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The “Talking with TJ”/Social-Emotional Learning Curriculum for the Elementary Grades Maurice J. Elias, Keli Bryan, Debbie Neft, Sarah Parker, Jennifer Rosenblatt, Dena Schoenholz August 2004
What is it?
The TJ series emphasizes the importance of cooperation and teamwork by focusing on skills in three areas: (1) making group plans; (2) appreciating differences and including people of diverse backgrounds in group activities as opportunities for learning; and (3) playing as a cooperative team in competitive situations. Each skill area is addressed in a video consisting of two sessions designed with a TVDRP (video/story- discussion-activities) format (“What’s the Plan?”, “All Together Now!”, and “Team Spirit”). The videos involve a group of children solving a problem with the guidance of engaging characters that model and facilitate the use of self-control, group participation, and social decision making and problem solving techniques. Skills are reinforced through “power phrases” that are part of the discussion that surrounds each of the videos. “Talk Time” is included midway through the video, and a discussion portion afterwards allows kids to relate the video to things that have happened in their own lives. Students are given TJ comics to take home and share with their family. There is a completely parallel video series focused on Conflict Resolution for use with upper elementary students. There is a 6-unit curriculum in Grades K-1, and then in Grades 2-5 there is a curriculum of approximately 20 lessons that introduce key skills in a developmental sequence, followed by a set of Supplemental lessons to allow TJ instruction to take place throughout the school year (see Appendices A-I for table of contents of each curriculum). The Supplemental Lessons in Grade 5 are devoted mainly to the Laws of Life Essay Contest. The Supplemental Lessons in Grade 4 include a Local Heroes module, in which students identify and learn about special people in the Plainfield community and think about the Laws by which these people live their lives.
What are the expected outcomes?
The basis of the work is the Social Decision Making/ Social Problem Solving Program, designated as a Promising Program by the U. S. Dept. of Education Expert Panel on Safe, Disciplined, Drug-Free Schools, approved by the New Jersey Center for Character Education and the national Character Education Partnership as a model Character Education program, by the National Education Goals Panel as a model for meeting the goal concerning safe, nonviolent, drug-free schools, and by the National Mental Health Association as a model prevention program. The National Association of School Psychologists and the Violence Institute of New Jersey also list it as a nationally recognized and empirically supported program for violence prevention. It is expected that if students received high-quality implementation of the curriculum over a series of years that they will improve their social-emotional skills, attitudes toward learning, feelings of safety and support in the classroom, and positive 2 relationships with peers and adults in the school. It is also expected that rates of violence and related problem behaviors will decline, and academic performance will increase.
Who are the program partners?
The Talking with TJ curriculum is derived from the Social Decision Making/Social Problem Solving Curriculum as noted above, and is connected to those organizations whose mission is linked to the implementation and evaluation of high quality SEL/Character Education materials, especially for urban learners. These include CASEL, the Character Education Partnership, the NJ Center for Character Education, and the Social Decision Making and Problem Solving Unit within the Violence Institute at UMDNJ.
Who is involved in the school setting?
The teachers deliver the formal lessons and reinforce the skills learned throughout the school day. All other staff is also involved with prompting and reminding students to use their skills in multiple contexts. The principal supports instruction and professional development, devotes time at faculty meetings to discuss the curricula, and introduces parents to the curricula through newsletter articles, back-to-school night, and other venues. The staff member serving as the SEL site coordinator also helps support instruction and provides leadership on school-wide SEL projects that help incorporates the skills taught in the curricula into daily interactions with staff and students (see the school-wide SEL/CE document for details).
What is the structure for implementation?
