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A lesson that is well-planned, well-structured, and which is directly responsive to student needs. The lesson would also fit into a broader vision of some kind of curriculum; every lesson would feel like there is a PURPOSE and a clear REASON for existing.

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Students being able to relate and talk candidly about these issues.

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Students passionately debating current issues that are impacting their lives directly. All students buying into this.

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Safe environment where students can learn from each others experiences. Interactive experiences that push their comfort zone, allowing for meaningful learning from experience.

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Safe environment where students can learn from each others experiences. Interactive experiences that push their comfort zone, allowing for meaningful learning from experience.

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I feel comfortable and confident delivering the subject matter

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different learning settings, e.g. outside, not in a classroom,
high respect levels
high student ownership

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all students engaged in relevant, respectful discussion

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all students engaged in relevant, respectful discussion

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It's interactive and relevant to the students lives and experiences

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It's interactive and relevant to the students lives and experiences

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-not sitting at desk /different environment

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I can tie the lesson to the overall theme of SEL for the year

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Active - 5 ways to fail (don't know what that really fleshes out to be yet)

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Active - 5 ways to fail (don't know what that really fleshes out to be yet)

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Student focused. Engagement. Genuine value in the experience.

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Student focused. Engagement. Genuine value in the experience.

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not engaging!!
perception that it's "something we have to do"
not deep enough

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It seems to me that social and emotional learning  happens best and most genuinely in a real context.  So I imagined the lesson about students setting goals and discussing blocks to learning and other day to day problems and figuring out what they and others can do to help the situation.  Then I felt a niave really.

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Students are motivated to learn and develop SMART goals to assist their learning needs

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Students are motivated to learn and develop SMART goals to assist their learning needs

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Students openly communicating and supporting each other, building on each other's thoughts.

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The teacher is invested in the content they are delivering

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The teacher is invested in the content they are delivering

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An environment  based on trust, where students are comfortable sharing and discussing with each other.

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An environment  based on trust, where students are comfortable sharing and discussing with each other.

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students lacking confidence or knowledge to engage in difficult subject matter

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students lacking confidence or knowledge to engage in difficult subject matter

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similar to student stuff - boring and dry!! repetitive

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similar to student stuff - boring and dry!! repetitive

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Students are engaged because the activity is meaningful.

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Ideal SEL lesson would be off site, somewhere in nature. Perhaps hiked a mountain then conversing at the top about who they are.
I.e. how they see themselves as people, what they aim for in life, and what they want their life to look like, etc.

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Engaged because its fun and meaningful

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Kids speaking openly & comfortable with the idea of talking about social and emotional stuff. Kids open to learning specific topics

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Kids speaking openly & comfortable with the idea of talking about social and emotional stuff. Kids open to learning specific topics

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students training and learning to take greater responsibility for their actions

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chalk and talk, repetitive ppts of journal questions and discussion

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chalk and talk, repetitive ppts of journal questions and discussion

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The culture of the school - apathy and many students not able to build or have positive relationships with others.

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The culture of the school - apathy and many students not able to build or have positive relationships with others.

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Too much content, not enough hands on & team building activities

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Too much content, not enough hands on & team building activities

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class should be in a circle, not at their desks, but students resist this

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class should be in a circle, not at their desks, but students resist this

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Students are disengaged, they don't see the purpose in it and are disruptive, do not engage in meaningful conversations

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Students are disengaged, they don't see the purpose in it and are disruptive, do not engage in meaningful conversations

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Student factors: Lack of interest, non motivation, being negative towards goal setting

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Student factors: Lack of interest, non motivation, being negative towards goal setting

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Teacher factors: knowing the material, how to deliver the content to relate to students needs.

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Student factors: STudents often say that they have done this before.

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Student factors: STudents often say that they have done this before.

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Staff: I often feel that the students are switched off because SEL isn't sen as something important

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No buy in to the purpose and usefulness of SEL program, they don't see it is helpful

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No buy in to the purpose and usefulness of SEL program, they don't see it is helpful

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We don't get enough time to actually know the content that we're teaching. There is very little actual planning time and most SEL lessons are on random topics cobbled together at the last minute based on what we perceive to be important. This means that we're not invested in what we're teaching and students think it's pointless and boring - and unfortunately, the reality is, we don't have a good answer to them for what the point of SEL actually is. 

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We don't get enough time to actually know the content that we're teaching. There is very little actual planning time and most SEL lessons are on random topics cobbled together at the last minute based on what we perceive to be important. This means that we're not invested in what we're teaching and students think it's pointless and boring - and unfortunately, the reality is, we don't have a good answer to them for what the point of SEL actually is. 

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Staff don't treat SEL as their core business

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Staff don't treat SEL as their core business

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voice student .proactivity more Needs .students and  from Perception

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voice student .proactivity more Needs .students and  from Perception

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Not all staff being positive about planning/delivering SEL. Even one or two negative conversations with your TG about it make them feel like staff don't value it.

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SEL could be a great opportunity for at risk students to address repairing their relationship with

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Sit in a circle sharing experiences of resilience.  Students really listening to each other and not judgmental, but actually relating.

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Sit in a circle sharing experiences of resilience.  Students really listening to each other and not judgmental, but actually relating.

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Most SEL lessons appears to be about me presenting something to the students. By definition, it is me giving information about issues defined by me or others not a social and emotional need arising from the students themselves. I don't know how to make this not so long ago new topic engaging to students

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Tutor group culture  e.g. lack of cohesiveness, could be integrated with other year levels

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Tutor group culture  e.g. lack of cohesiveness, could be integrated with other year levels

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Themes are not always relevant to what students want to know

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Themes are not always relevant to what students want to know

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activities are almost always dry and discussion based

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Using it as a theory of knowledge program

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Using it as a theory of knowledge program

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not enough time to prepare engaging SEL lessons. Lack of ideas in how to take the learning out of the classroom and make it more relevant 

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not enough time to prepare engaging SEL lessons. Lack of ideas in how to take the learning out of the classroom and make it more relevant 

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NO Powerpoints and it should mostly happen away from the classroom - action or community service based activities.

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NO Powerpoints and it should mostly happen away from the classroom - action or community service based activities.

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Not having consistent time to build relationships with kids. SEL not considered important by school, so not regular and consistent programs

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Not having consistent time to build relationships with kids. SEL not considered important by school, so not regular and consistent programs

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Students often being reluctant to participate in discussion work (this gets easier as you get to know them better and they get to know you though!)

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I don't feel confident delivering lots of this information. It always seems last minute and not well discussed or thought out.

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Disjointed lessons due to many moving parts, eg

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SEL would be a great time for the students to actively try to repair relationships with Teachers they have trouble with during the week

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Students don't want to talk about feelings and deep and meaningful stuff.

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Students don't want to talk about feelings and deep and meaningful stuff.

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The students listen, but don't actually learn. They don't apply what is being delivered.

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Disjointed lessons due to many moving parts, eg. loading numerous youtube videos, broken links, printouts, etc

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The lessons are just one powerpoint after another this is not a very engaging way of exploring these topics.

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The lessons are just one powerpoint after another this is not a very engaging way of exploring these topics.