R & R

Every classroom needs a quiet place where children can get away if they need a little time to calm down and center themselves.

Trip to Hawaii

Put a poster of Hawaii and a beach towel in a quiet corner of the room. When the children need to calm down invite them to take a trip to Hawaii so they can rest and relax.


Just Chillin
Create a "just chillin" center with a beanbag chair, headset, silly putty, or other fidget toys.  Invite children to take a break there when they feel stressed or anxious.


Scribble Book
Provide a spiral notebook and pencils for children to express their feelings with scribbles or drawings.


Calming Bottles
Make these bottles for children to play with in the "just chillin" center. They will give them something to hold in their hands and help them relax.

Directions: Pour 1/3 to 1/2 cup of clear corn syrup in the bottle. Add a few drops of food coloring and a teaspoon of glitter. Glue on the lid. Hold the bottle and slowly move it around to coat the inside.

*Add crayon shavings to a bottle of water to help children relax and focus.

TAKE A LOOK IN THE MIRROR!

You know how much kids love to look at themselves in a mirror. Each day put a positive word or note on your classroom mirror to remind the children how special they are!

Star Student
Tape a sheet of paper to the top of a mirror. (Only tape the top.) Tell the children that your favorite student is in the mirror. Let them take turns lifting the paper to see their teacher's "favorite child."

*If a student is upset or sad ask them to look in the mirror. You might be surprised how they will smile and change their attitude!


Happy Birthday to Me
When washing their hands, remind the children to sing "Happy Birthday" to themselves twice as they look in the mirror. (That will make sure all the germs are washed away.)

Tell the Mirror
When a child says something unkind to a friend tell them to go look in a mirror and say that to themselves. How did it make them feel?

Looking through My Magic Mirror
(Tune: “Go in and out My Window”)
I’m looking through my mirror.
I’m looking through my mirror.
I’m looking through my mirror,
And I see my friend (child’s name).

*Take an old picture frame and spray paint it gold or silver. Glue on fake “jewels." Hold it in front of your face as you sing the song. Pass it to different children as you use their name in the song.




Mirror
Children love to look at themselves in the mirror, so place a mirror above the sink where children clean up.

SELF REGULATION TOOLS

A "sitter spot" and "brain toys" are tangible tools to help children self-regulate.

Sitter Spot
Cut 8” circles out of fun foam or felt and write the children’s names on them. Arrange for circle time to give children a special place to sit. Arrange spots to disperse problems and encourage social interactions. 

*Children can also use these for their “special spot” for doing quiet activities like independent reading.


Brain Toys
Fill a shoebox or basket with stress balls or knotted socks. Suggest children get a "brain toy" when they can’t keep their hands to themselves. You'll be surprised how a knotted sock can keep little hands still and help them focus.



Stress Button
Glue the hook side of Velcro to a poker chip to make a “stress button.”

Fiddlesticks
Wrap a 20” piece of string around a jumbo craft sticks. Children keep these in their desk and get them out when their hands need to fiddle.

SELF REGULATION HUG

Self-regulation is a key ingredient in SEL. These chants will help "center" children and remind them that they are the "boss" of themselves.

Brain Hug
Children repeat each line after the teacher demonstrates.

Thumbs up. (Extend arms and stick up thumbs.)
Thumbs down. (Thumbs down.)
Cross your arms. (Cross right fist over left.)
Clasp your fingers. (Clasp fingers.)
Give yourself a brain hug. (Bring clasped fingers down and up as you hug your chest.)

Criss Cross
Children say this with the teacher as they do the movements.

Criss Cross (Demonstrate how to cross legs and sit quietly.)
Be your own boss!! (Cross arms over chest.)

Hall Hug
Cross index and middle finger and wiggle as you look at a friend.

A “hand hug” can be done by placing your palm next to a partner’s palm. Wrap your thumbs around, squeeze, look in your partner’s eyes, and smile!

