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.

BACK TO TOP

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

♦ DEVELOP LISTENING & COMMUNICATION SKILLS
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. Are your students helpful and kind in community settings?

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. 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 understanding this?

5. 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: Engage with the Present Moment, Perspective, Respect for Self and Others
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.

CANDLE BREATHING

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

Making breathing fun will grab young students’ attention and provide a physical connection to their breath. Have students hold up one hand (five candles). Breathe in through the nose, exhale through the mouth while blowing out the first “candle” (thumb). Curl the thumb down, and repeat until all 5 “candles” have been blown out.

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.

SNAKE BREATHING

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

Snake breathing is another fun way for students to practice paying attention to their breath. They will pretend they are a snake, breathing in and then hissing while they breathe out.

DOLPHIN BREATH

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

Students will use their hands to dive in (exhale) and out (inhale) of the water. This fun breath practice allows students to use their hands and arms to feel and control their inhale and exhale. Have fun swimming and breathing like a dolphin!

SHAPE BREATHING

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

Students can use the “Shape Breathing Visual” found in the Enriching section or draw their own shapes to follow along and breathe with Miss Shannon. Students will trace the outside of the shapes while they breathe in and out. For certain shapes, they may need to trace over some lines two times. For example, there are an odd number of sides on a triangle, so they will need to retrace the first line on their final exhale.

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.

MIRROR HANDS

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

In this fun movement activity, Miss Anne invites students to mindfully observe her movements and see if they can mirror her actions while staying silent…shhh! After students learn how to do the activity in the video, we invite you to have the students partner up and try to follow each other. Have the partners maintain eye contact and hold their hands at about shoulder height. The leader begins to move their hands and arms, and the other person tries to follow their motions. Once students have gotten the hang of it, suggest that they also try mirroring leg movements.

N: Ask students these noticing questions:

– What was it like to be the leader? The follower?
– What was it like to look into the other person’s eyes the whole time?

LEG STRETCHING

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

The goal of this stretching practice is for students to wake up (stimulate) both sides of their bodies and brains, while also learning spatial awareness in reference to their physical form. After following Miss Karly, students may even come up with their own leg stretches. Remember to have students cross their midline during stretching (right hand to left leg, left hand to right leg), as this promotes coordination and stimulates communication between the left and right hemispheres of the brain.

SHAKE AND FREEZE

Key Concepts/Goals: Develop Communication Skills, Engage with the Present Moment
Format: Video
Prerequisite: None

The purpose of this quick movement activity is to encourage imitation, both quickly and slowly. The idea is for students to simply shake their entire body and listen for the word “freeze” (either on the video or when you do this with students after they’re familiar with the activity). This is a mindful activity because students are using self-control to move or stop their bodies while listening for the change of directions. Research has proven that shaking improves eye-hand coordination by stimulating the senses and builds confidence because they see that they can “make things happen.” When children know they can have an impact on people and objects around them, they feel confident and competent, which is a key part of developing positive self-esteem.

MINDFUL WALKING: PART 3

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

In this variation on mindful walking, students will connect their breath with the movement of each of their feet. First, they will balance while flexing their toes up and placing them back on the ground. Next, they will repeat this motion while saying “breathing in” (flexing the toes up) and “breathing out” (lowering the toes back down).

N: Ask students these noticing questions:

– How did it feel to use the words “breathing in” and “breathing out” while they were moving their feet?
When could they do this in the future?

QUICK STRETCH #2

Key Concepts/Goals: Perspective, Developing Communication Skills, 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.

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, “Bee Heartful”

Building on the self-compassion practiced in the last chapter, students will increase compassion by sending friendly wishes to first someone that they love a lot, then to a stranger, then an enemy, then the whole world, and finally to themselves. Miss Shannon guides students through four phrases that they will repeat silently to themselves with their hands on their hearts. Increasing the awareness of their heart space and their ability to send compassion to themselves and others will help them feel more connected to those around them. Students can do this practice anytime, just like Bentley the Bee in the Bee Heartful book.

JUST LIKE ME

Key Concepts/Goals: Compassion, Perspective, Respect Self and Others, Deepen Connections
Format: Video
Prerequisite: None

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.

USING MORE SELF-TALK

Key Concepts/Goals: Community, Kindness, Compassion, Empathy, Perspective, Deepen Connections
Format: Video
Prerequisite: Just Like Me

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.

 

GRATITUDE VISUALIZATION

Key Concepts/Goals: Gratitude, Engage with the Present Moment, Deepen Connections
Format: Audio
Prerequisite: Attitude of Gratitude

Miss Shannon guides students through a four-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.

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.
“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.

“DUCK! RABBIT!"

Key Concepts/Goals: Perspective
Format: Video
Prerequisite: None

This book, by Amy Krouse Rosenthal, introduces students to the famous duck/rabbit optical illusion and the idea that they might see either one, depending on how they look at it.

“IN MY HEART”

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

This book, by Jo Witek, empowers students by giving them words to recognize and identify their own emotions.

“BEE HEARTFUL”

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

This book, by Frank Sileo, shows students that they have the power to be compassionate and teaches them how to practice loving-kindness.

 

“PASS IT ON”

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

Sophy Henn’s beautiful book inspires students to recognize kindness and good deeds and then to “pass it on.”