A three-tiered organizational structure was established to support the implementation of SEL of the elementary school curriculum. At the highest administrative level is the Special Projects Director who serves as the SEL Administrative Liaison. In this capacity, she works closely both with relevant district-level and building-specific administrators to oversee the implementation and evaluation of the curriculum. At the next level the position of SEL Resource Teacher was established. Originally this position was filled by a school psychologist who was linked to various aspects of SEL implementation at the building-specific level. At the third, building-specific level, SEL Site Coordinators help teachers with SEL implementation in each school. Also, Grade-level “TJ Captains” were named in each school, with the responsibility of serving as a focal point of communication between the teachers and SEL site coordinator and school principal. In addition, Rutgers consultants serve as program consultants and meet weekly with teachers and site coordinators to support implementation on an as-needed basis. See Appendix J for a graphical description of the structure and Appendix K for a detailed description of the roles and responsibilities of each position.
What is the timeline for implementation? 3
Below is the grade 2 though 5 Talking with TJ implementation timeline:
September Curriculum materials are distributed and training sessions are held SEL district administrator meets with school principals, site coordinators, and Rutgers consultants Rutgers consultants are assigned to schools October 2-5 Teachers begin unit one November 2-5 Teachers end unit one, begin unit two December 2-5 Teachers end unit two, begin unit three January 2-3 Teachers end unit three, begin unit four Grade 4 Teachers end unit three, begin “Local Heroes” curriculum Grade 5 Teachers end unit three, begin "Laws of Life" essay curriculum February 2-3 Teachers end unit four, begin unit five Grade 4 Teachers end “Local Heroes” curriculum; begin unit four Grade 5 Teachers end "Laws of Life" essay curriculum, begin unit four March 2-3 Teachers end unit five, begin supplemental lessons 4-5 Teachers end unit four, begin unit five May 2-3 Teachers continue supplemental lessons 4-5 Teachers end unit five; begin supplemental lessons Mid-June Curriculum satisfaction surveys administered
The implementation timeline for the K-1 curriculum is similar to the 2-5 timeline in the start-up phase; however, there is only a recommended sequence, not a fixed sequence or timeline, for the remaining units. It is designed this way so teachers can go through the units in whatever order best matches other curricular content areas they are teaching.
What are the essential ingredients for success?
The essential ingredients for the SEL curriculum to be effective are discussed in the “The Pedagogy for Building Lasting Skills in the Talking with TJ Social Decision Making/Social Problem Solving Curriculum”. Below is a summary of key ingredients: Caring Relationships A facilitative approach of open-ended questioning and paraphrasing of student responses Modeling use of SEL skills Prompting and cueing skills learned previously Repeated presentation of skills, but with numerous different examples and opportunities for students to apply skills to a range of situations 4
What changes in student behavior have been/will be evaluated?
Since the beginning of the program implementation, data has been gathered to evaluate program effectiveness. Below is a summary of the statistical analyses conducted from these data collections: Findings from surveys administered at the beginning and end of each year show the impact of the program outcomes. Findings from surveys and report cards show the link of SEL and Academics. Findings from teacher feedback indicate that quality, thorough implementation leads to better outcomes. Findings from teachers and students support their finding TJ beneficial and enjoyable.
How is implementation monitored and what feedback process takes place to allow for modification of the program?
Implementation is monitored and feedback is gathered using a variety of methods. The SEL District Administrator and SEL Resource Teacher hold regular meetings with Teachers and Site Coordinators to gain on-going feedback on the curriculum. Along with the superintendent and principal, they also conduct walk-throughs during teacher SEL lesson times. An SEL rubric was designed to assist in the walk-throughs and to ensure that all of the elements of the SEL work are being carried out with high quality (see Appendix L). In addition, teachers and/or students are given satisfaction surveys to evaluate the SEL curriculum. Teacher surveys assess which lessons they completed, how they rate each lesson completed, changes they would make to the curriculum, and their overall satisfaction with the curriculum. The Rutgers consultants gather data from these surveys and provide feedback, as well as collaborate with district staff in curriculum revisions.
