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Module 9: Recognizing and Controlling Anger and Impulses

Effective Teacher Practices for Providing Targeted Social Emotional Supports: Recognizing and Controlling Anger and Impulses

90 Minute Face to Face Session: Script

Contact Hours: 2 contact hours

Slide 1: Introduction: Recognizing and Controlling Anger and Impulses

Teachers who cultivate a culture of caring in their classrooms help build responsive relationships among and between the children in their care. These relationships help create warm, accepting classroom environments in which children feel safe expressing their emotions. As we learned in our Foundations/Social-Emotional Foundations for Early Learning (SEFEL) Tier I Modules, high quality practices surrounding classroom arrangement, behavior expectations, and schedules and routines create classrooms that are secure and predictable for children and provide opportunities for them to be successful. These opportunities make it more likely that children will be able to manage emotions and subsequently make better use of their learning and social environment.

During the session on promoting emotional literacy and empathy, we learn that emotional literacy is the ability to recognize, label and understand feelings in oneself and others (Webster-Stratton, 1999).Young children who have the ability to recognize and understand feelings in themselves and others are healthier, less lonely, engage in less destructive behavior, and have greater academic achievement. Emotional literacy is one of the most important skills young children can be taught and is a prerequisite to self-regulation, problem solving and successful interpersonal relationships. (Webster-Stratton, 1999)

Controlling anger and impulse is perhaps the most difficult task of self-regulation. In real life situations that are upsetting, disappointing and frustrating it is a tough undertaking to remain calm.” (Joseph & Strain, 2006)

In this session we will: Discuss the possible long term effects of unresolved anger and lack of impulse control in the lives of

young children. Talk about some ways to help young children recognize and label anger in themselves and others. Share strategies for teaching children how to control their anger. Discuss how to help children understand appropriate ways to express anger. Share strategies for helping children develop and practice impulse control.

Slide 2: Pre-learning Activity

You read ‘Helping Children Control Anger and Handle Disappointment’ at this link -- http://csefel.vanderbilt.edu/modules/module2/handout7.pdf.

Discuss:1. What are some of the cognitive behavioral intervention strategies you have used in your classroom?

Provide specific examples of how you have used them with your children.

1Effective Teacher Practices Supporting

North Carolina Foundations for Early Learning and DevelopmentNC Early Learning Network, a joint project of NC-DPI and UNC-FPG, 2016

http://csefel.vanderbilt.edu/modules/module2/handout7.pdf


2. You used the Instructional Practices for Recognizing and Controlling Anger and Impulses Teacher/Staff Checklist to assess the extent to which you use those practices. Which practice(s) do you wish to improve in the current or upcoming school year?

3. You selected an instructional practice from the self-assessment that you would like to implement during the current school year. What are some strategies you could use to implement this practice?

[Trainer note – discuss pre-learning assignment (Instructional Practices self-assessment, reading, and reflection upon article: Helping Children Control Anger and Handle Disappointment.]

Slide 3-4: Objectives

As a result of participation in this module, participants will: Understand how to effectively implement instructional practices and strategies that help children

recognize and control anger and impulses. Understand how to involve families in practices related to recognizing and controlling anger and

impulses that promote children’s emotional-social development and learning Understand how to conduct formative assessment related to helping children recognize and control

anger and impulses Understand the relationships between targeted instructional practices, NC Foundations for Early

Learning and Development and the NC Teaching Standards.

Slide 5: Activity for Participants - Photo of angry adults

Take just a few minutes to recall a situation in your life when you experienced feelings of anger which resulted in behavior on your part that was not becoming of you or you weren’t very proud of. What were some of the feelings that led up to your anger? What feelings did you have during your behavioral response? Did you have physical/physiological reactions (e.g. rapid heart rate, face became flushed etc.)? Please take a few minutes to think about these feelings and your physical and physiological reactions and make some notes.

[Give participants a few minutes to think and write.]

Now turn and talk to a neighbor about one of the situations you described and the feelings and reactions you had.

[Allow about 5 minutes for this activity.]

What were some of the words you used to describe feelings that led up to your anger? We’ll chart the words as you call them out.

[Allow participants to call out feeling words. Prompt if necessary by asking specific participants to share. Chart participants’ feelings under the heading: Feelings leading up to anger.]

What words did you use to describe feelings you recalled during your response to this situation? Would some of you be willing to share? We’ll chart the words as you call them out.




[Allow participants to call out feeling words. Prompt if necessary by asking specific participants to share. Chart participants’ feelings under the heading: Feelings during your response to this situation.]

Finally, did you have some physical or physiological reactions, such as a rapid heart rate, during this situation? What words did you use to describe these? We’ll chart the words as you call them out.

[Trainer Note: Allow participants to call out physiological responses. Prompt if necessary by asking specific participants to share. Chart participants’ physical/physiological reactions under the heading: Physical/Physiological reactions.]

Keep the situation you described for this activity in the back of your mind. Later in the session when we share strategies for controlling anger and impulses think of some that might have worked for you. At the end of the session we’ll ask you to reflect on this situation and identify possible calming strategies you might have used to help you better handle the situation.

Slide 6: Just Breathe

Let’s view the video, “Just Breathe”. It is a simple video clip with a strong message about regulating anger and impulses.

