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1) Create a team focused shared vision by working together with staff, students and parents...

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1) Create a team focused shared vision by working together with staff, students and parents...

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Collaborate with staff, students, and families to define what social-emotional learning (SEL) means to you and why it’s an important part of your teaching practice. Share how it connects to your philosophy as an educator. When parents and students understand the purpose and value of SEL, they are more likely to support it, creating a stronger foundation for everyone involved.

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Daily SEL Activity Ideas connecting with CASEL Competencies

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Daily SEL Activity Ideas connecting with CASEL Competencies

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1. Self-Awareness: “Emotion Check-In Circles”
Objective: Help students identify and name their emotions.
Materials: Emotion wheel, zones of regulation chart, talking stick, circle seating.
Method: Begin the day with a 5-minute check-in circle. Each student chooses a feeling from the wheel or the zones of regulation chart and shares why (I am in the green zone because...)
Adaptation: Use images for younger learners or ELLs.
Assessment: Observe if student can name and connect feelings to experiences.

2. Self-Management: “Calm Corner Tools”
Objective: Teach students strategies to regulate strong emotions.
Materials: Calm corner setup (fidget tools, visuals, breathing guides).
Method: Introduce tools through guided practice. Role-play scenarios where students use the corner.
Adaptation: Visual cards for non-verbal learners.
Assessment: Track student use of the calm corner and if it helps them return to learning readiness.

3. Social Awareness: “Walk in Their Shoes” Story Read-Aloud
Objective: Build empathy and perspective-taking with reading books and putting ourselves in their shoes.
Materials: Diverse picture book (example: Last Stop on Market Street).
Method: Read aloud, then ask questions like: “How do you think the character felt?” “What would you do?” Build rich daily discussions.
Adaptation: Use simpler books or create drama skits for learners.
Assessment: Responses during discussion and role-play.

4. Relationship Skills: “Partner Feedback Buddies”
Objective: Practice respectful communication and listening.
Materials: “Two Stars and a Wish” template (peer assessment)
Method: During a learning task (like writing), students pair up to give feedback using the template.
Adaptation: Model sentence starters and provide visuals.
Assessment: Teacher checklist of respectful interactions with each student and the Two Stars and a Wish.

5. Responsible Decision-Making: “Classroom Dilemmas”
Objective: Practice making thoughtful decisions.
Materials: Scenario cards (example “You see someone left out at recess...”).
Method: Small groups discuss responses to each scenario using a decision-making model: Stop–Think–Choose.
Adaptation: Use puppets or visual cues for younger groups.
Assessment: Group reflections and journaling.

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Connections between BC and CASEL frameworks:

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Connections between BC and CASEL frameworks:

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Communication (BC) and Relationship Skills (CASEL)
-Focus on listening, speaking clearly, and conflict resolution.

Personal & Social (BC) and Self-Awareness, Self-Management, Social Awareness (CASEL)
- Emphasize identity, emotional regulation, empathy, and relationships.

Thinking (BC) and Responsible Decision-Making (CASEL)
- Both support critical thinking, ethical decision-making, and considering consequences.

Why it matters:

Strengthens the whole-child development.

It aligns SEL with bc curriculum expectations that we must be implementing.

Creates consistent language and goals across all subjects.

Encourages lifelong learning and personal growth. A big part as educators that I believe is to teach our student skills and strategies to become thoughtful citizens and navigate the complexities of our busy world and social emotional learning plays a very big role in this journey.

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Aligned themes between CASEL and FPPL's:

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Aligned themes between CASEL and FPPL's:

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“Learning is holistic, reflexive, and relational” and Self-Awareness & Social Awareness
-Focus on identity, emotions, and relationships with others and the land.

“Learning involves responsibility for self and others” and Responsible Decision-Making
- Promotes accountability, ethics, and impact on community.

“Learning recognizes the role of Indigenous knowledge and relationships” and Relationship Skills
- Honors community, Elders, and shared learning.

“Learning requires patience and time” and Self-Management
- Encourages emotional regulation, reflection, and mindfulness.

Why it’s important:

Creates culturally responsive teaching within the classroom.

Strengthens connection to place, people, and community.

Promotes equity, respect, and inclusive education.

Deepens SEL through Indigenous ways of knowing and the values. My teaching philosophy is incorporating Indigenous ways of knowing into my classroom.

What is Indigenous Ways of Knowing?

