social-emotional learning toolkit

This toolkit is intended for K-8 teachers who wish to integrate social-

emotional learning strategies with school culture and daily instruction. In

this toolkit, Hanover Research synthesizes current research on social-

emotional learning theories, strategies, and practices that are most

effective for teachers to employ in their classrooms. The goal of this toolkit

is to support teachers in learning about and embedding social-emotional

learning opportunities with daily academic learning so that students

benefit socially, emotionally, culturally, and academically.

SOCIAL-EMOTIONAL LEARNING

TOOLKIT

October 2019

2 © 2019 Hanover Research

TABLE OF CONTENTS

Executive Summary ................................................................................................ 3

INTRODUCTION .............................................................................................................. 3

OVERVIEW .................................................................................................................... 5

AUDIENCE ..................................................................................................................... 6

Model Important Competencies ........................................................................... 7

ALIGN CLASSROOM PRACTICES WITH SCHOOL VALUES ..................................................... 7

DEMONSTRATE SOCIAL-EMOTIONAL LEARNING SKILLS ...................................................... 11

VALUE STUDENTS’ IDENTITY AND INPUT ............................................................................. 14

Cultural Competency ....................................................................................... 14

Value Student Input ........................................................................................... 18

Embed Social-Emotional Learning Directly In Instruction .................................. 20

PROVIDE STUDENTS WITH SEL SKILLS ............................................................................... 20

TEACH GROUP COLLABORATION ................................................................................... 24

TEACH STUDENTS SELF-MANAGEMENT THROUGH REFLECTION AND MINDFULNESS ................ 25

References ............................................................................................................. 28

SEL TOOLKIT: EXECUTIVE SUMMARY


EXECUTIVE SUMMARY

INTRODUCTION

Over the last two decades, Social-Emotional Learning (SEL) has become an integral part of many

U.S. school districts' strategic plans. Educators, researchers, and families recognize that teaching

students social and emotional literacy improves student behavior management, social

interaction, and cultural awareness skills. Importantly, in the last several years, research has

connected SEL practices to increases in academic achievement.1

This toolkit focuses on how teachers can integrate SEL with school-wide efforts to create positive

classroom cultures, and how to embed SEL in daily instruction to increase academic

achievement. The interplay between school culture, classroom environment, and daily instruction

that includes SEL components is an important dynamic to understand as teachers learn how to

achieve a balanced and effective approach to learning.2

Interaction Between SEL and School Functions

Source: Center on Great Teachers and Leaders at American Institutes for Research3

SEL is not an add-on – rather it is “intertwined with the work teachers[…]are already doing and is

implicitly embedded throughout [instructional] rubrics.”4 Teachers should infuse state standards,

and subsequently daily instruction, with SEL practices. Also, SEL stems from school and classroom

values that govern behavioral expectations and define school culture. Teachers will create

positive classroom cultures by developing class rules and routines from advertised school values

that include SEL concepts. Therefore, SEL acts as both a catalyst for and product of positive school

culture.5

Educators, policy makers, and the broader community largely agree that schools should go

beyond teaching core content and graduate students who are socially, emotionally, and

culturally competent. The common misperception has been that these goals compete for

resources. As such, many schools and school districts have not invested in SEL strategies out of fear



that test scores will suffer. However, the benefits of teachers integrating SEL practices are not just

behavioral in nature.

Concerted and consistent efforts to infuse learning with

practices that teach children an understanding of

different peoples and cultures, how to positively

interact with peers, how to recognize and manage

their feelings, and how to make responsible decisions

can have dramatic and positive impacts on academic

achievement.7

Moving SEL practices from a theory at the school district

or school level to the teacher level depends on a

teacher’s commitment to learn the components of SEL

and consistently use the practices offered in this toolkit.

The key definitions of SEL are important for teachers to

understand before they can integrate them into daily

learning. There are five key components (defined

below) that interact and overlap. Teachers will need to promote, monitor, and assess student

progress for each of these components to support successful SEL integration.8

The Five Core Social-Emotional Competencies

SELF-AWARENESS SELF-MANAGEMENT SOCIAL AWARENESS

Self-awareness is the extent to

which students understand

their feelings, strengths,

weaknesses, and values. How

well students know themselves

impacts their decisions,

persistence in accomplishing

tasks, and self-efficacy.

Self-management is the

extent to which students

assess and control their

thoughts and emotions,

particularly in stressful or

difficult situations. Students

who effectively self-manage

can self-motivate, control

impulses, and set goals.

Social awareness is the extent

to which students understand

and empathize with others

different from themselves.

Students who are socially

aware appreciate alternative

viewpoints and make efforts

to learn about diverse

cultures.

RELATIONSHIP SKILLS RESPONSIBLE DECISION MAKING

Relationship skills are students'

ability to form positive, enduring

relationships based on empathy

and trust. This competency also

encompasses conflict resolution,

productive group work skills, and

recognition of when to seek

assistance to solve problems

between oneself and others.

Responsible decision-making is

the extent to which students

consider social norms, ethical

standards, and respect for

people and property before they

act. Students also consider the

consequences their decisions

might have and take

responsibility for their actions.

Sources: Collaborative for Academic, Social, Emotional Learning9

SEL research reflects the “whole child” approach to education recommended in the Common

Core. Both the National Governor’s Association (NGA) and the Council of Chief State School

Source: Child Development6

Cultural Awareness

Positive Relationships

Emotional Regulation

Responsible Decisions

Content Mastery

Factors of Academic Achievement



Officers (CCSSO) agree that education that develops the whole child, (i.e., their social, emotional,

and cultural competencies) in addition to mastering academics, is important to introducing

college and career readiness standards.10

The Common Core, therefore, does not include separate add-on SEL standards. Instead, it stresses

that teachers infuse SEL ideas and practices in every academic content area. The result of this

approach is that SEL is not a separate initiative that could potentially overburden educators.

