color my conversation -social language 18-03-03 ... · 4. i am good at dealing with embarrassment....

Color My Conversation - Social Language Instruction Within Schools

18-03-03

Rosslyn Delmonico 2018 1

Color My Conversation Social Language Instruction

Within Schools

Saturday, March 3, 20188:45-10:45 a.m.

Rosslyn DelmonicoSpeech Language Pathologist, MA, RSLP, CCC - SLP

Financial and Nonfinancial Relationships

Good morning, my name is Rosslyn Delmonico, and I am here to discussColor My Conversation – Social Language Instruction WithinSchools.

I am the author of the program, Color My Conversation published byNorthern Speech Services. Many of the concepts I'm presenting today arefrom my program.

I do benefit financially from royalty payments from the sales of these productsand from the online seminars through Northern Speech Services.

I have no relevant nonfinancial relationship(s) to disclose.

SEMINAR GOALS1. Identify and list teaching tips and learning principals that can enhance our sociallanguage instruction.

2. Explore and practice ways that we can teach social language skills through the useof the Color My Conversation technique within the school setting.

3. Identify and discuss ways that we can meet the social language needs of studentsacross grade levels and curriculum within the school setting.

4. Identify and discuss ways in which social language instruction can impact a child’ssocial-emotional wellness and how it can enhance academic learning outcomes.

TWO QUESTIONS

• What is your potential as a Speech-Language Pathologist to be considered an expert on thetopic of social communication and social-emotional health?

• What will drive your purpose to affect change within the area of social language so that you canreach your potential in impacting your own life and the lives of others?


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Your Purpose Within Social Language

Care

Fried, R.L. (2001). The Passionate Teacher: A Practical Guide. Boston: Beacon Pres.

Game Changer

Passion Professional Personal

Societal

ExperienceEducation

Your Potential Within Social Language

Our Families

Our Schools

Our Communities

Our World

The Successful Conversation Coach STEP ONE: KNOW YOURSELF

ConversationallyI’m doing well in life

OrI’m struggling right now

I am an adept conversationalist

OrI know there are

conversation skills that I could work on

I am confident in most social settings

Or I struggle in large group or unknown social settings

Socially Emotionally


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FINDING MY PERSONAL WHY’S - CONVERSATIONALLY SPEAKINGConsider these statements, as they apply within your professional interactions, your personal interactions and within your community

1. I feel comfortable making eye contact with others.2. When I walk past people in public, I take time to smile or verbally greet them (i.e. “Morning”).3. When I walk past acquaintances, family and friends, I take time to smile or verbally greet them.4. I feel comfortable having chitchat with people in new settings (i.e. acquaintances, general public).5. I feel comfortable having chitchat with acquaintances, family and friends.6. I’m interesting. I have a variety of interests and hobbies that I enjoy or look forward to learning.7. I am good at sharing ‘talking time’ between my conversation partner and myself.8. When my conversation partner has an interest that is different than mine or of low interest to me, I will demonstrate

good listening through my use of nonverbal and verbal messaging.9. When I am in the listener role, I use a variety of comments (i.e. Awesome! Nice! Fantastic!) to show interest. 10. In most cases, when I make comments, I am doing it with a genuine interest for my conversation partner.11.When I am in the listener role, I initiate questions about my conversation partner’s topics of interest.12.When I am in the listener role, I will add ‘follow up questions’ to extend my conversation partners turn.13. In most cases, when I ask questions, I am doing it with a genuine interest for my conversation partner.14. I shift easily between topics through my use of verbal and/or nonverbal communication.15. I consider myself to be an engaging listener (i.e. using non/verbal skills effectively).16. I consider myself to be an engaging speaker and am capable of holding others attention.17. I consider myself to be a good storyteller.18. I enjoy rich dialogue on a variety of topics.19. I have a good sense of timing in conversations. I know when to say the right thing at the right time.20. I have a good sense to know when to keep my thoughts and opinions to myself.

FINDING MY PERSONAL WHY’S - SOCIALLY SPEAKINGConsider these statements, as they would best describe you in most situations.

1. Most people consider me to be a friendly person.2. I think I make a good first impression.3. I consider myself to be a polite individual (i.e. using social niceties).4. I consider myself to be thoughtful of others (i.e. offering a seat to the elderly).5. I have a natural curiosity to learn about others.6. I feel comfortable introducing myself to others.7. I feel comfortable introducing one person to another.8. I feel confident in starting new relationships with others.9. I have a positive history of maintaining friendships.10. I have a good sense of humour.11. I feel confident in entering a conversation that is already underway.12. I feel confident in existing a conversation skilfully and smoothly.13. I feel confident justifying or asserting my opinion within a debate.14. I feel confident giving and receiving constructive criticism.15. I feel confident in negotiating and compromising where opinions differ.16. I consider myself to be a ‘team player’ and am good at collaborating with others.17. I take the time to notice and express my appreciation for others.18. I am comfortable taking the lead in a conversation or in a group discussion.19. I value nurturing healthy and positive relationships with others.20. I am good at recognizing and not trying to fix situations beyond my control.

FINDING MY PERSONAL WHY’S - EMOTIONALLY SPEAKINGConsider these statements, as they would best describe you in most situations.

1. I feel that I can be a good emotional support to others.2. I am a culturally sensitive individual.3. I am good at dealing with disappointment or failure.4. I am good at dealing with embarrassment.5. I am good at handling false accusations.6. I am good at expressing my feelings.7. I am a good sport when I don’t get my own way.8. I am good at understanding/reading the feelings of others.9. I am good at recognizing when I need to self-manage my feelings, my words and my actions.10. I am gracious when compliments are given to me and am thoughtful in offering them to others.11. I will forgive others whether they apologize or not.12. I will forgive myself when I make mistakes.13. I admit when I make a mistake and can apologize to others for it.14. I stay calm when others are bothering me.15. I am hopeful for the future.16. I am at peace with my current living circumstances.17. I am able to love others without conditions.18. I am able to love myself in spite of my shortcomings.19. I have at least three people in my life with whom I can share my heart.20. I have a strong network of family and friends I can rely on in times of great need.


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The Successful Conversation Coach

STEP TWO: KNOW YOUR TOOLS

Keep current with Research

See the Big Picture!

What will it take to move your student from Point A to Point B?

Know the Assessments

What assessment tools will best help you

determine the child’s needs?

Know the Materials

What therapy materials are going to work best for your

target audience?

