 Welcome, welcome to learn with the expert we want to get started right away because today you get to meet a world class expert. And she is going to share some small strategies that will make a big impact on student learning so during our time together we're going to be focusing on supporting social emotional learning with expert Dr. Lorrea Martinez. Dr. Martinez is going to share three strategies for you. And for each strategy, we are going to give you three brand new seesaw lessons which are ready to go activities that are right in seesaw that you can use in your classroom right away to support these strategies. I love seeing everybody still joining us fantastic so a few house keeping items as we dive in. This is being recorded, and we will share the recording in a follow up email. It takes about 24 to 48 hours so please be patient with us. And if you have questions during the session that you would like Dr. Martinez to answer please put them in the q amp a so right now you're putting stuff in the chat. You'll also see at the bottom of q amp a. When you put your questions in the q amp a. This ensures we will not miss them. It also ensures that if a question goes on answer because we don't have time to answer it, then we'll reach out after with answers to those questions so other comments or ideas can be put in the chat if you have a formal question please go ahead and put them in the q amp a. So to start. My name is Tracy Purdy, and I'm the training and professional development manager here at seesaw. We actually get to be in the seesaw headquarters alley and I are together this is a very unusual unusual thing to be doing but very fun I'm a former fourth grade and sixth grade teacher, and I usually am in the Minneapolis area. And I'm Ali is Tracy said I am one of the training and professional development specialists here at seesaw. I also was a former fourth grade teacher as well as fifth grade and then I was an instructional coach and reading interventionist prior to working at seesaw. And normally I am in Denver, Colorado I did see a few people say Colorado so so excited to have you all here today. All right, let's go ahead and get started and let's meet our expert. Dr. Maria Martinez is an award winning founder of heart and mind consulting, which is a company that is dedicated to helping schools and organizations integrate educational emotional learning into their practices products and learning communities. She's an educator who's worked with children and adults internationally. Dr Martinez is a faculty member at Columbia teacher Columbia University teachers college, and educating and aspiring principles in emotional intelligence. Her new book for educators teaching with the heart and mind is currently available and we will I've got my copy right here. And we will be giving away five copies of it at the end of today's session so stay tuned, and they will be five signed copies as well. She previously was a special education teacher and administrator she frequently blogs about how to incorporate SEL into teaching practices and parenting on her website and I get these weekly parenting emails and they're so helpful. So welcome Dr. Lorea will put your website in the chat as well, but we are so excited to learn with you today. Thank you so much Tracy and Ali for having me I'm so excited to be here with all of you and to talk about one of my favorite topics which is how we can incorporate emotions in the classroom. And before we get started I just wanted to give a shout out to see so I had the pleasure of learning about seesaw through my kindergarten or my youngest daughter, who was in distance learning last year. And I also learned about a lot about the platform with her and from her. So thank you seesaw for creating such a tool that teachers could use to support students while they were in distance learning and now that most students are back in the classroom that they are able to use it as well. And shout out to all the participants today we are maybe like seven days away from going on winter break. And we have a big group of educators tuning in today so shout out to all of you for making the time to learn about social emotional learning social emotional learning it's a topic that is very important to me I've been researching and studying and implementing SL for many years and I'm happy to be sharing some of the things that I've learned with all of you today. So I thought I would start with this quote from teaching with the heart in mind that says emotions are an important part of human life and they greatly influence students readiness for learning. And just as a as a test right here with all of you I would ask you to just put in the chat what are some of the emotions that are great good that you're bringing to this space today. What's coming up for you as you are connecting with the zoom meeting. Maybe you had a busy day maybe you had some challenges with students or something happened when you got home. What are you bringing into the room today. So just hopping to the chat and tell me tell us about it so I see excited and curious anticipation, gratitude, there's some exhaustion some fatigue, some curiosity I love curiosity as a leading emotion for learning. Some people are feeling overwhelmed, scared, intrigued about this topic. So this is all of these emotions are going to influence how you become aware of what's happening in this session and also your ability to pay attention to make connections to what I'll be sharing with you today. So it's important to welcome emotions into the classroom because they guide our attention, they guide how we respond to our surroundings, and they are very important in our role as educators, but also in what students bring into the classroom. A big part of learning about social emotional learning is actually unlearning some of the misconceptions that we learn as educators even just as adults growing up and learning some of those misconceptions so we can learn what what is the real purpose of emotions and how we can bring them and bring them alive into our classrooms. Next slide please. So emotions are data they are information about what's happening inside in response to an internal or an external stimulus. And once a stimulus has been