 And I'm very thrilled to be here to spend this last hour with you and talk about social and emotional learning. How many of you were part of this? I know you've probably been asked this already, I'm really sorry. But how many of you were here for last year? How many of you continue on? Wow. Oh, so good. And how many of you are new? Just so I could get a lay of the land. Okay, great. So, we'll see. I apologize in advance if I go too fast for people who are here for the first time. And I apologize in advance if I say some stuff I already said before to the people who are already here. And so I think what I'm going to do in this next little while just is a bit of background. I'm Kim Schoner-Riekel. I'm a professor at University of British Columbia. I have been doing research and teaching in the area of social and emotional learning in schools, particularly focused on children's, the development of empathy, compassion and altruism in children. And I've been... How many of you went to UBC? Oh, woohoo. It's supposed to be 40% of all teachers in the province. So I think that kind of represents that. And I... Did anybody have me as a teacher? No? No. I've been there since 91, for Pete's sake. There's a couple. So anyways, and just a little bit of other background information. I started off as a teacher of seventh and eighth grade and also high school, alternative school, and also lived and worked in a residential treatment institution, a mental institution for children and adolescents. And another couple other little tidbits. Actually, my minor was in reading as my elementary education degree. And so I really focused a lot on reading. And French were my two foci. And then I got into this whole area of social and emotional learning. And I also always have to also tell people that I'm also the mother of two boys, 13 and 16. Gray is going into high school. I have two boys in high school this year. So any advice I'd take right now? Let me start. What? What was it? It's a drink wine. No. Okay. So we'll see. Anyways, without further ado, I give you a bit of the lay of the land. So I'm going to start with a bit of a background. That was what I just gave you and a story, which I'll tell you in a minute. I'll try now, just briefly, why we're focusing on social and emotional learning. What now, SEL 101, but I'll get a bit of a sense of what you know already. Some recent science on SEL. Just a couple of things. I always, as a researcher, I spend my days and nights actually doing research trying to unpack this idea of how do you promote these things in schools? How do children develop? What can we do in context to help support children? So I'm going to give you some recent scientific findings of what we know about children's social and emotional learning development, and then end with some practical strategies. But with a, anyway, so I'll give you some of that and hopefully we'll get through most of it. And if not, the whole PowerPoint will be available on the website so you can go through everything. So just a couple of, I'm going to reiterate a couple of things I've said again and again and again, but I cannot start to emphasize enough that the foundation of all children's development and learning is in a context that is loving, supportive, and nurturing. That is the foundation. It is about creating that base, that safe base for all children. And I'm going to say the love word, because I think a lot of times we don't necessarily say love, but when I worked with kids, I loved my children. And I think we really have to think about that idea of how we create that really caring context, because that's where they learn. In the words of one of my colleagues and former students, Tybin Fett, you learn best when you feel the best. And I love that motto. The idea of how can we create, what are the conditions in our classroom that we can feel the best so we can learn the best and getting kids engaged in that. It is important to provide students with opportunities and specific skills to learn about social and emotional competence, to learn emotion words, to identify their emotions, to be able to identify the emotions of others, to be able to know when they're angry or sad, and when they feel that way and what they can do about it, when they're stressed, because we know that those that awareness and being able to know how to manage those emotions helps have more healthy relationships and so on. And finally, at the heart of this too, is the promotion of adult social and emotional well-being and competence. We need to start with the adults. I can't emphasize that enough. For years and years, we started just thinking we have to focus on the kids and let's, you know, one more thing to do. I don't know if any of you have ever heard that. Yeah, for sure. You're giving me one more thing to do without taking care of the adults and really being aware of that. And so, for example, I always use this one. Has anyone heard of the Roots of Empathy program? Someone was telling me, I might have told this story last year, so forgive me if I did, but it was a teacher who had the Roots of Empathy not anywhere near here. So it's no one that you guys know. It was out east in another province. And this teacher was doing Roots of Empathy in her classroom, which is about bringing an infant into the classroom to be a springboard and talking about how we feel, how others feel, to talk about emotions, and really a way to get children to disclose how they're feeling and when they're feeling sad. So the Roots of Empathy instructor was this group of children sitting around the carpet all saying, let's share a time when we've been sad. And so these children are just, you know, just things that are so heart-wrenching at the times that they've been sad or scared. And they get to the teacher who was also part of this group and the teacher is sitting there goes, yeah, I'm sad when I have to tell you guys more than twice to do anything. Now, clearly that teacher needed some support for her own social and emotional well-being. That teacher was stressed, you know, so how can you promote students' social and emotional well-being without having your own social and emotional well-being supported? And it starts higher up, but again, it just emphasizes where it starts with the adults. And then this just talks