Embedded Files
Actions for Happiness & Self-Care Calendars
Actions for Happiness & Self-Care Calendars
Social Emotional Learning - CASEL Resources
Social Emotional Learning - CASEL Resources
Social Emotional Learning (SEL) is the process through which students and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. SEL flourishes within a positive school climate and directly impacts school climate. When social-emotional learning skills are explicitly taught to both students and staff and practiced this can lead to a less stressful school environment, a stronger focus on learning, and positive relationships between student and staff.
CASEL_SEL-3-Signature-Practices-Playbook-V3.pdfSocial Emotional Learning - BUSD Resources
Social Emotional Learning - BUSD Resources
Incorporating SEL in the classroom relies on three legs of support: an environment that is supportive, explicit SEL instruction, and integrating SEL throughout instruction.
Social Emotional Learning - Back To School Lessons
Social Emotional Learning - Back To School Lessons
Social Emotional Learning - Classroom Resources/Strategies
Social Emotional Learning - Classroom Resources/Strategies
Restorative Practices
Restorative Practices
Restorative Practices (RP) are processes that proactively build healthy relationships and a sense of community to prevent and address conflict and wrongdoing. SEL complements RP as students that are taught self-awareness, self-management, social-awareness, relationship building, and decision-making skills are more equipped to participate in restorative practices.
Restorative practices occur on a continuum from informal to formal and are used both proactively, to build healthy relationships and community, and/or responsively, to respond to conflict and wrongdoing.
Restorative Practice - Proactive Practices
Restorative Practice - Proactive Practices
Establishing norms and agreements requires students to practice communication and team-building, thus building group cohesion and relationship skills.
Affective language (e.g., “I statements,” empathetic listening, affective questions, nonverbal affirmation) “I” statements are a structured way to recognize and communicate feelings, thus promoting self-awareness. Listening to someone else’s “I” statement helps us build social awareness by understanding how our actions affect another individual or the broader community.
Empathetic listening encourages us to listen to understand someone else’s perspective, thus building our social awareness. In order to listen empathetically, we practice self-management skills through the discipline of maintaining focus and refraining from speaking until the other person is finished.
Affective questions help build self-awareness by placing responsibility on us to understand the impact of our behavior as well as responsible decision-making as we consider how to make amends.
Community Building Circles/Daily check-ins build self-awareness by asking students to identify how they are feeling and/or introducing a lesson or activity to focus and set personal goals.
Instructional circles prepare or engage students in a lesson and create a safe space for learning, developing student voice, critical thinking, and articulating one's ideas. By discussing a dilemma in fiction, a historical conflict, or a current event, students build social awareness and responsible decision-making as they analyze situations, appreciate different points of view, and solve problems.
Restorative Practice - Responsive Practices
Restorative Practice - Responsive Practices
Responsive circles (e.g. restorative problem-solving, peace circles, and reintegration circles)
Peace circles give everyone an opportunity to share their version of what happened, ask questions, and listen to other perspectives reinforcing self-management, self-awareness, and social awareness. When the circle begins to solve the problem it builds on both responsible decision-making and relationship skills.
Reintegration Circles helps to integrate a student back into the class community by addressing unresolved issues and rebuild trust in order to restore relationships in the community. This type of circle reinforces self and social awareness, as well as self-management. When the student sets goals it builds on responsible decision-making to make respectful choices about repairing harm and rebuilding relationships.
Some guiding questions include:
● What is new, has changed, or is different from when we were last all together?
● What are your hopes (or hopes for this student) for returning to school (class)?
● What would success look like for you (this student)?
● What do you need from us (I need from you) to achieve success?
Restorative Practice - Check-In, Check-Out
Restorative Practice - Check-In, Check-Out
Aligning SEL and Restorative Practices
Aligning SEL and Restorative Practices
Restorative Practices_Aligning-SEL-and-RP_Final (1).pdf
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