Relationship Skills & Social-Awareness

This section defines the key concepts covered in this chapter. These are the central themes upon which the activities are based.

♦ COMMUNITY
Relationships are threaded through every facet of our lives — playgroups, reading groups, soccer teams, debate teams, neighbors, roommates, work colleagues, and parents. We first define community; then, we address how we are in relationships with one another and what qualities facilitate connection.

♦ KINDNESS
Kindness can be offered toward oneself and to others. A pro-social behavior, kindness is an important element in bringing communities together. In fact, research shows that kindness breeds kindness. We build on the self-compassion work from Chapter 2, increasing self-care while also turning the focus of kind acts toward others as well.

♦ COMPASSION
Compassion is defined as an awareness of others’ suffering and a desire to alleviate it. This cognitive understanding of how others are feeling helps us take action. Scientific evidence is beginning to show that practicing compassion leads to increased well-being, happiness, optimism and resilience to stress, as well as a reduction in vindictiveness toward others.

♦ EMPATHY
Empathy is vicariously experiencing the feelings of another, even when the thoughts and feelings aren’t expressly communicated. To experience empathy is to be present with someone who is suffering without needing to fix or change their experience. We are born with the capacity to be empathetic. Children as young as two are able to notice when someone doesn’t feel the same way they do. As children mature, this ability needs to be nurtured in order to grow. This happens within trusting relationships and with encouragement and positive feedback. Cultivating empathy has been shown to reduce bullying, build positive peer relationships, better communication skills, and fewer interpersonal conflicts.

Empathy has two parts. The first is acknowledging the feelings we get in response to others’ feelings and emotions. This means seeing the suffering in someone’s eyes and feeling it with the person. Secondly, showing empathy also requires us to take the perspective of another person. In order to do this effectively, we need to be grounded enough that we can bear witness without pitying the other person, trying to fix the situation, or only seeing the bright side.

♦ GRATITUDE
Robert Emmons, one of the leading researchers on the science of gratitude, describes its two essential components. The first, he says, is an affirmation of good — that there are good things in the world. The second is the social component, where we acknowledge that there are others involved in our joy and appreciation of gifts both large and small. He describes gratitude as an “relationship-strengthening emotion.” Gratitude pushes us to see the best in ourselves and others, and to appreciate the little things around us every day. Studies show that practicing gratitude leads to better health, sounder sleep, less anxiety and depression, higher long-term satisfaction with life and kinder behavior toward others.

♦ PERSPECTIVE
A point-of-view or interpretation of something, our perspective can change on a regular basis. Checking in, asking why and getting curious are all a part of perspective-taking, and require that we are really present. This allows us to see things as they really are, as opposed to believing what we think. Perspective-taking also supports a greater sense of empathy, another area focus of this chapter.

♦ BRAIN SCIENCE: PART 3
The benefits of empathy, compassion, gratitude and kindness, the core themes of this chapter, are well-documented in the neuroscience. Learned and developed over time, these pro-social behaviors help to build stronger relationship skills and social awareness. We include the brain science in age-appropriate ways to aid students’ understanding and development of these critical skills.

BACK TO TOP

This section offers direction as to where the program is headed in this first chapter and some notes about things to look for in your students as you answer the reflection questions at the end of Chapter 3.

♦ STRENGTHEN COMMUNICATION
Communication is essential to having successful interactions, making and maintaining connections, cooperating with others, and building community — all central to this chapter’s themes of social awareness and relationship building. Listening and communicating well are skills that will serve our students throughout their lives. In fact, communication is often at the top of the list of soft skills that hiring managers seek. When we can understand and be understood through both verbal and non-verbal communication, we foster authentic connections with those around us. With a strong sense of self-awareness, we can begin to develop critical skills of listening and displaying nonreactive responses and behaviors when engaging with others.

♦ RESPECT SELF AND OTHERS
Continuing to practice self-compassion, while also expanding our heartfulness efforts lay the foundation for nurturing this capacity. Students will begin to notice how they feel when they do something kind and show respect, and how their action supports communities.

