# data[].attributes.body
o   Praise

o   Classroom rules and expectations

o   Flexible grouping

# data[].attributes.body
o   See connections between current tasks and their own personal goals and interests (self- awareness)

o   Develop skills for managing stress in order to participate (self-management)

o   Develop awareness of norms and perspective taking in order to use real world applications in math problems

o   Speaking and listening skills for group work (relationship skills)

o   Reflect on choices through writing (responsible decision making)

§  EX: “fill in this hundreds grid to show how strong you feel at __________”

§  EX: In my old practicum, we would individualize each math worksheet. This was easy because we only had 4 students. For example, one student loved Beyonce and wants to be a singer. One of her math applications was about Beyonce’s salary compared to other singer’s salaries and using percentages, differences, etc. This related to her own personal goals and interests.

# data[].attributes.body
o   See connections between current tasks and their own personal goals and interests (self- awareness)

o   Develop skills for managing stress in order to participate (self-management)

o   Empathy and perspective taking in their reading and writing (social awareness)

o   Speaking and listening skills for group work and considering peers’ perspectives (relationship skills)

o   Reflect on choices through writing (responsible decision making)

§  EX: feelings checks in my old practicum: Every day at the beginning of ELA students would be required to construct a complete sentence in the format: I feel _________ because _________.

·

# data[].attributes.headline
Examples of what teachers can do through ongoing teaching practices 

# data[].attributes.subject
Examples of what teachers can do through ongoing teaching practices 

# data[].attributes.body
-Ask age-appropriate questions that help students reflect on their own strengths and interests.
E.g., “I can tell you’re really enjoying this. Can you tell me what about this is making you so
happy?” “I can tell you’re really proud of how you did. Can you tell me what about this you’re
most proud of?”
-Establish a separate space in the classroom for individual self-management (e.g., cozy corner,
happy place, cool-down corner, reading corner).
-Help students think through and suggest alternatives when students encounter challenges.
-At holiday time create classroom celebrations that allow students to share and explain traditions
from their own family holidays. Give everyone an opportunity to participate. Involve older family
members, asking them to share their traditions with students.
-Model respectful behavior.

# data[].attributes.headline
Examples of what teachers can do in lessons and instruction

# data[].attributes.subject
Examples of what teachers can do in lessons and instruction

# data[].attributes.body
-Provide scenarios and ask students how each situation or experience might make them feel.
-Ask students to discuss a time when they felt ____ (expect age-appropriate examples – “I was
sad when I couldn’t get a puppy”. “I was mad when my brother broke my trophy”. “I was
disappointed when I didn’t get the summer job I wanted”).
-Have students complete an age-appropriate project to identify their interests or strengths (e.g.,
draw a picture, write an essay to share with a parent at home or in pair share, create a video or
other media project).
-Teach effective, age-appropriate self-management techniques (belly breathing, yoga, counting to
ten, self-talk, relaxation exercises, mental rehearsal).
-Define “perseverance” as a vocabulary word.

# data[].attributes.headline
Four Approaches to Promoting Social and Emotional Competence 

# data[].attributes.subject
Four Approaches to Promoting Social and Emotional Competence 

# data[].attributes.body
1. LESSONS
Free-standing lessons that provide explicit, step-by step instructions to teach students social and emotional
competencies across the five core competency clusters.
2. GENERAL TEACHING PRACTICES
General teaching practices that create classroom and schoolwide conditions that facilitate and support
social and emotional development in students.
3. SKILL INSTRUCTION
Integration of skill instruction and practices that support SEL within the context of an academic curriculum.
4. ADMINISTRATION AND LEADERS
Guidance to administrators and school leaders on how to create policies and organizational structures
within a school or school system that support students’ social and emotional development as a schoolwide
initiative.

# data[].attributes.headline
Example Ideas of Lesson Objectives/ Goals 

# data[].attributes.subject
Example Ideas of Lesson Objectives/ Goals 

# data[].attributes.body
-Accurately recognize one's own feeling and thoughts and their influence on behaviors
-Accurately assessing one's interests, strengths, and limitations, and possessing a well- grounded sense of self- efficacy and optimism
- Regulating one's emotions, cognitions, and behaviors
-Setting and achieving personal and educational goals
-Perserving and addressing challenges
- Taking the perspective of and empathizing with others
-appreciating diversity
-Respecting others
-Establishing and maintaining healthy and rewarding relationships
- Negotiating conflict constructively