How can you help students develop life skills, such as social skills, emotional literacy, and self-discipline? What will you do to help students learn to work together? How will you help them understand their emotions? How will you help them communicate? How will you help them deal with conflict?
SELF-DISCIPLINE PYRAMID
Self-Discipline Pyramid was designed by Villa, Thousand & Nevin (2010, p. 173).
To learn life skills youth need to see a model, practice the skill, understand the skills relevance now and in their future.
Tools for the Life Skills part of the pyramid come from Social Skills, Emotional Literacy and Problem Solving.
To learn life skills youth need to see a model, practice the skill, understand the skills relevance now and in their future.
Tools for the Life Skills part of the pyramid come from Social Skills, Emotional Literacy and Problem Solving.
Social Skills are interaction & communication skills
As Daniel Wendler explains in his TEDx Talk, we all could benefit from learning social skills, some more than others. He talks from experience.
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Free Social Skill Resources
- Daniel Wendler's website Improve Your Social Skills
- Skills You Need: Helping you develop life skills website provides free personal, interpersonal, leadership, presentation, writing and numeracy skills curriculum.
- Shapiro, Lawrence, E. (2004). 101 Ways to Teach Children Social Skills: A ready to use, reproducible activity book. The Bureau For At-Risk Youth, Unites States.
- Peace Builders Program Strategies
Emotional Literacy was coined by Claude Steiner (1979).
In Emotional Literacy: Intelligence with a Heart, Steiner (2002) states:
1. Emotional literacy is love-centered emotional intelligence.
2. Loving (oneself and others) and being loved (by oneself and others) are the essential conditions of emotional literacy.
3. The capacities of loving and accepting love, lost to most people, can be recovered and taught with five precise, simple, transactional
exercises.
a. Knowing your own feelings
b. Having a heartfelt sense of empathy
c. Learning to manage our emotions
d. Repairing emotional damage
e. Putting it all together
4. In addition to improving loving skills, emotional literacy training involves three further skills of increasing difficulty; each one is
supported by a further set of transactional exercises.
5. These skills are:
a. Speaking about our emotions and what causes them,
b. Developing our empathic intuition capacity, and
c. Apologizing for the damage caused by our emotional mistakes.
See Claude Steiner's Emotional Literacy Training
In Emotional Literacy: Intelligence with a Heart, Steiner (2002) states:
1. Emotional literacy is love-centered emotional intelligence.
2. Loving (oneself and others) and being loved (by oneself and others) are the essential conditions of emotional literacy.
3. The capacities of loving and accepting love, lost to most people, can be recovered and taught with five precise, simple, transactional
exercises.
a. Knowing your own feelings
b. Having a heartfelt sense of empathy
c. Learning to manage our emotions
d. Repairing emotional damage
e. Putting it all together
4. In addition to improving loving skills, emotional literacy training involves three further skills of increasing difficulty; each one is
supported by a further set of transactional exercises.
5. These skills are:
a. Speaking about our emotions and what causes them,
b. Developing our empathic intuition capacity, and
c. Apologizing for the damage caused by our emotional mistakes.
See Claude Steiner's Emotional Literacy Training
Creating Emotional Literate Classrooms
Brackett, Marc A., Kremenitzer, Janet Prickard. (2011). Creating Emotional Literate Classrooms: An introduction to the RULER approach to social and emotional learning, Port Chester, NY: Dude Publishing.
Brackett, Marc A., Kremenitzer, Janet Prickard. (2011). Creating Emotional Literate Classrooms: An introduction to the RULER approach to social and emotional learning, Port Chester, NY: Dude Publishing.
Brackett & Kremenitzer's Blueprint
is a step by step RULER approach
to develop emotional literacy:
1. Recognizing
2. Understanding
3. Labeling
4. Expressing
5. Regulating
is a step by step RULER approach
to develop emotional literacy:
1. Recognizing
2. Understanding
3. Labeling
4. Expressing
5. Regulating
PROJECT A.W.A.R.E. (Attitude When Angry and Resolving Emotional) is offered through Vista Unified School District to teach emotional literacy to youth.
The project focuses on social skills, self-examination, & problem solving.
Project Aware Leader, Reggie Washington & Project AWARE student leaders will be guest speakers from Vista.
The project focuses on social skills, self-examination, & problem solving.
Project Aware Leader, Reggie Washington & Project AWARE student leaders will be guest speakers from Vista.
Goldstein, Glick and Gibbs (1998) developed a cognitive behavioral intervention tool called ART® (Aggressive Replacement Training®) which includes: Skill-Streaming (the behavioral component), Anger Control Training (the emotional management component) and training in Moral Reasoning (the value component). The program uses a Prosocial Curriculum originally designed by Goldstein.
PROBLEM SOLVING
Youth need to be taught tangible strategies to problem solve.
The following discipline books provide strategies to teach problem solving.
Youth need to be taught tangible strategies to problem solve.
The following discipline books provide strategies to teach problem solving.
Conflict Transformation
Lederach, John Paul. (2003). The Little Book of Conflict Transformation: Clear articulation of guiding principles by a pioneer in the field. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
Lederach, John Paul. (2003). The Little Book of Conflict Transformation: Clear articulation of guiding principles by a pioneer in the field. The Little Books of Justice and Peacebuilding Series. Intercourse, PA: Good Books.
Discipline that Restores
Claassen, R. & Claassen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. South Carolina: Booksurge Publishing.
Ted Wachtel, (2013). Defining Restorative, International Institute of Restorative Practices. Retrieved from
file:///Users/aelsbree/Downloads/Defining-Restorative%20article.pdf
Fronius, Trevor. Persson, Hannah., Guckenburg, Sarah., Hurley, Nancy. & Petrosino, Anthony. (2016). Restorative Justice in US Schools: A Research Review, West Ed. Retrieved from
file:///Users/aelsbree/Downloads/RJ%20in%20US%20schools--a%20research%20review.pdf
Defining
Lost at School
Greene, Ross W. (2008 or 2015). Lost at School: Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York, NY: Scribner.
This presents Collaborative Problem Solving that is positions a student to be part of the problem solving.
Collaborative Problem Solving Resources
Plan B Cheat Sheet
http://www.livesinthebalance.org/sites/default/files/Plan%20B%20Cheat%20Sheet%20022916.pdf
Drilling Cheat Sheet
http://www.livesinthebalance.org/sites/default/files/DrillingCheatSheet216.pdf
Collaborative Problem Solving Research
http://www.livesinthebalance.org/research
http://www.thinkkids.org/learn/research/
Greene, Ross W. (2008 or 2015). Lost at School: Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York, NY: Scribner.
This presents Collaborative Problem Solving that is positions a student to be part of the problem solving.
Collaborative Problem Solving Resources
Plan B Cheat Sheet
http://www.livesinthebalance.org/sites/default/files/Plan%20B%20Cheat%20Sheet%20022916.pdf
Drilling Cheat Sheet
http://www.livesinthebalance.org/sites/default/files/DrillingCheatSheet216.pdf
Collaborative Problem Solving Research
http://www.livesinthebalance.org/research
http://www.thinkkids.org/learn/research/