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THE BIG LEAP - with SEL (Gr7 & Gr9)

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THE BIG LEAP - with SEL (Gr7 & Gr9)

  1. 1. 2nd November 16, 2013 floor Conference Room
  2. 2. General expectation for 7th and 8th graders
  3. 3. Plato 2200 years ago
  4. 4. is the process through which we learn to: recognize and manage emotions make good decisions care about others behave ethically and responsibly
  5. 5. SELF AWARENESS MANAGEMENT I am… Knowledgeable SOCIAL I care… Caring I can.. I will… Capable Responsible
  6. 6. I am aware of what I am feeling. • Recognize negative emotions as indicators of situation in need of attention. • Analyze emotional states that contribute to or distract their ability to solve problem. • Explain the possible outcomes associated with different forms of communicating emotions. I am aware of my traits, know what I do well, and know what areas I can work on. • Analyze how personal qualities and temperaments influence choices and success. • Apply self-reflection techniques to recognize their strengths, weaknesses and potentials. • Implement a plan to build on strengths, meet a need, or address a challenge.
  7. 7. I am aware of the supports I have around me. • Have awareness of where to go for support when in need. • Evaluate the benefits of participating in extra curricular activities. • Recognize outside influences on the development of personal characteristics and discern whether those influences are supportive or non-supportive. I am aware of and accept my responsibilities. • Identify the areas of school and life that are within their control. • Analyze the short and long term outcomes of safe, risky and harmful behaviors. • Define their responsibility for the outcomes involved in safe, risky and harmful behaviors.
  8. 8. SELF AWARENESS MANAGEMENT I am… Knowledgeable SOCIAL I care… Caring I can.. I will… Capable Responsible
  9. 9. I can manage my emotions in a way that is constructive and appropriate. • Apply strategies (self-talk) to regulate emotions. • Reflect on possible consequences, both positive and negative, before expressing an emotion. • Generate ways to develop positive attitudes. I can act in an honest manner. • Activate personal integrity as a tool to resists negative peer pressure. • Evaluate how honesty contributes to lifelong success and building relationship.
  10. 10. I can make good decisions. • Identify and apply the steps of systematic decision-making. • Evaluate strategies for avoiding risky behavior. I can set and achieve goals that will help me to be successful. • Apply goal-setting skills to promote academic success. • Set a positive social interaction goal. • Demonstrate goal-setting skills relating to potential career paths.
  11. 11. SELF AWARENESS MANAGEMENT I am… Knowledgeable SOCIAL I care… Caring I can.. I will… Capable Responsible
  12. 12. I care about the feelings and viewpoints of others. • Analyze ways their behavior may affect the feelings of others and adjust accordingly. • Provide support and encouragement to others in need. • Show respect for other people’s perspective. I care about others and do my part to make my community better. • Explain how their decisions and behaviors affect the well being of their school and community.
  13. 13. I care about and respect the individual differences of others. • Analyze how people of different groups can help one another and enjoy each other’s company. • Explain how individual, social, and cultural differences may increase vulnerability to stereotyping and identify ways to address this. I care about how I perceive others and how they perceive me. • Analyze social situations and appropriate responses to those situations. • Recognize the personal boundaries of themselves and others.
  14. 14. SELF AWARENESS MANAGEMENT I am… Knowledgeable SOCIAL I care… Caring I can.. I will… Capable Responsible
  15. 15. I will interact well with others. • Demonstrate an ability to both assume leadership and be a team player in achieving group goals. • Differentiate between passive, assertive and aggressive responses. • Practice reflective listening. I will work on having constructive relationships. • Distinguish between positive and negative peer pressure and demonstrate strategies of resisting negative peer pressure. • Involve themselves in positive activities with their peer group. • Demonstrate ability to be true to personal values when choosing friendships.
  16. 16. I will deal with interpersonal conflicts constructively. • Identify the roles of individuals in conflict and understand their responsibility in reaching resolution. • Apply conflict skills to de-escalate, defuse and resolve differences. • Identify how all parties in conflict might get their needs met (win-win) • Identify positive supports to go to in a conflict situation/crisis.
