in our setting now, it's much easier,
[00:30:22.370]because we're self-contained.
[00:30:23.870]We can give 'em breaks as much as they ask for it.
[00:30:26.800]I know in a resource setting,
[00:30:29.650]teachers would have a hard time if kids asked for breaks,
[00:30:33.250]because they would think
[00:30:34.170]that it's an avoidance tactic, right?
[00:30:36.360]To get outta the classroom.
[00:30:38.130]When you're starting breaks with students,
[00:30:40.270]if it's a new student,
[00:30:41.710]or a check in/check out student
[00:30:43.830]that you're starting to work with,
[00:30:45.250]you should always honor when they ask for a break.
[00:30:48.440]So if they ask for a hundred breaks the first week,
[00:30:51.500]you give them a break every time,
[00:30:53.460]'cause then it reinforces them asking for that break
[00:30:57.730]when they feel like they need it.
[00:30:59.951]So we feel like that's really important.
[00:31:01.980]Of course, you're not gonna do that
[00:31:04.470]five months later, right?
[00:31:05.390]You're not gonna keep giving them a hundred breaks a week,
[00:31:08.330]but honor the fact
[00:31:09.400]that they're using their words, or their pictures,
[00:31:11.180]or they're telling you
[00:31:12.013]that they feel like they need a break,
[00:31:13.260]and give them that break, even if it's a quick one.
[00:31:15.085]Because most likely they're just testing you,
[00:31:18.342]to see, (indistinct) whatever.
[00:31:20.758]They're just testing if you're telling the truth.
[00:31:23.030]And those are conversations, you know,
[00:31:25.010]to have as a team with the gen-ed teacher
[00:31:26.930]to emphasize the importance of that.
[00:31:31.510]Because truly we need to honor how they're feeling
[00:31:34.100]in that moment.
[00:31:35.372]And there's a difference between toys and tools.
[00:31:37.930]Yes. (indistinct)
[00:31:39.600]I don't care if it's Legos.
[00:31:40.610]I don't care if it's superhero figures,
[00:31:43.840]whatever it is, if they're using it at the break
[00:31:45.810]to calm themselves down, it is now a tool
[00:31:47.820]that is no longer a toy.
[00:31:50.130]Now, if there is to a point where yeah, okay,
[00:31:52.330]we probably need to talk about that,
[00:31:54.330]but there is a difference between tools and toys.
[00:31:57.430]So of course you can't have breaks without practicing.
[00:32:01.330]So when you're first introducing what your break area is,
[00:32:04.020]or where you're taking breaks.
[00:32:05.100]And even if you have new students that are newly verified,
[00:32:08.691]and making sure they have a safe spot,
[00:32:10.160]maybe in the gen-ed classroom, in the hallway,
[00:32:12.840]in your classroom, wherever it makes sense in your building,
[00:32:15.630]and then practicing with the student
[00:32:17.900]so that they know the expectations and the boundaries
[00:32:21.160]with what is allowed during the break.
[00:32:25.854]This is a couple pictures of our sensory path.
[00:32:29.120]This is another tool
[00:32:30.580]that you would see
[00:32:31.413]on our Zones of Regulation individual charts.
[00:32:34.250]So maybe they're in the yellow zone,
[00:32:36.050]because they're super silly and squirmy.
[00:32:39.170]So they choose that a sensory path
[00:32:41.270]would help them get back on track.
[00:32:43.880]So this is just a picture of ours.
[00:32:47.640]We try to switch this up as the year goes on,
[00:32:50.190]but we've kept this one.
[00:32:51.110]It's pretty engaging for them.
[00:32:55.520]And it just kind of is in the hallway
[00:32:56.840]between our classrooms and a colleague's.
[00:33:00.420]One thing that,
[00:33:01.253]so we tried these Velcro things that you get on Amazon
[00:33:03.440]that Velcro to the carpet.
[00:33:04.920]There are some of us that don't have carpets,
[00:33:07.010]and you're like, how do I do a sensory thing?
[00:33:08.510]I just (indistinct) that people make
[00:33:12.040]with their Cricut machines,
[00:33:13.050]that they get vinyl that they can stick to the floor,
[00:33:16.070]the tiles onto the floor,
[00:33:17.460]keep it in your classroom or anything.
[00:33:18.890]Just quick things that you can do,
[00:33:20.590]like jump, jump, jump to the next class,
[00:33:22.930]which have been amazing.
[00:33:23.920]We don't have,
[00:33:24.753]I wanted to like put one up,
[00:33:26.361]but you don't have any floor like that.
[00:33:29.000]She likes her Cricut. I really do (indistinct).
[00:33:31.244](chuckles) And then this is just some more visuals
[00:33:35.530]that we have up.
[00:33:36.473]That bulletin board was super fun.
[00:33:38.960]It's the adults in the building submitted emojis to us
[00:33:43.230]about what their different zone is.
[00:33:45.760]It's nice for the kids to have those visuals,
[00:33:49.400]to realize that my yellow zone
[00:33:51.010]looks way different than Kristen's.
[00:33:53.370]Everyone's different.
[00:33:54.820]Everyone's emotions are different in each zone.
[00:33:57.500]So that's an important conversation.
[00:33:59.500]Popsicle sticks,
[00:34:00.333]we use those frequently just to check their zones.
[00:34:02.350]Or if we're watching videos,
[00:34:05.880]they're holding up what color zone
[00:34:07.040]they think the person is in, et cetera.
[00:34:09.960]We start every day with a morning message,
[00:34:12.920]and they come in after they check in for lunch,
[00:34:14.850]and they put their name into the correct,
[00:34:16.960]or into the zone that they're in.
[00:34:18.760]It's a real good visual for the teachers
[00:34:21.070]to quick, see if anyone's in that red or that blue area
[00:34:24.600]so we can check in with them, make sure they're okay.
[00:34:28.390]And sometimes they just do it to be stubborn.
[00:34:30.437]"I'm in the red, so I'm like you."
[00:34:33.900]Those are a list of targeted books
[00:34:35.423]that you can come check out at the table.
[00:34:39.070]Ooh, I need to talk about the brain.
[00:34:41.881]It's my favorite.
[00:34:43.360]Okay.
[00:34:44.230]All right.
[00:34:45.063]One of our targeted skills that we talk about is the brain.
[00:34:47.190]And yes, we teach in a life skills essential classroom,
[00:34:50.230]but we still teach about the brain.
[00:34:51.960]Everybody should know about their brain,
[00:34:53.610]and the parts of their brain
[00:34:54.950]that have emotions, or help them plan.
[00:35:00.190]We mainly talk about your prefrontal cortex,
[00:35:03.000]your amygdala and your hippocampus.
[00:35:05.070]We use puppets. It's very fun.
[00:35:06.890]But so targeted skills,
[00:35:08.830]when teaching about the brain,
[00:35:09.810]it's self-awareness, it's building confidence,
[00:35:12.075]self advocacy, sorry,
[00:35:15.090]self-regulation, and growth mindset.
[00:35:19.230]So why do we teach about the brain?
[00:35:21.140]Because everybody needs to know.
[00:35:22.590]Everybody needs to know that their brain can grow,
[00:35:24.980]it can expand, and you can always get knowledge.
