RULER Family Session Feeling Words Curriculum

Slides:



Advertisements
Similar presentations
Developmentally Appropriate Practice
Advertisements

WestEd.org Infant/Toddler Reflective Curriculum Planning Process Getting to Know Infants Through Observation.
Introduction of self Advanced Social Communication Middle School: Lesson One.
Finding supports ADVANCED SOCIAL COMMUNICATION MIDDLE SCHOOL: LESSON FOUR.
Curriculum that Brings the Common Core to Life Session 1 Elementary
COMPREHENSION STRATEGIES
Grade 2 Back to School Night
Information for Parents Key Stage 3 Statutory Assessment Arrangements
Phyllis Younkins, Leadership Facilitator
Unit 6: Work experience in health and social care
Curriculum that Brings the Common Core to Life Session 1 Secondary
The First 8 Weeks: Scheduling and Using the Teacher’s Calendar
Parental Involvement: Makes A Difference
Copyright (c) 2017 Children's Health Fund
Welcome!! Please sit in teams of 4
Supporting English Language Learners in the Elementary Classroom
Developing a Positive Identity
Personal Success and Management
January 25, 2017 The Bromfield School
Learning and Teaching –
Tamara Banks DPAC SD43 Presentation - November 7, 2016
Grade 5 Back to School Night
A Site Administrator’s Guide to Talking to Parents about the ELPAC
Facilitation guide for Building Team EQ skills.
Mrs. Capoferri and Mr. Zelinka
Authentic Assessment in Early Intervention
DRAFT DEAL is a free web based resource for professionals who work with young people.
K-3 Student Reflection and Self-Assessment
Taking Charge of Your Health
Respect for People March 22, 2018.
Linking Standards, IFSPs and Service Delivery
Slide 1.
I know when my friends are feeling happy
Connecticut Core Standards for English Language Arts & Literacy
….as you get to know your Pre-k family community!
Welcome Families! We encourage you to share with some people around you about one of the following: A value that was instilled in you from a young age.
Making Meaning Through Art
M.A.T.C.H. Professional Series: Module 11
MH31 Principles of interviewing and group leadership
Connecticut Core Standards for English Language Arts & Literacy
MAPS for Leadership PCL Module 2.
Ch.1-Wellness Lesson 1 7th Grade Mr. Royer.
K-2 Teaching Artist Project:
歡迎學生家庭! 我們鼓勵大家跟周圍的人們交流以下方面: 一種從您年幼時就被教導的 價值 一種您所擁有而不爲人知的 才能
Adult Perspective Shift
Why RULER? Teach Students Character Traits
Facinghistory.org.
Applying Critical Thinking in Child Welfare
I know when my friends are feeling happy
Cooperative Learning Display this slide as the participants arrive for the day. Welcome everyone to the session.
Your Health and Wellness
Cues, Questions, and Advance Organizers
Back-to-School Night September 19, 2017
Exploring Daily Check-In Meetings
Materials Needed 3 Large Mood Meter
Back-to-School Night September 19, 2016
Key Elements of Class Meetings
Core Competencies for Primary School Teachers in Crisis Contexts
Connecticut Core Standards for Mathematics
Connecticut Core Standards for Mathematics
السلام عليكم و رحمة الله و بركاته Provincial Achievement Test
Differentiated Instruction & Universal Design for Learning
Conscious Competence Ladder: Debrief
Developmentally Appropriate Practices (DAP)
Core Competencies for Primary School Teachers in Crisis Contexts
Conscious Competence Ladder: Debrief
Home-School Communication
MH31 Principles of interviewing and group leadership
Celebrate Good News Celebrate Good News: (40-50 minutes)
Individually page 3 handout
Presentation transcript:

RULER Family Session Feeling Words Curriculum Lamar Elementary 11-27-17

Purpose of RULER help children find and use strategies that work for them to manage their full range of emotions

Emotional Regulation The ability to respond to strong feelings by applying strategies to move from an unhelpful emotion to a more helpful emotion. To use emotion wisely to achieve a goal in ways that don’t harm self or others.

