Social Emotional Learning

Second Step is taught weekly in Pride classes. The lessons provide instruction in social and emotional learning with units on skills for learning, empathy, emotion management, friendship skills and problem-solving.

Resuming in September, NAMS students will be learning social-emotional (SEL) skills from the Second Step curriculum. This district-approved curriculum provides engaging and evidence-based, grade-level-appropriate lessons that target students' competencies in self-awareness, self-management, social relationships, goal setting, problem-solving and other SEL topics. 

Second Step uses four key strategies to reinforce skill development: 

• Brain builder games 
• Weekly theme activities 
• Reinforcing activities
• Home links

These links offer you an overview of the lessons being covered in the student’s class as well as tips and practice opportunities for you to use at home.

Skills for learning

• Focus attention
• Listen
• Be assertive
• Use self-talk

Empathy

• Look at their face and body for clues
• What is their point of view?
• How do they feel?
• How can I help?
• What is a kind thing to say?

Compassion is empathy in action!

How to calm down

• Stop - use your signal
• Name your feeling
• Calm down
  • Breathe
  • Count
  • Use positive self-talk

Fair ways to play

• Sharing
• Trading
• Taking turns

Problem-solving steps

• Say the problem - without blame
• Think of solutions - safe and respectful
• Explore consequences - what could happen if…
• Pick the best solution - make your plan

Second Step Families Social-Emotional Learning: Why it Matters (Video)

North Arvada Middle School will be using Restorative Practices and Proactive Circles throughout the school year.  

Restorative Practice is a term used to describe a relationship-oriented approach (rather than a punishment-oriented one) to resolving issues that arise in school.  The five Rs of Restorative Practice are relationship, respect, responsibility, repair and reintegration. 

Proactive Circles: happen weekly in the classroom for connection and belonging (usually a question with a brief answer where everyone participates).

Responsive Circles: happen as needed in classrooms to address incidents that may cause harm (bullying, playground conflict, or unsafe behavior) or denote a change in the community (new student or a student’s last day).

Informal Conferences: used to talk to an individual or small group about an issue  (student/teacher conflict, habitual tardies, etc.) using 4 questions (What happened? Who did it affect? What might you have done differently? What is a solution so it doesn’t happen again?) to reflect on effects of the behavior.

Pre-conferences: a fact-finding review of the 4 questions with each individual in conflict before determining whether to put them together in a formal RP Conference.

RP Conferences: conference with two people in conflict or reintegration of a student who has been suspended that results in a signed, mutually agreeable and student-generated solution.

How can you support your student at home?

Use the four questions when helping your student to problem solve through a conflict they have at home. Take turns answering relationship-building questions around the dinner table.

Restorative practice questions

• What happened?
• What are the effects?
• What responsibility can you take?
• What are the solutions?