[00:35:27.850]Your ability might be different
[00:35:29.160]than somebody else's ability.
[00:35:30.720]We have one of our students that,
[00:35:31.553]"'Cause he's like ability, ability.
[00:35:32.980]My ability is different."
[00:35:33.860]I'm like, "Exactly.
[00:35:34.693]Your ability is different than somebody else's."
[00:35:36.697]We don't teach this term
[00:35:38.260]because of the ability of our students,
[00:35:41.720]but I know other teachers that do neuro...
[00:35:45.007]Oh, I can't talk today.
[00:35:46.360]Plastic-cy.
[00:35:47.430]I'm not. Can't do it, guys.
[00:35:48.720]Can't do it (laughs).
[00:35:51.570]It's just that ability for your brain to change.
[00:35:54.490]It can create, and it can strengthen.
[00:35:56.510]If you don't exercise your brain, it can weaken.
[00:36:00.090]So we practice exercising our brain.
[00:36:02.290]What do we need to do for our brain?
[00:36:04.700]So some of our really fun lessons,
[00:36:06.232]you wanna go to that next slide?
[00:36:08.820]This is one of our lessons that we did.
[00:36:10.780]The book that we read
[00:36:11.613]is "A Walk in the Rain with Your Brain."
[00:36:14.840]This just begins,
[00:36:15.690]we read this story, we talk through it.
[00:36:17.970]And then this is a picture.
[00:36:19.730]Each one of their faces is on a brain,
[00:36:22.030]and they go through magazines
[00:36:23.360]and cut out to display
[00:36:25.030]that everyone's brain is different.
[00:36:27.410]Everyone has different abilities.
[00:36:30.570]This, as you can see, this student really likes food.
[00:36:33.580]He cut out everything in food.
[00:36:36.559]And now we notice- Independent.
[00:36:39.480]And we know- That's triggered something.
[00:36:42.200]Yeah, she is into cartoons.
[00:36:44.770]Like, everything in her life.
[00:36:45.890]I think, I mean like we really think
[00:36:47.430]this is inside of her brain, what it looks like.
[00:36:49.190]Like, she pictures everything in cartoons.
[00:36:51.719]He's one of our younger students.
[00:36:53.220]He really likes pets.
[00:36:54.480]And then I think he drew Sonic.
[00:36:56.290]I think that's what it was.
[00:36:59.000]Yeah, so it's just a fun way.
[00:37:01.110]And then they go through and explain all of their pictures
[00:37:04.410]so you can see everybody is different.
[00:37:06.720]Everybody learns differently.
[00:37:08.190]Everybody does something different.
[00:37:09.640]So this is when we talk about the parts of the brain,
[00:37:14.580]me and my puppets.
[00:37:16.020]I love puppets.
[00:37:17.110]We didn't bring them today.
[00:37:17.990]But we have, this year,
[00:37:19.420]we started to teach with puppets
[00:37:20.820]instead of just talking about them, which has been fabulous.
[00:37:24.390]Our kids really respond well to puppets.
[00:37:26.610]So your wise owl is your PFC, plan before you act,
[00:37:30.510]make wise decisions, and help you make plans.
[00:37:34.170]And then we discuss your guard dog a lot,
[00:37:36.480]how your guard dog can get off its leash.
[00:37:38.150]That amygdala can get off his leash.
[00:37:40.210]And what do we do?
[00:37:41.800]What do you do when it's off your leash?
[00:37:44.150]What do we need to do so your wise owl
[00:37:46.410]and your elephant can come back together
[00:37:47.890]to make those good decisions?
[00:37:49.720]A lot of that starts with taking a big, huge, deep breath.
[00:37:53.150]Believe it or not, and we'll talk about this,
[00:37:54.590]I think, in a little bit,
[00:37:56.510]half of our kids did not know how to take a deep breath.
[00:37:59.420]So we literally had lessons on how do you breathe?
[00:38:02.470]You have to breathe through your nose,
[00:38:03.630]because if you're not breathing through your nose,
[00:38:05.060]it's not getting up into your brain,
[00:38:06.530]and it is not going to help calm that amygdala down.
[00:38:09.250]So you have to.
[00:38:10.320]I mean, we teach, cover your mouth,
[00:38:11.870]breathe through your nose.
[00:38:12.703]There's way, all these different things
[00:38:13.536]that we have to teach,
[00:38:14.830]because some of our kids truly don't understand
[00:38:17.060]how to breathe through their nose.
[00:38:19.876]Sometimes it's physically hard.
[00:38:23.435]Like physically, they can't (indistinct).
[00:38:29.820]So yeah, that amygdala,
[00:38:30.710]we talk a lot about fight/flight/freeze,
[00:38:32.759]and describe like, this is what this means to fight.
[00:38:36.300]It might not be physically fighting.
[00:38:37.890]It might be verbally.
[00:38:39.010]You are verbally aggressive.
[00:38:41.150]Freeze, when you've completely shut down at your table,
[00:38:43.550]it doesn't mean that your body is not moving whatsoever,
[00:38:46.550]but it means you're shut down.
[00:38:47.500]You're no longer working or doing anything.
[00:38:49.890]So we discuss each child,
[00:38:52.060]and where they might be, and what they do,
[00:38:54.750]and explain that that amygdala,
[00:38:56.240]that guard dog is off its leash, and it's running around.
[00:38:58.810]And how do we get the wise owl and the elephant
[00:39:01.270]to come back together
[00:39:02.103]to get it back on its leash and calm back down?
[00:39:05.870]Two really good resources here.
[00:39:08.230]Flipping Your Lid is on Teacher Pay Teacher.
[00:39:10.470]This one only costs 4.50.
[00:39:12.020]It is a phenomenal resource.
[00:39:14.281]The amount of stuff that comes with it is great.
[00:39:17.730]Focus Kids is a new website that I've found.
[00:39:20.410]It's free, and it has lesson upon lesson,
[00:39:23.560]upon lesson, upon lesson about the brain and being focused.
[00:39:27.700]Great, great resource.
[00:39:29.100]That's actually where I got the puppets from,
[00:39:30.980]like the idea of the puppets,
[00:39:32.600]but everything on the Focus Kids website is free,
[00:39:35.030]and it's great.
[00:39:39.930]These are some things that we've done with our brain.
[00:39:42.610]Just some activities, some ongoing practice.
[00:39:45.840]We've done a diagram with Play-Doh
[00:39:47.360]so they can see everything
[00:39:49.170]and know exactly where their parts of their brain should be.
[00:39:53.990]We always are building our growth mindset
[00:39:56.401]and growth mindset quotes.
[00:39:58.080]They show their brain exercising,
[00:40:00.530]and those are just brain posters
[00:40:01.810]with parts and the definitions of the brain.
[00:40:08.390]These are some books that we use during our brain lessons.
[00:40:15.490]Spin!
[00:40:18.140]A fantastic class tonight.
[00:40:19.760]Oh, it is. Yeah.
[00:40:21.000]Guess we could do two? You wanna do two?
[00:40:23.093]All right, let's do two.
[00:40:25.827]All right.
[00:40:26.660]First one. First one.
[00:40:28.270]3-2-6-5-9-6.
[00:40:34.720]Oh, yay.
[00:40:36.490]Right there at that end table right there.