♦ ENGAGE WITH THE PRESENT MOMENT
Part of mindfulness is being nonreactive. Building upon the self-awareness work of Chapter 2, students’ self-knowledge, growth mindset and ability to find an anchor will help strengthen their ability to be present and take a little space for perspective. It is in this space that we can decipher situations and gain a clearer understanding of what is really going on. Students’ self-awareness will also help them avoid autopilot behavior and develop an interest and curiosity in the world around them. This helps students become increasingly observant and find gratitude in the little things. Ultimately, it is in the present moment that we find the freedom from worry and stress, allowing us to connect authentically, listen intently and show up fully.

♦ DEEPEN CONNECTIONS
Connections are part of our nature as social beings. We thrive on connection to feed our soul, to give and receive support when needed, and to give us purpose. Having authentic connections supports our mental wellbeing and physical health, and helps us to live longer. Whether in person, over Zoom, across social media channels, or just through a good old fashioned letter hand-delivered with a stamp, being connected is a fundamental human need. With explicit opportunities to build empathy and compassion, and to practice gratitude, perspective-taking and kindness, we are teaching pro-social behaviors and planting seeds for developing and maintaining healthy connections.

BACK TO TOP

The questions on the Teacher Reflection form are listed below so you can keep them in the back of your mind as you progress through the chapter.

1. Have your students increased their ability to engage with the present moment?

A. If yes, how have you seen this demonstrated by your students?
B. If no, what was missing or prevented them from being able to do this?

2. Do your students know how to show respect for themselves and others?

A. If yes, which of the following practices has helped with this?
B. If no, what was missing or prevented them from being able to do this?

3. Do your students show deeper connections, stronger communication skils and an understanding of how these foster a greater sense of community?

A. If yes, how have you seen this demonstrated by your students?
B. If no, what was missing or prevented them from being able to do this?

4. Please provide an example of how the gratitude lessons landed with students.

5. Please provide an example of how the kindness lessons landed with students.

6. Have you noticed that students are able to consider another perspective — either a person’s or in a situation?

A. If yes, how have you seen this happening?
B. If no, what prevented students from doing this?

7. Please use this box to provide any additional information you would like us to know.

Click here to complete the Chapter 3 Teacher Reflection Questions form.

BACK TO TOP

Centering

These activities are designed to help you and your students can quickly and easily find your center. They can help during transitions between activities, tasks or lessons, and before testing. They can also be used at home with families. Over time, these activities will become comforting and most familiar for students.

Tone Bar

Key Concepts/Goals: Engage with the Present Moment, Deepen Connections
Format: Video
Prerequisite: None

There is a new tone bar sound for students to listen to, but the rest of the practice remains the same for familiarity and comfort. Continue using this practice for transitions, before a test, or when the group needs a quick centering activity.

Glitter Jar

Key Concepts/Goals: Engage with the Present Moment, Deepen Connections
Format: Video
Prerequisite: None

This video is similar to the Chapter 1 and 2 glitter jar videos, but there is one significant change. See if you and your students notice anything different about the glitter jar in this video…

With social awareness being one of the themes of this chapter, the glitter jar provides a tangible way for students to see the “storm” others may be facing, while still offering a visual anchor in which to rest. Facilitating an ever-important pause, this video can be used any time students need a centering activity (before a presentation, while settling into morning meeting, or after an incident).

EMOJI ANCHOR

Key Concepts/Goals: Perspective, Respect Self and Others, Engage with the Present Moment
Format: Image
Prerequisite: Introducing the Emoji Anchor

This new check-in visual can help students answer the “How are you?” question a bit more easily. Remind students that there is no right or wrong answer and that their answer might change throughout the day — especially with some of the activities available in this curriculum.

