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Ms. Chandler’s Classroom Edit display name

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As part of Socio-Emotional Learning time, I teach scholars how to regulate emotions, respond to stressors, manage stressful situations, and make responsible decisions. In addition, we work in-depth on how to build relationships with others and communicate with others in healthy, polite, and productive ways. Building socio-emotional skills take daily practice. The tools provided in this project will help reinforce each of the socio-emotional skills we practice daily. The Pop It sensory toy keychains will be used by individual students who may benefit from a fidget tool to help them focus or regulate their emotions. Some students may borrow those to use during the day, and some students may carry them on their backpacks or belt loops to help with sensory regulation on the school bus/ on the journey to and from school. The pencil toppers and cube puzzles will likewise be used as sensory supports. Students will be taught how to use these as tools, not just toys. The cube puzzles can also be used as rewarding activities for scholars who are meeting goals. Like the other tools in this project, students can use these to help regulate emotions when they are overwhelmed, frustrated, or just need a moment to relax. Finally, I would like to provide my scholars with a variety of snack items. The chips and small candies are intended as rewards for meeting goals or showing star behavior.

About my class

As part of Socio-Emotional Learning time, I teach scholars how to regulate emotions, respond to stressors, manage stressful situations, and make responsible decisions. In addition, we work in-depth on how to build relationships with others and communicate with others in healthy, polite, and productive ways. Building socio-emotional skills take daily practice. The tools provided in this project will help reinforce each of the socio-emotional skills we practice daily. The Pop It sensory toy keychains will be used by individual students who may benefit from a fidget tool to help them focus or regulate their emotions. Some students may borrow those to use during the day, and some students may carry them on their backpacks or belt loops to help with sensory regulation on the school bus/ on the journey to and from school. The pencil toppers and cube puzzles will likewise be used as sensory supports. Students will be taught how to use these as tools, not just toys. The cube puzzles can also be used as rewarding activities for scholars who are meeting goals. Like the other tools in this project, students can use these to help regulate emotions when they are overwhelmed, frustrated, or just need a moment to relax. Finally, I would like to provide my scholars with a variety of snack items. The chips and small candies are intended as rewards for meeting goals or showing star behavior.

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About my class

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