Social and Emotional Issues PD

Social Emotional Issues- CTE Students

January 26, 2024

Professional Development

with

Dr. Chris Merrill

and

Rod McQuality

Social Emotional Issues – CTE Students

Agenda

I.

Discuss social-emotional learning

II.

Go through the social-emotional wheel

a. Self-Awareness examples

i. Teachers provide an example or two of how they

could do this in their CTE classes

b.

Self-Management examples

i. Teachers provide an example or two of how they

could do this in their CTE classes

c. Decision-Making examples

i. Teachers provide an example or two of how they

could do this in their CTE classes

d.

Relationship examples

i. Teachers provide an example or two of how they

could do this in their CTE classes

e. Social Awareness examples

i. Teachers provide an example or two of how they

could do this in their CTE classes

III.

Next Steps

Meet Your Facilitators Chris Merrill is a Professor of Technology and Engineering Education, as well as STEM Education and Leadership in the Department of Technology at Illinois State University. Merrill has 26.5 years of experience at the high school and university levels. In 2020, Chris was named the Association for Career and Technical Education National Teacher Educator of the Year. Before becoming a high school teacher, Merrill was a cabinetmaker.

Rod McQuality is a retired Illinois School Administrator. Since retirement, Rod has taught undergraduate and graduate students in the education department at Concordia University Chicago and the University of Illinois Springfield. In addition, Rod has served as Project Director for two different CTE grant projects for the Illinois State Board of Education. Rod has over 40 years of education experience in the public-school classroom, serving as a school administrator and teaching at the college level.

The CASEL Framework . https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

GROWTH MINDSET Sample Strategies

Growth mindset is the belief that you can grow your talents and abilities with effort. Students with a growth mindset see effort as necessary for success, embrace challenges, learn from criticism, and persist in the face of setbacks. i They might ask the teacher to demonstrate a different way to solve a problem, volunteer answers in class even when unsure, or seek out challenging problems. For a more detailed description of growth mindset, click here. ii Transforming Education has developed a toolkit to help educators learn more about growth mindset. The toolkit includes a more detailed explanation of growth mindset, video clips summarizing the supporting research and capturing students’ own experiences related to growth mindset, as well as a variety of strategies that teachers can use to help students develop a growth mindset. To download the Growth Mindset Toolkit, click here . iii STRATEGIES FOR SUPPORTING STUDENTS’ GROWTH MINDSET Below is a list of strategies that can be integrated into any curriculum and adapted for various grade levels. These approaches can encourage students to use effective learning strategies, exert effort, embrace challenges, and persist through difficulties. Focus on process over product. Emphasize process and perseverance by posting students’ work in progress, instead of only finished products, so that students can see how work evolves with effort and feedback. iv “ Be a detective. ” Nurture a culture that tolerates risk and mistakes by portraying challenges as fun and exciting, while portraying easy tasks as boring and less useful for the brain. When students initially struggle or make mistakes, use it as an opportunity to learn how to try different strategies if the first ones don't work — how to step back and think about what to try next, like a detective solving a mystery. v Embrace mistakes as part of the learning process. Communicate your growth mindset goals by writing your students a letter about how mistakes are opportunities to learn.” See this example of a teacher’s welcome back letter. vi Set high expectations. Communicate high learning expectations in your classroom by using phrases from Mindset W ork’s helpful Growth Mindset Framing Tool. vii Talk up strategies and efforts. Use targeted language that focuses attention on students’ strategies and efforts, rather than results. Doing so conveys the belief that consistent effort leads to desirable results and encourages students to persist and pursue greater challenges. For example, “ You got a great score! You must have worked hard to figure out those problems ,” or, “ Tell me about the different strategies you used to get to that answer.” viii Refer to this Growth Mindset Feedback Tool ix for helpful language frames to encourage students along the way. The Struggle is Good. Normalize struggle as part of the learning process and emphasize reflection by modeling and guiding student learning through a think-aloud. Watch this video x for ideas on targeted strategies.

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Try a Different Way. When students initially struggle or make mistakes, use that as an opportunity to teach students how to try different strategies if the first ones don't work. Invite them to step back and think about what to try next. For example, “You tried to rework this sentence, but you still need more colorful detail to bring your story to life. Can you find a book that might give you ideas? Think of a book that helps you paint a picture in your mind.” I Believe You Can. Use wise critiques xi when providing feedback to your students, pre-empting each feedback statement with the following: “I’m giving you these comments because I have very hig h expectations and I know that you can reach them.” Effective Effort. Work with students to assess their perceived level of learning and effective effort by using this Effective Effort Rubric xii as their guide. Have students rate themselves first. Then, have a discussion about how you both rated the student’s effort. Establish working goals about how the student can improve. Below is a list of standalone lessons about growth mindset, categorized by grade levels. However, keep in mind that all the lessons are adaptable for students of different grade levels than those indicated. Elementary School • Teach students about the importance of trying new and challenging things here. xiii • Assign mindset-related writing prompts here. xiv Students’ journal entries can help you and them see whether and how their mindsets shift over time. • Explore a video series with accompanying activities about learning to have a growth mindset by visiting The Mojo Show’s Growth Mindset website . xv • Explore the difference between a growth and a fixed mindset using The Day The Crayons Quit for a guided discussion here. xvi Discuss an article about brain research with your students. The article can be found here. xvii Have students write a letter giving advice to a friend who is struggling based on what they learned from the article. • Help students develop a growth mindset by learning about neuroscience. Watch this 2-minute video xviii together to guide your discussion. • Study a novel about learning from loss and overcoming adversity. See this list for sample books. xix • Explore a growth mindset lesson plan developed by Khan Academy & PERTS here. xx GRADE- SPECIFIC STANDALONE LESSONS & ACTIVITIES Middle School and High School •

