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all right good morning good evening good afternoon thank you so much for joining us my name is Amanda Taylor and this is the ed tech team team good morning good evening good afternoon teaching and learning social emotional learning webinar and I need to make sure that I need myself there we go okay this is the teaching and learning a social social and emotional learning webinar and I'm so excited to have you guys here with me today hopefully I am being heard where I need to be heard and make a note in the chat there we

go yay awesome you guys are already introducing yourself in the chat you are on it we've got people that have done this before it's so great um okay I'm going to share my screen really quickly here we go all right so today like I said we are starting our series on social and emotional learning we're so glad that you have decided to spend an hour with us any resources for today can be found at a tech team ed tech team slash SEL resources I'm also going to link those in the chat for you so you

happen let me do that really quickly there we go so the research those are also linked in the chat thank you guys so much for joining us let's see we've got Melissa Tracy Cara and good evening from Salt Lake so awesome thanks guys all right so let's go ahead and move forward here let's see so today's layout is going to be a little different if you've been to one of our webinars before and typically we have some sort of demonstration of tools and tips and tricks for your classroom but this webinar is a lot more

like the last one we had on empathy in the classroom and it's gonna be more of a discussion and kind of diving into what this big this big thing is the social-emotional learning and what that means and so I'm going to introduce our guest we've got three fantastic guests today and then we're going to talk just real high-level what is social emotional learning and then we're gonna cover some foundation questions for teacher self-assessment because even if we know what social and emotional learning is how do we know where we stand where we where we are

on the spectrum or the scale of learning and implementing into our classrooms so that's going to be the bulk part of our day and you're going to hear a lot of examples from our speakers our panelists and and hopefully learn a little bit more about your own role and where where you're going with this this journey so I'm going to introduce myself first my name is Amanda Taylor I'm a director of professional development with a tech team out of California where a group of educators from across the globe that work together to provide fantastic professional

development and lots of different capacities I've actually located in Orange County currently but I'm originally from Texas and you can follow me on twitter at teacher and King calm or not teacher geek calm just at teacher and kick punch Twitter okay so I'm going to let's see who's first on my list Jonathan hey there go ahead and introduce yourself to us Jonathan yeah my name is Jonathan Durbin I am the art teacher at Liberty Tree Elementary School that's in the Olentangy schools which is outside of Columbus Ohio and I am also the 2018 Ohio Teacher

of the Year and I'm really excited about this discussion today in my work within the art room but then also throughout our whole school social-emotional learning has become a real passion of mine and you can follow me on twitter @jj ooch or on instagram at Liberty tree art so and that's me awesome thanks Jonathan okay so and I just linked his link for Twitter on the chat as well so you can quickly follow him will rack up some followers there alright it's Michelle you are next hi better I'm Michelle Cara Williams I am the 2018

Virginia Teacher of the Year I teach in the social studies department this year I'll be teaching sociology psychology and economics and personal finance for English learners this is at the high school level I'm on Twitter at week history and I'm excited I got to participate in last month's chat about empathy in the classroom so I'm really excited to continue that conversation tonight awesome thanks Michelle sorry I was messing with our chat while you were talking I promise I was listening and I love that I love your your Twitter handle week history okay so we are

now going to hear from Robert founder of yaw Matt Galland math or game at Robert you'll have to tell me because I'm sure I pronounced it wrong who is also a local Californian it's yeah Matt but I don't understand I've heard yahya math and yeah math and all sorts of things so it's sort of like my last name mispronounced hi I'm Robert founder of yeah math work I've been a classroom math teacher for 30 percent of my life sorry to drop the math fact but yeah it's true I am so pleased to be here surrounded

by such royalty and I mean that sincerely I mean teachers of the year are that for a reason and so I'm really interested in learning from this webinar in addition to contributing to it yeah yeah math organ in case you don't know people that are being introduced to it is the first of its kind and only math video series filmed in a live classroom so I'm interacting with my students were having fun we're laughing we're having emotional connection I dress up in costumes so I mean there's no better way to break down fears of learning

math them to dress up as a chicken for example and that's called the mathematician by the way and that's far enough there's all kinds of titles the iconic now on YouTube they're openly accessible video content free for the world to enjoy and it's really made waves and I've been I've been blessed to just sort of ride the wave until what become since then I've been speaking at schools authored a book about the merits of connecting with students prior to connecting with them as learners and making them as people and that this is right up my

alley this is my entire platform is based on social emotional learning so I'm jazz I'm really excited if you'd like to follow on Twitter will do all the handles it's at a mass on Twitter and yeah my stop pics on insta and I'm really excited for the hour thank you for having me Amanda yeah thank you Robert so all you need now is a twitch channel for all of your math videos oh I think you muted yourself but you not have to go yeah yeah I think I do Google suffice finale to post a little

known fact you guys get to hear this I used to have my own twitch channel then I smartly deleted all the videos before I stopped streaming so lamin yeah yeah super smart for me so okay so we are gonna move forward thank you guys so much for introducing yourself you do it way better than I could I get to fumble over everybody's jobs and words so I like it better than you guys do it um just as a quick reminder as we move forward that all of the resources from this slideshow can be found at

attack team slash ICL resources I also have it linked in the chat and let's see just checking the chat real quick before I move forward we've got Samantha from New Jersey Wendy from San Jose and Jennifer from Colorado hello from Michelle and Hamish from New Zealand awesome how early is it in New Zealand right now thank you guys for joining us I love it when we have our friends from across the water join in as well okay so make sure that you introduce yourself on chat so you can see Jenna from Chicago Lindsey from Salt

