Social-Emotional Learning

How Parents, Teachers, and Kids Can Take Action to Prevent Bullying (part 2)

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This is a two part series for Bullying Prevention Month. Part one was released Wednesday the 19th.

Children might not always speak up when they are being bullied. Ripped clothing, reluctance to go to school, a reduction in food, nightmares, sobbing, or general despair and anxiety are all warning signs. Do not tell your child to “let it go” or “suck it up” if you find out they are being bullied. Instead, engage in open-ended discussions to find out what is actually happening at school so that you may take the necessary action to make things right. Above all else, let your youngster know you’ll be there for them and that they should strive not to strike back.

Work together with your child to help them deal with bullying without succumbing to it or losing hope until something can be done on an administrative level. Practice bullying scenarios with your kid at home to help them learn to ignore bullies and/or to use assertive coping mechanisms. If your kid is concerned about being bullied, help them find teachers and friends who can support them.

Teach your children not to react to or forward dangerous emails and educate yourself and your kids on cyberbullying. Add your youngster as a “friend” on Facebook and other social networking sites, and install appropriate computer filters. Make the family computer the sole computer available to kids, and keep it in a prominent, public area of the house where it can be seen. Think twice before letting your youngster use the camera feature of a cell phone if you decide to give them one. Tell them you’ll be keeping an eye on their text messages. To stop midnight bullying and improper messages, as a parent, you may mandate that phones be put away in a common location, like the kitchen, by a specific time at night.

Inform your kids about bullying. It’s conceivable that your youngster struggles to interpret social cues and is unaware of how their behavior is unpleasant. Remind your youngster that harassing others may result in legal repercussions.

Parents teach their children how to behave. Children are more likely to harass at school when they are exposed to violent conduct or an extremely tight atmosphere at home. Parents and caregivers should provide a good example for their children in how you interact with others and with them.

Bullying is frequently used by kids who lack self-esteem to boost their self-esteem. Even kids who appear liked and popular might have cruel inclinations. Parents should address and reprimand their children’s harsh behavior.

Bullying victims may endure stress, depression, or anxiety. A mental health specialist, such as a psychologist, can assist your kid in building resilience and confidence if bullying is causing them problems at school or with friends. Your child will be better equipped to succeed socially and intellectually as a result.

*adapted from APA article at https://www.apa.org/topics/bullying/prevent

How Parents, Teachers, and Kids Can Take Action to Prevent Bullying (part 1)

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This will be a two part series for Bullying Prevention Month. Part two will be released next Wednesday the 26th.

Bullying is a form of purposeful aggression characterized by a disparity in strength or power. It is a pattern of behavior that might be physical, verbal, or interpersonal in nature. Girls frequently abuse people through social exclusion, but boys may use more aggressive physical tactics. Bullying has always been a problem in schools and even workplaces. But more recently, bullying has found a new home thanks to technology and social media, broadening its reach. Bullying that occurs online and on mobile devices is referred to as cyberbullying. Kids can send harsh, continuous messages to other kids throughout the clock on websites like YouTube, Instagram, and Snapchat. Messages can be left anonymously on some websites, like Instagram.

It takes dedication to establishing a secure atmosphere where kids can grow academically and socially in order to prevent and end bullying. The American Psychological Association suggests the following measures be taken to combat bullying.

Although bullying typically occurs in places like the restroom, playground, busy halls, school buses, as well as via cell phones and computers (where monitoring is spotty or nonexistent), teachers and administrators need to be aware that it must be addressed seriously. The distinction between telling and tattling should be emphasized by educators and authorities. If a teacher notices bullying occurring in a class, he or she must act quickly to put an end to it, document the situation, and alert the relevant school officials so the issue may be looked into. Joint meetings between the bullied student and the bully are not advised since they can be humiliating and scary for the victim student.

Parents and students must participate in safety teams and antibullying task groups in order to help find a solution. Adults can learn from students about what is actually happening as well as about new technology that children are utilizing to bully others. Students can learn strategies to behave positively and to intervene when bullying happens with the aid of their parents, teachers, and school administration. Older pupils can mentor younger kids and teach them online safety precautions.