about the idea of social and emotional learning programs or practices, the creation of learning environments that are safe, caring, well-managed, participatory. I love the last presentation about children's voices. If we could start at the central part of a child-centered environment in which children's voices are listened to and responded to in authentic and loving ways, I think we've done most of our job. I mean, I really think that that's so critical. And then, exactly, having opportunities to develop self-awareness, social-awareness, self-management, relationship skills and responsible decision-making leads to greater attachment to school, less risky behaviors, and things like resiliency are developed, and then better academic performance and success in school and life. And just this one quote I've showed you before. Isn't that a beautiful picture? I just love that one. I know I sent it to Maureen at one point. I have to say, I'll send these. You'll have all the slides. Any of these that you want to take and use in your own presentations or anything like that, please feel free to use that. I've asked before who said this. It's Aristotle. So I thought I'd start with... I was asking Maureen, I have limited time and I was figuring out where to start. You guys are at the end of the day. I can't just fill... I have tons of slides. If anyone's ever been at any of my presentations, I have a lot in my head. I think you have to know. But anyways, I'm going to start with a story, because often don't we wonder why do people do their... What is their passion in life? Why am I so into social and emotional learning? Why has this been my life mission? I've been so lucky to find something that just resonates with me, but it had to do with all the children with whom I've worked over the years. And really one of the examples that I feel so fortunate that really has emphasized to me the importance of context was after I was teaching the elementary school and then went to teach at this high school, I then after that went to do my master's degree at the University of Chicago. I was living in Chicago at the time. Does anyone pick up my Chicago accent? I've been here for a long time, but I was just back in Chicago not so long ago so you know how it comes back. So I went to this school I had read about and it was a residential treatment institution for kids with severe emotional and behavioral disorders. Basically it was identified as a hopeless cases. It was the kids who had been in special ed, then hospitalized, then homeschooled. Nothing worked for them and they were sent to this school often for many years. You know sometimes seven, eight, nine years. But it was a school that was based on a really different concept of a mental institution. You know rather than do the women and the straight jackets and if anyone's ever worked in any of those places, the orange jumpsuits and the plastic silverware and all of that. The person who started this school in 1944 was a guy named Bruno Bettelheim. And Bruno Bettelheim had written books about love is not enough. But Bruno actually started off, he was a child psychologist living in Vienna in the 30s. And then because he didn't want to leave his mom being Jewish he was put in two concentration camps. One called Dachau and one called Buchenwald. And how he survived those two camps. Because he was kind of, you know, because you have to find some way to survive. I mean he wasn't in a, and then I learned there's this whole, there's concentration camps and death camps. Like Auschwitz was a death camp. You know some concentration camp, although many people died, it was not the sole purpose just to put everyone to death. So anyways at Buchenwald he survived by observing human behavior. I mean that's how he did. Because he didn't pretend it like I'm a scientist, a social scientist going and seeing how do people behave in extreme situations. And he really just noted what happens when you have brutality, loss of autonomy, inconsistency and structure, all of these things. And what he found is that people, most people under those conditions fall apart. They lose their sanity. They, you know, did all sorts of things. So when he came out he was released, but suddenly it was like, it was so weird it was Hitler's birthday or something. That was how I guess on Hitler's birthday they released some prisoners. He was released after a year, sent to Chicago where they would take him. Interesting, all these fascinating things. Yale University wouldn't take Jews. University of Chicago did. Anyway, just so fascinating that whole thing. Anyways, went to University of Chicago. They gave him this school. They knew he had studied children or something. They gave him this school. How can I take the, what I learned in the concentration camp and reverse it? If a context has the power to create problems, then sure, you can create a context that would help take you out of it. So he did, created this school. He called it the school, not a mental institution. That was basically the most beautiful place you'd ever want to be. It was the walls. It looked like you were walking into a beautiful family home. Children ate off of China from, here you got, we had 40 children there who were severely emotionally disturbed who had community meetings every week to have decisions about what was going to go on in the school. So the first community meeting I went to, the children were making a decision because the China plates that they ate off of, there was a tea. They had tea sometimes after dinner. Now this is a mental institution. And the China cups, the handles a lot of them had broken but the set had been discontinued so they couldn't just go get the new cups. And so the director at the time, Jackie Sander, imagine 45 to 18 year old sitting on the floor, severely emotionally disturbed problem behavior and they're talking about which of the three China cups they were going to vote on to see to replace the China cups for the entire place. This idea until if they were going to get a new if we were going to paint their dormitory we met with the painters and the kids just voted on which color they wanted it. Every detail it was their thoughts were valued. So anyway, so I went to go work there. I'd applied, actually part of the interview process three day interviews where