Lake thanks guys okay we've got a nice representation from all over the place okay so session resources again a tech team slash SEL resources and if you haven't joined us before and I would like to tell you that you can enter to win a free attack team online course by completing this form located on the slide there actually the forum is linked several different times throughout the resources you just have to complete the form once then we'll do a drawing at the end for somebody to win a free online course so that's exciting just for

your participation today oh I leave the first timer I thank you and sherry from Kentucky and Eileen from Nebraska it's it's 11:00 12:00 a.m. and it's school time nice okay so our first question is to cover high level what is social and emotional learning and we've shortened it as SEL throughout the presentation but it does stand for social and emotional learning and to help us talk about it and we're gonna have Robert come back and talk about the high big-picture what what is it what is it the heart of social and emotional learning so Robert

go ahead thank you yeah this is this the reason it's so exciting for me about this discussion is that included within this webinar included in the space are teachers from every different subject of every different age and doesn't that strike you as so fitting that we're having a discussion that unites all of us we're not here talking about you know tapping into our creativity you know like with Jonathan's class with with with artwork or English Composition here with Michelle and and nor are we talking about quadratic equations for me you know we're talking about what's

at the core of being a teacher and that's connecting with the students in front of us and it's a skill like all others I mean definitely people bring in some sort of you know a human connectivity but it's a skill that we can hone and this is what a man is going to be speaking about later so at the heart of to me social-emotional learning is prior to discussing the subject which is something especially that teachers who are understandably really excited to jump in and share the gift of knowledge within that subject prior to doing

it we have to prioritize the connectivity and the emotional bond an attunement with the very people that were trying to reach especially now especially now within the technology lead generation this was born being recorded with an iPhone generation and I think it's really poignant that we actually turn our focus to connecting with the students before us on an emotional level figuring out their emotional and mental wiring and tap into all that is beautiful within them and help them tap into that themselves both to us as educators and to each other in the class and learning

will ignite I mean the whole point of this discussion is about learning can ignite deep meaningful life-changing learning that we're all here to offer them and so that's really what it's about we have to sort of suspend the dialogue on subject matter and dive into the connect to an activity to the student that's what it's about awesome thank you Robert I love that it's it goes back to the why and not just the what and I think that's that's a big it highlights that really well and then Michelle and you were able to add this

this just one sentence quote that really just kind of captures everything in one sentence so if you could share that with us that'd be great yeah yeah so Jonathan and I had the privilege of getting to know Cara ball this year who is representing the Department of Defense Education activities and the thing that she says all the time that really stands out to me is you can't teach what you don't know and that includes your students I think a lot of times especially at the high school level but I imagine across the entire k12 continuum

the teachers feel like they need to be kind of the experts in the content that they're teaching and forget about becoming experts in their students I think it's really our responsibility to make sure that our students know that they it's that they need to believe that we're not just there to teach them stuff we are there for them and that takes us getting to know them and like I would never dress up as a mathematician because we don't all have to teach the exact same way to still be able to have those connections with our

students it's not about what we're doing at the front of the room it's how we're kind of acting and building those relationships with our students but the mathematician is great he's Michele I want to see pictures I'm gonna go find those videos Robert after we're done because I need to see that and I I was one of those people that did not love math I really had a hard time connecting with any of my math teachers so I can see why I mean it's it's valuable in all content area but especially in those content areas

where it's scary or it's hard or it just doesn't come as naturally to other to some as it does to others um we can't all be a math genius like my six-year-old he's a self-proclaimed math genius and if you are in the chat if you could tell us what can you teach and and where are you from and I know some people have already have already told us where they're fun but tell make sure you tell us what you teach what grade level at subject area Jennie Boggs said great points sometimes we feel like we're

in constant competition with our fellow teachers remembering we all have our strengths is super important yeah it's not a competition it's we're all in it together right but we do feel like like we're competing with each other so I feel that way as well I have major impostor syndrome on the regular awesome seventh grade ela great Thank You Melissa and so you guys continue to add that in and then I'll pull some of those those comments out of the chat as we move forward okay so just another reminder that our resources are at a tech

team SEL resources don't forget to fill out the form and we're going to move on to our kind of our teacher self assessment so just as a reminder um none of what we talked about today is meant to be judgmental in any and any way whatsoever so if we say something and it's something that you've never thought of before or you didn't think that mattered in your classroom don't feel like don't feel like we are judging you in any way that's definitely not the point and the point is just to ignite the conversation and to

know that social-emotional learning is definitely a journey and we're all in different parts of it some of these questions kind of threw me for a loop as well and I wouldn't I'm not an expert by any means and I were just we're all on a journey so I wanted to share with you as we go through each one of these I want you to kind of judge yourself as a emerging developing proficient and mastery and you'll recognize these these come from standards-based grading the idea that emerging doesn't mean that you don't know anything it just

means that you're still a beginning learner and you try to keep it as friendly as possible so emerging is you're just beginning your journey you have minimal understanding or awareness it's not necessarily that you don't think that it's valuable and then at mastery level not only are you modeling these skills but you're also sharing with others in the community and actively making this and you know on the fourth line forever videos so let's see so one of the other things that I wanted to demonstrate ur not just with students but especially when teaching adults I've

learned that we all have what we call like the pit of despair or the valley of despair so there's this picture and then this picture right here when we go through something new we start with the oh my gosh this is amazing like why did I not think of this before and then as you dig into it it gets harder and then you're like wait this is hard this isn't working and then we kind of go into this swamp of like okay never mind maybe this isn't for me maybe I can't do this maybe I'm

not as good as I thought I was but you have to understand that you have to get through that it's not it's not actually if you're just going over the pit then you're not really learning anything different you're just kind of masquerading it so if you find yourself either today or in a couple of weeks from now down here in this swamp of despair don't don't fret it you still have to work through that and then you get on the other end in you're like wow and then you may you may get to a point

where you feel like you've got something dialed in with the social-emotional learning which may be student relationships or with discipline or classroom management and then something happens and you start all over again so it's constantly a journey it's never a destination you're never ever there and if you're teaching every year is going to be a different here we've got experienced teachers across the bottom of this panel here raise your hand if every year is different no years the same no day is the same right okay good and if you've been teaching for any length of

time you have to know this so if you're a new teacher man buckle up because you you get a bigger toolkit but you never you're never perfect that's not the point okay so number one and each one of these questions has a quadrant down below it so this one is talking about self-awareness and then what I have for you guys afterwards is I actually have we pulled these questions from a larger teacher self assessment I'm gonna be sending that to you and the follow-up email so you're gonna have everything so we just took out a

couple of the big foundation questions that we thought would ignite a really good starting conversation and then we will will send out the bigger email and then when you come back next month for part two we'll talk more about what's next how do you move forward now that you understand where you are on the on the spectrum of learning about SEL so number one question number one is I understand how student responses positive or negative affect my emotions and Jonathan is going to talk a little bit about this one so Jonathan take it away yeah

