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Developing Capable Young People 2 of 3

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Positive Discipline and Developing Capable Young People in PK and ES with Lisa Howie and Sue Musson These sessions will share our work in the classrooms and how you may want to extend this at home with your children. You may want to view our guide to common language in Campus Life as a preread. Also a preread, we encourage you to read Positive Discipline by Jane Nelson and read or watch Developing Capable Young People by Stephen Glenn.

Show Transcript

we're going to be defining what executive functioning and self-management means what this looks like it's cool and it's home and then share some strategies that we used to support an effective learning with your children last week we shared this castle diagram which comes from a wonderful organization collaborative Association of Social and emotional learning are School addresses and supports these five central areas in the middle of this diagram all through explicit social and emotional activities varied experiences and lessons at all grade levels part of our daily work when we met last week we focus on the areas of self-awareness one of the the left side orange triangle and how along with our school-wide common language and practice that comes from developing capable young people that we fortify our students with three important messages I am capable I'm significant and I have influenced instilling these messages naturally the other areas of this chart today we're moving over to the other little orange triangle called self-management or regulation if you will buy flooring specific executive functioning skills that help one control or filter their thoughts and manage their emotions and behavior that's a fun area but first what is executive functioning so executive functioning helped us plan and organize our thinking it folks this one attention to the task at hand I remember instructions and gives us the ability to multitask it helps us filter distraction control inhibition and impulses and verbally and physically Behavior so to happen there have to be three main brain functions in place and exercise daily they are self-control mental flexibility and a strong memory in addition one also has to be able to take initiative on task planning organized and self monitor as you can see listed on this Slide the three main areas as far as a functioning skills I got this is our daily work in all classrooms in our building before sharing strategies that we use to help support these big berry has less Identify some of the struggles and what they look a child that might be lacking some of the executive functioning skills or self-management and how they might need our support do showing poor impulse control when frustrated or even overly excited having fun then Focus attention and broader than sustained attention even with preferred activities demonstrating more rigid kind of thinking rather than a growth mindset they might have more of a fixed mindset and apple with change or adapting to being flexible identifying their emotions being able to really named what they're experiencing of all the feeling starting an or completing a task remembering instructions steps to a routine struggling with organizing and keeping track of one's materials or cleaning up an area area with limited support from an adult lacking the ability to plan or Timely the cat and then identifying how one is doing and readjusting and flat and rethink how to do it in a different way now we can all have one or two of the struggle at time for ride reasons as well as our children we consider this a true struggle area for a child when these identified areas happen often and are pretty consistent and typically there is more than two struggles that coexisting are in the way of a child being successful during morning times now we're going to share some strategies in each of the six areas that we reviewed in the previous slide and how we can help children move from the struggle spot to Greater self-regulation successes okay the first we're going to talk about self we're going to have to meet her Mike we have it all right self control it's really a tough thing it's depressing for young children and it's something that we continue to work on all the way until early adulthood and gaining that ability to resist our impulse I'm not just asking that responses and that can be both emotional or physical being able to display an appropriate response to either hard moments or distraction at school at home and all around that's why I'm having a little nickel difficulty with getting my name is something that we use here at school swimming at school that helps children to I develop an awareness of their feeling their energy levels and even their alertness levels by using common language visual at help make complex Iliff regulation more concrete for Young Learners there are four colors listed in this matter quickly walking freeway in the blue stone that when our bodies are may be feeling a little low energy tired a little sleepy maybe a little sad or not even feeling well physically green is our Optimus Zone for Learning and doing here at school that's when our bodies will use the word like ready to attend and to do our work the Yellowstone is when we began to feel a little dysregulated maybe I was starting to feel a little anxious a little worried our bodies get a little busier and Wiggly I'm in we may start feeling little lots of that good control and focus and attentiveness when we move into the Redstone that's really big emotion and often times big responses this is when bodies are in spite of life I when we're feeling those emotions like anger or fear and so where we want to be is in the green but we also validate that a human being there are moments when we can be in any of the Sun you're in school we use lots of tool to help children not just that language of this town it took you out there today to really identify emotions but one of our first pieces of work we want children to be able to identify and label what they're feeling and where in their body we also provide areas in the classroom our classrooms are busy physical places there's no noise