Module 1 Generic(2)

Promoting Children’s Success: Building Relationships and

Creating Supportive Environments (Module 1)

WestEd San Marcos

Welcome & IntroductionsWe’re happy to be here too!• The Leadership Team• Sites• WestEd

We are all jumping for joy to see you here!

Connecting with Others• This group will be

together over the next few months

• During breaks and small group activities, please introduce yourself

• Take advantage of the time together

Who Are We?

• WestEd San Marcos A part of the WestEd Center for Child & Family Studies Our projects focus on inclusive practice for all children Website: www.CAinclusivechildcare.org

• CSEFEL: Federally funded Office of Head Start/Child Care Bureau Center on the Social and Emotional Foundations for Early Learning Website: www.vanderbilt.edu/csefel/

• TACSEI: Federally funded Office of Special Education Programs Technical Assistance Center on Social Emotional Interventions Website: www.challengingbehavior.org

Materials For You!• Notebook:

Today is Module 1 Many of the Modules handouts will be

added at future trainings• Make the Materials Useful to You

Take notes (Paper provided or on the handouts) Mark for later review (use the post-it notes) Articles provide lots of background

information• Bring the Notebook to every training

Climate for Learning• Take Care of Yourself

Move or stand if you need to (Stretch) Use the restroom as needed Jot down question as we go Make notes of ideas to try in your setting

• Take Care of Each Other Turn cell phones off or on silent Speak up when sharing from the audience Be mindful of those around you

Learner Objectives• Participants will be able to identify

strategies that can be used to build positive relationships with children,

families and colleagues; design environments, schedules, and routines; structure transitions; help children learn expectations and routines;

and plan activities that promote engagement acknowledge and encourage children’s

positive social behaviors

What is Social-Emotional Development?

The developmentally and culturally appropriate ability to: Manage Emotions Relate to Adults Relate to Peers Feel Good About Self

What Does Healthy Social Emotional Development Look Like?

• 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

When there is NOT Healthy Social Emotional Development

• What do children do when they don’t develop these skills?

• When children do not have these skills, they often exhibit challenging behaviors

• We must focus on TEACHING the skills!

Teacher Training and Implementation

Administrative Supports

Program Philosophy

Well defined procedures

Designing Supportive EnvironmentsDesigning Supportive Environments

Building Positive RelationshipsBuilding Positive Relationships

Social Emotional Social Emotional Teaching StrategiesTeaching Strategies

Module 1Module 1

Module 2Module 2

Module 3a, 3bModule 3a, 3b

Promoting Social Emotional Competence

Individualized Individualized Intensive Intensive

InterventionsInterventions

Building the Pyramid

“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…….....

Why can’t we finish the last sentence as automatically as we do the others?”

Tom Herner (NASDE President ) Counterpoint 1998, Tom Herner (NASDE President ) Counterpoint 1998, p.2)p.2)

We Need to Teach!

…….teach? …….punish?

Some Basic Assumptions• 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

What is “Good” Or “Bad”?• What is “good” or

acceptable behavior to you?

• What is “bad” or unacceptable behavior?

• Do you think that your answer matches that of the families of the children in your settings?

• Does your answer match your colleagues?

Behavior is in the Eye of the Beholder

• Our views of behavior are shaped by our family, values, culture, beliefs, and information we receive.

• You may have different definitions, yet be able to make it work for the child

• What do you believe about behavior?

• What ideas do you bring from your family and culture about behavior?

Getting To Agreements About Behavior

• Why do we have rules? • To let us know what we expect from

each other• When rules are “told” to children, they

do not necessarily represent agreements• We want agreements between all

members of the class and school – adults & children

• Take a moment to write down the “rules” you have in your classroom

How Do Children Know What Is Expected of Them?