[Just Breathe video can be found online here: https://youtu.be/RVA2N6tX2cg

[Allow time for participants to give their thoughts on the video.] I like how the video can be interpreted to show that children who learn to regulate anger grow to become adults who can regulate anger.

Slide 7: Age-Appropriate Social Expression

As we discussed during the previous activity, physical and physiological reactions sometimes occur in adults as they respond to feelings such as disappointment, frustration and ultimately anger. Just as adults feel anger physiologically, so do children. However, while most adults can keep from acting on it, in children it can manifest as hitting, kicking, biting, pushing, throwing objects, etc. Children use their bodies and express their feelings by pushing, grabbing and fighting. This is age appropriate for young children because they are in the motor stage of development.

Slide 8: Gender and Racial Bias

While pushing and grabbing is developmentally appropriate for young children, we can make it into a problem if we overly label children as ‘aggressive,’ in particular boys and especially African-American boys.

In recent years, the expectations for how long children have to sit still have dramatically increased. Teachers are beginning to recognize that young children, and especially boys, simply cannot sit still for extended periods of time. Children need regular opportunities to move about. Having physical activity helps children focus and attend when it’s time to do so, and can reduce aggressive behavior.



https://youtu.be/RVA2N6tX2cg


Slide 9: Bar Graph

In 2014, the United States Department of Education released the results of the 2012 Civil Rights Data Collection, which for the first time included preschool data. The results showed that approximately 5,000 preschoolers were suspended at least once in 2012 and of those, nearly 2,500 were suspended a second time. This data also indicated that specific groups of children are being disproportionately expelled and suspended from their early learning settings; a trend that has remained virtually unchanged over the past decade.In these results, “preschool” means a program operated by a public school for children younger than kindergarten age, including early childhood programs or services. The CRDC does not include data on private preschool programs. Racial disparities in out of school suspensions start early. African American children, who comprise only 18 percent of the preschool population, make up nearly half of all preschool suspensions. Statistics show that racial disparities in discipline begin in the earliest years of schooling. In public preschools, black children make up 48 percent of students suspended more than once, although they make up only 18 percent of total enrollment. By comparison, only 26 percent of white students are suspended multiple times, yet white students make up 43 percent of enrollment (Khadaroo, 2014).

https://www.acf.hhs.gov/sites/default/files/ecd/expulsion_webinar_4_using_data_systems.pdf

Our most vulnerable population children from poverty and of color are consistently excluded from high quality preschool programs.

Slide 10: Helping Children Recognize Anger

As early childhood educators, we help children learn to solve problems and correctly read and interpret other people’s cues in order to build relationships. We teach them to recognize when they are angry and express those emotions appropriately (Joseph & Strain, 2006). We teach them to recognize and control anger and impulses, or, ‘self-regulate.’

Begin teaching emotional self-regulation by giving children time and opportunity to explore, understand, and identify their feelings and the feelings of others. Help children know that feelings change over time and are not permanent. When children are upset they feel that they will be upset for the rest of time. Recognize and reflect when children’s personal feelings change. You can use a sentence pattern such as, ‘You felt (feeling) and now you feel (feeling). Feelings change.’ One example might be, ‘You were so mad this morning when you forgot to bring your special snack. Then your friend gave you some of her snack and you felt happy! Feelings change.’

Help children understand and express the full range of emotions. Children can learn that feelings are more than just ‘good’ or bad.’ When teachers use a rich vocabulary to describe the whole continuum of emotions it helps children learn to recognize and understand the differences in their own and others’ feeling. Our use of nonjudgmental words serves to validate all feelings that children express. Non-



https://www.acf.hhs.gov/sites/default/files/ecd/expulsion_webinar_4_using_data_systems.pdf


judgment helps children develop their own sense of right and wrong. They can then use this sense of right and wrong as a ‘moral compass’ to guide decisions about their own actions. (Bilmes, 2004)

Slide 11: Helping Children Recognize Anger Video

This is a video from Sesame Street you can use with children to explore what it feels like to be angry. When a little boy’s truck gets stepped on, he feels angry and upset. His mother lets him know that it’s okay to be angry sometimes and helps him think about how he might be able to express these feelings. It also reinforces the notion that when you’re upset it doesn’t last forever and your feelings change!

As teachers, we tend to ask a lot of questions. Using a broad repertoire of open-ended questions encourages children to come up with their own ideas and put those into words. As you watch the video through the teacher’s lens think about and write down some thought provoking questions that could be included in your lesson plan to help the children in your classroom learn to talk about emotions as part of an activity with this video. A few examples might be, “How do you think you would feel if this happened to you?” “Tell me about a time when you felt angry?” “I wonder how the boy who stepped on the truck felt.”

[Show video: Recognizing and Controlling Anger & Impulse video 1]

We will take just about two minutes for you to finish up your questions.

Now, can some of you share the questions you came up with?

[Write questions on chart paper. You may also want to type these up and send them out to participants.]

Slide 12: Helping Children Recognize Anger Book Nooks

In the Emotional Literacy module we shared direct and indirect teaching methods to help children increase their emotional vocabulary. The use of visuals, games, songs, finger plays, and literature are among the direct teaching methods that help children recognize the full range of feeling including anger and its underlying emotions. Let’s look at activities and resources that can be used specifically to help children recognize and label anger in themselves and others.