you actually meet with the kids and spend time with the kids and the kids have a say so and whether or not you get hired. Because they can pick up, like oh this person might seem like they're really nice but they still think we're crazy. You know, or something. Those kids are all kids are hyper sensitive to an adult not being authentic. So I went to work there and I was first for the first five months I was a sub. I don't know if any of you have been a sub. It's such a thankless job. You want your own group of kids and I wanted this. I'd go and be with these group of kids and they wouldn't even let me they'd never even learned my name. You know, it was sort of like oh whatever lady, you know whatever can you do this for me. And in the school there were three boys dorms and three girls dorms with about seven children in each. They actually went to school in the same building. And so fine, there were staff meetings every day, lots of collaboration. I love how Fay said collaboration collaboration, lots of that. Always talking about the kids, always talking about the adults as well, the adults well being. But the motto there and what I loved about this therapeutic milieu is that you lead with empathy. That everything you approached was thinking about a child's perspective and thinking about how can you connect with that child. How could you have empathy and identify something with that child and find something about each child that you liked. And in fact for the first three months of working with a group of kids you were told never to read their files. That you're told just make your own impression to not bring in preconceived notions of what you think they will be like. You just have them. Okay, so here I am, a sub and I'm going to the staff room in the evenings after the kids all go to bed and I'd see Jessica and Jessica would always be in there. She worked with this group of boys that I heard were really difficult. They were called, every group had a name, these were called the lords. And yes, and so Jessica would be there crying and say, oh Jeff, oh my goodness, oh Jeff and I just hear, and then I hear this name again, Jeff, Jeff, it turns out and doing a little bit of understanding, Jeff was a 14 year old boy at the school for a couple of years, had been through a traumatic family situation which I never knew anything about but had like 160 IQ. So imagine on the one hand being really really disturbed and being really really smart and he was so he was so good at being able to find everyone's faults, everyone's problems and from what I gathered he also could, he did not like women, like he did not like any of the female counselors. I know Sabrina told me one of the counselors that she served in pancakes and he didn't like how much syrup she put on so she put the syrup over, he put the syrup over her head and you know over and over again all the things about Jeff this and so I just, you know, I'm thinking oh my goodness this guy, but anyway so one day, but I'm wanting my own group, right? So the head of the school Jackie Sanders comes to me one day and says oh Jessica's leaving and so you're going to be the new counselor for the Lord and I'm like yay and I really was so excited because it was like okay a challenge and stuff so so at that dinner that night where the boys were told I would be their new counselor the Jeff comes by the table and goes when you're finished eating come up to the dorm so I was like oh this is so good so positive he's saying you could finish your dinner no really think about like he's like when you're finished your dinner like that's a really good that was a good thing so I go up there afterward and the dorm is set up it's like all these beds and carpets around and he's over in the corner and you could see he's very he's 14 year old kind of little for his age but just so anxious like you could feel like just being around him like the he just anyway so anxious so he's and I'm just thrilled that I'm going to be a counselor so he's pacing in his area there's a rug in his bed and you could just I knew I just couldn't go any closer because he was just so like then he goes okay I have my laundry I throw my dirty laundry on the floor around here I want you to pick it up and when you see it and put it in this laundry bin right here I was so thrilled I know I really was like he was asking me to do something for him like this was this this was a big step like think about how interpreted isn't like this 14 year old kid who has no this is a kid who can't really ask anyone to do things for him who's asking me to pick up his dirty laundry I used to say dirty laundry but what do we do you know if you think back and think about what mothers or parents do or caregivers do for infants you take care of their dirty laundry diapers and stuff and you do it lovingly most of the time and so I did so I go in and he would have picked up if I would have found any hesitation that he kind of disgusted me or if he was someone like that I would have said no so anyway so slowly slowly he'd start I'd go into the dorm he wouldn't talk to me but he might ask me to do a little something the next thing he asked me to do is go get a towel a clean towel for him first time he'd ever asked a female counselor to go and get him a clean towel never before he'd always go wait till the next male to come on next thing he asked me to do no this is weird he asked me to cut his nails his fingernails and I thought oh my goodness I wonder if I cut him I'm so scared but I set it all up and I was very careful I was like oh my goodness he's let me to touch him and so I cut his nails slowly by slowly he was letting me do some stuff but I knew there were still so many problems so one night two oh so the kids all slept in the school so if they woke up in the middle of the night they can go to the night counselor one night two o'clock in the morning knock in my door knock I go to my door put my robe on go he's standing there with his arms crossed and said make me scramble to eggs well my first response could have been well you should go to the night counselor don't bother me but then I thought again here's this child really who had had many traumas in his life who was asking me to do something and what really was the motivation behind him was he really hungry for scrambled