and movement activities there's lots of things typically at one time and when children are in a dysregulated date they need a quiet place sometime to go and just to have a moment to become but you might be a corner in a classroom like this one where children can have a little bit of privacy and quiet we also have options strategies that the children work with us to develop so that they can independently chews on things that help them again gain back some regulations and these are things children can do independently it could be getting lovey out of the basket and getting a hug it could be taking him deep breath it could be getting a drink of water but these are things that children can do with teacher guidance for support in our Elementary classroom that we also have these types of quiet areas and lots of materials and options that again they can use as it presently to help them regain their focus bring their physical bodies and their energy levels back into a good working mode for school or older students also you things like last meeting and adjective or were they will often work to Namor and then come up with a solution at the Greek I'm way on the slide you see a picture of classroom agreements these are developed by the students except good group and expectation that really talk about regulation how can we all safely and happily do school together as approved and children named these things are posted in the class and when we are in a state and District Elation we can go back and see if we have agreed that we will not do that we won't use the other boys do we want keep out watching over our friends words when they're trying to share something with us either just good visual reminders that I can help with regulation we know that things like mindfulness exercise are really important in helping to regulate our bodies and our brain we might be a yoga going on in a classroom course for deep breathing exercises and we also met contention places in our schedule for children to move their bodies in big ways that can be indoors during PE or outside on our playground or any of our outdoor campus area these opportunities helps children to regulate by receiving extra sensory input and by working their particular and Snapchat work sometimes children need to attend to a game where there are lots of rules that they need to follow and work collectively other outdoor activities require children should really focus on A10 under motor planning for safety mental flexibility is another component of regulating control this is another because this asked us to ship and change in order to respond to different tasks or in different kinds of stabbing at at the adoptable or as in the title flexible we often use that word with young children that we want to be flexible and we praise them for being flexible when they're able to do that when they're able to stop and pivot table and chairs directions it's important to learn about somebody else's point of view and hearing new ideas this is really part of a growth mindset these three examples show three times that happened in every single day for every single classroom when children are Outdoors they can adjust their volume to be louder their bodies to move fast when they are my data guided or Independent Learning time that the time where we move our bodies with more care or voices are quieter so that were respectful of everyone's face and work when were transitioning through the hallway who's at the group or a but we move again respecting who is around us we don't leave our group gave us our group and were able to do this this record there's a lot of flexibility everyday we know that transitions are also very challenging for young children transition to trigger dysregulation in young children some of the things that we do always and consistently as we give warning or queuing and five more minutes it will be time to stop her play and to get ready to go outside I'm in one more minute we're going to go ahead and ring the bell and be ready to go we get those children a chance to know what coming so they can set their expectation and begin and show that flexibility okay on our list of that needs to be in place for good executive functioning is in memory which governs our ability to retain and manipulate distinct pieces of information over short periods of time so in summary this is the ability to retrieve information that you've already learned or practice both short-term or idiot like a set of directions that a teacher has given or long-term such as a daily routine that you've been practicing for a long time like since the start of the school year the one of the things we provide to help support working memory is to offer some visual guys and as you may notice that many of the spies were sharing today can fall into many of the six areas because they all coexist and overlap with one another for working memory this is the first slide is from a kindergarten level classroom where they are giving a sequence of events with pictures of what you need to do when you first enter the classroom visual reminder he doesn't change so it should again strengthen the working memory about when I arrive at school with the first thing I need to do the second third and fourth on the other side is a schedule of a typical day and the children can use it again a digital reference it's pretty predictable from day-to-day and so they slide through the day moving that green arrow where they are in the day but again because it's so predictable it should tap into and stay and they're working memory this is for younger preschool children who are not yet readers where there are picture guides with language from the teachers to support this guy I'm traveling through the day and seen what's coming next first we're going to do this and then we will do that first we will clean up then we will have snacks all the teachers also referencing this chart which by the way hangs very low in the classroom so that children can go up to it with he's at their eye level and utilize it successfully again strengthening and tapping into working memory taking initiative so that's the ability to start a task and know that the few are ready to do the first step to begin once the directions have been given again