generated, there is a process to appraise it. Is this positive, is this negative, am I under threat. And based on the answer to those questions, there is an emotional response. A response that can be felt through our bodies but it's also impacts our behavior and our thought process. So while emotions have these automatic reactions, not everybody reacts the same way. Right, some people are more reactive than others and you can see in your classroom some students reacting to different experiences faster than others. So not all kids and adults react the same way to the same experiences, right. So it's a big part about implementing a CL in our classrooms is to notice how different students respond to different situations based on the emotions that they experience and being able to create a space where we can normalize and we can validate students experiences. Next slide please. So today I'll be sharing some of the findings from the latest research on human development and effective neuroscience. And I want to share three particular ways in which emotions impact learning. And then I'll share along those three strategies that you can use to integrate emotions in your instruction. So let's start with the first one which was emotions and personal relevance. So the, you might have her students in your class say, are we doing this again, or why are we doing this. And you may have told students well this is part of our curriculum or this is part of the state standards, or you might have said, well this is going to be on the test or you're going to be on, especially when kids get a little bit older. And while those things may be true, that is not helping kids to become interested in learning. And what research has found is that the brain doesn't waste energy thinking about things that don't matter to us. We really think deeply about things that we care about. And if I think about students in classrooms, we want them to be deeply considering and thinking about their numbers their letters, their writing, all those things that you do in the classroom, you want students to be really thinking about those things in in deep in in deep ways. So in order to do that, we need to help students and connect that content that we teach in the classroom to their interest to the things that they want to do that they want to do. So the implication for the classroom about this research finding is that students will pay attention and stay focused when the subject or the topics discussing class are personally relevant to them. Our job as educators is to build that bridge so students can really feel in turn intrinsically motivated to be to connect with academic content where they can see that if they learn what you are presenting to them, they are able to either meet their goals, or do something that they are really passionate about. And one of the strategies that that we can do. If you can go to the next slide please is to how the students relate the materials discussed in class to their life and personal interest, and we can do that through creating personal inventories. So I have seen this done in a variety of different ways, but personal inventories or sometimes this is called all about me presentations, where you are really exploring with students, what are the things that they like to do what are the things that they do well. Things that may be boring or difficult and this can be specific activities in the class. It can be also related to different subjects some students are really passionate about math others about science so really getting to know your students, their subjects, if they play sports or hobbies, and even like exploring what are some of the special friendships that they may have either inside the classroom or with students from outside of school, and special adults in their lives what are some of their family bonds can be their immediate family but it can also be meaningful adults that they have in their lives. So these personal inventories what they help to do. They help you to do is to get get to know your students better, and you can display these inventories in the classroom so students can be recognized and they can be you can create a sense of community by really digging deeper into what are students who are the students that are in your classroom. And for some of you this might this may feel like something that you do at the beginning of the school year. August or September and you may feel well this is a little late for this, but the thing is that students change as they are having experiences in the classroom with you, or experiences at home in their communities right kids really change. During the school year and sometimes you, you can be amazed right how different they are from when you receive them the first day of school to when they leave at the end of June. So really paying attention and getting to know your students in order to build that bridge build that connection with the content the academic content that you are teaching in the classroom. So when you are, for example, selecting readings or thinking about some of the research projects that you may do with your students, making sure they are related to those students inventories that they are really meaningful and relevant for your students. And then a good practice and I love this one because it's a really getting to that meta cognition is to ask students to update those inventories during the school year and reflect on the changes. Well, maybe some students were excited about a particular subject maybe some students didn't like math coming to your class and then because you're passionate about math maybe they have developed a love for math. So really building those connections and helping students reflect on who they are as learners and how what they're learning in class is related to to their personal lives. So if you put these strategy into practice, one of the observable outcomes that you may notice is that students are able to pay more attention and focus for longer periods of time. Because they are more engaged they're intrinsically motivated and because you are building those connections between their personal interest with that academic material so students are really able to make those deeper connections and learn