SEL and Positive Behavior Supports

This week, we were presented with an overview of the expansive social and emotional learning field. 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, engaging in effective communication, and, through understanding human diversity, we saw how culture impacts our learning environment.

For the first of this week’s assignments, we were to explore six cards to help us discover powerful practices that will impact teaching and student learning.

Introduction

Supporting the whole child is the goal of Social Emotional Learning. This section explores strategies that integrate SEL into Multi-Tiered Systems of Support.   SEL and Multi-Tiered Systems of Support complement each other as teachers strive to create a safe and productive learning environment for immediate and future learning experiences. Explore these five cards to discover valuable practices that impact a child’s relationship with peers and teachers.

Differentiation

Intern and student teachers can use the “SEL and Positive Behavior Supports” Playbook based on their teaching and learning experiences. Intern teachers, what SEL strategies are you currently implementing? Student teachers, where do you want to begin with strategies to support Positive Behavior Supports in your classroom?

Considerations

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: SEL and MTSS (PBIS+RtI)

SEL in Introduction: Watch the video “How to Embed Social-Emotional Learning into MTSS”.  List 3 steps for incorporating SEL into a tiered support system you heard former principal Ryan Werb suggest.

1. Gather SEL Data.
2. Look at SEL alongside academics and behavior.
3. Build SEL into your tiered intervention strategy.

SEL in Action: What are the core ideas presented in each of the four video clips in this section?

• The core ideas, such as responsible decision-making and relating well to others, behind an SEL approach that focuses on essential non-academic skills.
• Social Emotional support under the umbrella of MTSS – Video not available
• The five strategies for incorporating SEL into MTSS and RTI (Using SEL to strengthen Tier I foundation, incorporating SEL into the decision-making process, Building SEL supports into a tiered intervention strategy, getting the right human and data systems in place, and practicing data inquiry to ask, answer and take action.).

• Increasing the understanding of students who are likely to exhibit challenging behavior, understanding the five-step framework to guide the development and implementation of interventions, and linking interventions with what we know about specific students and their specific situations.

Act on It: Set an attainable goal for yourself that articulates a vision you have for building classroom where students are the center of focus.

• To create a student-centered classroom that fosters active engagement, personalized learning, and a sense of belonging by implementing innovative teaching methods and cultivating a supportive learning environment.

Card #2: Emotional Regulation

Introduction: As stated in the introduction of this section, “the American Psychological Association (APA) defines emotional regulation as “the ability of an individual to modulate an emotion or set of emotions” (2018). After participating in an exercise that identifies emotions, what three techniques do the children practice to help calm their emotions?

1. Belly breathing.
2. Counting to 5.
3. Using a calming object.

SEL in Action:  Take notes on each of the four videos: Teaching self-regulation by modeling, Demonstrating self-regulation with voice, Building emotional literacy with preschool Strong Self-regulation skills. Identify four strategies you might use with the children you are teaching or with children the same grade level you plan to teach.

1. I might use my experience with my emotions in the classroom to help children expand their emotional vocabulary.
2. I might use a calm, neutral, assertive voice to self-regulate myself and to help my students be more self-regulated.
3. I might model specific language to help students work through conflict.
4. I might use executive function skills to facilitate flexible attention, working memory, and inhibitory control.

Card #3: Sensory Integration

Intro: Read the Introduction to sensory integration.  The analogy that our body runs like an engine is used to describe a state of alertness or energy level in the writing. How does your engine run in the morning, in the afternoon, and in the evening?

• Morning: Blue
• Afternoon: Green
• Evening: Green

SEL Snapshot: Read the in-class case study. After viewing the videos and reading the case study and graphics, think about what sensory strategies you have experienced to support different types of learning.  Were they for a physical activity or cognitive activity?

• Visual Aids (cognitive): Diagrams, charts, and graphs to illustrate complex concepts and make information more accessible.
• Movement Breaks (physical): Short movement breaks during lessons to engage sensory systems, helping me to stay focused and alert.

Plan It! What sensory strategies can you adapt to your school/school environment to support your students? Share how you will implement two of the suggestions.

• Create Sensory-Friendly Learning Spaces: Designate specific areas within the school as sensory-friendly zones. These spaces should be equipped with sensory tools and materials such as stress balls, sensory putty, weighted blankets, fidget toys, or noise-canceling headphones to support students who may need sensory breaks or calming activities.
• Incorporate Multisensory Learning Tools: Enhance the classroom experience by incorporating multisensory learning tools and techniques such as math manipulatives, tactile reading materials, or interactive science experiments that engage multiple senses during instruction.
• Visual Schedules and Timers
• Aromatherapy and Calming Scents

Act on It: Think about the intentional strategies listed in “Plan It”.  List three strategies that are appropriate for your grade level and subject area.

