SEFEL: Positive Relationships and Supportive Environments
Process Agenda (6 hour training session)
Learning objectives -- Participants will understand importance of and how to implement strategies for:
1. Pyramid” model for social-emotional development
2. Promoting positive relationships
3. Creating supportive environments
Time / Slides / Activity / Handouts/materials / Facilitator /Prior to training / § Prepare Training Room
§ Prepare opening activity
§ Prepare registration table
§ Designate a Note Taker
§ Hang Job Signs and designate roles
§ Hang Picture Schedule
§ Prepare Display Table
§ Don’t Statement Activity / § Post-Its should be placed on all tables for participants.
§ Markers
§ 6 flip charts (2 of each category) labeled:
(1 )Promoting positive relationships with children, (2) Promoting positive relationships with families, and (3) Promoting positive relationships with colleagues.
§ Sign-In Sheets
§ Name Tags
§ Pens
§ Computer
§ Job Sign Pictures
§ Picture Schedule
§ Display Items
§ Don’t Statement Cards / Everyone
As participants enter room / Slide 1 / § As participants arrive:
On ‘Post-Its’ participants will write strategies used to promote relationships with children, families, and colleagues. Place them on flip chart paper on the walls -- labeled ‘Strategies for building positive relationships with children,’ ‘Strategies for building positive relationships with families’ and ‘Strategies for building positive relationships with colleagues.’ / § Post-Its
§ Markers / Everyone greet participants as they arrive. Remind participants to sing-in and get name tags. Explain the first activity by refer participant to slide 1.
8:25 am / Ring the 5 minute warning bell and state, “training will begin in 5 minutes.” / Reinforces a strategy used with young children / Brenda Sigmon
8:30 -8:50
(20 min) / Slide 2
Welcome / § Signal that training session is beginning (this will be used throughout the training).
§ Welcome everyone
§ Introduce Presenters
§ Introduce Teacher
§ Introduce Participants
§ Linking Social Development and Behavior to School Readiness / § Teacher’s (Presenters) needs to share information related to classroom (# of students, # of IEP’s, funding sources, etc.)
§ Website Resource:
Leadership Strategies: Linking Social Development and Behavior to School Readiness / Brenda Sigmon
ELN Staff &
Teachers
Brenda Little
8:50 – 9:10
(20 min) / Slide 3
House-keeping
Slide 4
CSEFEL
Slide 5
TACSEI
Slide 6 objectives / Housekeeping
§ Explain that we will be together for two days and, briefly, what we hope to cover
§ Show them packets, explain flash drives
§ Questions on note slips at each table for questions and pick them up at break to answer
§ Create a few ground rules with participants
§ Discuss transition cues, songs, etc.
§ Show picture schedule and job chart – say that we’ll talk more about those later (teacher model job chart assignments)
§ Lunch options (paper with lunch options)
§ Introduce CSEFEL Website
§ Introduce TACSI Website
§ Objectives / Handouts:
§ Located in Left Pocket for Day 1
§ Day 1 Summary Notes
Materials:
§ Flip chart for ground rules
§ Picture schedule (posted)
§ Job chart –schedule (posted)
§ Piece of paper with list of lunch options / Brenda Sigmon
Brenda Little
9:10-9:25
(15 min) / Slide 7 Pyramid
Slide 8
Video
Slide 9
Slide 10 / § Describe the levels of the pyramid
§ Talk about how Day 1 will address the two bottom tiers: Positive relationships and Supportive Environments, Day 2 will address Teaching Strategies
§ Note the importance of consistency and intentionality in implementing SEFEL strategies. Comment upon what participants are already doing for each level of the pyramid.
§ Show Impact and Prevalence video
§ Whats In It For You
§ What’s In It For The Children / § Website Resource:
SEFEL Pyramid in Color and
· Handout (1):
SEFEL Pyramid in Color
/ Brenda Sigmon
Brenda Sigmon
9:25-9:30 (5) / Slide 11 / · Video – ‘Ready for Big School’ / Brenda Sigmon
9:30 – 9:40
(10 min) / Slide 12 -- BREAK – remind participants to choose a Make-and-Take Activity
Put out cards with ‘Don’t Statements’ for reframing. Make sure there are plenty related to what we say to children. Remind participants to sign-up for the Make-Take Activity.
9:35 / Ring the 5 minute warning bell and state, “training will resume in 5 min” / Brenda Sigmon
9:40-9:55
(15 min) / Slide 13 / · Activity – as participants come back from break, they will find ‘don’t statements’ on their tables. Task is to reframe them into positives. Write ‘do statements’ on the back of the ‘don’t statement’ cards
· Debrief -- share some back to the large group – ‘what did you write?’ ‘how did it feel?’ (1-2 per table) / Materials:
· Cards with ‘don’t statements’ for reframing
· Markers
§ Website Resource:
Communication is the Key / Brenda Sigmon
9:55 – 10:30
(35 min) / Slide 14 Positive Relationships
Slides 15
Slide 16
Slides
17-33 / · Discuss TIER 1 as Universal Promotion-all children benefit from these strategies.
· These strategies are best practice for all children or developmentally appropriate.
· Building relationships with children
Staff to Child
Child to Child
· You must have strategies to improve both areas.