eggs at two o'clock in the morning probably had a nightmare woke up scared in the middle of the night couldn't come tell me he was scared so I go and make him the eggs I'm down cooking and making him the eggs give him the plate of eggs and he goes off and the next morning I see the plates and everything was fine and then slowly slowly slowly he starts talking to me and asking me for things and finally discloses what had been in his file which I had kind of heard rumors about about the extreme sexual abuse he had been subjected to as a child from a family neighbor who's in his mom told him just to keep quiet about it because she didn't want to disrupt anything and he had had numerous I won't even go into all the things that had happened to this young man's life and you know the whole idea even how he was surviving so it really showed for me this idea of leading with empathy and not judging a child and really responding to them just what happened a year later well this is a year after one thing we did at the school which again is a kind of a neat thing to do again of a ritual I love rituals and traditions and things that each child who was at the school the morning of their anniversary of how many years they'd been at the school all of the counselors would arrive at their bed in the morning and say and have a gift for each year they were there and each gift symbolized in some way some progress they had made and of course the kids would love it because we'd have to describe what oh well here you've made this growth and it was about celebrating their strengths and their progress so Jeff decided he goes Kim you've almost worked with me for a year and I said yeah and he said um I want to do something for you I made such a difference and I said well what he goes I'd like to bring you breakfast in bed like could I make breakfast that kind of like you do on Mother's Day because he'd never had that experience so I said well I get you guys up for bed like I get you up off to school and he goes then you have to go back to your room I said okay and he got special permission and he went and he made me these scrambled eggs actually and um you know on a tray and had a flower and then a card and in the card he just wrenched my heart because what he told me was that he always thought of himself as such a horrible child a horrible kid disgusting and he said that that one night that I got up in the night and made him the scrambled eggs was the first time that he ever considered that maybe he was not so bad if someone would get up and make him those eggs and stuff um he also did tell me they were the worst scrambled eggs he ever tasted so you see Jeff kind of had that edge anything going just a fast forward many years Jeff and I still are on email are on email now he is married with three children in Denver and has written a few books he's actually a genius at computers he was taking courses on computer science at University of Chicago when he was 14 and 15 and stuff but it just I'm telling that story for a couple of reasons here and talking about social and emotional learning the thing is that we have to well first of all I think stories are a way for us to educate the heart I think that you know using stories with children finding out their stories finding things that are personally meaningful are so critical but the other thing is that how was I able to respond in that way to this boy what was it that what were the conditions for me to be able to help him and respond that way is because the place working was so attentive to taking care of the adults like there was so much given to not just blaming you and saying oh that was a stupid thing you did or that was but it was always the adult the people who supervised us always responded with empathy and always started with the strengths and always said I remember when I was new I did something like that and so it's the idea of how you support and lead with empathy and the teachers that you're supporting with what goes on there so now I'm going to have you do a bit of an activity get up and walk around a bit so a greeting activity do you guys know each other sort of kind of you had a couple of days together okay move around the room and silently greet your colleagues until I call stop then you're going to find a partner and introduce yourself with your name and then think about share with each other what are the most important knowledge skills and dispositions that you want students to have when they finish their education and why and then both take turns talking about what are the most important skills knowledge skills and dispositions that you want students to have when they finish their education and why so I'll give you a few minutes for that I just want to take a minute to hear about some of the things that you discovered then in this next little while we're going to go about 17 more minutes I promise Maureen I'm ending at 230 right my dear I just want to share with you a couple of recent research findings and then a really cool practical strategy that I'm going to send but you know there's much more in my talk but let me first feel what were some of the things that people felt were the sort of skills competencies that students should have when they graduate when they finish their education what were some of the things curiosity sense of community self-confidence yes self-confidence or what's kindness yes kindness I can that believe yeah yeah the resiliency not afraid to take risks no it's interesting we wonder in our society now with the risk taking and do we insulate our children too much anyway it's just an interesting yes sort of working together that collaboration and problem solving together any other yes curiosity or do we do the drill and kill it's interesting yes what do we do how can we keep that love of learning so many of the things that you were mentioning are things that are part of social and emotional learning so we know the sort of five dimensions that castle the collaborative for academic social emotional learning has identified is something like a self-awareness being able to be aware of your strengths and weaknesses your sense of confidence in your abilities knowing your strengths a sense of self-aware social awareness being empathy kind aware of others perspectives self-management how to