1. Incorporate Multisensory Learning Tools
2. Visual Schedules and Timers
3. Create Sensory-Friendly Learning Spaces

Card #4: Behavioral Regulation & Management

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 video exploring behavior management tips for teachers struggling to control difficult behavior in their classrooms was particularly helpful in providing SEL strategies such as building positive connections with students, being consistent with rules, and noticing improvements rather than focusing on perfection. These strategies will help students feel safer and better about themselves and foster a more positive learning environment.

Think About It: Answer each of the guided reflection questions in this section.

1. What do students do with these feelings they are experiencing? How are they acting?
   • Some students may become hyperactive or restless in response to sensory overload. They may fidget, pace, or have difficulty sitting still. Some students may exhibit hypoactive behaviors, where they withdraw or become passive. They may appear disengaged, unresponsive, or fatigued. To self-regulate, some students may engage in repetitive movements or self-stimulatory behaviors. This can include rocking, tapping, spinning objects, or hand-flapping. Sensory challenges can provoke anxiety or heightened stress levels. Students may worry about upcoming sensory triggers or feel anxious about their inability to control their sensory experiences.
2. How do students appropriately display what they feel?
   • Students can appropriately display their feelings by developing self-awareness and emotional vocabulary, using words to express their emotions, understanding non-verbal cues, practicing active listening and empathy, learning conflict resolution and self-regulation techniques, seeking support when needed, and engaging in positive coping strategies.
3. How can classroom management strategies effectively support students’ feelings in a productive and socially acceptable way?
   • Creating a nurturing environment is crucial for effective classroom management that supports students’ emotional well-being in a productive and socially acceptable way. Such an environment can be created by setting clear expectations, conducting emotional check-ins, practicing active listening, and teaching conflict-resolution skills. To promote empathy and understanding, it is essential to emphasize social-emotional learning, positive reinforcement, and inclusive curriculum. Educators should model emotionally mature behavior to help students feel safe expressing their feelings constructively, contributing to their emotional growth and fostering a harmonious learning environment.

Act on It: List your action plan in the box below, following the directions listed on this card.

1. What are three ways you can begin to respect students’ internal conditions and provide a structured classroom that helps facilitate the display of appropriate skills/behaviors?
   • To respect students’ internal conditions and foster appropriate skills and behaviors in a structured classroom, educators can begin by establishing clear expectations and routines, creating an inclusive classroom culture that values diversity and emotions, and providing individualized support through differentiated instruction and personalized plans for students with special needs. These practices promote a positive and empathetic learning environment where students’ unique needs and internal experiences are acknowledged and supported, contributing to their overall well-being and academic success.
2. How can functional communication be used when students have heightened emotions?
   • Functional communication is a valuable tool when students are experiencing heightened emotions. It involves actively listening to students, validating their feelings, and responding empathetically. Encouraging students to express their emotions verbally or through alternative means like writing or drawing provides a safe outlet for their feelings. Additionally, teaching self-regulation strategies and problem-solving skills equips them with tools to manage intense emotions constructively. When necessary, involving professional support, such as school counselors, ensures that students receive the assistance they need to navigate their emotions healthily and productively, fostering a positive and empathetic classroom environment.
3. How does providing a structured classroom management system increase the safety, trust, and well-being to the students?
   • A structured classroom management system enhances students’ safety, trust, and well-being by establishing clear expectations, routines, and boundaries. Predictability and consistency reduce anxiety and create emotional safety. Fair and consistent treatment fosters trust, while conflict resolution skills empower students to handle disputes respectfully. Positive reinforcement and academic focus boost self-esteem and a sense of accomplishment. Inclusivity and emotional regulation tools promote well-being, and strong teacher-student relationships based on clear expectations enhance trust. A structured classroom environment promotes a positive and nurturing atmosphere supporting students’ emotional and academic growth.

Card #5: Positive-Behavior Supports to Promote Study Skills

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 video provided several tips for preparing for an exam—things like getting enough sleep and taking breaks every 45 minutes help reduce stress. And asking trusted advisors for help when needed is essential for good mental health.

Think About It: Answer each guided reflection question in this section.