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Appendix A: Kindergarten and Grade 1 SEL Table of Contents
Introduction: Introducing “Listening Position”
Lesson One: Feelings
Lesson Two: Friendship
Lesson Three: Teamwork
Lesson Four: Family
Lesson Five: Diversity
Lesson Six: Individuality 6
Appendix B: Grade 2 Talking with TJ Table of Contents
Preparing Your Class for the SEL Curriculum Lesson One- Introducing the Concept of TJ and Teamwork 3 Unit One (What’s the Plan?) Lesson One- Video and Puzzle Activity 5 Lesson Two- Party Planning Activity 7 Lesson Three- Baseball Boo-Boo Planning Activity 10 Lesson Four- TJ Comic Activity and Power Phrase Poster Signing 12
Unit Two (All Together Now!) Lesson One- Blue /Green Word Play Activity and TJ Video 15 Lesson Two- Keeping Calm 18 Lesson Three- Number Cheer Activity 21 Lesson Four- TJ Comic Activity and Power Phrase Poster Signing 23
Unit Three (Team Spirit!) Lesson One- TJ Video and Car Wash Activity 26 Lesson Two- Calling TJ Activity 29 Lesson Three- Put-up Flower Activity 30 Lesson Four- TJ Comic Activity and Power Phrase Poster Signing 32
Unit Four (Getting Along With Others!) Lesson One- What Matters is on the Inside Activity 35 Lesson Two- Celebrating Our Unique Qualities and Differences 36 Lesson Three- Getting Along with People who are Different 38 Lesson Four- Name Tag Puzzle Activity 40
Unit Five (Bringing it All Together!) Lesson One- Being a Good Team Member Activity 42 Lesson Two- Hot Dog Activity and Discussion 43 Lesson Three- Paper Quilt Activity Part #1 45 Lesson Four- Paper Quilt Activity Part #2 47 7
Appendix C: Grade 2 supplemental Lessons Table of Contents
Lesson One: Caring Day/Valentine’s Activity Part I………….…4
Lesson Two: Caring Day/Valentine’s Activity Part II……...….....7
Lesson Three: Creating a Peace Place-Part I…………………..….11
Lesson Four: Creating a Peace Place-Part II……………………..14
Lesson Five: Encouragement and Team Spirit Activity (I)…..….16
Lesson Six: Encouragement and Team Spirit Activity (II)……..19
Lesson Seven: Learning About One Another/Self-Awareness (I)…22
Lesson Eight: Learning About One Another/Self-Awareness (II)...25
Lesson Nine: Personal Safety……………………………………..27
Lesson Ten: We Can Help One Another With School Work……30
Lesson Eleven: Saying, “Thank You” To Our Everyday Heroes…...33
Lesson Twelve: “Helping” To Keep Our Environment Beautiful (I)..36
Lesson Thirteen: “Helping” To Keep Our Environment Beautiful…....39
Lesson Fourteen: TJ Cartoon Detectives-Part I…………………...… ..41
Lesson Fifteen: TJ Cartoon Detectives-Part II……………….……....43
Lesson Sixteen: Uh-Oh Stranger……………………………………..45
Lesson Seventeen: Terrible Telephone………………………………....48 8
Appendix D: Grade 3 Talking with TJ Table of Contents
Preparing Your Class for the Social and Emotional Learning Curriculum Lesson One: We Need Teams to Accomplish Our Goal 3 Unit One: What’s the Plan: A Focus on Respect Lesson One: Video and Power Phrase Presentation 6 Lesson Two: Learning to Listen 9 Lesson Three: Being Helpful 12 Lesson Four: TJ Comic Activity and Power Phrase Poster Signing 15
Unit Two: All Together Now -A Focus on Self Awareness and Individual Differences Lesson One: Video and Power Phrase Presentation 18 Lesson Two: We Are the Same and We Are Different 20 Lesson Three: We Are Different Inside and Outside 23 Lesson Four: TJ Comic Activity and Power Phrase Poster Signing 26
Unit Three: Team Spirit-A Focus on Friendship Lesson One: Video and Power Phrase Presentation 30 Lesson Two: Sharing With Friends and Teammates 33 Lesson Three: Trusting Our Friends 36 Lesson Four: TJ Comic Activity and Power Phrase Poster Signing 39
