Verbal:

Yes, good morning everyone so I am your speaker for this topic but before we proceed lemme
ask you kamusta naman po kayo today?

I think some of you already have an idea of what SEL is tama po ba? But to some of you na bago
lang narinig to let us discuss what SEL is.

These days SEL, is becoming more and more important in classroom curriculum.
Social-emotional learning (SEL) is taught in many schools, but it’s hard to understand exactly
what it is and what it looks like in the classroom.

Across the country, in addition to teaching the basics such like math, reading, writing, and
science, schools are now practicing helping students further develop social and emotional skills.

____read definition of SEL

A process that helps individuals, including children and adults, develop essential skills and
competencies to understand and manage their emotions, build positive relationships, make
responsible decisions, and effectively navigate the challenges of life.

SEL provides the foundation for emotional well-being, positive social interactions, and overall
success in various aspects of life, including academics, work, and personal relationships.

Social-emotional learning (SEL) is essential for helping students develop the tools they need to
succeed both in and out of the classroom. It’s not just about academic achievement; SEL focuses
on building emotional intelligence, empathy, and critical life skills like self-management and
decision-making.

There are actually many benefits to social-emotional learning (SEL).

Setting goals, asking for help, showing empathy. These are all examples of
social-emotional skills that help students thrive.

When students have limited social-emotional skills, they’re more likely to

struggle when they face a new challenge or conflict. A lack of social-
emotional skills can even cause kids to drop out.

Teaching SEL is not a solution for all of the challenges our students face. But
there’s a lot we can do as educators to make a significant positive impact. It
starts with our own social-emotional skills.

Why your social-emotional skills matter

To teach SEL, we need to be aware of and continue to develop our own
social-emotional skills as educators. Only then can we model and teach those
skills to our students.

Social-emotional skills (SEC) are important for teachers because they can
help teachers:
 Create positive relationships: Teachers with SEC can build and maintain
stronger relationships with students. Explain tagalog. They will feel na the school
is their second home, the teacher is their second parent. Ex. Naging student
nung 1st year nung nag4th year na yung student or even nagcollege na that
teacher na whom they had strong relationship ay hindi nila makakalimutan. Every
teachers day may gift or even kahit greet na lang sa chat or message.
 Manage classrooms: Teachers with SEC can create warm and safe classroom
environments. Explain makukuha yung trust ng students mo. Have you experienced
a student opening up to you about his/her problems sa bahay nila? Or sa parents or
siblings?
 Reduce burnout: Teachers with SEC are less likely to experience burnout.
 Cope with challenging behaviors: Teachers with SEC can work more
effectively with challenging students.
 Improve well-being: Teachers with SEC can experience improved well-being in
both their professional and personal lives.
 Promote academic achievement: Teachers with SEC can encourage student
engagement and love-of-learning.
 Sustain passion for teaching: Teachers with SEC can sustain their passion for
teaching.

As a starting point, both educators and students need to feel valued and safe.
The Collaborative for Academic, Social, and Emotional Learning (CASEL)
developed a framework that defines five core competencies of SEL.

- These are 5 primary areas that social emotional learning focuses on.

These are self-awareness, self-management, social awareness, responsible

decision-making, and relationship skills.

What is self-awareness?
 1. Understanding yourself better, including identifying your feelings.

Teachers can develop their emotional intelligence by cultivating self-

awareness. When teachers are mindful of their emotions, they feel more in
control and make better decisions.

Self-awareness is the ability to recognize and understand how your

emotions, thoughts, and values impact your behavior. Self-awareness skills
include:

 Identifying and expressing your emotions

 2. Recognizing your strengths and what you can improve on.

Recognizing your strengths and challenges. So in here you learn to

acknowledge your strengths and weaknesses to better gain confidence in
your abilities.

4 and 5. Imagining your best possible future self, goals and dreams. Successfully
achieving goals

 Having an accurate self-perception and self-confidence

 Practicing a growth mindset

Why self-awareness is important to your teaching

Have you ever been upset about a student’s behavior, but paused to ask
yourself, “Why am I feeling so angry?” You might have run through a quick
series of responses in your mind before deciding what to say or do. That is
self-awareness.

This response may have been instinctual. Or maybe someone taught you self-
awareness skills: how to self-reflect, accurately perceive your feelings, and
express those feelings to others.

It can be hard to maintain that level of self-awareness in a busy classroom.

We’re all human. We won’t always be our best selves at every moment of the
day. Embracing that reality helps us authentically engage with students,
check our biases, question our own motivations, and pause to take stock of
our decisions.