I'm gonna be very transparent on this one I am an emotional person and when you think about teaching it is a very personal thing we don't do it in a vacuum we are working with in interacting with other human beings and that's really important for us to understand and so when we're in the classroom I mean I'm gonna be very honest is that there are moments when a student will say something to me and it might be just a small little thing that they think won't bother anyone and it gets inside right because you've spent

all this time preparing and getting ready for them and making sure that they have this great learning opportunity and then they have a response to you you just weren't expecting and that's something I've had to learn about myself is that in those moments that I realized that I am affected by their words and I can think of so many examples where I have maybe not reacted in the best way and then I've purposely gone back and apologized to the student and explained why I was feeling those ways and I think that's really important for our

students to understand that we are human beings with feelings and that those are things that we're processing as well so I think this is huge - first off understand that students do affect us and our emotions in the classroom but then also do affect like how do we normally respond whether it means stepping away for a second and taking a deep breath before we answer them or before we redirect them but then I think it's also really important for us to have a conversation with them about why they might be thinking something about what how

we are feeling I think those are really crucial for us to have and then also to model for them as well awesome thank you for that Jonathan and anybody else when is anybody else have something that they would like to say what happened yeah I can jump in so the first thing I thought of when I saw this particular question or statement is the group of freshmen I had my fifth year teaching it was a really difficult group for me and I struggled a lot with them getting really angry at them throughout the year and

I wasn't really clear on what my triggers were but I got to the point that towards the end of the year I I actually told one of the students to go out of my room because I want to look at his face anymore which ya another boy raised his hand at one point I had recently let them know that I was pregnant expecting my first child and I was mad at them for something and I'm kind of going off and this boy raised his hand from the back of the class and said yeah miss is

it true that you are moody or when you're pregnant and that's like get out of the room right and in my journey since that time I've done a lot of work studying the research of brené Brown she studies vulnerability and shame I talked a lot about her in last month's session and but one of the things that I've come to realize is that I have a lot of shame around my intelligence being called into question and kind of my how with it I am and so these triggers that I had were when my my together

nest was called into question by the students and so being able to reflect on my own shame triggers and responses allowed me to recognize when a student is kind of maybe pushing that button and let me step back and take me the emotion piece out of it and recognize that it's not about me it's about the kid and into Jonathan's point about when you realize you did do something because we're none of us are perfect we're all human I go back and apologize I think that goes a long way to maintaining trust between you and

your students yes I agree I love that um we had Melissa Gonzales asked a question and do you think it's okay to tell a student that they have hurt your feelings Jonathan's shaking his head yes yeah um I feel that I feel see it's all about feelings with me the way that I view it is that feelings are such a huge part of what makes us human beings now it's totally in how you direct it right so I'm sure there's been a moment in my thirteen years of teaching where I have like said like that

really hurt my feelings and then you immediately regret it but I feel like if you're having a conversation with a student about the words that they said or how they said them I think this is a huge learning opportunity and really what gets to the root about what social emotional learning is about is that we're learning how to navigate these really tricky relationships we're learning how to navigate our feelings and for me to talk to someone about like wow that actually did really kind of hurt me at my core and these are the reasons why

can we talk more about how you're feeling about this I think that's a really great teaching moment again I think it's all in the delivery in the context but sure I've shared with students about how the way that they've responded and then sharing with them ways that I've responded about how those could make me feel I think that that's a different way of saying it then that hurt my feelings maybe more about how I'm feeling about it yeah and I think that's a great way to help students build empathy as well um I practice this

with my own six-year-old when about a year ago she felt like one of her classmates was being mean to her and laughing at her and so we practiced this language of approaching her classmate and saying hey when you laughed at me were you trying to be mean to me and we practice these words were you trying to be mean to me and generally that's not even the intention of the other person and so the the kid respond would respond back like no of course I wasn't trying to be mean to you and the second piece

of what we practice I feel is most important is oh well that felt really mean and then they're able to kind of talk about it and so what we can do that with our own students like where you were you trying to I'm thinking for example with these these students that I talked about before whenever they would try to pull one over on me or like lie to me my response was always do you think I'm stupid because that got straight to that shame response right and that doesn't teach them anything and it's not useful

in continuing the conversation but if I were to respond with um you you're telling me a lie right now that makes me feel like this is this what you're trying to do whatever the kids response is you then can come back with well this is how it feels and it's important for the kids to learn the how the things that they do and say make other people feel as well so I think it's a great practice for both if that makes sense so no it totally does um your your group of freshmen was my two

years of teaching middle school I wonder if any of my former middle school students get to watch me do these YouTube videos and they learn how how hard those two years work for me because I struggled with that right there the ability to tell them that their behavior as mismanaged as I as I handled it was was very was very hard for me anyways enough about me okay so we're gonna go on to the next question um we could talk about me teaching middle school all day long and help and how and Bernie Brown could

write a whole book on that um okay number two I am aware of how my cultural beliefs and background affect my teaching practice and Michelle is going to talk about this one all right hey so this has also been a long journey for me through my career I'm a white lady and grew up basically believing that everyone had the same life experiences that I did and 83 85 percent of teachers are just like me and but but our students aren't and so I've gone through quite a process of coming to recognize that my experience is

very different for most of my students whether this was through participating in professional learning around courageous conversations about race and equity really I'm just reading and learning more about like what white privilege is which has allowed me over the years to to come to understand that what worked for me in school is not gonna work for everyone and then I really need to get to know my students and what their needs are instead of just getting mad that they're not like me I kind of think of school the whole system of school as like a

little yeah I have little kids so this is how I think of the world right now I was like a little child shaped sorting toy and we've got like the Stars and the hearts and the triangles and the squares that all have to fit in the right shape but school is only circles right and as teachers if if we don't work to change the shape of the environment so that the kids can fit they're gonna be stuck wondering where they fit or we're gonna be sitting there trying to hammer them in and getting them to

change their shapes to fit into this model of what we believe success is supposed to look like and so this is such an important part of the social-emotional learning is recognizing that are all of our cultural experiences are different and that's okay but being able to acknowledge that allows you to then remove that word should from your vocabulary stop assuming students are a certain way and kind of you know meet them where they are Thank You Michelle I I I struggled with this as well in projecting my background or my belief of what a respectable