[00:40:38.070]You can pick whatever you'd like.
[00:40:40.965]Wanna do one more? Yeah.
[00:40:45.400]3-2-6-5-0-5.
[00:40:53.540]Anybody? Anybody?
[00:40:57.220]Okay.
[00:40:58.053]3-2-6...
[00:40:58.886]Oh, I already said that wrong.
[00:41:03.490]5-0-5. Yep.
[00:41:04.620]3-2-6-5-0-5.
[00:41:06.660]Yay.
[00:41:12.000]Okay.
[00:41:12.833]So after we've talked about the brain,
[00:41:14.581]we jump into "A Little Spot of Emotion."
[00:41:17.370]If you are not familiar with these books, you should be.
[00:41:20.610]They're wonderful. There's so, so many "Spot" books.
[00:41:25.320]We have three of them up here.
[00:41:26.770]We forgot our puppets.
[00:41:27.740]They also come with these little tiny hand puppets,
[00:41:30.140]or little squishy things that the kids really love.
[00:41:34.800]All of these books are really fantastic.
[00:41:38.950]We went through and explicitly taught
[00:41:41.000]each one of these feelings and emotions,
[00:41:43.570]and connected it to the puppet and talked.
[00:41:46.110]So each one of these books was a day or two lesson.
[00:41:49.220]So you can imagine this took a little bit of time.
[00:41:53.680]This is a really great thing to teach
[00:41:56.290]after you've kind of taught the Zones of Regulation,
[00:41:59.090]the brain, and now you're jumping into
[00:42:01.110]all of those feelings that people have.
[00:42:07.461]So those are what the puppets look like.
[00:42:10.603]They also made their little,
[00:42:12.680]their own little puppets with Popsicle sticks
[00:42:15.500]throughout the day.
[00:42:16.530]And then we used those puppets
[00:42:18.880]to create a puppet pal video,
[00:42:21.190]so that we'll show you an example of one of our students.
[00:42:24.370]If you follow Diane Alber or something...
[00:42:27.570]I'm pretty sure Diane Albers is her name.
[00:42:30.110]She has authored all of these "Spots."
[00:42:31.940]She sends out email upon email.
[00:42:33.750]Some of them have...
[00:42:36.660]These books are free if you have a Kindle.
[00:42:39.965]So then you can download one to Kindle, if you, you know...
[00:42:43.360]These boxes of books are not cheap.
[00:42:44.860]I mean, like they're 40 bucks or 50 bucks or something.
[00:42:48.400]So then she'll give you some books that are free.
[00:42:50.720]And then she also every once in a while
[00:42:52.030]will just send out free lessons.
[00:42:53.750]So this puppet, all of those,
[00:42:55.560]those were just a free lesson that she sent out,
[00:42:57.330]so definitely worth following just (indistinct).
[00:43:04.540]Diane Albers.
[00:43:05.860]I think it's A-L-B-E-R.
[00:43:11.950]So we'll show you the example.
[00:43:13.290]The kids had a...
[00:43:14.230]They loved these lessons.
[00:43:17.330]They truly made connections to these little puppets
[00:43:20.245]and their emotions.
[00:43:21.445]And then once you've taught it,
[00:43:23.510]you can reference it throughout the year
[00:43:25.340]when they're having those big emotions.
[00:43:26.970]So we'll show you a video.
[00:43:29.130]This particular student
[00:43:30.380]was very fascinated with these puppets.
[00:43:35.010]Hi, I'm the Peaceful Spot.
[00:43:38.630]I feel calm.
[00:43:43.540]Hi, I'm the Happiness Spot.
[00:43:46.380]Sometimes I like to smile.
[00:43:50.730]Hi, I'm the Confident Spot.
[00:43:53.730]I feel proud.
[00:43:56.090]Hi, my name is Sadness Face.
[00:43:59.230]Sometimes I cry.
[00:44:02.720]Hi, my name is the Scribble...
[00:44:05.570]Okay, okay.
[00:44:07.560]Hi, my name is the Anxiety Spot.
[00:44:10.620]Sometimes I feel worried and scared.
[00:44:16.240]Hi, I'm the Scribble Spot.
[00:44:18.740]I'm feeling all the colors and the emotions.
[00:44:24.310]Ha.
[00:44:25.560]Hi, I'm the Love Spot.
[00:44:31.650]I can show you love by high fives and hugs.
[00:44:37.896]Hi, I'm the Angry Spot.
[00:44:41.940]Why don't the elephant and the owl take a bridge?
[00:44:48.330]So we went, now we didn't jump in, and that wasn't...
[00:44:52.240]We did one as a class.
[00:44:54.210]We showed an example.
[00:44:55.290]So we did all of those things
[00:44:56.740]prior to them being independent.
[00:44:59.630]And of course, other ones,
[00:45:01.500]that was our best one,
[00:45:02.360]'cause he was very independent with it.
[00:45:03.920]The other ones was us whispering, and them echoing.
[00:45:08.430]But we actually, last week,
[00:45:09.950]I mean, we did this a couple months ago,
[00:45:13.140]and last week during one of our break times,
[00:45:15.230]one of our students made her own,
[00:45:16.610]and she did it again.
[00:45:17.570]So that was kinda fun to see,
[00:45:18.950]that they're still making those connections,
[00:45:20.780]but that was Puppet Pals app.
[00:45:24.446]There's a Puppet Pals app that's free,
[00:45:26.297]and there's one that is paid.
[00:45:28.189]I wanna think it's...
[00:45:31.644]I can't- I'm not sure.
[00:45:33.963]But we got the paid version
[00:45:35.430]so they could do their own puppets,
[00:45:36.970]but there is a free version, and they have,
[00:45:39.330]you know, just the puppets there that you can use,
[00:45:41.653]and the kids after.
[00:45:42.640]Yeah.
[00:45:43.570]So targeted books are gonna be all of her books,
[00:45:48.040]which are wonderful.
[00:45:48.873]There's a lot of them.
[00:45:50.240]So those are listed there for you.
[00:45:58.620]Our next one is
[00:45:59.527]"Listen to My Body: Using Your Five Senses."
[00:46:02.790]We talk a lot about listening to your body,
[00:46:04.820]for different, for your different, for different feelings.
[00:46:08.350]How does your body feel?
[00:46:10.590]So we start this with your five senses.
[00:46:13.260]Let's use your five senses to figure out
[00:46:14.790]exactly how you feel during a certain emotion.
[00:46:18.330]So when you're happy,
[00:46:20.380]what do you see when you're happy?
[00:46:22.890]What do you hear when you're angry?
[00:46:26.480]Sometimes it can get a little tricky
[00:46:28.090]when you're like, what do I smell?
[00:46:29.240]What do you mean?
[00:46:30.870]But what do you taste?
[00:46:31.900]How does your mouth feel?
[00:46:32.860]Like, are you tasting something?
[00:46:34.280]You know, is it getting clammy in there?
[00:46:35.690]Are you dry?
[00:46:36.690]All of those different things
[00:46:37.650]that we start to talk about with our five senses,
[00:46:39.930]so they can start to really use your body
[00:46:42.670]to figure out how the feelings of their emotions.
[00:46:48.300]And then we talk about listening to my body
[00:46:50.250]using your body parts.