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Growth Mindset: Additional Readings & Resources

Readings

Videos

Websites & Other Learning Tools MindsetKit’s Professional Learning Series xxxiv • TransformEd’s Growth Mindset Toolkit xxxv A detailed definition of Growth Mindset from Carol Dweck’s Mindset xxxvi MindsetKit.org’s “About Growth Mindset” xxxvii • • •

Even Geniuses Work Hard: Strategies for Developing a Growth Mindset xxi The Power of Mistakes: Creating a Risk-Tolerant Culture at Home and School xxii Students’ View of Int elligence Can Help Grades xxiii Develop A Growth Mindset in High School Students – Practitioner Brief xxiv ‘Growth Mindset’ Gaining Traction as School Improvement Strategy xxv The Atlantic’s “How Praise Became a Consolation Prize” xxvi Celtics' Brad Stevens Discusses a Growth Mindset xxvii Growth Mindset Read-Aloud Books & Teacher Readings xxviii Mindsets for the 21 st Century and Beyond xxix What We Know About Growth Mindset from Scientific Research xxx

Interview on Growth Mindset with Carol Dweck and Greg Walton xxxi TEDx Talk on Mindsets and Success xxxii Carol Dweck’s TED Talk on the power of believing that you can improve xxxiii

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Find an online board with these growth mindset strategies and other resources online at: www.bitly.com/TE_GMstrategies

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SOURCES

i Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development , 78(1), 246-263. ii Transforming Education (2014). Introduction to Growth Mindset. iii Transforming Education (2014). Growth Mindset Toolkit. iv Dweck, C. (2010). Even Geniuses Work Hard: Strategies for Developing a Growth Mindset. Educational Leadership , 68 (1). v Dweck, C. (2010). Even Geniuses Work Hard: Strategies for Developing a Growth Mindset. Educational Leadership , 68 (1). vi Mindset Works (2016). Welcome Back Letter. vii Mindset Works (2016). Growth Mindset Framing Tool. viii Mindset Works (2017). Teacher Practices: How Praise and Feedback Impact Student Outcomes. ix Mindset Works (2016). Growth Mindset Feedback Tool. x Teaching Channel. Encouraging Students to Persist through Challenges. xi Stanford SPARQ. Wise Critiques Help Students Succeed. xii Mindset Works (2016). Effective Effort Rubric. xiii Maria B. (2015). Growth Mindset (Kindergarten). Mindset Kit. xiv Rhonda M. (2015). Mindset Assessments (Journal Writing in 2 nd Grade). Mindset Kit. xv Class Dojo. Growth Mindset. xvi Growth vs. Fixed Mindset Lesson. xxi Dweck, C. (2010). Even Geniuses Work Hard: Strategies for Developing a Growth Mindset. Educational Leadership , 68 (1). xxii Blackwell, L. (2018). The Power of Mistakes: Creating a Risk-Tolerant Culture at Home and Culture. Mindset Works Blog . xxiii Trudeau, M. (2007). Students’ View of Intelligence Can Help Grades . NPR Morning Edition. xxiv Developing a Growth Mindset among High School Students. National Center on Scaling Up Effective Schools Practitioner Brief . xxv Sparks, S. D. (2013). ‘Growth Mindset’ Gaining Traction as School Improvement Strategy . Education Week. xxvi Gross-Loh, C. (2016). How Praise Became a Consolation Prize. The Atlantic . xxvii Colannino, A. (2016). Celtics’ Brad Stevens Discusses a Growth Mindset . Mindset Works . xxviii Pervorse (2015). Growth Mindset Read-Aloud Books and Books for the Teacher xxix Dweck, C. (2016). Mindsets for the 21 st Century and Beyond. Education Plus Development. xxx Romero, C. (2015). What We Know About Growth Mindset from Scientific Research. Mindset Scholars Network. xxxi Character Lab. Growth Mindset. xxxii Briceno, E. (2012). The Power of Belief – Mindset and Success. TEDxManhattan Beach. xxxiii Dweck, C. (2014). The Power of Believing that You Can Improve. TED Talks. xxxiv PERTS (2015). 5-Session Professional Learning Series. Mindset Kit. xxxv Transforming Education (2014). Growth Mindset Toolkit. xxxvi Dweck, C. (2010). What Is Mindset. Mindset. xxxvii PERTS (2015). About Growth Mindset. Mindset Kit. xvii Mindset Works (2016). You Can Grow Your Intelligence. xviii PERTS (2015). Explain the Neuroscience. Mindset Kit. xix Ward, R. (2017). Young Adult Novels that Teach a Growth Mindset. Edutopia . xx Khan Academy & PERTS. Growth Mindset Lesson Plan.

