Social Emotional Learning

天美视频 Public 天美视频 uses both Responsive Classroom, Open Circle, and PBIS (Positive Behavior Interventions and Supports)聽 to address the social and emotional needs of children.聽聽Both programs are 鈥渨oven鈥 into the fabric of each student鈥檚 day, with Responsive Classroom being an umbrella that spans across aspects of a student鈥檚 day and Open Circle being used to deliver specific, targeted lessons.聽聽The skillful implementation of both should result in the district moving closer to its goal around student resiliency and pro-social behaviors.

 

Responsive Classroom

The Responsive Classroom is a widely used research-based approach to elementary education that is designed to increase academic achievement, decrease problem behavior, improve a child鈥檚 social skills and lead to more high-quality instruction.
Its components are:
Morning Meeting
Rule Creation
Interactive Modeling
Positive Teacher Language
Logical Consequences
Guided Discovery
Academic Choice
Classroom Organization
Working with Families
Collaborative Problem Solving

 

Open Circle

Open Circle is a comprehensive, grade-differentiated social and emotional learning program for grades K-5 children, their teachers, administrators, other school staff, parents and other caregivers.
Its components are:
Teachers: Facilitation of the curriculum & focused聽classroom management techniques
Students: Learn communication skills, self-control,聽empathy, social problem solving
Staff/Parents: Extend the learning to other areas of life

 

PBIS (Positive Behavior Interventions and Supports)

In 1997, an amendment of the Individuals with Disabilities Education Act (IDEA) included the language,聽鈥,鈥 which described methods used to identify and support desired behaviors in the school setting.聽 The educational research community has been developing and studying Positive Behavior Interventions and Supports (PBIS) ever since. PBIS seeks to reduce or eliminate poor behavior school wide through the encouragement of positive behaviors.

The goal of PBIS is to create a positive聽, in which students learn and grow. However, school climate can vary widely from school to school. A number of factors affect school climate, including school location, neighborhood culture, instructional methods, student diversity, and school administration.

聽may seem like a daunting task. Employing the PBIS framework can make the task more manageable. The key to an effective PBIS implementation is an 鈥溾 mentality among teachers and administrators in a school. For PBIS to produce positive change in a school鈥檚 climate, it needs to be employed school wide and with consistency.

School climate has bearing on attendance rates, academic achievement, and graduation rates. Regardless of socioeconomic status, students in a positive school climate are more likely to have聽. In addition, positive school climate helps students to develop the social and emotional skills they will need to become productive members of society.