Breathing

Breath work is a critical component in regulating the nervous system and is always available to us when needed. There are many ways to incorporate breathing when teaching social and emotional skills that, according to CASEL: help us understand and manage our emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

PUSH-AWAY BREATH

Key Concepts/Goals: Perspective, Respect Self and Others, Engage with the Present Moment, Deepen Connections
Format: Video
Prerequisite: None

This breath practice is a fun way for students to exhale (push away) all of their unwanted feelings, negative thoughts, doubts or anything that doesn’t feel so good in their bodies at that moment. Remind students that sometimes the negative thoughts or feelings may still come back, but we can enjoy the time without them, even if only for a few minutes. The idea of this practice is not to ignore the difficult things but by letting them go for a little while, we can gain a fresh perspective.

BUMBLEBEE BREATHING

Key Concepts/Goals: Respect Self and Others, Engage with the Present Moment, Deepen Connections
Format: Video
Prerequisite: None

In this video, Miss Karly will ask the students to think of happy thoughts while they are breathing like bumblebees. She encourages them to bring a little smile to their face while they inhale then to see if they can feel a little vibration while they hum their exhale.

4-COUNT BREATH

Key Concepts/Goals: Respect Self and Others, Engage with the Present Moment, Deepen Connections
Format: Video
Prerequisite: None

Students can use the corresponding “4-Count Breath Visual” found in the Enriching section to assist them with this activity. Miss Shannon asks them to inhale for a count of four, exhale for a count of four, inhale for a count of four, and exhale for a count of four. This focused, even pattern of breathing, along with the visual, offers students the opportunity to practice concentrating. This can be used for regulation and transitions.

DRAW THE BREATH

Key Concepts/Goals: Respect Self and Others, Engage with the Present Moment, Deepen Connections
Format: Video
Prerequisite: None

When we experience different emotions, the pattern of our breath can change. For example, when we are scared, we might hold our breath. When we are excited, we might breathe quickly. This video allows the students to practice drawing their breath in two ways. First, students will draw in the air with their pointer finger. Then, they will draw on paper with a crayon or colored pencil. Practice this a few times in the air before doing it on paper.

The “Draw the Breath Worksheet” that accompanies this video can be found in the Enriching section. When students use the worksheet, they will also be asked to pick a different color for each feeling. This allows them to begin to see a connection between colors and emotions. For visual learners, the image or pattern that the breath makes can be a helpful anchor to stay focused during sitting practices.

N: Ask students these questions to debrief the activity:

– What does their breath look like when they are mad? Sad? Frustrated?
– Was their breath slow? Fast? Bumpy?
– Did they draw the same shape every time?
– How did this feel?
– Could they picture the shapes they were drawing in the air in their mind?
– When can they do this, and how do they think it would be helpful?

Moving

Dedicated opportunities to move the body can provide a brain break as well as a felt sense of increasing or decreasing energy. Plus, sometimes it just feels good to stretch!

FULL BODY SHAKE OUT

Key Concepts/Goals: Perspective, Engage with the Present Moment
Format: Video
Prerequisite: None

This is a fun activity that can be both energizing and calming. After the students have done this a few times, you can have them add in additional body parts (knees, elbows, belly, back, etc.) to make it last a little longer. This is a good activity to do on a rainy or snowy day because it gets students up and moving. It is also a quick and easy tool for classroom management or a brain break. After practicing it a few times, students can use it while visualizing that they’re shaking the day away, the wiggles away, the anger away, the sadness away, or the test nerves away.

WONKY WALKING

Key Concepts/Goals: Perspective, Engage with the Present Moment
Format: Video
Prerequisite: None

In this video, students will explore walking in several different ways. First, they will walk as they typically would, then with 25% silliness, 50% silliness, 75% silliness, and finally with 100% silliness. Students will need to have enough space to walk back and forth without bumping into things or each other, so this may be a good activity for them to do outside or at home. This is fun to do when your students seem stressed or just need a little break to be silly for a few minutes.

