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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/storydiscussion-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
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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?
Below is the grade 2 though 5 Talking with TJ implementation timeline:
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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
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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
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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
Unit One (What’s the Plan?)
Lesson One- Video and Puzzle Activity
Lesson Two- Party Planning Activity
Lesson Three- Baseball Boo-Boo Planning Activity
Lesson Four- TJ Comic Activity and Power Phrase Poster Signing
3
5
7
10
12
Unit Two (All Together Now!)
Lesson One- Blue /Green Word Play Activity and TJ Video
Lesson Two- Keeping Calm
Lesson Three- Number Cheer Activity
Lesson Four- TJ Comic Activity and Power Phrase Poster Signing
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18
21
23
Unit Three (Team Spirit!)
Lesson One- TJ Video and Car Wash Activity
Lesson Two- Calling TJ Activity
Lesson Three- Put-up Flower Activity
Lesson Four- TJ Comic Activity and Power Phrase Poster Signing
26
29
30
32
Unit Four (Getting Along With Others!)
Lesson One- What Matters is on the Inside Activity
Lesson Two- Celebrating Our Unique Qualities and Differences
Lesson Three- Getting Along with People who are Different
Lesson Four- Name Tag Puzzle Activity
35
36
38
40
Unit Five (Bringing it All Together!)
Lesson One- Being a Good Team Member Activity
Lesson Two- Hot Dog Activity and Discussion
Lesson Three- Paper Quilt Activity Part #1
Lesson Four- Paper Quilt Activity Part #2
42
43
45
47
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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
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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
Unit One: What’s the Plan: A Focus on Respect
Lesson One:
Video and Power Phrase Presentation
Lesson Two:
Learning to Listen
Lesson Three:
Being Helpful
Lesson Four:
TJ Comic Activity and Power Phrase Poster
Signing
3
6
9
12
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
Lesson Two:
Sharing With Friends and Teammates
Lesson Three:
Trusting Our Friends
Lesson Four:
TJ Comic Activity and Power Phrase Poster
Signing
30
33
36
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:
Lesson Two:
Lesson Three:
Lesson Four:
Introducing and Practicing Cooperation
Conflicts that Happen in a Day
Resolving Alexander’s Conflicts
Creating Power Phrase Posters
58
59
62
64
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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
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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
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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
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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:
Lesson Two:
Lesson Three:
Lesson Four:
Video and Discussion …………………………..12
Trouble Stoppers ……………………………….16
Role-Play Activity and Discussion …………….20
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
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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”
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Social Action Through Power Letter Writing (Part I)
14
Social Action Through Power Letter Writing (Part II)
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Social Action Through Team Work and Petition Writing (Part I)
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Social Action Through Team Work and Petition Writing (Part II)
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Dealing With Peer Pressure
29
Keeping out of a Fight
34
Multicultural Unit (Part I)
39
Multicultural Unit (Part II)
42
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Appendix J: The Organizational Structure Designed to Support SEL
Implementation
Board of Education
Superintendent of
Schools
Administrativ
e
Cabinet
Rutgers
University
SEL
Consultant
Rutgers
University
SEL Lab
Interns
SEL
Resource
Teacher
SEL District Liaison/
Special Projects Assistant to
Superintendent
Social Development
Coordinating
Committee
SEL SchoolBased
Site
Coordinators
Elementary SchoolBased, Grade-Level
TJ Captains
Laws of Life
Committee
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Appendix K: SEL Roles and Responsibilities for Implementation
Principal
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Ensure SEL Curriculum is included
in lesson plan each week
Monitor SEL Curriculum
implementation via classroom
visits
Devote time for discussion at grade
level meetings and staff meetings
Ensure that the Leadership Team is
aware of SEL and the SEL
curricular elements
Encourage Leadership Team to
integrate SEL and SEL Curriculum
into the literacy block
Collaborate with site coordinator in
the identification and
implementation of school-wide
SEL projects
Explore ways to utilize existing
school resources in the
implantation of SEL, i.e. Guidance,
Student Family Support Services,
Media Specialists, School
Resources Officer, Health/Physical
Education, Fine Arts Teachers, etc.
