Social-emotional learning (SEL) is the process of developing students’ social-emotional competencies—that is, the knowledge, skills, attitudes, and behaviors that individuals need to make successful choices (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2003). We were presented with an overview of the expansive field of social and emotional learning. Through the lens of Social Emotional Learning, we examined and were presented with many strategies for developing relationships, exercising compassion and empathy, applying critical thinking and problem-solving skills, and engaging in effective communication. And through understanding human diversity, we saw how culture impacts our learning environment. No matter how you label these competencies, by implementing the tenets of Social Emotional Learning, schools can enhance the learning environment and improve academics.
Differentiation
Both intern teachers and student teachers can engage with the “What is SEL?” Playbook based on their own teaching and learning experiences. Intern teachers, what SEL strategies are you currently implementing? Student teachers, where do you want to begin with your implementation of SEL strategies in your classroom?
Considerations
“When teaching social-emotional learning, we are looking at the whole person. The emotions connected to learning are inseparable.” (Angela Karem, Transitional Kindergarten Teacher)
Through your Playbook learning, how can you reflect on ways in which you can bring the whole child into classroom learning experiences? How will you create an environment that is safe, nurturing, and empowering for each child that enters your room?
Card #1: Social-Emotional Learning
SEL in Action: List 3 SEL strategies you observe the teacher utilizing in the video “Social and Emotional Learning: A Schoolwide Approach.”
- One of the teachers asked the students to check for whole-body listening in her classroom.
- One of the teachers asked their students to listen to a scenario, then act out how their bodies would move and go to a colored mat on the floor that best reflected how they would feel in that situation. She then asked them why they chose that color and what they might feel if they had chosen a different color.
- One of the teachers taught students mindfulness through breathing and posture to help keep them in the present moment when things get stressful.
SEL Snapshot: Read about the purpose and intention of a morning meeting. Describe the process you will use with your students (identify your grade level) to develop norms and expectations about a morning meeting.
For a 10th-grade classroom, I would begin by explaining the purpose of the morning meeting and its connection to SEL, emphasizing that it is a space where students can build relationships, express their thoughts and feelings, and develop a sense of belonging within the class.
Following that would be an open discussion about the importance of creating a safe and respectful space during the morning meeting. Here I would encourage students to share their thoughts on what a safe space looks like and why it is essential for productive discussions.
In this discussion, I would ask questions like: “What behaviors should we exhibit during the morning meeting to make it a positive experience for everyone?” “How can we ensure everyone feels heard and valued during the circle discussions?” and “How do we want to handle disagreements or conflicts during the meeting?”
After the brainstorming session, I would help the students prioritize the norms they came up with. They may need to narrow the list to focus on the most critical aspects of creating a positive and respectful meeting environment. We would then work together to visually represent the agreed-upon norms and expectations. This could be in the form of a poster, chart, or written document that can be displayed during morning meetings as a reminder.
Finally, I would encourage students to take ownership of the norms and expectations they have developed and explain how it should be a collective responsibility to uphold and reinforce these norms throughout the school year.
Think About It: View the infographic titled “Elements that Influence the SEL Core Competencies”. Choose one of the five core competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) and suggest one strategy you can utilize to cultivate this competency in the classroom.
One effective strategy to cultivate social awareness in the classroom might be implementing “Empathy Journals.” This activity would encourage students to put themselves in others’ shoes, fostering a deeper understanding of their classmates’ experiences and emotions. For those who feel comfortable, students can share their journal entries with the class. This can foster open discussions and allow students to learn from each other’s perspectives.
Act on It: Set an attainable goal for yourself that articulates a vision you have for building classroom community.
As an educator, my vision for building a classroom community is to foster an environment where students experience a sense of belonging and connectedness. My goal is to create a space where students feel comfortable expressing their thoughts, sharing their unique perspectives, and engaging in collaborative discussions with their peers. By nurturing a positive and inclusive atmosphere, I envision a classroom where students celebrate diversity, practice empathy, and develop strong interpersonal skills.
Card #2: SEL and Relationships
SEL in Action: Watch the two videos (Social-Emotional Learning: Goal-Setting and Relationships Are Part of District’s Academic Core and Relationship Skills) posted about relationship building in the classroom. Write three strategies you can implement to build healthy social-emotional relationships with your students.
