Tag Archives: relationships

5 Ways to Integrate SEL in the New Year

I have never been one for New Year’s resolutions. Most of my planned changes around exercise and diet are lucky to last a month. So rather than resolutions, let’s look at 5 ways to start integrating Social and Emotional Learning competencies into your daily classroom routines.

1. Check in

Students develop their Self-Awareness when they feel safe and loved. Teachers create psychological safety by establishing meaningful relationships through daily conversations with all of their students. An excellent routine for this is meeting students at the door. You might give students a greeting choice or if you are extremely creative you could have a personalized handshake for every student.

Another tool is the Yale RULER Mood Meter. This helps students identify their emotions which is the first step to learning self-control. Use the Check In as a formative assessment on whether or not each student is ready to learn or has some concerns that need to be addressed first. Check Ins might feel too touchy/feely for secondary teachers, but middle and high school students desire to be seen daily too.

2. Check out

An important part of Responsible Decision Making is reflection. Reflection creates velcro moments where the learning “sticks.” Start a daily routine of ending each class with a Check Out. Try journaling, exit tickets, or turn and talks. Mix it up between written and verbal checkouts to keep it fresh.

Sometimes reflection should focus on content with a formative check of a concept learned. Other times students can self assess on an SEL competency that the class is concentrating on. Students could consider how their group is working together or if they have been actively listening without judgement. Reflection doesn’t need to be a huge time suck. Two or three minutes a day is enough.

3. Re-evaluate Norms

The start of the year is a great time to reboot class norms and routines, but why not ask students to evaluate the current class culture? Give your students specific scenarios where they struggle to discuss in a talking circle. Students will develop Self-Management by coming up with updated norms for class.

Each day assign one norm to focus on during the class period. At the end of class, have students self assess how they did on that norm by holding up a fist to five. Be sure to debrief privately with individual students whose number does not match your observation (whether it is higher or lower). This is your opportunity to reinforce the norms and hear their perspective on why they are struggling.

4. Read

Empathy is the most important aspect of Social Awareness. Lack of empathy is a major cause of conflicts around the world. Literature is a great way to teach it. In Culturally Responsive Teaching and the Brain Zaretta Hammond states, “When we are being told a story or are telling it, the brain’s neurons light up not only in the language processing parts of the brain but in other regions just as if we were performing the action ourselves (p.135).” Stories allow us to experience other’s lives and perspectives.

Literature should be a part of every classroom, kindergarten through high school. Some of the best genres to teach empathy are biographies and historical fiction. Choose diverse stories to encounter feelings and opinions from across time and space. Don’t neglect less traditional forms such as graphic novels, podcasts, audio books and picture books. Read aloud to your whole class to engage reluctant readers in empathetic stories.

5. Launch a Project

Project Based Learning is the ideal framework for SEL. Look over your standards for the next quarter and think about what adults use that content and in what context. Have your students actively engage by mimicking professional jobs that match the content. Invite in local experts to guide your students through inquiry. For project ideas by grade level and content, check out the Project Library at PBLWorks.org.

Relationship Skills such as teamwork and communication are best taught, practiced, and assessed in the context of student groups working on an authentic project. Students need to be directly taught SEL, just like any content or skill. Don’t try to teach all of the competencies at once. Choose one aspect at a time to address during the project so students can focus on improvement in that area.

Questions? Interested in SEL and PBL Consulting?  Connect with me at michaelkaechele.com or @mikekaechele onTwitter.

Life Long Mentors

I once wrote a post about the first time a student followed me on Twitter (I had to go looking way back for that post). I ended up with my own personal policy of not following students on social media until after they graduate. I didn’t block them in any way from following me, but I did not reciprocate.

To be honest, I regret this self imposed policy now. Also I definitely didn’t hold myself to it the past few years.  I have since connected with many students and it is fun to watch them live their lives. Many have finished college, are getting married, having children, and starting their careers.

It is very popular to say how important it is for teachers to build relationships with their students. We all love the old quote, “Students won’t care how much you know, until they know how much you care.” But I do believe that cliche is true and have personally seen the difference caring makes in the classroom. But…..

How much do we really care if we treat each year of students as a “new batch” and forget about the old ones?

If we really care about our students than it should be for more than one year. Now I realize that there are physical limitations to the amount of caring we can do after students leave our classes. I have had thousands of students over the years and would be lying if I said that I can remember them all, especially their names 🙂

But social media is a great tool to keep up with as many students as possible. It is impossible to have the same close relationship with every student, but we can connect with many and our influence can be multiplied.

One of the groups of students that I am most strongly connected to is my first class at the wall-to-wall PBL school that I taught at. It was a new school and an exciting experience for both myself and the students. I looped with the kids so I got to teach them for two years in a row and for some of them I taught again as seniors. The length of time together and the powerful culture of our school resulted in deep bonds.

The other way that I have bonded with students is through meaningful projects. Our best projects got students excited about the world and making a difference. Students learned about who they were as a person and what mattered to them. Some of them discovered new career interests and skillsets that they didn’t even realize that they had! It was my privilege to encourage them in their unique paths as they explored their passions.

When I say that I care for students, I don’t want it to be for one year. Social media gives me the ability to be a lifelong mentor and friend to them. So for all of the negativity that can be found in these online spaces, don’t forget that they are also powerful tools to keep up with our students.

How can you structure your school and leverage social media for long term relationships with your students?