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When I read "Conducive Environment," I think of the culture and climate non-verbal language contributes to the environment.

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When I read "Conducive Environment," I think of the culture and climate non-verbal language contributes to the environment.

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I think of an environment where students feel welcomed socially and emotionally.

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I think of mutual respect and compassion for one another in the classroom.

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When I read "conducive environment" i think of an environment where students feel comfortable sharing out.

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When I read "conducive environment" i think of an environment where students feel comfortable sharing out.

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When I think of thoughtful modeling, I think of NO JUDGEMENT

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When I think of thoughtful modeling, I think of NO JUDGEMENT

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When I read conducive environment I think of being in a safe place to learn.

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When I read conducive environment I think of being in a safe place to learn.

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When I read "Explicit Instruction" I think of a plan for bell to bell instruction.

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When I read explicit instruction, I think of direct modeling of specific, declared expectations; i.e. how to format using Word.

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When I read explicit instruction I think of making students aware of class norms and school rules 

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When I read explicit instruction I think of making students aware of class norms and school rules 

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When I read I think of thoughtful modeling

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When I read I think of thoughtful modeling

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When I think of conducive environment I think of safety to be oneself

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When I think of conducive environment I think of safety to be oneself

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When I read I try and make connection with the author

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When I read I try and make connection with the author

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When I think of conducive environment, I think of an environment where students feel safe and welcome

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When I think of conducive environment, I think of an environment where students feel safe and welcome

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When I read "strong relationships" that is to build  trust in which students feel comfortable sharing 

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When I read "strong relationships" that is to build  trust in which students feel comfortable sharing 

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When I read "strong relationships" I think of making the students comfortable opening up with me.

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When I read "strong relationships" I think of making the students comfortable opening up with me.

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When I read thoughtful modeling I think of

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I think of relationships that students are looking for both among their peers and adults.

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When I read "conducive environment" I think of a space that's safe and comfortable for everyone, and one that has minimal distractions.

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When I read "conducive environment" I think of a space that's safe and comfortable for everyone, and one that has minimal distractions.

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When I read explicit instruction I think of getting to the point and leaving off the fluff!

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When I read explicit instruction I think of getting to the point and leaving off the fluff!

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When I read, practice opportunities, I think of the many ways admin, staff and teachers can model SEL to each other all the time in ALL settings.

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When I read, practice opportunities, I think of the many ways admin, staff and teachers can model SEL to each other all the time in ALL settings.

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When I read I am completely free.

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When I read "explicit instruction" I think of making my instructions more clear so they don't confuse the students.

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When I read "explicit instruction" I think of making my instructions more clear so they don't confuse the students.

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When I read I think of ways I can help others 

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When I read I think of ways I can help others 

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When I read strong relationships I think of the ability to be honest with each other. 

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When I read strong relationships I think of the ability to be honest with each other. 

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When I read explicit instruction, I think of knowing as a learning what is expected of me.

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When I read explicit instruction, I think of knowing as a learning what is expected of me.

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When I read "teachable moments", I think of being BOLD and GOING FOR IT!

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When I read "teachable moments", I think of being BOLD and GOING FOR IT!

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I think about empowering people to share who they are

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When I read I think of how this relates to my life and future real world application

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When I read I think of how this relates to my life and future real world application

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When I read, Conducive Environment, I think of welcoming environment 

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When I read, Conducive Environment, I think of welcoming environment 

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When I read teachable moments, I think of using life experience as it happens to teach a lesson.

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When I read teachable moments, I think of using life experience as it happens to teach a lesson.

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When I read explicit instructions (in terms of SEL)

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When I read explicit instructions (in terms of SEL)

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I think of how difficult it is to teach social emotional awareness.

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When I think of "thoughtful modeling" I think of metacognition.

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When I think of "thoughtful modeling" I think of metacognition.

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When I read Thoughtful Modeling I am reminded to always be on my best behavior because everyone is watching what is modeled and how I react to situations.

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When I read Thoughtful Modeling I am reminded to always be on my best behavior because everyone is watching what is modeled and how I react to situations.

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When I read, practice opportunities, I think of how to integrate more practice time for really understanding a concept

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When I read, practice opportunities, I think of how to integrate more practice time for really understanding a concept

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When I think of "explicit instruction," I think of making sure everyone understands the task at hand.

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When I think of "explicit instruction," I think of making sure everyone understands the task at hand.

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When I think of conducive environment, I think of an environment where students feel safe and welcome

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When I read "practice opportunities" I think of not having enough time.

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When I read "practice opportunities" I think of not having enough time.

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When I read teachable moments I think about a time where I learned something that I feel I can share with my students to learn from as well.

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When I read teachable moments I think about a time where I learned something that I feel I can share with my students to learn from as well.

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I think about acting inclusively to model SEL.

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When I read strong relationships, I think of establishing and maintaining open lines of communication and understanding that our students, at their oldest, are only 18 years on the planet. Empathy, understanding, growing.

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I think of the ability for everyone to achieve the same goal

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When I think of strong relationships...i think of fairness

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When I think of strong relationships...i think of fairness

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When I read about conducive environment, I think of the safety and comfort zone of my students.

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When I read about conducive environment, I think of the safety and comfort zone of my students.

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When I read strong relationships, I think of my dear friends.

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When I read strong relationships, I think of my dear friends.

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When I read I think of vocabulary and synonyms to help all readers.  I try to connect to all learners

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When I read I think of vocabulary and synonyms to help all readers.  I try to connect to all learners

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I think about the difficulty in practicing SEL outside of a designated time (like an advisory period).

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When I think of explicit instruction I think of ...

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When I think of explicit instruction I think of ...

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I think about times when students can learn and grow based on something that happened.