Learning is holistic (mind, body, spirit, emotions)

Learning is experiential and reflective

Knowledge is passed through oral tradition and storytelling

Elders and Knowledge Keepers are key educators

The land is a teacher

Everything is interconnected

Learning is rooted in identity, culture, and language

Respect, reciprocity, and responsibility are core values

Learning involves witnessing, listening, and reflecting

Two-Eyed Seeing: combining Indigenous and Western knowledge systems

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Create a diverse team to lead SEL planning and implementation at your school. This team could include teachers, administrators, students, and parents. You might even consider starting an SEL club or having older students lead SEL activities with younger ones. Encouraging these kinds of interactions builds a stronger sense of community and helps normalize conversations around social-emotional learning with everyone.

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Evaluate current SEL practices and identify areas for growth at your school.

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Develop Specific, Measurable, Achievable, Relevant, Time-bound, Inclusive, and Equitable goals for SEL.​

Work together with your whole school on how you can incorporate this into every classroom.

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Integrate SEL competencies into daily lessons across all subjects. Engage students in meaningful discussions about SEL every day to help normalize it as a regular part of their learning experience.

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Make sure to offer lots of training for staff so they can build their SEL competencies and skills in teaching SEL.

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It’s so important to involve families in all SEL initiatives and to communicate clearly about what we’re doing and teaching at school. This allows them to reinforce these practices at home and be an active part of the SEL journey—because everyone can benefit from it.

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Adopt SEL programs that are research-backed and culturally responsive. ​Make sure teachers are using great resources when teaching!

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Use lots of data to assess SEL lessons and make changes if need be.

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Recognize and share all the achievements during SEL together and acknowledge the importance of it.

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Below is a lesson I actually did with my Grade 3 class two years in a row and I found it to be very successful and students came out with it learning new strategies to help themselves when they are need to calm their bodies.

Lesson Plan: Calming Strategies Lesson

Grade: 3

Title: Calming Strategies

Length: 45-55 minutes

Big Ideas:

●      Stories and other texts connect us to ourselves, our families, and our communities.

●      Through listening and speaking, we connect with others and share our world.

●      Curiosity and wonder lead us to new discoveries about ourselves and the world around us.

Core Competencies:

Social Awareness and Responsibility

●      Students engage in informal and structured conversations in which they listen, contribute, develop understanding and relationships, and learn to consider diverse perspectives.

●      They understand that communication can influence, entertain, teach, inspire, and help us make sense of the world and our experiences.

●      The idea or product may have value in a variety of ways and contexts – it may be fun, provide a sense of accomplishment, solve a problem, be a form of self-expression, provoke reflection, or provide a new perspective that influences the way people think or act. It can have a positive impact on the individual, classmates, the community, or the world.

●      They consider whether their idea would ultimately support the well-being of self, community, and the land.

●      Students who are personally aware and responsible have a sense of self-worth and a growing confidence in a variety of situations

●      They set goals, monitor progress, and understand their emotions, using that understanding to regulate actions and reactions. They are aware that learning involves patience and time. They can persevere in difficult situations, and to understand how their actions affect themselves and others.

●      They recognize their personal responsibility for their happiness and have strategies that help them find peace in challenging situations.

Curriculum Competencies:

●      Use sources of information and prior knowledge to make meaning

●      Use personal experience and knowledge to connect to stories and other texts to make meaning

●      Exchange ideas and perspectives to build shared understanding

●      Use developmentally appropriate reading, listening, and viewing strategies to make meaning

CASEL Competencies:

Self-Awareness:

Students reflect on their emotions (example: feeling overwhelmed, frustrated, or stressed).

They identify personal calming strategies that work for them.

The lesson encourages recognizing strengths and personal strategies for well-being.

Self-Management:

The lesson teaches students how to regulate emotions through mindfulness and calming strategies.

Students practice self-control and stress management by brainstorming and identifying what helps them feel peaceful.

Encouraging persistence in difficult situations builds resilience.

Content:

●      Elements of story

●      Oral language strategies

●      Metacognitive strategies

●      Writing processes

FPPL:

●      Learning requires exploration of one’s identity

●      Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships and a sense of place)

Materials/Resources

●      Calming strategies sheet

●      Whiteboards

●      Slides

●      Notebooks

Student friendly goals:

-The students will be able to identify calming strategies that support their well-being and help them when they may feel overwhelmed and stressed.

-The students will be able to reflect on the core competency: Personal Awareness and Responsibilities, specifically: “I can do things to help me feel peaceful.”