[Hold up the Mouse was Mad Book. Show the Book Nook for The Mouse was Mad and let them know where they can find it in their packet or online at http://csefel.vanderbilt.edu/resources/strategies.html#booknook]

The Mouse Was Mad story is one that helps children talk about feeling mad and how they can express that feeling. You’ve seen the Book Nooks from the Center on Social-Emotional Foundations for Early Learning (CSEFEL). CSEFEL has developed activities to accompany developmentally appropriate books that support emotional literacy – while also teaching other areas of the curriculum -- in the classroom. CSEFEL has several Book Nooks listed on their website, http://csefel.vanderbilt.edu/resources/strategies.html#booknook. We’ve included the Book Nook for Mouse was Mad in your packets. You can see that the first two paragraphs under Examples of Activities




deal with emotional literacy, with questions to ask children prior to reading the story about what they do or feel when they are mad. It then moves into recognizing when others are mad and how that can look.

[Hold up the Sometimes I’m Bombaloo Book. Show the Book Nook for Sometimes I’m Bombaloo Book and let them know where they can find it online at http://csefel.vanderbilt.edu/resources/strategies.html#booknook]

In Sometimes I’m Bombaloo, when Katie loses her temper she sometimes uses her feet and hands to express herself rather than her words. ‘Bombaloo’ is a silly word Katie uses to describe how she feels when angry or upset. After reading the story the teacher and children may want to come up with a word they can use as a class to explain how they feel when angry and upset. One of the extension activities for this Book Nook has children draw or paint to music with sounds that might portray different emotions and then talk what the different pieces of music made them feel. Nonverbal children, and those still learning to verbalize feelings, can identify feelings using feeling face photos. An alternative approach could be to develop a ‘yucky feeling’ book by using pictures of the child to show how she looks when she is angry or upset.

Another activity with music is to play a piece that may evoke feelings of anger or frustration, then play music that could have a calming effect, and talk about the difference. You might also talk about, and then role play, listening to soft music as a calming strategy.

[Ask participants to share some ways they have used music with their children to help them recognize and/or manage feelings.]

Slide 13: Self-Regulation

The Tools of the Mind curriculum defines self-regulation as a “critical competency that underlies the mindful, intentional, and thoughtful behaviors of younger and older children alike. The term self-regulation (sometimes also called executive function) refers to the capacity to control one’s impulses, both to stop doing something, if needed (even if one wants to continue doing it) and to start doing something else, if needed (even if one doesn’t want to do it).”

(Tools of the Mind, 2015; Bordrova & Leong, 2007)

You have a worksheet in your packet titled, ‘Self-Regulation.’ Take just a few minutes to think about the children in your classroom and what self-regulation looks like for them. Think of different classroom routines and indicate those in the left hand column, then write examples of self-regulation in the middle column and corresponding non-examples in the right hand column. During center time an example of self-regulation in the middle column might be to ask a friend to play with a toy he or she has and the non-example in the right hand column might be to grab the toy away from the friend.

After 3 – 4 minutes we’ll ask you to share some of these with the other folks at your table.

[Give participants about 3-4 minutes to think and write.]




What were some of the examples and non-examples you came up with?

[Have 2 or 3 volunteers share out.]

When you look at the list of behaviors in the middle column and those in the column on the right – it’s obvious which classroom you and your children would choose to attend! According to FirstSchool, self-regulation allows young children to remain focused and persistent as they meet the daily challenges of a rigorous classroom (Ritchie & Gutmann, 2014). Consistent opportunities to develop self-regulation prepare them for later schooling when, as children get older, schools expect them to control impulses, motivate themselves, persist through difficult situations, and master new information on their own (Corno & Mandinach, 1983). As Tools of the Mind put it, self-regulation is a ‘critical competency that underlies the mindful, intentional, and thoughtful behaviors of both younger and older children.’ Teachers play a critical role in teaching children skills to self-regulate and providing them with opportunities to practice these skills (Bodrova & Leong, 2007).

Slide 14: Strategies for Teaching Self-Regulation

We’ve talked about teaching children to identify and understand the full range of emotions by talking about photos and discussing how children feel when things happen in the classroom. As children learn to regulate, or manage, their feelings, they are better able to use words to express their feelings and are less likely to strike out impulsively when upset. It takes a lot of practice.

Children can also experience self-regulation in action when we model it by stating our feelings appropriately and talking to children about how we are going to handle those feelings. Take out the instructional practices checklist for Recognizing and Controlling Anger and Impulses. Which instructional practice do we demonstrate when we model self-regulation?

[Prompt as needed to talk about IP 7 – Use anger management strategies in interactions with children and model calm down steps.]

Slide 15: Self-Soothing

Some children develop self-soothing strategies, such as rocking, thumb or finger sucking, hair stroking, or cuddling a baby doll. If children have special stuffed animals or other comfort items at home, encourage families to send those items to school as needed for self-soothing. Children who need extra support benefit from easy access to their comfort items and may wish to be attached to the item by a belt loop with a string or key chain or a small fanny pack. A photo of a child’s family can also be a comfort item. (Bilmes, 2004)

Slide 16: Anger Choice Cards

Once children recognize when they are angry, teach them appropriate ways to express that anger. ‘Anger choice cards’ help children think of alternatives to yelling and hitting. A good way to get buy in from children in your classroom is to allow the children to develop their own anger choice cards by suggesting strategies they will use when they feel angry. Anger choice cards can be posted in various




places in the classroom and, for the children who need extra support, placed on rings for individual children to wear.