student looks like in my classroom what respectful behavior looks like as far as how I was raised and that didn't always match what the behavior of my students portrayed and one of the biggest ones I learned is I had some students that would not call me by my name they wouldn't call me mrs. Taylor they would just call me Miss I finally asked I said you know my name's not super hard to say like it's pretty easy and she said oh no miss that it's respectful if I if I didn't respect you I wouldn't call

you miss I would call you I would just say hey or hey you and just realizing that that just her if she wasn't doing it out of disrespect that's just that's just her background that is that is how her parents address members of authority we have miss or mister so just that one simple conversation that we had changed the way that I perceived her calling me and you know I felt very self-righteous that I should be called by my full and proper name but is it really that necessary to be called mrs. Taylor yeah I

guess huh so Robert is shaking your head right yeah I mean simply it's it's uh it's we're operating from an invisible script sometimes yeah I like that you brought the script to the forefront and it's it's we really also ask ourselves what's necessary what's the rule that is necessary for the conduct of the class and and what is something that we're holding on to based on a some sort of invisible paradigm that we adopted through the ether of our past and subconscious mind so I'm glad you brought it to the forefront with your question to

the student yeah yeah and I would think to like certainly I prefer your Amanda your approach but I also think there's nothing wrong with wanting to be called mrs. Taylor right these might be English learners and maybe your goal is to get them to assimilate more into American culture right and when they get into mainstream classes if they don't call you by your full name then they're gonna stand out among their classes their classmates right and so if that's your preference I think that there's nothing wrong with that it's that did you tell them that

right instead of just getting mad for doing something the wrong way without ever telling them what your expectations are and why that's where we run into and so you were able to hear that explanation and it resonated with you and your awesome okay call me miss but if you insist on yes you know I have reasons for this explain them and help them instead yeah instead of just sending them out of the room because you're mad at them like to go back and explain where you're coming from again I think that's just empathy building there

and and cooperation so yeah for sure um we've got some good chat going on let's see Jennifer just ordered a book called wire all the black kids sitting together in the cafeteria and so I haven't read the book at it's actually on my nightstand on the list of books that I'm reading but I've heard it as an excellent book hanga I'm gonna say that wrong language of compassion although that old school is a great way of checking that our language doesn't attack students character and being honest and open with your students yeah you guys are

you guys have some great chat going on here and if anybody has anything to share about an aha moment for them as far as background and cultural beliefs between them and their students any moments that you've had please feel free to share those in the chat as well um okay so we're going to move on to the next one and I don't have any questions in the chat right now just some some general chatter going on and don't forget that each one of these questions you may be on a different level of scale maybe you

haven't thought about how cultural background affects your practice or maybe you haven't thought about well why this my emotions and good or bad why did why do I have to monitor my emotions with my students is that really important we're all going to be on different parts of that so if you have any questions make sure you throw that into the into the YouTube chat and well we'll bring it up here if you have any specific questions for any of our presenters you can also add that there so our next question is number three and

it comes from the self-management and emotional regulation I'm part of the self-assessment and I model behaviors to help students learn to regulate and understand emotions during class and I think for this one we're gonna start with Jonathan and then we're gonna have Robert share so Jonathan would you like to go first yeah and I'm gonna start by taking an out of my classroom and actually talk about my five year old to which today was her first day of kindergarten which was very exciting yeah she said I made two friends and they don't remember their names

I'll try again tomorrow I was like yes try again tomorrow but anyways with her something that I got into and this is something that of course bringing into my classroom would be relatively simple but I whenever you'd ask her whenever she'd come home from preschool and I'd say like what was your favorite part of the day or what did you learn she would just kind of like stare at me and say I don't remember which I'm assuming is gonna be a trend for the rest of our lives together but she would say just I don't

remember and so I started to asking her during dinner very pointed questions about emotions because it was my way of bringing up to her different emotions but then also hearing about her day so I would say like tell me about a part of your day where you felt really happy and she'd tell me about a moment that she had and I'd say tell me about a part of your day where you were something was so hilarious and so funny that you laughed so hard and fell over and she'd think or I'd say tell me about

a part of your day where you were really frustrated and the one day she said well I wasn't frustrated but my friend Ellie was because she didn't get to play with blocks and what we're doing is I'm modeling these ideas of empathy as well so not only were you talking about emotions and understanding our emotions and the actually naming them but then we're also having an opportunity to like talk about these empathetic connections and relationships and and just to learn about her day in a really real way so it's been huge and then the other

thing that I do is I make sure to then model for her right that's the whole point of this that as the adult they I have all those emotions as well there was a time in that day where there was a teacher that just like lifted me up and you know or a student as we talked about on the first one that really got me to my core and got me thinking and I'm very open and sharing those things with her there's also a book that I saw this weekend at a bookstore that I want

to share with you it's called tough guys have feelings too and it's an illustrated picture book and in it are all of these different like stereotypical like tough manly dudes and in it it's talking about all of the feelings that they are also experiencing and I think that that's really important and I think that's also really important for me in an elementary school to have these really explicit conversations with my students about the fact that yes I'm an adult and I do have emotions and I experience them all the time and I think maybe my

students know that a little bit too much about me at that puppet but yeah thank you Jonathan Robert would you like to add on make sure you turn off your mute yeah totally that doesn't I was so good that was solid gold that's so good you're talking about how yeah you tap into the emotional question instead of the traditional how was your day and what did you learn I'm told I have that that's in there I think everything up to now with both Michelle and what Jonathan has been modeling behavior both asking questions about clarification

you know what were you did it why were you laughing you know it sounded mean you know so you're stating how you feel the prioritization of your name once it matters to you these are all modeling types of behaviors and and love that you ship them around story several stories have happened to me as well you know I'd be in the classroom and this one girl bless her was notoriously late frequently right and she'd walk in this one time is a very very poignant story stood out she walked in five minutes late it was after

lunch so I'm trying to you know Corral the class and them on on point and you know she's coming in with that standard junior high school like the world is my oyster vibe you know she got her thumbs in the backpack strap it's just like oh my god no no what just totally interesting across the room with people and I noticed that you standing at the desk and not sitting down I remember like her ripped up jeans that's how I remember the girls not even sitting down she's not even sort of slinking into the room

and sitting down as sort of another cultural belief that I have that if you're late you sort of have a bit of a low profile and you go and you sit down and you sort of blend with the class and then maybe I won't bother you because you probably have reasons you know I will go to that place with my script but she was just all that and I stopped her and you know I said insert name what he what are you doing what you're you're you're interrupting the class I'm trying to get people on

track here and that you're really oblivious to what we're trying to do and it turned into you know once the word got out like it went up the food chain to the deme and all that stuff but she's been joining us in all these different classes so I was invited with her and her Dean to have a three person conference three of us right and I basically I took a place out of the Jonathan face book and I was vulnerable with her and I said and I that and when it came out of my mouth

its gospel for me I was my own children I said to her I will never do that to you and it really because it just came out it was authentic truth and it is true I would never do that to you is the type of modeling that really stands out to me because these kids maybe just don't know they're just oblivious she's she I mean assuming the positive she she was just being in the zone she's just happy oh wow that whole thing so she wasn't necessarily doing anything to me maybe what she was but