Instead, it is just what teachers do. Therefore, teachers should consider the practices and

resources herein as strategies to develop teachers’ mindset and culture of teaching, as opposed

to a few lesson plans to include over the course of the school year.11

For SEL to be effective for students, what

students learn needs to radiate out from the

classroom into the school, home, and the

community at large. When students learn

the norms and values of respectful behavior

this has a positive influence outside the

classroom as well. Therefore, SEL practices

cannot happen in isolation. Home and

community have resources in government,

civic, and businesses entities that support

SEL curriculum; volunteers and advocates

complement school SEL messages; and

collaboration between district social

services (e.g., health services) support SEL

practices.1213

At the school level, administrators and

program specialists offer challenging and

engaging curricula, create opportunities for

professional development, and establish

conditions for a healthy, orderly, trusted,

and academically-focused environment.

SEL-focused schools also model positive relationships between faculty, staff, parents, and

students.14Teachers are the most vital influencers of the SEL circle. Without teachers, SEL stalls at

the school level. For SEL to be effective, all teachers must develop background knowledge and

incorporate existing strategies with SEL components.15

OVERVIEW

This toolkit discusses how teachers can:

• promote SEL practices in their classrooms through integration with school values, rules, and

norms;

• demonstrate SEL skills every day;

• use SEL practices to value students' individuality and cultural diversity;

• embed SEL concepts into daily teaching routines and practices, including group

collaboration and cooperative learning environments; and

• provide students with opportunities to self-manage through reflection and other SEL

techniques.

The Multiple Facets of Social-Emotional

Learning

Source: Collaborative for Academic, Social, and Emotional13

Learning15



AUDIENCE

This toolkit is intended to support K-8 teachers teaching in any school environment. Both novice

and veteran teachers will find the enclosed tools helpful in supporting an emphasis of social-

emotional skills in any curriculum or subject.

SEL TOOLKIT: MODEL IMPORTANT COMPETENCIES


MODEL IMPORTANT COMPETENCIES

Teachers need to model SEL expectations as a necessary first step to implementing SEL in the

classroom. Students learn directly from watching and replicating adult actions and interactions.

Therefore, teachers, themselves, should practice SEL competencies to support what they intend

to teach and to model how to behave and interact in today’s diverse society.16

Teachers should model SEL practices in three different contexts: (1) in concert with the school’s

values,; (2) via explicit demonstration of SEL practices and teaching by example; and (3) through

valuation of students’ identities and ideas. These mechanisms allow teachers to treat SEL as a

habit of mind that defines their teacher persona. These practices are also ideal opportunities for

teachers to put SEL concepts on display so that all students have exposure to adult role models.17

ALIGN CLASSROOM PRACTICES WITH SCHOOL VALUES

For optimal effectiveness, SEL classroom practices need to align with the school’s values – those

values that might be advertised to students and the community. Specifically, when teachers

develop values particular to their classrooms, they need to explicitly extend the school’s values,

rules, mission, or vision. Supporting the stated school culture models a certain respect to the

school, showing students that teachers care about the school and honor its rules and traditions.18

School strategic plans typically include mission and vision statements and core values, which

school mottos also often encapsulate. These words or statements reflect the community’s deeply

held beliefs and guide the school’s policies, decisions, and even curricular choices. Due to the

wide variance in how schools develop and use these value guides, teachers must spend time

each year considering how to marry their own classroom values with school values.19

The following figure profiles current mottos or core values from schools throughout the country and

provides examples of classroom practices or routines that integrate these school-level values.

Turn School-Wide Values into Classroom Practices

Source: The Inclusion Lab, The New School, Boise -Eliot/Humboldt Elementary20

When teachers support school traditions and values in their daily language and practices with

students, they extend those values into the classroom and encourage more positive behaviors in

class and in the school. This practice also is a factor in building teacher efficacy and preventing

teacher burnout.21

SCHOOL SCHOOL MOTTO OR CORE

VALUES POSSIBLE CLASSROOM PRACTICES OR ROUTINES

Mountain View

Elementary School

(NC)

“Respect self, respect

others, respect property”

Students engage in daily morning journal writing

or affirmation where whereby they express

positive statements of self-respect through goal

setting.

The New School (AK)

“Curiosity, Respect,

Citizenship, Innovation,

Excellence, Community”

To summarize every assignment, or project-based

learning, students in this class reflect on how what

they learned might somehow positively impact

their community or society.

Boise-Eliot/Humboldt

Elementary School

(OR)

“Productive, self-reliant, and

responsible citizens who

value the richness of

diversity”

Snack time includes an appreciation for different

cultures represented in the classroom.



Understanding that all schools have different advertised value statements, mottos, or codes of

behavior, the exercise on the following page will guide teachers in creating their own core values.

Value plans are unique to every classroom and might change over time, depending on student

makeup. This exercise will give teachers time to reflect on what they think is most important about

teaching and what they believe they can promote and support throughout the school year.



Directions: Narrow down school and personal beliefs to develop approximately three core values.

Follow the directions in each box to list words or phrases at the school level, then at your level. By

the end of the process, you should have synthesized important value words into your own core

values.

Teacher _______________________________________________ Year __________

Grade/Class/School ___________________________________

Core Values Planning Tool

SCHOOL VALUES What are the school’s motto, values, mission and vision statements (if any)? Re-write all that apply below:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

CONGRUENCE In the above section, CIRCLE the words or phrases with which you most closely identify.

MY VALUES One Minute Brainstorming: Think about why teachers are important and begin free writing words and

phrases that come to mind. It’s okay to repeat words/phrases, the important thing is to keep writing for

one full minute. (Use separate paper if necessary)

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________ REFLECTION In the above section, CIRCLE the words or phrases with which you most closely identify.



Core Values are deeply held beliefs that guide or form a person’s ethical self and guide a person’s

decisions and beliefs. Personal core values can be adapted to specify how a person teaches and

may adapt or evolve over time. In the following exercise, narrow down your beliefs into three or

four core values.

Source: Center on Great Teachers and Leaders22

MY CORE VALUES Re-write the circled words or phrases below. These are your core values.