N: Ask students these questions to debrief the activity:

– How did it feel to walk while being silly?
– Was there a difference between walking at 25% silliness and 75% silliness?
– What did they notice in their mind and body while doing wonky walking?

MINDFUL WALKING: PART 3

Key Concepts/Goals: Gratitude, Perspective, Engage with the Present Moment
Format: Video
Prerequisite: Attitude of Gratitude

Using gratitude as an anchor, Miss Vanessa instructs students to recall the 5-4-3-2-1 practice. She asks them to bring to mind one thing that they are grateful for that they can see, one thing they can hear, one thing they can smell, one thing they can taste, and one thing they can touch that they are grateful for. Students can say these things to themselves while they are walking. This can be done in the hallways, at home, or on their way to the bus stop — there is always time to practice mindful walking and gratitude.

N: Ask students these noticing questions:

– What was it like to practice mindful walking using gratitude as an anchor?
– When can they do this in the future?

QUICK STRETCH #2

Key Concepts/Goals: Perspective, Strengthen Communication, Engage with the Present Moment
Format: Audio
Prerequisite: None

Students are invited to listen carefully in order to follow along with Miss Shannon through these stretches.

N: How much did they look around at their friends to see if they were “doing it right?”

H: See if they can come up with some quick stretch sequences of their own. This could make a fun brain break and will empower the students to feel a sense of connection and leadership with their peers and you as the teacher.

NECK STRETCHES

Key Concepts/Goals: Perspective, Respect Self and Others, Engage with the Present Moment
Format: Video
Prerequisite: None

This simple movement experience introduces students to their spinal cord and how it carries sensory and motor information from the brain to the rest of your body. Students are reminded to be gentle with their spine during these stretches, which can be done standing up or seated.

N: Invite students to notice how they feel after stretching this part of their body.

Practicing

The activities in this section are most closely associated with traditional mindfulness practices. With the goal of “paying attention, in a particular way, on purpose and without judgment” you are helping build focus and concentration as well as sowing the early seeds of kindness and empathy. Repeating these formal practices on a routine basis will help strengthen the theme of the chapter and reinforce the key concepts and goals.
HEARTFULNESS: PART 2

Key Concepts/Goals: Kindness, Compassion, Respect Self and Others, Engage with the Present Moment
Format: Video
Prerequisite: Just Like Me, “Heart Bubbles”

Building on the self-compassion practiced in the last chapter, students will continue to build compassion this time by sending friendly wishes to themselves, a pet or stuffed animal (or even Panda), and then to someone close to them that they care about. Miss Vanessa will guide them through three phrases they will repeat silently to themselves with their hands on their heart. Increasing this awareness of their heart space and ability to send compassion to themselves and others will help them feel more connected to those around them.

JUST LIKE ME

Key Concepts/Goals: Compassion, Perspective, Respect Self and Others, Deepen Connections
Format: Video
Prerequisite: “I Am Human”

In this practice, students will repeat phrases to themselves after hearing them in the video. They will have the opportunity to practice compassion and appreciate how much we all have in common as humans.

N: To follow up on this practice, engage your students in a deeper discussion about perspective using the “6 or 9 Perspective Visual” in the Enriching section and ask your students:

– What influences the green person? The blue person
– How does empathy play a role in seeing another person’s perspective?

H: Ask students to see if they can take the other person’s perspective next time they’re in a situation where they disagree with someone. Be sure to return to the discussion as a reminder for students to keep practicing this important skill.

MORE SELF-TALK

Key Concepts/Goals: Community, Kindness, Compassion, Empathy, Perspective, Deepen Connections
Format: Video
Prerequisite: Just Like Me, “What If Everybody Did That?”

In Chapter 1, students learned to use self-talk to say, “I can do this.” Now, students are asked to think about how others might be feeling and encouraged to share this strategy by saying something like, “WE can do this.” There are many other ways to encourage positivity, and Miss Karly shows a few inspiring messages at the end of the video for students to use or to help them think of their own.

