Social Emotional Learning
New York State SEL Benchmarks
The teacher needs to support and model what the students are learning at any age
Collaborate with other teachers in planning what SEL topics are covered in each class to ensure all indicators are being addressed.
Students will develop skills that nurture and affirm a strong sense of identity, make informed decisions about personal actions, and build a sense of agency
Students will use social awareness and interpersonal skills to establish and maintain mutually supportive relationships with individuals and groups and nurture a strong sense of belonging.
Students will learn to demonstrate intentional decision-making skills and behaviors that consider social, emotional, and physical safety and well-being in personal, family, school, and community contexts.
The New York State Culturally Responsive-Sustaining Education Framework
The CR-S framework guides educators in creating an inclusive classroom and student-centered that all key stakeholders within the community can take part in supporting.
It promotes creating an environment that ensures all cultural identities (i.e. race, ethnicity, age, gender, sexual orientation, disability, language, religion, socioeconomic background) are affirmed, valued, and used as vehicles for teaching and learning.
Have high expectations and rigorous instruction while being mindful of the different ways each student learns and supporting students in success.
The curriculum is inclusive and contains opportunities to learn about the realities of society and empowers learners to be agents of social change.
Providing and encouraging professional learning opportunities that support the idea of teaching and learning is an ongoing process.
NYSED Mental Health Education Literacy in Schools
Embrace a cultural shift that views mental health as an important part of overall health
The framework is to be used alongside the Guidance Document to Achieving New York State Learning Standards in Health. It guides educators in mental health education instruction for early elementary, late elementary, intermediate/Middle school, Commencement/High School
Self-management is guiding students in self-care that promotes mental health and overall well-being as well as resiliency.
Supporting students in developing healthy relationships through communication skills, empathy, compassion, acceptance, gratitude, and forgiveness.’
Teach students to develop skills that utilize personal and community resources by practicing what, when, where, and how to ask for help for themselves and others.
Example of a SEL Learning Center
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● Split the class into 4 different groups
● They will being going into stations for 10 minutes each
● After each 10 minutes they will rotate to a new station
Station 1: There will be a container of strips of paper. On each strip there will be a question related to feelings and each person has to say one out loud and answer it.
Some questions include:
- What part of your day was most challenging?
- What place do you feel most like yourself?
- What is your favorite quality to have in a friend?
- What is something not a lot of people know about you?
- What is your biggest pet peeve?
Station 2: Journaling, each student will have a journal they use throughout the year to write in. They will be given three prompts they can choose from. This will be done in silence and the students are encouraged to keep writing the entire ten minutes even if they feel they have finished.
- Reflect on a time you felt challenged
- Describe a time when you felt stressed or anxious
- Write about a goal you have for yourself
Station 3: Anti Stress Activities. This station will have tactile things such as figit toys, coloring pages, slime, and essential oils. They can just utilize the activities and chat with each other during this station
Station 4: I feel statements. This station with have real-life scenarios and as a group they will have to come up with an I feel statement based on the situation and say the statements out loud to each other.
During lunch, Alex was excited to share a new game with friends, but when they started playing, Jamie interrupted and said the game was boring. Alex felt hurt and left out. After lunch, Alex saw Jamie laughing with other classmates about the game.
In history class, Maria shared a story about a holiday her family celebrates, but some classmates laughed and made fun of it. Maria felt disrespected and isolated. After class, she heard more students making jokes about her culture.
Materials:
- Papers with scenarios
- Papers with questions
- Writing material
- Journals
- Figit toys
- coloring pages
- Markers, crayons, coloring pencils
- Slime
- essential oils
- Cotton balls
Expectations:
- All students participate in each station
- Students feel safe and included in the classroom environment
- All students respect and support others emotions
- Students utilize communication skills such as active listening
- Encourage use of a growth mindset and positive thinking
- Students would have prior knowledge and practice on I feel statements
