Anna Toole
▪ 7 years in Dorchester District Two
- 5th grade ELA, Math/Science/Social Studies, Gifted and Talented
▪ 1 year in Charleston County
- 2nd-5th grade Math Interventionist
▪ 1 year in the Diocese
- K3-8th grade Physical Education
▪ “If you have a child’s heart, you have a child’s mind.”
Created by Flip Flippen
▪ It is a set of processes that supports social-emotional learning in the classroom. Capturing Kids' Hearts provides a system to build a positive classroom environment through positive student relationships.
Affirmations
E - Engage
X - X-plore
C - Communicate
E - Empower
L - Launch
▪ Greet the students at the door at the beginning of each class
▪ Start the day with a positive greeting, affirm each student, welcome the students into the class, and give them your full attention first thing
▪ Model social and professional skills
▪ Facial Expression
▪ Tone of Voice
▪ Handshake
▪ Dress/Grooming
▪ Energy
▪ Eye-Contact
▪ Level of Relaxation
▪ Posture
▪ Get in touch with where the students are personally, emotionally, and academically.
▪ Students are our "customers."
We must identify their needs before we can serve them effectively.
▪ A successful x-ploration can only take place in a secure environment.
▪ The skills we use when we x-plore with our students are much like those of a counselor:
▪ Listening
▪ Attending
▪ Conveying empathy
▪ Probing
▪ Asking open-ended questions
Leaders start each session with good things.
Why? - Show interest in the students
- Set a positive tone
- Teaches the leadership skills of positive thinking
How? - 3/5 minutes only
- Call on different students throughout the week
- Ask questions to show interest
Communicate:
▪ Communication of the content of the class. The teacher addresses the needs discovered in the previous step.
▪ This is a two-way process. It is a dialogue between teacher and students. This requires the teachers to be a facilitator and resource to the class.
▪ A certain degree of order is necessary, but flexibility and creativity are essential. Teachers must be able to communicate the content in a way that is captivating, creative, and responsive to their audience.
▪ A very important task in this step is the ability to translate what is being taught into real world benefits.
55% of every message is communicated through the use of body language.
38% of every message is communicated through your tone of voice.
Messages that miscommunicate:
- Multi-tasking
- Rapid walking
- Sarcasm
7% of every message is communicated by your words.
▪ Square up
▪ Open posture
▪ Lean in
▪ Eye contact
▪ Respond
Empower:
▪ Empowerment occurs when students gain the ability to "use and do" the things they have been taught.
▪ The students learn information or a technique in the Communication step, and then in this step, they practice and apply what they have learned until it becomes a skill.
▪ A key to this step is to build an atmosphere of trust in which the students feel free to fail while going through the learning process.
▪ With the class social contract in place, everyone knows the ruleswhat is acceptable and what is not, as well as the consequences.
▪ DEFINITION: An agreement of behavior
▪ GOAL: A self-managing group
▪ The social contract does not take place of consequences or procedures. These need to be outlined and taught separately.
▪ Modeling is key!
▪ Each class needs its own contract. Ownership is very important for the success of the social contract.
1) How do you want to be treated by me (leader)?
2) How do you want to be treated by each other?
3) How do you think I (leader) want to be treated by you?
4) How do you want to treat each other when there is conflict?
▪ For Grades 3-12:
- Put four or five students in a group
- Give each group the 4 social contract questions - Have the group narrow their list to the top 5 responses
▪ For pre-school- 2nd grade or special education: - It can be processed as a whole group
- You don't have to do all 4 questions at one time if attention span is an issue
▪ Don't number the responses
▪ Have one continuous list
▪ Use key words/phrases
▪ Write largely enough to be read from across the room
▪ Everyone signs the contract!
▪
*Reminder* it is a living and working document
Three things must be part of the contract in order to be successful:
•Effort/Participation
•Listening
•No put downs
1) What are you doing?
2) What are you supposed to be doing?
3) Are you doing it?
4) What are you going to do about it?
▪ Initially ask the question only two times
▪ Create silence
▪ Give genuine affirmation about the person
▪ If you don't get an appropriate answer say, "You may either answer the question or you are choosing a consequence."
1) How are you talking to me/him/her?
2) How are you supposed to be talking to me/him/her?
3) Were you doing it?
4) So how are you going to talk to me/him/her?
▪ Don't move to the next question until you get an appropriate answer to the question you are asking.
▪ Don't bail them out by giving them the answer or part of the answer.
▪ Don't approach the student when your buttons are pushed.
Launch:
▪ Launching is the way teachers end a classroom experience and the way they send their charges forth to face the future.
▪ Launch (according to Webster):
- Send forth with some force
- To start a person on some course, career, or enterprise
▪ What did we do and discuss today?
▪ What is its relevance to you, both now and for your future?
▪ How are you going to use these skills before our next class?
▪ What will result if you don't use these skills?
▪ What will result if you do use these skills?
Jam Board
