Help Students Calm Down With Tools and Meaningful Workbooks
My students need calm down tools and emotional regulation workbooks to learn valuable social skills! Included in this project are a punching bag with gloves, squishy toys, coloring books, workbooksl, and more.
My classroom is located in Washington state at a Title I school. Students at my school are hardworking, kind, eager individuals. Many students are first and second generation citizens from Africa, South America and Asia. About forty-two percent of students qualify for English Language Learner services, but up to fifty percent of students speak a language other than English in the home. Our differing cultures, backgrounds, economic statuses and languages provide richness in the classroom, but we also face challenges. One challenge is that we are incredibly underfunded. At our school, eighty-three percent of our students qualify for free or reduced price school lunch. There are so many experiences and learning opportunities I wish I could have with our students if only I had the means.
Kids with good self-regulation can pay attention to classroom activities and ignore distractions. They can remember directions long enough to carry out a task and resist impulses. All of these skills may give the advantage to succeed in school. Please help provide resources for 23 wonderful and deserving 2nd-grade students who need to regulate emotions in the classroom. My goal is to increase social-emotional intelligence by providing students with calm down tools and workbooks that teach skills to handle stress, anger, depression, and other difficult emotions and situations students deal with daily.
Among the resources are squishy toys to help with anger and excess energy, a punching bag, question games to explore emotions, pinwheels to practice belly breaths, a glitter wand to watch and calm down, as well as other tools.
I am also asking for emotional regulation workbooks I can use to help teach my students skills that they lack that will be useful throughout their lives. Thank you in advance for helping my students develop social-emotional regulation independence.
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