Healthy Children and Strong Students: Personal Skills for Success

Healthy Children and Strong Students: Personal Skills for Success

Brian P. Leung, Ph.D.Loyola Marymount University

Introduction

I. Student Skills for Success ◦ Social Emotional skills◦ Personal skills◦ Academic skills

II. Supports to make Student Skills Impactful◦ Classroom factors◦ School factors

Agenda – Day 1

Review and Sharing Questions & Answers

III. Best Practices in Building a Skill Program◦ School-based Teams ◦ School-wide Opportunities for Practice and Recognition◦ Parent Involvement

IV. Tracking your Success◦ Setting school Indicators◦ Collecting data◦ Documentation over time

Summary

Agenda – Day 2

Student Skills for Success

Social Emotional SkillsPersonal SkillsAcademic Skills

If a gardener wants a beautiful yard, she cannot focus only on removing weeds and trash because she would only have an empty piece of land, and eventually, other weeds will grow back. She must also carefully choose flowers, grass, and trees…different ones that mix well together and are supported by the soil of the yard. The new plants will also prevent weeds from growing back!

Likewise with developing a child. It’s not the best to focus too much on removing bad behaviors alone because other behaviors will always develop. It’s important to teach new skills…skills that fit with the child’s personality. These new skills will also help to prevent bad behaviors from returning.

Helping children succeed

There are many many skills for children of all ages to know to be successful in school, work, and in life.

Not all skills can be taught…and not all children will learn.

Some skills are better “fit” than others for different children.

**Children learn skills mostly by:◦ Teaching from teachers, parents, friends◦ Watching teachers, parents, and friends◦ Exposure to the media (TV, internet, games)

Skills for Success in school and in life

Social Emotional Skills (SES-4)1. Emotions understanding & expression2. Anger management3. Stress reduction4. Conflict management

Personal Skills (PS-4)1. Resiliency2. Friendship 3. Problem solving4. Thankfulness

Academic Skills (AS-3)1. Organization2. Memory3. Test taking

In this workshop, we will focus on these 11 skills

All 11 skills have been shown in research to help students:◦ Develop self-management and self-control◦ Improves relationships at all levels of school and

at home◦ Enables academic achievement

These skills will help young people to be mentally healthy and more successful in school and life!

Benefits of Social Emotional & Personal skills

1. Teach the skill in developmentally appropriate ways, using: Discovery methods Direct instruction methods

2. Practice3. Feedback and Correction

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4. Reteach5. Practice6. Feedback and Correction

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7. Reteach…

Teaching Skills should be “interactive”

Discovery method◦ Exercises (individual or small group)◦ Discussions◦ Scenarios

Direct instruction method◦ Lectures◦ Readings◦ Demonstrations

Instructional Methods



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7. Reteach…

Skills Instruction should be “interactive”

http://www.freeprintablebehaviorcharts.com/◦ Worksheets on many social emotional skills◦ Award certificates◦ Suggested articles and books

http://kidshealth.org/◦ Ideas and strategies for parents, children, and

teens Just for girls: http://www.girlshealth.gov/ Just for boys: http://www.youngmenshealthsite.org/ For younger kids: www.emotes.com

Some resources online

http://www.freeprintablebehaviorcharts.com/

http://www.freeprintablebehaviorcharts.com/

http://kidshealth.org/

http://kidshealth.org/

http://www.girlshealth.gov/

http://www.girlshealth.gov/

http://www.youngmenshealthsite.org/

http://www.youngmenshealthsite.org/

http://www.emotes.com/

The skill to identify an emotion in yourself and express it in healthy ways (also called “emotional intelligence”)

◦ Recover from disappointments◦ Use non-physical ways to solve problems◦ Avoid over-reacting to situations

Some content to help students learn this skill: Know a variety of human emotions and put them into words. Know that emotions are normal and there are healthy and unhealthy

ways to express any of them. Learn how the body changes with different emotions. Practice acceptable/healthy expressions of different emotions Know some basic techniques:

◦ Change the environment to remove or enhance emotions◦ Relaxation techniques◦ Prepare a set of statements to use for situations◦ Think ahead to anticipate results

SES1: Emotion Understanding

There are healthy and unhealthy ways to express an emotion. Read each situation, identify the emotion, and list positive and negative ways to express it.

1. Phuong practiced very hard to get ready for his soccer game, but despite his best effort, his team lost the championship.

