Active listening, assertive expression, and boundary-setting strategies for interpersonal success. Develops proficiency in conflict mediation, cooperative teamwork, and the cultivation of healthy romantic and platonic connections.
A collection of interactive coloring pages and visual guides focusing on impulse control, positive communication, and conflict resolution for social-emotional learning.
Students apply their expanded emotional vocabulary in simulated social situations, practicing the 'Vocabulary Role Play' strategy to solidify language acquisition through performance and interaction.
Builds a robust emotional vocabulary by systematically identifying, recording, and interacting with new words that describe complex feelings.
Employs graphic organizers, color-coding, and images to help students map the physical and situational connections to their feelings.
Uses gestures, facial expressions, and slowed speech to demonstrate emotional vocabulary and social interactions, making language comprehensible for ELLs.
Establishes daily signals and routines for students to communicate their emotional state and readiness for learning, providing a safe and predictable classroom environment.
A social-emotional learning lesson for preschoolers focused on distinguishing between bossy and kind voices, and practicing asking instead of telling using a traffic light visual system.
A comprehensive lesson introducing students to various coping strategies through interactive stations and a group bingo game. students will explore problem-solving, movement, art, and breathing techniques to manage their emotions.
The final lesson introduces Step 5 (Reflection) and reviews the entire process. Students celebrate becoming 'Master Problem Solvers' through a series of review challenges.
Teaches students how to enter a play group effectively using the problem-solving steps. Students learn to watch, wait, and ask to join while applying the solution squad techniques.
Focuses on the social skill of asking for a turn. Students practice the full process and focus on the language needed to make a polite request.
Teaches students about personal space and boundaries using Step 4 (Try the best solution). Students learn 'The Bubble' concept and practice physical boundaries through role-play.
Focuses on Step 3 (Brainstorming) using sharing and turn-taking as the core scenario. Students learn that there are many ways to solve a problem and practice generating ideas together.
Introduces the 'Solution Squad' and the first two steps of problem-solving: stopping to identify the problem and naming feelings. Students practice identifying big and small problems using simple visual icons.
A review and celebration of learning where students receive visual reminders for their desks and earn their Body Boss diplomas.
Teaches students how to keep their feet in their own space and move safely through the school environment.
Focuses specifically on how hands can be used safely and kindly, featuring a sorting activity to distinguish between safe and unsafe choices.
Introduces the concept of being a 'Body Boss' and the importance of having a safe and kind body using the Whole-Body Listening framework.
Applies regulation tools to social situations, including conflict resolution steps and handling unkind behavior or bullying.
Focuses on practical tools for regulation: deep breathing, mindfulness, and the 'I' Statement tool.
A review and celebration of problem-solving skills with mixed practice scenarios.
Learning how to handle accidental bumps, spills, or broken items using the five steps.
Understanding personal space boundaries and how to solve problems when space is invaded.
Using problem-solving skills to successfully join a group of friends who are already playing.
Applying the problem-solving steps to sharing toys and materials with friends.
Introduction to the five problem-solving steps: Stop/Think, Say Feelings, Brainstorm, Try, and Reflect.
A gentle, scripted lesson designed for preschool students to learn how to identify 'big feelings' (sad, mad, scared) and appropriately ask for a hug as a calming strategy.
Students practice three specific strategies for accepting "no" (Stay Calm, Say Okay, Move On) through role-play and reflective activities.
Students identify that hearing "no" is a common experience and explore the feelings that arise when they don't get what they want. They learn the 'Stop and Breathe' technique.
Una lección que explora la importancia de compartir y ser un amigo amable, centrada en ver El Pez Arcoíris y seguida de actividades creativas y de clasificación.
A culminating event where students plan and execute a simple shared activity (like a dance party or snack share). They reflect on how doing things together feels different than doing them alone.
Students present their collages to small groups, articulating why they chose specific activities. Peer listeners practice affirming others' choices.
Students learn to identify when a friend does something good and how to celebrate them (clapping, cheering). This shifts focus from self-gratification to finding joy in others' success.
Using a collage format, students select and paste images of their favorite activities onto a personal poster. This visual aid serves as a concrete reference tool.
Small groups work together to build something (block tower, art piece). The focus is on the positive feeling of achieving a goal together rather than the final product.
Students sort images of activities into 'high energy' fun (running, dancing) and 'calm' fun (reading, coloring). The class discusses how different times of day might need different types of positive activities.
The class engages in silly activities designed solely to produce shared laughter. They discuss how hearing others laugh makes them want to laugh too, introducing the concept of emotional contagion.
Students learn simple scripts and gestures to invite peers to join a positive activity, practicing inclusion and social courage.
Learners engage in a sensory station rotation to discover which sights, sounds, and textures make them feel good. They classify experiences as 'things I like' versus 'things I do not like'.
A concluding circle time where students share compliments and favorite memories to reinforce their community bond.
Students look for small ways to help others and reflect on how acts of kindness improve their own emotional well-being.
Students engage in silly activities to discover how shared laughter acts as a physical release and mood booster.
Pairs of students work together to build blocks while focusing on positive interactions like high-fives and encouraging words.
