Time
5-10 minutes
Level
Primary / Junior / Intermediate
Material
Check-in visual prompt (emotion thermometer, zones bins, check-in board, etc.)
Purpose
To help students manage their energy and stress, so they are ready to learn
- Begin each day with an opportunity for students to self-assess and reflect on their emotions and energy levels and remind them of the variety of daily practices they can use, if needed.
- This could be done as a group (circle time) or by using a wall chart in primary grades.
- Older students could carry out a personal self-reflection quietly at their desks.
NOTE: It is important to be aware of and monitor students who struggle to complete the daily check-in. For students who might be experiencing difficulty, follow up individually to determine if they need more support.
Students enter school with varying levels of self-regulation, which impact their ability to learn, and their success in academics (Blair & Razza, 2007; McClelland et al., 2007). Classroom activities that give students an opportunity to identify and manage emotions improve academic productivity, and overall classroom climate (Domitrovich, Cortes, & Greenberg, 2007).
Blair, C., & Razza, R. P. (2007). Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten. Child Development, 78(2), 647-663. doi:10.1111/j.1467-8624.2007.01019.x
Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving Young Children’s Social and Emotional Competence: A Randomized Trial of the Preschool “PATHS” Curriculum. The Journal of Primary Prevention, 28(2), 67-91. doi:10.1007/s10935-007-0081-0
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links Between Behavioral Regulation and Preschoolers’ Literacy, Vocabulary, and Math Skills. Developmental Psychology, 43(4), 947-959. doi:10.1037/0012- 1649.43.4.947
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