Unit Four: Teamwork Involves Cooperation and Honesty Lesson One: Introducing and Practicing Cooperation 42 Lesson Two: Creating Puppets and Discussing Team Conflicts 49 Lesson Three: When Purple Meets Green: A Lesson in Prejudice 52 Lesson Four: Honesty is Important in Teamwork 54
Unit Five: Previewing Conflict Resolution Concepts and Wrapping up Teamwork Lesson One: Introducing and Practicing Cooperation 58 Lesson Two: Conflicts that Happen in a Day 59 Lesson Three: Resolving Alexander’s Conflicts 62 Lesson Four: Creating Power Phrase Posters 64 9
Appendix E: Grade 3 Supplemental Lessons Table of Contents
Lesson One: Dealing With Conflicts (Part I)..……………….…4
Lesson Two: Dealing With Conflicts (Part II).….……………...7
Lesson Three: Let’s Make Someone Smile………………….…...9
Lesson Four: Who Is My Hero?………………………………..12
Lesson Five: Just Who Are You?……………………………...14
Lesson Six: Understanding Differences……………….……..16
Lesson Seven: Interactive Interviewing…………………………19
Lesson Eight: The Me Bag………………………………….…..22
Lesson Nine: What Makes A Friend A Friend……………..…..25
Lesson Ten: Third Grade Bingo (Part I)……………………....27
Lesson Eleven: Third Grade Bingo (Part II)………………..……29
Lesson Twelve: Setting Goals and Monitoring Progress (Part I)…32
Lesson Thirteen: Setting Goals and Monitoring Progress (Part II)..34
Lesson Fourteen: Sharing Differences (Part I)……………….……36
Lesson Fifteen: Sharing Differences (Part II)…...……...…….….38
Lesson Sixteen: Asking For Help And Helping Others.………….40 10
Appendix F: Grade 4 Talking with TJ Table of Contents
Preparing Your Class for the Social and Emotional Learning Curriculum Lesson One: Introducing “Speaker Power”, “Listening Position” and “Sharing Circles” …………………… ….……...………….… 5 Lesson Two: Introducing TJ to the Class ………………….…………………7 Unit One: Keep Your Cool Lesson One: Video and Discussion …………………………………….…....9 Lesson Two: Freeze Frame Activity and Discussion ………………...……..12 Lesson Three: Trouble Stoppers Freeze Frame Activity and Discussion………………………………………… …. 15 Lesson Four: TJ Comic Activity and Power Phrase Poster Signing………………………………….…………...... 22 Unit Two: Take a New Look Lesson One: Video and Discussion ……………………………..…….…… 23 Lesson Two: Footsteps ……………………………………………….….…. 26 Lesson Three: Instrument Activity ……………………………………...…… 29 Lesson Four: TJ Comic Activity and Power Phrase Poster Signing…….…. 34
Unit Three: Say the Right Thing Lesson One: Friendly Word Fix-Up,Video, and Discussion…....….. 35 Lesson Two: Survey Says Activity and Trouble Stopper Presentation……………………………………..……. 38 Lesson Three: Freeze Frame Activity …………..……………...……. 42 Lesson Four: TJ Comic Activity and Power Phrase Poster Signing …………………………………………….…. 46
Unit Four: Reviewing All Trouble Stoppers Lesson One: Multiple Solution Story Activity ………...…………… 47 Lesson Two: Common Student Problems Activity and Discussion …………………………..………………... 50 Lesson Three: Different Solutions Have Different Consequences Activity ……………………………………...…….…. 52 Lesson Four: It’s Important to Have a Plan B ….…………….…….. 54 Unit Five: Applying TJ Skills to Health, Safety, and Social Issues Lesson One: Social Action Activity – Making Advertisements (Part A) …….………………………………..………... 56 Lesson Two: Social Action Activity – Making Advertisements (Part B) ….…………………………………….……... 58 Lesson Three: Using TJ Skills for Drug Resistance …………………. 60 Lesson Four: Using Hassle Logs to Promote Healthy Problem Solving of Drug-related Issues ….………………..……63 Lesson Five: Using TJ Skills to Confront Bias ……………………....65 Lesson Six: Why Frog and Snake Never Play Together……….….. .69 Lesson Seven: When to Ask For Help……………………...………..... 73 11
Appendix G: Grade 4 Supplemental Lessons Table of Contents
Messages Activity 1
Mirrors Activity 7
