Why Can t I Just Teach Math? Helping Educators Embrace Teaching the Whole Student

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1 Why Can t I Just Teach Math? Helping Educators Embrace Teaching the Whole Student Megan McCarty, MA, LPC-S, CSC Contributions by Chrissy Reyna, M.Ed, LPC-Intern, CSC

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3 Why Social Emotional Learning Matters Learning environments that focus on social emotional needs result in students who perform better academically are more likely to attend school have significantly lower rates of emotional distress, violence, delinquency, substance abuse, and sexual activity Making the Case for the Educating the Whole Child ASCD

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5 Why Social Emotional Learning Matters Here s the thing: whether or not we set out to provide social-emotional literacy education, we are providing one. Whether by fiat or accident, our children are learning about self-awareness, empathy, and the navigation of conflict from watching the adults and older children around them, and they are navigating the unwritten rules of the hallways and playground. Humans are social animals, built to survive in the setting into which they have been thrust, and they will learn what they need to get by, even if what they learn is maladaptive. With brains that operate in complex and interwoven ways, it is not possible for teachers to teach only math or reading. When we teach our children, we teach the whole child the intellectual being, the emotional being, the social being even if we do not intend to do so.

6 Why Social Emotional Learning is Lacking in the Classroom Not emphasized (district or campus) Feelings of inadequacy Varying beliefs of who s job it is Lack of preparation and focus in college programs STAAR/EOC Mindset that academic learning and social/emotional learning are disconnected vs interconnected WHAT IS THE COMMON THEME? MINDSET!

7 SO AS THE SOCIAL/EMOTIONAL LEARNING EXPERTS ON CAMPUS, HOW DO WE CHANGE MINDSET?

8 1.MINIMAL TIME REQUIRED 2.MINIMAL EFFORT REQUIRED 3.POSITIVE PEER PRESSURE 4. FOLLOW UP/DATA THE GOAL IS TO GET THE SMALL INTERVENTIONS WE DO EVERY DAY INTO THE HANDS OF ALL TEACHERS AND GET THEM TO A POINT WHERE THEY FEEL COMFORTABLE CONSISTENTLY IMPLEMENTING THEM IN THEIR CLASSROOMS. THROUGH THIS WE DRASTICALLY INCREASE THE AMOUNT OF COUNSELING GOING ON EVERY DAY THEREFORE REACHING MORE AND MORE STUDENTS AND SPARKING A SOCIAL/EMOTIONAL LEARNING REVOLUTION!

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10 CASEL (Collaborative for Academic, Social, and Emotional Learning) CASEL is dedicated to advancing the science and practice of school-based social and emotional learning (SEL). CASEL s mission is to make social and emotional learning an integral part of education from preschool through high school. To learn more about the five key competencies, visit the "What is SEL? Skills and Competencies" page(11) from the Collaborative for Academic, Social, and Emotional Learning (CASEL)

11 1. SELF-AWARENESS What are my thoughts and feelings? What causes those thoughts and feelings? How can I express my thoughts and feelings respectfully? 2. SELF-MANAGEMENT What different responses can I have to an event? How can I respond to an event as constructively as possible? 3. SOCIAL AWARENESS How can I better understand other people's thoughts and feelings? How can I better understand why people feel and think the way they do? 4. RELATIONSHIP SKILLS How can I adjust my actions so that my interactions with different people turn out well? How can I communicate my expectations to other people? How can I communicate with other people to understand and manage their expectations of me? 5. RESPONSIBLE DECISION MAKING What consequences will my actions have on myself and others? How do my choices align with my values?

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13 Classroom Based Learning for Self-Awareness What are my thoughts and feelings? What causes those thoughts and feelings? How can I express my thoughts and feelings respectfully? Feeling cards I statements Hold your fingers up Fact or fiction ANTS What color am I?

14 DON T LET ANTS BITE YOU, DESTROY THEM! A Automatic N Negative T Thoughts I m ugly My teachers hate me My parents hate me I m weird I m stupid I ll always be a loser I have no friends I m fat I ll never pass my class I can t do anything right

15 Heads Up/7 Up 1. Have students put their heads down and close their eyes. 2. Ask students to raise their thumbs up if they might need to talk for a minute about their day or what s on their mind. 3. Go by and bump each thumb to let them know you care and that you re there if they need you. What Color Am I 1. Preset a color wheel or continuum for the classroom to be used in challenging situations. 2. Have students identify through colors what they might be feeling during a difficult time or day. 3. Ask them to identify a few strategies they can do to move themselves from that color to the designated happy color. 4. Share an encouraging statement with them and remind them you re there to help them shake it off and have an ORANGE day.