2. Tuan has been waiting for her father to come home from a trip. Just now, he walks through the door.

3. Nguyen walked into her high school classroom for the first time.

Example: “Discovery method” of instruction

Having emotions is part of being a human being. People of all ages experience emotions. Some emotions make us feel good so we call these “positive emotions”; and some emotions make us feel bad and we call these “negative emotions”. In truth, there are no positive or negative emotions, just positive or negative ways to express emotions.

Read the handout and learn about how our bodies respond to different emotions, so you can name the emotion when you experience it.

Example: “Direct Instruction” method

Put each emotion into words. e.g. “X is…”, How does the body respond to each emotion?

Example:“Worksheet” to reinforce learning Emotion Understanding & Expression

How I feel… Angry Response

Non-Angry Response

I can’t figure something out

I break my pencil and yell

I ask for help

I feel left outI break somethingI lose a gameAn adult gets mad at me

Pick a partner to practice the following: Describe a situation where you experience an

emotion and how you responded. Partner names the emotion. Was s/he right or wrong? Partner tells if response was healthy or unhealthy. Do

you agree? Discuss together other healthy and unhealthy ways

to respond to that situation. Reverse roles and let your partner tell you a

situation. (teacher gives feedback)

Example: “Practice”

Work in small groups, pick an age group:1. Develop ONE lesson to teach Emotion Understanding & Expression

◦ Discovery method or◦ Direct instruction method

2. Develop ONE worksheet for students to reinforce learning Emotion control3. Develop ONE strategy for students to practice Emotion Control

Make this practical for YOU



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7. Reteach…

Skills Instruction should be “interactive”

The skill to handle in an acceptable and not destructive way.

Some content to help students learn this skill: Understand and talk about situations that cause anger Learn to label the anger emotion in words When wronged, help students talk about what they would like

to see happen Know that anger can be expressed outward or inward Learn that there are healthy ways to express anger Some basic strategies to teach:

◦ Use books and stories to illustrate anger management◦ Practice words to use to describe angry emotions◦ Allow students to draw pictures to show their anger◦ Relaxation techniques to calm down

SES2: Anger Management

Work in small groups:1. Develop ONE lesson to teach Anger Management


2. Develop ONE worksheet for students to reinforce the learning3. Develop ONE strategy for students to practice the skill

Be prepared to share your work with others!


The skill to handle situations that create pressure and uncomfortable feelings.

Some content to help students learn this skill: Learn to recognize when you are under stress. How to change the environment to remove stress Identify who can help Develop a variety of strategies to use:

◦ Close your eyes, count to 20 to relax◦ Call a friend◦ Go exercise◦ Make a plan

A special case of stress is Test Anxiety.

SES3: Stress Reduction

Work in small groups:1. Develop ONE lesson to teach Stress Reduction




The ability to deal with disagreements between people in healthy ways.

Some content to help students learn this skill: Tackle a big problem in small pieces Generate many solutions to choose from Guess and Check (trial and error) Working backwards


SES4: Conflict Management

Work in small groups:1. Develop ONE lesson to teach Conflict Management





PS1: Resiliency

To bounce back from severe personal and/or academic adversity and be successful. Resiliency is supported by both internal and external protective factors.

PS1: Resiliency for students (Internal Protective factors – “Personal Assets”)

Sense of humor Ability to make friends (and engage adults) Learn from mistakes (reflect on own behaviors) Flexibility (handle changes) Good at “something” (sense of competence) Positive view of the future (optimistic)

Work in small groups:1. Develop ONE lesson to teach Internal Protective Factors





Resiliency for students(External Protective factors – “Environmental Assets”)

Caring adult(s) ◦ High warmth◦ Low criticism◦ Clear rules

Given responsibility (required helpfulness) Opportunity for service to others Expressed high and realistic expectations Guidance to set goal and planning

What factors can you create for your students?

The skill to form interpersonal relationships with others (i.e. making and keeping friends).

Some content to help students learn this skill: Learn to act friendly (smile and greet others) Listening skills to learn about others Importance of seeking common interest Learn strategies to find and maintain friends:

◦ Going to places to find people with common interests◦ Continue to show interest in others◦ Willing to spend time with others◦ Willing to share (things, stories)◦ Get involved to meet others

PS2: Friendship Skills

Work in small groups:1. Develop ONE lesson to teach Friendship Skills




The skill of systematically approaching a problem and solving it.

