Khối 4: Difference between revisions
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'''Thấu cảm là một yếu tố vô cùng quan trọng trong việc phát triển các hành vi theo chuẩn mực xã hội cũng như kỹ năng giải quyết vấn đề giữa các cá nhân. Thấu cảm là chìa khóa cần thiết cho năng lực cảm xúc - xã hội, góp phần vào thành công trong học tập. Khả năng xác định, hiểu và phản hồi ân cần với cảm xúc của một người nào đó sẽ xây dựng nền tảng cho các hành vi hữu ích và có trách nhiệm với xã hội, giúp phát triển tình bạn, xây dựng kỹ năng hợp tác, đối phó và giải quyết xung đột - tất cả đều là những yếu tố giúp học sinh thành công ở trường.''' | |||
'''There are two main goals for this unit: ''to develop students' ability to have empathy for others and express compassion'', and ''to build students' skills for succeeding in school.''''' | '''There are two main goals for this unit: ''to develop students' ability to have empathy for others and express compassion'', and ''to build students' skills for succeeding in school.''''' |
Revision as of 01:59, 15 August 2021
Thấu cảm là một yếu tố vô cùng quan trọng trong việc phát triển các hành vi theo chuẩn mực xã hội cũng như kỹ năng giải quyết vấn đề giữa các cá nhân. Thấu cảm là chìa khóa cần thiết cho năng lực cảm xúc - xã hội, góp phần vào thành công trong học tập. Khả năng xác định, hiểu và phản hồi ân cần với cảm xúc của một người nào đó sẽ xây dựng nền tảng cho các hành vi hữu ích và có trách nhiệm với xã hội, giúp phát triển tình bạn, xây dựng kỹ năng hợp tác, đối phó và giải quyết xung đột - tất cả đều là những yếu tố giúp học sinh thành công ở trường. There are two main goals for this unit: to develop students' ability to have empathy for others and express compassion, and to build students' skills for succeeding in school. In earlier grades, the CLISE program explicitly teaches skills for learning to ensure that students develop the foundational self-regulation skills necessary for successful participation in learning.
1. Identify and understand their own and others' feelings by
2. Take others' perspectives by:
3. Show compassion for others by: showing that they have empathy for others. 4. Succeed in school by:
5. Make and keep friends by:
🔎 See more: Unit 1 - Grade 4
1. Empathy and Respect
2. Listening with Attention
3. Being Assertive
4. Respecting Similarities and Differences
5. Understanding Complex Feelings
6. Understanding Different Perspectives
7. Conversation and Compliments
8. Joining In
9. Showing Compassion
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The Bullying Prevention Unit core components, combined with the social-emotional learning (SEL) skills taught in CLISE, provide a comprehensive bullying prevention program. Although SEL skills are an important foundation, research shows that effective bullying prevention also requires developing behaviors, skills, and positive norms specific to bullying.
The goals of the Bullying Prevention Unit are to develop students' skills for recognizing, reporting, and refusing bullying and foster a climate of safety and respect for all. To achieve these goals, students in fifth grade learn to: 1. Be respectful and responsible by:
2. Recognize, report, and refuse bullying by:
3. Understand the power of bystanders by:
4. Take responsibility for stopping bullying by:
5. Recognize, refuse, and report cyber bullying by:
🔎 See more: Unit 2 - Grade 4
10. Recognize, Report, Refuse
11. Bystander Power
12. Bystander Responsibility
13. Bystanders to Cyberbullying
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It's extremely important to teach students about reporting sexual abuse. Participation in a sexual abuse prevention program increases disclosure rates among students, so teaching children assertiveness and reporting skills is critical. It's also important for students to know they can seek help if they are being abused and to continue telling people until they get help. Some students may be afraid to talk about their abuse because they have been told by their abuser(s) to keep it secret. This kind of secrecy allows the abuse to continue. Therefore it's critical to teach students not to keep secrets about abuse.
1. Keep themselves safe by:
2. Respond to unsafe situations by using the Ways to Stay Safe:
3. Apply the Ways to Stay Safe to situations involving sexually abusive touching
🔎 See more: Unit 3 - Grade 4
14. Keeping Yourself Safe
15. Always Ask First
16. Unsafe and Unwanted Touches
17. The Private Body Parts Rule
18. Practicing the Ways to Stay Safe
19. Reviewing Safety Skills
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Teaching students to recognize strong feelings and use Calming-Down Steps to stay in control increases coping skills and reduces aggression and other problem behaviors. In this unit, students are taught proactive strategies to help prevent strong feelings from turning into negative behaviors. When intense feelings are allowed to escalate, strong physiological reactions hamper students' ability to reason and to solve interpersonal and other problems without aggression. The ability to keep strong emotions from escalating and driving behavior allows students to employ many of the other skills taught in the CLISE program, such as effective communication, assertiveness, and problem solving. The goal of this unit is to develop students' ability to manage their own strong feelings before feelings escalate and result in negative consequences. To achieve this goal, students in fourth grade learn to:
2. Calm down, using the Calming-Down Steps:
3. Manage their strong feelings by:
🔎 See more: Unit 4 - Grade 4
20. Introducing Emotion Management
21. Managing Strong Feelings
22. Calming Down Anger
23. Managing Anxiety
24. Avoiding Jumping to Conclusions
25. Handling Put-Downs
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Students' social problem solving skills can be improved by direct instruction. Teaching solving skills reduces impulsive behaviors, improves social competence and friendships, and prevents violence. The skills taught in the CLISE program are designed to build students' ability to handle interpersonal conflicts effectively. Students capable of calming down and solving their own problems are more successful in school and in their interpersonal relationships. The goal of this unit is to develop students' ability to solve problems on their own. To achieve this goal, students in fourth grade learn to:
2. Apply the Problem-Solving Steps:
4. Use the Problem-Solving Steps to solve typical fourth-grade problems, such as:
🔎 See more: Unit 5 - Grade 4
26. Solving Problems, Part 1
27. Solving Problems, Part 2
28. Making a Plan
29. Solving Playground Problems
30. Taking Responsibility for Your Actions
31. Dealing with Negative Peer Pressure
32. Reviewing CLISE Skills
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