[00:46:51.300]How does your elbows feel?
[00:46:52.400]I know that sounds really weird.
[00:46:53.500]Are they tight?
[00:46:54.333]Can you move your arms?
[00:46:55.870]How does your hands feel?
[00:46:56.750]Are they sweaty?
[00:46:57.760]How does your knees feel?
[00:46:58.820]Are they flexible? Can you move?
[00:47:02.230]And you know, you go through all your parts.
[00:47:04.050]How does your head feel? Can you see straight?
[00:47:06.500]Everything, how does your stomach feel?
[00:47:08.500]A lot of kids, "My stomach feels tight.
[00:47:11.210]I feel like there's butterflies."
[00:47:13.070]Those kinds of things
[00:47:14.160]are ways to figure out what emotion,
[00:47:16.470]or what's going to happen next.
[00:47:23.290]So when we do this lesson,
[00:47:24.749]we read the book "Listen to My Body."
[00:47:27.000]That is actually, oh, she just took it.
[00:47:28.690]Yeah. Yep.
[00:47:29.690]Somebody just won that book. Great.
[00:47:31.090]Good job.
[00:47:31.930]Yep, so we read this book, "Listen to My Body,"
[00:47:33.990]and it just goes through your different,
[00:47:35.720]your feelings that your body could have.
[00:47:38.160]And then we have our kids go through,
[00:47:39.990]and they draw different pictures
[00:47:41.691]about how their body might feel during these times.
[00:47:45.040]So we say, okay, today we're gonna do
[00:47:46.390]how does your body feel when it's mad?
[00:47:50.460]You know, the different things that we get up here.
[00:47:53.630]The one up top is obviously being mad.
[00:47:57.010]We have a lot of Sonic lovers,
[00:47:58.430]so they had to put Sonic on their shirt as well.
[00:48:01.420]And this one, oh, this one was mad because his cheeks,
[00:48:04.590]his cheeks get red.
[00:48:05.600]His cheeks get red when he's mad,
[00:48:06.870]so that was him being mad.
[00:48:08.475]This so sad right here.
[00:48:10.260]We were sad. We're crying.
[00:48:12.110]So sometimes the assignment gets a little confused,
[00:48:15.210]but as we talk through it, what does this mean?
[00:48:17.860]What did you color? What did you draw?
[00:48:19.630]Why is it scribbled?
[00:48:21.078]We have a scribble in the stomach,
[00:48:22.810]because my stomach hurts when I feel that way.
[00:48:26.110]When, oh, this is green.
[00:48:28.170]I'm happy.
[00:48:29.200]I feel green when I'm happy.
[00:48:30.610]They relate it to different colors.
[00:48:32.060]It just kinda depends, so...
[00:48:37.010]And these are our targeted books for "Listen to My Body."
[00:48:39.390]We kind of, the next kind of lessons
[00:48:41.030]kind of all blend together a little bit,
[00:48:43.400]and we kinda definitely pile on top of each other.
[00:48:48.330]I think the best one from this list, the "My Body..."
[00:48:52.430]Oh, yeah. Do we have that one out?
[00:48:57.820]Oh yeah.
[00:48:58.653]So this book right here is a phenomenal buy.
[00:49:01.870]No, I don't work for any of these people, I promise.
[00:49:03.640]I just really like these books.
[00:49:05.331]This is a great buy.
[00:49:06.880]So if you, you wanna open that?
[00:49:09.290]Yeah. Sorry.
[00:49:10.123]So it's a story about how he feels
[00:49:12.630]all of these, you know, body signals, what do you need?
[00:49:16.170]And then at the end of the book,
[00:49:17.430]it gives you like picture cards
[00:49:19.060]and activities that you can do,
[00:49:20.889]whether you're a parent or you're a teacher,
[00:49:23.724]you can cut these out and use them.
[00:49:25.470]So it's like lessons just right in that book.
[00:49:28.080]And I think it was, I mean-
[00:49:29.316]And that's what we like- $12, maybe?
[00:49:31.150]One thing you can buy.
[00:49:32.210]Then you can use lessons from that one thing.
[00:49:37.047]"My Body Gives Me Signals."
[00:49:38.264]"My Body Sends Me-
[00:49:39.460]Sends me signals.
[00:49:40.857]"My Body Sends Me Signals."
[00:49:45.440]Yeah.
[00:49:48.700]All right, we're gonna talk about mindfulness.
[00:49:50.820]Raise your hand if you meditate.
[00:49:52.350]Does anyone meditate in here?
[00:49:54.320]Oh, that's all right.
[00:49:55.160]All right.
[00:49:57.120]So we're just gonna talk about mindfulness as a whole,
[00:49:59.750]but how you can incorporate that in your classroom.
[00:50:02.360]So we've already learned about the brain, right?
[00:50:04.020]Well, mindfulness is a huge part
[00:50:06.070]of strengthening certain parts of your brain.
[00:50:08.720]So if you've done any research on mindfulness,
[00:50:11.330]or meditation, or yoga practices,
[00:50:14.270]you will read that it truly supports that amygdala
[00:50:17.819]and those different parts of the brain,
[00:50:19.662]and strengthens them throughout your life.
[00:50:22.970]So the more you meditate,
[00:50:24.860]or the more you practice those things,
[00:50:27.300]the stronger that area in your brain gets.
[00:50:31.360]Mindfulness in general is just the basic human ability
[00:50:33.930]to be fully present, aware of where we are
[00:50:37.370]and what we're doing,
[00:50:38.760]and not being overly reactive and overwhelmed
[00:50:42.040]by what's going on around us.
[00:50:45.350]Every human has it.
[00:50:46.520]They just need to be taught how to practice it and use it.
[00:50:50.610]So these are three ways that we practice it.
[00:50:52.280]Another way that we've done in the past
[00:50:54.300]is with tapping techniques.
[00:50:56.050]I don't know if any of you are familiar with that,
[00:50:57.410]but we don't currently do that,
[00:50:58.840]so we didn't wanna talk too much about that
[00:51:00.680]just because we have a lack of experience with it,
[00:51:03.170]but breathing, we've already talked about it.
[00:51:04.880]The importance of teaching your students
[00:51:06.880]the appropriate way to breathe in order to calm down.
[00:51:12.160]Any of you that work out regularly
[00:51:13.773]or have a personal trainer,
[00:51:15.280]that's what they're telling you, right?
[00:51:16.370]They're telling you to breathe up through your nose
[00:51:18.500]and out your mouth, 'cause it slows your heart right down.
[00:51:20.810]Same thing happens in the classroom
[00:51:22.500]when you're having a big emotion.
[00:51:24.510]Meditation, and then yoga practices.
[00:51:32.710]This is a fun book to start with
[00:51:34.710]when you're just talking about introducing meditation,
[00:51:37.620]and mindfulness, and breathing,
[00:51:39.010]and all of those different things, "My Magic Breath."
[00:51:42.420]So we typically read this, the power of our breath,
[00:51:44.710]this is ultimately the most important piece
[00:51:48.000]of coping strategies for students,
[00:51:49.930]is being able to take those deep breaths.
[00:51:52.260]They can use all the tools that they have,
[00:51:54.670]but if they don't know how to take those deep breaths,
[00:51:56.500]it can really get in the way.
