Embedded Files
SEL Core Competencies
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.
Positive Behavior Intervention System
Positive Behavior Intervention System
Refer back to your school's behavior behavior matrix and lessons developed.
Structures and Systems
Structures and Systems
At MVMMS, refer student to guidance counselor for additional social group supports.
- Several groups are available to students to students that support social emotional development including Expect and Respect, Triple A, Access Flex Group, and others groupings y school adjustment or school psychologist.
Have a problem solving discussion with the student using Collaborative Problem Solving.
Support student in restorative circles or chats to support problem solving.
Self-Awareness
Self-Awareness
Provide opportunities for self-reflection and goal setting including their own strengths.
- Have students develop short term goals for each unit.
Provide opportunities for self-assessment within the curriculum.
Check in with students daily.
- Meet students at the door before entering the classrooms. Greet each student.
- Have students indicate their emotional state using chart, cues, etc.
- Provide closing routine at the end of each period.
- Provide students with short breaks, i.e. brain break or mindfulness routine.
Use narrative writing or journal writing to have student make personal connection to topics and content.
Self-Management
Self-Management
Provide and model use of a tool to help organize homework and assignments.
- Google Keep Students can keep their spelling and vocabulary lists in Google Keep and easily access it from any device to study. In this post, learn how students might write ideas or notes in Google Keep and then transfer these to a Doc later.
- See how to use Google Calendar as a homework agenda.
- Noodle Tools
- Soshiku is a free service available to high school students that provides text reminders.
- See template for using Google Sheets for an agenda book.
Have students set goals, develop action plan, and reflect on their progress periodically using classroom data.
Allow opportunities for student revision and retakes of assessment.
- See link for MVMMS for revision/retake.
Provide students with short breaks, i.e. brain break or mindfulness routine.
- Check out these brain breaks.
- Provide for some mindful moments.
Provide for a closing ritual at the end of each lesson. Discuss what you need for next class, how are you getting there, and what is your plan for getting there.
Provide a daily agenda with specific classroom routines.
Provide, model, and practice strategies to support a student in coping with anxiety and stress.
- See link for 100 strategies for coping with anxiety. Share the list with the student. Have student develop their own personal list. Practice how to use the strategy when they are not anxious. Praise when the student uses the strategy to ease their anxiety.
Social Awareness
Social Awareness
Provide routines for small and whole group classroom discussions.
- Post, model and expect students to use accountable talk moves within small and whole group discussions.
Model use of eye contact and greeting everyday in the classroom.
Discuss specific examples of social awareness through use of social stories, literature, or examples from history.
Have clear expectations and roles for collaborative work. Have small groups assess individually and in groups in regards to how well they worked together.
Relationships Skills
Relationships Skills
Support relationships skill development within the classroom community.
- Lead classroom community circles as well as use format for class discussions.
- Provide opportunities for students to work in small groups and pairs.
Support students with problem solving among issues that arise.
- Support students in restorative circles to develop skills to problem solve.
- Use sentence starters to support problem solving discussion.
- Lead restorative circle between students to support problem solving.
Strengthen individual relationship with the student.
- Meet students at the door before entering the classrooms. Greet each student.
- Have students indicate their emotional state using chart, cues, etc.
- Provide closing routine at the end of each period.
- Provide students with short breaks, i.e. brain break or mindfulness routine.
Allow students opportunities for leadership in the classroom.
- Use Socratic circles format where students lead the discussion.
Responsible Decision Making
Responsible Decision Making
Explicitly incorporate school’s PBIS into lessons. Review expectations for students on a regular basis.
Support students with problem solving among issues that arise.
- Support students in restorative circles to develop skills to problem solve.
Provide opportunities for self-reflection and goal setting including their own strengths.
- Have students develop short term goals for each unit.
- Have students reflect on academic work and social situations.
Make links between the curriculum and strategies where others have worked towards responsible decision-making.
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