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May 26,2021 + 4min
Small (B-*" int) Steps to Integrating SEL into
Lessons “eet
Jeffrey Benson
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Most adults I know have an implicit SEL curriculum for the young people in the
world. In families, the implicit SEL curriculum gets played out in stories shared
during holidays or around the dinner table, in random warnings and
encouragement about standards of behavior, and in the praise we convey when
young people independently do the right thing as members of the family or the
community.
In schools as well, students receive many implicit and random messages
throughout the year to use their social-emotional skills. But the impact of those
messages gets diminished by how inconsistently they are delivered, in the
midst of all the other required curriculum messages we reinforce, Students will
hear far more often how important itis to keep their columns straight when.
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writing equations, or to use complete sentences, or to make sure they put the
date on top of their paper, than they will be reminded and praised for
advocating for what they need.
Imagine how much our students would build up their social-emotional skills if
we explicitly and intentionally reminded and praised them for using a small
number of those skills, day after day after day, while we taught the standard
curriculum:
‘That approach is the basis for improve Every Lesson Plan with 8
book from ASCD, The objective is to identify a small number of social:
emotional skills you want your students to develop, and reinforce them.
explicitly and intentionally as the lessons unfold.
. my new
For instance, I always want my students to advocate for what they need. Tam
not good at reading their minds, and I don’t want them to be passively waiting
for me to notice that they are out of strategies. Helping them be lifelong
learners doesn't mean that they are lifelong followers; I want them robustly
taking care of themselves. Also, I have so much to take care of in every lesson so
the more ownership students take in the workings of the class, the more I can
keep the momentum of learning going for the group.
First Steps
'llstart the year by saying, “One of the things you are going to learn this year is
how to be self-advocates, how to get what you need from me, fr
and from all our resources so you can be successful. Let's talk for a minute
ym your peers,
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about what that looks and sounds like.” By making this goal explicit and
intentional, | am also committing myself to stay with the program.
Now I can prompt and praise students throughout every part of the lesson to be
self-advocates. At the beginning of the lesson, either as they transition from
task to task in elementary school, or settle into their seats in secondary school, I
might say, “Before we dive into the work, is there something you need to do to
be ready for working? You may need to sharpen a pencil, clean your glasses,
retch your legs, get a drink of water, or tell me something (and I can come over,
to your seat i
advocate for what you need. Go for it.”
‘at needs to be in private). In the next 30 seconds, your job is to
When the 30 seconds are up, I may quickly reinforce their efforts: “I saw some
people clear their desks. Some of you stretched. A couple of people put their
heads down and closed their eyes. Most of you heard someone ask me if they
could move their seat closer to the front. That's how we roll in this class! Well,
done.”
Next Steps
During the direct instruction part of the lesson, if a student asks a clarifying
question, I can add this to my response: “Love that you asked a question to
make sure you understood. That's how we advocate for ourselves as ast
Make sure you understand,”
dent.
As the students are about to begin independent or small group work, exploring
and experimenting with ideas, I remind them: “Don't forget to take care of
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yourself as a learner. You know where to get extra markers if you need them,
You can put on headphones if that helps you concentrate. If you get stuck, you
can ask a peer nearby, and if neither of you know what to do next, call me over.
Does anyone need anything before you head into explorations?”
I can do the same prompting, reinforcing, and praising when students use
words to identify their feelings, or for problem-solving with a peer, or for being
socially responsible by helping someone pick up books that fell.
I suggest starting small: pick one or two social-ern
your students develop as members of the community. In the lesson plan, note
where you can prompt students to use these skills, Each time you prompt,
reinforce, and praise, more students will pick up on your cues and begin to
exercise those skills. You will have triggered a virtuous cycle of learning, and it
won't feel like work. Crucially, it won't be another curriculum!
tional skills that will help
Editor's note: Find resources for supporting students’ social-emotional
learning in ASCD’s “Preparing for Fall” resource guide.
Jeffrey Benson has more than 40 years of experience as a teacher,
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mentor, and schoo! administrator. The core of his work is in understanding
how people learn, which he stresses is the starting point for everything
that schools should do.
Learn More >
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