Notes from EQ for Educators Certification: Day 1

MORNING WARM-UP

-Meet a person you do not yet know, introduce yourself, find three things you have in common

THE WALL OF LEARNING

-What is one thing you would like to accomplish during this school year

I wrote: -Effectively integrate SEL lessons and goal setting for the 7/8 advisory

-Dig in to grow professionally and give myself to the larger learning community

(share)

-Share out an object that symbolizes what effective learning means to you

(label with a word of what it represents)

My Personal Journal: Reflection

-Post notes on “Wall of Learning"

EQ= “smarter with feelings,” as defined by 6Seconds

EQ video about keeping keeping open mind/open heart for Dalai Lama’s 80th Birthday

-Where did you see people being smarter with feelings in the video

-Inter-generational teaching, have the ability to step back and analyze where your emotions are taking you, use of empathy and connecting with others to let them know they’re not alone

-Visual reminders of the need to talk a pause in reflecting on feelings

KNOW YOURSELF: Understanding where you are right now

EQ COMPETENCIES: Enhance Emotional Literacy, Recognize Patterns

Whole Teacher Activity

What qualities do you bring to the classroom?

-What emotional qualities do you bring to the classroom?

-What kinds of thoughts and expertise do you bring to the classroom?

-What kinds of actions do you bring to the classroom?

Post your notes on the outline of a partner’s body:

-Emotions on heart

-Thoughts on head

-Actions on legs

-What patterns do you recognize in your poster?

-What patterns would you like to eliminate?

EQ COMPETENCY: Recognizing Patterns
Ball Pass Activity

-Throw a ball across the circle, saying the person’s name who passed it, and who you pass it to

-Challenge the group to complete the pattern in 10 seconds

Reflecting:

When stimulus, I typical reaction.

-What patterns can we recognize in ourselves? (in the previous activity)

-What patterns are we creating for our students in the classroom?

CHOOSE YOURSELF: Where you would like to be?

EQ COMPETENCIES: Navigate Emotions, Optimism, Consequential Thinking, Intrinsic Motivation

-Choosing yourself is all about the choices that you make around your emotions

TFA Exercise: Thinking, Feeling, Acting around a specific situation that did not go so well in our teaching practice

-What were you thinking at the time? (choose from the TFA card set that represents your thoughts)

-What were you feeling? (choose a representative card)

-What did you do? (choose a representative card)

-If you had to change one thing in this process, what would you have thought, felt, or done differently? (choose one card)
-What other changes would this result in? (choosing other cards)

-Usually results in an increase in compassion, listening, and empathy--connecting with a student, parent, or staff member results in more positive changes
-EQ doesn't mean you're a push-over, or that everyone is always happy-go-lucky, but that we can effectively communicate our expectations and boundaries while connecting with others

Reflecting on the Morning: What tools can we take away to use in the classroom?
-Integrating TFA card practice routinely to help students think about their patterns in various emotional situations
-Ball pass activity to use as an icebreaker as well as an opportunity to begin thinking about personal patterns
-Whole-person post-it portrait to think about the qualities that they bring or would like to bring to the classroom

EQ COMPETENCY: Engage Intrinsic Motivation
Extrinsic Motivation is behavior that is motivated by external rewards
Intrinsic Motivation is behavior that is motivated by one's own goals and interests
-Many parents wish to develop their child's intrinsic motivation

Intrinsic/Extrinsic Motivation Continuum
-Place various slides along a continuum of how they relate to intrinsic or extrinsic motivation and discuss with partners how they demonstrate qualities of either

Signs of extrinsic motivation in students:
-Asking questions
-Continuing work after they've reached a final point
-Showing others how to accomplish a learning goal
-Asking how they can improve or progress
-Engaging extensions or coming up with their own project goals

How can we engage intrinsic motivation?:
-Ask and care about what they're interested in
-Help them set goals about what what they want to learn and how they want to improve
-Emphasize process over product
-Less focus on the time and deadlines, more focus on how they are learning
-Understand what is motivating any negative behaviors, and how to engage those motivations for positive engagement
-Exercise optimism and increase empathy as you connect with students
-Develop a classroom culture that engages students in setting norms, rules, and routines so that they are invested in all aspects of their learning and environment

EQ COMPETENCY: Exercise Optimism
to exercise optimism, practice thinking of challenges in terms of TIE: Temporary, Isolated, and Effort Possible (to make a change)

Musical Squares Activity
-As music plays, move around the room to visit various squares that express optimistic statements like, "This too shall pass," or pessimistic ones like, "Everything is ruined."
-When the music stops, stop at a nearby square and discuss with a partner whether or not it is optimistic or pessimistic, and a time in your life when you felt something similar to the statement.