[00:51:59.850]We read this book,
[00:52:00.980]and then we used pinwheels,
[00:52:02.240]or we've used bubbles in the past.
[00:52:03.950]So that's, we're going outside.
[00:52:05.330]We're practicing, everyone need to take a deep breath
[00:52:07.410]up through your nose, out your mouth,
[00:52:09.170]make the pinwheel move, or blow the bubbles.
[00:52:13.470]It's actually difficult. It's difficult.
[00:52:16.868](indistinct) More of a learning just to breathe.
[00:52:19.240]Yeah. Bubbles can be hard.
[00:52:24.150]When we're introducing meditation,
[00:52:27.950]we start meditation actually right away,
[00:52:31.070]one of the first days of school in our classroom.
[00:52:33.116]Our students meditate every day.
[00:52:35.410]Of course, they're not masters at it.
[00:52:38.230]They're not truly, probably completely meditating.
[00:52:41.360]I try to be a person that meditates.
[00:52:43.410]It's extremely hard.
[00:52:45.720]But this is a really fun way
[00:52:47.000]to just start introducing it to them.
[00:52:49.567]"Moody Cow Meditates" is about Peter.
[00:52:53.150]Everyone calls him Moody, because he's super moody,
[00:52:55.570]and his grandpa helps him create a glitter bottle,
[00:52:58.980]and they watch the glitter bottle while they meditate.
[00:53:02.839]So we read the book,
[00:53:04.610]made the glitter bottles,
[00:53:05.930]and connected that with our students.
[00:53:08.690]The recipe for the glitter bottles
[00:53:10.524]are actually (indistinct).
[00:53:13.542]Our students are,
[00:53:15.750]I should say one of our students
[00:53:16.940]is fascinated with tornadoes,
[00:53:19.140]which led to everybody being fascinated with tornadoes.
[00:53:23.140]So this was just another way
[00:53:25.810]to have an individualized tool for your students to use
[00:53:29.440]when they're practicing breathing techniques,
[00:53:31.080]or when they're using calm down techniques.
[00:53:33.610]So we made just little mini...
[00:53:34.790]We made a big tornado as a class,
[00:53:36.480]one or two of them, I think.
[00:53:37.570]And then they made individual tornadoes,
[00:53:39.330]and then this is something they can ask for to use
[00:53:41.853]when they feel dysregulated and they need to calm down.
[00:53:46.742]So that was just a really fun way
[00:53:48.540]to kinda connect it to an interest.
[00:53:50.240]So there's lots of ways
[00:53:51.073]that you can make glitter bottles,
[00:53:53.070]or calming bottles, and things like that.
[00:53:57.910]The book "Breathe," I believe, is up here as well.
[00:54:01.520]Like we said earlier,
[00:54:02.590]any book you can read that just tells you the lesson
[00:54:05.860]while you're reading is really great and helpful.
[00:54:08.500]This one literally just shows you the emotions.
[00:54:11.270]So you're reading a page,
[00:54:12.320]you're all standing up,
[00:54:13.170]and you're doing whatever the exercise is in that moment.
[00:54:18.400]And those are a couple pictures of what those look like.
[00:54:22.290]This is a really helpful book
[00:54:23.810]to just kinda teach different ways
[00:54:25.570]that we can take deep breaths and calm our bodies.
[00:54:32.700]And then there's a couple "Peaceful Piggies."
[00:54:35.350]I think there's three. We brought two.
[00:54:37.987]"Peaceful Piggy Yoga" and "Peaceful Piggy Meditation."
[00:54:40.830]So again, these are books that have exactly the poses.
[00:54:43.970]So if you purchase the book,
[00:54:45.550]you know, an idea could be,
[00:54:46.960]you could take a picture of the poses,
[00:54:48.380]put it on a Google slide.
[00:54:49.420]And then those are how you're practicing
[00:54:51.570]throughout the unit,
[00:54:52.700]or whenever you're practicing those yoga techniques.
[00:54:58.040]We taught yoga a lot more in our resource setting
[00:55:02.140]with our social skills group.
[00:55:04.760]We haven't dove into it as much this year
[00:55:06.840]with the group that we have,
[00:55:08.810]but yoga's really,
[00:55:13.240]and I am not a yoga person.
[00:55:16.182]It's very hard for me,
[00:55:17.630]but it's just really fun to see where kids start
[00:55:20.730]and then where they end up.
[00:55:22.090]So if you're teaching it regularly,
[00:55:23.460]and it can be 5, 10 minutes,
[00:55:24.401]and you're just practicing one pose,
[00:55:26.800]but they find poses that are so challenging.
[00:55:29.300]And there's a little bit of meltdowns,
[00:55:30.427]and there's dysregulation.
[00:55:32.540]And then by, you know, six weeks later,
[00:55:34.460]they can accomplish that.
[00:55:35.770]They feel very proud of themselves.
[00:55:42.500]Ways that we do ongoing practice.
[00:55:43.920]We meditate every day, like I said.
[00:55:45.340]So we even start meditating before we even teach it,
[00:55:47.480]which sounds silly, but it's just a time
[00:55:49.810]where the lights are off, they're laying down,
[00:55:51.850]and it's quiet.
[00:55:52.683]We choose after recess.
[00:55:55.290]For our students, it's a little easier.
[00:55:56.840]In a resource setting,
[00:55:57.860]we would do it either at the beginning
[00:55:59.760]or the end of their social skills instruction.
[00:56:02.750]It just kinda depended on what we were teaching that day
[00:56:05.980]so that they would kinda have that calming time
[00:56:07.750]before they headed back to class.
[00:56:12.820]It is helpful to have yoga mats,
[00:56:15.040]or some sort of space barrier.
[00:56:18.130]We do give them the option of sitting
[00:56:19.820]or laying on their backs,
[00:56:21.700]but we encourage laying on their backs.
[00:56:23.510]I know adults that meditate,
[00:56:25.120]it's typically you're sitting, and your back is straight,
[00:56:28.870]but we do encourage for them to lay on their backs,
[00:56:32.760]and then taking those deep breaths.
[00:56:35.570]But having the space barrier
[00:56:36.920]is really necessary for some classrooms.
[00:56:39.110]So you can find cheap yoga mats, or get donations for that.
[00:56:47.180]There's a lot of books on mindfulness, as you know.
[00:56:50.730]So we brought some of them,
[00:56:52.140]but there's a lot of books on mindfulness.
[00:56:54.533]Yeah, the basket one, we just got it.
[00:56:56.857]That was ripped by a class-
[00:57:00.120]Yes.
[00:57:01.210]A fifth grade class, I believe.
[00:57:04.520]It's very good.
[00:57:09.460]Oh, different apps.
[00:57:11.220]So Smiling Minds is based out of Australia.
[00:57:15.460]Everything's free on there.
[00:57:16.590]It's so wonderful.
[00:57:17.600]We've been using it for years, and they still are just free.
[00:57:20.570]Everything's on there is free.
[00:57:23.410]Everything.
[00:57:24.880]And it's pretty much toddler age through adult,
[00:57:29.280]different lessons and meditations.
[00:57:31.270]So we always just throw usually a Smiling Minds
[00:57:33.940]because it's three to five minutes.
