Social Emotional Learning (SEL)
In a world where emotional intelligence is critical for lifelong happiness, successful careers, and healthier relationships, social-emotional learning (SEL) is the process through which children and adults can better understand, manage, and express emotions and empathy, develop positive relationships, and make responsible decisions. SEL curricula teach children techniques that help them gain confidence, set and achieve positive goals, collaborate well, and navigate the world more effectively—adding a highly valuable dimension to education in the classroom. (CASEL, “What is SEL?”)
Second Step is a program rooted in social-emotional learning (SEL) that helps transform schools into supportive, successful learning environments uniquely equipped to encourage children to thrive. More than just a classroom curriculum, Second Step’s holistic approach helps create a more empathetic society by providing education professionals, families, and the larger community with tools to enable them to take an active role in the social-emotional growth and safety of today’s children. https://www.secondstep.org/what-is-second-step
Skillstreaming is a social-emotional learning program designed to help children and youth learn positive ways to have their needs met.
Skillstreaming the Elementary School Child employs a four-part training approach—modeling, role-playing, performance feedback, and generalization—to teach essential prosocial skills to elementary school students. https://www.researchpress.com/books/727/skillstreaming-elementary-school-child
Safe, Smater Kids
By empowering children, educating parents, and engaging with teachers, we all work together to help prevent children from going through tragic situations. The education program uses developmentally appropriate information to arm children with the tools and language they need to better protect themselves from abuse. Each grade level’s theme focuses on developing skills for staying safe as it relates to the expansion of a child’s world and aligns to social studies frameworks. https://safersmarterkids.org/teachers/curriculum/
Sanford Harmony is a social emotional learning program for Pre-K-6 grade students designed to foster intergender communication and understanding, connection, and community both in and outside the classroom and develop boys and girls into compassionate and caring adults.https://www.sanfordharmony.org/
Bullying/DiversityAfter my lesson on Bullying I gave each student a puzzle piece to decorate keeping the size intact so it could be re-assembled. This would demonstrate how each individual piece is beautiful on its own, but the masterpiece emerges when you put them all together.I learned how to conduct a cody survey in the classrooms so the student could report that amount of times each student was bullied and/or bullied someone. After the survey, you tally the results and place students in different categories. The results then place them in different seating arrangements that keeps the bullies away from the targets.
Building CharacterThese are some of the topics that can be discussed to build the students character education and helping students practice these skills. Using role-play in the sessions helps the students practice these characteristics before using them in real life situations. It is important to complete an activity or leave a visual with the classroom after your lesson so they remember what the lesson was about.
Lesson on ConfidenceOne of the lessons I did with a 5th grade class is building self confidence. I first read the book "ME I AM!" that talks about how no one can fit precisely in your skin. We talked about how everyone is different and unique in their own way and that is what makes us special. After I read the book, I then gave each student a post-it note and at the top they had to write, "I am confident in the ME I AM because" and they had to finish the sentence. After they completed their post-it they were asked to put in on the whiteboard. Each student then took a turn reading someone else's sentence.
Lesson on StealingI first handed out a worksheet and asked the students to fill in the sentence and the face on how they would feel if someone stole something from them. After they were finished a few students had the opportunity to share. Then we talked about how someone would feel if someone stole something of theirs. We talked about how even though it might be something small, it may have sentimental value to its owner. I then explained the "Tree of Trust" in the classroom and the "OWL be watching you". Each student filled out a leaf that said "You can trust me to" and we then glued them on the tree. In closing, we played a game and we held a thumbs up or thumbs down if the scenarios I read would make owl happy or sad.
Classroom Participationh grade classroom on the importance of being involved in classroom discussions and how it benefits your learning. At first we brainstormed reasons why being involved is important, and we also talked about why some students might not want to participate. I then gave each student aI did a lesson with a 5tpost-it note and they had to finish the sentence "In class I am most scared of". Once they completed their sentence they placed their post-it on the whiteboard. Once every student finished, they took turns reading the post-it notes and giving the student advice on how to overcome their fear.