- Greeting every student as they enter the classroom.
- Focus on more than just getting the assignment done and encouraging students to have a growth mindset.
- Exhibit empathy
Think About It: Analyze the diagram titled “Bronfenbrenner’s Ecological System” and apply it to your current or future classroom. How does the entire system impact the individual (student)?
An individual’s microsystem is his or her immediate and direct environment. This would include the student’s home environment, neighborhood, and classroom interactions. The relationships formed within this microsystem greatly impact a student’s emotional and social development. A sense of belonging and motivation to learn can come from positive relationships with teachers and peers.
An individual’s mesosystem connects different microsystems in their lives. In the classroom, this means the interactions between school and home. The quality of communication and collaboration between teachers and parents can affect student success and overall well-being.
The exosystem includes things that indirectly influence the individual, even if they don’t actively participate in them. This could mean school policies, community resources, support services, and even the mass media. School funding, extracurricular activities, and counseling services can all affect students’ opportunities and experiences.
A macrosystem consists of the broader cultural, societal, and ideological contexts that shape an individual. This could include cultural norms, educational policies, and social values in the classroom. Learning experiences and opportunities will be shaped by the overall educational approach, curriculum design, and societal attitudes toward education.
Think About It: Reflect on classrooms you have been in (as a student and as a teacher). Describe how a physical layout can foster relationship building in a classroom. What physical elements in a classroom contribute to relationship building and what elements do not?
The physical layout of the classroom heavily influences students’ relationship-building. It can affect how students interact with each other, the teacher, and the environment. A warm, inviting, collaborative classroom with flexible seating, shared work displays, and personalized spaces can foster positive social interactions, support communication, and strengthen community. Alternatively, layouts that isolate students or prioritize teacher space over student interaction may make it difficult to build relationships.
Some of the elements that can contribute to relationship-building in the classroom include utilizing flexible seating options, such as group tables, semi-circle arrangements, or cozy reading corners, to allow students to sit together and collaborate in different settings. It’s good for collaboration and teamwork to have a classroom layout that supports group work. Designating spaces for small group discussions or projects encourages students to work together and share ideas.
The classroom can be made welcoming and safe with soft seating, colorful decorations, and student artwork. When students feel comfortable, they’re more likely to engage with each other. Displaying students’ work on bulletin boards or walls makes them feel proud. Additionally, it promotes a positive and supportive environment by allowing others to see and appreciate their efforts.
You can build a sense of community by setting up spaces for class meetings, sharing circles, and morning greetings. Students can build stronger relationships when these areas encourage open communication, active listening, and empathy. To create a sense of ownership and identity within the classroom community, you can allow students to personalize their desk areas with photos, drawings, or small decorations.
Elements that do not contribute to relationship building in a classroom include traditional rows of isolated desks that create physical barriers between students, rendering it challenging for them to interact and collaborate with one another and space between desks that discourage spontaneous interaction and communication. A lack of personal space in an overcrowded classroom can make it difficult for students to build relationships. If there’s no student work on display, students can’t feel recognized and share their accomplishments. And finally, classroom layouts that are centered on the teacher’s desk and instructional area can limit student engagement and peer interaction.
Card #3: SEL and Empathy
Intro: Watch Dr. Brene Brown’s video on the difference between empathy and sympathy. In your own words, describe the difference between empathy and sympathy.
Empathy is when you recognize how someone is feeling, and you can imagine (or remember) yourself in a similar situation. Rather than feeling sorry for them (sympathy), you let the person know you are there for them and that they are not alone. While you may not have anything helpful to say, you can feel what they are feeling and provide comfort and companionship through their difficult time.
SEL in Action: Watch Ashoka’s Start Empathy Initiative video and summarize your thoughts on how to build empathy in the classroom.
To create a compassionate and understanding classroom, teachers must show empathy and create a culture that values diversity and the unique perspectives of each student. It’s essential to encourage students to listen to one another and validate each other’s feelings and experiences. Students should also participate in activities enabling them to see things from different perspectives and understand others’ emotions better.
Our students need a safe place to share their emotions and thoughts. The best way to help students build trust and develop empathy for one another is to incorporate group activities that encourage teamwork and collaboration. Students can connect emotionally with diverse experiences and backgrounds through literature and media featuring various characters and storylines. Role-playing and empathy journals are also good ways to practice. Finally, teaching students conflict resolution skills that guide them in resolving conflicts with empathy and respect and encouraging parents to communicate and be involved in the classroom reinforce empathy values at home and school.
Think About It: Share one strategy you can use to model empathy for yourself in front of your students. Share one strategy for how you can support students with their ability to identify and express their feelings.
I can model empathy for myself by openly acknowledging and expressing my own emotions in appropriate situations in front of my students. When I encounter a challenging situation or have a tough day, I can share my feelings constructively with the students. It could be something like, “Today I’m feeling a bit stressed because we’ve got a lot of work to do, but I know we can work together and get it done.” By sharing my emotions authentically and showing how I cope with them positively, I can show students that it’s okay to acknowledge and express their feelings and that empathy starts with understanding and accepting our own feelings.
To support students in identifying and expressing their feelings, I can implement a “Feelings Check-In” activity at the beginning or end of each day. Students can tell how they feel in a safe, supportive environment during this time. Using a circle discussion, each student can share their emotions, using words or even visual aids like emojis or feeling cards if they like.
As a teacher, I can actively listen to their expressions, validate their feelings, and encourage those who struggle to articulate them. I can also introduce emotional vocabulary and phrases to help them describe their feelings. As students learn to listen and empathize with their peers’ feelings, this regular check-in can help them become more aware of their emotions, feel heard and understood, and cultivate empathy.
Act on It: List three strategies that you can use to build empathy in your classroom that are appropriate for your grade level and subject area.
A first approach would be to use math problems involving empathy-related scenarios—for instance, presenting math challenges on financial literacy, budgeting, or social issues, examining how these topics impact individuals and communities, and encouraging students to think about the emotional and practical implications.
Another option is to assign group problem-solving activities that require students to communicate and collaborate, encouraging them to listen to their group members and discuss their thoughts openly. By working together, understanding each other’s strengths, and supporting one another, this collaborative approach helps students develop empathy.
Lastly, I could include discussions about the intersection of math and social issues. For example, look at inequalities, poverty, or environmental concerns. As students gain a deeper understanding of math’s impact in real-world contexts, I can engage them in conversations about how math can be used to understand and address these issues.
Card #4: Title: SEL and Critical Thinking
SEL in Action: Watch the video and provide a 3-5 sentence summary of your learning and how it connects to your SEL comprehension so far.
Classroom interventions can help at-risk students beat considerable odds. When children can regulate their behavior, they will learn more and behave better. PATHS is one way to help children understand their feelings, teaching them how to verbalize their feelings rather than acting them out.
Think About It: Answer each of the guided reflection questions in this section.
Based on the Nine Traits of Critical Thinking poster, what strategies do you currently use to support critical thinking?
I examine, communicate, inquire, reflect, and adapt.
How do you create a learning environment that promotes critical thinking in a diverse classroom?
You need a few key strategies to promote critical thinking in a diverse classroom. An inclusive curriculum should incorporate diverse perspectives, cultures, and experiences. Open discussions and debates enable students to express their opinions and ideas, and real-life connections make learning relevant and practical. It’s also essential to differentiate instruction to accommodate different learning styles and abilities. The goal is to get students to think critically about their thinking processes and evaluate their reasoning. Providing guidance and structure for critical analysis helps students develop critical thinking skills. By encouraging collaborative learning, you can foster teamwork and diversify perspectives, which enables students to solve problems better. Open-ended questions encourage students to think deeply and explore different aspects of a topic. You should set an example for students by modeling critical thinking. The last thing you can do is give students timely and constructive feedback. These strategies can help educators create a dynamic learning environment that enables students to think critically, appreciate diversity, and apply their knowledge.
What strategies can you use to help your students evaluate information, and make decisions about the value, the relevancy, the accuracy, or the usability of facts?
Educators can employ effective strategies to help students evaluate information and make informed decisions about its value, relevance, accuracy, or usability. First, we need to teach students how to critically analyze different sources of information, including news articles, websites, and social media posts. It’s a good idea to emphasize identifying biased language, misleading information, and potential motives behind the content. Activities like fact-checking teach students to verify information from multiple reputable sources and cross-reference. As part of this process, students learn to question the author’s purpose, the evidence presented, and any potential biases. Getting students to differentiate fact from opinion and support their arguments with evidence helps them draw informed conclusions. To cultivate open-mindedness and critical self-assessment, students must address confirmation bias. As students identify logical fallacies, they learn how to evaluate statements and spot weak or flawed reasoning. Students can practice analyzing information from different perspectives and forming well-grounded, evidence-driven arguments by engaging in debates and discussions on controversial topics.