[00:57:35.380]If you're looking for a little bit longer,
[00:57:37.210]Calm has longer ones.
[00:57:38.320]And then Cosmic Kids.
[00:57:42.260]I have mixed feelings. They're wonderful.
[00:57:45.080]The yoga, the meditation and yoga
[00:57:47.580]are wonderful on Cosmic Kids,
[00:57:49.050]but we try not to do those too much
[00:57:50.450]'cause it's not truly just taking that time.
[00:57:52.510]They're just more interested
[00:57:53.410]in like what's happening on the screen.
[00:57:55.870]So, and then of course YouTube.
[00:57:58.070]You can find anything.
[00:57:58.903]Ah, but the Stay Calm's free-
[00:58:00.580]Oh yeah.
[00:58:01.413]Calm's free for teachers, if you didn't know that.
[00:58:03.170]So I think it's an expensive app-
[00:58:04.934]Yeah.
[00:58:05.860]You can sign up for free for teachers.
[00:58:08.082]But teachers sign up for free.
[00:58:12.040]Okay.
[00:58:14.650]What time is it?
[00:58:16.490]How many things do we have left?
[00:58:18.087]Should we do two?
[00:58:19.414]Let's do two. Yeah, we have enough.
[00:58:23.490]Oops, sorry for that third person.
[00:58:25.160]All right.
[00:58:26.060]First one, 3-2-6-6-1-9.
[00:58:32.400]Yay! Come get your goods.
[00:58:36.640]Next one, 3-2-6-6-5-1.
[00:58:44.882]All right.
[00:58:48.502]Just wanna make sure- Are we good?
[00:58:50.099]No.
[00:58:50.932]Okay, so talk faster or slower?
[00:58:52.570]I'm just kidding- Faster.
[00:58:53.403]All right. I think we
[00:58:54.236]want you to get faster. Okay.
[00:58:56.710]We're gonna try to talk faster.
[00:59:01.340]All right.
[00:59:02.173]Next one is size of problem.
[00:59:04.470]This is super important to teach,
[00:59:06.507]and this one kind of, we,
[00:59:08.590]size of problem, size of reaction
[00:59:10.630]kind of all start to go together.
[00:59:12.285]So size of problem,
[00:59:13.580]problems come in all shapes and all sizes.
[00:59:16.550]Our students don't know the shape and size.
[00:59:19.570]I mean, one problem is as big as another to them.
[00:59:22.880]An emergency is, you know,
[00:59:24.710]a tornado is as big as a pencil breaking on the ground,
[00:59:27.560]that truly that's their reaction to their problem.
[00:59:31.120]So teaching the appropriate way to man it,
[00:59:33.900]or to identify the size of a problem
[00:59:36.080]is super important for our kids.
[00:59:39.890]It's just very hard for them
[00:59:40.920]to understand the problems and the reactions that they have.
[00:59:46.660]So what we do currently with our setting, we are K-8,
[00:59:51.390]but with our students,
[00:59:54.710]we have changed to little deal, big deal.
[00:59:57.030]Last year, we'll kind of go over what we did last year,
[00:59:59.059]but they just need it very simple.
[01:00:00.930]Is this a little deal, or is this a big deal?
[01:00:03.650]A little deal, I can solve the problem by myself.
[01:00:06.540]It will take less than an hour to solve.
[01:00:10.020]I might feel sad or mad,
[01:00:11.360]but I can move on and go on with my day.
[01:00:13.950]And there is less than three people.
[01:00:15.870]I can...
[01:00:16.790]So that kind of doesn't sound right, does it?
[01:00:18.980]I can solve it by myself, the problem by myself.
[01:00:21.320]And then this was gonna take less than three people.
[01:00:23.530]So if it's a pencil, it's you can solve by yourself.
[01:00:27.000]There are some problems
[01:00:27.860]that you're gonna probably have to ask a teacher about,
[01:00:30.060]but these are all little deals.
[01:00:31.170]This is not anything that we should be all worked up about
[01:00:33.900]or running around the room.
[01:00:35.330]There are big deals, a problem where someone is hurt.
[01:00:39.170]There is a situation that is dangerous,
[01:00:41.330]or it's an emergency.
[01:00:42.630]These are the only thing that we teach that are big deals,
[01:00:45.570]because you can list them.
[01:00:47.480]Is somebody hurt?
[01:00:49.020]Is it an emergency? Is there a tornado?
[01:00:51.130]Is it dangerous?
[01:00:52.060]If it's not one of those three things, it's not a big deal.
[01:00:54.130]Our reaction should be way, way down here.
[01:00:57.530]So that is our super simple way
[01:00:59.850]of doing size of problem, little deal, big deal.
[01:01:03.350]We have these posters.
[01:01:04.514]As you can see, little deal has Post-It notes all over it.
[01:01:10.500]These are things that happen literally in our classroom.
[01:01:13.130]We can set these, there are index cards,
[01:01:15.000]index cards around our room.
[01:01:16.850]And if a problem happens with one of our students,
[01:01:19.870]we just write it down.
[01:01:21.530]And then during morning meeting or closing circle,
[01:01:24.120]we talk about that problem and say,
[01:01:26.080]should that be a little deal or a big deal?
[01:01:28.310]Most kids say it's a little deal.
[01:01:30.530]Well, this is the reaction that we had to this.
[01:01:32.950]And they all kinda look at you again,
[01:01:34.260]it's like, that happened today.
[01:01:36.320]This was just a little deal,
[01:01:37.810]but you would've thought there was a hurricane coming.
[01:01:42.480]So then big deal,
[01:01:43.430]you can see, there are no index cards on big deal,
[01:01:45.870]because big deals don't happen very often.
[01:01:48.120]Big deals, there's not fires.
[01:01:50.140]Somebody's not breaking their arm every day.
[01:01:51.660]It's not dangerous. There's not tornadoes.
[01:01:53.450]All of those things.
[01:01:54.283]They can happen maybe at school,
[01:01:55.940]but this is not a daily thing.
[01:01:57.800]So you can see the difference between the day-to-day things
[01:02:00.943]that are just little deals that can happen
[01:02:03.600]to the big deals that are huge,
[01:02:05.470]and we should have a reaction.
[01:02:07.560]But we also talk about running and screaming around the room
[01:02:10.700]is never an appropriate reaction.
[01:02:15.360]You just need more adults involved if it's a big deal.
[01:02:27.100]For a little deal, big deal lesson,
[01:02:28.580]it's an "I Can Handle It" book.
[01:02:30.490]Love this book, too.
[01:02:31.642]He goes through a bunch of different things
[01:02:33.970]that have happened to him in his day,
[01:02:37.110]and it's I can handle it.
[01:02:38.430]And then it's what can he do to handle it?
[01:02:40.570]So we, after we read this book,
[01:02:42.600]we write our own,
[01:02:43.989]with things that actually happen in our classroom.
[01:02:47.180]So one is, we are reading.
[01:02:48.870]We are in reading and math,
[01:02:50.000]and my teacher asked me to do independent work or IXL.
[01:02:54.230]I can handle it.
[01:02:56.180]And then these are the three things.
[01:02:57.470]I can say, okay, and take a deep breath.
