- Introduce the Core Practices of Social Emotional Educators.
- Have teachers select a core practice they want to develop and read resources connected to this. Use this Google Form to help teachers record their reflections and plans.
- Have teachers independently journal about their practice and then share takeaways with their partner.
- Have partners co-plan implementation of an SEL strategy (trying out some language, an explicit SEL lesson, or problem solving protocol).
Core Practices of Social Emotional Educators
I actively create a classroom culture where students feel safe sharing ideas with one another (ex: morning meeting, problem solving discussions, closing meeting, connecting with students 1-1, being available to listen to students’ concerns).
I explicitly teach empathy. I help students recognize and describe their own feelings as well as recognize those feelings in others. I also explicitly teach about diversity within the context of empathy, seeing “others” (i.e. people that look, act, or seem different) as valuable members of the community and that everyone has unique needs and strengths, but all can contribute and be accepted.
I explicitly teach communication skills/language that enable students to communicate with one another (ex: I message, I agree because, I disagree because, I feel ___ when you__.).
I explicitly teach social thinking skills that enable students to be metacognitive about their actions and words (ex: When you ____, what kinds of thoughts might people be having about you?)
I explicitly teach problem solving skills that enable students to become independent problem solvers and self-advocates (ex: Problem solving steps, what you can do when something is not working-privacy board, move space, ask for help, etc.)
I identify and pre-teach for SEL skills needed in a given activity (ex: We are about to line up. What do we need to think about when lining up? OR We will be working in groups. What is sometimes hard about working in groups? What can we do?). I revisit these skills with my class regularly.
I identify struggles with SEL skills within the context of an activity, and use these teachable moments to facilitate discussion and prompt students to use the skills we have learned. (ex: stopping in the middle of a read aloud when students are exhibiting unexpected behaviors to discuss what the expectations are and doing a social thinking map about it, stepping in when there is a conflict within a group to facilitate problem solving).
I avoid arbitrary extrinsic consequences and rewards as a general practice (i.e. stars, treats, certificates, names on the board etc.). I use language that promotes intrinsic motivation. I am consistent about logical consequences when students are exhibiting inappropriate behavior (ex. If a student has chosen a spot on the rug next to a friend they continue chatting with, have them move to another spot, If a student is running when they should be walking, have them try again with walking feet).
I actively create a classroom culture where students feel safe sharing ideas with one another (ex: morning meeting, problem solving discussions, closing meeting, connecting with students 1-1, being available to listen to students’ concerns).
I explicitly teach empathy. I help students recognize and describe their own feelings as well as recognize those feelings in others. I also explicitly teach about diversity within the context of empathy, seeing “others” (i.e. people that look, act, or seem different) as valuable members of the community and that everyone has unique needs and strengths, but all can contribute and be accepted.
I explicitly teach communication skills/language that enable students to communicate with one another (ex: I message, I agree because, I disagree because, I feel ___ when you__.).
I explicitly teach social thinking skills that enable students to be metacognitive about their actions and words (ex: When you ____, what kinds of thoughts might people be having about you?)
I explicitly teach problem solving skills that enable students to become independent problem solvers and self-advocates (ex: Problem solving steps, what you can do when something is not working-privacy board, move space, ask for help, etc.)
I identify and pre-teach for SEL skills needed in a given activity (ex: We are about to line up. What do we need to think about when lining up? OR We will be working in groups. What is sometimes hard about working in groups? What can we do?). I revisit these skills with my class regularly.
I identify struggles with SEL skills within the context of an activity, and use these teachable moments to facilitate discussion and prompt students to use the skills we have learned. (ex: stopping in the middle of a read aloud when students are exhibiting unexpected behaviors to discuss what the expectations are and doing a social thinking map about it, stepping in when there is a conflict within a group to facilitate problem solving).
I avoid arbitrary extrinsic consequences and rewards as a general practice (i.e. stars, treats, certificates, names on the board etc.). I use language that promotes intrinsic motivation. I am consistent about logical consequences when students are exhibiting inappropriate behavior (ex. If a student has chosen a spot on the rug next to a friend they continue chatting with, have them move to another spot, If a student is running when they should be walking, have them try again with walking feet).