N: Be sure to ask students if any of the messages particularly resonated with them. Students can write them down to remember for the future.

GRATITUDE VISUALIZATION

Key Concepts/Goals: Gratitude, Engage with the Present Moment, Deepen Connections
Format: Video
Prerequisite: Attitude of Gratitude, “Mateo Finds His Wow”

Miss Karly guides students through an eight-minute gratitude visualization. She asks them to notice what gratitude feels like in their body, what little things they are grateful for every day, and the people in their community and family for whom they are grateful. Finally, they are asked to notice what they are grateful for in themselves. People who practice gratitude experience more positive emotions, feel more alive, sleep better, express more compassion and kindness, and even have stronger immune systems.

N: Ask students when they can breathe in and out their “breaths of gratitude.”

3-MINUTE AWARENESS PRACTICE

Key Concepts/Goals: Engage with the Present Moment
Format: Audio
Prerequisite: None

This audio practice builds on the 1- and 2-Minute Awareness practices from previous chapters. Students are asked simply to pay attention to the present moment with the reminder that no two moments are ever the same. As always, they are reassured that whatever they are noticing is okay and that there is no right or wrong way to experience this present moment.

N: Here are some questions to ask students following this practice:

– What did they notice in their bodies, hearts, and minds?
– Was it easier to identify what was going on in one place over another?
– How did it feel to be present?

NOTICING SENSATIONS

Key Concepts/Goals: Respect Self and Others, Engage with the Present Moment
Format: Audio
Prerequisite: None

During this guided audio practice, Miss Shannon asks students to pay close attention to sensations they feel in their bodies and to try not to react, judge, or give in to the need to change them. This traditional mindfulness practice provides an opportunity to bring increased awareness and acceptance to what is happening in any given moment, without judgment or the need to change what is there.

Reading

Books, poems, and inspirational quotes are included in this section to help readers and budding readers connect to the material in another manner.
“STAND IN MY SHOES”

Key Concepts/Goals: Community, Empathy, Perspective, Strengthen Communication
Format: Video
Prerequisite: Brain Science: Part 3

This book is a great way for students to begin to understand the meaning of empathy.

After Emily’s big sister tells her what empathy is, Emily spends the day noticing and acknowledging how other people feel. She learns that doing this makes other people feel good, and it makes her feel good too!

N: Take a look at the “6 or 9 Perspective Visual” in the Enriching section and ask your students:

– What influences the green person? The blue person?
– How does empathy play a role in seeing another person’s perspective?

H: Ask students to see if they can take the other person’s perspective next time they’re in a situation where they disagree with someone. Be sure to return to the discussion as a reminder for students to keep practicing this important skill.

“HOW FULL IS YOUR BUCKET"

Key Concepts/Goals: Community, Kindness, Compassion, Empathy, Perspective, Strengthen Communication, Deepen Connections
Format: Video
Prerequisite: Brain Science: Part 3, Random Acts of Kindness

Tom Rath and Mary Reckmeyer use “bucket-filling” as a metaphor for perspective, compassion, and empathy. Felix’s grandfather teaches him to notice that positive, everyday interactions not only fill his bucket but also leave his friends feeling happy and with their buckets full.

“WHAT IF EVERYBODY DID THAT?"

Key Concepts/Goals: Community, Kindness, Compassion, Empathy, Perspective, Strengthen Communication, Deepen Connections
Format: Video
Prerequisite: None

In this book, Ellen Javernick and Colleen M. Madden ask readers to consider the consequences of their actions and to make responsible choices. What if everybody threw an empty soda can out the car window, snuck a lick of frosting from a cake, or interrupted the librarian during storytime? With each scenario depicted, an adult responds by asking, “What if everybody did that?”

“MATEO FINDS HIS WOW: A STORY OF WONDER AND GRATITUDE”

Key Concepts/Goals: Community, Kindness, Compassion, Empathy, Perspective, Strengthen Communication, Deepen Connections
Format: Video
Prerequisite: None

In this book, by Gabi Garcia, the main character learns the importance of paying attention to what is right in front of you.