Introduce parents to the curricula
through newsletter articles, backto-school night, PTO meetings, etc.
Site Coordinator
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Attend teacher trainings
Be familiar with SEL Curriculum
program and program materials
Incorporate SEL into daily
interactions with staff and students
Integrate SEL Curriculum concepts
with academics, climate, Character
Education themes, small group
work and other pedagogy
Provide leadership on school-wide
SEL projects
Work collaboratively with SEL
Curriculum development
consultant, other SEL expert
consultants, other staff
Develop service components for
classrooms, school building level,
community (as appropriate)
Attends Leadership Team and
Coordinator meetings
Serves as a building resources for
Laws of Life essay contest, other
Character Education programs
Support communication about the
program within the building and to
parents via newsletters, bulletin
boards, electronic messages, etc.
Teacher
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Attend SEL Curriculum/SEL
trainings
Completes SEL Curriculum/SEL
assessment
Be familiar with SEL Curriculum
program and program materials
Reflect SEL Curriculum activities
in weekly lesson plans
Teach SEL Curriculum lessons
once a week for designated time
period
Display posters, use Take Home
materials, etc., to create a home
connection
Reinforce SEL Curriculum/SEL
concepts in daily activities
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Appendix L: Character Education/Social and Emotional Learning Implementation Rubric
Pre-Implementing
Teachers have:
 Attended SEL
Curriculum training
 Set aside time for
SEL Curriculum
lessons each week
 All SEL Curriculum
materials available
Beginning
Evolving
Implementing
Integrating
Teachers have
demonstrated all steps
for pre-implementing
and have:
Teachers have
demonstrated all traits
for beginning and have:
Teachers have
demonstrated all traits
for evolving and have:
Teachers have
demonstrated all traits
for implementing and
have:
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Prepared the
classroom
environment for
SEL/ SEL
Curriculum, i.e.,
posters are visible.
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Established an
appropriate SEL
Curriculum time
block 1x week that is
reflected in lesson
plan
Taught Speaker
Power or other
related SEL
Curriculum/
preparatory
techniques to the
class
Reviewed SEL
Curriculum materials
Established an SEL
environment, e.g.,
SEL word wall,
posted classroom
rules, SEL skill
prompts
Established the
foundation for
students to know the
basic thrust of the
SEL Curriculum to
be able to and
describe stories,
videos, other
materials
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Effectively taught a
SEL Curriculum
lesson 1 x week for
designated time
Remained on target
with the SEL
Curriculum calendar
Devoted time at
grade level meetings
to share SEL
strategies and
problem solve
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Effectively
integrated SEL
Curriculum and SEL
concepts into other
areas of the
curriculum, e.g.,
literacy, math, health
Exhibited skill and
confidence in
implementing the
SEL Curriculum
Effectively created a
climate in which
students are able to
communicate SEL
concepts and
strategies
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SEL coordinator has:
o Attended SEL
Curriculum training
SEL coordinator has:
o Reviewed SEL
Curriculum materials
o Met with faculty to talk
about lessons
SEL coordinator has:
SEL coordinator has:
SEL coordinator has:
o In-depth knowledge of
SEL Curriculum
program and materials
o Along with members
of the faculty, planned
and developed a schoolwide SEL activity
o Attended Coordinator,
Leadership Team
meetings
o Provided suggestions
to teachers and assisted
them with planning SEL
Curriculum lessons
o Effectively
implemented a schoolwide SEL initiative
o Effectively
implemented schoolwide initiatives
o Collaborated with the
Special Services, Family
Support staff and the
School Leadership team
and ensured that SEL
has been integrated into
the fabric of the school
Parents have:
Been apprised of SEL via
newsletter, back-to-school
night, or workshops
Parents have:
Begun parent-to-parent
SEL discussion groups
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