1. ___________________

2. ___________________

3. ___________________

MY VALUES List the CIRCLED words from the above section in the space provided below. Combine similar

words/phrases, or cross out those too like others. If you have none from the school side, see

how you can adapt or reword yours so you are supporting the school’s values.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________ In the above section, CIRCLE no more than three words or phrases that you like best and you think you

can live with for the entire school year.

SUMMARY VALUES Re-write the CIRCLED words from the 1st section under SCHOOL.

Then, re-write the circled words from the 2nd section under ME.

SCHOOL ME

____________________________________ ____________________________________

____________________________________ ____________________________________

____________________________________ ____________________________________

____________________________________ ____________________________________

____________________________________ ____________________________________

____________________________________ ____________________________________

____________________________________ ____________________________________

____________________________________ ____________________________________

____________________________________ ____________________________________

____________________________________ ____________________________________

In the above section, CIRCLE the words or phrases above that YOU think best define the most important

aspects of teaching and learning.



DEMONSTRATE SOCIAL-EMOTIONAL LEARNING SKILLS

Teachers need to model the highest SEL expectations they have for their students. Teachers, as

adult role models, must demonstrate kindness, respect, how to control emotions, how to build

positive relationships, and all other aspects of SEL. Specifically, teachers can practice mindfulness

and other positive thinking exercises model critical SEL routines, particularly when encountering

challenging experiences that may impact how they model their SEL expectations to students.23

Notably, teaches are responsible for modeling morality. Many states and school districts have

morality clauses in teacher contracts.24 These exist because communities want their teachers not

simply to preach the habits of good behavior, but they also believe that moral teacher behavior

supports effective lessons.25

Society, therefore, sets very high expectations for teachers. The pressure from these high

expectations can lead to teacher burnout or lapses in judgment that negatively impact students.

As such, teachers should be mindful of their own social-emotional health in order to best support

their students. Establishing a work-life balance and setting routines to maintain a positive mindset

are good ways to prevent burnout.26

Teachers need to have routines to prepare them for the

day, and they need to have supportive colleagues and

administrators to help boost their ego and give them

opportunities to improve. Most importantly, teachers need

to have a growth mindset to encourage ongoing learning

and improvement to their teaching craft.27

The exercises on the following page will help teachers

maintain positivity and support their overall social-emotional health both in-class with students and

when alone or with colleagues. Teachers should try to develop three or four daily routines from

these exercises to keep them centered and focused. The “When Alone or With Colleagues” list is

divided into exercises for extroverts and introverts.

VIDEO LINK: WAYS TO

STAY POSITIVE

▪ A Simple Trick – TED Talks

https://www.ted.com/talks/alison_ledgerwood_a_simple_trick_to_improve_positive_thinking/transcript?language=en



Directions: Teachers should engage in the exercises on this checklist daily when they begin to feel

overwhelmed or as a matter of routine. To be mindful of personal social-emotional health,

teachers should practice one or two of the following items daily.

DURING CLASS WITH STUDENTS WHEN ALONE OR WITH COLLEAGUES

❑ Sing

❑ Stretch

❑ Whisper “patience” to self

❑ Play classical music for the class

❑ Smile and laugh with students

❑ Read something light and fun

❑ Take a quick game break

❑ Go on a silent walk around school with the

class

❑ Do jumping jacks together

❑ Mentally scan body, relax each muscle

❑ Count backwards silently

INTROVERTS

❑ Power nap

❑ Relax, do breathing exercises

❑ Organize or clean something, anything

❑ Eat an apple

❑ Write in a journal

❑ Force yourself to smile for one full minute

EXTROVERTS

❑ Interact with colleagues

❑ Scream!

❑ Be friendly to someone

❑ Share a positive joke or uplifting story with

colleagues

❑ Set up a staff wellness day with massages

Source: Origins28

Staying Centered Checklist



Modeling the five components of SEL requires constant attention, reminders, and practice.

Teachers should honestly examine their routines and habits to ensure their practices and actions

mirror their direct SEL instruction and their intentions to integrate SEL into the classroom. Teachers

who are self-aware and self-regulated model appropriate behaviors in words and in actions.

Remembering that students are ever-watchful, teachers need to pay close attention to their

actions.29

Following the Rules – Modeling Behavior

CLASS RULE MODEL TEACHER BEHAVIOR

Be in your seat ready to work

when the bell rings Be at the door greeting students as they enter.

No cell phones in class

Work out alternative strategies to communicate with your family, or in

emergencies, so you can have your cell phone off and away during

school

Stay engaged in the lesson

Roam around the room during group work and engage students

individually and as a group; resist the temptation to grade papers,

read, or otherwise disengage from the class.

Be respectful of the work we

do in this class

Speak positively about faculty meetings, school rules, and other

professional duties

Be respectful of other students Address your colleagues as “Mr.,” “Mrs.,” or "Ms." in front of students

Source: Edutopia30

Teachers must model positive behaviors as well as demonstrate appropriate behaviors when

social-emotional challenges arise. As role models for students, teachers must also acknowledge

when they make a mistake or do not exhibit a model behavior. To mitigate mistakes or unideal

behavior, teachers can reflect on situations through journaling, talking with colleagues, or

addressing issues directly with an administrator. Understanding why and how a mistake occurred

supports teachers in preventing reoccurrence.31

Teachers should use positive behavior concepts to focus on students who are demonstrating

appropriate behaviors and ignoring negative behaviors where appropriate. In situations where

teachers cannot ignore disruptive behavior, they need to approach students in private rather

than addressing negative behaviors publicly, thereby giving them more attention.32 The following

figure demonstrates how teachers can reflect on common mistakes that do not demonstrate

model social-emotional behavior and how to reframe their statements or actions.

Why Did I Say That?

WHAT DID I JUST SAY? WHAT I SHOULD HAVE SAID WAS ….

“Wendy, please be quiet!”

In a normal voice, “Let’s remember that we are

writing in our journals.” Or, “I like the way Juan is using

his inside voice today.”

“Cameron, please stop tapping your pencil.

You’re annoying me and everyone else in

class.”

“Cameron, show me what a great writer you are.

Write this sentence….”

