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In education, core instructional practices are about naming, noticing, and implementing instructional strategies and methods that we know to be effective in our students' learning. Social emotional learning core instructional practices are the same, but are specific to SEL.
Listed in alphabetical order, here are our recommended practices to support implementation of SEL in your classroom. These are universal practices and can be used across all settings with all levels of students and adults.
Behavior Matrix
Support Level: Tier I, II, III
Examples and Resources:
PBIS Inventory (to access school matrices)
How to Create a Whole School Matrix
Example of Middle School Matrix
Example of a Remote Learning Matrix
Description:
A behavior matrix is a grid that identifies specific positive behaviors for each behavioral expectation within the specific setting of school and certain contexts within the school. A behavior matrix should be directly tied to a school’s PBIS system. Behavior matrices are helpful for all students because they provide specific student expectations in each setting. They also help teachers maintain an understanding of what their students should be doing, and give them a tool to revisit for reteaching.
Break Box
Support Level: Tier I, II, III
Examples and Resources:
What goes in a Calming Box for Kids?
17 Great Ideas for Your Classroom Calm Down Kit
Description:
A break box can help to serve as a cognitive distraction for a dysregulated student. Examples of what the break box can include are: weighted blanket , weighted lap pillows, noise reduction headphones, theraputty, yoga cards, coping strategy cards.
Break boxes provide individualized tools that can be used by students to help handle big emotions (i.e. very sad, very angry). Classrooms can have a general calming box, although, some students will require specific items in personalized boxes that will meet their specific needs. Break boxes work best when the items inside are all explicitly visited initially (and as needed) with the student to discuss how the tool should be used.
Check In Check Out (CICO)
Support Level: II (sometimes III)
Examples and Resources:
Check In Check Out Video Tutorial: Educational Behavior Intervention
Description:
Check In-Check Out is a standard protocol Tier 2 intervention that is effective at improving behavior among students for whom the function of behavior is to gain adult attention. It utilizes adult attention and feedback (connections) to support students in changing behavior. The student receives consistent, specific feedback and adult support on a daily basis. The student is also asked to self-monitor and reflect throughout the day.
Collaborative Problem Solving (CPS)
Support Level: Tier I, II, III
Examples and Resources:
Collaborative Problem Solving Assessment and Planning Tool (CPS-APT)
Problem Solving with Dr. Ross Greene
A #FlawlessTalk with Dr. Stuart Ablon: Collaborative Problem Solving
Description:
When kids don’t meet our adult expectations, we need a plan. Collaborative Problem Solving clearly explains that we really only have three options for how to respond to problems with kids. In the CPS approach, we refer to these a plans as: Plan A, Plan B and Plan C.
Plan A is imposing our will on children.
Plan B involves these steps:
Step 1 – Identify and understand the child’s concern about the problem to be solved and reassure him or her that imposition of adult will is not how the problem will be resolved.
Step 2 – Identify and share the adults’ concerns about the same issue.
Step 3 – The child and adult work to brainstorm solutions together to assess potential solutions and choose one that is both realistic and mutually satisfactory.
Plan C is when we adults decide to drop an expectation, at least for now.
Community Circles
Support Level: Tier I
Examples and Resources:
Cultivating Resilience, Relationships, and Routines Through Circles
Description:
When implemented well, Community Circles create safe and brave discussion spaces for our students. All members of a circle should sit facing one another as this sends the message that all members are present and that ALL voices are valuable. In a Community Circle, the teacher contributes as an equal member of the circle and should find that their voice does not dominate the discussion. Over time, students can also contribute to the design, facilitation, and review of circles.
Coping Strategies
Support Level: Tier I, II, III
Examples and Resources:
Coping Strategies Signs and Cards
Description:
Coping strategies are essential for helping people self-manage their emotions and feelings, and because of that, different coping strategies will work for different people. It is important to practice coping skills when you are regulated, so that you understand what to do when you are not regulated. This resource from the OT Toolbox is very helpful for explaining coping strategies in a simple, but effective way.
Cozy Space
Support Level: Tier I, II, III
Examples and Resources:
Calm Down Space Video
Peace Corner Video
Kindergarten Calm Corner Video
Description:
A designated space in your classroom where students can go when they need help with regulating their body. Help may or may not be adult facilitated. This space should be introduced with modeling the expectations of how to use the area. Creating a behavior matrix for this space is essential, and should be revisited as needed.
While we commonly think of Calming Spaces being helpful for students exhibiting challenging behaviors, they are very helpful for all students. Calming Spaces are an area that students can go to when they are in need of a space to decompress, to have personal space, or to journal about anxious thoughts they may be having.
Daily Schedule (Individual or Class)
Support Level: Tier I, II, III
Examples and Resources:
Visible Schedule Video
Description:
Schedules represent the big picture—main activities to be completed daily. A posted schedule for the day will provide students a sense of structure for their day. Some students will need portions of the schedule broken down into smaller chunks.
