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This is where I will write something I learned from the Gallery Walk!

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Great idea from Karen H for kids given time outside to reflect on behavior/choices

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Jill emphasizes the big reflection question: "who do you want to be as a person?" that gets students thinking about their decisions.

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Academic & personal goal setting with time to reflect & revise the goals regularly during Enrichment (both) or academy classes for academic goals.

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That to support (UDL) students in a gallery walk, they need something to help them spell words correctly.

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Use of Schoology to practice self-management and self-awareness

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We work a lot on managing stress, planning ahead, and learning from mistakes. I hope to do more modeling of cultural awareness/learning about others with different traditions/beliefs.

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I think it is powerful for students to see us modeling SEL ourselves. There have been times I have been honest with students about a reaction I have had or an emotion I am feeling. I think if they see us doing that, it makes it more "okay" for them to do the same

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When staff members model SEL in their interactions with students, it helps facilitate a safe environment where all students feel safe to express themselves and learn together (both successes and failures). It shows that they are being valued as individuals instead of being seen as just another body on campus.

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When they see staff managing challenges, they learn how to be resilient, which is super important.

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Students complete a weekly outlook that forces them to look at this week's upcoming lesson plans, grades and make a plan for hte week.

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I like the idea of offering low or dimmed lights as well as calming music to help students with stress.

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Teachers, Staff and Admin are modelling positive relationship skills from the first moment a student steps on the campus!

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I feel like a lot of the things our students need to learn (self-awareness, understanding of how their actions impact others etc.) are actually very big goals. There are many adults who still struggle with that. The best thing we can do is provide concrete models for students and be consistent. It will take time for them to develop these skills.

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Since I tend to overshare, my kids know my emotions on any given day, especially when I tell them I'm missing my kids. However, I always explain that I can miss them and be happy for them as well. This teaches kids that two competing emotions can both be true and be welcomed in my brain. It also teachers them that they can HAVE emotions but not be RULED by them.

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I have been having my Enrichment students answer a few questions reflecting at the end of the week, and this is a model I noticed on many of the lists. It seems to incorporate many of the CASEL SEL frameworks.

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I find it easy to model SEL when I am energetic and not very stressed. However I feel like when I am pulled in too many directions, I am less resilient and then I am not always my best self.

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It is okay to feel the way you feel and model emapthy for others. Do a body check and it is okay to not be okay.

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Teaching Language Arts tends to tie in easily with SEL. So much of what we read and write about involves the human condition; therefore, it opens up for some great SEL related discussions.

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I saw the self awareness page and it felt familiar. I ask my students to do a "body check" when they are getting squirrely. I ask where are your eyes? How are you sitting? Are you actively listening to the speaker (teacher or students speaking).

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A great idea from Liz. She has students write down something they are dealing with annonomously. But then she collects the notes and passes them out randomly. This helps students realize that everyone has things that they are dealing with. Then everyone can give advice.

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It was fun to see how similar we are in the ways we model SEL. More than once we agreed we do the same things in our classrooms.

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It can be easiest to model SEL by checking in with students at the beginning of the class period. Being able to help students be aware of how their emotions affect them. One area that can be difficult is student buy in as some may not feel comfortable sharing or participating in SEL related activities.