How can I promote a classroom environment of cooperation, empathy and trust using the 5 Guiding Principles of Social and Emotional Learning
According to CASEL, social-emotional learning can be defined as: “the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.”
While students’ emotional well-being and social skills has always been on educators’ radar, recent years have witnessed a shift towards a stronger focus on SEL in the classroom. Researchers have come to understand the connections between academic performance and SEL, as well as the importance of attending to the many facets of student learning experiences in an effort to educate the whole child.
But implementing SEL initiatives in your school or classroom can be a challenge — whether you’re looking to improve your school climate, integrate SEL lesson plans into traditional academic work, or partner with community organizations to meet your goals, gaining momentum to influence real change will be difficult. To help get you started, Annie Snyder, Learning Scientist from our Applied Learning Sciences team, has written a guide entitled Building Social Emotional Learning into the School Day: Five Guiding Principles.
While students’ emotional well-being and social skills has always been on educators’ radar, recent years have witnessed a shift towards a stronger focus on SEL in the classroom. Researchers have come to understand the connections between academic performance and SEL, as well as the importance of attending to the many facets of student learning experiences in an effort to educate the whole child.
But implementing SEL initiatives in your school or classroom can be a challenge — whether you’re looking to improve your school climate, integrate SEL lesson plans into traditional academic work, or partner with community organizations to meet your goals, gaining momentum to influence real change will be difficult. To help get you started, Annie Snyder, Learning Scientist from our Applied Learning Sciences team, has written a guide entitled Building Social Emotional Learning into the School Day: Five Guiding Principles.
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5 Guiding Principles of SEL:
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1. Create
The purpose of this principle is to consciously create a nurturing, caring, and safe environment for students.
Sample strategy: Provide multiple ways for students to report, discuss, and work through conflicts.
2. Integrate
The key to this principle is to incorporate SEL skill-building into academic instruction whenever possible. It’s about keeping social and emotional learning top-of-mind, and constantly revisiting your incorporation tactics to find new, creative ways to integrate.
Sample strategy: Design a full classroom unit based on a real-life theme (e.g. helping a local organization increase environmental sustainability.)
3. Communicate
This principle takes your larger community into account, and stresses that you communicate early and often with all SEL stakeholders. Every educator a student encounters during the day should be aware of SEL objectives and communicate with colleagues or partners about concerns and progress.
Sample strategy: When communicating with school staff, researchers recommend that schools form a core team of school staff and administrators to lead in the communication and integration of SEL into school-wide strategies.
4. Instruct
The purpose of this principle is to consider social and emotional learning as you would any other subject area — as information and lessons worth explicit, planned instruction. With clear guidance, you will ensure that your students fully understand SEL content and expectations.
Sample strategy: Explicitly teach protocols and procedures for handling challenging social situations. Recognize that time spent on topics such as conflict resolution counts as a “teachable moment” just as time spent on academic content.
5. Empower
This principle gets at the core of any social-emotional learning instructional plan: to empower students to take charge of their own social and emotional learning. It’s about ensuring that students are supported and ready to take on the next phase of their academic and emotional lives with confidence.
The purpose of this principle is to consciously create a nurturing, caring, and safe environment for students.
Sample strategy: Provide multiple ways for students to report, discuss, and work through conflicts.
2. Integrate
The key to this principle is to incorporate SEL skill-building into academic instruction whenever possible. It’s about keeping social and emotional learning top-of-mind, and constantly revisiting your incorporation tactics to find new, creative ways to integrate.
Sample strategy: Design a full classroom unit based on a real-life theme (e.g. helping a local organization increase environmental sustainability.)
3. Communicate
This principle takes your larger community into account, and stresses that you communicate early and often with all SEL stakeholders. Every educator a student encounters during the day should be aware of SEL objectives and communicate with colleagues or partners about concerns and progress.
Sample strategy: When communicating with school staff, researchers recommend that schools form a core team of school staff and administrators to lead in the communication and integration of SEL into school-wide strategies.
4. Instruct
The purpose of this principle is to consider social and emotional learning as you would any other subject area — as information and lessons worth explicit, planned instruction. With clear guidance, you will ensure that your students fully understand SEL content and expectations.
Sample strategy: Explicitly teach protocols and procedures for handling challenging social situations. Recognize that time spent on topics such as conflict resolution counts as a “teachable moment” just as time spent on academic content.
5. Empower
This principle gets at the core of any social-emotional learning instructional plan: to empower students to take charge of their own social and emotional learning. It’s about ensuring that students are supported and ready to take on the next phase of their academic and emotional lives with confidence.