Professional Documents
Culture Documents
Differently..Addressing Academic/
Behavioral/Personal/Emotional Issues of
ALL Learners
Laura Beltchenko
Lbeltchenko@gmail.com
The OK Book
Amy Rosenthal and illustrated by
Tom Lichtenheld
Affective or
Social/Emotional Learning
Maturity:
Maturity self-awareness, self-acceptance,
tolerance of others.
Integrity:
Integrity respect for self and others that
enables the teacher to avoid exploitation of
emotions.
Responsibility:
Responsibility an attitude of responsiveness as
well as a willingness to guide group participants
through potentiall difficult discussions
Adaptability:
Adaptability the ability to adjust plans to
meet the needs of the group at the moment,
and to allow participants their
own interpretations.
Laura Beltchenko, 2013
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Attributes continued:
Empathy:
Empathy the ability to understand
another persons feelings without
actually experiencing them.
Respect:
Respect the recognition of the value
of another persons feelings, and his or
her inherent worth and uniqueness.
Genuineness:
Genuineness sincerity, spontaneity,
openness; awareness and acceptance of
ones own inner experiences.
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Emotional Intelligence
Emotional Intelligence is
the ability to perceive
and express emotions,
emotions
to understand and use
them and to manage
emotions so as to
foster personal growth.
Salovey & Mayer, 1990,
1997, 2000
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http://blaine.org/sevenimpossiblethings/?p=1478
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(CASEL) http://casel.org/
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3. Self-Management
Establishing and
working toward short
and long term goals,
and handling emotions
so that they facilitate
rather than interfere
with the task at hand.
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Kevin Henkes
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Illinois Social/Emotional
Learning Standards
Goal 1:
1 Develop self-awareness
and self-management skills to
achieve school and life success.
Why this goal is important:
important
Involves knowing your emotions,
how to manage them and ways to
express them constructively.
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Goal 3.
3 Demonstrate decision-making
skills and responsible behaviors in
personal, school and community
contexts.
Why this Goal is Important:
Important Achieving
these outcomes requires an ability to
make decisions, solve problems,
generate alternative solutions and
learn from ones decision making.
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Turn and.
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Asynchronistic Development
http://www.hoagiesgifted.org/asynchrony_squared.htm
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The Mysterious
Benedict Society Trilogy
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1. Psychomotor
2. Sensual (senses)
3. Imaginational
4. Intellectual
5. Emotional
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1. Psychomotor
Organic excess of energy
Love of movement for its
own sake
Rapid speech
Pursuit of Intense physical activity
Impulsiveness and restlessness
Intense drive
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2. Sensual (5 senses)
Heightened experience of sensual
pleasure Seeking sensual outlets for
inner tension
Desires for comfort, luxury and refined
beauty
Pleasures of taste and smell
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Sensual (5 senses)
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3. Imaginational
Dreams are retold in detail and vivid
color
Predilection for fairy tales and magic
Love of poetic language, rich imagery,
fantasy
Speaking and writing in metaphors
Imaginary companions
Inventiveness
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Imaginational
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4. Intellectual
Persistence in asking probing
questions
Sharp sense of observation
Independence of thought
Striving for synthesis of knowledge
Striving for more understanding and truth
than with academic learning and achievement
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5. Emotional
Compassion and empathy
Strong affective recall of past experiences
Intense desire to offer love
Fears, anxieties, depression
Enthusiasm and excitation
Intense loneliness
Attachment to persons, living things or places
Great intensity of feelings.
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Citizenship:
Citizenship Working
Honesty:
Honesty Rely on
together, sense of
yourself to tell the truth
community and
and keep your word.
cooperation.
Courage:
Courage Logical risk Respect:
Respect Treat others
taking and truth
the way you want to be
Social Justice:
Justice
treated.
Heightened awareness,
Compassion:
Compassion Show that
acceptance and tolerance
you care about others
of individual differences
by treating them with
Humor: Ability to laugh
kindness and
as ones self as well as
understanding.
demonstrate a positive
Responsibility:
Responsibility You are
attitude.
accountable for the
things you say and do.
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Fulfilling Illustrations
Details of the
illustrations should be
so fascinating that a
child can look
repeatedly and always
find more: a surprise
or a bit of humor, a
special feeling or
relationship just by
looking at the
characters face, eyes
or body posturing.
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Character Feelings
and Traits
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display real
emotions,
feelings and
relationships that
the student can
recognize.
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Developmental Bibliotheraphy
Does not require a trained mental
health professional.
It is meant to help prevent
problems not to cure them.
Hynes and Hynes-Berry (1986) list
some of the qualifications that
teachers already possess.
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Stages of Bibliotheraphy
Yes, you are doing this as you set up your picture book/literature or
discussions/read alouds in your classrooms.
Lets view them in terms of character traits.
Identification
Surfacing of Emotions
(the Catharsis)
Insight
Universalization
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Identification (recognizing)
The process by which the reader
identified with a character in the book,
recognizing something of himself in what
is pointed out or read in the story.
Book characters can be very real to
children.
We often call this a .
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Surfacing of Feelings)
(catharsis)
This occurs as the reader follows the
character through a difficult situation
to a successful resolution.
This is a continuation of
Text to Self
and incorporating
Text to World
situations.
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Insight (thinking)
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Universalization (awareness)
Bringing the story character full
circle.
It is the point at which the student
truly can identify with the character
presented in the text/story/picture
book.
The student can relate to how the
story character handled a situation
and can see relationships in their own
life.
Universalization concept courtesy
ofBeltchenko,
J.Delisle 2013
Laura
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http://www.pigeonpresents.com/teachersguides/knuffle_teachguide.pdf
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Wordless Books
Books with only illustrations allow for
conjecturing and discussion. Interpretation
of the plot via the pictures can often lead to
recognizing, feeling and thinking.
http://www.thefishknowthesecret.com/
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Word Choice/Voice
http://www.memfox.net/mem-reads-aloud/#
Books should
introduce words that
can help children
categorize words
into feelings and
emotions. Looking
at the character in
this illustration, how
do you think he
feels?
AND WHY? Laura Beltchenko, 2013
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Plotting Along
Leaving you with a thought to
ponder
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Web Resources
Responsive Classroom:
http://www.responsiveclassroom.org/
Committee for Children:
http://www.cfchildren.org/
Morningside Center (video from PS 81):
http://www.morningsidecenter.org/
Edutopia Magazine (George Lucus Foundation):
http://www.edutopia.org/search/apachesolr_search
/social%20and%20emotional%20learning
Illinois PBIS Network:
http://www.pbisillinois.org/
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Recommended Readings
Halsted, J. (2009). Some of My Best Friends
Are Books (2nd ed.). Scottsdale, Az.: Great
Potential Press.
McElmeel, S. (2002). Character Education, A
Book Guide for Teachers, Librarians, and
Parents. Greenwood Village, Colorado: Greenwood
Publishing Group.
Findlay, D. (2001). Characters with Character,
Using Childrens Literature in Character
Education. Fort Atkinson, Wisconsin: Highsmith
Press
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