1. Watch at least 1 video, review @ least 1 strategy, and respond to the attached questions.

2. Create a T-SEL plan for at least 1 strategy that works for your classrooms… add it to this padlet.

1. What are the barriers to you implementing this practice?

2. What are the various ways you see this being played out in your classroom?

1. What are the barriers to you implementing this practice?

2. What are the various ways you see this being played out in your classroom?

1. What are the barriers to you implementing this practice?

2. What are the various ways you see this being played out in your classroom?

SEL Competency: Responsible Decision-Making: Anticipate and Evaluate the Consequences of One’s Actions

Content Skill: Cause and effect

Integrated Instructional Move: Balanced Instruction

Description:

• Gather students in a seated circle. Give students a piece of paper. Have each student draw a heart on the paper. Explain that the heart on the paper represents their feelings.

• Demonstrate a push, asking students to watch carefully, as you slide your paper to another student. Ask if the paper moved away from you or toward you. Have students practice pushing their paper forward ball. Ask them to identify if the paper moved away from them or toward them. Ask them what caused the item to move.

• Demonstrate a pull by sitting a little back from your paper and reaching forward to slide it toward you. Ask students to watch carefully. Ask if the paper moved away from you or toward you. Have students practice pulling their paper. Ask them to identify if paper moved away from them or toward them. Ask what caused the item to move.

• Allow students to practice pushing and pulling to see the difference between the two choices. Ask students how their choice influenced the motion of the paper.

• Have students reflect on how their actions can influence others, Take the paper and make a thought/feeling connection, such as, “I hope you have a great day!” Push the paper toward a student. When the student picks up the paper, ask them how they felt when you said that. Have the student echo your words and push the paper back to you. Let students know that just like you can push or pull a paper, your thoughts and actions can influence the people around you.

• Provide scenarios to help make connections between choices and others’ feelings, thoughts, and actions. For example, ask how their sharing a toy (similar to pushing something forward) might influence others? What emotion are they moving? Ask how their taking a toy (similar to pulling something back) might influence others? What emotion are they moving? As you do this, chart responses.

Source: Harmony SEL (FREE - registration required to view resources)