I didn't I can't assume that but she was she was disruptive and she was stopping flow and I let her know that I would never walk in on her and break up that flow as well and that type of modeling it is huge it's huge so we're we're serving as beacons and everything that you that you would want for yourself is a chance to demonstrate to them and it's a tall order but I mean it's a pure and it's authentic image it's a way to live you know you're supposed to live with that vibe and

that's part of what social-emotional learning is is it embodying those traits so that you're just teaching it through example and it really stood with me all these years thank you Robert um when I when I hear modeling behaviors what you talked about what Jonathan talked about things that Michelle is has given out I always go back to thinking about Daniel Tiger and mr. Rogers neighborhood and I recently watched his I've been trying to get his doctor Ranieri but I'm like laying in bed falling asleep as I'm watching it and it's always about modeling and putting

words to feelings and instead of just the blanket like I'm tired and angry I'm stressed there's always these like througt feelings and emotions and then there's there's a thing to do about it so it's interesting that adults can be models of that that we don't have to be we don't have to have these guards up all the time we can be honest with our students about emotions and then show students how to mop you know how to do it and I love something and this is something that Michelle said the last time we were together

was I had to remove the word students should know from my vocabulary and the idea that you cannot assume that they know how to do anything that if you assume that then you're just asking for it well they should know how to behave she should know how to enter the classroom when she comes in late you know they have know what their frontal lobe doesn't develop until they're what like 23 no they don't they don't know anything right so I love that that modeling and and I don't being a parent definitely like pulls that out

but I definitely think you could harness that power just as strongly even if you're even if you're just a teacher because those kids are your kids right okay so the next one I wanted to stay on each one of these questions and talk about them all day long but we do have quite a few to get through and we may not even get through all of them but we're going to go as far as we can real quick an opal load of questions after this one so if you've got any questions or any comments make

sure you throw them in the comments we're gonna stop after this slide and kind of review a couple things number four is on social awareness I work to understand the reasons behind students participation or lack thereof during class and Robert gets to go first on this one so Robert what do you have to say about this and I'm excited because you're a math teacher so I'm sure you get this all the time okay I've turned out yeah I'm excited too I'll give you a crazy reason as it turned out I concocted this audacious plan to

take a whiteboard down to the iconic Venice Beach Boardwalk and engage people from around the world on how to have connected moments and share with them the love of math this was last Friday I'm still sunburned Keeling I really because I was so in the zone and dude I'm telling you it was I got rejected left and right I even joked about it we had what brought a camera guy I got rejected as often as during the single days it was crazy it was a plethora of rejection but for some reason it I don't know

the teacher and me kicked in and I knew wasn't about me I knew is about that the deepest stuff the deeper stuff we all talked about the stuff that all the advertisers are after no except in fear judgment jealousy envy all those things and we topping to that as educators and it's our job to to massage that away it's it's such a beautiful thing and it can change your life so again back to that point they don't even don't dare like talk about no subject then verbs and direct objects or anything you know don't talk

about the the cells or ribosomes until we realize that this is our highest role and and it really works honestly I can spot fear now I could spot when people are reserved I can spot like for example I'll get a really good a good rule that I have always passes on to everyone watching all right both at home and in the classroom I have a zero i rolling policy zero tolerance Tyrell yeah well as long as Johnson you can do it to my jokes if I have corny jokes that's the exception you met we're all

teachers here on the same team but I rolling is to me I was having this discussion with a friend dinner the other day he says he doesn't tolerate it because it's disrespectful I agreed with them you know I gave him that feedback and not mirroring but I said I don't tolerate it because it's resentful and that's a little deeper than respect and I want to tap into the resent why would people be so resentful that they roll their eyes and they don't Daniel Tiger their way through the emotion and that to me is what we're

here for and so those are the reasons why or if they over participated because maybe they're insecure maybe they feel like they they can cover it up by just I know I know I know know or control issues or whatever so that's if we can find those deeper issues a we've removed the personalization you don't take it personally so we have longevity and you don't you don't get you know shot down and cut down and B we can we can bring our selves to nin to that level and really make amazing breakthroughs with them incrementally

and not by a notch day by day until what they'll eventually you know live out of it it's really a beautiful thing that is amazing and I immediately am going to go as soon as we're done and make a poster for you for your class called I have a zero eyeball policy and you're right it's not about disrespect it's about what did you say resentment because they that is man I'm gonna use that on my daughter so that's happening today because she just learned to I role and she's eight um and that needs to stop

so I that wow I love learning new things it's so fun um Michelle you got anything that you can add to that um yeah I mean I think anytime a student is out of character or out of know out of the norm it has to be something based in shame somewhere inside of them and if we just punish them for that it's only gonna cause the shame to increase and the behavior to continue to go the direction that we don't want it to and so what part part of why you need to understand a reason

behind students behavior in class is because it gives us an opportunity to help teach them shame resilience but another reason is just uh the same reason you don't spray the flames of a fire right if something's on fire you spray what's on fire not the flames otherwise the fire will never go out if we don't address the root causes to what's going on nothing's ever gonna change I saw a couple of stories just recently about principals around the country that have been installing washers and dryers in their schools in order to address problems that they