Students must have access to a secure learning environment in schools and classrooms. Students need to be explicitly reminded by their teachers and coaches that bullying is not permitted in the classroom and that doing so will result in penalties. Students are helped by creating an antibullying document that they must sign along with their parents or guardians and give in to the school office. Additionally, in order to prevent children from feeling lonely or in danger of becoming targets for bullying, teachers and administrators can help students who are having a hard time adjusting or making friends by facilitating friendships or by giving them “things” to do during lunch and recess.

*adapted from APA article at https://www.apa.org/topics/bullying/prevent

The Power of Play in Early Childhood Development at MECC

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When it comes to a child’s health and development, play is more than just a chance to have fun. The various forms of play, such as hide-and-seek, dramatic play, and centers, have a significant positive impact on a child’s brain, body, and quality of life. The American Academy of Pediatrics’ (AAP) clinical report, The Power of Play: A Pediatric Role in Enhancing Development in Young Children, explains how and why playing with parents and peers is essential to developing healthy bodies, brains, and social connections—all things that are crucial in today’s society. According to research, play can help kids become more organized, plan ahead, get along with others, and control their emotions. Play also improves language, numeracy, social abilities, and even helps kids deal with stress.

Statistics reveal that, in spite of its many advantages, children’s playtime has been decreasing for decades. One explanation is that there are less safe places to play, more parents are working outside the home, family and school routines are rigidly organized, and media use and screen time are on the rise. Our STEAM lab has many stations set up one of which is a dramatic play area with a store, kitchen, and more. They role play which helps with oral language skills, cooperate, and have fun all while learning! Just check out these kindergarteners hard at work AND play!

Menchaca ECC Joined Over 22 Million Globally for International Dot Day!

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Menchaca Early Childhood Center has joined over 22 million children and adults around the globe in 197 countries to celebrate International Dot Day – a grassroots “creativity and courage” movement, started in 2009 by a teacher in Iowa. Inspired by New York Times best-selling author/illustrator Peter H. Reynolds’ classic storybook for all ages The Dot, International Dot Day inspires young and old to embrace the power of personal creativity to help make their mark on the world, and move it to a better place. 

Menchaca Early Childhood Center is planning to celebrated Dot Day by wearing polka dots, reading the book The Dot, learning The Dot song with motions, and displaying their creativity! “The reason why Menchaca Early Childhood Center participated is because we want students to explore and embrace their individuality and creativity,” said Dr. Melanie Morgan, Pre-Kindergarten School Counselor.

International Dot Day began when Iowa teacher Terry Shay introduced his classroom to Reynolds’ book, and noticed the original publishing date of The Dot was Sept. 15, 2003. Shay and his students decided to celebrate the book’s birthday – and, little did they know, launched what would become a worldwide celebration of creativity and courage to “make your mark.” 

“The Dot, is an invitation to students to be creative, and experience a breakthrough in confidence and courage, igniting a journey of self-discovery and sharing, said Shay, a public school teacher for over two decades “Every great teacher works for those transformational moments.”  

Exploring the themes of creativity, bravery, and self-expression, The Dot is a story of a perceptive and caring teacher who reaches a reluctant student who thinks she can’t draw by encouraging her to be brave enough to “just make a mark and see where it takes you.”  The Dot has been translated into many languages and the animated film of The Dot earned the Carnegie Medal of Excellence. 

After launching in 2009, International Dot Day garnered increasing attention, simply through word of mouth, in schools, libraries, and communities around the globe. By 2011, registrations had reached 17,500 participants in several states. Noticing the phenomenon, The Reynolds Center for Teaching, Learning, & Creativity (ReynoldsTLC.org), Reynolds’ nonprofit educational R&D and creative learning support center, helped provide program support for the worldwide Dot Day event. The organization built and manages the International Dot Day website (www.internationaldotday.org), which provides free registration for the event, along with many free resources, including downloadable Dot Day Educator’s Handbook, multilingual posters, and an official participation certificate. With the Reynolds Center’s help, participation soared past the 850,000 mark in 2012 – and, by 2013 involvement grew to 1.3 million participants in 84 countries. The count now stands at nearly 22 million in 197 countries. 