• Most classroom rules group together under three broad expectations1. We Are Safe2. We Are Respectful3. We Are Friendly

• Try this with your rules• Keep this in mind as we move

through the day

Reflect and Check• Throughout the day we will stop and

reflect on what we’ve just done and think of how you might use the information

Check Number 1 of your Personal Action Plan

Circle1-2 key points that you want to remember

On your Team Plan, write one thing you might want to think about, discuss in your team, or have help with in the third column

Abstract thoughtAbstract thoughtLogicLogicReasoningReasoning

AttachmentAttachmentContextual MemoryContextual MemorySexual BehaviorSexual BehaviorEmotional ReactivityEmotional ReactivityAppetite/SatietyAppetite/SatietyBlood PressureBlood PressureBody TemperatureBody Temperature

Motor RegulationMotor RegulationBalanceBalanceHeart RateHeart RateBreathingBreathing

FOREBRAINCortex

“Executive Center”

MIDBRAINLimbic

“Emotional Center”

HINDBRAINCerebellum &

Brainstem“Alarm Center”

Hierarchy of Brain Development

Buttons in Our BrainAnalytic

al Respons

e

Emotional

Response Reactiv

e Respons

e

Reflexive

Response


al Respons

e

Emotional

Response

Reactive Response

Reflexive

Response


al Respons

e

Emotional

Response

Reactive

Response

Reflexive

Response

1.2

Handout 1.2

Hot Button Activity

Behaviors

Feelings

Impact

Examining Our Attitudes about Challenging Behaviors

• 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?

If there is anything that we wish to change in the child, we should first examine it and see whether it is not

something that could better be changed in ourselves.

Carl Jung – psychiatrist .

Upsetting Thought(Representing the Problem)

“I can’t handle this job anymore!”

“She ruins everything! This is going to be the worst year of my career.”

Calming Thoughts(Reframed Statement)

“I feel undervalued right now – I need to seek support from my peers and supervisor.”

“Having her in my class is going to be a wonderful Professional Development experience.”

Managing Personal Stress: Reframing

Upsetting Thought(Representing the Problem)

“That child is a monster. This is getting ridiculous. He’ll never change.”

“She never sits in circle time. I’m sick of dealing with these behaviors!”

Calming Thoughts(Reframed Statement)

“This child is testing to see where the limits are. My job is to stay calm and help him learn better ways to behave.”

“I can handle this. I need to move to my thinking brain. My buttons are being pushed.”

Managing Stress from Children: Reframing

Reframing ActivityIn pairs or in groups of 3(no one from your

classroom)• See Handout 1.3 (Reframing Activity)• Read the four examples listed and choose

two to three other challenging behaviors from your hot button activity and how you might reframe your thinking about each one.

• In reframing the challenging behaviors, do not come up with solutions but rather come up with a different way to think about it.

• Be prepared to share your ideas with the large group.

Reflect and Check• Get out the Action plan!



On your Team Action Plan, write one thing you might want to do or have help with in the third column

Supportive EnvironmentsSupportive EnvironmentsModule 1Module 1

Building Positive Relationships with Building Positive Relationships with Children, Families, and Other Children, Families, and Other

ProfessionalsProfessionalsModule 1Module 1

Social-Emotional Social-Emotional Teaching Teaching

StrategiesStrategiesModule 2Module 2


InterventionsInterventionsModule 3a/bModule 3a/b

Few children

Children at-risk

All Children

Module 4: Leadership Strategies

Module 1: Relationships

Why Build Relationships?• Relationships are at the foundation

of everything we do. Build relationships early – don’t wait until there is a problem

• Children learn and develop in the context of relationships

• Children with the most challenging behaviors especially need these relationships, and yet their behaviors often prevent them from benefiting from those relationships

Strong Relationships• Help each child feel accepted in the group• Assist children in learning to communicate

and get along with others• Encourage feelings of empathy and

mutual respect among children and adults• Provide a supportive environment in

which children can learn and practice appropriate and acceptable behaviors as individuals and as a group

Building Positive Relationships• Adults’ time and attention are very

important to children • We need to give time and attention at times

other than when they are engaging in challenging behavior

• Family members and other colleagues (mental health providers, therapists) are critical partners in building children’s social emotional competence

• We should all work together to ensure children’s success and prevent challenging behavior

“Every child needs one person who is crazy about him.”

Uri Bronfenbrenner

PlayTime &

Attention

Home

visits

ShareEmpathy

Happy

Grams

Carolyn Webster-Stratton

Making deposits into children’s emotional banks.

Notes

home

Building Positive Relationships with Children

Ideas for Making Deposits

•Think of ways that you can makedeposits with the children inyour classroom.