Students learn and practice simple scripts for asking a peer to play, exploring the feelings associated with inclusion.
Students reflect on their learning by creating a visual narrative of emotional change. They celebrate their new skills as 'Mood Heroes' who can help themselves feel better.
Using role-play and scenarios, students practice empathy and behavioral activation by helping characters navigate disappointments through positive activity choices.
Students identify and select specific actions to include in a personal 'coping toolkit.' They practice retrieving these 'tools' to handle common stressors or worries.
Students act as scientists to test how physical movement and silly actions change their internal energy and mood. They observe the immediate cause-and-effect relationship between action and emotion.
Students explore the metaphor of feelings as weather and learn that just as weather changes, so can their moods. They observe how 'sunshine' activities can help clear away 'cloudy' feelings.
Students learn to identify the physical sensations associated with happiness and excitement through guided movement and mirror exercises.
A comprehensive lesson exploring the 'Brain Remote' to manage impulsive urges and use 'Power Words' for self-advocacy and conflict resolution.
Students learn to identify physical signs of anger and use the 'Emotional Backpack' metaphor to understand that everyone carries feelings.
A project-based lesson for K-3 students that uses a garden analogy to teach the impact of kindness. Students learn how positive actions spread throughout a community like pollen in a garden.
A heartwarming lesson for K-2 students exploring empathy and social interconnectedness through the metaphor of an 'invisible string' that connects us all. Students will visualize community bonds through a collaborative yarn activity and reflect on their personal connections.
A social-emotional learning and geometry lesson for K-1 students where they create a collaborative 'Kindness Quilt'. Students explore the concept of symmetry through art while building community by documenting acts of kindness.
The first of two 30-minute sessions for 6th grade. Using 'Restart' by Gordon Korman, students analyze school culture, social leadership, and the concept of a 'Social Reset'.
The first of two 30-minute sessions for 5th grade. Using 'Zero' by Kathryn Otoshi, students explore social capital as power and the specific dynamics of cyberbullying.
The first of two 30-minute sessions for 4th grade. Using 'Confessions of a Former Bully' by Trudy Ludwig, students understand the bullying circle and the roles people play in social dynamics.
The first of two 30-minute sessions for 3rd grade. Using 'Tease Monster' by Julia Cook, students categorize behavior and analyze the 'Target' vs 'Bully' power gap.
The first of two 30-minute sessions for 2nd grade. Using 'The Invisible Boy' by Trudy Ludwig, students explore social exclusion and the transition from a 'Buddy Conflict' to bullying.
The first of two 30-minute sessions for 1st grade. Using 'Trouble Talk' by Trudy Ludwig, students explore verbal bullying and the 'Seesaw' model of unequal power.
The first of two 30-minute sessions for Kindergarten. Using 'Bully B.E.A.N.S.' by Julia Cook, students learn to distinguish between accidents and bullying using the 'Purposeful' and 'Repeated' criteria.
The first of two 30-minute sessions for PK. Using 'One' by Kathryn Otoshi, students are introduced to the 'Shield Squad' definition of bullying and the concept of 'Not Fair Power'.
A fun, high-energy lesson that introduces K-2 students to the 'Citizenship' pillar of character. Students explore what it means to be a member of a community, follow rules, and protect their environment through visual slides and hands-on activities.
Reflects on personal growth and celebrates the classroom community.
Builds self-confidence and the courage to try new things.
Students synthesize their learning by creating a personal Digital Citizen Pledge and earning their Super Citizen badges.
Students practice the "Stop, Walk, and Tell" strategy to respond to unkind behavior or scary content online, focusing on seeking help from trusted adults.
Students learn to identify kind and unkind digital behaviors, focusing on the feelings of others behind the screen and the basics of cyberbullying prevention.
Using the toothpaste analogy, students learn that online actions are permanent and practice the "Think Before You Click" strategy to manage their digital presence.
Students explore how digital actions leave trails by connecting physical footprints to their digital history, emphasizing that computers remember our paths.
Students apply flexibility to social disruptions and routine changes, role-playing positive reactions to unexpected shifts in their day.
Students practice the explicit transition from 'Plan A' to 'Plan B' during collaborative building tasks, learning to pivot without emotional distress.
A physical obstacle course lesson where students must kinesthetically practice rerouting when their primary path is suddenly blocked.
Students practice viewing resources flexibly by generating alternative uses for everyday classroom objects, fostering creative problem-solving skills.
Students are introduced to the concepts of 'Rock Brain' and 'Rubber Band Brain' to distinguish between rigid and flexible thinking using physical props and simple scenarios.
Students apply verbal strategies to actual classroom transition requests using choral responses to confirm steps.
In pairs, students take turns being the 'Teacher' and the 'Student' to practice giving and repeating explicit steps.
Students engage in inhibition control activities where they must wait 5 seconds after hearing a command, repeat it, and only then act.
Moving from loud repetition to whispering, students practice 'self-talk.' They are given a single direction and must whisper it on a loop while performing the action.
Students practice the 'parrot' technique, where they must immediately repeat a single-step direction back to the speaker before moving. The lesson emphasizes that saying it locks it into the brain.