“HEART BUBBLES"

Key Concepts/Goals: Community, Kindness, Compassion, Empathy, Perspective, Deepen Connections
Format: Video
Prerequisite: None

This book about compassion introduces children a mindfulness practice called “heartfulness.” Starting with oneself, which is instinctively easier for younger students, students will learn about this natural response to being in distress and how to share this response with others as well.

“BREATHING MAKES IT BETTER”

Key Concepts/Goals: Compassion, Perspective, Engage with the Present Moment
Format: Video
Prerequisite: None

Read and breathe your way through this sweet story written by Dr. Christopher Willard and Wendy O’Leary, M.Ed. It teaches students how to navigate powerful emotions by using their breath.

“I AM HUMAN”

Key Concepts/Goals: Community, Kindness, Compassion, Empathy, Perspective, Strengthen Communication, Deepen Connections
Format: Video
Prerequisite: None

This is another book about having compassion for ourselves and others. Students will learn about what it means to be human and how they can be their best selves.

Exploring

These activities will strengthen the key concepts and goals of the chapter with hands-on engagement. Assigning or exploring these videos together can lead to thoughtful discussions with students and help you check where they are in connecting to the material in each chapter.
INTRODUCING THE EMOJI ANCHOR

Key Concepts/Goals: Community, Perspective, Strengthen Communication, Respect Self and Others, Engage with the Present Moment
Format: Video
Prerequisite: None

How we are feeling at any given moment can change like the weather, and sometimes we need an anchor to steady the storm. In this chapter, we have changed the theme of the answer to the “How are you?” question from weather to emojis. These fun faces are intended to invite students to check in and observe how they are, without judgment. Use the visual in the Centering section to help get students started and then move on to the “Check-In Challenge Worksheet” in the Enriching section, where they’ll check in with themselves once a day for six days by identifying an emoji and writing a few words about why they chose that particular one.

N: Here are some questions to ask students following this practice:

– What did they notice after checking in with themselves for six days in a row?
– Were their answers similar or different each day?
– Was it easier to answer the “check-in” question the more they did it?

MINDFUL OBSERVING

Key Concepts/Goals: Community, Perspective, Strengthen Communication, Engage with the Present Moment
Format: Video
Prerequisite: None

In this video, the students will be asked to use their observation skills to carefully watch and identify items as they disappear from the screen. Students are asked to be fully present and to have fun while they play along with Miss Shannon.

MINDFUL DOODLING: PART 1

Key Concepts/Goals: Compassion, Perspective, Engage with the Present Moment
Format: Video
Prerequisite: None

Based on “Zen Doodles” or “Zen Tangles,” the art of doodling is a beautiful, single-point-of-focus practice during which the room often gets very quiet. Both coloring and doodling have been shown to increase focus and listening. This introductory video provides students with a follow-along opportunity to finish patterns started for them on the “Mindful Doodling Worksheet” in the Enriching section. They can either print that sheet out or use it as a guide while doodling on a blank piece of paper. Students can pause the video at any point to finish something if they need more time and can always return to it at a later point.

RANDOM ACTS OF KINDNESS

Key Concepts/Goals: Community, Kindness, Perspective, Deepen Connections
Format: Video
Prerequisite: Brain Science: Part 3

Miss Karly asks students to think about how they feel when they are kind or when someone is kind to them. Spreading kindness can be contagious. Students can use the “Random Acts of Kindness Visual” found in the Enriching section to build their own kindness skills.

H: Invite students to complete all the kindness activities on the “Random Acts of Kindness Visual” in the Enriching section.

ATTITUDE OF GRATITUDE

Key Concepts/Goals: Community, Gratitude, Perspective, Respect Self and Others, Deepen Connections
Format: Video
Prerequisite: Brain Science: Part 3

There are many things to be grateful for every day. When we practice gratitude, we will develop a sense of inner happiness and optimism and may find that we begin to share our “attitude of gratitude” with others.