[Trainer note – have Make It-Take It Activity ready.]

We have brought some Anger Choice Cards today and are going to give you the opportunity to cut these out and attach to a ring for use with your children. You’ll each need an Anger Choice Card sheet, scissors, a hole-punch and a metal ring. Please share with the people at your table! We’ll cut out the cards, punch a hole in the upper corner of each one, and thread each card onto the metal ring.

[As participants complete the activity, ask volunteers to give ideas for how information and materials can be shared with parents so that they can practice and discuss self-regulation with their child in the home and community.]

Slide 17: The Turtle Technique (http://www.soesd.k12.or.us/files/pbis_think%20_like_tucker_turtle.pdf)

The turtle technique was originally developed for anger management skills in adults and then was adapted for school-age children (Schneider, 1974) and then for preschoolers (Kusche, 1994).

The steps for the turtle technique are:1. Recognize your feeling(s)2. Stop3. Tuck inside your ‘shell’ and take 3 deep breaths4. Come out when calm and think of a ‘solution.’

[Model the steps of the Turtle Technique while describing them.]

The turtle technique helps children calm down. Teach and model ‘Tucker the Turtle’ during large and small group times and reinforce in real life situations. Multiple resources for teaching this technique can be found on line, including Teaching the Turtle Technique with extension activities, visuals for the classroom and home, and links to related resources.

[Share website with participants, www.soesd.k12.or.us/SIB/files/ teaching_the_turtle _ technique (5).pdf ]

Slide 18: Tucker the Turtle Video – Doyle’s classroom

Let’s watch a video of a teacher using Tucker the Turtle. This classroom housed 14 children, a teacher, one full-time teacher assistant, and one part-time teacher assistant. Both of the teacher assistants were new to the classroom that school year. There were 11 children with IEPs. Ten were identified as having a developmental delay and one was identified as on the autism spectrum. Four children in the classroom were supported by NC Pre-K, and one child’s family paid tuition. The class included three-year-olds who do not attend every day – therefore you will not see all 14 children in the video clip.



http://www.soesd.k12.or.us/SIB/files/teaching_the_turtle_technique(5).pdf

http://www.soesd.k12.or.us/files/pbis_think%20_like_tucker_turtle.pdf


In this video clip, Doyle, the classroom teacher, uses the story to show how the Turtle technique helps children take turns even when they experience feelings of frustration.

Find the Instructional Practices for Recognizing and Controlling Anger and Impulses Observer Checklist in your supporting materials and take a moment to review the instructional practices listed.

Keep the checklist handy and look for these practices as we observe the video clip.

[Show video: Recognizing and Controlling Anger & Impulse video 2.]

Slide 19: Instructional Practices Checklist

Talk at your tables about the practices you saw the teacher use in this video. What did you see that was evidence of each of the practices on the checklists? Was there anything else the teacher could have done differently to promote learning? Discuss this at your tables and we’ll come back and talk about it.

[Allow about 5 minutes for participants to discuss what they saw and strategies they could recommend.]

Let’s come back together. What instructional practices did you see?

[Groups report out. Prompt as needed to include Instructional Practices 1, 2, 3, 7, and 9.]

Slide 20: Teaching Standards

Now find your handout that shows the NC Professional Teaching Standards. Let’s think about what NC professional teaching standards we observed in this video. Put yourself in the shoes of the principal observing Doyle’s classroom for evaluation purposes. Which teaching standard(s) did she demonstrate? Please talk at your tables and we’ll come back and discuss.

[Allow about 3 minutes for group discussion.]

What teaching standard did you see? How was the teaching standard demonstrated? What did the teacher do? Are there other standards you think we missed?

[Prompt as needed to include: Standard I: Teachers demonstrate leadership Standard II: Teachers establish a respectful environment for a diverse population of students Standard IV: Teachers facilitate learning for their students]

Slide 21: NC Foundations for Early Learning and Development

Thinking about the children we saw in the video clip, what early learning and development standards were they working toward as they are introduced (or re-introduced) to the Tucker the Turtle




strategy? We know that the standards in Foundations are organized around five different developmental domains, and that children integrate skills from across those domains to participate successfully in the activities of their everyday lives. In this one observation we saw children demonstrate standards across domains. Let’s divide into groups with this group looking at language development and communication, this group looking at health and physical development, this group will look at emotional and social development, this group can take a look at approaches to play and learning and this group looking at cognitive development.

Make note of the early learning and development standards – specific to the domain to which you were assigned – that you saw the children working toward in the scenario. Look for the subdomain and goal. If you’re not sure about the goal, read the text included with developmental indicators for more detail.Please talk about your assigned domain in your groups and we’ll come back together in five minutes.

[Allow about five minutes for group discussion.]

Okay – let’s come back together. What do you think? What skills under language development and communication did you identify?

[Have some participants report out. Prompt as needed to include: Children understand communications from others. (LDC-1) Children develop book knowledge and print awareness. (LDC-10)]

What skills under approaches to play and learning did you identify?