Secret Hands (Melinda Ainslie)
Several years ago at a workshop Melinda shared this idea. She said that when her daughter started kindergarten she came home from school and asked, “Mama, can you keep a secret? When you put your hands together like this (cross your fingers), it’s MAGIC because you can see better and hear better!”

HEART OF GOLD

There is a song of mine that you are probably familiar with called "Katalina Matalina." It's a silly song that the kids love, but there is also a special SEL lesson in her heart of gold.

https://www.youtube.com/watch?v=2OvNvMdz7BU

Katalina Matalina
Chorus: Katalina Matalina Upsadina Walkadina
Hoca Poca Loca was her name.

Her head was shaped like a baseball bat. (Point to head.)
And right on top was a funny, old hat. (Chorus)

She had two hairs in her head. (Point to hair.)
One was alive and the other was dead. (Chorus)

She had two eyes in her head. (Point to eyes.)
One was purple and the other was red. (Chorus)

She had two teeth in her mouth. (Point to mouth.)
One pointed north and the other pointed south. (Chorus)

Her neck was as long as a ten foot pole. (Point to neck.)
And right in the middle was a big, black bow. (Chorus)

Her hips were like two ships in port. (Wiggle hips.)
One headed south and the other headed north. (Chorus)

Her feet were as flat as a bathroom mat. (Point to feet.)
How did they ever get like that? (Chorus)

But she had a heart, so I’m told. (Put hands over heart.)
That was made of purest gold. (Chorus)

*Have children discuss what it means to have a “heart of gold.” Make paper hearts from gold paper and attach a piece of string so it can be worn around the neck. When you see children being kind let them wear the heart of gold for the day.


THE BROKEN HEART

Here’s a story to remind children how words can hurt. Cut a large heart out of red construction paper and hold it in your lap as you begin to tell the story below:

This is a story about a special friend named (imaginary name). He always came to school with a smile on his face and a big heart full of love for his classmates. (Hold up the big heart.) (Name) listened to his teacher, did his best work, and helped his friends. However, some of his friends weren’t always so kind. Joe made fun of his shoes and broke a little of his heart. (Tear off a piece of the heart and let it drop to the floor.) Ann said, “I’m saving this seat and you can’t sit here” at story time and broke a little more of his heart. Sammy wouldn’t share his crayons (tear off a little of the heart) and Sara called him a mean name. What are some other things that might break his heart? (Let the children name other things that cause hurt feelings as you let the pieces fall to the floor.) By the end of the day his heart was all in pieces and it was so sad.

Who can tell me how to put his heart back together? What are some kind things you can do for your friends? As children name different acts of kindness pick the pieces of the heart off the floor. Glue the pieces together on a poster as a reminder to have a kind heart. Encourage children to write friends’ names on the poster when they are kind and helpful to them!

*Thanks to Cheri Winton Bromley for telling me this story many years ago.


Kindness Club
Make a poster that says "Kindness Club." When friends do a kind deed ask children to write their name on the poster. You could also run off "Kindness Tickets" that children to give to friends to thank them.

https://drive.google.com/file/d/0B1SnEagA4jljaHRsT05ZYmxPZlE/view?usp=sharing

FEELINGS

It's important for children to learn how to identify feelings and how to deal with them in appropriate ways. This is a familiar song where you can change the words to act out different emotions.

If You’re Happy and You Know It
If you’re happy and you know it, clap your hands.(Clap twice.)
If you’re happy and you know it, clap your hands.(Clap twice.)
If you’re happy and you know it, then your face will surely show it.
If you’re happy and you know it, clap your hands.(Clap twice.)

If you’re happy and you know it, hug yourself… (Hug self.)

If you’re happy and you know it, kiss your brain… (Kiss fingers & touch head.)

If you’re happy and you know it, wiggle all over… (Wiggle.)

If you’re happy and you know it, shout, “Hoorah!”.. (Put hand in air & shout.)

If you’re happy and you know it, do them all… (Do all 5 motions.)

*Let children suggest other emotions and movements. For example, "If you're sad and you know it cry your eyes..boo hoo." "If you're angry and you know it stomp your foot."