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Introduction to Mindfulness

Why This Matters: Mindfulness may contribute to better mental and physical health, cognitive performance, and social behavior, enhancing students’ ability to thrive in school and in life: Improvements in Health: Research indicates that mindfulness can improve many aspects of students’ overall health and wellbeing, including decreased stress and depressive symptoms, and improvements in Overview Mindfulness is a state of awareness and a practice; 1 it involves attending to the present moment and cultivating an attitude of curiosity, openness and acceptance of one’s experience. 2 It is a secular (non-religious) practice that is backed by a growing body of compelling scientific evidence that indicates a wide range of potential benefits, from improving physical and mental health to promoting pro-social behavior. 2 Mindfulness can play a vital role in helping students and teachers create a classroom environment conducive to learning and personal growth. Positive Social Behavior: For both students and teachers, mindfulness can promote healthier responses to difficult social situations, reduce implicit bias, and increase compassionate responses to others in need. 5,6,7,8 Productive Classroom Climate: Higher levels of student engagement, together with lower stress and emotional over-excitement, can be part of a self-reinforcing cycle of positive relationships between students and teachers. This has positive implications for teachers’ wellbeing and satisfaction, and most importantly, can contribute to a classroom environment where students can succeed. 4,9,10,11 1 Jennings, P. (2016). Teacher Mindfulness & Stress Reduction [PowerPoint slides]. 2 Bishop, S. R., Lau, M. A., Shapiro, S. L., Carlson, L., Anderson, N. D., Carmody, J., Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology, 11, 230 – 241. doi:10.1093/ clipsy.bph077 3 Zenner C, Herrnleben-Kurz S, Walach H. (2014). Mindfulness-based interventions in schools-a systematic review and meta- analysis . Frontiers in psychology. 603 4 Chiesa, A., & Serretti, A. (2009). Mindfulness-based stress reduction for stress management in healthy people: a review and meta-analysis. The Journal of Alternative and Complementary Medicine, 15 (5), 593 – 600. 5 Raes, F., Griffith, J. W., Van der Gucht, K., & Williams, J. M. G. (2014). School-based prevention and reduction of depression in adolescents: A cluster-randomized controlled trial of a mindfulness group program. Mindfulness, 5 (5), 477 – 486. 6 Condon P, Desbordes G, Miller WB, DeSteno D. Meditation increases compassionate responses to suffering. Psychological Science . 2013;24 7 Britton WB, Lepp NE, Niles HF, RochaT, Fisher NE, Gold JS. A randomized controlled pilot trial of classroom based mindfulness meditation compared to an active control condition in sixth-grade children. J Sch Psychol. 2014;52(3):263 – 278 8 Hoge, E. A., Bui, E., Marques, L., Metcalf, C. A., Morris, L. K., Robinaugh, D. J., … Simon, N. M. (2013). Randomized Controlled Trial of Mindfulness Meditation for Generalized Anxiety Disorder: Effects on Anxiety and Stress Reactivity. The Journal of Clinical Psychiatry, 74 (8) 9 Lueke A, Gibson B. Mindfulness meditation reduces implicit age and race bias. Social Psychological and Personality Science . 2015;6(3):284-291. 10 Zoogman S, Goldberg SB, Hoyt WT, Miller L. Mindfulness interventions with youth: A meta-analysis. Mindfulness . 2014. 11 Roeser RW, Skinner E, Beers J, Jennings PA. Mindfulness training and teachers' professional development: An emerging area of research and practice. Child Development Perspectives . 2012;6(2):167-173. cognitive performance. This enables students to more fully realize their academic potential. 1,3,4 _____________________________________________

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Mindfulness: Supplemental Sample Strategies Handout

Overview: Mindfulness can be practiced and taught by using a variety of strategies at various grade levels. This guide is a supplement to the mindfulness presentation (in PowerPoint). The toolkit is available here . Start with Yourself: A Quick Guide to Beginning Your Own Mindfulness Practice (from slide 21) The best way to teach mindfulness is to be mindful. This is why nearly every mindfulness-in education program or curriculum advises staff (teachers especially) to cultivate a personal practice. 1,2 Furthermore, teachers practicing mindfulness may lead to increased professional wellbeing, greater engagement, and lower stress levels. Below are some suggestions for getting started.