1. After viewing the videos and reading the online resources, think about what study skills would fit the students you teach. How about identifying specific study skills for individual students?
   • Study Skills for High School Math Students: High school math students can benefit from key study skills. These include keeping organized notes, regular practice, understanding fundamental concepts, using educational resources, adopting problem-solving strategies, seeking help when needed, and mastering test-taking skills.
   • Identifying Individualized Study Skills: To identify personalized study skills, assess the student’s current study habits and performance, discuss their learning style and preferences, consider learning assessments, and seek feedback from teachers. Encourage students to experiment with different strategies, monitor their progress, and adapt approaches as needed, recognizing that individualized study skills may evolve over time.
2. After viewing the videos and reading the online resources, think about what exam-taking skills would fit the students you teach. How about identifying specific test-taking skills for individual students?
   • Exam-Taking Skills for High School Math Students: High school math students can enhance their exam performance with key skills. These include time management, careful question reading, showing all work, prioritizing easier questions, using scratch paper, staying calm under pressure, checking answers, and making educated guesses when uncertain.
   • Identifying Individualized Test-Taking Skills: To identify personalized test-taking skills, assess the student’s past test performance, gather feedback about their test experiences, observe their behavior during exams, and provide practice tests for evaluation. Based on this assessment, develop tailored strategies. For instance, address time management issues with specific time allocations per question and combat test anxiety with relaxation techniques. Continuously monitor progress and encourage students to apply and evaluate these customized strategies during practice tests, ensuring they overcome their unique challenges in high school math assessments.

Act on It: List your action plan in the box below, following the directions listed on this card.

Your Action Plan

Now, you will write your own next steps!  Consider your answers to the previous questions in the “Think About It” section. Identify strategies you might use in your own classroom and develop a plan of action using the provided downloadable form. Add to Your Personal Action Plan.

Goal: In my teaching, I will use strategies that help students prepare for tests.

Every Student…

…will know how to skim a short text.

…will attend review sessions or study groups to reinforce their understanding of the material.

Individual Students (with unique strengths and needs)…

…will identify main characters and events by answering the “WH”-questions (who, what, why, where, when).

…will receive tailored support based on their specific learning styles and needs. For instance, visual learners might benefit from visual aids, while kinesthetic learners may need hands-on activities.

Through My Own Actions…

…by learning how to differentiate person names from location names.

…by designing and delivering effective review sessions or study materials that cater to various learning styles.

Goal: I will teach my students to prepare emotionally for learning.

Every Student…

…will develop self-awareness about their emotional states and triggers that may impact their learning.

…will practice self-regulation techniques, such as deep breathing or mindfulness, to manage stress and anxiety.

Individual Students (with unique strengths and needs)…

…will receive personalized guidance and support tailored to their emotional and learning needs. For instance, students with anxiety may benefit from specific stress-management strategies.

…will set and work towards individual emotional and learning goals, with guidance and feedback.

Through My Own Actions…

…by creating a classroom environment that is safe, inclusive, and supportive, where students feel comfortable expressing their emotions and seeking help.

…by providing instruction on emotional intelligence, self-regulation, and coping mechanisms through lessons or discussions.

Goal: My strategic modeling and reinforcement will guide students to prepare for their environment.

Every Student…

…will learn the importance of a conducive learning environment.

…will implement organization and time-management strategies to set up their study space and schedule effectively.

Individual Students (with unique strengths and needs)…

…will receive personalized guidance and support tailored to their unique needs and learning styles. For example, students with attention disorders may require specific strategies to minimize distractions.

…will collaborate to develop a customized plan for creating and maintaining an optimal learning environment.

Through My Own Actions…

…by providing explicit instruction on organizational skills, time management, and the importance of a well-prepared study space.

…by offering regular feedback and reinforcement to ensure students follow best practices for creating an optimal learning environment.

Goal: I will teach my students what to do immediately before and during a test.

Every Student…

…will follow a standardized routine for test preparation, which includes reviewing materials, organizing notes, and getting a good night’s sleep before the test.

…will practice test-taking strategies discussed in class, such as time management, reading questions carefully, and showing all work.

Individual Students (with unique strengths and needs)…

…will have access to accommodations or resources, such as extended time for students with learning disabilities.

…will set and work towards individualized goals related to their test preparation and performance.

Through My Own Actions…

…by teaching effective test preparation strategies, including reviewing materials, organizing notes, and creating a conducive test-taking environment.

…by providing explicit instruction on test-taking strategies, such as time management and question analysis.