Social Emotional Learning

• At the end of this presentation, you will be able to:

• Define Social Emotional Learning

• Implement a Social Emotional Learning lesson
• Utilize Social Emotional Learning resources in your classroom

Social Emotional • Standards to be addressed:

• National Board for Professional Teaching Standards

Learning
NBPTS Proposition 1: Teachers are Committed to Students and Their Learning
NBPTS Proposition 5: Teachers are Members of Professional Communities
• Teacher Leader Model Standards
Domain 1: Fosters a Collaborative Culture to Support Educator Development and Student Learning
M I S S B A B I N E A U
• Critical Learner Need: Students need to express and regulate their emotions in healthy ways that
T K T H R O U G H S E C O N D G R A D E include the development of positive self-esteem and empathy for others.
M A R C H 1 7 , 2 0 2 3

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What were the strategies Joy

and Sadness used to
empathize with Bing Bong?
Educational Hook
Educational Hook

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• Social
Emotional Self
Learning (SEL) is Awareness
an educational
method to foster
social and
emotional skills Responsible Self
Decision Management
in the classroom.
What is Social Making 5
Emotional Learning? • SEL aims to Pillars
equip students of SEL
with tools for the
various social
and emotional
experiences they Relationship Social
will encounter in Skills Awareness
school and in life. Smart Art – Dual Coding

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Social Emotional Learning

Responsible
Self Relationship Social
Self Awareness Decision
Management Skills Awareness
Making
We identified regulating emotions and developing empathy as a Self
• Identify • Regulate • Identifying • Communication • Perspective Awareness
critical learner need.
emotions emotions, problems • Social taking
• Accurate self- thoughts, and • Solving engagement • Empathy
perception behaviors problems • Relationship- • Appreciating Share an experience from your class this year, Responsible
Self
Decision
• Recognizing • Manage • Reflecting building differences Making 5 Management

strengths stress • Ethical • Teamwork • Respect for or in the past few years, that shows the need Pillars
• Self- • Control responsibility others of SEL
confidence impulses
for us to focus on SEL pillars in our school.
• Set goals
i.e. My students had a difficult time encountering conflict Social
• Self- Relationship
Skills Awareness
discipline when playing soccer with the third and fourth graders.

Sm art Art
Progress M onitoring
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make sound
identify and
manage
choices about
personal and
We know we need it, but what do we do?
emotions • Social Emotional Learning has both short
social decisions term and long term benefits.
• “positive correlation between strong social
em otional assets (m easured at the end of
intervention) and higher levels of well-
enhanced self- reduced conduct being up to 18 years later” (Taylor et al.,
esteem problems 2017)

• “significant im pact on the developm ent of

social and em otional skills and in the
reduction of sym ptom s of depression and
improved test understand the anxiety in young people” (Clark et al.,
2021)
scores, grades, perspectives of
and attendance others • Teachers with strong relationships with
students were m ore likely to avoid burnout.

Sm art Art

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1.Self Awareness Which

What is one way you are 2.Self Management are most
3.Responsible Decision Making important
already using SEL practices in to you
4.Relationship Skills
your classroom? and
5.Social Awareness
i.e. check-ins, ice breaker questions, get to know your classm ates activities, conversations, read alouds,
role play scenarios
why?
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Social Emotional Learning

• Identifying Emotions
• Explicitly Teach Emotion Vocabulary (age appropriate)
• Morning Check In

• Display in room for students to point to based on how they are

feeling that morning
• Helpful to include pictures with expressions of the emotions

• Emotions Color Wheel

• Using paper, Dollar Tree tablecloths, or chalk, display five color
for the five main emotions (happy, sad, fear, anger, disgust)
• Students walk around the room and act out what they look like
when they experience each of those emotions

• Weekly Reading Stories

• While you read any story, ask students to identify characters’
feelings and why they might be feeling that way Dual Coding – Visual Aid Dual Coding – Visual Aid

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Brainstorm

Where in your
classroom could you
display a daily
emotion check in?
By your entrance
door? On a cubby
or cabinet door?

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• Recognizing Strengths

• Strength Inventory
• Students can engage in a strength inventory at the beginning
of the year and at the start of each new trimester
• Identify academic, social, and personal strengths

• Create a video on Flip or Seesaw to introduce themselves with

their strengths
• Strength Sleuth

• Each student is assigned a student in the class for a day or

week
• Students pay attention to each others’ strengths and place
observations in a teacher “mailbox” or designated area in the
room
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Social Emotional Learning

• Emotional Regulation
• Calm Down/Peace/Reading Corner

Add ideas that you found • Tools for working through em otions

• Walk/run outside

useful to your graphic

• Breathing techniques
• Read bible verses

• Zones of Regulation

organizer. • Read Alouds with reflection

• “I Can Handle It!”

• ”How Do Dinosaurs Say ‘I’m Mad’”?

• “The Color Monster”

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• Identifying and Solving Problems

What strategies do you • Role Play

• Provide students w ith a variety of scenarios to act out and
discuss Pick the B est
Solution

currently use to help students

• Read “Sticky Situations” to help students m ake decisions in the

face of a dilem m a

• Charades and Skits

Explore the
• Videos Consequences

regulate their emotions? • Anticipating the Consequences on One’s Actions

• Teach “Stop and Think” Think of Solutions

• W hen faced w ith a problem , stop before speaking or acting

Say the Prob lem
and think of the roles reversed
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• Relationship Building
• Daily morning get to know you question • I-Messages
• Students quickly turn and talk and then share out with • Explicitly teach students how to explain how
the class they feel instead of blame
• Would you rather display in the room and students • I feel _________
get to participate each morning with clothespins • When__________
Because__________
• Teamwork •

• Teambuilding activities • Finding Commonalities and Differences

• Buddy time • Conversation with a VIP
• Collaborative art • Send home an activity for students to have a guided

• Jigsaw activities conversation to learn about someone important to

them

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Social Emotional Learning

• Perspective Taking While we are focusing on how we can help our students, these strategies can be used to help
• Reading and Writing – Take on a character ourselves too.
• Students w rite or create a video as if they are a
For example:
character and experiencing their em otions
• Reappraisal – Identifying the emotion or problem and replacing our thoughts or practicing
• In the moment – stop and think
role reversals
• Invite students to stop and think about how their
• “My students are continuing to make the same mistakes over and over. I’m a terrible teacher. I don’t know
actions affected another person w hen they are
what I am doing.” à “This is a difficult new concept and students need time and skills to develop. I will
telling about w hat som eone did to them
talk to my colleagues and research other teaching strategies.”

• Developing Empathy • Self-Compassion

• Watch videos on what to look for to identify • Gratitude journaling
how others feel
• Adaptability
• Students learn how to nam e others’ em otions and
• When feeling stressed and bogged down by emotions, think ”What if my best friend was experiencing
help them w ork throug h w hat they are feeling
the same thing?” or ”If this was my younger self, what would I tell her?”
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1. While we can plan awesome activities and

Brainstorm prepare our students for encounters they may
face, opportunities for SEL practices happen
What are other ways we can help
organically, and without warning.
students develop empathy? Which of these techniques seem easiest to
implement? Hardest?
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2. When faced with the following scenario, what could you

have in your classroom or have already taught to allow for a
speedy redirection or intervention for this student? Add ideas that you found
Ben comes in after recess clearly frustrated by the kickball game
he was playing. When a friend comes up to ask him about his useful to your graphic
feelings, he raises his voice at her and stomps away. He returns to
his seat, pounds his desk, and then sits down with his head on his organizer.
desk.

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Social Emotional Learning

Thank you for your participation!

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