[01:02:59.460]I can find a spot in the room and start my work.
[01:03:02.210]I can ask for help only if it's too hard for me.
[01:03:04.940]And obviously, we put this to a certain student,
[01:03:07.910]and give that student that one,
[01:03:09.740]because that has happened to them.
[01:03:11.740]And this one,
[01:03:12.573]"I am feeling mad
[01:03:13.406]because my teacher told me I can't have any more pizza.
[01:03:16.780]I can handle it."
[01:03:18.961]This made me laugh, actually.
[01:03:20.630]I saw this the other day when I did,
[01:03:22.080]it's all crossed out, so he really couldn't handle it.
[01:03:24.260]He was still a little bit upset about it.
[01:03:25.994]It says, "Say okay and take a deep breath."
[01:03:28.310]And it's all crossed out.
[01:03:29.820]I was like, oh, that's lovely.
[01:03:30.900]We have that in our presentation (laughs).
[01:03:33.947]"I can eat other food on the tray,
[01:03:35.740]or I can wait until school is over
[01:03:38.063]and ask my parents if we can have pizza for dinner."
[01:03:41.870]But we go through these with them.
[01:03:44.383]I didn't either, until the other day.
[01:03:45.730]I mean today-
[01:03:46.782]He threw him out (indistinct).
[01:03:48.025]Yeah. Just to prove a point.
[01:03:49.770]Just to prove it.
[01:03:50.603]We're just gonna cross that out.
[01:03:51.580]I'm not saying okay today.
[01:03:53.290]So...
[01:03:56.650]This is how we used to teach this.
[01:03:59.220]Our students could not handle this much of a scale
[01:04:02.420]to teach it.
[01:04:03.253]It absolutely can be taught this way.
[01:04:05.480]Probably a little bit older students.
[01:04:08.640]Resource setting would be great.
[01:04:10.410]It's "On 0 to 5."
[01:04:11.410]It's a great way for older students
[01:04:12.820]to start to evolve little deal, big deal,
[01:04:15.040]and see their size is there's more, there's in between.
[01:04:18.010]There's an in between problem.
[01:04:20.010]Our students are definitely not ready for this.
[01:04:22.800]So there's a glitch.
[01:04:24.760]There's little, medium, big, gigantic, and an emergency.
[01:04:28.010]Then we kinda put, if there's a glitch,
[01:04:30.560]zero people involved.
[01:04:31.740]If it's little, maybe one person is involved.
[01:04:33.760]You kinda go from there.
[01:04:35.280]At the bottom here is a box.
[01:04:37.540]So this is all of our reactions.
[01:04:40.100]So if you threw a chair because it's an emergency,
[01:04:43.470]is that expected or unexpected?
[01:04:45.240]Well, it's unexpected.
[01:04:46.340]So in our X box right here,
[01:04:47.830]we put all of the unexpected reactions,
[01:04:49.803]just to your problem.
[01:04:51.340]So it doesn't matter what size of problem it is.
[01:04:53.210]That is an unexpected reaction to your problem.
[01:05:11.380]After size of problem,
[01:05:12.550]that jumps right into size of reaction,
[01:05:16.950]which truly is probably connected
[01:05:19.960]to every topic we talked about today.
[01:05:22.640]That's what we're seeing in our schools.
[01:05:24.500]Kids aren't regulating themselves,
[01:05:26.610]so they're having massive reactions,
[01:05:29.350]because in their little bodies,
[01:05:30.760]it is such a big problem in their lives, in that moment.
[01:05:35.390]So their bodies are reacting large.
[01:05:37.760]So making sure that you're connecting that afterwards,
[01:05:41.490]not in the moment, not when they're having their moment,
[01:05:45.150]but afterwards, when you're processing.
[01:05:47.370]So how do we react when we're in times of distress?
[01:05:50.940]How do you feel?
[01:05:52.020]This all connects back to what we've already talked about.
[01:05:54.290]The brain, mindfulness, listen to my body.
[01:05:57.680]What did your voice do? What did your body do?
[01:06:00.480]How does it match the situation that happened?
[01:06:03.380]Sometimes kids don't remember,
[01:06:05.100]and you have to really walk them through it.
[01:06:10.710]One way to introduce size of reaction
[01:06:12.990]is this cute book.
[01:06:13.823]We just recently found this one.
[01:06:15.370]Can Quillem learn to control his temper?
[01:06:17.860]So up on his spikes, quills, you can see,
[01:06:22.490]those are different things
[01:06:24.810]that you're brainstorming with your students
[01:06:26.760]that would make them feel mad.
[01:06:28.540]So you're doing this as a class.
[01:06:30.500]What sorts of things make you have big reactions,
[01:06:33.670]or make you feel like you wanna have a big reaction
[01:06:36.450]because you're so upset?
[01:06:37.520]So we're putting those up top,
[01:06:38.800]and then we're taking the time to show them
[01:06:41.330]the different pictures or tools that you can use
[01:06:44.630]to calm down.
[01:06:46.860]Of course, with higher functioning students,
[01:06:48.480]you can use words, sentences, phrases.
[01:06:51.147]"The Red Beast," if anyone's familiar with that,
[01:06:53.220]that's a really fun book where he starts out sleeping,
[01:06:55.480]and as he's getting agitated, he turns into the Red Beast.
[01:06:58.710]So different visuals.
[01:06:59.890]This is a Google slide that will be attached,
[01:07:03.010]that if you want, you can just make a copy of and use it.
[01:07:07.860]So each area you're connecting.
[01:07:09.510]So when he's sleeping, what feelings do I have?
[01:07:11.750]What zone color does that connect to?
[01:07:14.210]What can I do in that moment to help myself regulate?
[01:07:19.310]And then going through the different emotions.
[01:07:21.830]That one will make a little bit more sense
[01:07:23.560]when you read the book.
[01:07:25.783]We're gonna keep moving on.
[01:07:28.810]I think you clicked the, yeah.
[01:07:32.650]Maybe? There we go.
[01:07:34.380]Okay.
[01:07:35.213]This is a bulletin board, but you could use this on a door,
[01:07:37.590]a side of a file cabinet.
[01:07:39.820]Like we said earlier, everything's ocean themed.
[01:07:41.690]We're the sharks.
[01:07:42.523]So this is called sink or swim.
[01:07:44.410]So this lesson goes through, this is on a bulletin board,
[01:07:48.650]each one of the ocean animals has a breathing technique
[01:07:52.470]or a calming tool that you're teaching
[01:07:54.650]and have already taught your students.
[01:07:57.790]And we talk, are you gonna sink or swim?
[01:07:59.590]So your reactions are gonna tell us
[01:08:01.990]if you're gonna sink, which would be unexpected, right?
[01:08:05.300]We're sinking, and now we're gonna miss things,
[01:08:06.940]and have that unexpected behavior,
[01:08:09.220]or we're gonna swim and keep swimming and floating.
[01:08:11.670]So we take these little rocks, and we brainstorm with them.
[01:08:15.800]What are some things that you're doing
[01:08:17.540]that are making you sink?
[01:08:19.410]So, oh, you're hitting, you're hitting your teachers.
[01:08:21.560]Yep, that's gonna make you sink, not swim.
[01:08:24.750]You're refusing to do your work. You're yelling.