*Discuss what causes different emotions and appropriate responses. What makes you happy? What can you do when you’re happy? What makes you stressed? What can you do when you’re stressed?

*Learn sign language for the different feelings and practice them as you sing the song.


Collaborative Books
Make class books such as “Things to Be Happy About,” “Things that Bug Us,” or “Scary Things.”

Connections with Characters
As you read books to the class, encourage students to describe how characters are feeling. Have they ever felt like that?

Vocabulary
Extend vocabulary by brainstorming different ways to say “happy,” “sad,” “angry,” “surprised,” etc. Draw expressions on paper plates and put them on a bulletin board. Write different synonyms for each emotion underneath.




Dramatize
Let children pantomime different feelings as friends try and guess what they are.

*Make “Feeling Faces” by cutting 7” circles out of the middle of card stock. Write a different emotion on each page, such as “happy,” “sad,” “angry,” “proud,” Children take turns putting their face in a circle and making appropriate facial expressions. Remind the children that it’s O.K. to have different feelings.

Journals
Let children write their names and draw “feeling faces” as they enter the classroom each day.

PICTURE ME

Children LOVE pictures of themselves, don't they? Take photos of children and make multiple copies to use in these activities to nurture self esteem as well as social relationships.

Lookin’ Good Lotto!
You will need two copies of each child’s photo. Mount photos on 3” squares of construction paper. Shuffle squares and have children match up the ones that belong together.

*Put a photo on one square and a name on one square.

Puppet People

Glue photos to craft sticks and use for working out problems or making up original stories.

Block Friends
Glue photos to square blocks and use in the block center.

Felt Board Friends
Attach a small piece of Velcro to the back of each photo and use with a flannel board.

*Be sure to include a picture of the teacher!

Class Directory 

Put pictures of children and their name on index cards to use in the writing center.

Class Stationery
Ask children to draw their picture and write their name in one of the squares. Run off many, many copies so you can put them in the class writing center.

Hint!  You could also let children write their name and draw their picture on 3" squares and then reduce the size for the outline of the stationery.

I AM SPECIAL

Place a hand mirror in the bottom of a shoebox and put the lid on top. Explain that the most wonderful thing in the whole world is in the box. “It’s so special there’s only one like it in the world!” Watch children’s smiles as they open the box and see their faces! End by singing this song.

I Am Special (Tune: "Frere Jacques")
I am special. 

I am special.

Take a look. 

You will see.
Someone very special. 

Someone very special.
And it’s me! 

And it’s me!

*Pass a hand mirror around the classroom and ask each child to say one thing they like about themselves.

*Do a language experience activity where each child completes this sentence:

I am special because ____________.

Special Me (Tune: "Twinkle Little Star")
Special, special, special me (Open and close fingers.)
I'm as special as can be. (Point to self.)
There is no one quite like me. (Shake head.)
I'm as good as I can be.
Special, special, special me, (Open and close fingers.)
I'm as I can be. (Hug self.)

https://bit.ly/drjSpecial

Class Rock
Have children stand in a circle and begin this pattern: stomp, stomp, clap, stomp, stomp, clap. Chant each child's name to the beat as you go around the circle.

We think child’s name is super. Super!
We think child’s name is super. Super!



*Choose a different adjective (positive character trait) each day and use it in the chant.


Class Chant
Everywhere we go
People want to know
Who we are
So we tell them,
We are (grade level)
Mighty, mighty (grade level). (Show muscles.)
_ _ _ _ _ (Spell out school’s name.)
(School’s name) is the school for me.
Go (school’s name)!

I CAN!

Read your class the classic story of "The Little Engine That Could." Explain that in your classroom everyone says "I CAN" like the little engine. Remind them that we are AmeriCANS and not Americant's!

I Think I Can (Tune: “If You’re Happy and You Know It”)

I think I can are words I like to say.
I think I can are words I like to say.
In time I’ll get it right if I try with all my might.
I think I can are words I like to say.