Keep Open to New Ways

Observe - Learnfrom Others

The Successful Conversation Coach STEP THREE: KNOW YOUR ROLE

My Role

BEIntentional

BE A Curious Learner

BE A Person of

Interest

BEFlexible

BEAlert for Teachable

Moments

The Successful Conversation Coach STEP THREE: KNOW YOUR ROLE

My Role

BEIntentional

BE A Curious Learner

BE A Person of

Interest

BEFlexible

BEAlert for Teachable

Moments


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The Successful Conversation Coach STEP FOUR: KNOW YOUR TARGET AUDIENCE

Read WhatYou See

PersonalitySocial ConcernsEmotional Issues

MotivationFamily DynamicsCultural Concerns

Learn to read your studentsFrom the

INSIDE OUT ...

So you can support themFrom the

OUTSIDE IN …- R Delmonico

Children Teach Us We Lead Them

But … never assume to be the expert on another person’s life …

Elements for Effective Social Language

Communicate ConnectLanguage IntentVocabulary Match OthersGrammar Manage SelfSyntax

CareEmotionFeelings

Wholeness Breeds Wholeness

R. Delmonico

Proximity – Physical

Similarities – InterestsBonding - Loyalty Value - Importance

Deepened Commitment

Intimacy

How we develop our intimate relationships?

GROWING INTIMACY


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Infancy ________

Two years _________Three Years ________ Four Years ___________

Five Years __________Six Years ___________

How do we get to the heart of the kids?

BUILDING ATTACHMENTS

Key Roots Ø Emotional LiteracyØ Moral IdentityØ Perspective TakingØ Moral Imagination

PracticeØ Self-RegulationØ Practicing KindnessØ Collaboration

Living EmpatheticallyØ Moral CourageØ Altruistic leadership abilities

Developing a sense of empathy

GROWING EMPATHY

Borba, M. (2016). Unselfie Why Empathetic Kids Succeed in Our All-About-Me World. New York. NY. TouchstoneDelmonico, R. (2016). Color My Conversation. Michigan: Northern Speech Services

Fundamentalsof

Color My Conversation

EXPERTAct of Conversation

SUPPLEMENTARYCharacter and Leadership

PRE-REQUISITES

INTERMEDIATE

BEGINNER

ADVANCED

http://neufeldinstitute.org


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We are all Unique

Cognitive Abilities - Communicative Abilities - Personalities – Learning Styles Life Experiences - Life Choices

Meaningful Eye Contact

The intentional look that either attemptsto gain information from or offerinformation to another individual. It isthe ‘awareness of presence’established between the listener andthe speaker.

Prerequisite Considerations

Joint Attention Social Referencing

Yellow Conversation(Greetings and Farewells)

Short Conversation (Small Talk)

Long Conversation(Embedded Topics)

Beginner Level: THE THREE BASIC CONVERSATIONS


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Intermediate Level: TAKE IT TO THE TABLE

WH Questions

Interrogative Questions

Comments

Topic Changers

Nonverbal Communication

Beading Session

Conversation Path and Wall Display

Wall Display and Conversation Path – ADAPTATIONS


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Shared Topic

Your Topic My Topic

Advanced Level: TOPICS OF CONVERSATIONPAST

FUTUREPRESENT

FACTS

STORIESOPINIONS

MATCH

MANAGE

Expert LevelIs for Everyone!

Self Initiatedor

Teacher Lead

FIELD TRIPSHome - School - Community

SPECIFIC SKILLSIndividualized Tasks

CHARACTERThe What …

INTEGRITYThe Why…

Supplementary Activities

Data KeepingAssessment

SELFLEADERSHIP

KNOWLEDGE - WISDOM

The How …


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Color My Conversation – WHERE and WHATLevel Location

BeginnerIntermediate

Training SettingTherapy Room – Classroom- Home

Advanced Training Setting > Community

Expert Community > Training Setting

Setting Role

Individual Teacher + Conversation Partner

Small Group Teacher + Conversation Partner + Facilitator

Classroom Teacher + Conversation Partner + Facilitator

Color My Conversation - WHO and WHYConversation Coaches

Speech Language Pathologist TeachersRegular, Special Education

Related Professionals (Counselors) English Language Learning Instructors

Home School Parents Paraprofessionals(under supervision)

Opportunities TO GROWPersonal Growth Self Awareness

Personal-Professional Relationships

Awareness of Others

Increased Flexibility and Confidence

Demonstrate Motivate Facilitate Advocate

Color My Conversation – HowTEACHING STRATEGIES

COLOR CODING Movement Audio/Video Recording Gestures Signs Pictures PHOTOGRAPHSChants Groups Discussions Field Assignments Drawing Research Projects Beadwork Artwork Songs Rhyme

Clapping Routines Interactive Games Group Exercises Video Modeling Worksheets Role-Plays

TEACHING TOOLS• Music CD + Song Lyrics

• Conversation Floor Stones + Conversation Ball

• Wall Display + Good Listener Poster

• Topic Changer Ribbon + 2 Dry Erase Markers

• Game Board + Game Tokens + Topic Cards

ADDITIONAL MATERIALS: Mirrors, conversation socks, beads, string


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Color My Conversation – Key ResourcesCMC uses a COMMON LANGUAGEEXAMPLE:

COMMENT CONNECTION: This is a term used to help children understand that the comments they make should match the message that is being spoken from their conversation partner - both in the words they say and through their nonverbal communication (i.e. facial expressions, body gestures, tone of voice).

CMC uses a SIGN LANGUAGE AND GESTURES EXAMPLES:

HAPPY: (ASL)HELLO: (Gesture of an open hand wave is used for all forms of greetings)

CMC provides PARENT COMMUNICATIONEXAMPLES:

Parent Letters Home Assignments

The Gathering Song

• Making eye contact

• Saying your ‘hellos’

• Welcoming smiles

• Positioning seating

Gathering Song – Lesson Introduction• Allows students to mentally/emotionally prepare for an activity transition • Draws them into a mutual learning environment• Allows you to make a connection with them• Puts you in the position to take the lead• Provides the platform that you need to introduce the lesson

ADAPTATION:

Use as neededFor younger children, you can either play the song, play it and sing it or add an engaging activity (i.e. a musical round)

For older children, choose a more age appropriate song or do an engaging chant


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BEGINNER LEVEL Three Basic Conversations

TIMELINE: 4-6 weeks

SESSIONS: 30-45 biweekly OR 45-60 once weekly

AGE LEVEL: 5-14 + years

Ø LESSON ONE - Yellow Conversation (Greetings)

Ø LESSON TWO - Short Conversation (Chit Chat)

Ø LESSON THREE - Long Conversation (Topics)

IMPORTANT:u Small daily practice or embedding targeted concepts within your everyday moments greatly

enhances the learning opportunities!

u Use oral language as much as needed but only when necessary!

u We want the kids to learn to watch so that they can watch to learn!