  17. 17. What can you do now?
  18. 18. Motivating Your Child To Achieve
  19. 19. “It’s not that I’m so smart. It’s just that I stay with problems longer.” -Albert Einstein-
  20. 20. The desire to do things.. a driving force behind one’s growth & success.
  21. 21. • • • • • • handle any task, no matter how difficult begin tasks without having to be prodded show serious effort & concentration have a positive attitude toward learning & school work use coping strategies to get through rough times stick with tasks until completion
  22. 22. • • • • choose work that is easy need lots of prodding to get started put in minimal effort show negative or apathetic attitude about learning & school work • give up quickly when the going gets rough • leave many tasks unfinished
  23. 23. What Dampens Motivation?  Fear of failure  Lack of understanding the school work  Frustration with inconsistent performance  Emotional problems  Desire for attention– even negative attention
  24. 24. School is boring I’m done! I don’t care about math I’m stupid , Why try?
  25. 25. What Fires Motivation? Kids will be self-motivated to learn when they feel loved and respected feel competent about something  have some choice and control over learning
  26. 26. simple ways to help your child to be motivated
  27. 27. Communicate with your child Talk kindly and honestly to your child about her interest and abilities. Share your OPINION based on your OBSERVATION Have an agreement
  28. 28. Re-evaluate as necessary
  29. 29. Make the goals measurabl e Make the goals specific Write the goals down.
  30. 30. Maintaining a relationship with your child’s teacher Supporting the programs at your child’s school. Keeping up with your child’s assignments Creating a suitable environment Staying positive about school and schoolwork.
  31. 31. LEARNING STYLE is a distinct way of how a person acquires and remembers information
  32. 32. VISUAL LEARNER learns best by seeing and watching
  33. 33. BASIC LEARNING • CHARACTERISTICS• OF VISUAL LEARNERS is good in spelling can easily remember faces and names in print • creates mental photos/good at imagining things
  34. 34. • Reads rapidly • Learns to spell words in configurations rather than phonetically • Is sensitive to colors/pictures • Learns well upon demonstrations • Likes to take notes and to make lists to be read later
  35. 35. AUDITORY LEARNER learns best by listening and talking.
  36. 36. BASIC LEARNING CHARACTERISTICS OF AN AUDITORY LEARNERS • have a good understanding of meaning and order of words • good at verbalizing concepts • good at telling stories
  37. 37. • has good memory for names but tends to forget faces • tends to spell phonetically • notices easily sounds in his/her environment • probably has ten excuses for everything • subvocalizes internally or externally for comprehension when reading
  38. 38. KINESTHETIC LEARNER learns best by doing and feeling.
  39. 39. BASIC LEARNING CHARACTERISTICS OF A KINESTHETIC LEARNERS • Is a mover • often writes everything – over and over • Is better at recalling what is done than what is heard or seen
  40. 40. • Is good at sports or other physical exercises • likes to make something out of paper • reads action-oriented books
  41. 41. Praise: • Discusses results. “Great work on the science quiz! You got an A!” • Uses opinion words such as “good,” “great,” “terrific,” and “wonderful.” • Is typically given when the child has performed as
  42. 42. Encouragement: • Notices effort and progress. • Uses descriptive words. • Can be given regardless of the child’s performance.
  43. 43. • Expand your child’s point of view • Get your child into the habit of reading.
  44. 44. • Strong belief that an adult will always be there with love and support • Ability to solve their own problems • Ability to focus on their own strengths • Regard mistakes as something that happens to everyone & something to learn from
  45. 45. • Empathize with your child • Provide your child with reasonable choices • Change your approach when it clearly doesn’t work • Support your child’s interests & talents

Notas do Editor

  • By now, it’s no longer to enough for your children just to complete a task; how good a job they’ve done is also important. Teachers want to see a work that’s neatly written, math that’s been checked for errors, and well – organized and well-presented reports.Planning ahead – you need to recognize how much they need our help in developing thinking – ahead strategies.
  • Mathematical and logical reasoning, comm.skills (use of words) spatial rel and memory