By: Mildred D.Taylor &nd The Besties !! Chyra Margret Madison P.
Adapted for Kindergarten-Grade 1 from the Center on the Social and Emotional Foundations for Early...
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Transcript of Adapted for Kindergarten-Grade 1 from the Center on the Social and Emotional Foundations for Early...
Adapted for Kindergarten-Grade 1 from the Center on the Social and Emotional Foundations for Early Learning by Genetta Gross, Margret Thorstenson, Melissa Binkley & Elizabeth Vorhaus
PROMOTING CHILDREN’S SUCCESS: AN INTRODUCTION TO THE PYRAMID MODEL AND CHALLENGING BEHAVIOR
Promoting Social Emotional Competence
TEACHER“I HAVE COME TO A FRIGHTENING CONCLUSION.
I AM THE DECISIVE ELEMENT IN THE CLASSROOM.
IT IS MY PERSONAL APPROACH THAT CREATES THE CLIMATE.
IT IS MY DAILY MOOD THAT MAKES THE WEATHER.
AS A TEACHER, I POSSESS TREMENDOUS POWER
TO MAKE A CHILD’S LIFE MISERABLE OR JOYOUS.
I CAN BE A TOOL OF TORTURE
OR AN INSTRUMENT OF INSPIRATION.
I CAN HUMILIATE OR HUMOR, HURT OR HEAL.
IN ALL SITUATIONS IT IS MY RESPONSE THAT DECIDES
WHETHER A CRISIS WILL BE ESCALATED
OR DE-ESCALATED
AND A CHILD HUMANIZED OR DEHUMANIZED.”
DR. HAIM GINOTT
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Remember…
Children need key social emotional skills
to attain school success!• Confidence• Capacity to develop good relationships with peers and
adults• Concentration and persistence on challenging tasks• Ability to effectively communicate emotions• Ability to listen to instructions and be attentive• Ability to solve social problems
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When skills are absent…
When children do not have these skills, they often exhibit challenging behaviors
We must focus on TEACHING the skills!
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“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave, we…….....
…….teach? ……punish?
Why can’t we finish the last sentence as automatically as we do the others?”
Tom Herner (NASDE President ) Counterpoint 1998, p.2)Tom Herner (NASDE President ) Counterpoint 1998, p.2)
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Defining Challenging Behavior
What it is…• Any repeated pattern of
behavior that interferes with learning or activities
• Behaviors that are not responsive to the use of developmentally appropriate guidance procedures.
What it looks like…• Prolonged tantrums, • Physical and verbal
aggression• Disruptive vocal and
motor behavior• Property destruction• Self-injury• Noncompliance• Withdrawal.
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Activity: Are You a Vending Machine?
• What behaviors push your buttons?
• How do these behaviors make you feel?
• How does this impact your relationship with a child and his/her family?
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From PIES Workbook, Laura Riffel, 2009
Activity: Reframing Activity
In pairs or in small groups:
• See Handout 1.3 (Reframing Activity)
• Read the four examples listed and generate two to three other challenging behaviors and how you might reframe each one.
• In reframing the challenging behaviors, do not come up with solutions but rather restate the behaviors to make them more manageable.
• Be prepared to share your ideas with the large group.
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Challenging Behaviors have a Purpose!• Challenging behavior usually has a
message:• I am bored.• I am sad.• You hurt my feelings.• I need some attention.
• Children often use challenging behavior when they don’t have the social or communication skills they need to engage in more appropriate interactions.
• Behavior that persists over time is usually working for the child.
• We need to focus on teaching children what to do in place of the challenging behavior.
12
The Significance of the Problem
• “Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development.”
(National Scientific Council on the Developing Child, 2007)
13
Promote Children’s Success
• Create an environment where EVERY child feels good about coming to school. (RELATIONSHIPS)
• Design an environment that promotes child engagement. (ENVIRONMENT)
• Focus on teaching children what To Do! • Teach expectations and routines. • Teach skills that children can use in place of challenging
behaviors. (TEACHING SOCIAL SKILLS AND REPLACEMENT SKILLS)
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Pyramid Model15
Nurturing and Responsive RelationshipsSupporti
ve responsive re
lationships
among adults and child
ren is
an essential
component to pro
mote healthy social a
nd
emotional d
evelopment
Building Relationships
Why is it important?
• Helps each child feel accepted in the group
• Assists children in learning to communicate and get along with others
• Encourages feelings of empathy and mutual respect among children and adults
• Provides a supportive environment in which children can learn and practice appropriate and acceptable behaviors as individuals and as a group
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Pyramid Model18
High Quality Supportive Environments
High Quality
early child
hood
environments pro
mote positive
outcomes for a
ll child
ren
The Early Childhood Environment
Create meaningful and engaging learning centers• Relevant to children’s needs, interests, and lives• Highly engaging and interesting• Variety of materials in each center• Changed and rotated on a regular basis
Use visual cues to support schedules, routines, transitions, and classroom expectations
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Pyramid Model21
Targeted Social
Emotional Supports
Systematic
approaches to
teaching social
skills can have a
preventative and
remedial effe
ct
What do we mean by social emotional skills?•A sense of confidence and competence
•Ability to develop good relationships with peers and adults/make friends/get along with others
•Ability to persist at tasks
•Ability to follow directions
•Ability to identify, understand, and communicate own feelings/emotions
•Ability to constructively manage strong emotions
•Development of empathy
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Pyramid Model23
Intensive Intervention
Assessment based
intervention th
at
results in
individualized
behavior support
plans
Intensive Individualized InterventionsWhy is it important?
• Helps each child feel accepted in the group• Assists children in learning to communicate and get along with others
• Encourages feelings of empathy and mutual respect among children and adults
• Provides a supportive environment in which children can learn and practice appropriate and acceptable behaviors as individuals and as a group
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What topics will we cover?• Building Positive Teacher-Child Relationships • Purpose and Impact of Classroom Arrangement• Helping Children Understand Routines and Classroom
Schedules • Helping Children Make Transitions between Activities • Giving Directions and Reinforcement with Positive
Feedback• Identifying the Importance of Teaching Social Skills• Developing Friendship Skills• Enhancing Emotional Literacy Skills• Teaching Children Alternatives to Anger and Impulse• Social Emotional Problem Solving Skills
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Team Tennessee Website:http://teamtn.tnvoices.org
Here’s where you can download documents & look for new resources from us!
Here’s where you can get in touch with us or send someone else to get in touch with us!
Activity: Action Planning• Over the next month take the time to access the materials
on the CSEFEL and TACSEI websites and familiarize yourself with the materials for Teachers/Providers
• Review the materials from today’s training
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