thought were completely unrelated to clothing um one that I that stands out on my mind right now is an attendance problem that a school was having and after doing some serious digging and questioning and searching for root causes the principal discovered that there was an entire contingency of students that did not have reliable access to washers and dryers and didn't have clean clothes to wear to school and so they weren't coming and as soon as he put in that free washer and dryer students attendance came right back up and you addressed though what's on fire

the fire goes out that is awesome I love that we have so many great quotes coming through the chat I love it Daniel Tiger their way through it is now an official thing for me according to oh I don't know who that is but their name is up here somewhere I'd have to scroll to find it but anyways I love that and then and that is Michelle that is so good that you're addressing the root cause you're not just spraying the fire you're spraying the thing that's on fire and I have talked to so many

teachers that still believe that a student can just be a naughty kid that it really is just the student that there is no root cause and that just breaks my heart every time I hear that like well it's just that kid you know there's always one bad apple in every class and I I think you know I may not connect perfectly with every student in my class but I refuse to believe that that there is such a thing as that true like bad apple that's just you know and I try to go back to thinking

that well maybe it's just me I'm you know for some reason I'm struggling to him after that student but I can't put it back on the kid like that's just not fair right there I'm the adult I'm the grown adult and there the child and it has to be something that's workable so anybody can can review that let me know but I'm pretty sure that it's if you can't blame it on the kid okay so really quickly our resources are here make sure you complete the form and I don't know if we're going to be

able to get through everything we have three minutes left technically and I don't want to keep our presenters too much longer over the time so we may go 10 minutes over for some reason you need to drop off let us know the video will be here for you afterwards those of you that are watching and for some reason that you need to go but if you can stay great we're going to try to get to the rest of these questions so we're gonna go on to the next one and number five I clearly communicate behavioral

and academic expectations and a manner that addresses students individual needs and strengths when teaching and this is part of the relationship and social skills and academic expectations I think are pretty big and normal but I know as a secondary teacher I covered behavioral expectations on day one and then just so sumed that my kids got it that was obviously not the case especially my teaching middle school so I'm excited Robert or Jonathan to hear what you have to say about number five yeah and I'll try to make this as succinct as possible but probably not

gonna happen so um you know we at my school Liberty Tree Elementary I call it the happiest place on earth forget Disneyworld but uh it didn't like become that way overnight right and we were experiencing some behavioral issues especially amongst our students and a group of teachers got together and we developed a character education program basically for our school it wasn't something we purchased it wasn't something that we found online it was something that we built and so what what is doing is it was addressing the needs of our individual population and so we looked

at respect empathy awareness and perseverance as our four main words and those are really big words to explain to a kindergartner right and when you say like show empathy to a kindergartner oh oh it's just walking around in someone else's shoes well they don't know what that means and I think it's creepy that you're walking around in someone else's shoes so instead like we had to actually come up with ways where we develops like what does it mean to show respect at the playground what does it mean to show bethey in the cafeteria what does

it mean when you are you know showing awareness on the bus and we went through and developed as a staff like these different expectations and we made giant posters as the art teacher I drew them so there's a bunch of because we're Liberty Tree there's a bunch of leaves like acting out what it means to show these behaviors throughout the school and what's been really great about that is is there's common vocabulary and in common understanding throughout the entire school because you know how in some cases there's classrooms that like have one behavior system and

the next class has this system and they ever here you're not let us say this word but you can't instead what we have is our entire school is on the same page and it doesn't mean that it's like all working perfectly we get together as a group and we reconvene and we come up with lesson plans that address these four words and these are four words that I feel like are crucial to not only behaviors but then also into our academic relationships with one another within the classroom and I think they're often referred to as

soft skills but is my crusade that there's nothing soft or mooshi about having respect and empathy for another human being that's like a critical skill that we need to know and need to be able to exhibit to exist in relationship with one another I had a really unique opportunity today to go on this crazy bus tour with our Department of Education and I went to a school in Whitehall schools here in Ohio and I saw this third grade teacher her name is Devery Scott and she read a book to her students about perseverance and it

was amazing it is called after the fall and it's how Humpty Dumpty got back up again so go check it out it's amazing I was sitting there on the carpet with all the little third graders like welling up with tears because like Humpty Dumpty gets back up and she was clearly communicating to them but like these are behaviors she wants to see out of them not only within you know their lives interacting with one another but then also to show perseverance within their academics as well so yeah after the fall and I'm talking too much

so I'll yeah you're doing great Jonathan thank you um so in the chat I linked the four words that you talked about I loved that you were able to distill such big ideas even for the littlest of students respect perseverance empathy and awareness is what you talked about and I link to your Twitter post to the your poster with your leaves sitting on the best I found that earlier so that's up there I think that's great and again you're modeling all of those expectations and then the book I another book I'd never heard of I'm

gonna have to add that to our library along with dragons love tacos and my mouth is volcano so after the fall are after yeah after the fall Humpty Dumpty got back up again so that's posted Tracy shares it with her students to support perseverance when solving math problems and our makerspace that's awesome thanks Tracy for sharing um I love books even if they are a little kid books okay thank you that was so great so our next question and is relationship and social skills and we have let's see I'm going to read it first and

then we're gonna have Robert talk about it so number six I use teaching practices to help form meaningful relationships with my students and to cultivate their social and emotional learning skills so Robert go ahead of course yeah this picks up exactly where Jonathan were you leaving off so this is this is fluid what I give you credit for the technology for is that you're creating language that everyone can get behind we assume that language is known we assume that culture is something that we don't need to necessarily focus in on and put under the microscope

but you're creating a common language which is the fabric that joins the community and the three players with students and teachers in the parents and general staff at large so I give you credit for that I'm a huge fan of the word we choose I actually believe it's an art form and we can use that that type of art within our space and we tweak it day by day year by year and and it has tremendous effect one of the seminars that I lead when I visit schools it's called how to be a response to

ninja because there's a lot of opportunity with how we respond to them as far as cultivating those meaningful relationships which is what those questions asking I just jotted down a few to remind myself so imagine saying the following phrases within your class and see the effect it has let's say that you're offering an exercise or something you could say something like class you're invited to and then put that something in so what a nice it's an invitation to partake in the activity it's not a met it's not mandated you're invited to let me know your

thoughts on blah blah blah you're invited to take out a piece of paper so you can take some notes and things like that so you're setting the tone but you're not necessarily cracking the whip I think ultimately is we're trying to create a values based environment when a student asks the question you could say oh yes thank you for asking or they ask a follow-up questions like okay good I'm glad you're clarifying thank you for clarifying so now you're removing the stigma of asking questions removing the possibility of them thinking that they're they're less or

inferior or feeling judged and that you're encouraging a place where people feel safe so you're thanking them for coming to you with with questions that completely sets the tone and it creates a relationship so that other people are invited to do that let's say someone is trying to create out a thought for a question and someone either intentionally or unintentionally interrupts okay hold on a letter phrase your question and you turn towards that person and you're listening so you're creating a system by which everyone in the room is supposed to listen to the person speaking