1. Schedule five minutes of mindfulness into your day, ideally first thing upon waking:

• Find a quiet space to sit comfortably with an erect spine and relaxed body

• Focus on your breathing, putting your awareness in your chest and lungs

• Scan your body from head to toe, relaxing each part as you become aware of it

5 minutes

• When your thoughts bring you away, simply bring your awareness back to your breath; remember that the aim is not to stop or suppress thoughts, but rather to practice bringing awareness back once it has gone away

2. Set tasks for yourself during the day; for example, choose one or more of the following:

• Take three deep breaths at the beginning of each class, before a meal, or to calm

yourself when you notice that you are tense, stressed, frustrated or angry;

• Feel the sensation of your feet on the ground as you walk to lunch

• Make eye contact and be still while listening fully to another person

Here are a few helpful reminders as you develop your own practice: - Integrate some or all of these exercises at your own pace; don’t overwhelm yourself. - Remember that as long as you make an effort, there is no such thing as failing or doing it wrong. - The expectation of emptying your mind completely is probably not helpful. (Nearly everyone’s mind is constantly wandering.) Instead, simply notice that thoughts have arisen and return to the object of your practice.

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1 Roeser RW, Skinner E, Beers J, Jennings PA. Mindfulness training and teachers' professional development: An emerging area of research and practice . Child Development Perspectives. 2012;6(2):167-173. 2 Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE): Results of a Randomized Controlled Trial . School Psychology Quarterly, 28(4) 3 Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013). Mindfulness for teachers: A pilot study to assess effects on stress, burnout, and teaching efficacy. Mind, Brain, and Education, 7(3), 182 – 195.

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Establishing A Mindful Body: Implementation steps (from slide 23) Establishing a mindful body posture is a simple but powerful strategy. 1 Using a set of verbal directions, it can be integrated into the daily routine as a way to begin class or a new activity (e.g., to prepare for a group discussion), or as a way to return a group to focus and attention. It is also a good way to introduce students to mindfulness experientially. 2 Follow these steps to implement this in your classroom: 1. Explain the purpose of the activity . This will depend on the teacher’s intentions and the students’ age and level of experience, but the purpose is to help students relax, focus, and prepare to learn; and possibly to serve as an introduction to mindfulness, which many older students will have heard of. 2. Prepare the environment. Ensure that students have their own physical space and are comfortable in the room. Younger students may choose to sit on the floor, against the wall, or at a desk. 3. Share the script below. It should be read in a calm, relaxed manner, pausing for a moment between lines to allow students to observe their experience with each instruction. - "We're going to try a brief, 3-minute-practice that includes some basic elements of mindfulness, such as posture, body relaxation and awareness, and breathing. If you do not wish to participate, you are free to observe or simply relax for these few minutes. Also remember that there is really no such thing as being good or bad at mindfulness; the goal is just to be open to whatever experience you have." - "To begin, adjust your posture so that your back is straight if possible; not leaning forward and not putting too much weight on the back of the chair" - "See that your head is straight, facing directly forward" - “ Have your feet squarely on the floor ” - "At this point, if you feel comfortable doing so, you can close your eyes; if not, just relax your gaze onto the floor in front of you" - "Relax your hands onto your lap, folding your right hand inside the left, or relax them onto your thighs; whichever you prefer" - "Now, relax any tension in your shoulders; as if they were heavy" - "See if you’re holding tension in your face: relax your forehead and brow; relax your jaw; tongue; see that you’re not clenching your teeth" - "Now bring attention to your entire abdomen, letting your belly relax; and relax your legs" - "Check to see that your back is still straight" - "Now direct your attention to your chest; your breathing" - "Notice that when you breathe, your lungs expand … and contract" - "Don’t try to change anything; just observe your breathing" - "For the next five or six breath cycles, try to deeply focus just on your breath, just as it is..." - "And if you find that you get distracted by your thoughts: no problem; simply bring your attention back to your breath (*longer pause*) - "Gently open your eyes and come back to the room" - "Thank you" [the group will now transition to the next activity] 1 “Mindful Bodies” is a fixture in Mindful Schools’ curricula; linked here are two videos of these activities in K -5 classrooms >> http://www.mindfulschools.org/resources/explore-mindful-resources/ 2 Nair, Shwetha; Sagar, Mark; Sollers III, John; Consedine, Nathan; Broadbent, Elizabeth. Do slumped and upright postures affect stress responses? A randomized trial. Health Psychology, Vol 34(6), Jun 2015, 632-641.

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Stories from the Field: Building strong teacher-student relationships in the classroom

Akira S. Gutierrez & Katie H. Buckley | Transforming Education | October 2019

About TransformEd’s Series on Fostering Strong Relationships Transforming Education has developed the SEL Integration Approach to guide classroom educators in how to integrate social-emotional learning (SEL) into academic curriculum and daily classroom routines through six key components. One of the foundational components in our approach is Strong Relationships: Intentionally building connections with students, having a personal regard for them as individuals, and facilitating meaningful peer interactions. In order to further understand what educators can do - and are doing - to build strong relationships, TransformEd has produced a series of briefs or “stories from the field” that are intended to share student and educator perspectives about developing and sustaining strong relationships within the classroom and throughout the school. These briefs emerged after a series of visits to school campuses across the country in which students reported having strong social-emotional skills and favorable perceptions of the school environment. The goal of these visits was to learn directly from students, teachers, and administrators about the practices and supports being implemented that may be leading to more favorable school culture and stronger student social-emotional competencies and mindsets. In this series, we draw from what we learned about fostering strong relationships through our conversations and on-site observations at these schools. These briefs are grounded in student, teacher, and leader voice; present the latest research on the importance of building strong connections in the classroom and school; and provide additional resources that school teachers and leaders can easily implement in their schools to foster stronger relationships with students, among students, and with staff. This brief focuses on ways teachers can develop and sustain strong relationships with their students, based on the theoretical underpinnings of the importance of this component, the perspectives of educators and students in the schools we visited, and evidence-based best practices.