in meaningful ways. So I know that seesaw has some exciting lessons that really can be applied to to to enjoy this strategy in the classroom. Yes, thank you Dr Martinez so as we know as teachers one of our biggest hopes is for all of our students to be engaged and paying attention to the learning that's happening in the class. And so as Dr Martinez shared the power of using these personal inventories really helps in order to create the engaging learning experiences that relate to students interests. And so as she mentioned yes seesaw now offers an incredible subscription to standards aligned ready to teach lessons that support students with skills that they need the most and so one collection as you see right here. My awesome year invites students and teachers to learn about each other. As Dr Martinez shared again personal inventories with open ended questions, like the ones that we're going to see in this collection, support all of us teachers and understanding your students so that you can create learning experiences that students care deeply about. So we're going to jump in and explore a my awesome year lesson. So as the teacher. I've already saved this lesson to my library, and I'm ready to assign it to my class I'm simply going to click the assign button and select my class or classes that will complete this lesson. And then as a student, I would go to my activity tab over here, and click on the add response button. Today I'm going to complete this as the sample student to show all of you the student view. So here's an example of a my hobbies personal inventory. In this collection the first page of each lesson is an about the teacher page that the teacher fills out before they assign the activity to their students. So the students first learn more about their teacher, and second to see an example of what they will be doing. And as you can see on my example the teacher recorded their responses as well so those younger learners students who can't access the text are able to listen to the response. I like to read books and ride my bike. Awesome. So the teacher completes it and then the second page is going to be the student page. So on this page students use all of the learning tools on the Seesaw canvas to complete their personal inventory. They can take pictures use video draw as I'm doing here, or use the microphone to share about themselves. So I'm going to say that the thing I like to do in my spare time is play soccer. My hobby I like to do with someone else is to swim students can then head over here to the microphone. And I'm going to record so my teacher can hear me in my spare time I like to play soccer and I love to go swimming with my family students then click the done button. And when they're completely done with this activity or any activity and Seesaw they're going to simply click that green check to add it to their journal so that you as the teacher can learn all about their hobbies. Now after students complete these pages teachers can use this new information about their students about all of your students to create those meaningful engaging experiences that are personally relevant. And of course it's also really fun because the students can get to know their classmates better we saw in the chat. Molly called out that you know personal inventory could be added to the blog and that's an awesome way for students to be able to get to know each other within Seesaw. So we have as Tracy mentioned we have three my awesome your activities to share with you today that you can explore and assign to your class to get to know your students better. Now even though these lessons have grade levels attached to them you can of course use all three in any grade, and we're going to wait and we'll share the links at the end of the session in a participant handout, as well as in a follow up email for all of you. And it's, it is, you're very true. Yep, it is. We're getting great feedback from you in the chat just a reminder if you have questions put them in the Q&A, but keep that chat coming into, and we'll share these lessons a little later. Awesome. Okay, back to you Dr Martinez for strategy number two. Alright, so in number two we're going to talk about emotions and open ended problem solving. So there is a second way in which emotions impact learning. And what we know from the science of learning and development and effective neuroscience is that emotions are not a dog add ons distinct from cognitive skills they are not two separate things. They are actually interdependent inter interdependent neural processes so Dr. Moreno young, who's an effective neuroscientist from the University of Southern California, often says that we cannot have thoughts without feelings and vice versa. So this idea that emotions are a nuance and we have to leave them out the door when we are trying to do highly cognitive work or when we come into the classroom we leave emotions outside because we really need to focus and pay attention. The idea is completely obsolete. So we really need to bring emotions into the classroom because they have a very important role in that cognitive processing so students need those emotions in order to make decisions in order to deeply think about what you are presenting to them and to really learn concepts and new skills. So the implication for the classroom about this, this research is that learners need these emotions for thinking for problem solving and for decision making. So again, we need to bring emotions into the classroom because that's the way in which students are going to establish those meaningful connections with the academic content. One of the strategies that I would recommend using in order to apply these these research findings is to create opportunities for students to solve open ended problems. And that may seem like a really big jump from thinking about like okay cognitive processing and emotions are in interdependent processes. How do we go from that to this idea of open ended problems. The thing is that activities that are very prescriptive where students have, I would say a small role, they play a small role in the interaction and in the experience are emotionally impoverished. So we want to make sure that students have opportunities to really