I mean we're a family this is our time together so that's what you're cultivating through your teeth practice clearly this is a teaching practice someone is asking a question so we need to give them time and space to form it you know even a reform is like could you clarify and then if you feel like it's not going something you know you could pitch it to someone else like can you help rephrase your question so so we're creating a community but centered on teaching practice that could that you could boil down each of these choices

and that is a form relationships a big one that I'm going to end with I mean I have a lot of these places and a lot of these like sort of culture setters a really big one if you could take anything from what I'm saying today because I certainly have learned a lot is not using sarcasm in the learning space I think that's huge when the learning is going on once the one you're in the throws of learning when the exchange is taking place to stay literal when learning is suspended you know when you're back

there's you know human interaction before class after class talking about stuff that's not essentially the exchange of learning yeah I mean it's an extension of communication it's a way that we can vibe it's funny no one used well but what in learning were vulnerable and were subjecting ourselves to potential humiliation deep and it's very deep and it's a core thing so when students are asking a question or when they're authentically confused about something we have to remain literal and never use sarcasm inadvertently it might hurt people and I've broken my own rule and I and

I saw the look on her face I thought it was just trying to be funny and I apologized hard but I think the the damage had been done and things were never the same to me in that student when I previously had a relationship so as she forgave me but still it was there so these types of things language and how we how we present ourselves and how we approach the craft all can be redirected to meaningful relationships at their core and and again embody what we're trying to do is is create socially adaptable and

emotionally connected human Wow I am sarcasm can hurt learners during the learning process that is gonna sink in with me all night because I am the queen of sarcasm it is one of my strengths as a teacher and it was one of the reasons why I felt like I couldn't teach younger students because they don't understand sarcasm but you're right because when you're learning you're vulnerable and when a teacher uses sarcasm when a student is vulnerable it breaks down the process oh my goodness there's my ginormous aha moment for the day wow that's great I

love that Robert you and I think you all three do this really well you in bed so many nuanced things into your into your learning day into your process into your craft of teaching it's not it's not an activity that you do it's not just one thing during the day it's a way that you tweaked your entire teaching day to reflect growth in all of these skills it's kind of it's a lot and we talked about this a lot with digital citizenship it's not a lesson it's not an activity that you do on Fridays it's

not just circle time in the morning I mean that that can be part of it right but it's this bigger picture of how do we change the little bitty things all throughout the day to change how we teach you guys are so great see this is why you're the experts and I just get to help moderate so good okay so we are on I believe this is our last question yep this is our last question and that Michelle is gonna is going to talk about it and then of course any we're going to do a

wrap-up at the end if you have any questions for our speakers for our panelists make sure that you throw them into the chat I've posted a whole bunch of things there we've got a bunch of people that have filled out the form and the resources are available if you have any questions though that out because as soon as we're done with this question we're gonna try to wrap it up pretty quickly so I want to make sure that anything that we want to discuss is there we're also going to be sending out resources in an

email afterwards so so question number seven is I work to balance oh that's not question seven there we go I work to balance awareness of students emotional needs and academic needs in my teaching practice and it's under the quadrant of responsible decision-making and Michelle take it away all right so this is a tough one um because yeah to try to balance both of those so anyone that studied psychology will probably recognize Maslow Maslow's hierarchy of needs and if students basic needs aren't being met they're never going to reach the peak of that pyramid that self-actualization

of the learning however if we spend all of our time supporting students emotional needs and neglecting that their academic needs then we're doing them a disservice and we're setting them up to be disadvantaged for the rest of their life and and so this this really is a daily assessment we need to make of our own teaching practice that we're really truly balancing the needs for both of these and it's different for each student in your classroom on any given day as well I have a Twitter friend so I actually don't know how to pronounce his

last name because we've never met in person but Monty sorry I believe and it's just at Monty sorry mo and GE s y RI e who has an awesome example of this in a Twitter a thread that he posted at the end of last school year about a student of his that fell asleep in class and he checked in with her and ultimately he let her sleep in class because that's what she needed that day but then they caught up later so that they could have her academic needs met as well if you just google

teacher who lets do not fall asleep in class little one of the first things that comes up but I think this is an awesome example of empathy but also balancing that awareness how it's our responsibility as teachers to really do both well for our students and then it's not an easy thing to do so that's me my quick and dirty answer there awesome you and I did I did find him the article so I'm posting that for you right now Michelle and the chat awesome um and I love that it's it's a the word is

in the statement I work to balance awareness of their needs and academic needs it's not a I let students emotional need to control my classroom every day all day right it's a balance it takes a lot of a lot of work to keep that moving and to keep you know academics where they need to be and students emotional needs or they need to be so um okay so the last chance to ask any questions and I know there's a tiny tiny little delay so this is your last chance to fill out the form for the

free drawing for the giveaway and I think I have a gut equal about the number of people watching for the number of entries that I have so I just posted that at the link one more time okay we did get one question awesome so we're gonna we're gonna move forward to the wrap-up and final thoughts so I've got one question that if you guys can help me answer and then we'll let everybody kind of wrap up into the final thought and then I'll wrap up the webinar as a whole so the question we got was

how do you create personalized academic and behavioral expectations for students in your classroom when administration is not on board with it [Music] all right yeah I'll jump in okay good question you asked it just says SJD okay okay yeah yeah that's a challenge right like all forms of it transcends just teaching you know when we're won any sort of hierarchy we have we have the part where we're responsible for and we have the parts where we have to answer up the ladder I always come back to okay right okay I always come back to this