Ways to practice self-awareness in the classroom

 Acknowledge your own emotions and how they may play into your
reactions or how it can effect your behavior.
 Name the skills you’re using (or “think aloud”) for your students as you
model them. (It’s important for students to recognize that you’re still
learning and practicing these skills, too.)
 View students as partners in developing social-emotional skills.
 Understand that it may take a little longer for some students to learn
social-emotional skills as they develop self-confidence.

What is self-management?
After you’re aware of your emotions, then you can work on managing them.

1. Managing emotions and relating to feelings and thoughts in more healthy and helpful ways (as
compared to just reacting).

Self-management is the ability to regulate your emotions, thoughts, and behavior in varying
situations.

2. Using self-control
 Controlling impulses
 Managing stress effectively (self-care ask the question)

3. Practicing executive functioning skills, such as organizing, planning, and study skills.
 Showing motivation
 Setting and meeting goals
 Using executive functioning skills (like planning and organization)

Why self-management is important to your teaching

As educators, we’re constantly using self-management skills to meet the demands of a high-
stress job and manage life outside of school. So it’s not surprising that we all struggle from time
to time.

Using these same skills can be hard for students too, especially when you think about the barriers
they face in and out of the classroom. Some students might have trouble managing the stress of
“not getting it” when the curriculum isn’t flexible for their learning and thinking differences.

The same curriculum may also not be historically and culturally diverse enough for them to see
themselves represented in it. You might see students who appear to lack motivation or interest.
It’s important to acknowledge that you see these challenges. Using culturally responsive
teaching and drawing on diverse content can also improve students’ sense of safety and
belonging.

The barriers that students face can affect not only their readiness to learn, but also your own self-
management. It’s normal to feel challenged or stressed when you try to grow your classroom
practice. It feels new and requires attention when time is short. Consider it an opportunity to
build your self-management skills.

Ways to practice self-management in the classroom

 Understand that some students who learn and think differently have experienced failure
repeatedly because school systems haven’t been able to meet their needs. (Intellectual
Disorder)
 Understand that some students’ experiences are at odds with school systems and
institutions that are historically inequitable.
 Know that when students’ lived experiences are in conflict with school values, they may
disengage from class.
 Model your own self-management, and explain the “why” behind what you’re doing.
 Use goal-setting in the classroom and teach students how to set life goals.

What is social awareness?

Social awareness is the ability to understand other points of view, show empathy, respect
diversity, and understand social norms. In many ways, social awareness is what helps
relationships to thrive. It includes:

 Taking different perspectives

 Appreciating diversity
 Respecting and responding empathetically to others
 Understanding social and ethical behavioral norms
 Recognizing available supports and resources (family, school, and community)
Why social awareness is important for your teaching
To maintain and build healthy relationships with students, we need to be aware of and respect
other perspectives, values, cultures, and differences. Equity and empathy are both at the heart of
this work.

One of the best ways to use social awareness with your students is to get to know them and their
families. It helps you decide how to approach lessons, present content, react to student behavior,
and more. It also allows you to create opportunities for students to bring their whole selves into
your classroom. That is one of the best ways to show your respect for differing perspectives and
life experiences.

It’s not always easy to see another perspective. It’s especially hard when you’re trying to address
a student’s behavior or a disagreement with a colleague in a difficult moment. But you can still
acknowledge differences and be compassionately curious about the other person.
Ways to practice social awareness in the classroom
 Build a classroom community that values the collective good and concern for other
people.
 Create space and norms for you and your students to talk about how hearing a new
perspective changed your point of view.
 Ask for your students’ feelings and perspectives on the classroom environment.

What is responsible decision-making?

Responsible decision-making is the ability to think about how what you do impacts yourself and
others. You make choices about how to behave and interact, based on ethical and social
standards and safety. Responsible decision-making includes:

 Identifying and analyzing problems and situations

 Solving problems as they arise
 Evaluating and reflecting on the consequences of your actions
 Taking ethical responsibility for your decisions and their outcomes
Why responsible decision-making is important for your teaching
As educators, we juggle decisions every day about workload, time management, and self-care.
(Do you even have time for self-care?)We all have different values, priorities, and experiences
that impact our decision-making.

Because of the different factors that influence our decisions, it can be helpful to draw on
colleagues’ knowledge and experiences to make choices, like how to best support students who
learn and think differently.

Decision-making is a big part of how we interact with students, too. We make choices each day
about instruction and classroom management. We also make choices about how to help our
students become decision-makers.