GOALS - The Yellow ConversationLesson One might focus on 1. Increasing awareness for the topic of “conversation”.2. Increasing awareness for the function of greetings and farewells.

• Increasing the ability to use a single greeting or farewell • Increasing the ability to use a variety of greetings and farewells • Improving the ability to recognize and use appropriate greetings and farewells

based on the conversation partners relationship with the child

Through the use of the conversation ball:

3. Improving turn taking strategies.4. Increasing awareness for and use of natural eye contact.

Yellow Conversation Song


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FOR OLDER CHILDREN

SONGS are SPOKEN

INSTRUCTIONS – LESSON ONE


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1. Attain Eye Contact

2. Throw Ball + Greet

3. No Response

STRATEGY NEEDED?

1. Give Nonverbal Cues

2. Redirect to a Stronger Conversationalist

3. Model Task

4. Reinforce Correct Response

5. Repeat Task with Student

6. Reinforce Correct Response

Key Concepts - The Yellow Conversation

Ø Predictable – Redundant - Rule Governed

Ø Fastest and most frequent verbal interaction

Ø Can be done without words

Ø Powerful influencer with first impressions

Ø Form the bookends of our conversations

MIDWEEK ACTIVITIES: Conversation Recipes & Scripts, conversation path, role-plays, collage (i.e.

build a wall display of people greeting each other), research activity (i.e. explore ways in which people

from different cultures greet each other), art/craft project (i.e. child draws a picture of greetings from

their perspective), worksheet, journal personal reflections, practice at home.

Adaptation and Application - The Yellow ConversationConversation Ball: Eye contact and turn taking (Beginner, Intermediate)

ADAPTATION: For older children, use a different type of ball

Conversation Recipes and Scripts: Read social situations (Beginner, Intermediate)ADAPTATION: Use photo albums, videos, or movies to add variety to this activity

Conversation Path (Beginner, Intermediate, Advanced) ADAPTATION: For younger children, leave the stones blank, draw pictures, or provide one common example

For older children, provide multiple examples

Role Plays: Observe adults in live conversations (Beginner, Intermediate, Advanced)Sign Language and Gestures (Beginner, Intermediate)

ADAPTATION: For older children, use natural communication


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Adaptation and Application - The Yellow ConversationSocial Stories: Supplementary activity (As needed)Songs: Yellow Conversation and Hello Song

ADAPTATION: For older children, say lyrics

Video Modeling (Self/Other): Observe conversational acts done effectively (ASD)Video Recording: Observe and critique social situations

ADAPTATION: Use with conversation path, role-plays, field trip assignments

IMPORTANT:

u For older children, the ‘buy in’ can often come from having a conversation about their future aspirations (i.e. professionally) and quality of life - Information is a powerful motivator!



Deepened Commitment

Intimacy


BENEFITS• Eye contact/Turn Taking• Entering/Exiting social

interactions• Friendly community

(Non/verbally)• Set tone for learning• Socially Adept

Reflection - The Yellow Conversation1. How do your students function in relation to their greetings with you, their peers

and other individuals within your work setting? Do they also struggle with eye contact and/or turn taking?

2. Would you need to adapt this lesson for your students? If so, how?

3. The key goal for Lesson One is to make a CONNECTION with your students. How could you attain this goal apart from the lesson activities?

4. Make note of any questions that still need to be answered:

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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GOALS – The Short ConversationLesson Two might focus on

1. Increasing awareness for the functional value of making chitchat

• Increasing the ability to use a single conversation starter and/or conversation stopper

• Increasing the ability to use a variety of conversation starters and conversation stoppers

• Improving the ability to recognize and select appropriate conversation starters and stoppers based on the conversation partners relationship with the child

2. Improving grammar

3. Improving syntax

4. Improving problem solving skills

5. Improving executive functions

Through the use of the conversation ball:

6. Improving turn taking strategies

7. Increasing awareness for and use of natural eye contact

Walking the Conversation Path

Short Conversation


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INSTRUCTIONS – LESSON TWO

Song LyricsShort Conversation Song and Chant

When you want to have a chatWith someone you’ve just met

The Short ConversationIs as good as it can get!

EXAMPLES:Park

LibraryShopping

BENEFITS:Social AwarenessSelf Regulation

Socially Appropriate

When you haven’t got much timeAnd you see someone you know

The Short ConversationIs just the way to go!

OTHER EXAMPLES:Morning drop offHeading to class

Disinterested person

BENEFITS:Social AwarenessSelf Regulation

(Time management)Socially Sensitive

Key Concepts – The Short Conversation

Ø Predictable – Redundant - Rule Governed

Ø Powerful influencer with first impressions

Ø Socially driven form of dialogue that is typically done when:ØWe want to have a chat with someone we’ve just metØWe don’t have much time and we see someone we know

INTENDED FOR OLDER CHILDREN

MIDWEEK ACTIVITIES: Conversation Recipes & Scripts, Meet and Greet (i.e. spend 5 minutes making chitchat with peers), conversation path, role-plays, collage (i.e. build a wall display of people having chitchat), research activity (i.e. explore ways in which people from different cultures engage in chitchat), art/craft project (i.e. child draws a picture of chitchat from their perspective), worksheet, journal personal reflections, practice at home.


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WorksheetsWORKSHEETSØ LessonØ Home Practice

Artwork Images of Conversations

GREETINGS SHORT CONVERSATION

CREATIVITY IMAGINATION EXPLAINING DESCRIBING CONCEPT KNOWLEDGE FINE MOTOR SKILLS

Parent LettersHOME LETTERSØ Parent

InformationØ Build

Relationship


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HOME PRACTICEØ Parent InformationØ Build RelationshipØ Carry Over

Making Conversation Stones

Adaptation and Application – The Short ConversationConversation Starter: Teaches common questions we ask in chitchat

Examples: “How are you?” or a version of it Encourage children to try a couple of other conversation starters as follow upCommenting about the weather can be done (i.e. “Sunny day, isn’t it?)