BRAIN SCIENCE: PART 3

Key Concepts/Goals: Brain Science
Format: Video
Prerequisite: None

This lesson defines empathy, compassion, gratitude and kindness and shares a few fun brain science facts. Miss Vanessa presents these concepts in a way that makes them easy for students to understand.

Enriching

Sometimes we offer videos outside our curriculum lessons, or images or coloring pages that help illustrate a concept. The videos are all linked from this section. Images or coloring pages can be easily downloaded for saving and/or printing.

Videos

“Brené Brown on Empathy” (Kid-Friendly)
In this student-friendly version of Brené Brown’s famous video, she describes the difference between sympathy and empathy. A sympathy response, which usually starts with, “at least…,” is not comforting and drives disconnection. By contrast, empathy forces us to connect to something in ourselves that can understand another’s suffering; and this response fuels greater connection among those involved.

“How Empathy Can Help Us Forgive”
In this video, Prince Ea discusses how the anger and grudges that we all hold are keeping us from being happy. If we can stand in someone else’s shoes, we can gain a better understanding of the background, thoughts and ideas that they’ve grown up with rather than imposing our expectations on their behavior. Forgiveness is not weakness, it is strength and peace.

Worksheets

MINDFUL DOODLING WORKSHEET
Mindful doodling has been shown to increase focus and reduce stress. We reference this doodling worksheet, with 12 boxes containing partially-completed patterns, in the “Mindful Doodling: Part 1” video. Invite which students to practice completing the patterns in these boxes either from this worksheet or from the page in their journal. Additional patterns will appear in each of the upcoming chapters.

MINDFUL COLORING WORKSHEET
Coloring has been shown to increase focus and reduce stress. We offer this coloring page as an opportunity for your students to try it.

DRAW THE BREATH WORKSHEET
This worksheet is used for practicing one of the techniques modeled in the “Draw the Breath” video.

4-COUNT BREATH VISUAL
This visual can be used with the “4-Count Breath” practice that Miss Shannon explains in the Breathing section of this chapter. Students could also trace the lines on the screen with their finger or draw their own visual on any piece of paper they have if printing is not an option.

RANDOM ACTS OF KINDNESS VISUAL
Miss Karly challenges the students to start doing their own random acts of kindness in her video in the Exploring section. This visual may help them get started. Have fun spreading kindness!

CHECK-IN CHALLENGE WORKSHEET
Checking in with ourselves is a form of self-care, and also an opportunity to recognize that it changes frequently. Invite students to try checking in at the same time every day, for six days in a row, and see what they notice.

6 OR 9 PERSPECTIVE VISUAL
Is it a 6 or a 9? It depends on which way you look at it. This visual is a fun way for you and your students to discuss perspective and to see that sometimes there can be more than one answer or that more than one person can be correct.

N: Ask your students these questions when sharing the visual:

– What influences the green person? The blue person?
– How does empathy play a role in seeing another person’s perspective?

H: Ask students to see if they can take the other person’s perspective next time they’re in a situation where they disagree with someone. Be sure to return to the discussion as a reminder for students to keep practicing this important skill.

Enriching

These activities are best done in person. We describe them for you to lead with your students if and when you are all together during the upcoming school year.

THEME DEFINITION: SELF-AWARENESS

Having practiced becoming more aware of our own thoughts and feelings in Chapter 2, we now shift the focus to the thoughts and feelings of those around us. This Chapter combines two CASEL competencies, Relationship Skills and Social Awareness, allowing students to spend more time on these interrelated topics that build upon each other. CASEL defines these two core competencies as follows:

Relationship Skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed. (CASEL.org)

Social Awareness: The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports. (CASEL.org)

When teaching Relationship Skills, we are increasing compassion, empathy, kindness and communication which will help students establish and maintain healthy relationships, resist social pressure, and manage and resolve conflict. Teaching Social Awareness increases empathy and gratitude so students will learn the art of perspective-taking and also know how to respect and appreciate their community and the people in it.