Some content to help students learn this skill: How to break a big problem into small pieces Generate many solutions to choose from Seek out resources to help (people, material) Some strategies useful for solving problems:

◦ Guess and Check (trial and error)◦ Working backwards from goal◦ Draw a diagram◦ Try a new way

PS3: Problem solving

Work in small groups:1. Develop ONE lesson to teach Problem

Solving◦ Discovery method or◦ Direct instruction method

2. Develop ONE worksheet for students to reinforce the learning

3. Develop ONE strategy for students to practice the skill


The attitude to be thankful for what you have.

Design some activities and a work-sheet to teach: One can choose to focus on the good or bad (glass

half full) Learn different ways to express gratitude Ways to practice gratitude:

◦ Counting your blessings (make a list & share)◦ Encourage generosity◦ Role playing to experience receiving thanks◦ Find the good in every situation or person◦ Accept failures and weaknesses

PS4: Thankfulness

Work in small groups:1. Develop ONE lesson to teach Gratitude




The skill to ask for help without fear.

Design some activities and a work-sheet to teach: Knowing who to ask Knowing when to ask

◦ At frustration points◦ Needed to go to the next steps

Knowing what to ask◦ Cues, strategies, tips

AS1: Organization Skill

Work in small groups:1. Develop ONE lesson to teach Organization Skill




Skills to help improve retention of learned material.

Some content to help students learn this skill: Know that “understanding” helps with “remembering” Can’t remember something you didn’t learn Active learning supports better memory Some strategies to help remember:

◦ Connect it to something you know well (association)◦ Use visual images or draw diagrams◦ Use acronyms◦ Be well rested when learning◦ Breaking into smaller pieces◦ Take good notes to review later◦ Don’t be afraid to ask for help to improve understanding

AS2: Memory Skills

Teachers can help by teaching in different ways!

Work in small groups:1. Develop ONE lesson to teach Memory Skill




Skills that allow a student to demonstrate what he/she knows on a test.

Design some activities and a work-sheet to teach: Look for key words in a test question Strategies for different types of items Plan your time to complete the entire test Relaxation techniques Keeping a positive attitude during and after Check over the test if time permits

AS3: Test taking skills

Work in small groups:1. Develop ONE lesson to teach Test Taking skills




Four levels of interventions:

Individual – counseling, skill remediation Classroom – feedback, climate Home – support, preparation School-wide – events, support

Test Anxiety!

Interventions ideas for Teachers Help students prepare for tests

◦ Review content◦ Discuss test taking strategies◦ Show test format

Modify test environment Eliminate and anticipate distractions during testing Identify who needs what type of support

◦ Worry◦ Emotionality

Allow other ways for students to demonstrate learning

* Let students know that you want them to be successful!

Schoolwide Interventions Study student reactions to determine if

school-wide interventions are needed. Design small group interventions on specific

topics (e.g. test-taking strategies, relaxation, self talk, etc.)

Students with high TA may need more individual attention.

Principal, teachers, counselors, and parents all worked together and shared ideas.

A man was trying to fix a ceiling fan. He is on a chair and on his tiptoes barely reaching the fan. He wobbled frequently and looked like he would fall off.

His wife and mother were watching. His wife says, “Dear, you’re too short!”. His mother says, “Dear, the chair is not tall enough!”.

What does this story teach?

Environmental Factors to Support Student Skills Development

Classroom FactorsSchool Factors

Curriculum◦ Interesting and Engaging◦ Relevant and Useful◦ Opportunities for Success

Teacher◦ Interest in students◦ Cares about their success◦ Passionate about content◦ Able to manage student behaviors◦ MODELS positive skills

Classroom Factors

Motivation (student engagement)◦ Influenced by what happens in that classroom.

Research has also shown that good everyday teaching practices can do more to counter student apathy than special efforts to attack motivation directly. Most of your students will respond positively to:a well-organized coursetaught by an enthusiastic instructorwho has a genuine interest in students and what they learn

Classroom Factors

Capitalize on students' existing needs & interests. Make students active participants in learning (choice). Hold high but realistic expectations for your students. Help students set achievable goals for themselves. Tell students what they need to do to succeed in your course. Avoid creating intense competition among students. Check your attribution of student behavior/failure.

Ask students to analyze what makes their classes more or less "motivating."