•Make a list with your table group•See what you included from Handout 1.7 and

add your ideas•Think about how to make deposits with families

Getting to know the family will help you make deposits

You can build up your relationship by positive discussions or notes about their child

You can also build deposits through simple interactions

Build Home/School Connections

CONNECTED DISCONNECTED

40When adults are connected (or disconnected) with each other, what does this look like? What do you see? What is happening?

Connections Among Adults

Filling Your Piggy Bank

• Think of how YOU like to receive feedback and encouragement

• Share your preferences with your group

• Take a moment to reflect back on how others in your group supported you or participated today

Filling Other’s Piggy Banks• We want you to

make some deposits with people in your group You could write

them a short note You could tell them You could do

something for them You could let them

know Monday Be creative!

Supportive EnvironmentsSupportive EnvironmentsModule 1Module 1

Building Positive Relationships with Building Positive Relationships with Children, Families, and Other Children, Families, and Other

ProfessionalsProfessionalsModule 1Module 1

Social-Emotional Social-Emotional Teaching Teaching

StrategiesStrategiesModule 2Module 2


InterventionsInterventionsModule 3a/bModule 3a/b

Few children

Children at-risk

All Children

Leadership Strategies

Module 1: Environments

Designing Supportive Environments

• Physical Environment

• Schedules & Routines

• Transitions• Large/Small Group

Activities• Expectations for

Behavior • Observing &

Positive Attention

1. Physical EnvironmentHot and Cool Spots

• Teaching teamsTeaching teams, sketch your current classroom. Other staffOther staff, pick a common area to sketch in teams

• Identify those places in the room that are “Hot Spots” – Places where there are

conflicts or problems among children regularly, places where you need to provide extra supervision

“Cool Spots” where things usually work well, groups of children can be together without major conflicts

Things to Consider

Traffic Patterns• Minimize large open

spaces• Minimize obstacles and

other hazards• Consider the needs of

children with physical and sensory disabilities

Small Group Areas/Centers

• Clear boundaries• Visibility• Visual prompts when area

or centers are not an option

• Adequate number of areas or centers

• Size & location of centers• Number of children in

areas or centers• Organization of materials• Preparation of areas or

centersSensory Environment

Create Meaningful & Engaging Small Group or Learning Areas• Look at your sketch

Is there a clear entry to each center? Is each center inviting? Are there enough materials (3 or more units

of play per child allowed in center)? Is there a system in place for entering and

exiting centers? Are centers and materials/shelves labeled? Is there a rotation of materials? Are materials highly engaging? Are the activities relevant to

children’s needs, interests and lives?

Reflect and Check• Get out the Action plan!Check Number 4 of your Personal Action PlanCircle1-2 key points that you want to

rememberOn your Team Action Plan, write one thing you

might want to do or have helpwith in the third column

2. Schedules and Routines

• Schedules generally are determined by time

• Many routines are done sub-consciously (brushing teeth, making coffee)

• Some routines become habits

• Good habits help us function

• Clocks, calendars, notes are all supports to provide structure

Adult’s Concept of Schedule/Routine: Time & Habit

Children’s Concept of Schedule/ Routine: Order & Predictability

• Balance activities: active and quiet small group and large group teacher- and child-directed

• Teach children the schedule

• Establish a routine and follow it consistently

• When changes are necessary, prepare children ahead of time

• Use rituals as cues to build “good habits”

Develop a schedule that promotes child engagement & success

Visual Schedules

• Children appreciate visual reminders of their schedule• Explore using a large “picture schedule” with your

daily routine• You can indicate a change with pictures beside the

typical schedule

Teach with Visual Schedules

3. TransitionsPlan for transitions • Minimize the number of transitions that children

have during the day• Minimize the length of time children spend waiting

with nothing to do• Prepare children for transitions by providing a

warning• Structure the transitions so that children have

something to do while they wait• Teach children the expectations related to

transitions.• Individualize supports and cues. Songs, activities,

and visual cues all work

Transition with Picture & Timer

Transition & Turn-Taking

Transition with Visual Cues

Transition with Choice

Transition with Center Necklaces

Transition with a Buddy


Check Number 5 & 6 of your Personal Action Plan

Circle 1-2 key points that you want to remember in each


• Planning any activity Consider the length Be clear about the purpose & goals of the

activities• Implementing large group activity

Minimize large group activities! Provide opportunities for all children to be

actively involved Assign jobs to children Have children lead activities Set up the environment to promote

appropriate behavior (carpet squares, use objects/visuals, make it interesting, make it infrequent, yet special)