wrestle with problems that don't have a right or wrong answer. And some examples of strategies where you can make this happen is through project based learning through group work and also through classroom discussions regarding current events where you are presenting students with situations where they may think about like what are the different perspectives about these current events that are happening and there is not a right or wrong answer. And when we engage students in thinking about these issues we are helping them to connect we're helping them to build those experiences and to create emotional memories that are related to the work that they are doing in the classroom. So, in order to do that of course you may have different different things that you can do and project based learning is a little more complex in terms of your time investment. But for example in group work that that is an easy strategy that probably many of you are already using in your instruction to real have students wrestle with those problems. So as you are thinking about this idea of open-ended activities if you implement this in the classroom some of the outcomes that you may observe is that students are able to create these emotional connections to the academic experiences that you present for them and that means that they're going to be able to better engage in that cognitive learning in that the decision making that they need to do in order to learn new concepts to learn, develop new skills. So really remembering that we want to create those emotional connections or create the experiences where students can create those connections. And now I think CISO is going to be back talking about some more lessons. Yes, we are. I love that one is so important to think about our need for emotions for learning. So Dr. Martinez she was just sharing about that importance of creating those opportunities for students to solve those open-ended problems because they allow us to better engage in cognitive learning in that decision making so we have a SEL stories collection which uses interactive read-alouds to support these SEL and writing skills so adding that in. So students they co-write the story and illustrate the story adding their voice adding their creativity using those CISO learning tools and they decide how the story ends which allows them an emotional connection to the learning and allows that emotional connection to the learning to take place. So let's go ahead and jump into one of them. We're going to jump into a second grade SEL story called Name My Feelings. SEL stories are interactive stories as I said that can be completed as a whole class in centers which means that they can be done in groups just like Dr. Martinez was just saying or independently by the students. So within each SEL story students join a character in this case cute little oatmeal the bear and the teacher can read the story to the students or they can listen to the story in English or Spanish. So let's read the first page. This is oatmeal. Oatmeal is a bear who loves to ride her bike to school. And as the student continues through the lesson the students stop and think about what might happen if oatmeal throws her helmet. They are able to reflect on their own personal experiences and use that experience to think about the consequences that oatmeal might face if oatmeal does decide to throw her helmet. So we'll continue through this story and Dr. Martinez shared the importance of creating those opportunities for the open ended problems and the green pages and SEL stories provide students with that opportunity. They get to share their thoughts about what might happen in the story using the CSEL learning tools. And so this allows that emotional connection to develop for students and relates the learning to their own lives and experiences. So we'll continue through this lesson and as we continue through you'll see that students will learn to name and understand some of those emotions and as they're doing this they're helping oatmeal to identify how she might feel. And this can help students learn what to look for when they themselves are experiencing those strong feelings what is their head feel like what is their heart feel like their body. And then each SEL story as we come to the end here another green slide for them to share open ended and at the very end of the story every single SEL story summarizes that social emotional skill that was learned. So in this case remember strong feelings can make your body feel uncomfortable and can make it hard to think by paying attention to your body your brain can start to think again. So the last page of these SEL stories is a connect activity, which allows the students to complete this part at home with their families or they could do it with a partner in school, but it really emphasizes social emotional learning at home and continues that learning from the classroom into the home as well. So that open ended problem solving as they work through this SEL story they're working on those writing skills as well. So in groups as well. So we have a three of these SEL stories and these are three SEL stories that Dr Martinez specifically has chosen for all of you. They normalize emotions they bring emotions into the classroom instead of making students leave them at the door, and they help them think about how emotions will help them. So that's how they can use emotions for problem solving. Again, we'll share these at the end in the participant handout at the very end with all of the links. So, that's it that's great. All right, we're ready I think for strategy number three Dr Martinez I'll let you take it away. I'm glad that you are being really humble because I can see so many opportunities to use those SEL lessons for direct instruction. So many of you want to have more resources more things for when you are teaching a cell explicitly and as those SEL stories can be a great opportunity to do that with your students and there were so many SEL standards connected to those SEL stories that you can use that those are wonderful so I had an opportunity to take a preview and you are in for a great trade so so those are a great great resource there. Now moving on to our third strategy and we'll be talking