[Have some participants report out. Prompt as needed to include: Children use a variety of strategies to solve problems (APL-6)]

What skills under health and physical development did you identify?

[Have some participants report out. Prompt as needed to include: Children develop awareness of their needs and the ability to communicate their needs

(HPD-6) Children develop awareness of basic safety rules and begin to follow them (HPD-8)]

What skills under emotional and social development did you identify?

[Have some participants report out. Prompt as needed to include: Children express positive feelings about themselves and confidence in what they can do (ESD-2) Children form relationships and interact positively with familiar adults who are consistent and

responsive to their needs. (ESD-3) Children form relationships and interact positively with other children. (ESD-4) Children demonstrate the social and behavioral skills needed to successfully participate in groups.

(ESD-5) Children identify, manage, and express their feelings. (ESD-6)]

What skills under cognitive development did you identify?




[Have some participants report out. Prompt as needed to include: Children recall information and use it for new situations and problems (CD-2)]

Slide 22: iPoints

You have both sets of iPoints in your supporting materials -- ‘Instructional Practices Observed IN Teaching Standards’ for teachers and for administrators. Find the iPoints for Recognizing and Controlling Anger and Impulses. One set is for teachers to use to reflect on their practices and how those align with early learning and development standards and teaching standards. The iPoints for administrators are meant to help administrators see connections between practices, child standards, and teaching standards when observing classrooms. Thus far we have talked about teaching practices 1, 2, 3, 7 and 9. You will see listed on the iPoints the early learning and development standards and the teaching standards the practices promote and demonstrate. Do these include any that you had not thought about or do you think any are missing?

[Allow participants to respond.]

Slide 23: Crosswalk

As you will recall the crosswalk in your handouts show how the early learning and development standards align with the NC Standard Course of Study (NC Essential Standards and the Common Core). One of the primary emotional social skills the Turtle the Tucker strategy hopes to promote in young children is the ability to identify, manage and express their needs (ESD-6). Looking across at the kindergarten standard you will see that the related standard for Guidance is that children will understand the meaning and importance of personal responsibility (RED.SE.2.1.) It further indicates that children will identify ways of controlling emotional states, feelings and moods. Did we see evidence of that goal being addressed in this video?

Slide 24: Tucker the Turtle - Book and Puppet

Teachers have developed many creative ways to introduce the turtle technique. Most teachers use a turtle puppet to demonstrate his special trick for calming down. This puppet was purchased from Barnes and Nobles and tucks in. The puppet we have on the resource table was created locally by Rebecca Miles from Greensboro. She has a variety of handmade puppets that can be purchased from the Sweetgum Puppets website. While visiting SEFEL classrooms across the state of NC we have seen a wide variety of turtle puppets and props.

[Share website with participants -- https://www.etsy.com/shop/SweetgumPuppets]

The social story, Tucker the Turtle Takes Time to Tuck and Think can be downloaded from the CSEFEL website under Practical Strategies, Scripted Stories for Social Situations. After reading it to the whole group, place it in the reading center so children can practice the turtle technique.

[Share website with participants -- http://csefel.vanderbilt.edu/resources/strategies.html]



http://csefel.vanderbilt.edu/resources/strategies.html

https://www.etsy.com/shop/SweetgumPuppets


Slide 25: Tucker the Turtle – Backpacks

Doyle fills a turtle backpack in her classroom with calming activities such as a variety of turtles, a class-made book, feeling faces, and solution cards. She purchased the backpack from Journey’s for $40. It’s portable, so she can take it outside to recess or send it with a child who needs some extra support when he leaves the room.

Tucker’s traveling bag shown here contains a turtle puppet, the Tucker story, visuals, music, a journal for families to write in, a digital camera for families to take a picture of their child with Tucker, and ideas for families to use the turtle technique at home.

Slide 26: I Can Calm Video

Show video, “I Can Calm” to demonstrate breathing techniques. Video can be found online here: https://youtu.be/qMvrK_8alOE

Slide 27: Safe Place Breathing

Dr. Becky Bailey, the developer of the Conscious Discipline program, created four core active calming techniques that involve deep breathing to shut off the fight or flight response in the body and get the ‘brain ready’ to learn. The breathing techniques are pictured here and can be accessed at the website on the slide.

[Share the website with participants https://consciousdiscipline.com/resources/safe_place_breathing_icons.asp and include visuals and directions on a resource table.]

We are going to take a few minutes to have you learn and practice these calming techniques. We have placed each of the breathing icons around the room on the walls. The breathing icon on your table tells you which area to go to first to practice a calming technique. After about 2-3 minutes we will signal you to move to the next icon, until you have visited all four.

[Signal the participants to change stations after 2-3 minutes. Allow participants to rotate through the four calming techniques.]

[Trainer note: Have participants consider how they could adapt the strategies for children with special needs. For example, to teach the faucet technique to a child with a visual impairment the teacher could stand behind the child to support their arm extension then blow air on the child’s hand or behind his ear. The balloon technique could be taught by allowing the child to feel air escaping from a real balloon on top of his head and modeling air escaping from lips on back of his hand. ]



https://consciousdiscipline.com/resources/safe_place_breathing_icons.asp

https://youtu.be/qMvrK_8alOE


Now let’s come back together. Do you feel calmer? Do you see how this could be a beneficial activity to use with your children? Does anyone have any different breathing techniques or physical calming strategies that you use in your classroom?

