Its up to school discretion how they will implement the lessons Thrive In Emotional Intelligence Program. It is set u for teachers to use with entire class and be able to participate without any extra work or planning time.
All activities are very interactive and engaging for students. Includes, activities and videos to teach and model each lesson.
Thrive Program is designed create an atmosphere where academic performance can thrive, where more positive adult to student and peer to peer relationships flourish. Fewer problems arise, and were lowered stress leads to improved grades and test scores.
I use and recommend the Self-Science EQ curriculum by Six Seconds. It is researched-based and aligned with common core standards and creates a School-wide culture of EQ. When effectively implemented, Self-Science creates a powerful shift because it provides a way for Students to come to that “aha moment” where they clearly see their own choices and the alternatives.
Self-Science curriculum is flexible, can be taught weekly, incorporated into homeroom or advisory periods, or even used within academic classes as supplemental lessons (great for Subs) to have and teach. The lessons can be modified and framed to your own teaching style and needs of your students. For example, I modified the EQ lessons in my SEL program to strengthen EQ skills I created in the Thrive in EQ model (Empathy, Mindset, Action) you choose your thoughts, feelings and actions and that changes the world around you.
Self- Science teaches Students the study of relationships and to observe ourselves and our choices using the skills of the scientific method – it’s the science of ourselves. For example, students will learn more about making positive decisions, communicating with peers, and managing stress. The curriculum is unique, in that, its lessons are not lecture, but experimental based; its lesson framework is student centered, meaning students are actively participating, pose questions and create solutions to problems. Empowers students by giving them choices about emotions, what they, think, feel & do. Together Students and Teachers build awareness, optimism, collboration, humanism, which greatly reduces destructive behavior whicle also increasing academic performance.
In one study, 100% of the teachers said Self-Science increased cooperation and improved classroom relationships, 75% said after using the program, both violence and “put downs” decreased, plus students became more focused and their achievement improved.
Self-Science is most powerful when the concepts are also part of conversations at home and at school.
Example Of A Self-Science Lesson:
Lesson 9: Killer Statements/Watch Your Words
Focus: Respect
National Standard: Give examples of the role of institutions in furthering both continuity and change.
Description: Through this lesson, students will have a new awareness of the power of words to make one feel better or worse. This lesson will introduce students to the phrase, “Killer Statements.” Killer statements, both verbal and non-verbal, are either words or phrases that hurt, criticize, demean, or reject either one’s self or others. For example, “You’re stupid!” or, “I’m such a loser!”
Approximate Duration: 45 minutes
Objective(s): By the end of this lesson, students will: • Understand and comprehend the term “killer statements” • Can define the term “respect” • Give specific examples of a respectful action • Be more able to communicate in a respectful way
Material(s):
Self-Science journal • Post-it notes • Pencil and paper • Chrysanthemum by Kevin Henkes
Engage
Introduce the term “killer statements” by sharing a personal story about the hurt and rejection you felt when a friend began calling you despised nickname, perhaps because of a physical attribute. Ask for other examples from the class (e.g., four eyes for wearing glasses, metal mouth for braces, etc.). Discuss the emotions that might be generated by the use of these labeling terms.
Then read aloud Chrysanthemum (or another book, or show a brief video clip where killer statements are being used). Ask students to hold up a finger each
Self-Science Getting Started with Social Emotional Learning PAGE 32 Tab 3: LESSONS
time they think they hear a killer statement. At the end of the reading, tell the students how many killer statements there were in the story or video and have the students will compare their number to your count.
Activate
Have students break into small groups or pairs and discuss the story (or video) and write at least five killer statements they heard, one per Post-it note. Then they should add at least five killer statements that they have heard at home or school or on the playground, again, one per Post-it.
Put a continuum on the board or wall from 1/mild to 10/terrible. Ask the students to decide, in their groups, the seriousness of each killer statement and to put these words or phrases on the continuum as they see fit.
Discuss the continuum. Did any groups put the same killer statement in different locations on the continuum? What does that tell us? Are there certain terms or expressions that show up more frequently on the wall? What does that tell us?
Reflect
Next, discuss:
How does it feel when someone says a killer statement to you?
What is disrespect, and how does it feel when someone disrespects you?
What is respect? How does it feel when someone respects you?
Explain that killer statements break respect.
Ask each student to choose one Post-it that they recognize as something they have said or done, and have them remove the Post-it from the wall. In small groups, have them discuss what they could do and say instead that would be respectful and kind.
Discuss what would happen if we chose to stop using these killer statements. If the students agree to stop using their favorite comments (the one each chose), have them tear up the Post-it and throw it away.
Discuss what would happen if ALL these were eliminated from our class, our school, or even the whole community. If the students express that they wish
Self-Science Getting Started with Social Emotional Learning Tab 3: LESSONS PAGE 33
they could eliminate these killer statements, invite them to take all the Post-its, tear them up, and throw them away.
Ask: How does it feel to get rid of these killer statement Post-its?
Assessment:
In their Self-Science journals, have students write: • A killer statement is_________. When I hear them, I feel______. • Respect means _____________. When someone respects me, I feel ________.
Extensions/Homework:
In your journals, write down three times where you wanted to, or actually did, use a killer statement. What could you do or say instead that would be more respectful?
Conclusions: Sometimes, when we are angry or upset, it’s difficult to avoid making killer statements. When that happens, what should we do? What are some words or phrases that you used in your apology letters that might help make the situation better?
Notes
In our society it is “normal” to use killer statements. However, in Self-Science, and perhaps in your classroom and school, it is critical to create an environment that is better than “normal.” If we’re going to create an opportunity for deeper honesty and greater courage, it will take extra effort to increase safety and reinforce trust. Eliminating killer statements and increasing respect is an excellent beginning.
Variations:
A “respect” continuum can be created as well. What words and actions show respect? Make a continuum similar to the “killer statements” line. These can be posted on a string and hung in the classroom. •
More ideas for books / stories that can be used in place of (or in addition to) Chrysanthemum are listed on this web site:
http://www.best-childrens-books.com/childrens-books-aboutbullying.html
Following this lesson is an opportune moment to re-introduce the topic of agreements. Are there other agreements we choose to make as a class?
Thrive In EQ Program includes 3 Modules of Emotional Intelligence Development: (A detailed step by step action process is shared upon 1 on 1 strategy call)
To effectively implement social emotional learning, and teach the essential skills of emotional intelligence, Best practices in three key “strands”:
- Everyone in the school is developing their own EQ skills
- EQ is integrated into the classrooms to enhance academic learning
- The whole school uses EQ to build a thriving learning community
Program can be implemented in classrooms in small groups, splitting students up in groups. Small groups are designed to learn collaboration skills, boost self-esteem, social skills, increase peer relations and build Emotional Intelligence skills by learning how to control our emotions smarter to succeed in society.
Engaging and inspiring resources are taught by modeling and demonstrating skills in small groups of real-life situations, such as in, classrooms, work, recess, communities, with peers and adults. Focus is to make and maintain a positive school climate.
I created a Peer Mentoring Group Program called “CONNECT” for small group settings, before or after school, at lunch, during life skill class etc. Schools discretion when to schedule groups. Any student can attend, and sessions will be planned according to each group’s specific need. Students are not removed from general curriculum. Sessions are held in a quiet setting, location should be in a environment away from distractions such as i.e. (conference room, outside table area, empty room, teachers classroom etc.).
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