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Thumbs up for the go getters song1/10/2023 Conduct a post-test of how they currently feel. Take a break and repeat the process for 20 seconds. Then breathe in and out quickly for ten seconds. Ten would indicate they feel alert and focused in the present moment with what is happening in the class. One indicates they are tired and their mind is wandering all over the place. On a scale of 1-10, have the students rate their internal states in regard to their ability to attend and stay alert. For example, “We must stretch with our dreams but we must take action on the earth to make them happen.” Exhale and reverse your arms.” Relate to whatever you are discussing in class or a life lesson. “Inhale slowly as you reach your right arm up toward the sky and your left arm down toward the earth. One item you will commit to doing this weekend that relates to school. Turn to a peer and tell them (fill in the blank with a request for information).” Examples: What you intend to take as electives. Now, inhale as we raise our arms above our heads. Examples: “If you are ready for today’s thought of the day, then exhale slowly.” “If you are ready for the homework assignment, take a deep breath in and hold it.” “If you are ready for (activity), then (breath style) slowly.” This can be followed by a simple group chant. Make sure your exhale is longer than your inhale. You, as the teacher, model the breathing and the pace. The higher the oxygen levels in the brain, the better you can focus and stay alert. That was helpful!”Īdditional images of Ways to be Helpful can be found in Shubert’s School.īreathing boosts oxygen levels in the brain. If Chance chooses to help Carlos, you could highlight this by saying to the School Family: “Chance, you showed Carlos how to do today’s math problem one step at a time so he would understand how to do his homework when he gets home. Would you be willing to help Carlos by showing him how to do today’s math problems?” To Chance you say: “Chance, you have a real talent for math. He understands the math concepts and can explain them to others. That was helpful!”Ĭhance: Chance would rather do math than do almost anything. If Caroline chooses to help Carl, you could highlight this by saying to the School Family: “Caroline, you helped Carl look up words so he would be successful with his spelling work. Are you willing to help Carl learn how to copy words off the word wall and look up words he’s having trouble with?” To Caroline you say: “Your love of spelling shows in your success. She is able to spell or look up almost any word she needs. She meticulously copies all the words off the word wall into her personal spelling dictionary. Encouragement Summary chevron-up chevron-down chevron-rightġ - Power of Unity chevron-up chevron-down chevron-rightĢ - I Love You Rituals - Your Guide For Meaningful Connections chevron-up chevron-down chevron-rightģ - Rubin's Story chevron-up chevron-down chevron-rightĤ - Activity to Encourage Kindness, Helpfulness and Compliance Through Noticing chevron-up chevron-down chevron-rightĥ - Teachers Encouraging Students chevron-up chevron-down chevron-rightĦ - Activity to Encourage Children's Strengths Through Noticing chevron-up chevron-down chevron-rightħ - The "I See Song" chevron-up chevron-down chevron-rightĨ - Connecting Rituals chevron-up chevron-down chevron-rightĩ - Brain Breaks chevron-up chevron-down chevron-rightġ0 - Kindness Tree chevron-up chevron-down chevron-rightġ1 - School-wide Kindness Tree chevron-up chevron-down chevron-rightġ2 - How to Use Jobs chevron-up chevron-down chevron-rightĪctivity to Encourage Children’s Strengths Through NoticingĬaroline: Oh, how she loves to spell.
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