manage your own emotions what do you do when you're angry what do you do when you're sad and really understanding that even the idea of the social or self-awareness who do you need to go to for help when you have a problem I think that's something we don't spend enough time explicitly helping students to develop that skill who do you go to who are the people in your network relationship skills and of course responsible decision making those are all of those dimensions of social and emotional learning I want to highlight for some of you who are here last time for the new people as well there's a great new two websites that I have to say you have to go see one is CASEL the collaborative for academic social and emotional learning it has a new anyways they have some new things on there but the other one that's really good and has lots of new stuff is Egitopia there's that guy named George Lucas George Lucas Educational Foundation and there's a brand new video on social and emotional learning it's about five minutes long I'm not showing it but it was launched mid-May and they have attached to it a number of resources lesson plans just so much more things I have to say there's actually if you go on there there's book lists for different grade levels starting in kindergarten of books and what different SEL competencies they focus on empathy, compassion and you could just go on there and find I'll put the link in my power point and go see the book list and then the other one is the greater good science center at University of California Berkeley just google the greater good at Berkeley and there's so many things on there videos and lesson plans and things like that and so the one thing I wanted to share with you is sort of a recent scientific finding and one of the things that I needed some help with getting your thinking about this is this idea of recent research really showing and I've showed this before and I'm showing a few things again and some new things is this idea that we used to have this belief that children are basically aggressive and their natural human tendencies to be aggressive and antisocial and that we kind of tame kids and socialize them not to be aggressive and in fact the Globe and Mail several years ago had a picture of and said the most violent people on earth two and a half year olds and really this idea that somehow children are self centered and egocentric and really are always looking out for their own gains and if we see children through that lens we will organize the classroom very differently than if we see them through a different lens we'll respond to their behaviors in a different way if we perceive that they're only motivated by self-interest and I'm hoping that through trying to show how shifting that lens as I did with Jeff with this idea of here's this kid who's asking me to pick up his dirty laundry if I look at it in a different way of him connecting with me not being this self-centered kid who's trying to boss me around so to speak but if I look at it in a different way I'm hoping that this will help you in this other way so we know for example some of the recent research says you know we now know so much more about infants actually I don't know if anyone's seen this the research on infants that shows that they actually prefer the person that they do puppet shows has anyone seen this it's so cool they do puppet shows and they show one puppet being really nice and the other puppet being kind of mean and then they offer they have a graham cracker and they offer the nice puppet and the mean puppet offered and they always take it from the nice puppet even six month olds there's a great video to watch it for free David Suzuki called born to be good that talks a lot about this research on infancy but the research I've been talking about is this research with Felix Wernicke and Michael Tomasello looking at do 18 month olds help without any expectation of reward are they altruistic and they set up I'm going to show you a couple and see some things so they set up these different activities and to see if these 18 month olds is so fascinating Felix Wernicke actually no one had ever studied this before because everyone thought to toddlers are egocentric they can't think of other people's perspectives why would we even do experiments looking at that and so they set this up and I'll just show you this some of you have seen these before but I'm going to show them again here so they set up a number of experiments they did it with chimpanzees too just to see if it's a human tendency and found that chimps not as much but will also behave in these altruistic ways here's another one that's my favorite I love that look I've seen it so many times and that baby's just like wow did you really you couldn't figure it out come on so the thing is I want to emphasize here two things one is this idea of really understanding children and setting up conditions where they can behave in a pro-social way giving them opportunities to help to collaborate to you know I think I have to say one of the things that I love of buddy reading programs I think the idea when you have an older kid helping a younger child and younger children I mean the more that you can involve them in helping if it's an idea that they develop and it actually in the classroom if you set up a pro-social classroom where everyone it's like we are a part of a family that all helps each other and works together and you know we celebrate everyone's success everyone's success is all of our success but anyways so that's an important thing but to think about if you perceive how you perceive a child's behavior now one of the things that they did after this is they did another study to see is having actually if you start thinking about the experiment having a parent there does that matter is that why the child is helping because their parent is there and they're wanting to get their parents approval so they did a study without the parents there and even having the parents encourage them to do the helping and it didn't interfere in any way they still continue to help if the parent was there or not there if the parent encouraged or didn't encourage they helped to the same degree so they did a number of studies looking at that then the next thing was okay is it something about getting