Curriculum News & Resources

Social Emotional Learning

Whole Body Listening

What is Whole Body Listening ?

It is more than just "hearing" with the ears. It includes:

  • *listening with the eyes (looking at the speaker)
  • *listening with the ears (both ears ready to hear)
  • *listening with the mouth (quiet - no talking, humming or making sounds)
  • *listening with the hands (quietly at the side of the body or in the lap)
  • *listening the the feet (standing still or quietly on the floor)
  • *listening with the body (facing the speaker)
  • *listening with the brain (thinking about what the speaker is saying)
  • *listening with the heart (caring about what the speaker is saying)

Respectful Weston Communicators

In health class, grade 1 and grade 2 students learned how to be "Respectful Weston Communicators".

Mrs. Hahn, Ms. Parrotto, and Mrs. McGilvray teamed up to help students learn the importance of communication.

Students practiced making eye contact, saying a greeting, having a conversation by staying on topic and taking turns. After ending their conversations they needed to practice giving each other a farewell.

Greetings (who, where, how and why=respect and welcoming in our learning environment)

How to start and have a conversation (eye contact, body control, on topic, taking turns)

Farewells (ending a conversation, or saying goodbye)

Happy communicating!

Flexible Thinking

Flexible Thinking
How were you a flexible today?

How BIG Is Your Problem?

This strategy teaches students to evaluate the problem and the appropriateness of their reaction. Often, students display big reactions to small problems and those big reactions result in disruptions to instruction and daily routines. For example, a student may react to a peer accidentally bumping into them by hitting the peer. The reaction is far bigger than the problem—they don’t match. By teaching and prompting students to compare the size of the problem to the size of a reaction, students learn to engage in appropriate responses for problems.

Zones of Regulation

Why are we teaching this program?

  • We need to teach our kids GOOD coping and regulation strategies so they can help themselves when they become stressed, anxious, or sad.
  • Typically, kids who can self-regulate will turn into teens who can self-regulate. Self-regulation skills are vital for the success and happiness of our children.

What are we going to teach our students?

  • Identify their feelings and levels of alertness
  • Effective regulation tools
  • When and how to use the tools
  • Problem solve positive solutions
  • Understand how their behaviours influence others’ thoughts and feelings

And ultimately…

  • Independent Regulation!

What are the zones?

There are four zones to describe how your brain and body feel.

  • BLUE Zone – Your body is running slow, such as when you are tired, sick, sad or bored. (This relates to a REST Area road sign)
  • GREEN Zone – Like a green light, you are “good to go.” Your body may feel happy, calm and focused. (this relates to the Go road sign)
  • YELLOW Zone – This zone describes when you start to lose control, such as when you are frustrated, anxious, worried, silly or surprised. Use caution when you are in this zone. (this relates to the SLOW DOWN road sign)
  • RED Zone – This zone is for extreme emotions such as anger, terror and aggression. When you are in this zone, you are out of control, have trouble making good decisions and must STOP (This relates to the STOP sign)

Take A Break

Self regulation is one's ability to manage his/her emotions and the behaviors that accompany these emotions. These emotions can be perceived as both positive or negative, and many times our students don't know what an appropriate response is for various emotions. Sometimes when students have an inappropriate response to events that are out of their control, they need time and a safe space to process what happened.

Every classroom at Weston has a Take a Break spot. It's a space in the classroom where students can go when they need some time and space to be alone and self regulate their emotions. Students can choose to put themselves in Take A Break or they to might be asked to go when an adult feels they need a break.

Parent/ Student/ Teacher Talk Time

Choose one or two of the following prompts to ask your child/student at the end of each day. This will help to build school - home conversations.

*Teach me something you learned today. Pretend you are the teacher and I'm you.

*Tell me how you were a flexible learner today.

*What skill did you learn today that you think you will need for your career? How will you use it?

*Tell me about a mistake you made today. What did you learn from it?

*Tell me about a responsible choice you made today. What happened because of it?

*Why did you choose the book you are reading? Tell me what you enjoy about it.

*What problem did you have today and how big was that problem. (Big, Little, Glitch)?

*What skill did you practice in Math today? How do you plan to get better at it?

*What is one fun thing you did today?