Conversation Stopper: Teaches common statements prior to farewell Examples: “Nice chatting with you!”

Song: Short Conversation Song and Chant ADAPTATION For younger children, sing the songFor older children, use the chant to teach the primary reasons for having chitchat

Conversation Path• Model referencing the stones (as long as needed) • Write examples on stones (as long as needed)

Creates low stress-high success learning environment in earlier stages of technique • Teach reciprocity (as long as needed)

Example: Once children is responding to you, have them start to ask the questions back• Use stronger conversationalists as models (in all lessons)


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Deepened Commitment

Intimacy


BENEFITS• Eye Contact/Turn Taking• Friendly community • Set tone for learning• Socially Adept

Reflection – The Short Conversation1. How do your students function in relation to their chitchat with you, their peers

and other individuals within your work setting? Do they also struggle with eye contact and/or turn taking?


3. Like Lesson One, the key goal for Lesson Two is to make a CONNECTION with your students. How could you attain this goal apart from the lesson activities?


_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

GOALS – The Long ConversationLesson Three might focus on 1. Increasing awareness for the concept of “topics”.

• Improving self-awareness for personal preferred topics of interest • Improving awareness and appreciation for others preferred topics of interest• Improving appreciation for shared - unique topics of interest • Improving the ability to talk about personal topics of interest• Improving the ability to engage another person on their topic of interest

2. Increasing vocabulary3. Improving grammar4. Improving syntax5. Increasing curiosity6. Improving executive functions7. Improving problem solving skills8. Increasing emotional connections (i.e. shared topics – sameness)9. Improving ability to take others perspective (i.e. unique topics – individuals)


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INSTRUCTIONS – LESSON THREE

Ø Finish filling out your colored circles if needed.

Ø Practice having a Long Conversation with your conversation partner on their preferred topic of interest.

Ø Reverse roles so that you can experience the Long Conversation from both perspectives.

Ø When it’s your turn to walk through the path, you are going to use your conversation partners sheet. Engage them on the Hello and Conversation Starter stones. When you get to the blue stone, your job is to engage them on their preferred topic of interest by asking them at least 3 questions on the topic. Then move to the Conversation Stopper and Goodbye stones.

IMPORTANT: u We tend to use a couple of Conversation Starters. u Typically we start with a version of “How are you?”

Small Group Activity


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PRAISE1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

TO THINK ABOUT____________________________________________________________________________

PRAISE1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

TO THINK ABOUT____________________________________________________________________________

cut here

cut here

PRAISE1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

TO THINK ABOUT____________________________________________________________________________

cut here

THREE PRAISES & ONE TO THINK ABOUTRefer to manual to see a completed sample

© 2016 Rosslyn DelmonicoPeer Evaluation Form

Teach kids how to offer …

(Specific) Praise

(Constructive) Criticism

VerballyWritten Form

(Older students)

Research Project – Topic Library

What is it?A craft project to research and create a permanent document that displays preferred ‘topics of interest’ for self and others.

Why is it done?Ø To develop self-awarenessØ To develop awareness of othersØ To increase a sense of curiosityØ To become intentional in expanding personal topics of interestØ To develop a sense of community by building personal relationships with

others (i.e. family, peers, coaches)Ø To research through self-reflection and inquiry - individual topics of interestØ To go to imagine, to plan, to create, to complete and to describe an original

document that is formed from independent thought


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Topic Activities PrimaryWorksheets

There is Only One of MeTopic Inventory

ActivityTopic Pictures

ProjectTopic House or Topic School

Topic Library ActivitiesIntermediate

WorksheetsThere is Only One of Me

Topic InventoryProject

Topic Library Poster


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MY TOPIC INVENTORY We all have our favorite things!

Write one of your favorites for each topic below!

TOPIC (I.E. SPORTS) MY FAVORITE (I.E. SOCCER)ANIMALTIME OF DAYGAMES/HOBBIESCUISINECITIES IN THE WORLDGENRE OF MUSICCANDY OR SAVORY TREATSEASONSCOLORSSPORTS

SHARED-UNIQUE TOPICS Work with your partner to identify how many topics that you have which are unique from

each other and those you share.

How many topics do you share with your new/old friend? Write the answer here: _____/10

These new topics could then be added to your Topic Library J



Deepened Commitment

Intimacy


BENEFITS• Eye Contact/Turn Taking• Taking time with each other• Self discovery (topic investigation)• Exploration (topic investigation)• Self accomplishment (craft project)• Sameness (shared topics)• Significance (unique topics)• Sharing inner thoughts• Valuing inner thoughts of others • Building relationships(positive

feedback)


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Key Concepts – The Long ConversationØ Most complicated of the three basic conversations

Ø Common topics are encouraged initially

Ø Explore and expand the children’s topics of interests

Ø Children are expected to engage others on their own topics of interest

Ø Children are expected to engage others on their topics of interest

Ø Conversation features (i.e. comments, questions) are encouraged but not expected

MIDWEEK ACTIVITIES: Conversation Recipes & Scripts, Mix and Mingle (i.e. spend 10-12 minutes having a long conversation with peers on a specified topic), conversation path, role-plays, collage (i.e. build a wall display of people engaged in conversation), art/craft project (i.e. Topic Library/House/School), worksheet.

Adaptation and Application – The Long ConversationSong: Long Conversation

• Brainstorm topics for conversation and find shared/unique interests

Topic Cards

• Encourage conversations on a wide array of topics

ADAPTATION

For younger children, select common topics

For older children, select common and then move to less common topics

Topic cards can be substituted for objects, online images, photographs, etc

IMPORTANT

u Person who picks the card - picks the topic (i.e. dog > dog, pet, animals …)

Conversation Recipes and Scripts

• Conversation Recipes and Scripts may become more advanced

EXAMPLE: For the older children, the pictures may involve mixed emotions

Reflection – The Long Conversation1. How do your students function in relation to having longer conversations with you,

with their peers and other individuals within your work setting?2. Would you need to adapt this lesson for your students? If so, how? 3. The key goal for Lesson Three is to encourage EXPLORATION and DISCOVERY of their own topics of interest and those held by their peers, teachers, family and individuals within their community (i.e. coaches). How could you attain this goal apart from the lesson activities?

