Welcome to the simulation titled “Emotional and Mental Wellness for Elementary and Middle School.” This is a transcript of the simulation designed for screenreaders.
This virtual simulation was designed to help high school teachers, administrators, and staff use communication techniques with students to discuss concerns, build resilience, increase connectedness, and refer students in distress.
Pic 1: A title card with the words “Setting Up for Success” is displayed. The screen fades to a classroom where Ms. Abbie, a teacher, stands in front of a whiteboard, surrounded by empty desks.
Ms. Abbie: Have you ever felt like you’re totally prepared for a big presentation, or a lesson plan, only to have something unexpected happen that catches you off guard?
Whether you’ve been in the profession for 30 years or 3 months, we all have that happen from time to time.
When it comes to teaching, we like to have a plan for everything, just in case.
Pic 2: The text “Ms. Abbie, Eleventh-grade Teacher” appears next to her on the whiteboard.
Hi, I’m Ms. Abbie, and I’m an eleventh-grade teacher.
I’ve been teaching for longer than I’d like to admit.
Pic 3: The text next to her changes to “Positive Environment” with a thumbs-up symbol.
And I’ve learned that students will always find ways to surprise you, but if you create a positive classroom environment, you can spot changes early and resolve problems quickly.
Pic 4: The words “Connectedness,” “Resilience,” and “Discuss Concerns” appear in a list below “Positive Environment.”
A positive classroom environment is one that promotes and practices Connectedness and Resilience and creates a pathway to Discuss Concerns.
Here’s what I mean:
Pic 5: The text on the whiteboard fades away and is replaced by the title “Connectedness.” Underneath it the words “Building strong relationships” appear with a symbol of shaking hands.
Connectedness means building strong relationships in the school and community.
Building a positive classroom environment means showing students they’re safe physically, psychologically, and emotionally.
Pic 6: “Building strong relationships” fades away and is replaced by “Check in” with a check mark.
A simple check-in or engaging prompt at the beginning of class can go a long way toward promoting connectedness.
Something like:
Pic 7: Fades to a screen titled “Ways to Check In” with a color wheel at the center. Each slice of the color wheel shows a different emotional emoticon ranging from happy to sad.
Use a color wheel to help students share how they are feeling. Can be done in a small group or in partners.
Pic 8: The next slide shows a dial with different emotional emoticons ranging from red (sad) to green (happy).
Use Mood Meters to help students identify their emotions using colors and word queues.
Pic 9: The next slide shows a circle of blue people with a single person highlighted yellow. The person highlighted yellow has a speech bubble.
Use Dialogue Circles where students and teachers share using a “talking piece” to remind students that only one person talks at a time.
Pic 10: The next slide shows a piece of paper and a pen.
Students draw or journal how they are feeling.
Pic 11: The next slide has an image of a checklist.
Prepare a prompt at the beginning of class for students to write, color, or draw about.
Pic 12: The next slide shows an image of an arrow pointing to two web pages.
You can find more information about these in our resources at the end.
Pic 13: The screen fades back to Ms. Abbie in front of the blank whiteboard.
Students can do these activities by themselves, choose to share with a trusted partner, or with a whole group.
Having a variety of prompts helps keep things fresh and allows you to check in with students and build a trusting relationship with them.
By taking five minutes out of your regular classroom schedule to check in, you’re getting to know your students better.