These Key Concepts and Goals & Outcomes are based on the foundational learning students have completed in the first two chapters. If you haven’t yet had the opportunity to submit the Teacher Reflection Questions form from Chapter 2, please do so this week. Additionally, please remind your students that they also have an intentional pause built in for their own reflection on the Chapter 2 Student Reflection Questions, found at the bottom of the Student Site in the blue footer.

ONE-WORD CHECK-IN: EMOJI

Key Concepts/Goals: Engage with the Present Moment, Perspective, Respect Self and Others
Prerequisite: Introducing the Emoji Anchor

We often respond to the question, “How are you?” with an autopilot-type answer. Whether it is because we aren’t really sure how we are, or whether the person really wants to hear, or whether it is safe to share or another reason, an alternative type of response can make it easier to share and interrupt the automatic response cycle. Once you have watched the “Introducing the Emoji Anchor” video, use the visual in the Centering section as a prompt when asking your students to share how they are with an emoji for their response.

This share can bring your group together in a discreet way while building safe space. Ask students to take a few breaths and find their word- just one word that describes where they are in that given moment. Remind them of three important things:

  1. Try not to judge the word that comes up.
  2. If they’re really uncomfortable they can pass.
  3. It’s ok for two students to have the same word.

Be sure to get a thumbs up or a nod from the group to be sure everyone has a word before starting; otherwise, they will be thinking about what they’re going to say rather than listening to the words being said in the circle.

H: Invite students to check in once each day to find their word, even if they don’t share it with anyone. This gives them an opportunity to continue to practice increasing their awareness and to recognize how often the word can change.

STUDENT-LED BREATH PRACTICE

Key Concepts/Goals: Engage with the Present Moment, Deepen Connections
Prerequisite: Breath Practices from Chapter 1, 2 & 3

This is a good opportunity to return to breathing activities that your class really connected with. Invite any students who want to lead the practice to engage the class in a breath practice of their choosing.

"What's Going On In This Picture?"

Prerequisite: Just Like Me

This section of the New York Times offers weekly photos without captions. You can select one photo and provide it to all groups, provide a different photo to each group, or even have groups select their own photo. Be sure to ask students to look for clues that help provide context and understanding. In debriefing the activity, see if they can identify what assumptions they make when looking at the image.

STUDENT CHAPTER REFLECTION

Key Concepts/Goals: Engage with the Present Moment
Prerequisite: Majority of the Chapter 3 Material

Once your class is ready to move on to Chapter 4, please ask students to submit the form found through the link at the bottom of the Student Site in the dark blue footer. Some responses are short-answer and some are checkboxes. The questions on the form are listed here for your reference:

  • Have you increased your ability to engage with the present moment, practice mindfulness, and increase comfort with the activities offered in this program?
  • Do you know how to show respect for yourself and others? What has helped you do this?
  • Communication skills and connections are a strong part of this chapter. Do you feel your connections with peers and/or adults is stronger? Do you have a better sense of community? Have your communication skills improved?
  • Did the lessons on gratitude help you increase your feelings of being grateful for the non-material or little things in your life?
  • Were you able to complete the random acts of kindness on the worksheet?
  • Have you noticed that you are able to consider another perspective — either a person’s or a situation?
FAMILIARIZE STUDENTS WITH THEIR DIGITAL RESILIENTKIDSTM CLASSROOM

There is a video in the Exploring Section that instructs students on how to use their site, or classroom. If you choose to show this video to your students before they receive access to their Student Site, the Vimeo link directly to that video can be found here. Alternatively, this can be the first thing assigned to students to watch once they are logged into the site to learn more about the sections and functionality. This video will remain in the Exploring section of Chapter 1 in the event that parents also want to view it.