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November 16, 2020 Affirming Activities The Socio -Emotional Objectives of the Staff enable educators to support high -risk students mental health. Socio -emotional skills form the basis for students interacting with their peers, responding to stress factors and processing their thoughts and feelings both in and outside the classroom. The purpose of socio -emotional learning is to develop five basic companies: self -confidence in social understanding of self -government, relationship skills with responsible decision -making skills, if children are equipped with these competencies, children are better prepared for productive socialization and understanding. their emotions. Social emotional skills are taken over by adulthood, so it is so important that educators are teaching them from an early age. Injuries, anxiety, and behavioral disorders can have a significant adverse effect on the childs mental health, especially if the child lacks one or more SEL competences. Some children need more time to develop social emotional skills than others. It is important that you set up a training plan for these students to monitor their progress. The inclusion of SELs goals in behavioral I focus allows you to focus on the students top needs. Here is a list of more than 100 socio -emotional things developed by our Affirmative Action Experts so you can start work. Self -confidenceEmotional Regulation ** Objective: ______ every day will identify and manage feelings (ie anger, anxiety, stress, dissatisfaction) with ________ frequency measured by ____. ** Goals: Match situations where the person experiences the emotions given. Say no inappropriate request. Accept the answer no. Recognize signs of frustration. Deal with unjustified worries. Determine appropriate ways to convey emotions such as pleasure and anger. Practice ways to reduce anxiety and stress in real and simulated situations. Objective: ___________ will identify and express feelingsforces towards yourself and others at the frequency __________ (independent of the teacherand redirection) measured by _______________. Goals: give positive statements about your features and achievements. Identify your areas to improve. Name things that a person wears and does not like. Show that you understand the feelings of the other person. Identify other peoples successes. Goal: ______ will determine its level of anxiety and use a strategy for reducing anxiety in 50% of cases. Objectives: Identify its level of anxiety. Choose the right strategy to reduce anxiety. Exract a strategy for reducing anxiety. Problem solving skills Target: ____________ daily will make appropriate decisions with _____________________________________ (teacher observation, checklist, informal entries, behavioral control list, self -esteem, etc.). Objectives: Gather the information necessary to make a decision. Identify the available options when making decisions. Determine which decisions can be made individually and which would require the support of others. Identify the short -term and long -term influence of various decisions. Choose solutions that best suit your needs. Organize issues by importance. Continue the plan or modify it to achieve goals. Voluntarily accept responsibility for your behavior without excuses. Tell no senseless requests. Alternatives for the purpose related to the conflict: ___________ will manage the conflict daily with _________________, regardless of the teachers support, with the support of the teacher measured by _________ (teacher observation, control list, anecdotal records, behavioral control list, self -esteem, etc.). Objectives: distinction between acceptable and unacceptable behavior and language. Identify situations that can lead to conflict. Constructively resolve situations that can lead to conflict. Ask for help in resolving the conflict after an independent test. Express the feelings of anger towards the person to whom it is properly. Control your temperament in conflict situations. Respond to peers pressure properly. SchoolclassGoal: ____________ will control impulsive behaviors with _________ frequency as measured by ______________. Objectives: To show the difference between impulsive and self-controlled behavior. Practice self-directed behavior in real or simulated situations. Identify the possible consequences of impulsive behavior in real and simulated situations. Objective: ________ will continue the task and work independently at ________ frequency compared to _________. Goals: Ignore distractions while working independently. Work steadily and stay focused on the task at hand. Continue as adults enter or leave the classroom. Start tasks independently according to a ready-made schedule. Before asking for help, try to solve problems with the task yourself. Goal: __________ follows instructions from teachers or staff or other adults __________ times as measured by __________. Objective: Follow the verbal instruction in a timely manner. Read and follow written instructions in a timely and cooperative manner. Complete time-off requests at or near your desk. Complete the teachers requirements in a reasonable time. Follow class rules when the principal is not present. Admit that you cannot understand the instructions and ask for clarification or assistance before proceeding with the task. Demonstrate your knowledge of classroom rules by following the rules during class. Objective: _________ engages in productive behavior at school with __________ frequency each day, as measured by __________. Goal: Continued school attendance. Come regularly and promptly to all agreed appointments. To carry out assigned tasks on a daily basis. Try tasks that can be considered challenging and be willing to take risks with new material. Accept the correction accordingly. Adapt effectively to changes (e.g. meetings, fire drills, schedule changes, seat assignments, new or departing students). Ask for help if needed. Answer the teachers question with the voice voluntarily

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