Reflections
-Our ability to exercise optimism can be affected by our sense of stress in a moment
-Thinking back on times when things worked out alright can help get through difficult times
-Optimism or pessimism can be connected to our attachment to a specific end goal or outcome, so having flexibility can help exercise optimism
-Nourishing ourselves helps with positive habits helps us engage our optimism
-Recognize progress over perfection

Post reflections on the wall of learning!

LESSON PLANNING: Engage, Activate, Reflect

Engage a student's prior knowledge

Activate their understanding with new learning

Reflect on what they learned during the course of the class

MY LESSON PLAN

ENGAGE (Draw them in with emotion, data, and a substantive model or framework) -Distribute 8 emotion cards, one to each table pair (NOTE: students should keep the cards that they have personal and not share with surrounding pairs) -Working in pairs, students make an idea web or doodles of all the words/images they connect to the emotion card on that card -Teacher rotates to prompt and help stimulate discussion

ACTIVATE  (Bring it alive and make it real) Discussion prompts (project on board): -When was a time that you felt this emotion? Describe the experience to your partner. -What did that emotion feel like physically? -How did you react to the experience of that emotion? -How did you express that emotion with your face? -How did you express that emotion with your body? -Did you react to that emotion differently in different situations? Deliver directions: -Based on discussions of these emotional experiences, students will develop a tableau to represent the emotion represented on their cards -A tableau is a scene that is frozen in time, so the pairs will hold their pose, using their bodies and their faces to represent a situation they discussed when they experienced that emotion -Give 2 minutes for pairs to plan their tableaus (without giving it away to surrounding pairs) Presenting: -Give directions: As pairs pose, students can raise hands to name the emotion that they see, and where in the tableau they see that emotion -Ask for a pair to volunteer go first in presenting their tableau to the class -Students pose at the front of the class -As a student shares the emotions they recognize, encourage them to describe where they see the emotion (in a student’s posture, body language, certain expression, etc.). -Other students can recognize synonyms for the same emotional tableau, getting as many students to share as possible during each pose -Students share out the single emotion word they first received -Rotate through presenting tableaus until the whole class has shared out and discussed emotions of the various poses

REFLECT (invite the participants to pull it together and commit to the next steps). Pair/share rotating discussion: -Students stand up and move to talk with a new partner; discuss: Which emotion(s) did you recognize right away? What signs helped you recognize that emotion? -Move to find a new discussion partner; discuss: Which emotion(s) were difficult for you to recognize? What signs do you think might help you recognize the emotion in the future? -Move to find a new discussion partner; discuss: Consider the emotion your new partner represented; when was a time you experienced that emotion? Describe it.

Assessment: Through tableau and resulting discussions; exit ticket on describing your own and three different emotional experiences

Homework / Extensions: Write a short story about a character who goes through one of the described emotions; describe what they feel and experience as the emotions occur. OR create a drawing that represents the emotion that you presented in class

Notes / Variations: Can be used as the engage to a larger project of developing a new model for Plutchik’s wheel of emotions

GIVE YOURSELF
EQ COMPETENCIES: Empathy, Pursue Noble Goals

Empathy is the ability to put yourself in someone else's shoes and connect with their experiences.


Touching Strangers: Photographs by Richard Renaldi from Aperture Foundation on Vimeo.

How does this video represent empathy?
-Bringing down walls helps us connect with other people emotionally
-Physical touch can help us develop a sense of empathy if it is not already there
-We are naturally hardwired to develop empathetic connections with others, even those we don't know
-Others?

How-To Empathic Listening Activity

EQ COMPETENCY: Pursue Noble Goals
Pursuing noble goals is the why we do what we do. What motivates us so that we feel lifted and lightened by our experience? How are we bringing light to the world?

A noble goal should touch all aspects of your life. Here's a great blog post about crafting a noble goal: http://www.6seconds.org/2017/01/04/noble-goals-for-the-new-year/. Five aspects of a noble goal that the post describes are:

1. Something that has impact beyond your lifetime
2. The focus is outward
3. It integrates all domains of life
4. It gets you out of bed in the morning
5. No one is made less

A noble goal is usually worded to capture an ideal that you wish to represent as you move through life.

The noble goal that I have been thinking about recently is: Manifest harmony in the world around me.

HOMEWORK:
-Explore Self-Science tabs 1 & 2
-Draft an SEL lesson using the template
-Bring a Brain Profile
-Bring an academic lesson to infuse with EQ competencies