Hint! Cover a Pringle's can with paper and glue on googly eyes. Pass the “eye can” around to remind children to say I CAN!!


I CAN DO SOMETHING SPECIAL DAY!
Plan a day where each child is invited to sing, dance, tell a joke, make something, share a hobby, etc. Emphasize that there are many ways to be wonderful!!


We Can Help
Have a class discussion about how friends CAN HELP each other. Let children suggest different ways that they CAN HELP their friends. Make a cover for a book that says "WE CAN HELP." Make inside pages for the book that say, “We are good readers.” “We can help you with the computer.” “We can tie shoes.” “We are good spellers.” “We like to draw.” “We are mathematicians.” “We like to clean.” (Include pages that represent the different academic skills, as well as common tasks in the classroom.) Encourage children to sign up on the pages where they can help others. When someone comes to you for help, remind them to look in the class WE CAN HELP book.



Hint!  Think "Class Yellow Pages"!

BE A BUDDY!

This song will encourage children to be friends. It also teaches them some effective strategies if someone tries to bully them.

https://www.youtube.com/watch?v=EQaWZZnFww0

Be a Buddy, NOT a Bully!
(Tune: “Harrigan”)
Give me a B – B.
Give me a U – U…D…D…Y…
What’s it spell? BUDDY!
B-u-d-d-y
I’m going to be a buddy.
I will never be a bully.
I’ll say NO to bullies!
B-u-d-d-y
That is what I’ll be.
I’ll be kind and help my friends.
I’ll protect them and defend.
A buddy, that’s ME!

What should you do if someone bullies you?
Ignore them or walk away.

What if they still bully you?
Tell them to STOP!

If they still bully you?
Get a friend to help you.

And if they still bully you?
Then tell an adult.

B-u-d-d-y
I’m going to be a buddy.
I will never be a bully.
I’ll say NO to bullies!
B-u-d-d-y
That is what I’ll be.
I’ll be kind and help my friends.
I’ll protect them and defend.
A buddy, that’s ME!


*Make a class book of the song by running off the lyrics as shown. Have the children close their eyes as you sing and get a picture in their brain. Let them choose which sentence they’d like to illustrate, and then put them together to make a book.

*Role play the steps in the song. Let children take turns being “bullies” and “buddies” and acting out what they should do.

*Make a book called “A Buddy Is…” where each child contributes a drawing of how they can be a buddy.

*Run off “Buddy Coupons” for children to distribute to friends who are kind to them. You could also have a “Buddy Board” where children write the names of buddies.

*Draw a T-chart on the board and let children suggest characteristics of buddies and bullies.

WE REALLY LIKE YOU!

Invite children to brainstorm words that describe good friends. Write these words on index cards and place them in a bag. (You will need a word for each child so you might have to make duplicates of words.) One at a time children come up and choose a word. Sing the word to the tune of “We Wish You a Merry Christmas.”

We Really Like You

We like you because you’re wonderful.
We like you because you’re wonderful.
We like you because you’re wonderful.
We really like you!

Hint! Pin or tape words to children so they can strive for that adjective. If they are not behaving appropriately ask, "Are you doing what your word says? Do I need to take it away from you?" They will want to keep their word for sure!


Kindness Club
To encourage children to be kind to their friends make a poster that says "Kindness Club." When friends do a kind deed ask children to write their name on the poster. You could also run off "Kindness Tickets" that children to give to friends to thank them. 

https://drive.google.com/file/d/0B1SnEagA4jljaHRsT05ZYmxPZlE/view?usp=sharing


Pass It On
*This is a great activity for older students.
Pass out a sheet of paper to each child and ask them to write their name at the top. Collect the papers and randomly pass one out to each child. Tell them to write one positive comment about the person whose name is on the paper. Continue passing the papers around the room as the children write something special about each classmate. (When children get their own papers, tell them to write something they like about themselves.) Collect the papers, put them in individual envelopes with their name, and save them for the end of the week. Reflect on how they felt when they read what their friends said about them.