4. Make note of any questions that still need to be answered:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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INTERMEDIATE LEVEL Take It To The Table

TIMELINE: 6-8 weeks

SESSIONS: 30-45 biweekly or 45-60 weekly

AGE LEVEL: 8-14 + years (Modified for 5-8 years)

Ø LESSON FOUR - WH Questions Ø LESSON FIVE - Interrogative Questions Ø LESSON SIX - CommentsØ LESSON SEVEN - Topic Changers (Late Primary - Intermediate Grades)Ø LESSON EIGHT - Nonverbal Communication

- Social Media (Intermediate Grade Levels)Ø LESSON NINE - Beading

GOALS – WH and Special Questions Lesson Four and Five might focus on

1. Increasing awareness for the value in being an Asker of the Questions• Improving awareness for the function of questions (i.e. Who = Person)• Improving the ability to ask a variety of questions

2. Improving grammar3. Improving syntax4. Improving problem solving skills5. Increasing curiosity (i.e. developing a desire to learn more about others)6. Increasing emotional connections (i.e. shared topics – sameness)7. Improving ability to take others perspective (i.e. unique topics – individuals)8. Improving memory strategies (i.e. adding to their topic library information)

IMPORTANTu Combine Lessons Four and Five for younger children

Follow Up Questions Make Us More Likable!

QUESTIONS ARE POWERFUL

ØRelationshipØValue

ØPatienceØTolerance

ØUnderstandingØCuriosity

ØEmpathyShow me a great listener and story teller

And I’ll show you a great conversationalist!- R. Delmonico

Huang, K., Yeomans, M., & Minson, J. A. (2017). It Doesn’t Hurt to Ask: Question-Asking Increases Liking. Academy of Management Proceedings, 2017(1), 10647. doi:10.5465/ambpp.2017.10647abstract


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ACTIVITY - Question Match Up Lesson FOUR


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Look for your

Learn About Me Learn About You

Worksheet

in your handout

Memories

Emotions

Relationships

Three QuestionDrill

Rapid drill Ask Questions

Gain Knowledge(i.e. for topic library)

Gain skill and confidence

Deal 5 Cards

Player OneTurn top cardName topic

Ask 3 questionsRemember answers

Switch turns

Insert video here

Key Concepts – Questions

Ø Questions give us information and are conversation movers

Ø You don't need to know about a topic if you can be an asker of the questions

Ø ‘Why’ is a great question because we get to learn what people are thinking

Ø Special Questions have limitations (often closed) and benefits (topic initiation)

Ø Curiosity can blossom when we become the askers of the questions

Ø Relationships can grow as we connect with others

Ø Care or empathy can be nurtured

MIDWEEK ACTIVITIES: Conversation Recipes & Scripts, conversation path, role-plays, Learn About Me + Learn About You, WH Questions activity, Frococo’s Fantastic Friendship Finder, Three Question Drill, Wynnie’s Wakootabonga Lightning Challenge.


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Adaptation and Application – QuestionsSong: Wh Question, Why Song, Special Question Rap

ADAPTATION: Song is spoken for older students

IMPORTANT:

u Special Question Rap for older kids

Variety of activities and worksheets

• General information (i.e. Wh Questions activity, Three Question Drill, Frococo’sFantastic Friendship Finder, Wynnie’s Wakootabonga Lightning Challenge)

• Emotional content (i.e. Learn About Me + Learn About You)IMPORTANT

u Some children may benefit from specific work on their syntax (Special Questions)

u For some younger children, you can distinguish them by colors (i.e. brown versus green questions)

Reflection – Questions1. How do your students function in relation to their use of questions in longer

conversations? Do they ask others questions on their preferred topics of interest?

2. Would you need to adapt these lessons for your students? If so, how? 3. The key goal for Lessons Four and Five is to encourage CURIOSITY for others

and their preferred topics of interest. How could you attain this goal apart from the lesson activities?




Deepened Commitment

Intimacy


BENEFITS• Eye Contact/Turn Taking• Taking time with each other• Learning more about each other• Curiosity to learn more• Sharing inner thoughts• Valuing inner thoughts of others


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GOALS – Making Comments Count!Lesson Six might focus on 1. Improving awareness for the value in making comments.2. Increasing the ability to use a variety of comments. 3. Increasing the ability to make comments match the conversation partner’s

statement (i.e. Comment Connection).EXAMPLE: I got a new dog! (“Awesome!”)

4. Increasing the ability to make comments and questions match the conversation partner’s statement (i.e. Comment Question Connection).EXAMPLE: I got a new dog! (“Cool! What type of dog is it?”)

IMPORTANTuHighest level: Uses originality combining comments, questions and emotions

uLesson Six and Lesson Eight (i.e. emotions vocabulary) can be integrated

Comment Cards

Comment Shuffle

Expands a child’s repertoire of comments


18-03-03


.

Comment and Questions (Chant)

Comments.And Questions?

Comments.And Questions?

They’re Conversation MoversConversation Movers

Repeat

They moveConversations

(Clap)

FOR – WARDS!

By Rosslyn Delmonico

2015

Multi sensory

Key Concepts – Making Comments Count!Ø Comments are conversation movers – they move the conversations forward

Ø Comments show that we are listening and that we care about what our conversation partner is saying

Ø Our comments should match the words spoken to us non/verbally (Comment Connection)

Ø Our comments and questions work well together as conversation movers (Comment Question Connection)

MIDWEEK ACTIVITIES: Conversation Recipes & Scripts, conversation path, role-plays, comment shuffle, comment or comment/question connection drills, Shantilly Manilli’s Conversation Movers.


18-03-03


Adaptation and Application – Making Comments CountChant: Comments and Questions

ADAPTATIONS

For older children, modify the actions (optional)

Variety of worksheets and activities:

Frococo’s Fantastic Friendship Finder

Shantilli Manilli’s Conversation Movers

• Comment Connection (verbal communication)

• Comment + Question Connection (verbal communication)

• Comment + Question Connection (non/verbal communication)

• Comment + Question Connection (non/verbal communication + plus one)

ADAPTIONS

For older children, modify the worksheet

Reflection – Making Comments Count1. How do your students function in relation to their use of comments in longer

conversations? Do they use a variety of comments that match the social setting?


3. The key goal for Lesson Six is to encourage the students to appreciate the CARING quality that comes when one uses comments in their conversations. How could you encourage the use of comments within conversations apart from the lesson activities?


