Social Emotional

SEL Core Competencies

Self-Awareness-The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”

Self-Management-The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.

Social Awareness-The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.

Relationship Skills-The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

Responsible Decision-Making-The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.

Self-Awareness

  • Explicitly teach physical facial expressions and body language for different feelings, specifically happy, sad, angry, surprise, and scared.
  • Prompt identifications of feelings using visuals.
  • Incorporate role play and support identifying feelings in self and others.
  • Match visuals of feelings to physical expression. Use mirrors to show students their physical expression.
  • Identify feelings of characters within children's literature.

Self-Management

  • Refer to voice level charts. Model and practice appropriate volume across settings.
  • Identify the feeling. Provide a replacement behavior or coping strategy. Model, practice, use visual, and provide language for the replacement behavior.
  • Incorporate role play and identify possible solutions.
  • Provide visual prompting for replacement behavior or coping strategy.
  • Provide emotional thermometer and support identifying level of severity.
  • Model and practice use of calm box, calming corner, or alternative activities for coping.
  • Use social stories to model language and strategies for coping strategies. Refer to social stories when needed for coping.

Social Awareness

  • Use children's literature to help identify the feelings of characters. Use children's literature to identify the differences between individuals and families.
  • Use role plays to help identify the feelings of others.
  • Repeated use of social stories to help model of empathy. Refer to social story when needed to practice their skills.

Responsible Decision Making

  • Refer to anchor charts for the ABCs of the Franklin. Model, teach, practice, and praise the expectations.
  • Explicitly model and practice expectations for classroom routines and collaboration.
  • Refer to common shared space rules.
  • Use children's literature to help identify the choices of characters.
  • Use role plays to help identify choices of characters.
  • Visually prompt strategies to solve problem.
  • Provide sentence frames for solving problems and building relationship.

Relationship Skills

  • Explicitly teach, model, and practice specific relationship skills, such as eye contact, appropriate greeting, calm affect, physical expression, and body language.
  • Provide for "buddy time" where two students work together to make a choice and work for a specific time.
  • Refer to anchor charts for the ABCs of the Franklin. Model, teach, practice, and praise the expectations.
  • Use children's literature to help identify how the characters build relationships.
  • Use role plays to practice specific relationship skills.
  • Visually prompt strategies to build relationship skills.
  • Provide sentence frames for solving problems and building relationship.