4. Planning Engaging Group Activities

Grouping Children• Range of activities done in small groups

Teaching new skills Skill building/Individualized attention Independent work Socialization

• Planning and implementing Small is age of children + one

(4 children for three year olds) Use materials that encourage collaboration

and communication Make activities inviting and interesting

5. Expectations for Behavior

• Expectations are a framework for the behaviors that are “expected” for everyone in the program: children, staff, families while on the site

• Expectations are best when set “program-wide” and examples are created for specific settings such as in the classroom, in the outside yard, in the bathroom, in the hallway, and so forth

General Guidelines about Expectations

• Have a few simple expectations• Involve the children in developing the

examples• Post the expectations and examples

visually• Teach the expectations systematically• When first learning the expectations, call

attention to children when they follow them, linking the behavior and expectation Wow, you walked quietly to the bathroom.

That was really respectful!

Share Program-Wide Expectations

1.Be Safe

2. Be Respectful

3. Be a Team Player (Friendly)

Other Examples

Developing Expectation Examples

• Keep examples positive – what you see when the behavior meets the expectation For “We Are Safe” an example could be

picking up toys (to prevent tripping)• Unlike rules, which may need constant

additions, expectations are often broad enough to encompass new and unexpected situations After some juice spills, a child knows to

wipe it up to keep people safe (not just to “clean up”)

Developing Expectation Examples

• In groups, you will focus on one or two activity areasArrival & DepartureShared space (large group areas

Work Time (small centers)

OutsideMeals (snack & lunch)

Bathrooms

• For your assigned activity area, generate several examples for each Program-Wide ExpectationWe Are RespectfulWe Are SafeWe Are Friendly


Check Number 7, 8, & 9 of your Personal Action Plan

Circle 1-2 key points that you want to remember in each


6. Ongoing Observing and Positive Attention

• Studies have shown that most adults talk to children by giving directions or correcting inappropriate behavior

• We need to monitor our behavior to ensure that we are spending more time in genuine conversation or positive commenting

• Give children attention when they are engaging in appropriate behaviors

• When giving attention, be specific in our acknowledgement of what they are doing

Close to Magic• Acknowledgement Vs. Praise

Think of some positive behaviors you want to encourage

List some examples of how you would praise a child for those behaviors

How you would acknowledge and encourage instead?• Being explicit and specific

Be as specific as you can with your acknowledgment Instead of saying “You were so nice to Kendra” or You

really were a big help to Juan” say “When you gave Kendra the toy when she was watching you, that was very kind and nice” or “Holding the jar for Juan as he filled it was very helpful.”

Non-verbal acknowledgement is great too!

Don’t Assume…•Being explicit and specific

works for directions too Be specific when making a

request of a child

“It looks like the play doughneeds to be put away. Would you like to put away the greenor the red play dough?”

Focus on teaching skills, acknowledge them when they are used, and apply the strategies thoughtfully

Using Positive Feedbackand Encouragement

• You can also use nonverbal forms of positive feedback and encouragement You could arrange a special signal with a child who

needs lots of encouragement• Individualize use of positive feedback and

encouragement based on children’s needs and preferences Some children prefer quiet, small-style

encouragement• Encourage other adults and peers to use

positive feedback and encouragement Children can learn to give compliments (and they

enjoy it!)

Action Plan• Look over your Team Action Plans and see

where you wanted to focus• As a classroom team, select one or two areas

you would like to focus on from the “Building Positive Relationships” and one or two areas from the “Designing Supportive Environments”

• You will have a few minutes to come together as a site to share your Team Action Plans

• The Action Plan will help guide the support that you receive from your coach

• Be sure the coach has a copy!

Continuous Improvement

A Way of Fine-Tuning Together

What Worked? Suggestions

See You Next Time!Focus on • Building

relationships and

• Creating supportive environments!

Module 1 Generic(2)

Education

Transcript of Module 1 Generic(2)