“I AM LOVE”

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

This book about compassion, by Susan Verde, introduces students to taking care of their minds and bodies by living with gratitude and showing kindness.

“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.

“LOVING KINDNESS” (P-1)

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

This simple book, by Whitney Stewart, introduces readers to a mindfulness practice known as loving-kindness and teaches students to handle different emotions and be compassionate to themselves and others.

“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 LOVE YOU TOO”

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

This picture book set to Ziggy Marley’s, “I Love You Too,” explores different ways love can be expressed. Students will enjoy singing their way through this book.

“THANK YOU ME”

Key Concepts/Goals: Community, Kindness, Gratitude, Respect for Self and Others
Format: Video
Prerequisite: None

This book, by Elena Reznikova, teaches students to appreciate all of the things their bodies can do.

“LISTEN”

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

Holly McGhee’s beautifully illustrated book inspires empathy by exploring what it means to be connected to everything, including the natural world. Listen teaches readers to use their senses in order to engage with the world around them.

“I CAN HANDLE IT”

Key Concepts/Goals: Compassion, Perspective, Develop Communication Skills, Respect Self and Others
Format: Video
Prerequisite: None

Laurie N. Wright teaches students to say to themselves, “I can handle it,” when they experiencing new or difficult emotions or situations.

“EMPATHY”

Key Concepts/Goals: Empathy, Respect Self and Others, Deepen Connections
Format: Video
Prerequisite: None

This book from the “My Mindful Day” series, by Katie Marsico, introduces students to the importance of empathy in their relationships with others.

“ALMOST ANYTHING”

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

In this story, by Sophy Henn, students learn about the power of self-confidence. Bear teaches George that with self-confidence, he can do almost anything.

“I AM KIND”

Key Concepts/Goals: Community, Kindness, Gratitude, Develop Communication Skills, Deepen Connections
Format: Video
Prerequisite: None

I Am Kind, by Suzy Capozzi, tells the story of a little girl who learns about the importance of kindness that is happening all around her and that even she can make a difference by being kind.

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.
MINDFUL OBSERVING

Key Concepts/Goals: Community, Perspective, Develop Communication Skills, 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 COLORING

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

Coloring may seem like a simple activity but it helps children develop cognitively, psychologically and creatively. Coloring stimulates creativity, improves fine motor control and eye-hand coordination, along with increasing focus, lowering stress, and improved confidence and self-esteem. In this short video, Miss Shannon will introduce students to the art of mindful coloring. You can find three simple coloring pages in the Enriching section.

RANDOM ACTS OF KINDNESS

Key Concepts/Goals: Community, Kindness, Perspective, Deepen Connections
Format: Video
Prerequisite: I Am Kind

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. Finally, they will listen to Kira Willey sing her “Kindness Mantra” song as another way of gathering some kindness inspiration.

ATTITUDE OF GRATITUDE

Key Concepts/Goals: Community, Gratitude, Perspective, Respect Self and Others, Deepen Connections
Format: Video
Prerequisite: Thank You Me

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.

BUBBLE RIDE

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

This short video introduces students to the idea of taking a “bubble ride.” Instead of holding in our upsets, sadness, worries, or troubles, we can put them inside of a bubble and let them go. Alternatively, we can pretend to pop bubbles and find a little bit of happiness inside. This video also includes a song by Vanessa Trien and the Jumping Monkeys, “Bubble Ride.”

BELL GAME

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

This game requires students to use their mindful listening skills. They will listen to four different bell sounds and try to identify whether the sound is bell number 1, 2, 3, or 4. This fun game of careful listening helps students notice slight differences and decipher one sound from another.

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. This video introduces an anchor with different, fun faces that students can use to begin to identify their emotions. The visual can be found in the Centering section and can be used during morning meetings or when students are unable to identify their emotions with words.

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.

In Chapter 1, we have included three videos and three images that reinforce/support the curriculum content.

Videos

“Just Breathe”
In this powerful short film produced by Mindful Schools, elementary school students describe learning to use mindfulness to navigate complex feelings. They use their own words to talk about what happens when we just stop and breathe.

“Sesame Street: Bruno Mars: Don’t Give Up”
In this Sesame Street video, Bruno Mars sings about not giving up. This fun and catchy song teaches students about perseverance.

“Sesame Street: Believe in Yourself Song (Michael Bublé & Elmo)”
If you “believe in yourself” you can “be who you wanna be, see what you wanna see, and do what you wanna do,” says Michael Bublé.

“Sesame Street: K is for Kindness with Chris Jackson”
Join Chris Jackson and the rest of the Sesame Street gang as they sing this special song about kindness. This short sing-along teaches students the different ways they can show kindness.

“Sesame Street: Stop and Think Song”
This Sesame Street video teaches students that playing with others is nicer when they “stop and think.”

Flow: “Bring It Down”
This GoNoodle video from the Flow Channel teaches children how to gain control of their stressful energy when it becomes too hard to handle.

Worksheets

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 mindful coloring.

SHAPE BREATHING VISUAL
This visual can be used with the “Shape Breathing” activity that Miss Shannon explains in the Breathing section of this chapter. Students can also draw their own visual to use if printing is not an option.

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

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: RELATIONSHIP SKILLS AND SOCIAL 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.