Why are schedules and routines important (in general)?
Because they are repetitive, schedules and routines help children learn classroom activities.
Children are able to predict what will happen next and this helps them feel secure and prepared.
Classrooms with consistent schedules and routines facilitate children’s understanding of the learning environment expectations.
Children who are familiar with classroom schedules and routines are more likely to be engaged, attentive, and learn new knowledge.
Emotional Check Ins
Support Level: Tier I, II, III
Examples and Resources:
Social-Emotional Learning Check-In Overview and Templates
Video Example of Emotional Thermometer
Example of Emotional Thermometer
Description:
Emotional check ins are designed to be a tool for helping you accurately say how you are feeling. We utilize them in school as a whole class, small group, and individual level. At minimum, students should check in with teachers at the start of the day or learning session (i.e. time with a reading interventionist). Emotional check ins are most effective when they are available throughout the school day for students to check in as their feelings change. When emotional check ins are available, they should be checked on by the teacher to address any surfacing needs.
FAIR Plan
Support Level: II and III
Examples and Resources:
Cracking the Behavior Code With Jessica Minahan (Unrestrained Episode 18)
Recommended Reading:
Description:
From Cracking the Behavior Code:
"To help teachers remember the steps involved in deciphering behavior and developing an effective plan, we’ve created the acronym FAIR: F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses. By adopting the FAIR plan, teachers can discover that inappropriate behavior is malleable and temporary—and that they can help their students thrive. In this article, we present strategies for helping kids who are oppositional, withdrawn, or anxious (see sidebars on strategies that work with the oppositional, withdrawn, or anxious child) because these students often experience failure and are the most misunderstood in school."
Flexible Seating
Support Level: Tier I, II, III
Examples and Resources:
Flexible Seating in Middle School
Description:
Utilizing flexible seating options in the classroom provides an opportunity for students to appropriately use preferential seating when they need it. This provides an opportunity to practice self-awareness and to be a responsible decision maker.
Flexible seating will be most meaningful when students are making independent decisions for where they can do their best learning AND are given the opportunity to reflect on the effectiveness of that learning space.
Journaling
Support Level: Tier I, II, III
Examples and Resources:
Mindfulness Script with Journal Follow Ups
Gratitude Journal for Students
Description:
A journal is a space where students can reflect on the people, events, or issues that are important to them. A journal is meant to reflect their interests, concerns, and talents. Journaling can offer students an opportunity to share feelings and emotions they are having that they might not want to say out loud. Journaling can also serve as a way of communicating to their teachers. There are many different types of journaling, including: dialogue, motivational, writer’s, gratitude, thematic, success, or free-form.
Mindfulness
Support Level: Tier I, II, III
Examples and Resources:
Mindful Schools' Mindfulness Curriculum for Pre-School/Kindergarten, Elementary, Secondary
Video on Mindfulness in the Classroom
Description:
Mindfulness is the psychological process of bringing one's attention to the internal and external experiences occurring in the present moment, which can be developed through the practice of meditation and other training. Simply put, mindfulness is paying attention to everything going on around you. Through attention to your thoughts and breath, mindfulness will increase focus and attention. It increases levels of calm while decreasing stress and anxiety. From a neurological or physiological perspective, mindfulness slows the heart rate, lowers blood pressure, and sharpens the mind’s ability to focus and learn by slowing down the amygdala and supporting the higher brain function taking place in the frontal lobes.
Restorative Circles
Support Level: Tier II and III
Examples and Resources:
Restorative Circle Recording Sheet
Restorative Justice in Oakland Schools Video
Children Will Speak When They Feel Safe
Description:
A Restorative Circle is a community process for supporting those in conflict. It brings together the three parties to a conflict – those who have acted, those directly impacted and the wider community – within an intentional systemic context, to dialogue as equals. Restorative Circles give every student a voice and help all sides feel heard and involved in the healing process.
Social Stories
Support Level: Tier I, II, III
Examples and Resources:
Example of Stairway Social Story
Description:
Social stories model appropriate social interaction by describing a situation with relevant social cues, other's perspectives, and a suggested appropriate response. Though social stories are often thought to be used for students with ASD, they can and should be used for anyone! Be sure to keep in mind that students often LOVE creating social stories together WITH their teachers.
Student Feedback
Support Level: Tier I, II, III
Examples and Resources:
Student and Teacher Lesson/Unit Reflection Templates
What I wish teachers knew about “what I wish my teacher knew”
Description:
Student feedback is one of the most impactful structures that we can layer into our lessons. To be most effective, we should ask for feedback often in a simple and manageable way for both the students AND us. When we ask for student feedback we also need to show that we are listening, by adjusting our lessons and structures to best meet the needs of our learners. This will show that we value our students' input in their learning environment.
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