Other students are more likely to want to associate and be friends with them. Student who can keep their hands and feet to themselves are able to demonstrate respect for their teachers and classmates. It is important that all students kindergarten through graduation keep their hands and feet to themselves and follow their school expectations so all students feel safe. When students are upset they need to use their words to express their feelings rather than using their hands and feet to show their feelings. Students need to demonstrate understanding of personal space. Students must learn to keep their hands and feet to themselves at all times. This means that if you click and end up purchasing, you pay no extra cost, but I earn a small fee for referring you. Today I am going to talk to you about teaching students to keep their hands and feet to themselves. Teaching students how to behave and to set expectations is a huge component of any classroom management system and is also a necessity in todays world. Use safe hands – we keep our hands to ourselves.Social Emotional Learning should be a component of every classroom. When we have to wait for something, we should: It can be hard to wait, but it will keep others happy and keep us out of trouble if we always use safe hands. Narrator: By using safe hands and waiting his turn, Tommy still got to play on the computer and others had good feelings about him. Tommy: I’m gald I used safe hands while I waited my turn. Sam: (thought bubble) I’m glad Tommy waited his turn so I could finish playing. He knew that nobody likes it when other people touch them. Narrator: That time, Tommy used safe hands while waiting for what he wanted. What can I do while I’m waiting? (looks around) I can see if I can read that book for a bit. Tommy: (inner thought) I feel really mad. Let’s watch when Tommy makes a better choice. Tommy should have kept safe hands and waited his turn. Nobody likes it when other people touch them. Narrator: Sam was feeling mad that Tommy tried to take the computer from her. Tommy: (thought bubble) I wanted to play on the computer! Sam’s been on the computer for 20 minutes already! Narrator: How did Tommy feel when he had to wait? Sam: (thought bubble) I don’t want to be friends with Tommy. Narrator: Tommy didn’t wait his turn and got in Sam’s space. You’re not getting any computer time today. Teacher: (background voice) Tommy, stop that. Tommy: (forces his way to use the computer) But I want a turn right now! Sam: You can have a turn when I’m finished. Now, let’s see what happens when Tommy does and does not use safe hands. If we feel angry, or like we might hurt someone, we stop right away and tell an adult we need a break. We can pick another toy to play with, take deep breaths, or make a new plan. If we’re feeling frustrated, we can use strategies to stay calm. Narrator: When we have to wait for something, we always use safe hands. Better choices to help us wait are take deep breaths, pick another item, or make a new plan.īoy1: (brain scan – stay calm options, takes a deep breath, pulls out a book) I’ll read this book until it’s my turn to play with the truck. Narrator: If we have to wait, we can make sure we stay calm. We can say, “Can I use that?” or “Can I have a turn with that?” Narrator: Instead of taking something, we can use our words to ask for it. When we take things and put our hands on other people, it can make them feel upset and not want to play with us.īoy2: I don’t want to play with you anymore. Safe hands means keeping our hands to ourselves. Narrator: We might want to just reach out and take something, but we have to keep safe hands. Narrator: We might not like it when we have to wait.īoy1: (goes to Boy2 to take the truck) Give me that! Narrator: Waiting means we don’t get to do something right away.īoy1: (to Boy2) Can I play with that? (points at truck) Narrator: Sometimes we have to wait for the things we want.īoy1: (looking at Boy2’s truck, internal thought) I want to play with the truck.
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