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Asking the students on their opinions for these lessons would be useful since they are the ones we are ultimately trying to benefit

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Harbor Video
One book/one school during reading time

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Harbor videos, books, everything is good but it must be varied. Maybe MS gets the book and HS gets the videos and scenarios.

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I like the One Book, One School idea.  My college had all entering freshmen read the same book so we would have something to discuss during orientation.  If students are already reading the same book in their English classes, it's not much of a stretch to try to implement that school-wide.

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I like the One Book, One School idea.  My college had all entering freshmen read the same book so we would have something to discuss during orientation.  If students are already reading the same book in their English classes, it's not much of a stretch to try to implement that school-wide.

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I like reading and wouldn't mind the book.  But I know that others wouldn't.  Kids don't always want to read during reading time anyhow.

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I think the one school, one book idea is great.  I even think high school kids would like THIS particular book!

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I think the one school, one book idea is great.  I even think high school kids would like THIS particular book!

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The videos are probably the best option of the stated options.

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It should be different between MS and HS.

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Are we getting ideas from the students for what is working for them, or what they feel they need?

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I think the videos are an excellent idea.  I feel like the topics where I can share my own experiences with the kids seems to prompt better conversations.  The videos would be great to fill in on topics that I can't personally relate to.  

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I think the videos are an excellent idea.  I feel like the topics where I can share my own experiences with the kids seems to prompt better conversations.  The videos would be great to fill in on topics that I can't personally relate to.  

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I also like the idea of one book if the topics are built around the book.

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Book - In my experience as an English teacher, kids won't read a book if it's required or even encouraged, and the kids who would benefit from SEL the most are the ones least likely to do it.
Videos - I think more kids would be receptive to this.

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- I think one book, one school or the videos are good ideas. I think the most important thing is to keep varying it. I see the students' interest waning now that we are halfway through the year, so I think that if we continue to change things up, they will stay more engaged over time.

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This sounds much more appealing than what we're doing right now, and I think that exploring various SEL topics through the lens of a book talk is much less intimidating than asking students to share all of their personal feelings and experiences with their peers. Discussing what the characters are going through could address the same concepts as our SEL lessons do now with less pressure on the students to "create" the discussion for us.

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Liked the use of Harbor Videos and also am intrigued by the novel idea...a few kinks might have to be worked out of the latter to make it work, but both are better than "status quo," in my opinion.

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Liked the use of Harbor Videos and also am intrigued by the novel idea...a few kinks might have to be worked out of the latter to make it work, but both are better than "status quo," in my opinion.

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Provide a monthly topic and focus additional school activities on that particular topic.  Involve some other times to incorporate additional ideas to add to/support the monthly topic.  Right now it seems to hit-and-run on the topics.

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Provide a monthly topic and focus additional school activities on that particular topic.  Involve some other times to incorporate additional ideas to add to/support the monthly topic.  Right now it seems to hit-and-run on the topics.

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Less often- 18 lessons in a school year is quite a bit. First thing in the morning would work better.

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* The value of extracurricular and community based organizations.

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vary grade levels/ability; maybe an alternate curriculum for lower functioning students?

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vary grade levels/ability; maybe an alternate curriculum for lower functioning students?

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Complete during the "reading times".  This allows less of a range of students involved.
Stay away from the end of a marking period - too many students have other things to complete.

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Provide time to link students with additional supports that they may need as a result of the lesson(s)

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Provide time to link students with additional supports that they may need as a result of the lesson(s)

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Always having it during advisory takes away from academic support time (for most: the only time they have all day to complete work)

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Always having it during advisory takes away from academic support time (for most: the only time they have all day to complete work)

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- Advisory may not be the best time; my students are polite but eager to rush through it so they can go see teachers, do homework, etc.  Maybe do it less frequently during Power Hours.
- Format is artificial; students share their successes and frustrations organically, so asking them to do so in a certain block of time is awkward.
- Lessons seem geared to younger students (I have a mix of jrs/srs); the topics and points to make are self-evident.
- Students uncomfortable sharing in large groups of random peers; this would be better in small groups (4 or 5?) of like-minded students.
- I happen to have an Advisory of well-adjusted students, most of whom already do the good SEL practices we're talking about. Do ALL students need to sit through these formal sessions? Could they be implemented on more of an as-needed basis? or to target groups of needy students?

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My students have stated that they like having presentations to go back and access when they remember a certain type of thing we talked about. I create them to share out to them, and other teachers have used them. Feel free to use these. I update before each lesson.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Look at options other than Advisory.    Eliminate the "reading time" period on the day you want SEL done and that way you preserve Advisory

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Look at options other than Advisory.    Eliminate the "reading time" period on the day you want SEL done and that way you preserve Advisory

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I don't mind doing the lessons.  I think that some of the kids think that it is a joke and don't take it seriously.  Grouping kids may work, so that they can't feed off of each other.

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Could we do something about getting involved in school programs and the benefits of being part of that community.

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Eliminate lessons toward the end of marking periods.

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Eliminate lessons toward the end of marking periods.

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-Incorporate SEL more frequently throughout the week through other means than just lessons, so it's not taught in isolation just once every 2 weeks
--- maybe bring in motivational speakers occasionally (kids people can connect with) ----------implement fun, tasks, challenges and activities for students to do throughout the week that are based on SEL (for prizes?) - such as, talk with someone new

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Many of my students are not interested in sharing out. This is completely understandable because of how vulnerable many of the questions/topics make them. I like the idea of having student write responses. They could possibly even keep an SEL journal. Students could possibly create a Google Doc for themselves and record all of their responses and reactions in there. They could still have the option to share, but from what I have experienced, very few of them are open to vocally sharing their thoughts with peers (especially peers outside of their social circles).

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Maybe a monthly theme and build skills focused around that theme.
For example: Empathy
First meeting, define and discuss empathy perhaps some small group sharing. Second meeting, application of empathy skills focusing on practical skills the students and staff can employ

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I think it would be more beneficial to find another time to do the lessons (maybe during the reading period every now and then). Those kids already have a connection with each other since they have a class together.

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-Change the time of the SEL lessons to reading time
- Coping strategies for various situations (scenarios)
- I vary the lessons for my special ed students (share aloud instead of on paper) after hearing my example.

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Have SELs once a month and add a journal component for students to write down their thoughts but do not have to share verbally.