“Janie and Carlos, you haven’t paid attention

to a single word I’ve said.”

Point out the students who are paying attention, “I like

the way Juan is following directions.”

Source: ASCD Inservice33



Strong, well established classroom behavioral plans that teachers set early and enforce

consistently can prevent negative behaviors from undermining SEL protocols. Setting routines that

offer students opportunities to reflect and set behavioral or academic goals are excellent

methods to setting a positive tone.34 The following figure outlines how a teacher can hold a

morning routine with students that encourages the class, as a whole, to reflect on their social-

emotional state for the day.

VALUE STUDENTS’ IDENTITY AND INPUT

This section addresses two aspects of valuing students: (1) practicing cultural competency; and

(2) valuing students’ opinions. In valuing students by practicing cultural competency, teachers

can understand and empathize with students’ cultures, backgrounds, socio-economic conditions,

and other identity characteristics. By valuing students’ opinions, teachers listen to students’

positions during class discussions and reflect on how to connect their ideas to other experiences.

Teachers need to prepare themselves for both aspects of valuing their students as students will

bring diverse cultural backgrounds and opinions to the classroom; in any given class, teachers

should be ready to encounter a variety of backgrounds and opinions influenced by students’

unique experiences.36

CULTURAL COMPETENCY

Teachers with strong cultural competency skills welcome students of diverse backgrounds and

guide their students in developing their own cultural competence.37 Teachers can use the

continuum on the following page to assess their current level of competence. They should also

reflect through journal writing or talking with colleagues about how their own culture impacts their

values. This form of self-reflection helps teachers become more culturally proficient and

understand of their own students.38

MORNING MEETING MODELING REFLECTION

This activity can be modified to adjust for grade-level by simply expecting longer, more detailed answers

for older students.

▪ Set a journal writing routine for the first 10 minutes of every day (or whenever it is most convenient prior

to the first lesson).

▪ The teacher writes in his/her journal at the same time.

▪ Writing prompts should force students to set daily goals, assess their mood and learning readiness, and

remind students how to address challenges so they are ready to learn:

o “Today I feel ____ ! This might be a challenge because ____. I can overcome these challenges by

____.

o My learning goal today is _____. Lately I’ve been having trouble with ____ [skill and/or behavior]. I can

do better if I ____.

▪ Share out occasionally – the teacher too.

Source: ASCD Inservice35



Continuum of Cultural Competency

Destructiveness Incapacity Blindness Pre-

Competence Competence Proficiency

Denying rights

and privileges

based on race,

or culture,

forced

assimilation,

subjugation of

minority groups

Racism,

perpetuating

stereotypes,

inappropriate

hiring

practices

Differences

ignored to

the

detriment

of culture,

equity

equality

confusion

Commitment

to cultural

exploration,

assessing

needs of an

organization,

willingness to

examine self-

perceptions

Recognition

of diversity,

willingness to

seek advice

and

dialogue

with different

groups

Systematically

and

consistently

implement

strategies

that serve

diverse

cultural

needs,

promote

cultural

competency

in others

Source: Georgetown University Child Development Center39

Teachers can also self-assess by reviewing the comprehensive checklist on the following pages.

Because cultural competency is an ongoing process, it is important for teachers to revisit the

checklist at least annually. Items on this list will serve as reminders to maintain a positive and open

mind in dealing with students, tips for engaging with students on personal and cultural levels, and

other self-affirming statements designed to sustain SEL throughout the year. The goal of this

checklist is to help teachers recognize what they can do to become more effective in celebrating

diverse environments.40



Directions: Read each sentence and check the box that best applies to your current level of

cultural proficiency. At the end follow the directions to total your score. Take the assessment

several times over the year and track how your score changes.

RATE YOUR CULTURAL COMPETENCE NEVER RARELY OFTEN ALWAYS

I view human difference as a positive and a cause for

celebration.

I have a clear sense of my own ethnic, cultural and racial

identity.

I am aware that in order to learn more about others I need to

understand and be prepared to share my own culture.

I am aware of my discomfort when I encounter differences in

race, color, religion, sexual orientation, language, and

ethnicity.

I am aware of the assumptions that I hold about people of

cultures different from my own.

I am aware of my stereotypes as they arise and have

developed personal strategies for reducing the harm they

cause.

I am aware of how my cultural perspective influences my

judgement about what are "appropriate," "normal." or "superior"

behaviors, values, and communication styles.

I accept that in cross cultural situations there can be

uncertainty and that uncertainty can make me anxious. It can

also mean that I do not respond quickly and take the time

needed to get more information.

I take any opportunity to put myself in places where I can learn

about difference and create relationships.

If I am a white person, I understand that I will likely be perceived

as a person with power and racial privilege.

I am aware of the impact of the social context on the lives of

culturally diverse population and how power, privilege, and

social oppression influence their lives.

I will make mistakes and will learn from them.

I will recognize that my knowledge of certain cultural groups is

limited and commit to creating opportunities to learn more.

I will really listen to the answers before asking another question.

I know that differences in culture are important parts of an

individual’s identity which they value and so do I.

I recognize that cultures change over time and can vary from

person to person, as does attachment to culture.

I recognize that achieving cultural competence involves a

commitment to learning over a life-time.

Cultural Competency Self-Assessment Checklist



RATE YOUR CULTURAL COMPETENCE NEVER RARELY OFTEN ALWAYS

I recognize that stereotypical attitudes and discriminatory

actions can dehumanize, even encourage violence.

I know my family’s story of immigration and assimilation.

I continue to develop my own capacity for assessing areas

where there are gaps in my knowledge.

I recognize that people have intersecting multiple identities

drawn from race, sex, religion, ethnicity, and other attributes

and the importance of these identities vary from person to

person.

I acknowledge both intercultural and intracultural differences.

I am aware that everyone has a “culture” and my own should

not be regarded as a point of reference to assess which

behavior is appropriate or inappropriate.

I am developing ways to interact respectfully and effectively

with individuals and groups.

I can effectively intervene when I observe others behaving

racist or discriminatory manners.