about emotions and attention. So the third way in which emotions impact learning so I was saying earlier that emotions drive our attention so the influence our ability to process information and understand what we encounter what how are these reactions that I have in my body in my thought process impacting how I react into the world who I am as a person right. But the thing is that not all emotions are the same. Many times when we are experiencing big feelings and that is very true for our students as you are probably know when they're experiencing those big feelings they are not able to focus right our brain doesn't work well under stress and actually stress and that it has been one of the the greatest consequences of the global pandemic students are coming back to the classroom with additional trauma and high levels of stress because they have experienced social isolation and different adverse experiences that are impacting their ability to to be focusing the classroom and we are seeing students experiencing greater levels of stress and experiencing those big emotions. And what happens when students are in those states if you can go back to that prior prior slide is that it's robbing them from their that neural functioning that they need in order to learn right all the resources that they have in their working memory are being lab of those those resources because they are experiencing this big emotions. So the impact for the classroom in this case is that we need to consider the emotions that the students experience. Not only in the classroom how we are creating the environment in the classroom to make sure that students have an opportunity to refocus to feel safe to feel supported, but also the experiences that they bring from home. And as educators we don't have control over what happens with students at home right, but we do have control of creating a space when with students arrive from home to our classroom that they have that opportunity to refocus to to center themselves so we can prepare the brain for learning. So, when we don't teach social emotional learning when we don't help students to understand their emotions to name them to be able to identify how where they feel them in their body so they can really notice well what's the difference between being annoyed and being upset right those are important things that we need to teach our kids when they don't understand that those nuances they cannot navigate their internal world right so we need to create that awareness of what's going on inside and we do that through different strategies like we are talking here today, but one of them is to creating these emotional check ins this, this time and space when we are coming together with our students as an opportunity to regulate the nervous system. And regular emotional check ins coming many different shapes and sizes, truly you can use many different activities as a as an opportunity to regulate emotions, but some of the most common ones is to hold a classroom meeting at the beginning of the opportunity for the classroom community to come together and see, like I asked you when we started, what are the emotions that you are coming into the space, because if most of you were furious and I had seen furious or upset, or other big feelings maybe we needed to change the focus of the presentation and maybe let people process those emotions before we started to share some of the content right because we know that those emotions impact our readiness for learning. Other opportunities when transitions tend to be hard for kids right if you are coming from recess, back into the classroom or kids are transitioning from different teachers, they need some time to reconnect right to to to gather themselves and to regulate the level of energy right because sometimes we are doing activities in the classroom that require our students to have higher levels of energy, and that's okay but sometimes depending on the activity, we need to regulate that energy so, for example doing some selling journaling or drawing about their feelings might be a good opportunity to help students transition between different activities. And then this idea of exit tickets I know many of you use exit tickets in your classroom for academic learning. So here's an opportunity to use exit tickets to inquire about students emotional experience during the day. What is the emotion that they have when they leave your classroom. One of the questions that I really like to ask educators when I do trainings is, what are the emotions that you want students to fill in your classroom, and then looking at the teaching strategies that you use and seeing are those aligned. Right, and if we are teaching order for students to fill in a certain way you create that alignment. Your classroom is going to be a joyful a peaceful and engaging place right, but sometimes that we go like this it's not aligned right so we have to create those experiences. And so in the end of the day, like this process of emotional check in truly we are getting at the core of normalizing talking about emotions. And I know this is really hard for educators because there is, as I said, some learning that we need to do as adults in order to be able to normalize this discussion with our students. But these are some ways in which you can do this engaging discussions about the meaning of emotions and how characters use them to make decisions during your literacy time. Most books right have stories of characters that have different that have challenges, or that they face difficult decisions, and that brings an opportunity to talk about those emotions with our students. So what are the feelings that come up for students when they are presented with different subjects or activities. We all, we are all different right, so there are certain activities in the class that you that trigger different feelings for students. So having an open conversation about what happens can really be helpful and I want to do a call out on math, for example, math is one of those subjects that generates very strong feelings in people. I hate it or love it, but there is a spectrum right so my hope is that we, if we normalize talking about the feelings that math generates more and more students