1 • Stories from the Field

Why do teacher-student relationships matter? Strong, positive relationships between teachers and students in the classroom are fundamental to promoting student engagement, social-emotional development, and academic growth. 1 Teachers can foster such relationships by establishing personal connections with their students, making sure their students feel cared for and supported, establishing high expectations for student success, and providing constructive guidance to ensure their students are meeting those expectations. 2 When students have the emotional security brought about by meaningful connections with their teachers, they can immerse themselves more fully into their learning. 3 Studies suggest that warm and trusting teacher relationships are associated with positive school outcomes –including increased effort, academic self-efficacy, and better grades and standardized test scores. 4,5 Moreover, positive teacher-student interactions have been found to result in fewer disruptive behaviors from students and longer periods of engaged academic time. 6 Teachers also benefit from having strong relationships with students. A recent study found that teachers who felt positive connections with their students were more likely to report experiences of joy and less likely to report feelings of anxiety and anger. 7 Furthermore, positive teacher-student relationships motivate teachers to dedicate more time and resources to promote their students’ success. 8 From early school experiences, teachers can provide students with the support they need in order to explore and adapt to their learning environment. These connections continue to be valuable through transitions into more advanced grades, as supportive relationships with teachers help maintain students’ interest in academic activities and foster positive peer relationships. 9,10 Overall, positive connections with teachers can promote students’ academic and social-emotional wellbeing, safety, and belonging in learning environments that can have long-term impacts on social and academic outcomes. 11,12,13

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Given these benefits, the importance of building strong teacher-student relationships in the classroom cannot be underestimated. While developing strong relationships may come easier with some students than others, it is important for teachers to use a variety of strategies to find ways to connect meaningfully and authentically with all students. By finding different approaches and learning what works for each individual, teachers will be able to connect with a greater number of students. 14 The next two sections of this brief offer insights from students and teachers about their experiences with building relationships and provide promising practices teachers can use to foster positive relationships with their students.

I think the teachers really pay attention and they really want to make sure that we’re okay. I like that.

”

ANTHONY UPPER ELEMENTARY STUDENT

2 • Stories from the Field

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What do students and teachers say about building positive teacher-student relationships? In seeking to learn more about what makes a learning environment conducive to positive social-emotional development, we identified six school campuses across the country in which students reported having strong social-emotional skills, a strong sense of belonging, and strong connections with their teachers. We then talked to both students and teachers in grades 4-6 about their relationships with one another. Several themes arose in those conversations that suggested how and why teachers and students felt connected. For example, in one student’s words, their school was described as a place where “Adults treat us awesomely!” In this section, we share more of what we heard and learned. Making time to check-in with students can have a meaningful impact on them. Teachers and students that we spoke to talked about the importance of connecting with each other on a personal level.

My teacher…asked me what’s wrong and she gave me a hug and asked me if I wanted to talk to her about it. And, if I needed to go into the hallway and have a minute, then I could.

”

CLAIRE UPPER ELEMENTARY STUDENT

Students expressed the importance of having teachers recognize if they were having a hard day or needed help navigating difficult emotions. One student said, “When something really troublesome happened at home, I came to school the next day. When I came in, my teacher asked me to her desk and asked me what’s wrong and she gave me a hug and asked me if I wanted to talk to her about it. And, if I needed to go into the hallway and have a minute, then I could.” Checking in with students intentionally like this communicates to students that adults in their school are available to help them. For teachers, helping students address what was on their minds was an important component of supporting the student in making space to focus on their academic activities. Using positive approaches to help students navigate setbacks in behavior, learning, and peer interactions goes a long way. Teachers and students highlighted positive approaches to resolving conflicts or addressing challenges in the classroom. One teacher explained, “We talk about consequences, and what's the better decision, and how we're going to try not to do that next time. Just problem solve together. I'm like, ‘Okay, well what can we do better next time? What should we have done?’” This approach to problem solving was recognized by students as a welcome experience that offered the opportunity to do better, while treating students with kindness and patience. “[The teachers] support you to try again and try and regroup,” explained one student. Additionally, engaging students in finding solutions that aligned with shared classroom community expectations, norms, and values helped to frame conversations that made the goal for alternative behaviors more evident to the student.

