The counselor helps students make the connections between CARES and Second Step.
We provide books by grade level to be read aloud by the classroom teacher, an administrator, and the librarian informing students about bullying situations and the best response. Since we have found that common read-alouds are very useful for teaching social-emotional skills and behavioral expectations, we follow a similar process with bullying prevention. Our recommendations are in a table below. The librarian and I selected the books and ran draft lists by the classroom teachers. In Kindergarten through third grade, teachers read a book for each skill, and in the upper grades, teachers read and discuss a single chapter book that addresses all the CARES skills. We provide our teachers with specific children’s books at each grade level to read aloud at the beginning of the year to introduce and discuss CARES skills. The RC program doesn’t offer any specific skill-based lessons, posters, or videos to teach CARES skills. The sheet asks the student to identify which CARES skill to practice to be a positive member of the learning community. We use the concepts on our “Think Sheets”-worksheets a child must complete if the behavior continues to be unacceptable after a warning. Our school uses the CARES model as the basis for schoolwide expectations and classroom rules. Recognize and regulate thoughts, emotions, and behaviors to be successful in the moment and remain on a successful trajectory. Understand others’ states of mind and emotions, be receptive to new ideas and perspectives, appreciate and value differences and diversity in others, have concern for others’ welfare even when it doesn’t benefit oneself or may come as a cost to oneself. Take action and follow through on expectations define problems, consider the consequences, and choose positive solutions. Take initiative, stand up for ideas without hurting or negating others, and seek help. We use the acronym CARES to outline the social-emotional competencies: CooperationĮstablish new relationships, maintain positive relationships and friendships, avoid social isolation, resolve conflicts, accept differences, be contributing members of the classroom and school communities, and work productively and collaboratively with others.
The RC approach guides teachers in developing students’ academic mindsets and behaviors, perseverance, and learning strategies. Nottingham Elementary in Arlington, VA, uses these two programs together to help students develop important social-emotional skills. Responsive Classroom (RC) and Second Step are evidence-based programs that focus on the strong relationship between academic success and social-emotional learning (SEL). Note: asterisks denote links to external websites.By Mary Beth McCormac, School Counselor, Nottingham Elementary, Arlington, VA Some programs require a team of volunteers and other programs are led by one or two dedicated volunteers. This is an alphabetical listing of the many programs and events that involve PTA volunteers.
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