__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Deepened Commitment

Intimacy


BENEFITS• Valuing others• Friendly/Caring community • Set tone for learning• Socially Adept

IMPORTANT• Can take time for some children to

appreciate


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GOALS – Topic Changer ProLesson Seven might focus on

1. Improving awareness for the value in using topic changers.2. Increasing the ability to use topic changers to transition between topics. 3. Increasing the ability to decide whether to use a normal or a more extreme

topic changer. INTENDED FOR OLDER CHILDREN

IMPORTANT

uTeach concept that trust grows with use of topic changersu It’s our responsibly to manage them so our conversation partner feels safe

Topic Changersfor the

Younger Child

“Hey, ______”

“Well, (pause) …”

UseSingle Topics

WithSimple and Repetitive

TransitionsInsert video here

Key Concepts – Topic Changer ProØ Topic changers grow trust and are our responsibilityØ Topic changers are conversation movers but also traffic controllersØ Basic topic changers (i.e. Hey ___) can be used for younger childrenØ Basic (i.e. By the way …) and extreme changers (i.e. This is random but …) can be used

with older childrenØ A boomerang topic changer takes us back to previous topic (i.e. Going back to …)

Adaptation and Application – Topic Changer ProMIDWEEK ACTIVITIES: Conversation Recipes & Scripts, conversation path, role-plays, Common-Extreme Topic Changer Drill

• Conversation ball will not be used at this level• Activities may be done with floor path or wall display stones on table• The students can plan out their path with embedded topic changer stones


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Reflection – Topic Changer Pro1. How do your students function in relation to topic transitions? Do they use them?

Is so, do they use them appropriately? 2. Would you need to adapt this lesson for your students? If so, how? 3. The key goal for Lesson Seven is to encourage the students to appreciate their RESPONSIBILITY in providing topic transitions within conversations. How could you provide activities to encourage the use of topic transitions within conversations apart from the lesson activities?




Deepened Commitment

Intimacy


BENEFITS• Understanding

conversational responsibilities

• Skilled communicators for future personal and professional pursuits

GOALS – Speaking Loud and Clear!Nonverbal Communication Skills –Emotional Vocabulary – Technology

Lesson Eight might focus on

1. Providing a strategy for increasing the use of “natural eye contact” (Staying in the Frame).

2. Increasing comprehension and use of emotion-based vocabulary.

3. Improving the ability to read or demonstrate emotions through facial expressions, body gestures, and tone of voice.

4. Increasing educational awareness for benefits of Face-to-Face social interactions. INTENDED FOR OLDER CHILDREN

IMPORTANT

uConsider the child’s level of social-emotional awareness in natural settings

uConsider the child’s “need to know” based on age and abilities (i.e. social-emotional needs and receptivity, cognitive and communication abilities, complexity of emotion-based vocabulary)


18-03-03


S A M P L E

Learn by watching self and others!

Staying in Frame

Specific and Structured Strategy

Creates Soft Borders

Natural Eye Contact

Face GlanceBody GlancePlace Glance

Look and Hold

Use with Short/Long

Conversations


18-03-03


Key Concepts – Speaking Loud and Clear!Nonverbal Communication Technology and Face-to-Face Conversations

Ø Natural Eye Contact: Looking at someone’s eyes and looking away (i.e. face, other body parts, other things around our CP)

Ø Stay in Frame: Looking away but not too far

Ø Reading Others: We open books to read them – We watch others to read them

Ø Match and Manage: Watch and listen = Match others or Manage Self with our words (i.e. comments) our actions (i.e. facial expression) and our emotions

Ø Face-to-Face conversations develop relationships

MIDWEEK ACTIVITIES: Conversation Recipes & Scripts, conversation path, role-plays (i.e. Stay in the Frame), group activities (i.e. Name that Tone, Charades), group discussions, research project (i.e. explore emotion based vocabulary).

Adaptation and Application – Speaking Loud and ClearSong: Use Your Eyes and Eye Contact DittyStay in Frame: Specific strategy for select students

• Use with Short/Long ConversationsConversation Path

• Walk path less – increase group activities (i.e. Name that Tone, Charades)Emotion Elevators

• Craft project for labeling and classifying emotions

Reflection – Speaking Loud and Clear

1. How do your students function in relation to their emotional wellness and in their

social interactions with others?


3. The key goal for Lesson Eight is to encourage the students to learn how to READ OTHERS and to appreciate their ability to self monitor and adapt themselves to

social interactions with others (i.e. MATCH OTHERS – MANAGE SELF). How

could you provide activities to encourage the use of these self

awareness/regulation strategies within their social interactions apart from the

lesson activities?


___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________


18-03-03




Deepened Commitment

Intimacy


BENEFITS• Eye Contact/Turn Taking• Understanding conversational

responsibilities• Reading social situations and

adapting appropriately• Skilled communicators for future

personal and professional pursuits

GOALS - BeadingLesson Nine might focus on 1. Children: A celebration of the end of the Intermediate Level with a craft party.

1. Conversation Coach: Assess children in a natural social setting. • For most children – Drive your instruction in Advanced and Expert Levels

*Done in chronological order• More communication challenges – Added visual/tactile support to reinforce

concepts*Initiated as required

Yellow Conversation Bracelet

Short Conversation Bracelet

Long Conversation Bracelet

FUNCTIONAL

HIGH INTEREST

BEADS BEADS AND SPECIAL NEEDS


18-03-03


Adaptation and Application – BeadingArtwork

• Provides creative expression• Children can imagine and create different items (i.e. bracelet, book mark, key

chain)• Consider age-appropriate items (i.e. bead selection)

Educational use• For younger children or those who will be using the item for educational

purposes, the following might apply:• Pick an item that will be safe AND of interest for the child

• Have caregivers wear the item as well

• Take and use the item in everyday situations

Reflection – Beading1. Do you have students who would use this activity prior to Lesson Eight?2. Would you need to adapt this lesson for your students? If so, how? 3. In Lesson Nine, the key goal for the children is to CELEBRATE the end of the

Intermediate Level. The key goal for the Conversation Coach is to ASSESS and ADJUST the goals accordingly in preparation for the Advanced and Expert Levels.

4. For children with more cognitive or communicative challenges, this lesson can be introduced in Lesson One to be used as a VISUAL-TANGIBLE support.