Lesson Starts:

Access Prior Knowledge:

-Begin with anchor book

-Students on the carpet

-Begin lesson referring to the core competencies in “I can” friendly statements.

-Ask them what they think Personal Awareness and Responsibility means? Discussion. Talk about the 5 sentences: “I can sometimes recognize my feelings, I can celebrate when I do something well, I can do things to help me feel peaceful, I can do things to help me be healthy and I can keep trying when something is hard”

-Connect every point to a real-world situation that the students can relate to. For example: “I can keep trying when something is hard” How can they connect to this statement? Give your own examples if needed.

-Then, let the students know that we will be focusing on “I can do things to help me feel peaceful” and have discussion about how all of us at times can get stressed, overwhelmed, etc about something in our lives and that to help us get through those times we can learn calming strategies to help. All of us have our own ways to feel better when we do get overwhelmed or if we just need to feel more peaceful. Give an example.

-Talk about what as a class we do already to help us feel more peaceful (example: brain breaks, breathing exercises, yoga, etc)

-Brain break here if needed.

Development:

-Get students to close their eyes or look down to the floor, and think of a time that you may have felt upset, frustrated, overwhelmed… In that instance, what were some calming strategies that could help you feel better in that situation. Students can share if they wish.

-Discuss how every single one of us will have different strategies to help us feel better. We all will not have the same strategies, we may have some but because we are all our own person and unique to ourselves, it is different for everyone.

-Make it clear that I want you to think and reflect on strategies that help you feel at peace, and calm. Not this student or that student's calming strategies, but your own!!! This is about you!

-Brainstorm on board some calming strategies. Talk about how we can share our strategies that have helped us! Talk to a partner about some strategies that help you.

-Show some examples on slides

-Explain to students that I want you to write down some of your own strategies that help you feel peaceful, for some of us these might be new strategies that you found today that you think might help you feel peaceful.

Closure:

-Students working on sheets

-Ask if anyone would like to share while others are still working, get some students to share some ideas to the class.

-Early finishers: In notebooks, write to me a time in the past that you may have felt overwhelmed and what calming strategy did you use to feel better?

Assessment:

-Calming strategy sheet

Modifications/Adaptations

-Watch for unexpected behaviours

-Whiteboards or paper on the carpet for students to write down some strategies.

-Students who cannot write can draw their calming strategies

-Brain break If needed

-Circulating/scanning

Extension:

-Writing in notebooks of a time you felt overwhelmed/stressed and what strategy did you use to feel better? What is a calming strategy that helps you?

Reflection:

Were the students engaged?

Did the students understand how every individual can have different calming strategies to help them feel peaceful?

Did the students identify different calming strategies for themselves?

Worksheets: (See in picture)

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LESSON: Friendship & Kindness
Grade: 3
Title: Building Strong Friendships
Length: 45–55 minutes

Big Ideas

Through listening and speaking, we connect with others and share our world.

Developing relationships helps us understand ourselves and others.

Core Competencies
Communication/Collaboration: Students share and listen respectfully to understand others.
Thinking: Students think about how their actions affect their relationships.
Social Awareness and Responsibility: Students develop kindness, empathy, and responsibility in friendships.

Curriculum Competencies

Engage actively as listeners, viewers, and readers to develop understanding

Use writing and drawing to record personal experiences and reflections

Build understanding through sharing and reflecting on experiences

CASEL Competencies

Relationship Skills: Communicating clearly, listening well, cooperating, resisting negative social pressure, resolving conflict, and seeking help

Social Awareness: Taking others’ perspectives and empathizing with them

Content

Story elements

Expressing ideas and emotions

Respectful listening and speaking

Personal and shared experiences

First Peoples Principles of Learning

Learning is relational

Learning involves generational roles and responsibilities

Materials

Book: Enemy Pie by Derek Munson (or similar friendship story)

“Friendship Recipe” worksheet

Whiteboard and markers

Optional: anchor chart paper for friendship brainstorm

Student-Friendly Goals

I can recognize what makes someone a good friend

I can think about how I act as a friend to others

Lesson

Access Prior Knowledge (10–12 min)

Read aloud Enemy Pie or a similar story with friendship themes

Ask: “What makes a good friend?” “How do you know when someone is being a good friend to you?”

Introduce “I can” statements: I can be a kind and caring friend. I can recognize when someone needs a friend. I can treat others how I want to be treated.

Development (25–30 min)

1. Class Brainstorm: Create a “Good Friend” web on the board or chart paper. Ask: “What does a good friend DO and SAY?”

2. Think-Pair-Share: “Tell your partner about a time someone was a good friend to you. What did they do?” Volunteers can share with the class.