especially girls can develop a love for math, right because we are giving students the tools to process those feelings and acknowledge wow yes I'm feeling really stuck when I see this multiple step math problem like I get paralyzed almost, and I'm not able to engage myself to do anything else right. So if we give students those strategies to process those feelings, then they are in a better place to tackle the academic work that is necessary. And finally, using those seesaw ACL stories to help students reflect on their own life experiences right to think about that consequential thinking what happens. What are the consequences of our actions and what happens when we see that we have different choices when it comes to our thoughts our behavior our emotions right and many times students don't see I'm sure that you have those repeated offenders right those students that really maybe keep you up at night or that they are always or often making the same mistakes right so those are students that cannot see that there are different choices. When it comes to their behavior and these normalizing talking about emotions and helping students to process those emotions can be really a very powerful tool to help other students be healthy adults right to be healthy adults. So if you implement this strategy, one of the things that you will see is that students start to develop that capacity to really understand their feelings understand their emotions. Make better decisions because they are creating that space between that stimulus and that response, and they are able to express their feelings in more constructive ways right. So we go to we go to a place where we are trying to find the balance between that individual processing but also our social context and being able to express our emotions in constructive and helpful ways depending on the context. And I know that seesaw has some additional tools that you can use in order to do this work. Yes, we do thank you Dr Martinez. So here at seesaw again we understand how important it is to incorporate SEL into daily routines in the classroom we loved looking in the chat and seeing the different ways that it's already happening and some of the ideas that are coming out from this session tonight. So yes, we have a third collection that helps students pay attention to things as they are right now with kindness and curiosity and really focusing on improving that emotion regulation that we know is so hard for some of our lot of our students. And so seesaw has teamed up with mind yeti which is an award winning mindfulness program to create calm focused and kind classrooms through mindfulness. And in each of these lessons students are going to follow a guided mindfulness lesson, then complete interactive activities that are really going to deepen their understanding of themselves and their emotions. So we're going to take a closer look at a mind yeti lesson. So we're going to explore hello feelings. And so all mind yeti lessons start and they either have a watch or a listen, and then a try activity and then a connect activity as well. And in the watch or listen part students watch a video or listen to a mindfulness lesson and we're going to listen to a clip of this one. Hello. Welcome to mind yeti. Minds have different kinds of hubbubbles thoughts feelings and sensations. Our feeling hubbubbles are all the different emotions or feelings like sadness happiness or anger that we feel every day. Today, we'll take some time to notice our feeling hubbubbles. Before we begin, take a moment to sit comfortably with your back straight and your feet or legs resting on the floor. Great. So after listening or watching students then do a quick emotional check in, and we prompt them here to use the drawing tool depend to share how they're feeling after listening to the episode so right now I feel calm. So I'm going to use that drawing tool to circle calm. Next students move on to the try section of the lesson students are given some examples, and then they're given a task to try. Now in this lesson they share what they look like when they feel a certain way. And so I'm feeling super excited to be here with all of you and Dr Martinez and so I'm going to use that drawing tool again to write excited. And then I'm going to use the camera tool. I'm going to take a picture of my excited face. There we go. Resize or remove it if I need to. Of course students can use any of the multimodal learning tools and seesaw to complete this lesson the video drawing tool typing whatever they would like. All of our mind yeti lessons end with a connect activity that can be done as Tracy mentioned previously either with a partner in the classroom, or at home with families to really connect that learning that's happening in the classroom to their learning at home, which you probably saw as a common theme and a lot of our seesaw lessons that we do emphasize that learning loop at seesaw where we connect the educators, the families and the students all together in the learning because we know that when we connect them together it's much more powerful for the students and deepens their learning. Great. So to support you and your students in learning to regulate and understand the motions. We have three of these mind yeti activities for you and as you can see, again these can be used with all kindergarten through second grade, not one per grade level. Again, we will share these links at the end of the session and the participant handout as well as in the follow up email. So now let's reflect on the three ways emotions influence learning and the three strategies that you can use in your classroom with Dr Martinez. So back to you. Wow, I think that we have covered so much in such a short period of time. I'm feeling very inspired and I can see so many opportunities to use these tools in classrooms around the world. So today we have talked about these three ways in which emotions influence learning. Let's talk about the fact that we think deeply about things that we care about. So if we don't care about certain topics, we're not going to be engaging our in deeply considering what this means for me right so we want to make sure that learning is engaging our students that is personal relevant to them. And