in summary once directions are given that means you can independently collect what you need and get started with limited teacher support our facility in class all the time and checking-in but generally speaking we're looking for a child's ability to get started and carry on while the teacher is moving through the group as they work independently support initiative we have classroom jobs both at the preschool level and at the elementary level again once they know what their job is for the week then they should be able to take initiative once they know when those jobs take place might be clean up after lunch or vacuuming at the end of the day so again this is being able to start do the task to completion with little teacher Direction so again Building self responsibility in a variety of ways to manage the classroom space while also creating ownership of their learning environment daily checklist sometimes used with older children who have trouble getting started on a task so we will lay out some steps and Define them with a child in voice they will part 2 stayed in that process what's the first thing we need to do I find a wife spot would you like to use them reducing noise headphones it's a choice but sometimes that helps a child take initiative by getting rid of distraction other topic is I'll revisit that together and then they're going to be some checking moments with some goals before each check in next time I come see you let's work on your first statement about what you're going to be writing about and then I'll come with you and then just sort of traveling through the assignment scaffolding each step along the way to help them be and feel successful so checklist her really a valuable tool we hope for them to be short-term rather than long term but if it helps a child get started that's a great that's a great strategy and Tool for our older elementary students for child who is reluctant or has difficulty getting started we use wood called forward planning is thinking through the process of a task from the endpoints rather than the beginning point so this is laid down on a child and a child to work space almost like a work mat like a placemat where we would start red side what is due when is it due and what do we need to do to complete that and at times on the mat we will even lay down examples of real tangible materials of what it needs to look like we are finished in the middle we will have either checklist or list of directions and sometimes we have clocks that have timers that we can put on the mat to help guide a child of how much time they need to sustained Focus to complete a task and then the first get ready side is gathering the materials you need and we might again lay them in this yellow section of the mat and check in our minds are we ready to go and then what obstacle might be in a way that we can defuse and get started so sometimes children feel more successful when they when it doesn't seem so open-ended and they can see what they're working toward and so by working backwards that he I feel more secure to get started the planning and organizing this is another step. that helps children to regulate and have self control again at that knowledge and awareness of knowing the order of things that they need to do work to create a plan for a road map if they can complete the task and activity or reach a goal so one of the first thing we talked about organizing is we wanted to share how we organize our environment here and environmental organization is really important think about your own workspace in your home how differently you work or are productive depending on what that looks like how nice it is Friday do we have a system for putting things away and purposely to make sure we Ford Insurance executive functioning I haven't organized easy to see and easy to put away simplifying that process for young children faces are clearly identified and marked out with things great borders to remain on material for their cleanup and Tiffany organized here that you can also do you live at home children use organization and planning when they're dealing even simple activities like playing a pathway game for math taking turns and following the directions to be something like making paper airplane if you don't follow the path that you will not end up in the middle photo and our elementary I'm working on a longer-term project that required not just an amount of minutes in a day but several days in a process where they needed to plan consider the steps and check off the steps to get a complete project at they work towards developing a new Sculpture Garden we are all the cheating thing like organization of planning when we are writing and in the writing process everything from brainstorming ideas to a final published edited version of our writing to share when we play instruments thing it takes of organizing and planning everyone has different part two handed coordination also give extra support to Executive functioning and that requires our brain to think so much more everyday again those in our classrooms and classroom indoor and outdoor children are using planning and organization to move forward self-monitoring is one of the final pieces that we're going to talk about that's a little more advanced it's how we understand our Behavior tell we are taking notice and then making adjustments to make changes as we learn things as checking our work and our teacher in the classroom when children are in literacy block there are a series of attacks that they will complete independently this references on a smart board for children that they can check and self Monitor and they're working their way through that locked when I finish this task I need to do where do I need to be to do it and what do I need to have in my presence to complete that work are younger students will do self-monitoring during a gathering time or group time waiting to take a turn to speak listening their peers when it's not their turn to be answering questions that are on topic Lee Griffin areas in Terraria block or dramatic play that require lots of negotiation lots of strategizing so that they can be successful in building or role playing together sometimes self-monitoring is the simplest where to sit and do my