3 • Stories from the Field

Building relationships is also about creating a welcoming classroom environment that can be achieved through personal connection and engaging in fun moments. Teachers discussed the importance of sharing stories about themselves as well as inviting humor into the classroom and finding moments to laugh with their students. Making room for joy and celebration were important elements of making students and teachers feel connected. One teacher explained, “I'm a very tough teacher, and school is very serious, but we have to have fun too. Little things like that [help] us connect on a different level.” Students agreed, often describing their experiences and communities as positive, inviting, and “fun.” One student reflected, “A lot of teachers can be serious, but a lot of them are actually really fun once you get to know them.” SEL CONNECTIONS Helping students find ways to cope with overwhelming emotions and persist through challenges is also great for supporting students through self-regulation. Some examples from the classrooms we visited included having students sketch a drawing or take deep breaths when they felt stuck in the middle of a problem. As one teacher said, “[We] teach strategies to help support kids when they're in … those different zones so that they can learn to regulate and come back to safe space.” Find additional strategies to support students’ self-regulation here. In this section, we recommend strategies to implement in the classroom to build and sustain strong relationships with students. This list is by no means exhaustive; the strategies described are ones that we’ve observed implemented well in our partner schools, that align with research on best practices, and that can be integrated seamlessly into daily activities with little additional time required. DEMONSTRATE CARING As students shared, it mattered to them that their teachers noticed how they were doing and showed that they cared about them. Spend time showing students care and concern through warm greetings and by checking in with them. Invite a positive connection from the moment students enter the classroom by standing at the door to greet them. 15 When you see students show strong emotions (whether excited, angry, or anything in between), check in with them with a quick, “What’s going on?” (Consider whether the check-in should occur in front of the entire class or in a more confidential setting.) Make sure to listen intently, sincerely, and with empathy, to help students feel seen and heard. Find additional strategies to demonstrate caring here. 16 What strategies can be integrated into the classroom easily to build stronger relationships with students?

4 • Stories from the Field

FINDING SIMILARITIES Teachers and students talked about the importance of getting to know one another on a personal level. Finding shared interests can help facilitate conversations and build relationships. Ask students questions about themselves to discover what you share in common with them. A recent study found that when a teacher found five similarities with their students’ responses in a “Get to Know You” survey, teachers rated those relationships more positively. 17 When teachers learned about those commonalities, their students earned higher grades in class. Learn more about the study here. 18 THE TWO-MINUTE RELATIONSHIP BUILDER Being more intentional and aware about connecting with all students can help build the foundation for equitable classroom practices and collaborative problem-solving with each child. The “Two-by-Ten” strategy is described as, “a way to not only break the ice but also form the foundation for a sustainable relationship—and better classroom behavior.” 19 Teachers who have used this strategy have found it particularly helpful to engage students with whom they are having a hard time connecting due to behavioral challenges. To use this strategy, teachers spend two minutes a day getting to know a student for ten consecutive days. By having at least one teacher or staff member use this plan with every student at the school, it offers all students the opportunity for positive connection with an adult at their school, which can encourage a sense of safety and security. During these points of connection, teachers seek to learn more about students outside of the classroom, for example, about their hobbies, favorite foods, or after school activities. Read more about how other teachers have used the strategy here. 20 What have we learned? Fostering positive teacher-student relationships helps create environments conducive to optimal learning experiences and social-emotional wellbeing. From speaking with teachers and students, we learned that taking the time to check in, using positive approaches that demonstrate kindness and patience, and incorporating fun in the classroom can help students feel more connected and valued by their teachers. While building these kinds of relationships takes time, by incorporating small, intentional practices into the day, teachers can find ways to strengthen their relationships and have a positive and long-lasting impact on the whole child.

Additional Resources to Explore

“How to Build Relationships Quickly” by Eyka Stephens & William Sprankles.Offers a list of simple, quick practices and practical advice to help create an authentic teacher-student connection. “Improving Students’ Relationships with Teachers to Provide Essential Supports for Learning” by Sara Rimm Kaufman and Lia Sandilos. Offers more information about the impact of strong teacher-student connection, as well as “Do’s and Don’ts” to cultivating positive relationships. “Developing Positive Teacher-Student Relations” by Mark Boynton and Christine Boynton. Offers strategies to integrate into everyday interactions with students. Learn more about the importance of strong relationships and other key components for fostering optimal social-emotional learning (SEL) with Transforming Education’s SEL Integration Approach by clicking here.