3. Friendship Recipe Activity: Hand out “Friendship Recipe” worksheet. Students complete: “A good friend has a spoonful of ___, a dash of ___, a sprinkle of ___…” They can draw or write their ideas.

Closure (5–10 min)

Circle time: “One thing I can do this week to be a kind friend is…”

Optional: Add “Friendship Goals” to student journals

Assessment

Completion of “Friendship Recipe”

Listening/participation in brainstorms and discussions

Modifications/Adaptations

Sentence starters or visuals for ELL students

Students may draw instead of write

Use classroom buddy support for brainstorms

Extension

Create a Friendship Wall: students write kind notes or shoutouts to each other during the week

Role-play how to include someone left out

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LESSON: Communication & Listening
Grade: 3
Title: Let’s Talk & Listen!
Length: 45–55 minutes

Big Ideas

Listening and speaking respectfully builds understanding and connection

Everyone has a voice and deserves to be heard

Core Competencies
Communication/Collaboration: Students practice active listening and respectful turn-taking
Thinking: Students reflect on how communication impacts understanding
Social Awareness and Responsibility: Students recognize and respect different perspectives

Curriculum Competencies

Use active listening strategies

Engage in collaborative group activities

Reflect on personal growth in communication

CASEL Competencies

Self-Awareness: Recognizing one's own communication strengths and challenges

Relationship Skills: Listening actively, clearly expressing thoughts and feelings, engaging in respectful dialogue

Content

Oral language strategies

Listening with intent

Turn-taking and body language cues

Empathy in communication

First Peoples Principles of Learning

Learning involves patience and time

Learning requires exploration of one’s identity

Materials

Anchor chart: “Good Communicators…”

Whiteboards or paper

Communication Role-Play Cards

Visuals of body language/facial expressions (optional)

Student-Friendly Goals

I can be a good listener by focusing and not interrupting

I can share my ideas clearly and respectfully

Lesson

Access Prior Knowledge (10–12 min)

Class chat: “What does it feel like when someone really listens to you?” “What does it feel like when someone interrupts or doesn’t listen?”

Post “I can” statements: I can listen with my eyes, ears, and heart. I can take turns and speak respectfully.

Development (25–30 min)

1. Model Active Listening: Role-play a bad listener (interrupting, looking away), then a good one (eye contact, nodding, waiting turn). Ask: “Which felt better?” “Why?”

2. Class Brainstorm: On chart paper: “Good communicators…” (e.g., wait their turn, speak clearly, show they’re listening). Create a mini anchor chart together.

3. Partner Activity – Role-Play Cards: Each pair gets a card (e.g., “Your partner is upset; how do you respond?”, “You both want the same toy; what do you say?”). Students take turns acting out good communication strategies. Regroup to share what they learned.

Closure (5–10 min)

Invite a few students to share what they’ll try to be better communicators this week

Optional journal prompt: “How can you be a better listener?”

Assessment

Observation during role-plays

Participation in discussion and brainstorm

Reflection journals

Modifications/Adaptations

Use visuals and gestures for nonverbal cues

Allow drawing for communication strategy reflections

Role-play with teacher modeling first

Extension

Set up a “Listening Leader” of the week who models strong communication

Practice Circle Talks or Morning Meetings to build daily skills

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The rubric was created using concepts adapted from the CASEL Assessment Guide (2021), but is reworded :)

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Aspen Mock. (2021). Integrating SEL and Media Literacy With Above the Noise. KQED Education. https://www.kqed.org/education/536553/integrating-sel-and-media-literacy-with-above-the-noise

CASEL. (2020). The CASEL Guide to Schoolwide SEL. Collaborative for Academic, Social, and Emotional Learning. https://schoolguide.casel.org/

CASEL. (2021). SEL 3 Signature Practices Playbook. Collaborative for Academic, Social, and Emotional Learning. https://schoolguide.casel.org/strategies/sel-3-signature-practices/

CASEL. (2021). Equity and SEL: A Cultural Analysis. Collaborative for Academic, Social, and Emotional Learning. https://casel.org/equity/

Government of British Columbia. (2023). BC’s Core Competencies. BC Ministry of Education and Child Care. https://curriculum.gov.bc.ca/competencies

Government of British Columbia. (2023). First Peoples Principles of Learning. BC Ministry of Education and Child Care. https://www2.gov.bc.ca/gov/content/education-training/k-12/teach/teaching-tools/aboriginal-education