[Allow participants to respond.]

Another way to visually represent this deep breathing process is to place a flower on one end of a straw and a pinwheel on the other end. Model for children the process of alternately smelling the flower (inhale through the nose) and blowing the pinwheel (exhale through the mouth).

The Breathing Star guides children through the S.T.A.R calming technique: ‘Smile, Take a deep breath And Relax.’ The directions for making it are on the website and we have a sample for you to try out as well.

[Share website with participants -- http://consciousdiscipline.com/resources/breathing_star.asp -- and demonstrate how to use the Breathing Star.]

[Trainer note: additional free resources are available at http://consciousdiscipline.com/resources/]

Slide 28: Safe Place

Becky Bailey (2001) promotes the use of a ‘safe place’ for children to go when they need to calm down. After teaching the S.T.A.R. process, place the Breathing Star in the ‘safe place.’

Also called a ‘safe space’ or a ‘cozy corner,’ the safe place is not intended to be used as time-out. Children can go to the safe place at any time during the day to help them relax, physically and emotionally, using a variety of soothing, calming items you intentionally place there.

In this classroom you can see the Safe Place Breathing icons on the wall. They are laminated with Velcro so that children who benefit from extra support can keep the icon with them as needed.

Slide 29: Safe Place Materials

Carefully select the calming items for your safe place. Include visuals and books about feelings and what you do with your feelings, Tucker the Turtle and the Tucker the Turtle book and poster, and hard and soft, tactile manipulatives for sensory integration such as a weighted snake. Calming glitter bottles can be added to help children decrease anxiety as well as to help them manage anger. Teach children to use the calming bottles by asking them to describe what they can see through the bottle before it is shaken. Point out that they can see clearly what is going on around them through the water. Then allow them to shake the bottle to work out their frustration. After the bottle is shaken, ask them what they see. Point out that is difficult to see when things are shaken up. Explain that our brain has a similar reaction when it is frustrated.

[Trainer note: you may consider supplying materials for participants to make ‘calming glitter bottles.’ Materials: plastic water bottle, one bottle of clear glue (not white glue that dries clear), glitter glue, or



http://consciousdiscipline.com/resources/

http://consciousdiscipline.com/resources/breathing_star.asp


you could also use corn syrup, water (hot water if glitter glue is used), glitter, sequins, beads, shells, plastic jewels, etc., food coloring, duct tape (to fasten the lid to the container)]

Find your Instructional Practices checklist for Recognizing and Controlling Anger and Impulses. By making a safe place in your classroom and intentionally teaching calm down techniques what evidence-based instructional practices are you using?

[Give participants time to look over the checklist, then discuss. Prompt as needed to talk about: IP 1 Provide children with strategies to use when they are angry in order to calm down IP 2 Provide a safe space and visual reminders of calm down steps in the classroom IP 3 Explicitly teach calming strategies IP 4 Comment on and recognize children who have managed anger appropriately IP 5 Help children reflect on their own use of calming strategies IP 6 Individualize instruction on anger management based on children’s individual needs IP 7 Use anger management strategies in interactions with children and model calm down steps IP 8 Remind children of posted strategies when a problem behavior occurs IP 9 Prompt children to use strategies when appropriate]

Slide 30: Safe Place Video

Let’s spend just a few minutes with Norma Jannone as she shares her safe place and the strategies and materials she uses to help children to calm down. Think about the individual children in your classroom and how you might use the safe place with them.

[Show video: Recognizing and Controlling Anger & Impulse video 3]

Slide 31: Formative Assessment

Formative assessment is a moment-by-moment analysis of children’s learning for the purpose of informing the teacher’s next instructional steps to help children continue to learn. It occurs before, during, and after instruction and provides immediate feedback to children. It helps us know where we are going, where we are now, and how to close the gap. How would you use the formative assessment process to analyze children’s use of calming strategies and the safe place?

Let’s start by understanding what preschool children should know and do related to self-regulation. Take out your Foundations book and turn the subdomain ‘Learning about Feelings’ on page 61. Read through the Developmental Indicators under Goal ESD-6: Children identify, manage and express their feelings.

[Trainer Note: Allow participants about 2 minutes to read over developmental indicators.]

Now find Recognizing and Controlling Anger and Impulse-Formative Assessment in your handouts. Think about a child in your classroom who would benefit from a safe place and the materials in it. Think about how you would address, or have addressed, the early learning standards about managing feelings by teaching her to use the safe place. How would you assess the success of this instruction?




What would be the learning target? What would be the criteria for success? How would you will collect data/documentation and analyze evidence? What descriptive feedback would you provide? How would you adjust instruction as needed?

Discuss with the group at your table and make notes on your worksheet.

[Bring participants’ attention to the poster displaying formative assessment steps.]

[Allow participants about 10 minutes to complete this activity]

Now, let’s come back together and have a couple of volunteers share out their responses.

Slide 32: Relaxation Thermometer

The Relaxation Thermometer is another way to help children calm down.

