Uploaded by Valerie Long

SEL-8 31-9 4

Introduction to SEL
Date: Aug. 31-Sept. 4
Month: August
Week: 1
Self Awareness/ Decision Making
Materials Needed/ Vocabulary:
Introduction to SEL
Check-in Circle for Community
SEL (Social and Emotional Learning):
Social and emotional learning (SEL) is the
process through which children and adults
understand and manage emotions, set and
achieve positive goals, feel and show
empathy for others, establish and maintain
positive relationships, and make
responsible decisions.
Classroom Expectations during
SEL time
5 essential trauma-informed
priorities for remote learning
7 Ways to Provide SEL Support to
Students and Families Learning
3 Ways SEL Can Support TraumaInformed Practices
How to Foster Community in the
Classroom With Social Contracts
Classroom Contract: The Teacher
3 Ways to Make Your Classroom
Contract More Effective
eLearning Google Meet Classroom
Rules Digital Citizenship
-Greet students as they enter the classroom.
social contract:
an agreement negotiated between
students and teacher which states
classroom principles, rules, and
consequences for classroom behavior
-Introduce Wednesday SEL time to the students.
Each week we will have an hour set aside for SEL time. SEL stands for Social Emotional Learning. SEL is defined
as a time 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. During this time we
will be doing weekly check ins and short activities. Attendance will be taken.
-Create a social contract for SEL time.
One way to encourage responsible decision making is by collaborating with your students to create a classroom contract. An
effective classroom contract should contain two things: your expectations as a teacher and your students’ own hopes and
needs for the school year.
Creating this with your students can help them feel like their voices are heard and that you’re willing to listen. You can
include “exciting” information like class incentives/activities. It’s fun and, more importantly, establishes your classroom
environment as one where everyone’s choices matter.
1. Ask students' opinions
Allow students time to brainstorm problems that they face in class and at school. For example,
students may state that they suffer from bullying, classroom disruptions, or disrespectful behavior.
2. Ask for students' ideas
Once the problems have been outlined, the students and teacher collaborate to create solutions..
Use positive language when possible. This gives students a clearer idea of how they should react to
problems they encounter, which is more effective than only telling them how they should not
3. Summarize students' ideas
Facilitate a class discussion to gather feedback from the students before moving on to the next
step. Emphasize that it is important for the Classroom Contract to include rules that students
believe in and that they will adhere to as individuals and as a group. Ensure that the list contains all
behavioral objectives you deem necessary. If not, guide the students to add any behavior goals that
they originally missed while brainstorming. Additionally, have students think about what could be
removed from the list.
4. Turn ideas into rules
Create a poster or anchor chart to display the finalized rules. The rules will likely include guidelines
such as: actively listen to the speaker, be kind, be respectful, participate, etc...
5. Agree to the contract
To create ultimate student ownership, allow time for each student to read through the contract and
agree with it. If students were in person, each student would sign it. Virtually you can have each
student agree with the contract by placing a yes in the chat.
6. Review the contract
Hold intermittent Classroom Contract discussion sessions. Ask students to assess progress and
determine if any contract amendments should be made.
Things to think about with Class Contract: SEL time will include discussions, prompts and
mindfulness. You will want something in the contract to address being respectful while others are
speaking, how to pass if you are not comfortable sharing during discussion time and what to do if
you are not comfortable doing the mindfulness activities (turn off camera and do them in private, sit
quietly and listen, etc…) Students should not be forced to do activities if they feel uncomfortable.
Examples of Social Contracts:
Prompts can be used as a way to end the lesson. Students can take turns unmuting and sharing their answer to the
prompt or putting the answer to the prompt in the chat bar. Teachers are also able to use the prompt as a writing
prompt if they would like students to keep an SEL journal,
How are you finding ways to connect with others during this time of virtual learning?