5. Make note of any questions that still need to be answered:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ADVANCED LEVEL Topics of Conversation

TIMELINE: 3 – 5 + weeksSESSIONS: 30-45 min biweekly or 45-60 min once weekly AGE LEVEL: 8-14 + years

Ø LESSON TEN: “The Dance” of a Conversation

IMPORTANTuMove away from common topics and moving to topics of high personal interest and/or topics

where one has little knowledge or interest uMove away from rules towards relationshipuMove from structured activities to more natural interactionsuMay be done in conjunction with fieldtrips and other individually designed exercises (i.e.

supplementary activities or community based projects)


18-03-03


GOALS – Topics of ConversationLesson Ten might focus on 1. Improving the ability to transition between conversational roles:

• Shared Partner (i.e. turn taking)• Primary Speaker (i.e. narrative/descriptive language skills)• Engaged Listener (i.e. verbal and nonverbal)

2. Improving the ability to access prior knowledge on topics of conversation (i.e. Bubble Connections).

3. Improving the ability to implement a social filter for facts, opinions and stories (FOS Formula).

4. Improving the ability to draw out stories tell and/or solicit stories from ones conversation partner (Fishing Out the Stories).

Color My Conversation GameSurrender the Conversation One-Two-Three Back to Me More Than Two – Back to You Throw/Catch the Nugget

STEP ONEPull Information Forwards

(i.e. brainstorm knowledge - past experiences)

STEP TWOClassify Information

(i.e. categorizing information into facts, opinions, stories)

STEP THREECreate Social Filter

Facts > Interesting or BoringOpinions > Lively or Offensive

Stories > Usually Great! (i.e. setting, interest, audience)

STEP FOURFish Out the Stories

(i.e. tell a story, draw out a story)


18-03-03


S A M P L EThree Facts• Aquatic

Mammals• Playful• Intelligent Two Opinions

• Adorable• Fishnets cruel

One Story• Swam with dolphins

S A M P L E

Adaptation for Younger Children

”


18-03-03


Key Concepts – Topics of ConversationShared Topic – My Topic – Your Topic

Ø Hone conversational roles from different perspectives (i.e. Shared Topic, Engaged Listener, Primary Speaker)

Ø Use Bubble Connections to access prior knowledge on a given topicØ Use the FOS Formula as a social filter for yourself and a social tool for your

conversation partnerØ Encourage authenticity within social interactions

MIDWEEK ACTIVITIES: Play the CMC Game, Role-Plays, Bubble Connections, Munchkin Man’s Magnificent Manipulables

Reflection – Topics of ConversationShared Topic – My Topic – Your Topic

1. Do you have children who have difficulty moving between conversational roles?2. Would you need to adapt this lesson for your students? If so, how? 3. The key goal for Lesson Ten is to encourage the students to DANCE

SKILLFULLY and CONFIDENTALLY through a conversation as the shared conversationalist, primary listener and primary speaker. How could you provide activities to encourage the use of a social filter within conversations apart from the lesson activities?

4. Make note of any questions that still need to be answered:_________________________________________________________________________________________________________________________________________________________________________________________________________



Deepened Commitment

Intimacy


BENEFITS• Taking time with each other• Learning more about each other• Curiosity to learn more• Sharing inner thoughts• Valuing inner thoughts of others• Honing conversational

responsibilities• Confident conversationally• Skilled communicators for future

personal and professional pursuitsIMPORTANT• Focus on the stories element for

the younger children


18-03-03


EXPERT LEVEL Carryover And Customize

TIMELINE: Flexible in length and frequencyAGE LEVEL: All CMC Levels

Ø LESSON ELEVEN: Field Assignments

Ø LESSON TWELVE: Customized Conversations

The CHOICES we make

and the CONVERSATIONS that surround them

will often go on to define our LIFE STORY.”

- R. Delmonico

GOALS: Carryover - Field AssignmentsBridging the Gap

Lesson Eleven might focus on

1. Improving the ability to anticipate, plan, execute and evaluate field trip assignments (independently or collectively).

2. Improving the ability to transfer the social-emotional tools acquired from the structured setting and apply them within the natural environment.

3. Improving the ability to problem solve and repair communication breakdowns with the support of peers, parents and/or the Conversation Coach

LESSON TWELVE: Customized ConversationsFilling the Holes

Lesson Twelve might focus on improving specific conversations not targeted in the program such as:

1. Polite Language (social niceties such as Please and Thank You)2. Proxemics3. First Introductions Conversations4. Compliments and Gifts Conversations5. Telephone Conversations6. Restaurant and other Community Conversations7. Excuse Me Conversation (i.e. asking for information, moving through a crowd)8. Pedestrian Etiquette9. Waiting in Line Etiquette10. Texting/Emailing/Phone EtiquetteFroh, J. et al. (2014). Nice Thinking! An Educational Intervention That Teaches Children to Think Gratefully. School Psychology Review, 43(2), 132-152.


18-03-03


Supplementary Activities: Self-LeadershipØ Fifty Questions I'm Glad you Asked!

§ Imagination, Creative Thought, Opinions

EXAMPLE:

“If you could meet anyone in the world who would it be and why?”

Ø Raise of Wisdom

§ Character development and Self-leadership Skills

EXAMPLE:

Life experience > Produces a conversation > Teachable moment

Create a motto (i.e. “Strong self leaders think twice and speak once”)

Place the motto on a banner above the Conversation Path wall display

Connecting = Experience + Life lesson

Ø Round Table Discussions: Skilled Conversationalist + Skilled Leader

§ Character development and Self-leadership Skills

EXAMPLE:

Target character traits of strong leadership > role-plays/group discussions

Practical Application (i.e. “What does humility mean?”)The REACH OUT Project

CHARACTER INTEGRITYKNOWLEDGE WISDOM

Have strong character for right reasons …

Have knowledge and apply it well …

Leadership Motto’s - Rich Legacy – Conversation JourneyI can learn to lead myself

EXAMPLE:

Self leaders

are KIND

towards

themselves and

others

EXAMPLE:Self Leaders listen twice and speak once

Self-Leadership (Examples)

HUMILITYWhat does humility mean?

What does it mean to be humble?Is it good to be proud of yourself? Why? Why not?

When is being proud not a good thing?Can you be respected as a leader if you are humble?

Is it important to show humility in leadership? Why? Why not?