Shay can’t quite believe how Dot Day has caught on, “The success of International Dot Day is owed to many people who believed in a more creative and connected world and made it happen.” 

Indeed, Dot Day celebrations now take many forms; from short art workshops where students make dots and sign them to animating dot-inspired art/stories on the computer, from weeklong school-wide celebrations to a year-long theme for a school district. Teachers are also celebrating Dot Day by using online video streaming to “connect the dots” with other classrooms around the globe. 

A copy of The Dot book was even rocketed into space, and read by Canadian Astronaut Col. Chris Hadfield serving as Commander aboard the International Space Station. The Dot’s author/illustrator Peter H. Reynolds explains, “Commander Hadfield snapped a few photos of The Dot book floating in the cupola of the space station. On his last day of his recent Boston visit, he handed me my book, which he had signed, noting that this copy…had made 2,500 trips around the big blue dot – planet Earth.”

For more information about International Dot Day, visit www.internationaldotday.org. For official Dot Day Twitter feed, follow @DotClubConnect. Find International Dot Day on Facebook at https://www.facebook.com/InternationalDotDay. 

Safe Spaces and Calming Corners Support Our Littlest Learners

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Self-regulation, or the ability to control one’s emotions while they are high, is a learned skill. When a child’s brain is developmentally prepared to self-regulate, similar to when they are taught to tie their shoes after they possess the necessary fine motor skills, they can learn various techniques and methods that suit them. Consider what helped you the last time you felt angry, ignored, anxious, or any other negative emotion. Did you step outside to get some fresh air? Did you engage in any meditation or yoga or take 10 deep breaths?  Or did you go read in your favorite space? Each of us has developed a unique set of coping skills that we can employ to manage our emotions and get back to a more neutral or optimistic frame of mind. Kids are no different!

The purpose of a calming corner is to provide a child with a safe place to go in a classroom when they feel their emotions are out of control or running too high and they need to regain emotional and physical control. These spaces are equipped with comforting objects and soothing materials that can promote mindfulness, breathing, and reflection.

Mrs. Esparza’s PK-4 class has a Safe Space/Calm Down Corner for little cardinals to use. These two littles have BIG emotions and they both found their way to the Calming Corner/Safe Space on their own. They were so engaged showing and talking to each other about their feelings books.

Morning Meetings at Menchaca

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In order to engage children and foster a feeling of community in our classrooms, we lay the groundwork for this throughout the transition back to school. We know that taking the time to reestablish connections and give kids the chance to check in with one other is essential as we look for strategies to create safe and inclusive settings. Hosting morning meetings is an exciting approach to start the school day while encouraging teamwork and kindness. Morning meetings are a scheduled daily routine that provides a supportive transition for kids as they enter the classroom. Morning meetings are a school-wide classroom management strategy used to meet daily demands of kids for social-emotional learning. Teachers gather their kids each morning to start the day off with interaction.

The most common format of a morning meeting consists of four key components: greetings, sharing, activity, and a morning message. However, these daily warm-ups will appear different in different classrooms as educators alter them to meet the particular needs of their students. When greeting one another, teachers and students typically do so at the entrance as they enter the classroom. Students are able to share details about personal experiences. Activity motivates students to engage in a quick activity that builds relationships and offers chances to apply SEL or academic abilities. Last but not least, during the morning message, students practice listening and reading skills of a brief message written by their teacher to prepare them for the tasks they will do that day. In elementary schools, morning meetings are most frequently conducted as a class gathering at the start of each school day. For the duration of the school year, many primary teachers hold morning meetings to foster a sense of community and make sure that every student is treated with respect and feels heard and valued.

In the following pictures, you can see PK-4 teacher, Mr. Guillermo Zavala, leading the class through a morning welcome song with movements as a part of their morning meeting.