Classroom Strategies:General Considerations to motivate

Well-meaning but counter-productive teacher behaviors: Pity and Anger Praise and Criticism Offer of Help Avoidance behavior

Classroom Strategies:Communicating low expectations

Orderly classroom (clear rules/expectations that are consistently enforced).

An atmosphere that is open and positive. Teach cooperation among students (physical environment). Help all students feel that they are valued members of a

learning community (e.g. even high school students like to see their work displayed).

Intentional connection between teacher and students.

A positive classroom climate motivates students to use positive skills!

Classroom Strategies: Classroom Climate

Teacher MotivationBe certain to… Nurture enthusiasm for your work

◦ It increases students’ attention◦ Gives more value and importance to the material

students are asked to learn◦ Puts pleasure into your work

Acknowledge your strengths ◦ Internalize successes builds confidence◦ Reflect on personal strengths and preferences◦ Seek consultation with peers

Sense of Autonomy to teach Clear Administrative Support Collegiality among Staff Members Ability to impact Decision Making Experiencing Student Successes Opportunities for Professional Development Treated like Professionals Acknowledgements & Appreciations

Teacher Motivation is also supported by…

Safety◦ Physical (no bullying, fights)◦ Psychological (inclusive, feel welcomed)

Programs to serve all learners◦ Gifted◦ Remedial◦ Special needs

Extracurricular Events◦ Award assemblies◦ Talent show◦ Health fair

Other services◦ Welcoming new students/families◦ Before and after school services (extended day)◦ Support service clinics (medical, counseling)

School Factors…to support student skills

Recognitions (psychological)– for both academic and positive personal skills.

Homework Support (academic) – shows that the school cares about student success.

Student Clubs (social) – some place/topic to meet like-minded people.

**Promote a sense of belonging!

School-wide Strategies

Making a student feel like the school “cares” about him/her◦ Feel missed if they were absent◦ Known by name besides teacher◦ Have friends to talk, eat lunch, walk with◦ Able to demonstrate competence◦ Acknowledged for good work◦ Have opportunities to participate

A positive school climate motivates students to use positive skills!

School Belongingness

Take time and patience Best completed in teams Celebrate success along the way

Must develop more “intense” support for those students who need more support◦ Small group or 1-on-1◦ More practice◦ More incentive◦ Greater collaboration with parents

Developing school support

A man was trying to fix a ceiling fan. He is on a chair and on his tiptoes barely reaching the fan. He wobbled frequently and looked like he would fall off.

His wife and mother were watching. His wife says, “Dear, you’re too short!”. His mother says, “Dear, the chair is not tall enough!”.

A supportive environment ensure student success beyond students’ own skills.

Remember this story?

Best Practices in building a Skills Program

for StudentsSchool-based TeamsSchool-wide Positive BehaviorParent Involvement

Temptation is:◦ Each teacher decides what to teach◦ Each teacher teach skills on her/his own◦ The skills are taught without other support

Student skills will not stick unless…◦ Careful teaching to mastery Skill Building

Lessons◦ Opportunities to practice Classroom and Small

Group◦ Incentive to use skills School and Parent Support

Best Practice to making this work

Why have teams?◦ “Two heads are better than one”◦ Shared responsibilities◦ Increase ownership of ideas and strategies

Who are members?◦ Adult teams (school personnel, parents, business owners)◦ Students teams

What will they do?◦ Come up with plans and strategies to make it work◦ Help to deliver skill training or practice◦ Logistics support (e.g. put up signs, monitor plan, etc)◦ Help to collect school data (e.g. screening, indicators…)

How many?◦ 3 – 4 or 1 per 100 students (committees)◦ Rotate members

Using School Teams to build a Skills Program

Planning and Oversight Team◦ Identify student skills needed at the school◦ develop calendar for introducing skills (e.g. monthly)◦ Review evaluation data

Skill Building Team◦ Teachers working together to develop lessons and activities◦ Teaching teams◦ Review and update lessons and activities

Coordination Team◦ Create signs, posters, announcements◦ Communication with people outside school (e.g. parents)

Evaluation Team◦ Design tools to track success◦ Report to school community of progress

Possible Adult Teams (+ student member)

Peer Tutors◦ Help with teaching skills to younger students◦ Help to reinforce skills with younger students

Peace Keepers (conflict management)◦ Help deal with minor disagreements among

students

“Ambassadors”◦ Help to teach new students◦ Show off a school to new students or visitors

Possible Student Teams

Stop and Plan What type of team(s) would be most useful at

your school this year? Do you believe that at least 1 team could be

formed by December? Who might serve on your team(s)? How many?