Consider a classroom that uses Universal Design for Learning (UDL). With UDL, teachers
design lessons so students have choices about their learning. This gives students the chance to
make decisions about how to manage their time, how to show what they’ve learned, and how to
navigate social relationships when working with their peers.

Remember that schools have their own set of values that influence decision-making. Many
schools value higher education and may focus on sending graduates to college. Think about the
decision-making process this requires of students. Imagine how difficult that process may be for
students who would be the first in their families to go to college.

Your role in supporting students may be to acknowledge that their process may be very different
from your own. Help them identify people with similar experiences who can serve as models.

Ways to practice responsible decision-making in the classroom

 Recognize that students need your help to learn to become responsible decision-makers in
developmentally appropriate ways.
  Share with students your own process as you make decisions and explain the “why”
behind them.
 Seek out and provide access to diverse role models who have similar experiences as the
students in your class.

What are relationship skills?

Relationship skills are the ability to build and maintain healthy and fulfilling relationships with
others. Humans are wired for relationships, connection, and community. But these skills need to
be developed. Relationship skills include:

 Communicating effectively
 Cooperating with and listening to others
 Resisting peer pressure
 Asking for and providing help when it’s needed
 Negotiating and resolving conflict
Why responsible relationship skills are important for your teaching
Relationship skills help us connect with others. Listening skills, conflict resolution, and
communication are important tools we use to navigate relationships.

Like the other social-emotional competencies, building relationships skills is hard work. You
need to use the skills of self-awareness and self-management, and to engage with others in a
meaningful way. Relationships also require a certain level of trust, vulnerability, and practice.
Without practice, we often default to the emotions we are more comfortable expressing.

In the classroom, it can be a challenge for both teachers and students to build trusting
relationships. But when it comes to modeling social-emotional skills, there’s an added layer: You
need to partner with students on building their emotional vocabulary so they can become agents
of their emotions.

Students might struggle with expressing themselves, so they need your support. Being able to
give and receive help is an important way to build and maintain relationships. It means not just
seeking help in a time of need, but also being able to offer help to others. Many of us are better at
offering help than we are at asking for it when we need it.

Ways to practice relationship skills in the classroom

 Search for the “why” behind a student’s behavior before responding.
 Identify when an action wasn’t appropriate. Provide an appropriate alternative action or
response.
 Acknowledge that these skills can be difficult to practice.
 Find ways to practice problem-solving without actual conflicts, like role-playing.
 Build in ways for students to reflect on their own thinking, patterns, and relationships.
 Be an active listener and show students you are listening and responding to their
feedback.
 Plan classroom activities that focus on building trust and a sense of belonging.
As educators, we may not be able to control some aspects of our jobs. We may not be able to
directly help with the many challenges our students face outside of school. But we can use our
own social-emotional skills to make our classes a safe place where students know we value them,
their families, and the experiences they bring to school.

Here are some social-emotional learning (SEL) activities for high school
students:
 Mindfulness
Students can learn to be present in the moment through mindful breathing
exercises.
 Check-in sessions
Students can express themselves in a safe space during these morning
activities.
 Journaling
Students can write down their thoughts and feelings in a journal. Teachers can
provide creative prompts or writing lists to spark students' imaginations.
 Active listening
Teachers can teach students active listening skills and encourage them to
share their thoughts and feelings.
 Quiet corner
Students can have a safe space to go through negative feelings and learn to
regulate their emotions.
 Identity bingo
Students can mingle with their peers to identify classmates with whom they
share traits or experiences.
 Literature
Students can explore empathy and emotional intelligence by reading relevant
fiction or nonfiction works.
Other SEL activities for high school students include: goal-setting workshops,
empathy-building exercises, group discussions, and conflict resolution
activities.
Emotional Learning in Schools
Educators can implement evidence-based strategies to approach SEL in schools.
One such strategy is having students engage in self-reflection activities. Self-
reflection helps students gain awareness of their emotions, thoughts, and
responses to challenging situations. This activity also helps them identify areas
where they need help and develop strategies for addressing those needs.

Additionally, educators can foster a safe and supportive learning environment. This
involves creating an atmosphere where students feel respected and free to express
themselves without judgement or fear of repercussions. Finally, teachers should
foster social-emotional skills through problem-solving activities that involve
collaboration and conflict resolution. By giving students the opportunity to work
together on projects and solve conflicts,

There are tons of different, creative, and easy ways you can integrate social emotional learning
into your
classroom. Here are some ideas, many of which you are probably already using: