1. Promoting Children’s Success: Building Relationships and Creating Supportive Environments (Module 1) WestEd San Marcos

11. Promoting Social Emotional Competence Teacher Training and Implementation Administrative Supports Program Philosophy Well defined procedures Designing Supportive Environments Building Positive Relationships Social Emotional Teaching Strategies Module 1 Module 2 Module 3a, 3b Individualized Intensive Interventions

12. Building the Pyramid

13. We Need to Teach! “ 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, p.2) …… .teach? …… .punish?

20. Hierarchy of Brain Development Abstract thought Logic Reasoning Attachment Contextual Memory Sexual Behavior Emotional Reactivity Appetite/Satiety Blood Pressure Body Temperature Motor Regulation Balance Heart Rate Breathing FOREBRAIN Cortex “ Executive Center” MIDBRAIN Limbic “ Emotional Center” HINDBRAIN Cerebellum & Brainstem “ Alarm Center”

21. Buttons in Our Brain Analytical Response Emotional Response Reactive Response Reflexive Response

22. Buttons in Our Brain Analytical Response Emotional Response Reactive Response Reflexive Response

23. Buttons in Our Brain Analytical Response Emotional Response Reactive Response Reflexive Response

24. Buttons in Our Brain Analytical Response Emotional Response Reactive Response Reflexive Response

27. Managing Personal Stress: Reframing 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.”

28. Managing Stress from Children: 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.”

31. Module 1: Relationships Supportive Environments Module 1 Building Positive Relationships with Children, Families, and Other Professionals Module 1 Social-Emotional Teaching Strategies Module 2 Individualized Intensive Interventions Module 3a/b Few children Children at-risk All Children Module 4: Leadership Strategies

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

36. Video 1.1: Adult Child Conversations What are some things that this teacher does to build positive relationships with children?

37. Building Positive Relationships with Children Play Time & Attention Home visits Share Empathy Happy Grams Carolyn Webster-Stratton Making deposits into children’s emotional banks. Notes home

39. Build Home/School Connections

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

44. Module 1: Environments Supportive Environments Module 1 Building Positive Relationships with Children, Families, and Other Professionals Module 1 Social-Emotional Teaching Strategies Module 2 Individualized Intensive Interventions Module 3a/b Few children Children at-risk All Children Leadership Strategies

53. Teach with Visual Schedules

55. Transition with Picture & Timer

56. Transition & Turn-Taking

57. Transition with Visual Cues

58. Transition with Choice

59. Transition with Center Necklaces

60. Transition with a Buddy

67. Other Examples

70. Stop/Go Teaching Expectations

71. Practicing Classroom Expectations

78. Continuous Improvement A Way of Fine-Tuning Together

79. What Worked? Suggestions