idea that once that door closes in our room were on an island we do have a lot of Independence I'm gonna let Michelle maybe say goodbye Michelle you when I say goodbye real quick Michelle's gotta go she's got to put her kid to bed yeah yeah let's say bye to him yeah thanks so much I really enjoyed the chat and hopefully I'll see you all in future webinars but um yeah look up Rene Brown thanks Michelle yeah just to follow up it's not weekly yeah you have to just pretend that you're on your own island

when that door closes and it's your space it's your culture if you will you you can implement the ideas that you need to implement and as a professional inculcate those you know blend those with curricular goals as well and you can do it and that's what leadership is that's what leadership is it's basically you're holding the line while also staying true to your core values and not something that you know if you want to offline when we're done you know you can you can reach out to any of us with specifics and and we can

maybe offer pointers but yeah you got it hold that line and know that when you're in your class base is your show and take comfort in that yeah I agree with you thank you okay so we're gonna do a final wrap-up and thoughts I know Jonathan you had something you wanted to share and then Robert if you have any final thoughts we'll wrap it up here and then I will wrap up the the rest of the webinar with the drawing and advertising next month's webinar and and such so Robert you're up or sorry Jonathan Europe

okay yeah um I'm just I'm really excited that we're having this conversation tonight and there's so many people engaged in it because it is so important and as we said at the beginning like it transcends content areas it's not just about what's happening in math or in literature or an art it's it's all of us and it's about again becoming a human being and I mentioned earlier that I was on this unique bus trip today so our state the state of Ohio unveiled this new strategic plan for education in our state and as the Ohio

Teacher of the Year I went along with this amazing trip we visited different educational sites and I talked about this plan and I'm not sure you can see it here's the plan right but you can look at it online Ohio strategic plan but at the middle is this idea about like educating the whole child but what I'm most excited about is there's these four learning domains and in it it talks about how they are all equal they're all equally important and just kids are at different levels within each of those domains and it's like our

foundational skills of literacy and numeracy well-rounded content which would include visual art leadership and reasoning is its own quadrant and then the fourth one is social-emotional learning and that's huge that our state is unveiling this incredible strategic plan for the next years with at its root is this idea that social-emotional learning is such a huge part about what is going to make our students feel challenged and prepared and empowered as human beings and I have plod that work and I just want to share it with everybody because I feel like that's a model that we

should all be looking at so yeah I've really enjoyed this conversation and hopefully you know continued ones from here awesome thank you Jonathan and will you show us your poster one more time because now I've got you on post oh yeah nice very nice and I like that I'm gonna find the link to that and we're going to only get it we're gonna only get out to everybody so congratulations I think that's great that you get to be a part of that bigger that bigger picture and that bigger plan so um Robert would you do

you have anything else you'd like to ask yes just in a couple sentences I mean this is a new era of Education and a new era of society and these conversations equally excited Jonathan I'm so happy he is these conversations are on the right side of history gone are the days of because I said so they don't work anymore they really don't even if we grew up with them just respecting Authority and that's it you just follow the follow the plan high-profile cases of that include successful NFL coaches you see the old-school NFL coaches that

just get in the face of the players and tell them you get in the dirt you do your job and you're nothing and not connected em as social animals not connecting them emotionally these guys are cast out and the ones that know how to attune to their players and know where their players are coming from are the ones that are wildly successful so it matters and we're on the right side of history having these conversations so so just keep like like Amanda mentioned beginning keep keep plotting forward and trying to make those connections it will

be it's not a linear path but just having that state of mind is success so just for being here we all of us give you so much credit and I'd like on behalf of everyone to invite us all to be resources for for you watching this so reach out to us directly see Jonathan nodding I'm sure Michelle would an Amanda that we're all here for you we're all on the same side so we're just you mean we mean it that much that what we're offering ourselves as resources for you so thanks for being with us

and on behalf of your students thank you thank you it is it's hard work but it's but it's good work and they like your comment that we are on the right side of history with these conversations we are beyond the i-told-you-so generation and the and from what we know about Millennials and Generation Z they don't care about the gray hairs they don't care about who is wiser and smarter they care about emotions and feelings and love it or leave it that's who they are and if we get to be privileged to be their teachers than

we we have to work within the generation that we kind of created our inventions and our our technology things have created this generation and so now we get to be responsible for teaching them and I think it's I think it's phenomenal what they what they have come in so I hate having to keep coming back to this but I want to make sure that you guys get your chance to win the free online course it really is an awesome opportunity for potential one graduate credit and working at your own pace there's a ton of different

online courses that you can choose from and we actually have a bigger unit that ties in really well with social-emotional learning but it's not part of our online courses in this format it's not part of the just-in-time courses it's actually part of a bigger course called the teacher leader cohort so I might send that out as well later and if you want to learn more and stay connected with us and as a company we are a tech team as I mentioned earlier we're a group of global teachers from around the globe that work to taken

out to be teachers and provide excellent professional development we can be found at that said tech team calm on twitter at a tech team on google+ i believe are also on instagram and maybe even snapchat and to follow up with this session if you have linked to the resources you can request a PD certificate you do get an hour for being here with us today and if you want more from a tech team you can also request a workshop from us and we'll come out we've got a handful more than a handful and topics that

we can provide for you and your teachers as soon as we're done here I will link the archived chat and the archived webinar to this slide as well and don't forget to join us next month we'll be here next month for part two of this series we knew that we couldn't do social and emotional learning in one month it's just not there's just too much to talk about and so we're gonna dive back in and kind of look at next steps next month so you can register for that I'd events done on tech team comm

/t L September webinar and that little turquoise sentence is a hyperlinked for you if you have the slide deck in front of you um all right so let me go over here and pull my list of people see I've got names I'm going to open my ninja picker alright put that back in there and go the winner of the free online course goes to Jen Sikes Thank You Jen for watching and tuning in um I will be sending you an email shortly on how to get started with that alright and that's all we have for

today thank you guys so much thank you for I'm gonna stop showing my screen now so you can see my face thank you guys so much for joining us oh look Michelle's back hopefully your your segments about okay um thank you Robert and Michelle and Jonathan I love having conversations with such talented and amazing educators you guys are so awesome I thank you to our audience for your life participation and the YouTube chat I appreciate you hanging out with us for this hour and a half a webinar make sure you put an hour-and-a-half if you

fill out that PE certificate we'll give you the extra 30 minutes I promise and hopefully we will see you next month thanks guys see you later