I am able to adapt my communication style to effectively

communicate with people who communicate in ways that are

different from my own.

I seek out people who challenge me to maintain and increase

the cross-cultural skills I have.

I am actively involved in initiatives that promote understanding

among members of diverse groups.

I can act in ways that demonstrate respect for the culture and

beliefs of others.

I am learning about and put into practice the specific cultural

protocols and practices necessary for my work.

My colleagues, no matter their ethnicity, consider me an ally

and know that I will support them in culturally appropriate ways.

I work hard to understand the perspectives of others and

consult with my diverse colleagues about culturally respectful

and appropriate courses of action.

I know and use a variety of relationship building skills to create

connections with people who are different from me.

I can recognize my own cultural biases in a given situation and

I’m aware not to act out based on these biases.

I am aware of within-group differences and I would not

generalize a specific behavior presented by an individual to

the entire cultural community.

TOTAL: Count the number of checks in each column

MULTIPLY the number of checks by the number here x1 x 2 x3 x4

CALCULATE your score for each column

ADD all columns to come up with your TOTAL SCORE =

Source: Refugee Assistance Program41



VALUE STUDENT INPUT

As classrooms become more diverse, teachers must recognize the different ways students may

respond to teachers. Then, they will need to prepare for how students are responding verbally, in

writing, artistically, and emotionally to teacher prompts. Student responses are influenced by their

culture and what they hear at home, from peers, and from social media.42 Therefore, teachers

need to plan for how to react appropriately and in ways that add value for students. How

teachers respond to incorrect or inappropriate student outputs takes careful thought as not to

disrupt learning. However, teachers should also work to prevent demotivation and

embarrassment. Even praising students warrants thoughtful consideration.43

Responding to Students

TYPE RESPONSES THAT ADD VALUE

Plain Correct – Simple confirmation

without emotion

“Yes, that is correct.”

“Correct.”

Plain Incorrect – Simple redirection

without emotion

“No, the correct answer is….”

“You had the first part right….”

“No, but good try. The answer is ….”

Praise for All – Encourage groups

without slighting others

“I’m proud that one of your classmates won this award. It reflects

well on everyone.”

Silent Responses to Errors – Correct

judiciously and privately

In grading a writing assignment, the teacher highlights the first

time a student confuses “too” and “to” but does not circle every

mistake.

Honest “I” Appreciates

“I appreciate that.”

“I like the way you said that.”

“I’m happy that you took a chance on such a tricky question.”

I’m With You – Communicating the

student is not alone

“I might make that same mistake.”

“Many of us feel that way.”

“I can tell you’re worried about that report.”

Source: ASCD44

In the examples above, teachers limit emotion in their responses to students. Whether positive or

negative, too much emotion adds stress to students and can demotivate them. When effectively

responding to incorrect answers, teachers correct and move on quickly to limit negative attention.

Students are not asked to continue guessing because it prolongs their embarrassment. However,

teachers should give students additional opportunities to answer questions later to boost self-

esteem.45

Relatedly, valuing student input when lessons call for discussion on sensitive topics supports the

democratic process, which encourages students to formulate positions, respect diverse ideas,

and imagine different perspectives.46

Despite their limited experience, elementary and middle students will still have strong opinions,

sometimes influenced by many different groups of adults.47 Yet, most students have yet to

formulate their own opinions.48 The preparation strategies included on the following page will

ensure that all student voices are heard, valued, or redirected when necessary.



Directions: Review this checklist prior to any lesson that includes sensitive issues (i.e., slavery, racism,

political issues, or current events.) Some items can be modified for younger audiences by using

grade-appropriate terms or teaching students new vocabulary.

Checklist Item

Prepare parents, administrators, community – Connect the lesson to the course standards. Explain

ground rules, and opt-out policies

Prepare Student Ground Rules:

- Be respectful

- Let classmates finish responses – listen, don’t wait to speak

- Be critical of ideas, not people

- Commit to learning, not debating – Be open-minded

- Avoid blame

- Do not make presumptions (guess) about classmate opinions

- Avoid inflammatory words

Prime Student Opinions – Preparation materials should balance all views.

Prepare Yourself – Anticipate which students might have a hard time with the topic. Strategize on

how to prepare them or deal with their reactions.

Teacher’s Facilitating Playbook:

- Don’t take sides

- Balance both sides. Make sure one side is not dominating

- Politely correct misinformation

- Encourage students to elaborate when necessary

- Paraphrase students, e.g., “So, what I think Melissa is saying is ….” When necessary

- Be ready to call it off if emotions run too high

Reflect – No matter what the outcome, all students should have the additional opportunity to

express themselves in private reflection in writing or by drawing. Teachers should reflect as well.

Source: Front & Central, Slavery By Another Name49

Preparing For Sensitive Topics

SEL TOOLKIT: EMBED SOCIAL-EMOTIONAL LEARNING DIRECTLY IN INSTRUCTION


EMBED SOCIAL-EMOTIONAL LEARNING DIRECTLY

IN INSTRUCTION

In the first section, Hanover provides resources and exercises to develop teachers’ own capacity

to teach SEL components to students. In this section, Hanover provides resources and exercises to

explicitly teach students to become self-aware, to self-regulate, to become more socially aware,

and to develop relationship and decision-making skills. This section then focuses attention on

group collaboration and self-management through reflection as specific examples.

Teaching SEL skills to students must begin by infusing SEL components into lesson plans starting in

Kindergarten.50 Attention to SEL, therefore, is ongoing and should continue until students graduate

as well adjusted, socially aware, respectful, and responsible young adults.51

PROVIDE STUDENTS WITH SEL SKILLS

K-8 teachers should structure every school day to include SEL objectives. Typical SEL classrooms

have 10 components that support positive learning, promote social-emotional competencies,

and foster academic learning. Teachers should develop these components with students as a

class or individually. The potential positive outcomes are both social-emotional and instructional.

