Social Emotional Learning

Instruction

Austin Pedue
English Language Arts PLC
4/21/23
 Objectives and Standards

Standards Addressed
Presentation Objectives
ISTE 2.3a Create experiences for learners to make positive, socially
● Provide research and responsible contributions and exhibit empathetic behavior online that
build relationships and community.

background ISTE 2.1c Stay current with research that supports improved student
learning outcomes, including findings from the learning sciences.
● Explain importance Domain 2a Assists colleagues in accessing and using research in order
to select appropriate strategies to improve student learning.
● Practical uses in the
Domain 4 Promotes instructional strategies that address issues of
classroom diversity and equity in the classroom and ensures that individual
student learning needs remain the central focus of instruction.
Educational Hook
Background and Research

● Statistical results from “Gallup Panel Workforce Study”

showed that 44% of K-12 workers often feel burned out at
work (Marken & Agrawal, 2022, table 2). College and
university workers have the second highest burnout level at
35%. This makes educators among the most emotionally
drained groups in the U.S. workforce.

● Newer teachers have even higher burnout levels than the

more experienced colleagues. 44% of teachers leave the
profession within the first five years.
Background and Research

● Now, the mental health crisis facing students has reached a critical point with more than one in
three high school students reported experiencing poor mental health during the height of the
pandemic.

● Research shows that children and young people learn more, report feeling safer, and develop
more trusting relationships with their peers and teachers when their social and emotional needs
are met with certified and accessible mental health professionals.
What is Social Emotional Learning?
(SEL)
1. Sequenced: connected and coordinated sets of activities to
foster skills development
2. Active: active forms of learning to help students master new
skills
3. Focused: emphasis on developing personal and social skills
4. Explicit: targeting specific social and emotional skills
 Components of SEL

● Self-awareness
● Relationship skills
● Self-management
● Responsible decision-making
● Social awareness
Benefits of SEL Instruction

● More positive attitudes toward oneself, others, and tasks including

enhanced self-efficacy, confidence, persistence, empathy, connection
and commitment to school, and a sense of purpose
● More positive social behaviors and relationships with peers and adults
● Reduced conduct problems and risk-taking behavior
● Decreased emotional distress
● Improved test scores, grades, and attendance
Progress Monitoring Question

What is already done in your daily instruction

that could be considered SEL?
SEL in the Classroom

Positive relationships “School in itself is a microcosm of society.

These kids bring a lot of baggage with them,
and as teachers with 30 plus kids in your
Trust classroom you have to take the time to get to
know them, and not just see them as people
you have to teach. And if they want to learn
Respect they will learn, and if they don’t want too then
too bad. But you have to see them as your
Honor differences surrogate children.
-Drexel Deal (author)
SEL in the Classroom (cont.)

Three Tips for Effective SEL in the Classroom

● Simple: Don’t try to solve every problem at once. Pick one or two skills to focus on at a
time.

● Efficient: Use time wisely. The more prepared and structured, the more efficient and
effective your instruction will be.

● Predictable: Build routines. Make sure students are comfortable and more buy-in will be
possible.
Now You Try…
 Classroom Management

A. Positive Behavior Interventions and Supports

● Use our Schoolwide Learning Expectations (SLE) to determines skills to teach
● Reinforce positive use of skills taught in the following days and throughout year
B. Predictable
● Students perform best when class is predictable. Build routines.
C. Welcoming Classroom Environment
● Students follow classroom norms and foster respect
D. Common Language
● Build emotional vocabulary and use it to reinforce positive choices/behavior
Strategies: Where to Start
Strategy What it Looks Like

Build Consistent Routines ● Daily or weekly activities

● Same time of class (beginning or end)

Reinforcement and ● Provide specific feedback

Consequences ● Use ROAR tickets
● Redirection and use vocabulary when
consequences are need

Proactive Instruction ● Predict what skills students need to improve

● Get ahead of the issues
Strategies (cont.)
Strategy What it Looks Like

● Let students think, talk, listen and reflect

Engaging ● Use your own creativity and interests

● No right or wrong answers

Level Playing Field ● Provide positive feedback when students participate

● Use different modes of learning

Creative ● Share your story, make it personal when applicable
Teacher Well-Being

Why Should Teachers Care?

Research evidence shows that the well-being of educators is a

crucial element in educator effectiveness, educator retention,
and the well-being of learners they instruct.
Student Well-Being

Students learn best when they are comfortable, supported and engaged.

“In a healthy, supportive climate, students are engaged and take

intellectual risks. They follow well-established rules and norms for
behavior that their teachers and school leaders model and maintain.
Such a community is characterized by positive relationships between
teachers and students, a place where genuine respect is the norm, and
where all students feel they belong.”
Thomas B. Fordham Institute
What is One Thing You Want to Implement in
Your Own Instruction?

● Start simple

● Be consistent

● Foster engagement