Adults and/or Students? Would you need incentive to get members?

How can you make meetings “interesting”? What types of preparation will be needed to get

team members ready to do the work? (schedule, location, material, training)

Small Group DynamicsGathering people together does not always lead to

productive work! Teams need time to develop. 1. Build Trust – the most important variable2. Balance Membership – task and process oriented people3. Set Ground Rules – for taking turns when talking,

critiquing, handling disagreements…4. Assign Jobs – schedule meeting, take notes, facilitator…5. Decide on Procedures – frequency of meetings, goal-

setting, communication, decision-making…6. Plan training – to prepare members for their work

Focus on promoting positive behaviors instead of punishing negative behaviors

Expected behaviors stated clearly and publicly◦ School-wide policy on behavior◦ Visible everywhere in the school (hallway and

classroom◦ Clear communication with parents

Incentive for following policy◦ Recognition for positive◦ Consequences for negative

Skills Program support: Positive Behavior Plan

Teacher highlighting individual students weekly or monthly

Students nominate each other Slips of paper for recognition in a box in the

office School-wide monthly assembly to discuss

and recognize students Monthly or quarterly or annual “Award of

Excellent Citizenship”

Recognition ideas

Allow for Input and Suggestions◦ Townhall meetings◦ Written surveys

Seek Full Understanding & Skill Development◦ Teacher-Parent meetings ◦ Short (regular) workshops

Gain Support◦ Regular communication◦ Parent contract◦ Acknowledgement at home

Parent Involvement

Service Learning: Students do something that improves the community while completing an assignment for class credit.◦ Tie directly to school curriculum and subject◦ Based on what is needed in the community◦ Graded◦ Could be completed in student teams◦ Could be tied to a student Skill being taught

Adult Modeling: Students must see adults doing the same skills.◦ Reinforces learning◦ Promotes shared responsibility

Reminders to reinforce skills learning:

Tracking your Success

5 steps to track successCommunicating your success

Step 1: Identify GOALS for your school. Goals should be stated as clear as possible, and

include both positive behaviors and negative behaviors. For example:

Decrease the number of fights Increase occasions of students helping each other Decrease somatic complaints before tests Increase the number of compliments students say

to adults and each other Increase student self control during

disagreements

Five steps to track your success

Step 2: Create systems to collect information. Principal counting number of students sent

to the office Teachers count how many “good slips”

given out (for positive behaviors) Drop box for students to put in stories of

someone helping them Number of monthly or quarterly awards

given out

Steps to track your success

Step 3: Check your results regularly to see if changes should be made. Check your “counts” weekly, monthly, every

other month.◦ Notice which counts are high and which are low.◦ Notice what type of students (age, gender) are in the

count. Make adjustments to your teaching based on

your results.◦ Specific classrooms◦ Specific students◦ School wide


Step 4: Document your counts and adjustments from year to year. Store your counts carefully to review at the

end of each year to see progress. Compare these from year to year to see trends.

Take notes of adjustments you made, so that you can ensure needed resources in the future.

Use all this information for proactive planning from year to year.


Step 5: Communicate your success with others. Let students and staff know the results.

◦ Positive results will validate everyone’s hard work. ◦ It will change the school’s climate!

Let parents know the positive changes happening at the school. ◦ This will build their confidence in the school.

Let the community to build the reputation of the school.

School newsletter, local newspaper, school report card, announcements, website


School Report Card (sample content) Opening statement by principal School demographics Behavior goals for the year:

Social Emotional (how students handle situations)Personal (how students handle themselves)Academic (how students handle school work)

Results of efforts List of partners (if any) Contact information

There are great benefits to explicitly teach students specific skills for success – in school and in life. Do this thoughtfully each school year!

Students will use these skills if there are classroom and school-wide strategies in place to motivate and reinforce their use.

Schools will function better if these student skills are part of a larger system of student support.

Develop ways to track your success is time consuming, but very helpful for continuous school improvement!

Summary

THANK YOU for coming!

Contact me if you have questions:Brian P. Leung, Ph.D.Loyola Marymount [email protected]

Healthy Children and Strong Students: Personal Skills for Success

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