Emotional ABCs Classroom provides teachers with sequential Workshops, support materials, and a flexible structure to teach Social-Emotional Learning (SEL) using the extensive resources of EmotionalABCs.com.
PREMIUM SINGLE USER: Our Premium Single User curriculum is designed for a single educator to present all 3 years of our Workshops to students in their classrooms. The program is primarily aimed at K-3 but the material's flexibility to be scaffolded allows it to be utilized in other grades too, as well as special education classrooms.
PREMIUM GROUPS: The Premium Group curriculum is designed as a consecutive three-year program for Grades from K-3. However, schools can and do use the materials for other grade pairings, or simply for a single year, depending on their specific needs.
Each workshop uses suggested scripts to convey concepts, but we encourage you to adjust or rewrite the workshops to best meet the needs of your specific classroom and teaching style. The workshops present emotional skills in a sequential order and guide you through the Emotional ABCs resources.
When discussing emotions, Emotional ABCs uses 'I feel..." statements, such as "I feel excited to go on a trip." People might say, for example, "I am sad," which builds the idea of a fixed personality or emotion. Emotional ABCs Classroom wants students to understand that emotions, like the weather, change and do not define a personality.
Traditionally, students learn emotional skills by observing and modeling behavior seen within the family unit. Emotional ABCs Classroom adds to a child’s current capabilities and creates a common language within the classroom to facilitate better classroom communication. Emotional ABCs recognizes that students come from different backgrounds, express themselves in varied ways, and not all students may be comfortable speaking up, sharing, or acting in the classroom.
Emotional ABCs Classroom aims to inspire imaginative and individual thought processes. As such, Workshops and online activities may give suggested ‘correct’ answers at times, but there are no 'prescriptive' answers. If useful, please point out to students the ‘Multiple Correct Answers’ icon on many of Emotional ABCs online activities.
Emotional ABCs Classroom uses these phrases when a Workshop calls for students to have a short conversation with a nearby student. Teachers can create partnerships in any way that works with their classroom techniques, and we encourage variations in partnerships. These phrases are simply a short-hand instruction to indicate the classroom set-up.
Some PDFs are presented in a full color version but should work well if printed in black and white. Additionally, a printable version of each Workshop can be accessed from the online Overview Page of each Workshop or from the Emotional ABCs Resource Library. Path: Top Tabs > Teachers > Print Library.
Educator Accounts: All Educator Accounts are unlocked. This allows the user to access any page or link in the program at any time.
Parent/Student Accounts: Student sign-in accounts associated with a Premium Group subscription are initially locked. A locked account is designed to keep an individual student on track to go through the program in sequence, therefore building upon previously learned skills. To unlock a Premium Group student account:
The Overview articulates the workshop's SEL focus, describes the workshop objective, lists links and locations of support materials needed from EmotionalABCs.com, lists standard classroom materials required, and gives suggested connections to Core Curriculum standards in other disciplines.
The Quick Glance provides a ‘cheat sheet’ for the teacher. Each time-block of the Workshop is summarized, and links are provided for online activities.
Warm-ups review previous material or foreshadow the upcoming Mini-Lesson. They use some aspect of Emotional ABCs.com (video or online activities) or physical movement/breathing exercises.
Mini-Lessons present the Workshop’s learning goal. Mini-Lessons follow a structure of: 1) Teaching Point; 2) Model; 3) Student-to-Student Interaction; 4) Restate Teaching Point.
Interactive activities provide students a ‘hands-on’ opportunity to experience the Mini-Lesson goal. The content of each Workshop Activity varies, but the Activities section uses only a handful of teaching techniques, allowing students to become familiar with classroom procedures so that classroom time is used efficiently.
Share-out opens the discussion to student questions and/or to a reiteration of the Mini-Lesson goal.
Students work independently to document their understanding of the workshop. After review, the teacher keeps the Self-Reflection pages for each student in order to create an end-of-curriculum Workbook for each student.
At the end of the first 20 Workshops, each student’s Self-Reflection pages from the Workshops are combined with additional support pages, to create their individualized take-home reference Workbook. Support pages can include printables, vocabulary, Moody Cards, The Playbook, etc. All of these materials are available within EmotionalABCs.com.
These letters can be used to inform parents of the class activities and goals during each Unit of Emotional ABCs Classroom.
Parent-Teacher Communication Letters PDF
Parent-Teacher Communication Letters (Spanish) PDF
Our Resource Locator allows teachers to quickly match Social Emotional Learning competencies with Workshops and Units within the curriculums.
SEL Competencies: Resource Locator PDF
WARNING! IF YOU, YOUR CHILD OR YOUR STUDENT IS PRESENTLY EXPERIENCING A MENTAL HEALTH EMERGENCY OR IF YOU ARE FEELING LIKE HARMING YOURSELF OR OTHERS OR IF YOUR CHILD OR STUDENT IS FEELING LIKE HARMING HIMSELF OR HERSELF OR OTHERS, CALL 9-1-1 OR GO DIRECTLY TO THE NEAREST EMERGENCY ROOM.
Emotional ABCs® program and materials and information contained therein are not a substitute for medical, psychological, psychiatric, or mental health advice or recommendations and do not constitute any kind of medical treatment, counseling, therapy or advice. Emotional ABCs® is not to be used to diagnose or treat a mental health problem or as a substitute for consulting a medical or mental health professional. Mental health diagnoses and treatment should be provided only by a qualified mental health professional.