Teachers should reference the table below as they create lessons plans to ensure SEL takes place

every day.52

10 SEL Teaching Practices

CLASSROOM

PRACTICE DEFINITION SPECIFIC EXAMPLE SEL OUTCOMES

Student

Centered

Discipline

Teachers and students

develop shared class

norms and values

Rules connect to sated classroom

values and consequences connect

to violations that are equitably and

consistently enforced

Social skills: self-

regulation and self-

awareness

Teacher

Language

Academic, positive

authentic, genuine

“I like the way you [explicit

example].”

Modeling social skills

development

Responsibility

& Choice

Students have

opportunities to make

responsible decisions

Peer tutoring allows students to

practice decision-making safely

Modeling social skills:

responsible decision-

making

Warmth and

Support

Creating trusting

atmospheres

Greet students at the door every

morning with a positive message or

kind word

Modeling social skills –

social awareness

Cooperative

Learning

Students work together to

accomplish an

instructional goal

Project learning where teamwork is

an essential component in

assessment

Instructional:

relationship skills

Classroom

Discussions

Students have

opportunities to share Socratic Seminars; class debates

Instructional: social

awareness

Self-

Assessment

and Self-

Reflection

Students actively think

about their work process

and products

Daily journals Instructional: self-

awareness

Balanced

Instruction

Multiple instructional

strategies including

student-centered learning

Project-based learning Instructional: self-

regulation



CLASSROOM

PRACTICE DEFINITION SPECIFIC EXAMPLE SEL OUTCOMES

Academic

Press &

Expectations

Academically focused

classrooms with

appropriate rigor and

attainable expectations

Long term projects that include with

short term checkpoints

Instructional: self-

regulation

Competence

Building

How teachers address

social interactions during

lessons & activities

Modeling, positive supports, norm

reminders

Instructional:

modeling and

practicing all SEL

components

Source: Center on Great Teachers and Leaders at American Institutes for Research53

Integrating SEL into daily classroom routines or

structures prevents SEL from becoming add-on

lessons.54

Teachers create many routine activities to help

manage classroom behavior, e.g., morning

meetings, exercise breaks, and transition

protocols. Yet, these practices also teach

students SEL practices at the same time without

departing from the content of the lesson plan.

Teachers who integrate SEL as a daily routine

create more academic learning opportunities because the learning environment is positive and

productive without the distractions that negative learning environments may include.55

In addition to classroom routines, teachers should also asses each individual student’s progress on

each SEL component. This individualized approach will target students who may require

additional support in certain SEL competencies and help create strategies for further

development. Teachers must understand each of their students’ capacity for dealing with

emotions and cultural diversity in their classroom. Setting high expectations for tolerance and

managing behaviors is critical. Assessing those expectations as the year progress, in much the

same way teachers asses academic content, is also very important.56 Teachers can effectively

individualize SEL through one-on-one conversations with students. The template on the next page

will help teachers get to know their students and which SEL components they will need to support.

HOW TO INTEGRATE SEL INTO

DAILY TEACHING

▪ Fostering Belonging - Edutopia

▪ Character Education – Edutopia

▪ Math as a Social Activity - Edutopia

https://www.edutopia.org/video/fostering-belonging-classroom-norms

https://www.edutopia.org/topic/character-education

https://www.edutopia.org/video/how-teach-math-social-activity



Directions: Use this template to schedule one-to-one conferences with each student toward the

beginning of the year. Interview each student, writing their responses in the space provided. After

conducting all interviews, reflect on strategies to support the development of each SEL

component where necessary and write those strategies in the space provide. As the year

progresses, review and adjust student plans as necessary. Meet with students again at mid-year

and again at the end of the year. Write in positive progress and specific areas for improvement.

Student:

Teacher/Class:

School Year:

Question Student Responses SEL Assessment

Self-Awareness

What are you good at in this class

and how to you know you are good

at it? When you don’t understand

something, what do you do?

Initial Strategies

Mid-Year Progress

Final Progress

Self-Management

What do you do to stay on-task when

you lose focus, get stuck, or when

you’re stressed?

Initial Strategies

Mid-Year Progress

Final Progress

Social Awareness Initial Strategies

Individualized Social-Emotional Learning Plan



Question Student Responses SEL Assessment

When you are working in a group,

how do you make sure it is fair for

everyone?

Mid-Year Progress

Final Progress

Relationship Skills

What do you do so that your

classmates have understood your

ideas and what you’re saying?

Initial Strategies

Mid-Year Progress

Final Progress

Responsible Decision-Making

When you are working with others,

how do you make good decision?

Initial Strategies

Mid-Year Progress

Final Progress

Source: Education Week57



TEACH GROUP COLLABORATION

Teaching students how to collaborate in diverse groups is a soft skill that educators must develop

among students starting in elementary school.58 Collaborative or cooperative learning provides

students opportunities to practice SEL components, particularly social awareness and self-

management. In these environments, students begin to understand diverse perspectives, engage

in authentic instructive social situations, and learn leadership and interaction skills. These activities

also help students engage in “deeper learning” thus supporting academic achievement.59

Teachers need to incorporate cooperative learning judiciously with other forms of learning. As

mentioned above, one of the 10 components of SEL classrooms is to maintain “balance” in

learning activities so that students are not overly burdened with the responsibility of teaching their

peers. A balanced approach means that teachers should offer collaborative opportunities as

segments of larger learning plan design.60

Lesson plan design might include complex steps. However, effective plans typically include at

least three components – (1) direct instruction from the teacher, (2) opportunities for students to

practice what was introduced, and (3) a wrap up session where students will obtain feedback

from the teacher as well as time to individually reflect on what they learned.61

Effective Lesson Plan Components

Sources: ThoughtCo, Owlification62

Opportunities for students to practice SEL strategies through collaboration occurs during the

student practice portion of the lesson plan. Just as students practice a content skill, it is important

for teachers to incorporate SEL learning expectations during student practice. Students can

establish SEL learning expectations by adhering to good classroom management practices by

reminding students of the class rules around group work – each student is responsible for doing an

equal share of the work, listen to your partners before you speak, agree on a work plan, etc. 63

Teachers extend good behavior management practices into effective SEL strategies by explicitly

labeling group collaboration as an opportunity to practice social skills and giving students the

tools to practice them. For example, teachers might extend reminders about group collaboration

by stating that this is an opportunity to practice what they have learned about conflict resolution.