[Share the website for the visual of the Relaxation Thermometer with feeling chart http://csefel.vanderbilt.edu/modules/2006/feelingchart.pdf ]

The Relaxation Thermometer uses color to show a range of feelings. The blue ‘cool’ part of the thermometer represents ‘happy’ and ‘relaxed ‘ and the red ‘hot’ part means ‘angry’ and ‘stressed.’ You might add photos or pictures of faces to further illustrate the range of emotions.

Use the thermometer to help children process the feelings that may have led to a conflict in the classroom. Discuss the events that occurred and help children identify the place on the thermometer that reflects what they felt. Talk about the feelings represented on the thermometer that lead to conflict. Show when and how to use calming strategies to prevent or recover from conflict.

[Trainer note -- if a participant has used this strategy, ask her to share specifically how she has used the Relaxation Thermometer with her children.]

Slide 33: Family Engagement – Photos of families

As we implement strategies and activities in the classroom that help children manage their feelings, let’s share them with families. All children, and especially children who need extra support for social-emotional development, benefit from messages that are consistent across settings and people. Children can learn that Tucker the Turtle is helpful wherever they are. Families and teachers can prompt children as needed to use the same calming techniques at school, at home, and in any of the settings that are part of their everyday lives.

Slide 34: Family Engagement - Message in a Back Pack



http://csefel.vanderbilt.edu/modules/2006/feelingchart.pdf


The National Association for the Education of Young Children (NAEYC) has a series called ‘Message in a Backpack.’ They are handouts teachers can print and provide to families with information and strategies to use at home. Is anyone familiar with them?

[Share website with participants -- http://www.naeyc.org/tyc/backpack]

This one, Help your Preschooler Gain Self-Control, suggests changing the rules of a game to make it an ‘opposite game,’ working together on a puzzle that has a few more pieces than the child is used to, and planting seeds to help their children stop, wait, and think.

Slide 35: Impulse Control

According to neuroscience researchers Aamodt and Wang (2011), who co-authored Welcome to Your Child’s Brain, “childhood self-control is twice as important as intelligence in predicting academic achievement.” Dr. Becky Bailey (2001) has said that the key to developing impulse control is to help children respond to situations with the thinking-planning part of their brain.

Use stop and go activities such as Simon Says and Freeze Dancing in which the children have to think before acting. They have to ‘hit the pause button’ between impulse and action. These can be incorporated into daily routines by having children walk, then stop during a transition or they can run and stop on the playground. Some of these activities are described in your handout titled, Strategies for Helping Children Develop and Practice Impulse Control. Take a moment to look at the handout and talk to the others at your table about additional games and activities you have used or might use to help children practice impulse control.

[Give participants about 3-5 minutes to look at the handout and talk.]

Have you used these or similar games and activities with your children? How have they helped your children with impulse control? What other activities did you talk about?

Slide 36: Impulse Control - Yo Gabba Gabba!

These activities can be fun. Let’s practice one!

[Have participants get up and move while practicing their self-control using the video, Hold Still - Yo Gabba Gabba - https://www.youtube.com/watch?v=sLSpXaokFkc) ]

Slide 37: Conclusion

Brain research shows that self-regulation is linked to maturation of the prefrontal cortex area of the brain, which occurs during the preschool years. Evidence indicates that self-regulation and impulse control do not emerge spontaneously but are learned (Boyd et al. 2005). By establishing a warm and responsive relationship with young children they begin to gain the confidence and security needed to cope with emotions that can be overwhelming. We can then begin the important job of helping children develop the ability to regulate themselves at the developmental level that is appropriate for them.



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


At the beginning of the session we asked you to recall a situation in your life when you experienced feelings of anger which resulted in behavior on your part that you weren’t very proud of. We asked you to keep this situation in the back of your mind and as we shared strategies to think of some that might have worked for you. The next time you feel your emotions rise up the Feelings Thermometer, try the turtle technique – and then talk about it with the children in your classroom!

As the quote on the slide says: “You cannot make yourself feel something you do not feel, but you can make yourself do right in spite of your feelings.” - Pearl Buck

Slide 38: Post-learning Activity

1. Refer back to the handout in your packet titled Teaching the Turtle Technique. This can also be accessed on line at www.soesd.k12.or.us/SIB/files/ teaching_the_turtle _ technique (5).pdf .

2. Using this handout as a guide, develop a plan for teaching one of the cognitive behavioral intervention techniques (i.e. Relaxation Thermometer, Safe Place Breathing) or impulse control strategies that were covered in the module today. You may also choose to develop a plan for an intervention technique that you have or are currently using in your classroom.

3. A blank template has been included in your packet that you can use by indicating the intervention technique at the top and filling in the information below.

4. Share this plan with other teaching staff in your classroom and decide how and when you will prepare the resource materials and implement the activities in your classroom.

5. Be prepared to share and discuss this plan with your colleagues.

[Trainer note – assign the post-learning activities – reflecting on ‘Recognizing and Controlling Anger and Impulses’, etc. (see Post-Learning Activities)]

Slide 39: Questions – photo of Question Mark



http://www.soesd.k12.or.us/SIB/files/teaching_the_turtle_technique(5).pdf


References

Aamodt, S., & Wang, S. (2011).Welcome to your child’s brain: How the mind grows from conception to college. New York, NY: Bloomsbury Publishing.