5 • Stories from the Field

References

1. Rimm-Kaufman, Sara & Sandilos, L. (2019). Improving Students’ Relationships with Teachers. Retrieved from https://www.apa.org/education/k12/ relationships 2. Rimm-Kaufman, Sara & Sandilos, L. (2019). Improving Students’ Relationships with Teachers. Retrieved from https://www.apa.org/education/k12/ relationships 3. Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association. 4. Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school. Child Development, 60(4), 981. 5. Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. The Journal of Early Adolescence, 13(1), 21-43. 6. Cook, C. R., Grady, E. A., Long, A. C., Renshaw, T., Codding, R. S., Fiat, A., & Larson, M. (2017). Evaluating the Impact of Increasing General Education Teachers’ Ratio of Positive-to-Negative Interactions on Students’ Classroom Behavior. Journal of Positive Behavior Interventions, 19(2), 67 77. https://doi.org/10.1177/1098300716679137 7. Hagenauer, G., Hascher, T., & Volet, S. E. (2015). Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education, 30(4), 385-403. 8. Hamre, B. K., & Pianta, R. C. (2001). Early teacher child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638. 9. Wentzel, K. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202–209. 10. Hamre, B. K., & Pianta, R. C. (2006). Student Teacher Relationships. In G. G. Bear & K. M. Minke (Eds.), Children's needs III: Development, prevention, and intervention (pp. 59-71). Washington, DC, US: National Association of School Psychologists.

11. Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association. 12. Berry, D., & O'Connor, E. (2009). Behavioral risk, teacher-child relationships, and social skill development across middle childhood: A child-by environment analysis of change. Journal of Applied Developmental Psychology, 31(1), 1-14. 13. McCormick, M. P., & O'Connor, E. E. (2014). Teacher-child relationship quality and academic achievement in elementary school: Does gender matter? Journal of Educational Psychology, 107(2): 502-516. 14. Gehlbach, H. & Robinson, C. D. (2016). Commentary: The Foundational Role of Teacher Student Relationships. In K. Wentzel & G. Ramani (Eds.) Social Influences on Social-Emotional, Motivation, and Cognitive Outcomes in School Contexts (pp. 230-238). United Kingdom: Informa. 15. Terada, Y. (2018). Welcoming students with a smile. Retrieved from https://www.edutopia.org/article/ welcoming-students-smile. 16. Cox, J. (n.d.). Teaching strategies to show students that you care. Retrieved from https://www.teachhub. com/teaching-strategies-show-students-you-care 17. Gelbach, H. & Robinson, C. (2016). Creating birds of a feather: The potential of similarity to connect teachers and students. Retrieved from http://www. aei.org/wp-content/uploads/2016/08/Creating-Birds of-a-Feather.pdf 18. Gelbach & Robinson (2016). 19. McKibben, S. (2014). The Two-Minute Relationships Builder. Retrieved from http://www.ascd.org/ publications/newsletters/education_update/jul14/ vol56/num07/The_Two-Minute_Relationship_ Builder.aspx 20. McKibben, S. (2014).

6 • Stories from the Field

Introduction to Self-Efficacy

Overview Self-Efficacy is the belief in one’s ability to succeed in achieving an outcome or reaching a goal. i,xi This belief, specific to a task or an area of knowledge or performance, shapes the behaviors and strategies that help one pursue their goal. i High self-efficacy reflects confidence in the ability to exert control over one's own motivation, behavior, and environment and allows students to become advocates for their own needs and supports. Decades of research show that self-efficacy is a valid predictor of students’ motivation and learning. ii Students with high levels of self-efficacy participate more in class, work harder, persist longer, and have fewer adverse emotional reactions when encountering difficulties than students with lower self efficacy. ii High self-efficacy can also motivate students to use specific learning strategies and to engage in self-directed learning. iii Why This Matters: Self-efficacy is an important skill that can boost student achievement and emotional health and wellbeing. Better Goals: Students who are confident that they have sufficient control over their environments that allow them to accomplish certain tasks are more likely to set challenging goals and commit themselves to achieving them. iv Perceived self-efficacy toward a particular task is a better predictor of success than actual ability. v In a study of math effort, regardless of ability level, students with high self-efficacy completed more problems correctly and reworked more of the ones they missed. v

Motivation to Succeed: Self-efficacy affects how much effort students put forth and how long they preserve when tasks are challenging vi because students with high self-efficacy understand that they, more than other people or circumstances, determine outcomes and future results. For 9 th and 10 th grade students, academic self-efficacy predicted final course grades and the types of goals that students set for themselves. vii

Figure 1. Model of Self-Efficacy i

Openness to Risk: Strong self-efficacy leads students to take chances in their work, exploring topics and subjects that are new to them since students who are confident in their abilities to perform and to react to challenges are less worried about failure. vi This extends beyond class, as students with high self-efficacy are more likely to consider a variety of career options as worth pursuing. Once a path is chosen, they also tend to prepare more and show persistence in pursuing their goals. viii Sample questions we asked students in the CORE Spring 2014 SEL Pilot: How confident are you about the following at school:

• I can earn an A in my classes • I can do well on all my tests, even when they’re difficult • I can master the hardest topics in my classes • I can meet all the learning goals my teachers se

© 2017 Transforming Education This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/. 1

Differentiating Between Self-Esteem, Self-Efficacy, and Growth Mindset ix,x,xi,xii

Self-Esteem

Self-Efficacy

Growth Mindset

Definition

Refers to a person’s more general sense of self worth.

Refers to a person’s belief that she can do what’s necessary to successfully achieve a specific goal or task.

Refers to the belief that one’s abilities can change over time as a result of effort, perseverance, and practice.

