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CLASS Emotional Support in the Classroom

TEFB 471

Lori Allen

on 2 August 2018

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Transcript of CLASS Emotional Support in the Classroom

Negative Climate
Negative Affect
- irritability, anger, harsh voice
- disconnected
Punitive Control
_ yelling, threats
_ physical control
- harsh punishment
- sarcastic voice/statement
- teasing or humiliating
Severe Negativity
- victimization, bullying
- physical punishment

Refers to specific teaching behaviors that help children:
Develop warm, supportive relationships
Experience enjoyment and excitement about learning
Feel comfortable in the classroom
Experience appropriate levels of autonomy or independence
Congruent Communication Cont...
Examples of how you can use congruent communication in the classroom: (20-21)
Deliver Sane Messages
Express Anger Appropriately
Invite Cooperation
Accept and Acknowledge Student Feelings
Avoid Labeling the Student
Use Direction as a Means of Correction
Avoid Harmful Questions
Accept Students’ Comments
Do Not Use Sarcasm
Avoid Hurried Help
Be Brief when Dealing with Minor Mishaps
Emotional Support in Your Classroom
Positive Affect
Physical proximity
Matched affect
Social conversation
Positive Affect
Smiling, laughing, enthusiasm
Positive Communication
Verbal/physical affection
Positive expectations
Eye contact
Warm, calm voice
Respectful Language

Positive Climate
- anticipates problems and plans
- notices a lack of understanding
- acknowledges emotions
- provides comfort and assistance
- provides individualized support
Addresses Problems
- helps in an effective and timely manner
- helps resolve problems
Student Comfort
- seeks support and guidance
- freely participates
- takes risks
Teacher Sensitivity
Flexibility and Student Focus
- shows flexibility
- incorporates students' ideas
- follows students' leads
Support for Autonomy and Leadership
_ allows choice
- allows students to lead lessons
- gives students responsibility
Student Expression
- encourages student talk
- elicits ideas and/or perspectives
Restriction of Movement
- allows movement
- is not rigid
Regard for Student Perspectives
Final Thoughts
Breathing S.T.A.R.
Stop (Smile)
Take a deep breathe
Structures to support Positive Climate
IT IS WHAT IT IS! = Power of Acceptance
Your face is going like this...
You seem (feeling)
Something happened...
You wanted to / you were hoping...
It's hard...
Breathe with me
Children are more motivated to learn when they:
Feel happy, relaxed and connected with others
Free from aggression and threats
Are comfortable sharing ideas, and
Realize they can do something on their own.
Research says:
Respect and enjoyment in activity
Enthusiastic about learning and spending time in the classroom
Sits close and joins in the activities
I Love You Rituals
Twinkle, Twinkle Little Star,
What a wonderful child you are...
With nice bright eyes and big round cheeks...
A talented boy/girl from head to feet!
Twinkle, twinkle little star,
what a wonderful child you are.
Positive Communication
Structures to support
Teacher Sensitivity
Putting words to the actions of the child:
"You passed out napkins so everyone could wipe their hands. That was helpful!"
Acknowledging emotions and providing support without placing blame or shaming:

You wanted to the ball, so you pushed your friend. You may not push...pushing hurts. When you want a turn, say, .....
Addresses Problems
Teacher effectively and timely helps Resolve problems -

Do your children:
Seek support and guidance from you?
Freely participate?
Take a risk to do something new?
Always go to the victim first
What you focus on, you get more of
Let's try it now!
Structures to Support Regard for Student Perspectives
Restriction of Movement
Flexibility and Student Focus
Organizes instruction around STUDENT interests
Allows children to freely move around and express themselves
Promotes student's autonomy
Encourage students to talk and share ideas
"It is my (the teacher) job to keep you safe - it is your (child) job to help keep it that way"
Chaos is a result of lack of structure - not a lack of control!
Assertive Voice
Focus on what to do using a tone that says, "Just do it".
What you focus on - you get more of
Children cannot act differently until they are seen differently
We forget at times..
It is not about the new car, or clothes we wear.
It is not about the right toys, or the curriculum we buy.
IT IS about us, you, and I, the health of our relationships being loving and feeling loved.
TWO Parts
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