· Promoting positive relationships – review slides from SEFEL classrooms / § Website:
Morning greeter apron
Meaningful jobs &
Kissing hands Website Resource
Practical Strategies for Building Positive Relationships
Materials
· Teachers share props from classrooms / Brenda Little
Teachers
10:30-10:45
(15 min)
10:45 – 11:00
(15 min) / Slide 34
Slide 35
Slides
36-39
Slide 40
Slide 41
Slide 42
Slide 43 / · Relationships with Families
Staff and Family relationships
· Promoting positive relationships – review slides from SEFEL classrooms
· Family and Child Relationshps: we have to help families develop strategies that support family child relationships: reading together, play activities, enjoy outside activities.
· Building relationships with staff: staff relationships are as important as any relationship.
· Staff Board
· Video of building positive
relationships—teacher conversation with child / Brenda Little
Teachers
11:00 - 11:30
(30 min) / Slide 44 –make it/take it instruction / Make and Take It
· 2 choices (Apron or Job Chart)
· Select Greeter Apron or Meaningful Jobs Chart Activity
· Follow directions at activity station / Aprons
Felt
Scissors
Fabric glue
Stencils
Poster board
Laminated jobs
Library Pockets
Elmer’s Glue / All Team Members
11:30-12:45 / Slide 45 Lunch
12:40 / Ring the 5 minute warning bell and state, “training will resume in 5 minutes.” / Brenda Sigmon
12:45 – 1:15
(30 min) / Slide 46
Slide 47 / Activity – Challenging Behaviors: Causes and Strategies.
· Find the handout on their tables ‘Individually or as a group, fill in potential causes and environmental changes that could prevent challenging behaviors
· Debrief – talk about what we know about classroom arrangement, what we have learned from ECERS, limitations of ECERS
· Introduce Creating Supportive Environments (Next level of pyramid) / Handouts:
§ Challenging Behaviors: Causes and Strategies Worksheet (Blank) and
· Website Resources:
Challenging Behaviors: Causes and Strategies (Blank) and
Challenging Behaviors: Causes and Strategies (Completed)
· SEFEL Pyramid in color / Brenda Sigmon
1:15 – 2:00
(45 min) / Slide
48
Slides
49-55
Slide 56
Slides
57-62 / · Teaching strategies for creating supportive environments:
Schedules and Routines
· Schedules and Routines – review slides from SEFEL classrooms
· Teaching strategies for creating supportive environments:
Engaging Environments
· Engaging Environments– review slides from SEFEL classrooms / Materials:
· Props from classroom teachers
· Website Resources:
Center Signs / Brenda Sigmon
Teachers
Brenda Sigmon
Teachers
2:00 – 2:05
(5 min) / Slide 63-video / Video showing who are engaged and not engaged in circle time
· What are differences in the two environments?
· What environmental arrangements supported engagement? / Video embedded in PPT
2:05-2:15
(10 min) / BREAK -- Slide -64—Brenda S. 5 minute to bring us back
2:10 / Ring the 5 minute warning bell and state, “training will resume in 5 min” / Brenda Sigmon
2:15 – 2:30
(15 min) / Slide 65-instructions for schedule/transition
activity / Activity – write down your typical daily classroom schedule. Use a highlighter to highlight transitions. Count how many transitions children experience in a typical day.
· Debrief with teachers -- things to consider when you make your schedule:
o How many transitions are there – too many?
o How do I prepare children to move?
o What does the child need?
o What about variations? (such as surprise card for fire drills)
o How the use of the picture schedule evolves over time (Doyle-child with ‘teacher job’ goes over pic schedule, ask ‘why’ questions about schedule, NOT just the posting of the rules) / · Papers and pens
· Highlighters
· Website Resources:
Key Questions: Transitions / Brenda Sigmon
Teachers talk about what they do to facilitate transition
2:30-2:40
(10 min) / Slides
66-72 / · Transitions – review slides from SEFEL classrooms / Materials:
· Props from classroom teachers / Teachers
2:40-2:50
(10 min) / Slide 73 & 74 transition videos / Watch the two videos about transition – one chaotic, the other with support strategies
§ What did the teachers do differently? / Videos embedded in PPT
2:50 – 3:00
(10 min) / Slide 75 instructions for rules activity / Activity – Classroom Rules
§ Individually or as a group write down the rules from your classroom.
§ Compare this with the ‘Classroom Rules’ handout located in their packet.
§ Do your classroom rules meet the guidelines? Why or why not? How could they be improved?
· Debrief – ask a few individuals to share their thoughts about their rules
· Discuss how to reinforce rules. Rather than teach the words, teach what the words mean and don’t mean (‘Show me watching eyes/not watching eyes.’) / · Handouts:
Classroom Rules
· Website Resource:
Classroom rules
Materials:
· Papers and pens / Brenda Little
3:00 – 3:15
(15 min) / Slides
76-82 / · Classroom Rules – review slides from SEFEL classrooms / Materials
· Props from classrooms / Teachers
3:15-3:20
(5 min) / Slides 83 & 84 video / · Video -Stop and go signs,Teaching rules
3:20-3:30
(5 min) / Reflections/Questions/Comments / Brenda Little
3:30 / Slide 85 / ADJOURN
5
Social-Emotional Foundations for Early Learning (SEFEL): Training Tips and Resouces
NC Early Learning Network, June 28, 2013