What does this answer?

Who am I? What is my worth? “I am a competent person and a good learner...”

Can I do this?

Can I grow in this area?

“ … and I have confidence that I can master linear equations;”

Example

“although I haven’t mastered it yet, I know that I can get better at it if I study hard, try new strategies, and seek out help.”

Relationship to Self-Efficacy

High self-efficacy and a growth mindset across various goals can contribute to overall positive self-worth (i.e., self-esteem).

Having high self-efficacy with a growth mindset can help a student navigate setbacks successfully because they continue to have the confidence that they can ultimately achieve their goal (self-efficacy) by increasing their effort and abilities (growth mindset).

© 2017 Transforming Education This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/. 2 vi Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist , 28 (2), 117-148. vii Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American educational research journal, 29(3), 663-676. viii Lent, R. W., Brown, S. D., & Larkin, K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of counseling psychology , 33 (3), 265. ix Hajloo, N. (2014). Relationships Between Self-Efficacy, Self-Esteem and Procrastination in Undergraduate Psychology Students. Iranian Journal of Psychiatry and Behavioral Sciences , 8 (3), 42–49. x Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development , 78(1), 246-263. xi Nagaoka, J., Farrington, C. A., Roderick, M., Allensworth, E., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2013). Readiness for College: The Role of Noncognitive Factors and Context. Voices in Urban Education , 38 , 45-52. xii Orth, U., Robins, R. W., & Widaman, K. F. (2012). Life-span development of self-esteem and its effects on important life outcomes. Journal of personality and social psychology , 102(6), 1271. i Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review , 84 (2), 191; Maddux, J. E., & Gosselin, J. T. (2003). Self-efficacy. The Wiley Handbook of Positive Clinical Psychology, 89-101. ii Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman; Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology , 25(1), 82-91. iii Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of educational psychology , 82 (1), 51; Zimmerman, B. J., Bandura, A., & Martinez Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American educational research journal , 29 (3), 663-676. iv Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational behavior and human decision processes , 50 (2), 248 287. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist , 28 (2), 117-148. v Collins, J. L. (1982, March). Self-efficacy and ability in achievement behavior . Paper presented at the meeting of the American Educational Research Association , New York. Bandura, A. (1989). Human agency in social cognitive theory. American psychologist , 44 (9), 1175.

Introduction to Self-Management

Overview Why This Matters: Higher self-management in young children is correlated with positive outcomes such as high school completion and higher income levels later in life. Lower self-management is correlated with chronic health problems, financial difficulties, substance abuse, and criminal involvement. Self-management, which is also referred to as “self-control” or “self-regulation,” is the ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, delaying gratification, motivating oneself, and setting and working toward personal and academic goals. i Students with strong self-management skills arrive to class prepared, pay attention, follow directions, allow others to speak without interruption, and work independently with focus.

Types of Self-Management Strategies Self-Management involves doing something different now (e.g., resisting a distraction, avoiding an undermining behavior, seeking out a different situation, etc.) in order to accomplish a goal later. That requires students to: o Think about the future they hope to reach (e.g., earn an A on a project, get the second marshmallow, etc.) o Think about how they approach situations and make decisions. The most effective strategies are proactive: o They involve action long before the distraction or decision point occurs. o They can be practiced repeatedly long before they are needed. I. Situation-Oriented Strategies – typically require lead time to put in place o Choose the situation: Choose to be in places or with people who help you manage yourself • E.g. hang out with students who are working diligently; take a route home that avoids the mall; etc. o Modify the situation: Modify a situation you can’t avoid

Research Findings Show the Importance of Self-Management Better Life Outcomes: A three-decade longitudinal study showed that stronger self management skills in children between ages 4-11 were correlated with key adult outcomes, including high school and college completion, financial stability, life satisfaction, and parenting skill. Lower self management was correlated with alcoholism and drug abuse, credit problems, and criminal involvement. ii Improved Test Scores: Walter Mischel’s “Marshmallow Test” showed that pre schoolers’ ability to delay gratification correlated with a range of outcomes later in life. Children that resisted eating one treat immediately in order to get two treats later scored higher on the SATs (controlling for IQ) than their peers who were not able to wait. The delayers were rated by parents as more academically and socially competent. They were also more able to focus, plan ahead, and deal with stress. These traits continued to be true even four decades after the original test. iii Fewer Dropouts: One recent report demonstrates that, controlling for academic achievement, children with stronger self management skills at age 4 were almost 40% more likely to complete college by age 25. iv

• E.g., sit at the front of the class instead of in the back with distracting friends; walk away from a fight that’s about to happen; set artificial early deadlines to ensure work gets done on time; etc.

II. Cognitive Strategies – may require lead time or be implemented immediately

o Change your attention: Attend to aspects of a situation that reduce temptation or increase focus on a goal. • E.g. track the speaker in class; focus on

© 2015 Transforming Education This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/. deep breathing in an emotionally charged situation; etc. o Change how you think about a situation or a choice: Make a distraction less appealing or make the long-term goal more appealing.