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My take away is that SEL is even more important than I originally thought. I can see more clearly that it is just a must to fit into my schedule. I'm more motivated to make it happen regularly.

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I think coming this session gave me a little bit more resolve in trying to implement this in my classroom. It’s always nerve-wracking putting in something new after you already have a set routine and curriculum, but I got a few more ideas here that seemed simple to add.

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Something I would like to implement is a better use of my "cool down corner". One of the strategies I would like to add to it is an emotional thermometer so that students are aware of how they're feeling and then what kinds of strategies they can use to help them through their emotions.

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I was really reminded the importance of taking a break and recognizing emotions. I feel like this year, that's something that we all need in the chaos and so our students REALLY need it. I want to implement more breaks and more recognition of how I'm feeling to help them recognize how they are feeling.

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I just feel more motivated to utilize the knowledge I already have about growth mindset and emotional regulation. But also--there were so many great videos and ideas on the BL website --so I'm excited to explore that more and use the strategies and ideas listed there.

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I am excited to use some of these techniques and strategies in my classroom! I am hoping to increase self-talk and growth mindset ideas and provide more modeling for what these strategies should look like.

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I want to implement more breaks and be more intentionally in helping my students to understand the emotions that they may be feeling.

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I'm planning to establish a better "Calm Down Corner" and have visuals of strategies posted in there. I know I need to be better at explicitly teaching, modeling and practicing growth mindset and self-regulation to actually have it stick!

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I used to think self-regulation was just breathing or stepping out to calm down. But I understand now that there are actually skills and steps that can and need to be learned in order to become regulated.

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I probably know more than what I think because I usually don't format it in this way, but self-regulation is how you process an event or situation, and how you choose to deal with it. HOw do you respond to things. growth mindset is how you think in your head. What do you perceive as your limits or do you have any?

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Our district has incorporated growth mindset strategies into school environments. I know in most schools, there are posters on walls that show how to overcome challenges (if you are stuck in a rut how to get out of it). Collaboration, perseverance, asking questions, thinking out loud, offering solutions, and reflection are some of the things we used to help students get out of the "rut".

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I have tried to practice SEL using the Conscious Discipline program, primarily focusing on establishing relationships with the students using routines, and self-calming strategies using breathing techniques, or item from a calm bucket, and/or safe place, etc.

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SEL is how your student is able regulate their emotions.

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I think SEL is one’s ability to be aware of and put a name to their emotions, and then be able to put into practice some skills of how to deal with those emotions.

Growth mindset is understanding that success, change, development is not permanent or a destination, but a process. Always.

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SEL means understanding emotions and how to process them. It is encouraging them to get in touch with how they are feeling and understanding how to deal with those emotions.

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For me, a lot of social-emotional learning in the classroom has been with the environment in the classroom more than with specific teaching. For example, having a safe space, building communication skills,  building relationships and rapport with my students, etc. I know some strategies about self-regulation, but I would love more support with growth mindset and SEL in general.

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SEL means, to me, the overall well-being of my students. How are they feeling emotionally. Are they feeling accepted. Do they have anxiety about what we are doing in the classroom, or about their friendship situation. The learning I hope to offer is ways to deal with how they are feeling, and coping in this learning environment.

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SEL means learning the skills to feel, manage and express our emotions. I know a lot of young students who really struggle with self-regulation and want to find strategies to teach that! I have tried 'cool down corners' and some breathing techniques with students, but am not sure that I'm using them correctly - Alyssa

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I know that for preschoolers, self-regulation is a higher cognitive skills than 3-4 year olds are capable of. And it's co-regulation that is needed for this age. I know growth mindset can be something that anyone can learn. I have practiced growth mindset for myself and understand how it has such a huge impact on confidence and self-worth.

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Social Emotional Learning to me means understanding student's emotions and mindsets and helping them understand them as well. I don't know a ton about it so I am excited to learn more. As a new teacher I haven't had much experience or practice with it yet.