[01:08:28.020]And then we just hot glue 'em right onto the bulletin board
[01:08:31.020]so that they stay,
[01:08:31.853]'cause they're those like kinda heavy rocks,
[01:08:33.240]but you could just use paper as well.
[01:08:35.540]We just wanted to make it
[01:08:36.390]a little bit more interactive for them.
[01:08:38.760]So that's been a really powerful lesson in both our settings
[01:08:43.240]to just really make them visualize
[01:08:46.520]how their reactions do impact.
[01:08:49.746]These two books are very similar books.
[01:08:52.610]They're really, really funny.
[01:08:54.077]"What if everyone did that?"
[01:08:55.410]So what if everyone,
[01:08:56.560]so someone threw a gum wrapper out the window.
[01:08:58.500]Well, what if everyone did that?
[01:08:59.610]What would the world look like?
[01:09:00.777]And it's very illustrated.
[01:09:03.640]We use this book to then drive, they write their own books.
[01:09:08.380]So we'll show you a couple examples.
[01:09:09.730]I know we're kinda running outta time,
[01:09:10.790]so we're gonna speed talk.
[01:09:12.704](indistinct) To teachers, too-
[01:09:15.360]So yeah, we spent an afterschool session
[01:09:17.620]at our old building,
[01:09:18.620]and we hired some actors of the teachers,
[01:09:22.230]and we literally had them act out what the students do
[01:09:26.350]in different scenarios in the classroom.
[01:09:28.070]So if you have a student who like hides under the desk
[01:09:30.280]'cause they're refusing, or they're overwhelmed or avoiding,
[01:09:33.366]or if you have students that destroy furniture,
[01:09:37.040]or if you have students that run,
[01:09:39.180]what was another one, blurting out.
[01:09:41.650]So the teachers acted,
[01:09:43.430]and then we put it all together in the movie.
[01:09:45.130]The kids, I mean, it was so fun.
[01:09:47.780]They laughed their butts off,
[01:09:50.300]and it all looked like they'd seen it for the first time.
[01:09:52.907]And we're like, but this is what you,
[01:09:54.690]this is what your teachers are seeing.
[01:09:56.027]And if everyone, so we'd have one teacher do it.
[01:09:58.310]And then everyone in the class, you know, they would do it.
[01:10:00.971]So it's just more impactful when they can watch videos
[01:10:04.300]or see books.
[01:10:05.133]So they wrote their own books.
[01:10:05.966]These are two examples.
[01:10:10.770]So the first one,
[01:10:12.067]"What if I climbed under my desk to read during math?
[01:10:14.780]This is what would happen if everyone did."
[01:10:17.320]This boy cried a lot when he needed help.
[01:10:20.280]He didn't know how to ask for help.
[01:10:21.440]He would just cry.
[01:10:22.710]And then he drew the picture.
[01:10:23.700]I thought this was a good connection.
[01:10:25.240]And that was actually done really independently,
[01:10:28.100]which was nice.
[01:10:28.933]That was a fifth grade student.
[01:10:31.860]Different examples you can do with the book,
[01:10:34.730]and then more higher functioning,
[01:10:36.020]they were able to write a paragraph,
[01:10:37.440]this is what it would look like.
[01:10:41.210]This is a processing sheet
[01:10:42.780]that we've just started using this year we created.
[01:10:46.220]And it kind of wraps up the last three topics
[01:10:48.570]that we've talked about.
[01:10:49.410]So like what happened in the classroom?
[01:10:51.510]Was it a little deal or big deal?
[01:10:53.700]So the what happened is my teacher was reading a book.
[01:10:56.800]It could just be, it's not the behavior.
[01:10:58.500]The what happened
[01:10:59.333]is what is physically happening in the classroom?
[01:11:04.470]So most of the time,
[01:11:05.303]this is gonna be circled little deal, right?
[01:11:07.810]Encouraging them or reinforcing the idea
[01:11:10.020]that there's not really big deals at school.
[01:11:12.240]Very seldom.
[01:11:13.590]What their reaction was,
[01:11:14.770]so you can draw a picture or write words.
[01:11:16.830]Was your reaction big or small?
[01:11:19.090]Did it make the little deal get better or worse?
[01:11:23.440]And then the two different options for the back,
[01:11:25.830]students that are readers and students that are not.
[01:11:28.110]They don't do this independently.
[01:11:29.240]You're doing it with them
[01:11:30.090]when you're processing after a situation
[01:11:32.040]and after they've calmed down.
[01:11:37.060]More targeted books for size of problem
[01:11:38.803]and size of reaction.
[01:11:43.630]Yeah.
[01:11:44.643]All right. We'll do a couple more.
[01:11:49.550]Three or four? All right.
[01:11:50.960]Let's do four.
[01:11:53.080]All right.
[01:11:54.300]3-2-6-4-9-3.
[01:12:00.457]Any left?
[01:12:02.220]Oh, yay.
[01:12:11.000]The next one is 3-2-6-5-4-2.
[01:12:16.268]Ooh, someone so close.
[01:12:25.260]I know.
[01:12:26.093]Teachers like free stuff.
[01:12:29.110]3-2-6-5-9-1.
[01:12:36.420]We'll do two more.
[01:12:37.400]Sorry, I know you guys probably wanna get outta here.
[01:12:44.210]Yeah. 3-2-6-6-0-2.
[01:12:48.220](teachers chattering)
[01:13:03.891]Repeat?
[01:13:04.724]We have one- Do you want me to repeat?
[01:13:06.249]Oh.
[01:13:07.251](teachers chattering)
[01:13:10.868]So that she can...
[01:13:12.170]Okay.
[01:13:13.200]Her question was,
[01:13:14.970]if you're getting to the processing sheet,
[01:13:16.780]and the student kind of clams up again or ramps up again,
[01:13:20.250]Kristen's answer, they're not ready.
[01:13:22.040]They need more time.
[01:13:23.090]If they're not ready to process,
[01:13:24.230]then they haven't brought, they're not ready to move on.
[01:13:27.450]So you give them more time, wherever that might be.
[01:13:30.100]Last winner. Ready?
[01:13:31.100]3-2-6-5-1-9.
[01:13:41.430]All right. Okay.
[01:13:42.750]So towards the end,
[01:13:46.030]the last few slides
[01:13:49.620]are gonna go through the five components of SEL,
[01:13:53.040]and then the books that we have, or read,
[01:13:56.610]or try to find in each area.
[01:13:59.070]So you can find that when you get your presentation.
[01:14:01.230]Yeah, and then there's a skill matched to each one.
[01:14:03.970]So if you're curious about what the skill is
[01:14:06.815]for that particular book, there's a list next one.
[01:14:09.790]Our email is on the first slide.
[01:14:11.710]So if you email us anytime, we love answering,
[01:14:14.900]sharing things, answering questions.
[01:14:16.610]So if you have questions now-
[01:14:17.910]Go ahead and- We can stay.
[01:14:20.350]If you do, you have to talk on the microphone.
[01:14:21.183]We'll hang out here for awhile, so-
[01:14:23.050](crowd clapping)
[01:14:23.883]Thank you guys. Thank you. Thank you.

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Social Skills: A Year Long Guide to Social Skills Instruction -

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