Anthony, M. (n.d.). Why impulse control is harder than ever. Retrieved from http://www.scholastic.com/parents/resources/article/why-impulse-control-is-harder-than-ever

Bailey, B. (2001). Conscious discipline. Oviedo, FL: Loving Guidance, Inc.

Bilmes, J. (2004). Beyond behavior management: The six life skills children need to thrive in today’s world. St. Paul, MN: Red Leaf Press.

Bodrova, E., & Leong, D.J. (2007). Tools of the mind: The Vgotskian approach to early childhood education (2nd ed.) Upper Saddle River, NJ: Pearson Education.

Boyd, J., Barnett, W.S., Bodrova, E., Leong, D.J., & Gomby, D. (2005). Promoting children’s social and emotional development through preschool education. Retrieved from http://nieer.org/publications/policy-reports/policy-report-promoting-children%E2%80%99s-social-and-emotional-development

Center on the Social and Emotional Foundation of Early Learning. (n.d.). Resources: Practical strategies for teachers/caregivers. Retrieved from http://csefel.vanderbilt.edu/resources/strategies.html

Conscious Discipline. (2015). Conscious discipline resources. Retrieved from http://consciousdiscipline.com/resources/breathing_star.asp

Conscious Discipline. (2015). Breathing star. Retrieved from http://consciousdiscipline.com/resources/breathing_star.asp

Conscious Discipline. (2015). Safe place breathing icons. Retrieved from https://consciousdiscipline.com/resources/safe_place_breathing_icons.asp

Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), 88-108.

Iowa State University Department of Human Development & Family Studies. (2013). Train-Coach-Train. Retrieved from https://iastate.app.box.com/s/9rg5sxh5mfh43da7e05k

Joseph, G. E. , & Strain, P.S. (2006, May). Helping young children control anger and handle disappointment. Retrieved from http://csefel.vanderbilt.edu/modules/module2/handout7.pdf

Khadaroo, S. (2014). Racial gap in discipline found in preschool, US data show. Retrieved from http://www.csmonitor.com/USA/Education/2014/0321/Racial-gap-in-discipline-found-in-preschool-US-data-show



http://www.csmonitor.com/USA/Education/2014/0321/Racial-gap-in-discipline-found-in-preschool-US-data-show

http://www.csmonitor.com/USA/Education/2014/0321/Racial-gap-in-discipline-found-in-preschool-US-data-show

http://csefel.vanderbilt.edu/modules/module2/handout7.pdf

https://consciousdiscipline.com/resources/safe_place_breathing_icons.asp

http://www.scholastic.com/parents/resources/article/why-impulse-control-is-harder-than-ever


Kusche, C. A., & Greenberg, M. T. (1994). The PATHS curriculum. Seattle, WA: Developmental Research and Programs.

National Association for the Education of Young Children. (2011). Help your preschooler gain self-control. Teaching Young Children, 4(2), 23. Retrieved from http://www.naeyc.org/files/tyc/file/MessageV4N2.pdf

North Carolina Department of Public Instruction. (2012). North Carolina Teacher Evaluation Process. Retrieved from http://www.ncpublicschools.org/docs/effectiveness-model/ncees/instruments/teach-eval-manual.pdf

North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Retrieved from http://ncchildcare.nc.gov/pdf_forms/NC_foundations.pdf

Ritchie, S., & Gutmann, L. (Eds.). (2014). FirstSchool: Transforming PreK-3rd grade for African American, Latino, and low-income children. New York, NY: Teachers College Press.

Schneider, M. (1974). Turtle technique in the classroom. Teaching Exceptional Children, 7, 21-24.

Southern Oregon Education Service District. (n.d.). Teaching the turtle technique. Retrieved from http://www.soesd.k12.or.us/SIB/files/teaching_the_turtle_technique(5).pdf

Southern Oregon Education Service District. (n.d.). Think like Tucker Turtle. Retrieved from http://www.soesd.k12.or.us/files/pbis_think%20_like_tucker_turtle.pdf

Tools of the Mind. (2015). Self-regulation. Retrieved from http://www.toolsofthemind.org/philosophy/self-regulation/

Urban, L., & Cole, H. (2012). Mouse was mad. Boston, MA: HMH Books for Young Readers.

Vail, R., & Heo, Y. (2005). Sometimes I’m Bombaloo. New York, NY: Scholastic.

Webster-Stratton, C. (1999). How to promote children’s social and emotional competence. London, ENG: Paul Chapman Publishing

Yo Gabba Gabba. (2010). Hold Still – Yo Gabba Gabba! Retrieved from https://www.youtube.com/watch?v=sLSpXaokFkc

Resources

Dodge, K. (1993). The future of research on conduct disorder. Development and Psychopathology, 5, 311-320.

Kazdin, A. (1993). Adolescent mental health: Prevention and treatment programs. American Psychologist, 48, 127-141.



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


Reid, J.B. (1993). Prevention of conduct disorder before and after school entry: Relating interventions to developmental findings. Development and Psychopathology, 5, 243-262.

University of New Mexico Center for Development and Disability. (n.d.). Self-regulation/self-control: Tips and strategies. Retrieved from https://www.cdd.unm.edu/ecspd/resources/pdfs/QualityChildcare/Resource%20Guide/SelfRegulationTipsandStrategies.pdf



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