Social Emotional Learning
We are committed to helping our educators and learners easily access content to support well-being. Our team will continue to host daily live webinars. In the section below you can view both our upcoming webinars and on demand webinars. We hope that you can join us!
Harmony at Home is an online toolkit for educators, families, and caregivers to teach vital social emotional learning (SEL) skills using the strategies Sanford Programs has developed for classroom teachers. Sanford Harmony has curated interactive lessons as well as Sanford Inspired resources for parents to make this transition as easy and rewarding as possible.
As the country and the world respond to the coronavirus (COVID-19), we are all feeling a range of emotions. At CASEL, we understand how important it is to attend to the social and emotional needs that arise during times like these.
Teacher, Interrupted: Leaning into Social-Emotional Learning Amid the COVID-19 Crisis - EdSurge News
Dear educators, There was life before COVID-19, and there will be life after. We didn't choose to have our schools and colleges closed; our carefully constructed routines halted in their tracks; our field trips, concerts, sporting events, fundraisers and finals all canceled. We didn't expect this and had little warning.
What is Social and Emotional Learning (SEL)?
Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Systemic SEL is promoted across multiple contexts every day. SEL is more than just a program or lesson. It is about howteaching and learning happens, as well as what you teach and where you learn. Academic learning and cognitive growth are inextricably linked with social and emotional development and environments. For example, students learn best when they are focused, find information relevant and engaging, and are actively involved in learning. This requires them to have a ready and focused brain, use emotional regulation skills, and be in an environment where they feel physically and emotionally safe, connected, included, and supported.The Collaborative for Academic, Social, and Emotional Learning (CASEL) is recognized as a trusted source for knowledge about evidenced-based SEL. CASEL leads multiple initiatives and produces high-quality resources for states, districts, schools, parents, and students. Social and emotional learning enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges. Like many similar frameworks, CASEL’s integrated framework promotes intrapersonal, interpersonal, and cognitive competence. There are five core competencies that can be taught in many ways across many settings. Davis School Districts’ SEL initiative and implementation plan is aligned with the CASEL framework.
SEL and Davis District Strategic Plan
The Davis School District SEL implementation plan is aligned with the district strategic goals by defining and supporting culture. SEL provides resources to help cultivate adult and student practices that close opportunity gaps and create more inclusive school communities. Davis School District and individual school plans are designed using the CASEL framework in four focus areas: 1) build capacity and foundational support; 2) strengthen adult social and emotional learning; 3) promote student social emotional learning; 4) model continuous improvement. District department goals and school improvement plans reflect social and emotional learning through the culture and climate strand in the Davis School District strategic plan. Some plans specifically address SEL in safety and security, student growth and achievement, empowered employees, and parent and community connections. Davis School District has provided tools and guidelines for schools to implement SEL based on their identified needs and reflected in their school-wide goals.
Restorative practices are aimed at shifting focus away from just punishing and towards repairing harm done to people.
It builds on trying to create relationships. Listed below are a few strategies to help build strong relationships and empathy.
Morning Meetings Circles
One great way to help students learn is to build in SEL within the day. A great way to start each day is by taking a couple minutes and building in a regular meeting where everyone can "check-in" with each other. This helps to build a strong classroom culture of respect and empathy.
Current event or talking guide
To help guide the facilitation of a group circle, it can be helpful to have either an object or a specific topic to discuss (like a current event or question geared towards engaging students into sharing their thoughts, beliefs, or experiences).
Integrating Circles into daily lessons / activities
Building in circle time throughout the day as part of regular lessons can be a great way to help build SEL competencies within students. An easy way to do this would be to have the students spend a couple minutes before and after exams or assignments where they can discuss in pairs or small groups some things that may be challenging before the task and then review what strategies they used after the task is completed.
To learn more, please visit any of these great resources. When unexpected problems arise, it's good to have a plan in place ahead of time that the teacher and students are familiar with. One such plan is a restorative circles. These can be as formal or informal as needed. For smaller, minor issues (like in class, playground, or in the hall) a small, quick, and informal "circle" with the 2 parties and an adult can sometimes be adequate.
Some of the talking points could be as follows...
1. What were you thinking as the
"event" occured and how has it
2. What could the other person
do to make things right?
Questions for the offender(s)
1. Review what happened and
who has been impacted.
2. Review the what has happened
3. What can / should you do to
improve the situation.
For larger, more severe incidents, it may be more appropriate to handle them at a later time, and with more parties included (staff, parents, etc.) In order for this to be effective, the practitioner should be trained and familiar with restorative practices, and both parties should feel comfortable in that moment.
If you'd like to learn more, please contact SEL Director Kathleen Chronister