BUILDING SELF ESTEEM

Transcription

1 BUILDING SELF ESTEEM CREATED BY: Telesa Bullock and Tannis Bailey and Medicine Hat School District # ext. 4821

2 KIT CONTENTS A Social Story Trying New Things Confidence Chart with Home and School PECS Reward Pizza Reward Book and Story Telling Kit Likes and Dislikes Sheets Book - I Like Me by Nancy Carlson All About Me Books Things I Do Best Social Skills on sticker paper Things I Do Best Social Skills on paper Sticker Book Look at What I Can Do Book I Care About Others! By David Parker A Social Story Being Bossy Modeling Clay Book Big Al by Andrew Clements Self Esteem Fish with Fishing Rod Classroom Resource Book Spring and Winter Clothes Pictures Communication / Hometime book - My Day At School Clip Board

3 Building Self Esteem Lesson Suggestions Please note - these activities may be taught in a number of settings and revisited at different times of the day. Some activities may work better in a one on one or small group setting, where other stories and activities can be used with the whole class participating. Don t try to get through all of the ideas in one sitting. Give the children time to practice what is being taught in unstructured settings such as center time or on the playground. There are many different stories shared throughout the lessons. Reading the same books over and over (or for several days) is a great way to give children a chance to experience more opportunities to feel confident and competent, which is an important part of social and emotional development. Lesson 1 Objective: To identify and experience ways to be confident while trying new things and being you. 1. Read the social story Trying New Things. Discuss what it means to be a confident kid as described in the story. Talk about reasons why you may or may not want to try new things. Ask the children different things that they have tried and how they felt after they tried them. 2. Likes and Dislikes - Have the children share with the class or small group things that they like and things that they don t like. Look through catalogues and flyers for pictures they can cut out of things that they have identified as likes and dislikes. The children can then glue the pictures on the corresponding box on the Likes and Dislikes sheet. Share with the class the three things they like the best in the top box and three things they like the least in the bottom box. 3. Confidence Chart and Reward Pizza This activity goes along with the social story Trying New Things and is designed to help those children who struggle with trying new foods, attending new activities or adapting to new environments. People learn new things by trying them. Often you won t know if you like something unless you try. The confidence chart gives children some control and prepares them for an undesirable activity thus reducing conflict and anxiety.

4 The parent or teacher chooses 5 pictures that he or she would like the child to try. Three or four are foods or activities that the child is used to doing and one or two are food items or activities that are not familiar to the child or something he or she struggles doing. The child can choose what they want to try that day, or that morning, or for center time etc (The teacher or parent can decide the time frame). Once the child has attempted the task, tasted the food or engaged in the activity, he or she is rewarded. The child can take a pepperoni off the reward pizza and the number corresponds to the appropriate rewards. All rewards give positive attention to the child. Some rewards are bigger than others, such as a toy from the treasure box, an extra 5 minutes of center time or reading the reward story and the story telling kit included in your kit. Others are smaller motivators such as a classroom round of applause or sing your favourite song. The child continues to try new things because he or she doesn t know which type of reward is coming. The element of surprise is motivating and keeps the child engaged. The next day the child chooses again and is rewarded when they try something new and this continues until he or she must choose the less desirable item. By this time the child has had success trying new things. The child is motivated because of the positive attention received and has the confidence to try. Once all the pictures are tried, the teacher puts up five new pictures and the activity is repeated. The reward pizza can also be used as a counting game or sensory break. 4. Read the story I Like Me written by Nancy Carlson. This book is about how a little girl pig describes how she is her own best friend. She tells of all the fun and exciting things that she does; such as, riding her bike, brushing her teeth, and eating good food. She also tells how she is proud of her curly tail, round tummy, and tiny toes. Little pig also lets the reader know that she is not always happy, but when something makes her sad she tries again. This is an excellent book for encouraging a positive self concept. 5. After the story and discussion, show the children the All About Me books included in your kit. Explain to the children that they will create a book that shows others how special they are. They can share information about themselves, their family, what they like to do, what they are good at, etc. When a child is feeling blue or down, you can show them their book and remind them of the wonderful things they

5 can do and share with their friends. This is also a good tool to find out what the children are really interested in. Lesson 2 Objective: To demonstrate ways to work positively with others. 1. Read the social story Being Bossy. In your discussion, explain that sometimes when we tell other people what to do, it makes them feel sad. Discuss positive ways we can tell our friends what we like, by still allowing them to do and play things that they like. 2. Provide role play situations (the following are examples you could use): a. Two children are playing a game and a new child came and asked if she could play too. One child playing the game said No, you cannot play go play something else! How do you think this child that cannot play feels? What could the other child have said? b. Sally and Molly are playing in the house together. Molly suggested that they could go outside and play on the play structure. Sally responded with Fine, if you go outside you will be playing by yourself. Molly said that she would stay inside and play because she didn t want to play outside by herself. What could Molly have said to Sally to let her know how she felt? 3. Read the story I Care About Others by David Parker. This short story models ways to show how you care about others (i.e. I save a spot on the carpet for my friend, I smile when someone looks sad, I help a friend pick up a chair if it is too heavy, etc.). Discuss the examples in the book and have the children share their own thoughts and experiences. Catch the children showing ways they care about their friends and others and reward them for their efforts. 4. After the discussion, show the children the modeling clay. Explain that they will be getting some modeling clay to make a gift for someone using their many talents of creating things. Let the children create something special to give to someone special. 5. Things I Do Best Stickers: As you catch the children demonstrating positive social skills, reward them with the appropriate sticker. The children can place the sticker in their sticker book entitled, Look at what I can do (also included in the kit) or they can wear the sticker

