Offering Peer Assistance

Illustration Elements

Illustration Éléments


Students in this class frequently practice strategies to support social-emotional well-being and they spend a lot of time building their class community. The teacher encourages increasing independence and interdependence; children have frequent opportunities to  solve their own problems, with support as needed. They have also learned about zones of regulation. The following observation notes focus on one of the children.


Student Interview 1

(A teacher observes S talking to another student and a teacher and decides to ask S about the conversation.)

  • Teacher: I saw you talking with the teacher. I see X over here, too. Can you tell me what you said?
  • Student: I told her that X was in the “blue zone.”
  • Teacher: So, you were playing, and you saw X. How did you know he was in the “blue zone?
  • Student: ’Cause he had his arms around his legs and his head facing to his knees.
  • Teacher: Yeah, that does sound like the “blue zone.” Did you say anything to X?
  • Student: I tried to say, “X what’s the matter?” and he didn’t answer me.
  • Teacher: So, then you knew that was a problem?
  • Student: mhmm
  • Teacher: And you went and found the teacher?
  • Student: mhmm
  • Teacher: Well there’s a thoughtful friend right there! [high five] Are you playing with X or did you just notice it while you were playing?
  • Student: I just noticed while I was playing.
  • Teacher: Thanks S!
  • Student: Y’welcome


Student Interview 2

(Conversation between teacher and the same student, after the teacher noticed S intervening when two other children had a conflict.)

  • Teacher:  You were there when C was having a hard time listening to D. I saw that you went over to talk to him. What did you say?
  • Student: I said if D says "no" you have to listen and you can ask maybe the whole class if they want to play the game. If they don’t want to maybe he could put it away and play something else. Like the game family.
  • Teacher: Lots of great ideas! Why did you decide to do that?
  • Student: So, then there wouldn’t be that much problems with C and D.
  • Teacher: Why did you think that was important to do?
  • Student: So, then you can do your work and C can concentrate on listening.



In familiar settings, I can interact with others and my surroundings respectfully

I can build relationships and work and play cooperatively.  I can participate in activities to care for and improve my social and physical surroundings and use materials respectfully. I can solve some problems myself and ask for help when I need it; I listen to others’ ideas and concerns. I can be part of a group, and invite others to join. I can identify when something is unfair to me or others


I can initiate actions that bring me joy and satisfaction, and recognize that I play a role in my  well-being.

I can seek out experiences that make me feel happy, and proud.  I can express my wants and needs and celebrate my efforts and accomplishments. ). I have some strategies that help me recognize and manage my feelings and emotions  I recognize/can explain my role in learning activities and explorations, and give some evidence of my (learning. I can describe how some specific choices can affect my well-being and participate in activities that support my well-being.


I can make choices that help me meet my wants and needs, and increase my feelings of well-being. I take responsibility for my actions.

I can take action toward meeting my own wants and needs and finding joy and satisfaction, and work towards a goal or solving a problem. I can use strategies that increase my feeling of well-being and help me manage my feelings and emotions. I can connect my actions with both positive and negative consequences and try to make adjustment; I accept feedback.  I make dec isions about my activities and take some responsibility for my physical and emotional well-being