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17 Classroom Based Learning for Self-Management What different responses can I have to an event? How can I respond to an event as constructively as possible? Relaxation Techniques Catastrophe Scale 4X4 Deep Breathing Mad Pad Stress Ball

18 SQUARE BREATHING BEFORE YOU GET TOO ANGRY, TRY SQUARE BREATHING THERE ARE FOUR STEPS THAT EACH TAKE FOUR SECONDS TO DO JUST LIKE A SQUARE HAS FOUR SIDES! BREATHE IN FOR FOUR SECONDS. HOLD YOUR BREATH FOR FOUR SECONDS. TAKE FOUR SECONDS TO BLOW IT OUT. PAUSE FOR FOUR MORE SECONDS BEFORE YOU SAY OR DO ANYTHING! RELAX AND BREATHE! Breathe in through your nose and say PAH while breathing out through your mouth make sure you empty your lungs!

19 Catastrophe Scale 1. Ask students to rate the current problem they re having on a scale of For smaller numbers remind them to calm their minds, relax and breathe, etc. 3. For larger problems gauge if need to respond right away or set aside a few minutes to listen and encourage.

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21 Classroom Based Learning for Social Awareness How can I better understand other people's thoughts and feelings? How can I better understand why people feel and think the way they do? Cloud Activity Peer Mediation Sunshine and Clouds Active Listening Rules for Fighting Fair

22 Cloud Activity To Do With Students and Teacher(s) On an index card have the teacher write what the students see when the walk into the classroom. Describe the room and the teacher. On the other side of the card have the teacher write what they want the students to see. Have the students do the same process with their index card one side what they see and the other side what they would like to see. Or Have the students do it from the teacher s perspective what do they think the teacher sees and then what do they want the teacher to see.

23 Activity Cloud Girls Outside

24 Activity Cloud (cont.) Boys Outside

25 Activity Cloud (cont.) Girls Inside

26 Activity Cloud (cont.) Boys Inside

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28 Classroom Based Learning for Relationship Skills How can I adjust my actions so that my interactions with different people turn out well? How can I communicate my expectations to other people? How can I communicate with other people to understand and manage their expectations of me? Personal Yellow Pages Peace Table Peer Mediation Rules for Fighting Fair Success Buddy Peer Interviews

29 Frazier Buddy Rules 1.WE LISTEN TO EACH OTHER. 2.HANDS ARE FOR HELPING, NOT HURTING. 3.WE USE NICE WORDS. 4.WE CARE ABOUT EACH OTHER S FEELINGS. 5.WE ARE RESPONSIBLE FOR WHAT WE SAY AND DO.

30 Peer Interviews 1. Have students randomly interview each other once a week. You can pick partners for them or have them pick a new partner each time. 2. The goal is for each student to interview each other multiple times. 3. You can preset questions or have the class create questions they would want to know about each other. 4. This promotes learning differences and similarities and interacting with all, not just a select few.

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32 Classroom Based Learning for Responsible Decision Making What consequences will my actions have on myself and others? How do my choices align with my values? Personal Behavior Goal Setting THINK (before you speak) WW_D? Key Questions Card Search Institute

33 RULES FOR FIGHTING FAIR 1. IDENTIFY THE PROBLEM. 2. FOCUS ON THE PROBLEM. 3. ATTACK THE PROBLEM, NOT THE PERSON. 4. LISTEN WITH AN OPEN MIND. 5. TREAT A PERSON S FEELINGS WITH RESPECT. 6. TAKE RESPONSIBILITY FOR YOUR ACTIONS. VIOLATIONS NAME CALLING HITTING PUT-DOWNS BLAMING GETTING EVEN THREATS NOT LISTENING PUSHING BRINGING UP THE PAST NOT TAKING RESPONSIBILITY MAKING EXCUSES SNEERING BOSSING

34 WW_D? 1. Ask students who they most admire in life. 2. When dealing with a challenging situation ask them WW_D? Student Action Plan Name: Date: Goal(s) Target Date Who Can Help? How Can They Help? Teachers Assistant Principal Counselor Parent/Guardian How can I help myself? Student Signature Parent Signature

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36 Resources 1. Every School Counselor s Arsenal and Toolbox!! Love and Logic in the Classroom by Shelly L. Peed, M.A., L.P.C., N.C.C.

37 Morph Counseling Services Like us on Facebook or