Anger Check Activity 11
Examining and Accepting Responsibility 15
Understanding and Accepting Ourselves and Others 18
Working with “Put-Downs” and Compliments 22
Overcoming Peer Pressure 26
Learning about Peer Mediation Activity (Part I) 30
Learning about Peer Mediation Activity(Part II) 35
Honoring Each Other Activity 39 12
Appendix H: Grade 5 Talking with TJ Table of Contents
Preparing Your Class for the Social and Emotional Learning Curriculum Lesson One: Introducing “Speaker Power”, “Listening Position” and “Sharing Circles” ……………………………5 Lesson Two: Introducing TJ to the Class ………………………………………..7
Unit One: Keep Your Cool Lesson One: Video and Discussion …………………………..12 Lesson Two: Trouble Stoppers ……………………………….16 Lesson Three: Role-Play Activity and Discussion …………….20 Lesson Four: Interview With Peers Activity ………………22
Unit Two: Take a New Look Lesson One: Video and Discussion ……………………….…26 Lesson Two: Different Points of View ………………………30 Lesson Three: Make A Recipe Activity (Part 1) ………………35 Lesson Four: Make A Recipe Activity (Part II) ……………38
Unit Three: Say the Right Thing Lesson One: Video and Discussion …………………………...41 Lesson Two: Communication Is Key …………………………44 Lesson Three: Freeze Frame Activity ………………………….47 Lesson Four: J Review and Power Phrase Poster Signing ...52
Unit Four: Strengthening Our Character Lesson One: “Responsibility” Discussion and Activity ...…..54 Lesson Two: “Trustworthiness” Discussion and Activity …..57 Lesson Three: Putting It All Together ……………………….60 Lesson Four: The Big Picture …………………………….62
Unit Five: Paving The Road Ahead Lesson One: Starting With Dreams ………………………64 Lesson Two: Moving on to Middle School …………….…67 Lesson Three: “Middle School Comrades” Activity ……….69 Lesson Four: Using Our Character in Middle School Essay.71 13
Appendix I: Grade 5 Supplemental Lessons Table of Contents
Using Good Character to Stay Healthy & Avoid Prejudice 3
Anxiety Indicators (Part I) 6
Anxiety Check form and “Rags” 8
Social Action Through Power Letter Writing (Part I) 14
Social Action Through Power Letter Writing (Part II) 18
Social Action Through Team Work and Petition Writing (Part I) 22
Social Action Through Team Work and Petition Writing (Part II) 26
Dealing With Peer Pressure 29
Keeping out of a Fight 34
Multicultural Unit (Part I) 39
Multicultural Unit (Part II) 42 14
Appendix J: The Organizational Structure Designed to Support SEL Implementation
Board of Education
Superintendent of Administrativ Schools e Cabinet Rutgers University SEL Consultant
Rutgers SEL SEL District Liaison/ Special Projects Assistant to University Resource Teacher Superintendent SEL Lab Interns
Social Development Coordinating Committee
SEL School- Laws of Life Based Committee Site Coordinators
Elementary School- Based, Grade-Level TJ Captains 15
Appendix K: SEL Roles and Responsibilities for Implementation
Principal Site Coordinator Teacher Ensure SEL Curriculum is included Attend teacher trainings Attend SEL Curriculum/SEL in lesson plan each week Be familiar with SEL Curriculum trainings Monitor SEL Curriculum program and program materials Completes SEL Curriculum/SEL implementation via classroom Incorporate SEL into daily assessment visits interactions with staff and students Be familiar with SEL Curriculum Devote time for discussion at grade Integrate SEL Curriculum concepts program and program materials level meetings and staff meetings with academics, climate, Character Reflect SEL Curriculum activities Ensure that the Leadership Team is Education themes, small group in weekly lesson plans aware of SEL and the SEL work and other pedagogy Teach SEL Curriculum lessons curricular elements Provide leadership on school-wide