work in our Elementary classroom there are different types of feeding Arrangement children need to monitor themselves as they begin past is with the past I can do at another table with friends and peers and extra attraction or is it the task but I might need to be seated away from the group more alone so that I can better focus on the 10 to do my work our young children from preschool all the Mitchell Elementary hunt daily parts of their work where they are again independent and monitoring is it time to clean up what do I need to do at the time what do I need to do when I first private schools to mention that in the morning job or our youngest students that includes hanging up your coat and your back needs first finding your hook taking those things are getting them to stay on the hook and then repeating that process in Reverse when it's time to leave for afternoon carpool independent work during the transition like getting on boot taking off coat finding the mountains and the backpack all of those are things we try to step back at the dog so the children can monitor the cell if you have one boot on what else do you need to do I see that your hands are bare we're going outside and it's cold what do you need how to check themselves and they're able to self Monitor and then it ends at 10. All right so it's important to note and really the importance of learning practicing these life skills starting with young children and preschool for elementary that they want with the daily practice in each of these six years we've touched on that they can carry that within their ability to exercise their executive skills and their daily work and at home and at school so we shared many ways to support growth in this area and around South management a regulation school but can they be modified and used it home we can and so we wanted to share a few ideas together that you could think about about how to modify some of these School base ideas and utilize them in your home with your family so I'm just going to kind of read through and give some example still self-management having expectations of how one regulates emotions in your home it's important to know how to name our feelings but we have to be really clear as parents about what are what are the appropriate ways to our feelings we are the models right for the adults that we're not perfect and we are not going to display them perfectly they sent her own days and executive functioning skills from time to time it is up to us to tell and show expectations as a family regulation can be easily Incorporated in a home environment where you were helping your children when they're having a difficult moment what strategies or tools can you use to get yourself back to the cream zone so we can have dinner together and have a nice conversation to go a calming area just like all of our classrooms have a calming face that a child can go to to regroup get refreshed and then rejoin you two can do that in your home you can also do some deep breathing extra I said authorities and you'll get together but having a space where a child can go to regroup besides being your scent or invited to go to their room is a really important place and also a purple thing to teach children how to regulate themselves on their own in a quiet space let your child decide what are the important things that would help me calm down in this space in my home so that when I'm ready I can return to the family companies that are happening I would suggest if you could avoid getting timers or having you make the decision of when a child returns and really give them the practice and exercise of deciding for him or herself all the great self-responsibility Independence have when they can rejoin less Springtime this is simple but really critical get outside and have your child children move this is a time where we really emphasized the importance and value of unstructured play get in the adult out of the way they have been in school all day long under a lot of adult Direction and possibly even have an activity or two during the week after school incredibly important that we're providing time for children to have play and activities that do not involve us or we are stepping to the side and they are creating and thinking and planning and organizing for themselves in their play having routine creating a routine for what we do to get ready for bed and what we do to get ready for school with your child post them on a chart let your child decide what those what are those possibilities with your guidance let him or her decide what order they want to put them in hang them at the level where they can see them maybe on their bedroom door may be in the bathroom wherever you think is most appropriate maybe by the door you exited from each morning so that they know bag or backpack is ready to go because they've gone through the list and have checked everything off make sure that you include pictures with words or those who are young or not yet readers and this is a tool that you can use probably really more ages 3 and up ages 3 year olds having interactive activity with your children singing time of dancing time neighborhood walk together building something together and certainly daily read aloud with your children's Are Beautiful Moments at the end of day with no expectations related to school just for enjoyment Boca turn on the language and patterns and the books are using this absolutely support their child's working memory their focus attention self-monitoring and organizing their thinking and how they respond to a happening in the story so those are examples that you could certainly utilize in your homes that are similar to some of the work we're doing in our classroom and I think we're going to stop at this point and now that we've touched on all the six areas of executive functioning and how important it is and just a reminder that turn on born with these skills it requires explicit practice on a daily basis in both school and at home for them to be successful if he's skills thanks for coming anybody have questions or comments before we exit for the day

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Developing Capable Young People 2 of 3

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