Canadian Paediatric Society. (2019). Screen time and young children: Promoting health and development in a digital world. Paediatrics & Child Health, 24(6), 402–405. https://doi.org/10.1093/pch/pxz095

Probst, P. (2017). Social media as a pedagogical tool for individuals with developmental disabilities: Enhancing SEL and media literacy. Journal of Special Education Technology, 32(4), 210–215. https://doi.org/10.1177/0162643417722149

Statistics Canada. (2021). Screen time among children and youth in Canada. Canadian Journal of Affective Disorders Reports, 6, Article 100103. https://doi.org/10.1016/j.cjadr.2021.100103

Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Purich Publishing.

Cajete, G. (2000). Native science: Natural laws of interdependence. Clear Light Publishers.

Archibald, J. (2008). Indigenous storywork: A Native philosophy of education. UBC Press.

Martin, M. (2008). Knowledge and wisdom: Understanding the role of elders in Indigenous education. First Nations Education Steering Committee.

Little Bear, L. (2000). Jagged worldviews colliding. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision (pp. 77–85). UBC Press.

Simpson, L. B. (2011). Dancing on our turtle’s back: Stories of Nishnaabeg re-creation, resurgence and a new emergence. ARP Books.

Wilson, S. (2008). Research is ceremony: Indigenous research methods. Fernwood Publishing.

Kimmerer, R. W. (2013). Braiding sweetgrass: Indigenous wisdom, scientific knowledge, and the teachings of plants. Milkweed Editions.

Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations, and contexts. University of Toronto Press.

Bartlett, C., Marshall, M., & Marshall, A. (2012). Two-Eyed Seeing and the language of healing in community-based research. Canadian Journal of Native Education, 35(1), 1-19.

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1. “Feelings in Nature” Walk & Circle

Focus: Self-awareness, mindfulness, emotional vocabulary
FPPL Connection:

Learning is holistic, reflexive, reflective, experiential, and relational

Learning involves recognizing the consequences of one’s actions

Description:
Take your class outside on a short silent nature walk (around the schoolyard, a nearby trail, or garden). Ask students to notice what they see, hear, and feel—not just with their senses, but with their hearts. After the walk, gather in a circle. Invite students to share (verbally or using visuals/emotion cards):

“What did you feel in your body during our walk?”

“What did you notice about your thoughts or feelings?”

“What part of nature helped you feel calm or strong?”

Optional Extension:
Have students draw a picture of a place in nature that helps them feel peaceful or brave. Write a sentence: “When I feel ___, I can think of ___.”

2. Gratitude Circle with Talking Piece

Focus: Relationship skills, social awareness, gratitude
FPPL Connection:

Learning is embedded in memory, history, and story

Learning involves generational roles and responsibilities

Learning recognizes that some knowledge is sacred and only shared with permission and/or in certain situations

Description:
Introduce a gratitude circle using a talking piece (rock, shell, handmade item, or anything meaningful). Discuss how some Indigenous communities use a talking stick or stone to ensure everyone is listened to and respected. Pass the piece around the circle. Students share:

“One thing I’m thankful for today is…”

Or: “One person I appreciate is…”

Model how to listen quietly and respectfully while others speak. You can close with a short group thank-you or a few deep breaths together.

Optional Extension:
Keep a class “Gratitude Basket” where students can drop drawings or notes throughout the week.

3. My Strength Web (Identity Art)

Focus: Self-awareness, confidence, community connection
FPPL Connection:

Learning involves recognizing one’s identity in relation to others

Learning ultimately supports the well-being of the self, family, community, land, spirits, and ancestors

Description:
Have students create a “strength web”: a visual representation of the people, skills, and values that make them strong. Start by drawing a circle (the student) in the center of the page. Around the outside, students draw lines or threads to:

People who support them (example: parents, friends, pets, ancestors)

Things they are proud of (example: reading, helping others, playing a sport)

Values they hold (example: kindness, courage, honesty)

Discuss how their strengths are connected to those around them. Invite students to share one or two connections with the class.

Optional Extension:
Create a classroom web using yarn, connecting each student as they share a strength that helps the group.

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SEL is an essential component of learning for our students. It’s a key part of my teaching philosophy, as I believe SEL helps us guide young learners in developing the life skills needed to become compassionate citizens. It also reminds us that mental and spiritual well-being are just as important as physical health.

I’m grateful for the learning and knowledge through this course. Thank you kindly.