the second way is that we cannot have thoughts without feelings and vice versa right those are two complimentary things that we need in order to make decisions to learn new concepts to learn new skills. And finally that emotions drive our attention that influence our ability to process information to be ready for learning and understand our context. And then for each one of those of those research findings we have shared three strategies that you can use to integrate emotions in your classroom. The first is to make sure that the material is personally relevant for your students right that you are making the connections between those materials and the life and the personal interest of your students. The second strategy that you create those opportunities for students to solve open ended problems why because prescriptive activities are emotionally impoverished right so we want to make sure that students are building those connections that emotional connections with what they are what they do in the classroom. And finally building those regular emotional check ins with your students. Again, this is something that we have to do systematically right we don't do it when students we feel like they're out of control. Or it's a day when things are not going the right way we want to make sure that that's something that we do on a regular basis so we're helping students to normalize talking about their emotions as a way to know themselves better but also to make better choices. And I know it's about any time that you try to do something new so hopefully you heard something new that you want to go and do in your classroom tomorrow right we're warning first thing. And there is a process moving yourself from judgment in a place where you say this is right or wrong to a place of curiosity and I know that several of you started the session today. I'm saying I'm feeling curious well guess what curiosity is a wonderful emotion to drive learning why because when we are experiencing curiosity, our brain is open for learning we are open to do new things to try new activities to maybe look at things from a different perspective I would want to encourage you all to approach this process of maybe implementing some of those lessons from CISO to think about some of those strategies from a place of curiosity. And this is my contact information. I have a website where I have been blogging for many years so go ahead and go head over laurea martinez.com the first chapter of the book is currently available for free so that's a free downloadable on my website. And if you hang out on social I'm on Twitter a laurea martinez and Facebook a laurea martinez scl. And of course, if you want to know more about teaching with a heart in mind, you can always grab a copy of the book it makes for a great gift for educators. So these during the holidays if you are not sure what to gift your colleagues that can be a great gift and just a sneak peek into what teaching with the heart in mind really is so hard is an acronym that stands for five essential social emotional skills. And you have them here on the slide unfortunately I don't have time today to go deeper into the model, but I'm hoping that you check out those resources and and that you are willing and open and excited to learn more about it. And it is a fantastic book that I keep on going back to over and over again and as I said before to going to laurea's website, and I subscribe to the parenting newsletter which is fantastic as well so there's some great resources there. We also. Yeah, thank you so much Dr Martinez for sharing all this so helpful I love seeing the responses in the chat right now that people are feeling like they had a little bit of inspiration to be able to go and do this stuff and reminders to do this in the classroom and how important it is, and to really appreciate and understand those emotions of our students because I know that they have a lot of emotions right now. And so we really just appreciate you spending the time with us going through these three strategies and helping teachers really understand how they can incorporate them into their classrooms. You're a wealth of knowledge for us so thank you. And as promised we're finally ready to share with you the handout that has all of the links it's broken down by the strategy. And then there are three lessons per strategy that you can go and use in your classroom right away. I use simply have to click the link and you save it to your my library. If you need more basics on how to use these are you can check out our training page at web dot seesaw dot me forward slash training to help you learn how to do that and it was put in the chat. We can put it in the chat another time to and it will be in the follow up email as well. So make sure that you check that out. And we're going to go ahead and we're going to jump in to we've got a little bit of time for some questions. And so here are a couple of the questions that we have. I'm going to answer one first on seesaw just there were a lot of questions about whether this content is available in grades three through five. Right now as we've started building the content we've really been focusing on that pre K through second grade. We do hear you and we appreciate hearing the need for that because that is something that we will take back and we will do everything we can to push that along but we understand there is that need for the content and third through fifth grade I think you could try some of these lessons with your third through fifth graders and see the reaction the social stories are still great. So we'll have them process and understand. What's going on. So another question Ali got in the chat. Yes. This is actually for you so I'll pose the question and then have you answer the question was around being a specialist teacher so what's the best way for specialists whether it's steam teacher art music, etc to support students in cell. Great question. Yes. And SL has I would say has no borders so it doesn't matter if you teach art science. If you have one classroom with 24 students or if you see 120 students a day, you can integrate SL in your instruction and many of the strategies that I shared today you have to think a little bit about how