EMOTIONAL INTELLIGENCE The attitudes, knowledge, and skills associated with: Nikki TIME: 3 minutes. ACTIVITY: Review RULER Skills. PURPOSE: Remind participants of 5 key emotional intelligence skills that are developed by the Anchors and Feeling Words Curriculum. SAY: Quiz participants on the RULER skills. Say, “To review, the five RULER skills of emotional intelligence are: recognizing, understanding, labeling, expressing, and regulating emotions. Emotional intelligence is about what we do with our emotions. It provides a framework for harnessing the power of emotions. It also encompasses the importance of using these skills (not just having them) in daily life.” “Recall the questions you use to develop these skills when you integrate Mood Meter activities throughout your day and week. For example, to help students develop skills in recognizing and labeling emotions, you ask them the question What are you feeling? What word can you use to describe that feeling?” (optional) Show Mood Meter Lessons video that demonstrates how the RULER skills map onto the Mood Meter. WORKBOOK PAGE 14

MOOD METER CHECK-IN ENERGY PLEASANTNESS Your Experience R: Where are you on the Mood Meter? U: Why are you feeling this way? L: What word best describes your feeling? Your Strategy E: How are you expressing this feeling? Are you comfortable expressing? R: How do you want to feel? What strategy will you use to stay or shift? NIKKI 5 mins TIME: 30 minutes (reflection plus introduction--20 seconds X 72 people [60 participants + 8 table facilitators + 4 trainers) ACTIVITY: Opening quote and personal introductions PURPOSE: Emotions matter. SAY: “Who would be willing to read this aloud? (Have 2-3 volunteers read the quote). What does it mean to you? (Have 2-3 volunteers share.) Emotions affect our lives in countless ways. Over the next few days we’re going to spend some time gaining knowledge and building skills related to our emotions. I’d like each of you to take two minutes to reflect on why you decided to come to this training. What are your personal and professional goals? What do you hope to gain over the next few days? Why are you really here? Please jot down your response and then we will ask you to introduce yourself to the group. When you introduce yourself, please share what school or district you are coming from, your current position in the school or district, why you’re here, and one interesting fact about yourself that’s unrelated to this training or your position in the school. Please try to keep your introduction under 20 seconds. I’ll start. (Start with your own introduction including your response to the prompt.)

Feeling Words Curriculum (FW) pre-k - grade 6 each grade is assigned 15-19 feeling words focus on 1 word every couple of weeks includes concrete lessons for teachers

Feeling Words Curriculum The Feeling Words integrate emotion vocabulary into existing academic curricula: STEP 1: Personal Association STEP 2: Academic Link STEP 3: School-Home Partnership STEP 4: Creative Connection STEP 5: Strategy-Building Session Sharon Year 2 – The FWC (K-8) & RULER H.S. TIME: 6 minutes. SAY & DO: 1. After students and educators master the four Anchor Tools in Year 1, the Feeling Words Curriculum is introduced in Year 2. This is when students develop more advanced emotional intelligence skills. Across the year, teachers are taught how to integrate 15 emotion concepts into their core curriculum (about 1 Feeling Word every two weeks). Feeling Words are introduced and mastered through a series of 5 steps that vary across grades (k to 2, 3-5, 6-8). The FWC and its steps are designed to enhance vocabulary, critical thinking, mental health, effective communication, and self-regulation 2. Describe each step briefly with an example. a. Step 1: Learning emotion-related vocabulary words by sharing personal experiences related to the meaning of the word b. Step 2: Relating Feeling Words to social and academic issues c. Step 3: Discussing Feeling Words with family members at home d. Step 4: Applying Feeling Word concepts to visual and performing arts activities e. Step 5: Learning strategies to effectively regulate feelings 3. Briefly describe the high school program. (Read slide) 4. Optional: Show video. This is a good time to show the Garreth Video. WORKBOOK PAGE 23

Kinder Feelings Words cheerful excited down worried angry relaxed afraid curious proud respect embarrassed bored caring unkind brave stubborn lonely quiet belong

role play Brian: child Pat: adult

guidelines for sharing stories choose a story that is real & meaningful to you make sure your child can relate to the story use more than just words share descriptive details keep it short (no more than 2 minutes)

Think about a time in your life when you felt tremendous joy and pride in life – big or small. Silently write about that moment for 5 minutes.

PAIR SHARE Find partner you don’t know well. Partner A shares (2 minutes) Partner A reflects: one strength of story and/or telling of it one thing to improve Partner B reflects switch roles.

Over the next 5 minutes, silently write your own story of a time when you felt courageous. Choose a story relevant to your child.

Alexander and the Terrible, Horrible, No Good, Very Bad Day Where was Alexander on the mood meter? How does your body feel when you have the same emotion? What caused Alexander to feel that way? How did he express his feelings? How effective was he in managing his emotions? What else could he have done when feeling that feeling?

Strategies What are you feeling right now? Do you want to keep feeling this way? What can you do to help yourself? What can we think about to feel more, less or the same amount of an emotion? What can we do to feel more, less or the same amount of an emotion?

looking ahead