the adults approval implicitly the adult is there getting the object you know the child is doing it so they set up an experiment to see would children still help if there's no adult watching will they still behave in this pro-social way even if the adult isn't somehow acknowledging them so they set it up where this 18 month old again has a really fun toy they're playing with so they even gave them a distraction like a really fun thing that they're playing with an adult whose back is turned and then had something happen to see if the if this toddler would still help let's see what happens been there put that one here and then let's see I've got this one box like this put that here and then here's a small one put that here he still stops to do the toy these are the same size put that here and put this one here then the next study that others have done is finding that giving leads to happiness in young children now my question for you is when we look at pro-social behavior in this helping kind behavior across elementary schools it actually goes down children become less helpful sharing and cooperative across the elementary school years why why do you think that happens and what can we do to disrupt that pattern of going a decreased one now I have one idea that might be and then we're going to have I'm going to have you do a reflection bless you a reflection for a minute so there is some other research that they did that they actually set it up to see if extrinsic rewards what happens if you use extrinsic rewards do you think in school do we ever use extrinsic rewards do you think okay so they set up this experiment based on different theories very it's interesting there's very little research to see when you're looking at helpful caring behavior if you reward it what happens to it you know the coloring markers study with the kindergartners or they had kindergartners who intrinsically are motivated to play with coloring markers and then they started paying them giving them toys if they got played with the coloring markers and they stopped playing with them and they call it something called the over justification hypothesis I'll teach you that today over justification hypothesis that if you are doing something that's intrinsically rewarding the extrinsic reward for it that you start now thinking well I only should do it if I get the extrinsic reward and you actually only do it under those conditions so it takes away I think different parts of the brain must light up or something I don't know quite the biology of it anyway so they did a study where they had two and a half year olds 20 month olds and they set up one group who did a helpful thing just like you saw in the first one where they helped open a cabinet or pick up something that was hard to reach and when they did it they got a cube a toy cube like thank you very much there's your toy cube the next group they helped they got a oh thank you very much that was so nice for helping me and the third group nothing no response whatsoever when they did the helping and what you saw was the kids who had the neutral condition who did not get any response continued to help at high degrees the kids who had the praise condition also continued to help but the children who got the extrinsic reward actually helped less and this is so my question this is just going to be the last two minutes here and you're not going to be able to do all of this but I just wonder what do you think it is what do you think is the reason behind that I guess my point here is should we not reward kids for doing helpful behavior should we just acknowledge them for doing it when they act in a caring way ideas this is kind of what do you guys think so take a minute and then I just have one last thing I'm going to show you so I feel like I'm the person here who's going to give you just some provocative research findings the one thing I do want to emphasize and just like reading social and emotional learning is not about a program you can't just get a program and say one day a week for 45 minutes we're doing social and emotional learning oh it's done it's about a way of I say in the floors and the doors and it's got to be embodied by the teacher it's a really important point to take and people will say oh I'm doing mind up we're doing social and emotional learning to me that's maybe one vehicle to actually bring in the conversation but it has to be infused in everything and I keep on going back to that and I'm going to end with just a recently cool recent research finding that it's great to start off so do you know how you decorate one of the things you start thinking about the beginning of the school you're decorating your classroom setting up the classroom and figuring out what am I going to have on the walls while you always engage students in that discussion always always they always come up with much better ideas anyway but here's a recent study they looked at again 18 month olds but I think it transfers to older kids they did a study to see if you show different pictures will it prime to be affiliation so they sent this study here let me just show you what they had so they had these four teapots I'm sorry if you can't see it, there are two little dolls standing next to each other looking at each other the next one is just a doll by itself the third one is just blocks the fourth one is the dolls looking away from each other back to back they found that when children were exposed this is a randomized experiment were exposed to the one with the picture with the two dolls facing each other kind of in collaboration they were more likely to help in a situation so that just by seeing a picture of two people together actually made them more likely in another situation to help someone so think about this if teachers are setting up classrooms or schools to have pictures and posters that actually have people collaborating and connecting could be priming the students to work in a collaborative way by just having those pictures that's so cool but it's just and it just says here when setting up your classroom hang posters of people interacting with each other as the study demonstrates even a subtle image of two people looking at each other can create a sense of connectedness and foster kindness so I'm going to end there, thank you very much