you may incorporate but like the idea of an emotional check in some time to can be as simple as having students use popsicle sticks and having 10 cups, number one to 10 and have students put the popsicle stick. Depending on how they are feeling that day as they are entering your classroom and then changing when they leave. So there are many things that you can do to do it. If you don't have 30 minutes to to to use for a national lesson that you can definitely do small activities to check in with your students. And then any subject. You can have opportunities to integrate the social emotional competencies with your content so anytime that you are helping students to connect with their emotions to do regulation to working groups and and we didn't talk about relationships today but truly like to to build that sense of community. Those are many different ways in which you can emphasize and help students practice the social emotional learning skills. Thank you Dr Martinez. So another question we got was how do you provide those opportunities with a set curriculum for language arts or for math. So for language arts, anything that has to do with character analysis for example so many starting in third grade I believe at least for those states that use the common core. They have standards that are related to character analysis so you have to see, you know, what is the development of the story, how are characters making decisions and there's always an emotional component to that. Well, being a lot more explicit about that character analysis from that SCL perspective can be a way to integrate with the LA in writing. That's another great place where you can interview people or talk to people about their experiences. Heroes journey right when you are writing a story and you are describing a problem how the problem gets resolved how are the characters reacting there. There is a lot of SCL in writing stories and even in in nonfiction, there are ways to connect with your reader right as a writer. Those are ways also in which you can see SCL reflected. And with math, that is a great subject I shared the example of how mad is one of those content areas that generates many emotions in people. And I highly recommend being very explicit and exploring what are some of the emotions that come up for students, and analyzing and exploring self talk with your students so many of us that maybe you didn't have a good, good experience with mad you have a negative but negative pattern how you talk to yourself when you are stuck in a problem so we are helping students to develop to reframe how they are talking to themselves when they are in facing a challenging situation or a challenging problem. So those are some ways in which you can integrate SCL into into content and in the book I go into depth about how you can do that for each one of the competencies and has many, many examples. Awesome. Fantastic. I know there were a few other questions a lot of them are a little bit more specific to lessons so we're going to get there in a second but we will follow up if we didn't get a chance to answer every single one of those questions. But we have some wonderful people in the back channel who have been answering your questions as we go so that's great. As we're wrapping up right now. We really, really want to encourage you to take some time to think about how you can incorporate these strategies that you learned today into your daily routines and encourage you to try one of these SCL lessons that we're giving with giving to you in the next seven days it's a great time. Maybe it's your end of the school year and you can try them out. Maybe you've got just a little bit of time before a winter break. And this is a great time to test it out. And we would love to hear how the lessons go so you can share with us on social you can tag us. Hashtag seesaw or seesaw lessons you can also use the hashtag heart and mind and we would love to hear how you're using them in the classroom and what's what's going on with them in your classroom so we want to make sure as we're wrapping up right now to you. We promised that we would get some of you a signed copy of heart and mind from Dr. Lora, so we are going to put in the chat quickly. The link to our quick little feedback for there it is it's in there. So go ahead and click on that and we would love your feedback and by completing that feedback, you will be entered to win one of those signed copies of teaching with a heart and mind, and we'll reach out to the winners following this session. We just really, really appreciate you Dr. Martinez for coming and sharing with us. Ali and I were just reflecting on how practical how you know teachers how you know what's going on in the classroom and all of the strategies that you shared are just useful and very useful and practical and so helpful for our students right now so we really appreciate your time with us this has been a really fun hour to be together. And there were just a couple of questions so yes if you need more information about the rest of the seesaw lessons you can go to web dot seesaw dot means lessons and stay tuned to because sometime in January. You'll have early access to four collections of seesaw lessons and one of them probably is going to be on social emotional learning. But it will be the whole entire collection for free so check back stay tuned for a little bit more of an announcement about that coming in January, but go ahead and visit that website for more information if you want to. And we just so appreciate you Dr Martinez for coming and we all also appreciate everybody who joined the webinar with us asking your questions posting in the chat and spending this time with us. Yes, I'm going to echo Tracy and say thank you Dr Martinez and thank you all teachers thank you for everything you are doing. We so appreciate you. Yes, thank you see so for being so in tune with what educators need right now for making the space to talk about SL. And thank you also to all the participants for being here with us today. Wonderful. Well thank you everyone have a wonderful rest of your Wednesday if it's Wednesday where you are and yes, thanks for joining us we'll see you again soon here at seesaw. Bye bye everyone thank you.