Self-evaluation

While students may look forward to the rewards, reflection on the process teaches them the most.

What helped inspire them? What was the most challenging part of the process? Was the reward worth it? What can they do better the next time?

These questions and answers help teachers and students gain confidence in themselves and their skills. They can also identify areas where the teacher and student believe they can improve.

This self-evaluation process also teaches students the power of resilience and perseverance. They learn that failure can happen, but if they keep trying, they can succeed.

(Positive Action, 2023 c)

https://www.positiveaction.net/blog/teaching-self-management-skills

Goal Setting

Students with the help of their teacher's work to create reachable goals that the student can work toward.

Goals can be anything such as:

• Sitting for 5 minutes.
• Working quietly for 15 minutes.
• Completing an assignment.
• Turning in homework daily.
• Saying hello to five people in the morning. 

This strategy empowers the student and allows them to directly participate in their plans. 

(Positive Action, 2023 c)

https://www.positiveaction.net/blog/teaching-self-management-skills

Self-reinforcement is the act of rewarding oneself after completing the desired behavior or meeting a goal. Rewarding positive behavior increases the likelihood your student will repeat that behavior. According to Psychology Today, 85% of people who don’t learn self-reinforcement have trouble in other areas, like self-esteem.

Rewards can be a chance to get up and move after completing an assignment, extra computer time, or assigning classroom jobs. Tailor the rewards to the student and the behaviors you want to reinforce with the self-management plan.

(Positive Action, 2023 c)

https://www.positiveaction.net/blog/teaching-self-management-skills

This is a journaling technique that helps put one's mind at ease and helps one rest better. Follow the following directions before going to sleep or trying to relax.

1. In the left column, describe the event(s) you are worried about. Provide as much detail as possible, and don't be afraid to fill the box. 
2. In the middle column, write down the feelings you experience when you reflect on that event. Do you feel threatened, insecure, confused, etc.? The language of feelings activity might be helpful.
3. In the right column, write down anything you might be able to do about this tomorrow.
4. Place your journal in a box. Lock it. You can use an imaginary box. 

(Wolpow et al. page 121, 2009)

https://www.pacesconnection.com/g/aces-in-education/resource/the-heart-of-learning-and-teaching-handbook-pdf 

"Giraffe Talk" was developed by Marshall Rosenberg (1990), This strategy earned its name because assessing ourselves non-violently requires us to stick our necks out. There are four parts to the "Giraffe Talk" request:

1. When I observe...

• Describe events without using evaluative judgments, blaming, labeling, or name-calling. I statements are used. 

1. I feel...

• Name the feelings that were stirred up within you. Was it fear, sadness, anger, hurt, excitement... (No blaming).

1. Because I imagine...

• A statement of what I think the other person may be thinking (or believe) about me. For example, "Because I imagine that you don't trust me, and you think I am a thief."

1. I want...(or) Would you please...

• A request for a concrete, specific action that the other person can do to help meet your needs. This request needs to be positively framed and should not be a demand, threat, or guilt-shaming manipulation. The listener has the right to say "no".

(Wolpow et al. page 110, 2009)

https://www.pacesconnection.com/g/aces-in-education/resource/the-heart-of-learning-and-teaching-handbook-pdf 

Students often learn social skills by observing other actions and behaviors. Using peers of the same age helps students learn age-appropriate social skills.

Teachers should talk to the mentor about the social skills that they want them to go over and model for the peer they are working with. 

This strategy can be used for emotions, social skills, life skills, and academics. 

(Positive Action, 2023 b)

https://www.positiveaction.net/blog/ways-to-teach-social-skills

The following is from a poster by Mount Vernon High School teacher Ken Fox, which can be found on page 117. The link to the document follows the information.

1. The objective is to disagree respectfully and to maintain friendships.Winning is not the issue here! Resolution is!
2. State your feelings, problems, and needs clearly. (Giraffe Talk)
3. Avoid generalizations like "always" and "never."
4. Intimidation, name-calling, and emotional blackmail are not fair.
5. Respect the need for a pause or a "time-out" in the fight.
6. Agree on ground rules and keep them: for example, "no threats, putdowns, or violence." "one voice at a time, please."
7. Although you may not respect the other's argument, show that you respect the other person. Listen, listen, listen!
8. Be clear about the differences between facts, feelings, and opinions.
9. Admit it when you are wrong and accept corrective criticism.
10. Use feedback skills: for example, avoid assumptions and checkout feelings with the use of paraphrasing.
11. Share time equally and assume a superior role.
12. Stay focused on the present conflict: don't dredge up old wounds.
13. Avoid stamp collecting. Offer positive alternatives.
14. Avoid attempts to read the other's mind. 

https://www.pacesconnection.com/g/aces-in-education/resource/the-heart-of-learning-and-teaching-handbook-pdf 

Video modeling showcases social skills and allows students to observe an action before putting it into practice.

"Videos are one of the most effective strategies for teaching social learning in class. You can use different kinds of video modeling including:

• Basic: students watch a video of people performing certain social behaviors.
• Point-of-view modeling: The video plays from the point of view of the learner.
• Prompting: The video demonstrates an action and then offers a prompt for an activity.
• Self-modeling: Someone records the students doing a social activity so they can watch themselves. They and other students then point out what the student did well and how they can improve".

(Positive Action, 2023 b)

https://www.positiveaction.net/blog/ways-to-teach-social-skills

Create Lunch Groups

Group students into small groups for lunch or activities. The teacher can use a topic box or other talking prompts to have students talk about specific subjects or work on a specific skill.

"Lunch groups can help students learn to talk about different subjects and relate to others by learning their interests. It also guides kids toward having appropriate conversations." 

(Positive Action, 2023 b)

https://www.positiveaction.net/blog/ways-to-teach-social-skills

Set aside a set time every day for students to quietly notice their thoughts and emotions and to recognize the physical sensations that accompany those thoughts and emotions.
• Identify a time in the day that can be consistently dedicated to this activity (five minutes to this practice).
• Have students write down what emotion they are feeling on a piece of paper. Have them focus on what is most noticeable in the moment. You use a word bank, or  “feeling faces” chart to help students select the different emotions they may be feeling
• Have students write down thoughts they notice accompanying emotion. These observations should be kept private, and make sure to tell them that no one will be reading what they write.
• Ask students to mentally go through their body and take not of any physical sensations they may be having. They should pay attention to the head, throat, shoulders, chest, and stomach.

You may provide students an outline of a body on which they could note their feelings.

As students learn to identify their emotions and the feelings and physical sensations, that accompany them. The students may develop an understanding of how their minds affect their bodies.

"You may want to build on this activity by regularly guiding students through a mindfulness practice known as the body scan. A script and a recorded guided version of this practice for children can be found at www.mindful.org/body-scan-kids/."

(Maryland State Education Association,page 24, 2021)

https://firstbook.org/blog/2019/06/27/educator-resource-the-first-book-trauma-toolkit/

"Providing more time for work, arranging one-on-one instruction and support, and reducing the demand for verbal processing, attention, memory, and other identified skill deficits will aid a child in experiencing success"(National Child Traumatic Stress Network,2018 pg 5).