Social and Emotional Learning (SEL)
Social and Emotional Learning (SEL) is a process for helping children and adults develop fundamental skills for life effectiveness. SEL teaches the skills we all need to handle ourselves, our relationships, and our work effectively and ethically. These skills include recognizing and managing our emotions, developing caring and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively and ethically. (AISD website)
District SEL website: https://www.austinisd.org/academics/sel
MONDAYS - SEL Homeroom Lessons
THURSDAYS - Student conferences (teachers meet individually with students to check in about stress, grades, how to get help at school, etc.)
HOMEROOM LESSON DESCRIPTIONS for MONDAY SEL homeroom lessons (most recent at the top):
3. YouTube video about mindfulnesshttps://www.youtube.com/watch?v=-yJPcdiLEkI
March 19th - 9th/10th gr Growth Mindset, 11th/12th gr What Does Success Mean?
March 5th & March 8th - all grade levels - Suicide Awareness and Prevention
February 12th - Mindful Communication
Students explored how to use the "DEAR MAN" strategy to communicate their needs with others. They had the opportunity to practice using this strategy with scenarios that come up in daily life.
Describe the situation. Stick to the facts. What happened?
Express your FEELings and OPINIONS. Don’t assume the other person knows how you feel.
Assert yourself. Ask for what you want. Or say NO clearly. Remember that others cannot read your mind.
Reinforce or reward the other person. Be sure they understand exactly why they should respond to your request. Remind them of whatever positive outcomes would come from this request (that you’re willing to give and stick to!).
Stay Mindful: Keep your focus on your goals. Don’t get distracted. Don’t get off topic.
Appear confident: Use a confident voice. Use a confident tone and physical manner, eye contact, body language.
Negotiate. Be willing to give to get. Offer and ask for other solutions. Reduce your request. Say no, but offer to do something else that could help.
(From DBT Skills Training Handouts and Worksheets, Second Edition, by Marsha M. Linehan. Copyright 2015 by Marsha M. Linehan)
January 29th - 9th/10th gr - Motivation, 11th/12th gr - Life After High School Part 2
9th/10th grade - students will have a discussion about motivation and how we get ourselves to do the things that we don't want to but need to do.
11th/12th grade - students will continue discussing what they are thinking about doing after high school. The powerpoint option outlines examples of route to pursue (such as bachelor's degree, associates, on-the-job training, etc) - see powerpoint uploaded in the materials to the right of this screen. Teacher also have a circle option to have students draw a picture of their future and then discuss their drawings.
Alternate option: follow up on last week's time management lesson with Ted Talk about procrastination (see document to the right).
January 22nd - 9th/10th gr - Time Management, 11th/12th gr - Life After High School
9th/10th grade - students will discuss time management struggles they have as well as help each other think of ways to better manage their time.
11th/12th grade - students will discuss their plan for life after high school and how they are currently feeling about planning for the future.
Homeroom classes have the option to have these discussions in a community-building circle format or by using a powerpoint (see files to the right).
January 8th – Revisit group agreements & create SMART goals
Students will revisit their group agreements as a homeroom community and reconnect after the break. In addition, students will learn about S.M.A.R.T. goals and create one SMART goal for themselves this semester. If they run out of time to make SMART goals on Monday they will have a chance to do so in homeroom on Thursday.
S.M.A.R.T. stands for:
S = Specific
M = Measurable
A = Attainable
R = Relevant, Rigorous, Realistic, and Results Focused
T = Timely and Trackable
Example: I will practice my vocabulary flashcards for 10 minutes every day in order to earn an 80% on my German vocabulary test next Wednesday.
Edutopia website explaining SMART goals:
December 12th - Mindfulness Intro
Students discussed mindfulness by watching a TED talk video "All It Takes Is 10 Mindful Minutes" by Andy Puddicombe. They then engaged in a mindfulness activity: think of 5 things you can currently see, 4 things you can feel, 3 things you can hear, 2 things you can smell, and 1 thing you can taste (or take 1 deep breath). Students can utilize this activity to ground themselves if they feel anxious during finals.
December 4th - Relaxation Activities
Students participated in relaxation activities in order to increase mindfulness and help their focus as they prepare in the coming weeks for finals. Examples of activities available to try included a "rainbow walk", visualization activity, or Go Noodle videos.
November 27th - NPFH Allies, Advocates, and Activists
Students explored the different ways to be an ally, advocate and activist and what roles different people can play in making a difference. Students watched a video about subway goers in New York scrubbing inflammatory graffiti off the train walls and discussed what it means to be an ally, advocate, or activist.
November 13th - NPFH Grateful Gobbler
Students had the opportunity to explore what "gratitude" is (https://www.smore.com/fwa4q) then extend gratitude toward someone else by writing a "grateful gobbler" note to them.
November 6th - NPFH No Hate November/Keep It Kind List
Students participated in a discussion with the goal to increase positivity overall at Anderson and introduce the No Place for Hate's No Hate November activity for students to do as many items as possible for the "Keep It Kind" list distributed in homeroom.
October 30th - Emotions and Empathy
Students participated in a community building circle that allowed them to explore the non-verbal associations with emotions as well as to internally identify the feelings/associations of focused emotions.
Three goals today:
1. Share (without language) physical manifestations of emotions and gauge ability to not only identify emotions in self but also to recognize them in others.
2. Understand the purpose of identifying and recognizing emotions.
3. Empathize when others express their feelings.
October 16th - No Place for Hate (NPFH) Nice Notes
Students discussed the power of positive messages and participated in writing nice notes to pass out to friends, teachers, etc.
October 2nd - David's Law and Bullying
Students discussed what it means to witness cyberbullying (or just negative messages on social media) and to have the choice to be a bystander or an upstander. Students learned about David's Law and explored the following sites/videos:
September 25th - What's Facing Anderson Teenagers?
Students discussed issues they thought teenagers in general face and then issues they think teenagers at Anderson are facing. Homeroom leaders and/or teachers shared their top issues with the SEL team via a google survey to use in planning future homeroom lessons.
September 18th - Obstacles and How to Overcome Them
Students developed self-awareness as they shared current obstacles in their lives then discussed strategies they use to overcome them.
September 11th - Group Agreements
Students worked together to come up with group values and agreements during homeroom time in order to build community and have agreements for how to talk with each other when we cover more sensitive topics later in the school year.
August 28th - SEL Homeroom Lesson - College Readiness Checklists
Students reviewed "College Readiness Checklists" available from the district (see files below) in order to be mindful about their choices this school year as they continually prepare for college.
August 25th - SEL Homeroom Lesson - Get-to-know-you Activities
Students participated in get-to-know-you and team-building activities in order to build community within their homeroom.
August 23rd - SEL Homeroom Lesson - Get-to-know-you Activities
Students participated in get-to-know-you activities in order to start building community within their homeroom. Students are in homeroom by grade level and the plan is to be with this same group until they graduate high school.