IMPORTANT PERSON

Choose one child each day to be the "special" friend. Hold their hands as you rock back and forth and sing.

Important Person (Tune: “Did You Ever See a Lassie.”)
(Child’s name) is important, important, important.
(Child’s name) is important to you and to me.
At work and at play,
(She/he) does (her/his) best each day.
(Child’s name) is important to you and to me.

Compliment Circle
Have a “compliment circle” where children take turns saying something kind to the "important person." The "important person" stands in the middle of the circle and responds with, “Thank you!”


Me Box
Spray paint a shoe box gold or silver. Write "ME" on the front with glue and sprinkle with glitter. Write a note similar to the one below and tape it to the inside lid of the box. Choose one child each day to take home the box. Let them share their treasures with classmates the following day.

Dear Parents,

Your child is bringing home the "ME" box today. Please help him/her find 

special objects, photographs, or souvenirs to put in the box. Your child will 

have the opportunity to share these things with classmates tomorrow, and 

then we will return them to you.

Thanks for helping us "celebrate" your child!

*You could also use a gift bag for this activity.


ME
Have children repeat each line of this poem and make the motions.

I’ve got ten little fingers, (Hold up both hands.)
And ten little toes, (Point to feet.)
Two little eyes, (Point to eyes.)
And a mouth and a nose. (Point mouth and then nose.)
Put them all together, (Circle arms as if hugging.)
And what have you got? (Hands on hips.)
You’ve got me, baby, (Put thumbs in chest.)
And that’s a lot! (Wiggle hips.)

Hint! Send home the words so they can do it for their parents!

MORNING MANTRA

Nurture self-awareness and positive feelings with one of these morning messages.

Morning Mantra

Teacher says: Boys and girls, what is my job today?

Children respond: Your job is to teach us and to love us.

Teacher says: Boys and girls, what is your job today?

Children respond: Our job is to learn and to love each other.

*If a child is misbehaving ask, "What is your job today?  Are you doing your job?"

What Are You?
(Adapted from “The Help.”)

Teacher asks: What are you?

Children respond: I am kind. (Touch the heart.)

I am smart. (Touch the head.)

I am important. (Give self a hug.)



Hint! Make posters of these chants and hang in a prominent place in the classroom.


Tell Me Something Good with the “I” Phone
You will need a cylinder block, an index card, and tape to make your “I”phone. First, make a capitol “I” on the index card and tape it to the block. Pass the “I”phone around the class as each child holds it and says a sentence beginning with “I…” They can say what they are happy about or what they are looking forward to doing that day. Only the person with the “I”phone may talk!

*Pass around the phone at the end of the day for children to say something new they learned or something that made them feel proud.



*Let children draw pictures to contribute to a class book called “The Best Thing about Me!” or "We Are Special!"

THUMBS UP!

Positive self-talk is a simple strategy to remind children that they are important and capable. Have children start the day by repeating each line of this chant after you.

You’re the Best!
Teacher says: Thumbs up. (Stick out thumbs.)
Children repeat: Thumbs up.
Teacher says: Across the chest. (Bring across to the opposite shoulder.)
Children Repeat: Across the chest.
Teacher says: Pat on the back. (Pat self on the back.)
Children repeat: Pat on the back.
Teacher says: Cause you’re the best! (Wrap arms around self and hug.)
Children repeat: Cause you're the best!

Hint! You can easily change the words to this chant to "I'm the best!" or "We are the best!"


I Am Statements
“I am” statements are another way to encourage positive behavior. (These can be based on your school’s goals or let the children suggest statements.) Write these on a language experience chart and then begin the day by sticking up your thumbs and repeating them.

I am respectful.
I am trustworthy.
I am responsible.
I am fair.
I am caring.
I use good manners.
I use kind words.
I can do it!

My Teacher Feel about Me?
Teacher says: How does my teacher feel about me?”
Children respond: I’m as special as special can be (Sparkle fingers.)
because my teacher believes in me! (Hug self.)