Thus, instead of waiting for teachable moments on how

to best address conflicts, teachers are talking about this

SEL skill every day.64

Some schools and teachers are now using small group

learning to help students develop SEL skills. Schools use

collaborative strategies to explicitly highlight social skills

as well as to provide students with increased

opportunities to learn complex content.65

Direct Instruction 1 Student Practice 2 Wrap Up & Reflection 3

GROUP COLLABORATION

METHODS

▪ Collaboration – Education First

& NoVo

▪ Jigsaw– Reading Rockets

http://selforteachers.org/community-consolidated-school-district-59/

https://www.readingrockets.org/strategies/jigsaw



Collaborative learning activities come in many forms: large group, small group, pairs, or

collaboration with other classrooms either virtually or by combining classes.66 Most examples in the

table below can be modified for any age level or group size.

Quick Collaborative Learning Strategies

COLLABORATIVE ACTIVITY GROUP SIZE SEL COMPONENT(S)

Taking Pencil Turns

Teacher poses a question, problem, or debate topic on the board.

Students in small groups place a pencil in the middle of the group

to indicate their turn to answer. The next student trades pencils and

adds his/her input.

Small Group Social Awareness,

Self-management

Stump Your Partner

Students create questions based on the material presented during

direct instruction. They take turns asking their partner their questions.

Pairs Social Awareness

Think-Pair-Share

The teacher poses complex questions based on the material

presented during direct instruction. Each student spends time

formulating answers in writing, then they share answers with a

partner. Pairs report out to the larger group.

Pairs Social Awareness

Fish Bowl Debate

The teacher provides a debate topic. Student 1 takes the pro side.

Student 2 takes the con side. Student 3 takes notes and decides

which side has the best argument. Student 3 reports out to the

larger group.

Groups of 3

Responsible

Decision Making,

Social Awareness

Focused Listing

The teacher provides students with a topic, subject, or object.

Students brainstorm words to describe it. Students share, compare,

and discuss their words in small groups.

Small groups

Social Awareness,

Responsible

Decision Making

Colorful Graffiti

The teacher poses a topic on the board. Using color markers and

butcher paper, groups brainstorm by writing as many words or

phrases that correspond to the topic. Then they sort their words into

categories.

Small groups

Social Awareness,

Responsible

Decision Making

Source: ASCD, Center for Teaching Innovation, TeachHub67

TEACH STUDENTS SELF-MANAGEMENT THROUGH REFLECTION AND

MINDFULNESS

Teaching students reflection strategies is important to self-awareness and self-regulation

components of SEL to teach students the difference between knowing what to do and being able

to do it. If, for example, a student is well-versed in SEL concepts and is suddenly thrown into an

emotional situation, knowing SEL does not necessarily mean that they will regulate their emotions

appropriately. Therefore, in addition to preparing students with SEL practice, teachers also need

to provide exercises that will help students manage emotions as they occur.68

Reflective exercises are metacognitive strategies to prompt students to reflect on their own

thinking and process what they have learned. Elementary students who practice metacognitive

strategies gain knowledge of themselves as learners, are better at applying learning strategies,

and “generally enjoy richer learning experiences.”69 Reflection exercises include any activity that

allows the mind to rest and think about what has just occurred: journal writing, guided journal



writing, discussion, paired discussion, examining song lyrics or famous quotations, artistic portfolios,

etc.70 The table below provides a list of reflection exercises adaptable to any age group.

Quick Reflection Exercises

REFLECTION EXERCISE DESCRIPTION

Personal Journal Students write or draw freely about an experience. This could be a

reflection on a recent lesson or an emotional event.

Highlighted Journal

Student write or draw freely about their experiences and periodically

go back to reread entries. As they reread, students identify portions of

the text with the current class topic. Alternatively, students highlight

emotional statements that they still need to process.

Double Entry Journal

Students or draw write freely about an experience on the left side of

a notebook leaving the right side blank. Periodically, the teacher

continues the dialogue by responding on the right side. Alternatively,

after a period, students use the right side to respond to themselves.

Quotes

Students examine a famous quotation used from a recent lesson or

select one that pertains to a recent lesson. They examine how the

quote makes them think about what was learned and describe the

emotions evoked by the quotation.

Song Lyrics

Students examine song lyrics that might pertain to a lesson or recent

experience. They describe how the lyrics make them feel, which lines

are particularly emotive, and why. Alternatively, students can listen to

the music and describe any differences in emotions that arise with the

music.

It’s My Bag

Ask students to bring a bag (any bag) from home with 2 or 3 objects

related to a recent lesson. In groups of 2 or 3, students share what they

brought and why. Classmates should help each other connect

objects to the lesson in some way.

Source: University of Missouri St. Louis71

Understanding students’ emotions is an important element of SEL. Teachers need to guide this

process so students can identify and manage their emotions effectively and responsibly. Teachers

can help students develop emotional literacy by putting vocabulary together with feelings. At

early ages this is accomplished by asking students to use as many words as they can to describe

pictures of different facial expressions. However,

teachers can extend these exercises by getting students

to talk about their own emotions. Only when students

can notice, name, and interpret their own emotions are

they truly emotional literate.72

As students develop emotional literacy, they should

have opportunities to practice mindfulness. Mindfulness

is an effective technique for students because it gives

them an opportunity to connect mind and body,

practice controlling emotions, and helps them train their

minds to support their work as opposed to allowing their

emotions to distract from work.73

Activating different learning styles, such as kinesthetic learning, is also useful for students in

developing self-regulation. Students express themselves through movement and therefore can

use movement to help identify with their emotions. Further, reflecting on physical activity is a way

for students to calm down after recess and refocus their minds for the next learning activity.74