6 for the day. The positive social skills were photocopied on paper and are also included in your kit. Teachers can choose whether to hand out stickers or have the children glue the social skills they earn into their books. These social skill stickers have been created to reward children for many of the skills/concepts taught all throughout the Building Positive Social Behaviors in Young Children. Lesson 3 Objective: To identify positive qualities about oneself and recognize these qualities through daily activities. 1. Read the story Big Al by Andrew Clements. Big Al is a fish who wants to make friends. He tries everything he can think of to make friends, but nothing works for him. The other fish are scared of him because he is so much bigger and different looking. When Big Al comes to the rescue, the other fish realize what a great friend Big Al really is! While reading the story, ask the children how they would feel if they were Big Al. Talk about how Big Al is different (i.e. he is bigger, he has lumps all over him, he has sharp teeth, etc.) Talk about how we are all different some of us are tall/short, have blue eyes/brown eyes/green eyes, etc. Just because we are all different doesn t mean we cannot be friends. Ask the children what they would do if Big Al tried to be their friend. 2. Self Esteem Fish with Fishing Rod. Share the fishing rod with the class and explain that they are going to go fishing. On each fish there is an open ended statement that describes a good quality. As the child shares his fish with the class, the individual child finishes the statement (I am good at riding my bike) or a classmate can compliment the child with Jake is good at sharing his blocks. This is also a wonderful opportunity for teachers or parents to give the children a compliment. Lesson 4 Objective: To create pro-active strategies for classroom relationships through communication and documentation. 1. It takes a lot of planning, preparing and sharing of resources within the educational team to support the children in our care. The

7 classroom resource book was developed to provide examples outlining classroom expectations and the role of the educational assistant/assistants; goal monitoring and documentation forms. Our goal is to assist children in developing concepts and skills through play based learning. a. Classroom Expectations: This section provides a written sample of the daily program expectations, a sample schedule; as well as specific duties outlined for the educational assistant that may be assigned to a specific child. b. Goal Monitoring Strategies: This section provides sample monitoring charts for IPP and/or BSP goals. Not only is this an effective way to monitor and measure daily progress, it gives all those involved with the child a full understanding of their needs and goals. Having these goals on a clip board (included in your kit) is an effective and accessible way to monitor and measure the daily progress c. Documentation using BOATS (Behavior, Observation, Assessment, Teaching Strategies): This section provides sample documentation forms as well as a brief definition of each form from the Special Education Council of Alberta Teacher s Association (2007). Please consult the BOATS manual for a more in depth review of these forms. The page numbers are cited in the Classroom Resource Book. i. ABC (Antecedent/Behavior/Consequence). This process includes documenting the setting or events that precede the problem behaviour, the behaviour itself and the consequences that follow. ii. Frequency Recording A measure of the frequency of a specific behaviour count the number of times the problem behaviour occurs. iii. Interval Recording Setting intervals of time and recording behaviors as they occur within that time. iv. Duration Recording How long does the behaviour occur? 2. Parents are the child s first and most important teacher. Communicating daily with home is another positive way of supporting the children in our care. Along with the anecdotal documentation that may already be provided with your program, it is also important for children to have a say in how they feel their day was. Using the My

8 Day At School included in your kit, take approximately 6-8 pictures of the child engaging in a variety of activities (i.e. centre time, recess, DPA, art, carpet time, etc) and from these pictures have the child choose pictures to place in his book under the categories: a. My favourite thing at school today was b. This is who I played with c. I am good at 3. Spring and winter clothing This is a sample of the many uses of visual supports. Most classrooms use visual schedules and they are very helpful and important for children to organize themselves and understand the daily routine and expectations better. Many children experience difficulty in getting ready for recess or home time (some children have difficulty with all transitions the better we prepare them, the better they handle them). With all the necessary clothes required for different seasons, some children can find this overwhelming. It is also overwhelming when someone is consistently verbalizing what you need to do next. Having the visual pictures of what is needed and (in what order if necessary) gives the child a sense of independence and confidence. 4. Praise the children for all their efforts.

9 Building Self Esteem Student: Instructor: The child will engage in the following lessons to increase his/her understanding of building self esteem. Please indicate if the child requires prompting (i.e. verbal cues or modeling) or if the child can complete the objective independently on the tally sheet below. The goal is to have the child achieve 80% accuracy at the independent level. This record sheet should be placed in the student s binder for reference for IPP goals. Lesson 1 Objective: To identify and experience ways to be confident while trying new things and being you. Date With Prompting Independent Level Lesson 2 Objective: To demonstrate ways to work positively with others. Date With Prompting Independent Level

10 Lesson 3 Objective: To identify positive qualities about oneself and recognize these qualities through daily activities. Date With Prompting Independent Level Lesson 4 Objective: To create pro-active strategies for classroom relationships through communication and documentation. Date With Prompting Independent Level