once a week for designated time Encourage Leadership Team to SEL projects period integrate SEL and SEL Curriculum Work collaboratively with SEL Display posters, use Take Home into the literacy block Curriculum development materials, etc., to create a home Collaborate with site coordinator in consultant, other SEL expert connection the identification and consultants, other staff Reinforce SEL Curriculum/SEL implementation of school-wide Develop service components for concepts in daily activities SEL projects classrooms, school building level, Explore ways to utilize existing community (as appropriate) school resources in the Attends Leadership Team and implantation of SEL, i.e. Guidance, Coordinator meetings Student Family Support Services, Serves as a building resources for Media Specialists, School Laws of Life essay contest, other Resources Officer, Health/Physical Character Education programs Education, Fine Arts Teachers, etc. Support communication about the Introduce parents to the curricula program within the building and to through newsletter articles, back- parents via newsletters, bulletin to-school night, PTO meetings, etc. boards, electronic messages, etc. 16
Appendix L: Character Education/Social and Emotional Learning Implementation Rubric
Pre-Implementing Beginning Evolving Implementing Integrating Teachers have: Teachers have Teachers have Teachers have Teachers have Attended SEL demonstrated all steps demonstrated all traits demonstrated all traits demonstrated all traits Curriculum training for pre-implementing for beginning and have: for evolving and have: for implementing and Set aside time for and have: Established an SEL Effectively taught a have: SEL Curriculum Prepared the environment, e.g., SEL Curriculum Effectively lessons each week classroom SEL word wall, lesson 1 x week for integrated SEL environment for Curriculum and SEL All SEL Curriculum posted classroom designated time SEL/ SEL concepts into other materials available rules, SEL skill Remained on target Curriculum, i.e., prompts with the SEL areas of the posters are visible. Established the Curriculum calendar curriculum, e.g., Established an foundation for Devoted time at literacy, math, health appropriate SEL students to know the grade level meetings Exhibited skill and Curriculum time basic thrust of the to share SEL confidence in block 1x week that is SEL Curriculum to strategies and implementing the reflected in lesson be able to and problem solve SEL Curriculum plan describe stories, Effectively created a Taught Speaker videos, other climate in which Power or other materials students are able to related SEL communicate SEL Curriculum/ concepts and preparatory strategies techniques to the class Reviewed SEL Curriculum materials 17
SEL coordinator has: SEL coordinator has: SEL coordinator has: SEL coordinator has: SEL coordinator has: o Attended SEL o Reviewed SEL o In-depth knowledge of o Provided suggestions o Effectively Curriculum training Curriculum materials SEL Curriculum to teachers and assisted implemented school- o Met with faculty to talk program and materials them with planning SEL wide initiatives about lessons o Along with members Curriculum lessons o Collaborated with the of the faculty, planned o Effectively Special Services, Family and developed a school- implemented a school- Support staff and the wide SEL activity wide SEL initiative School Leadership team o Attended Coordinator, and ensured that SEL Leadership Team Parents have: has been integrated into meetings Been apprised of SEL via the fabric of the school newsletter, back-to-school night, or workshops Parents have: Begun parent-to-parent SEL discussion groups 18