18-03-03


THE REACH OUTREACH OUT > CHANGE LIVES

Moving Beyond Self…COMMUNICATION

CONNECTIONCARING

Give Back to Others …

In our homes – In our Schools – In our Communities – In our Nations – In our WorldChanging Conversations - Changing Lives

THE REACH OUTREACH OUT > CHANGE LIVES

‘SMILEY EYES’ PAWS TO CLAWSMAKE

‘HAPPY HEARTS’SIGN ME UP

NOTFORGOTTEN

LOBBY FOR CHANGE

Curiosity

Connection

Cooperation

Social Skills Foster Healthy Classrooms

Care

Valuing self and others creates a

fertile soil for empathy to be

fostered

Our similarities draw us into

connectedness …which increases

our desire for togetherness …which increases

our desire for cooperativeness…

When we see others as a source

of interest, we discover our

similarities and differences …

Similarities form connectedness …Differences form

uniqueness

When we seek to understand and value our own

individuality and that found in others, we

become a person who is interested and a person who

is of interest …

Our successful social interactions will increase our

confidence in sustaining and forming new relationships

Confidence


18-03-03


Social Skills Across Curriculum

Explore-analyze-apply mathematical

ideas. Engage in problem-solving

strategies that are connected to

place-culture -situations.

Explain-justify mathematical ideas

and decisions. Connect

mathematical decisions to

personal areas and choices.

Ask questions-gather ideas-analyze views.

Consider-communicate

differences of people, places-situations.

Assess the credibility of sources and

accuracy of evidence used to justify conclusions.

Explain different worldviews-values.

Make ethical judgements about decisions-actions-

events.

Grow in intellectual curiosity about the

scientific problem or process.

Collaboratively work to plan-experiment-investigate-solve

problems. Show an interest in

other ways of knowing.

Identify possible sources of error and

suggest improvements.

Consider bias and be aware of assumptions

in self and others.

Exchange ideas-viewpoints to build

shared understanding-

expand thinking. Improve clarity-

effectiveness-impact of message for

variety of audiences.

Transform ideas-information to share. Recognize the role

of story on our perspectives-values-beliefs.

Language ArtsExchange ideas-

viewpoints to build shared

understanding.Exchange ideas in

meaningful discussions with a

variety of audiences.

Discuss ideas creatively-reflectively-

respectfully and construct personal

connections between self and

the world.

British Columbia, Ministry of Education, (2015). Building Student Success BC’s New Curriculum, Retrieved from https.//curriculum.gov.bc.caDurlack, J.A., Weissberg, R., Dymnicki, A.B., Taylor, R.D., Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions, Child Development. January/February, Volume 82, Number 1, Pages 405-432.

Science Social Studies MathCommunication

Kindergarten

Social Skills Across Grade Levels

Interact with others respectfully and thoughtfullyExpress a different opinion in a peaceful wayIdentify problems and consider problem-solving strategiesIdentify when others need support and be a part of their support

Participate in and improve relationships in my family, school and community Share my feelings and listen to others’ views Be respectful and inclusive

Identify my actions and actions of others that contribute positively to changeClarify problems, consider alternatives and evaluate strategiesRespect differences and can advocate for othersI am aware of how others may feel and seek to build relationships with people from all generations

Middle School

Be friendly Contribute to relationships in my family, school and communityShow care for others

British Columbia, Ministry of Education, (2015). Building Student Success BC’s New Curriculum, Retrieved from https.//curriculum.gov.bc.ca

Intermediate

Primary

I can …

Kindergarten

PrimaryIntermediate

High School and BEYOND…

Social Skills Across Grade Levels and Beyond ...

ANALYZE complex issues from multiple perspectivesTake THOUGHTFUL actions to bring about change

CLARIFY problems, weigh consequences and evaluate strategiesBuild and SUSTAIN relationships with diverse people

Middle School


Show EMPATHY to others and ADJUST my behaviour to ACCOMODATE their needs


18-03-03


Channels of Advocacy

and Information

Parent Newsletter

Community Information

Evening

PAC Meetings

Class Web Page or Group

Board Presentation

School Web Site/Newspaper

Professional Development

Day

CommunicatingThe Message

Service Delivery

Consultation

Mentorship

Direct Individual

Direct Small Group

Direct Classroom

ResearchProjects

Team Teach

Building The Opportunities

Service Delivery

Consultation

Mentorship

Direct Individual

Direct Small Group

Direct Classroom

ResearchProjects

Team Teach

Building The Opportunities

Be Flexible

Your passionwill feed

yourOpportunities…


18-03-03


Be Present

Eat in Staffroom

Attend School Social Events

Attend Staff

Holiday Festivities

Visit with custodial

staff

Bring Snack Foods

Remember Secretary

Day

Greet Parents

Building Relationships

Smile

Say Hello

Take time for

Chitchat

Make follow-upquestions

…Be friendlyBe a friend…

My face lights up when I see you!Ross Campbell Wightman (1920-2017)

Every life has a planEvery life has a purpose

And every life has a beautiful design!Barbara Ellen Wightman (1929-2012)

Thank you for your time today!

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Blum, R.W., Libbey, H.P. (2004). School connectedness – Strengthening the health and education outcomes for teenagers. Journal of School Health, 74(4), 229-299.


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Delmonico, R. (2016). Color My Conversation. Michigan: Northern Speech Services

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Durlack, J.A., Weissberg, R., Dymnicki, A.B., Taylor, R.D., Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis ofSchool-Based Universal Interventions, Child Development. January/February, Volume 82, Number 1, Pages 405-432.

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https://www.participaction.com/sites/default/files/downloads/2016%20ParticipACTION%20Report%20Card%20-%20Presentation.pdf

http://dx.doi.org/10.1177/0265659010368750


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BIBLIOGRAPHYGood, T. L., & Brophy, J. E. (1942). Behavioral expression of teacher attitudes. Journal of Educational Psychology, 63, 617-624.

Huang, K., Yeomans, M., & Minson, J. A. (2017). It Doesn’t Hurt to Ask: Question-Asking Increases Liking. Academy of Management Proceedings, 2017(1), 10647.doi:10.5465/ambpp.2017.10647abstract

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Ellis, L., Schlaudecker, C., & Regimbal, C. (1995). Effectiveness of a collaborative consultation approach to basic concept instruction in kindergarten children. Language, Speech, and Hearing Services in Schools, 26, 69–74

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Jones, S. M., & Bouffard, S. M. (2013). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4).

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color my conversation -social language 18-03-03 ... · 4. i am good at dealing with embarrassment....

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