Additionally, exploring primary and secondary sources helps students differentiate and value credible information. By teaching students to evaluate statistics critically, they’ll make more informed decisions based on the data. Lastly, raising awareness of media bias and its impact on information presentation empowers students to find diverse sources and learn more. Students who learn these strategies can confidently navigate the vast sea of information, assess its credibility, and make intelligent decisions based on evidence and analysis.
What does a classroom look like that employs Socratic Questioning?
Using Socratic Questioning in your classroom fosters critical thinking, deepens understanding, and promotes logical consistency. Teachers in such classrooms take on the role of facilitators rather than lecturers, guiding students through inquiry and exploration. An effective Socratic questioning classroom involves open discussion, where students actively question, analyze, and challenge one another’s ideas, which promotes collaborative learning.
The Socratic Questioning Technique creates a dynamic and intellectually stimulating classroom environment where students actively learn. Students become more thoughtful, confident thinkers by focusing on critical thinking, logical consistency, and inquiry. This environment fosters intellectual curiosity, encourages collaboration, and cultivates lifelong learners prepared to approach challenges with an open mind and a well-reasoned approach.
Act on It: List your action plan in the box below, following the directions listed on this card.
What are three ways you can apply critical-thinking skills to students’ learning about themselves and others?
Applying critical-thinking skills to students’ learning about themselves and others involves encouraging introspection, fostering empathy, and promoting self-awareness. Three ways to achieve this are:
- Reflective Journalling
- Empathy-Building Activities
- Analyzing Biases and Stereotypes
Obtain visual resources which will scaffold the steps of critical thinking for students.
Card #6: Title: Introduction to SEL and Problem Solving
SEL in Action: Watch the video and provide a 3-5 sentence summary of your learning and how it connects to your SEL comprehension so far.
The three key coaching principles to get a child to problem-solve are: 1) Have the child take ownership, 2) Let the child direct the conversation, and 3) Be neutral and non-judgmental when speaking with them. The child must have ownership and authorship of whatever it is they are going to do. If it’s something they choose, they own that. To let the child lead the conversation, ask leading questions like, “What do you think you should do here?” or “What would you like to do next?” Get the child to set short-term, achievable goals. If the child doesn’t do something that was asked of them, be non-judgmental but curious when asking them about it.
Think About It: Answer each of the guided reflection questions in this section.
What are some critical qualities of a mindset that promotes problem-solving?
People with a problem-solving mindset have a few critical qualities that help them overcome challenges and find solutions. Those qualities include Open-Mindedness, Curiosity, Persistence, Flexibility, Resourcefulness, Collaboration, Positive Attitude, Emotional Intelligence, Continuous Learning, and Ethical Considerations. These qualities foster a problem-solving mindset that empowers people to tackle complex issues, adapt to changing circumstances, and approach challenges with resilience and creativity.
Which competencies and themes are being emphasized in your classroom, and which are areas for growth?
In my college physics classroom, some of the competencies and themes being emphasized are Critical Thinking and Problem-Solving, Collaboration and Teamwork, Digital Literacy and Technology Integration, and Communication Skills. Some areas that need growth are Creativity and Innovation, Information Literacy, and Social and Emotional Learning.
Act on It: List your action plan in the box below, following the directions listed on this card.
What are three ways you can begin to implement problem-solving in the classroom?
- Project-Based Learning
- Use Real-Life Scenarios
- Teach Problem-Solving Strategies
What are some ways you can encourage students to take part in solving problems for the school community?
Some effective ways to involve students in this process are Student-Led Initiatives, School-wide Surveys, Student Council or Leadership Teams, Problem-Solving Competitions, Community Partnerships, Integrated Curriculum Projects, Mentorship Programs, and Involving Students in Decision-Making. Educators can use these strategies to create a culture of active problem-solving and engagement in schools, empowering students to make a meaningful impact and shape a positive learning environment.
Assignment Grade: 20/20