MINDFULNESS IN ACTION

▪ Mindfulness at LA City

Charter Schools – Education

First & NoVo

▪ Kinetic Exercise – Pagosa

Springs Middle School

▪ Mindfulness for Children –

TeachStarter

http://selforteachers.org/city-charter-schools-los-angeles/

http://selforteachers.org/city-charter-schools-los-angeles/

https://middle.mypagosaschools.com/apps/video/watch.jsp?v=143998

https://www.teachstarter.com/us/blog/classroom-mindfulness-activities-for-children-us/



Regulating emotions is an important learning process. Young students need to identify emotions

before they can regulate them. As they develop their emotional literacy, students need to have

opportunities to practice self-regulation, reflect on their practice, and continue to expand their

control over their body and mind.75 Teachers must provide students with these opportunities in

the context of the regular academic process. This ensures that students can practice their SEL

development in situations where it is safe to make mistakes and learn from those mistakes.76

SEL TOOLKIT: REFERENCES


REFERENCES

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Leadership, 66:1, September 2008. http://www.ascd.org/publications/educational-

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June 26, 2017. https://education.cu-portland.edu/blog/classroom-resources/embracing-student-voices/ 37 Craig, S. et al. “Promoting Cultural Competence through Teacher Assistance Teams.” Teaching

Exceptional Children, 32:3, February 2000. pp. 1–6. Accessed via EBSCOHost. 38 Cross, T.L. “Towards a Culturally Competent System of Care: A Monograph on Effective Services for

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education/Cultural%20Diversity/Towards%20a%20Culturally%20Competent%20System%20of%20Care%20Abr

idged.ashx 39 Table text synthesized from material in Ibid., pp. 2–75. 40 Ibid., pp. 1–75. 41 Text from table taken direction from “Cultural Competence Self-Assessment Checklist.” Refugee

Assistance Program. pp. 1–5. http://rapworkers.com/wp-content/uploads/2017/08/cultural-competence-

selfassessment-checklist-1.pdf 42 [1] Hoxby, C. “The Power of Peers.” Education Next, Summer 2007. pp. 57–63.

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Influence a Student’s Life?” Kappan Online, September 24, 2017. https://www.kappanonline.org/marshall-

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Children.” Scholastic. http://www.scholastic.com/teachers/articles/teaching-content/todays-media-

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http://www.ascd.org/publications/books/103113/chapters/Responding-to-Student-Comments-and-Using-

Praise-Appropriately.aspx 44 Ibid. 45 Ibid. 46 [1] “Navigating Controversial Topics in Middle School Classrooms.” Front & Central, May 19, 2017.

http://frontandcentral.com/teaching-and-learning/teaching-controversial-topics-middle-school/ [2]

Moore, A.L. and M. Deshaies. “Ten Tips for Facilitating Classroom Discussions on Sensitive Topics.” Slavery By

Another Name, 2012. https://bento.cdn.pbs.org/hostedbento-

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cit.



50 Eldridge, G. “Social-Emotional Learning in Kindergarten.” The International Educator (TIE), October 19,

2017. https://www.tieonline.com/article/2219/social-emotional-learning-in-kindergarten 51 Yoder, Op. cit., pp. 1–38. 52 Ibid., pp. 10–18. 53 Ibid., pp. 10–17. 54 Ibid., pp. 1–38. 55 [1]Allred, Op. cit. [2] Durlak et al., Op. cit. 56 “Core SEL Competencies,” Op. cit. 57 Brenneman, R. “How Teachers Can Build Social-Emotional Learning Skills.” Education Week. p. 15.

https://www.edweek.org/media/150305presentation(4pm).pdf 58 “Collaborative Learning: What Can It Do for Your Students?” ResourcEd, July 10, 2016.

https://resourced.prometheanworld.com/collaborative-learning-students/ 59 “Collaborative Learning.” Center for Teaching Innovation. https://teaching.cornell.edu/teaching-

resources/engaging-students/collaborative-learning 60 [1]“Research Spotlight on Cooperative Learning.” National Education Association (NEA).

http://www.nea.org//tools/16870.htm [2] Yoder, Op. cit., pp. 10–17. 61 [1]Meador, D. “Keys to Producing a Great Lesson Your Students Will Love.” ThoughtCo, March 26, 2018.

https://www.thoughtco.com/qualities-of-a-great-lesson-3194703 [2] “7 Components of an Effective

Classroom Lesson Plan.” Owlcation, May 9, 2019. https://owlcation.com/academia/Components-of-an-

Effective-Classroom-Lesson-Plan 62 [1]Meador, Op. cit. [2] “7 Components of an Effective Classroom Lesson Plan,” Op. cit. 63 Jones, S. et al. “Preparing for Effective SEL Implementation.” Harvard School of Education, March 26,

2018. p. 4. https://www.wallacefoundation.org/knowledge-center/Documents/Preparing-for-Effective-SEL-

Implementation.pdf 64 Ibid. 65 [1]“Community Consolidated School District 59.” SEL For Teachers. http://selforteachers.org/community-

consolidated-school-district-59/ [2] “Jigsaw.” Reading Rockets, March 19, 2013.

https://www.readingrockets.org/strategies/jigsaw [2] Jones et al., Op. cit., pp. 1–8. 66 Cox, J. “5 Cooperative Learning Strategies To Try Today.” TeachHUB. https://www.teachhub.com/5-

cooperative-learning-strategies-try-today 67 [1]Cox, J. “5 Cooperative Learning Strategies To Try Today.” TeachHUB. https://www.teachhub.com/5-

cooperative-learning-strategies-try-today [2] “Examples of Collaborative Learning or Group Work

Activities.” Center for Teaching Innovation. https://teaching.cornell.edu/resource/examples-collaborative-

learning-or-group-work-activities [3] “Making These 4 SEL Strategies Work in Your Classroom,” Op. cit. 68 Lantieri, L. and V. Zakrzewski. “How SEL and Mindfulness Can Work Together.” Greater Good, April 7, 2015.

https://greatergood.berkeley.edu/article/item/how_social_emotional_learning_and_mindfulness_can_work

_together 69 Desautel, D. “Becoming a Thinking Thinker: Metacognition, Self-Reflection, and Classroom Practice.”

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