SOCIALEMOTIONAL LEARNING A SAFE LEARNING ENVIRONMENT CULTURAL AWARENESS

SOCIAL-EMOTIONAL LEARNING: A SAFE LEARNING ENVIRONMENT & CULTURAL AWARENESS Ludlow Public Schools Ribas Associates and Publications, Inc. Consultants: Elayne Gumlaw and Nancy Athas April 12, 2019 (3 -hours)

If you need to move or take a break, please do so quietly. NORMS • Silence cell phones – step out if you must attend to a text. • Limit distractors: technology, emails, doing tasks other than what we are here to do. • If you need to take a break, do so without interrupting the learning. • Respect each other and listen when others are speaking • “All eyes up here. ” Many people cannot learn when others are off task or talking

LEARNING TARGETS FOR TODAY Social Emotional Skills in Your Classroom and in Your Practice By the end of today’s session, you will be able to: • Explore strategies that support a safe learning environment for all students. • Discuss the importance of cultural awareness as an essential component of our safe learning environment. • Select a priority for your or practice. • Try one activity/strategy in your classroom or practice—make it small!

TODAY’S AGENDA • Do Now – T-Bar • Discussion – Safe Learning Environment and Cultural Awareness • Recalling Relationship Building • Book Club • Safe Spaces • Cultural Awareness • Video • Wrap Up

DO NOW – WARM UP (5 MIN. ) • What do you know or think you know about the term “safe learning environment” for all students? • What you think is meant by “cultural awareness”? • Use the T-Bar “Do Now” in your handout packet to record your ideas with a partner sitting near you.

RECALLING TH E NINE MEASURES TO DEVELOP POSITIVE R ELATI ONSHIPS WITH STUDENTS – CO NNECTION TO SAFE SPACES 1. Communicate Positive Expectations 2. Call On and Treat All Students Equitably 3. Increase “Wait Time” Periods When Questioning Students 4. Give Hints and Clues to Help Students Answer Questions 5. Tell Students They Have the Ability to Do Well 6. Correct Students in a Constructive Way 7. Develop Positive Classroom Pride 8. Demonstrate Caring 9. Prevent and Reduce Frustration and Stress All 9 are important. Which would you say you do BEST? Which would you want to work on/improve? What would you do

HIGHLIGHT IMPORTANT IDEAS SAFE SPACES IN WHICH TO GROW 1. Define learning and growth in mastery mindset. 2. Build relationships with students and among students. 3. Design classroom spaces to provide smoothly functioning work, discussion and movement. 4. Support cultural awareness by modeling and practicing norms as a group. 5. Create an orderly, respectful classroom through routines and rules. 6. Carefully scaffold and model group work to support social, emotional and academic growth. 7. Create conditions for positive student

OUR CLASSROOM • “The way in which we arrange our classroom and place ourselves in the classroom can have a significant impact on students’ behavior, sense of belonging, and safety. It enables teachers to facilitate student – to student interactions; preempt misbehavior and can break down the physical barriers that may inhibit our relationships with students. ” How is your classroom or group space arranged? How does it support a safe learning environment? Discuss with a partner. We create a classroom in which students feel emotionally safe so that they can take risks and learn in a supportive place.

ü CHECK FOR UNDERSTANDING 1. Explain at least three ways to create safe spaces where all students can grow, learn and thrive. 2. If you need to go back and review the slides, please

EMOTIONAL SAFETY AND CULTURAL AWARENESS CHAPTER 3 Count off by 2’s (e. g. 1, 2, etc. ) “Ones” sit with ones. Read pages 68 – 70 (right column). Choose 3 important teaching points. “Two’s” sit with twos. Read pages 70 (bottom) – 73 (left column). Choose 3 important teaching points.

VIDEO: CULTURAL AWARENESS/CLASSROOM CULTURE (SAFETY, DIVERSITY, ACCEPTANCE) WHAT EXAMPLES OF CULTURAL AWARENESS AND SAFE LEARNING ENVIRONMENT DO YOU SEE IN THIS VIDEO? School Culture: Classroom Meeting https: //www. youtube. com/watch? v=z. Xy 2 V 1 Jm. JUs&sns=em Core Social Skills, Conflict Resolution

Directly Teach • Rules • Routines • Expectations 12 © copyright 2017 Ribas Associates

SOCIAL EMOTIONAL SKILLS DEVELOPED BY GROUP WORK • Self-Management: Set individual goals, work toward them, monitor progress, control my behavior • Relationship Skills: Work toward group goals, communicate my ideas effectively, engage with people, show leadership skills, work with a team cooperatively, prevent interpersonal conflict, resist inappropriate social pressures • Responsible Decision-Making: Identify problems, analyze situations, solve problems, evaluate ideas, reflect on my actions and thinking, be ethical and fair

ü CHECK FOR UNDERSTANDING True or False: 1. One way to create a safe spaces is to support cultural awareness by modeling and practicing norms as a group. _____ 2. There are few areas of disability that leave teachers believing that students are intentionally disruptive and have behavior problems. _____ 3. Rules and routines can be posted, but do not need to be explicitly taught. ___

https: //www. youtube. com/watch? v=Feg. O 4 Gh 3 uyk SUMMARIZER • Summarizer • Next PD: May 24, 2019 What did you notice in this video?