#sel in the classroom

[worldoflittledude]

Social emotional lessons

Struggling to teach your kids kindness and respect? Download the humanKIND Curriculum for social and emotional learning! Tailored for children ages 3-7, this engaging resource offers fun, hands-on activities that promote essential social emotional lessons. Help your little ones develop empathy, cooperation, and understanding in a simple and enjoyable way—making social growth both easy and effective!

[compassionmattersmost]

Planting Seeds of Compassion in a Digital Age

A Classroom Kit for Teaching AI + SEL with Heart As artificial intelligence becomes a bigger part of our lives, a new question is blooming in the minds of educators: How can we help children not only use AI—but relate to it with empathy, wisdom, and kindness? This class material offers one answer: a vibrant, age-appropriate toolkit for K–5 learners that blends AI literacy, ethics, and…

[richardtheteacher]

How I Use SEL in My High School Lessons (And How You Can Too!)

Richard James Rogers, Award-Winning Author and Teacher, describes ten which Social Emotional Learning (SEL) practices can be incorporated into High School Lessons.

A blog post by Richard James Rogers (Award-Winning Author of The Quick Guide to Classroom Management and The Power of Praise: Empowering Students Through Positive Feedback). This blog post has been beautifully illustrated by Pop Sutthiya Lertyongphati. As high school teachers, we know that our students need more than just academic knowledge to thrive. They need tools to manage their emotions,…

[nerdladydraws]

Transcendentalist Day

The change of seasons from summer to fall always makes me think of one of my absolute favorite lessons for American Studies. Full disclosure: This is a lesson idea I took from our AmStud district lead. But it’s such a good one that I have to share! I love taking an inquiry-based approach to learning. One of my favorite strategies is launching with an experience that students can apply to an…

[inspired-lesson-plans]

Spanish / SEL, Classroom Resources, Poster

Translation: To be the same as before would be an insult to everything I have lived through.

[thecircularsystem]

Ah yes, as a teacher, I can definitely agree with those in syscourse right now on their teaching methods. For instance:

Force yourself into the places where they feel safe from you and shout your ideology at them during those moments.

Blatantly disrespect them and laugh about it while condemning those who don’t disrespect them.

Call them names and insult them, especially when they put themselves out there to learn more.

Infiltrate their spaces and pretend to be them, and then turn around and make fun of their interactions online.

This is just a few short ideas for how to really teach others and help them grow and learn. I should implement these methods in my classroom, but I’m just a bit too preoccupied with silly things like SEL and grading. Unforch ¯\_(ツ)_/¯

[ouchpotatoex]

Cherik Musical Appreciation in X-Men '97

Listening to the X-Men 97 OST and feeling very normal about leitmotifs, particularly the ones used during scenes involving Magneto and Professor X. Apologies if I've used the wrong terms as I don't have musical training, I just listen to soundtracks a lot and I'm a sucker for recurring themes.

We're first introduced in "Magnus the Savior" (ep2) as Magneto tries so hard to honor Charles' request. Pay attention to the leitmotif around the 1:54 mark because it comes back through the series quite often. Bonus: Almost everyone refers to Erik as Magneto, even Erik himself. Charles has been referring to him as Magnus since around season 4 of TAS so we can interpret this title as coming from Charles and his wish for Magnus.

In Episode 5, "Remember it," the theme comes back very, very subtly when Magnus is talking about Charles to the Genoshan council. You really need to blast the volume to hear it.

In episode 6, "Galactic Peace" plays during Charles's chat with Gladiator and the theme comes in towards the 40 second mark, almost mournful as he's talking about Magnus. Later on during the classroom scene, the theme comes roaring back in "We Need You" as Charles talks about his family. The theme flows into a variation of the X-Men theme when he makes the decision to return to Earth.

In episode 9 ("Tolerance is Extinction Part 2") we get a dark and mournful variation when Magnus confronts Xavier about Genosha. It sounds almost sinister towards the end. I'm kind of sad it's not on the OST.

Episode 10 "Tolerance is Extinction Part 3" gives us 2 more variations. The first is when Charles hijacks Magnus' powers to save the planet. It's got this fantastic build up and features a choir and orchestra. Sadly, it's not on the OST for some reason. The second variation in this episode is "Rising Waters" which is equally bombastic when Magnus' mind is restored and he has his Big Damn Hero moment.

Tldr; the soundtrack is pretty good and adds even more subtext to these two. I really wish the sound mixing was more balanced so we could actually hear the music without blowing out our eardrums. In a sense, the original series did it better because its distinct themes were more prominent. I hope they eventually release the tracks that weren't included in the first release.

[nothorses]

follow up question because of your addition to that one post advocating SEL:

Do you know where parents and teachers can find resources to teach themselves how to better implement SEL in their homes and communities? Especially for people who don't have this kind of learning in their school system nor as a part of their own upbringing, I think this is something that's very valuable that people might still want to being into their lives, especially in underfunded red states which choose to politicize it and might never have this included within the official school curriculum.

(It also couples well with lessons I've seen students pick up in the after school martial arts program I teach, but I don't think we as a school have actually pursued this kind of learning with clear intentionality so much as the traditions and culture of this specific school defacto enforces social learning and a collectivist mindset. I would love to be more intentional about it.)

I think it really depends on your context!

I'm not an expert in SEL curriculum by any means, and really, my understanding of it is just that it's a model for teaching kids important social/emotional skills that we've previously expected them to be learning anyway- but that we've found is actually really inconsistent, with inconsistent-at-best results without more focus and thought put into a plan.

SEL curriculum is, ime, designed to help name and focus on key skills and values, and then teach them consistently across as broad an area as possible. With that in mind, my recommendation for trying to implement it on a personal/individual level (as opposed to a district/school level) is to read through the resources that already exist, identify the pieces that you can use in your context, identify the pieces you can use if you modify them, and go from there. Having an understanding of what those pieces are trying to accomplish is important, so you can make sure that what you're using and how you're using it makes sense.

The link I shared in that post is to CASEL, which is an organization that specializes in implementing SEL curriculum from the classroom level, to the state policy level. They have resources for folks who want to champion the implementation of SEL in their local schools, and for implementing SEL themselves at various levels, including their own classrooms.

I really encourage you to read through some of those! They might not apply directly, but in all likelihood you'll find things that apply more to a community in a broad sense than a school specifically, or practices designed for classrooms that will work in contexts like after school martial arts.

SEL is more effective when it's implemented on larger scales, but it's definitely worth doing on a smaller scale if you can't, and it's great that you're interested in trying! And if the online resources aren't enough for you, you might consider professional development (if you're an educator; even subs are often comped by the school/district for professional development) or researching and reaching out to SEL experts who can help you learn more, and tailor their advice to your specific context.

Good luck!!

[inspired-lesson-plans]

- Spanish Language Education (or English Language Education for Spanish speakers)

- Social Emotional Learning

All grades

Classroom Resource (poster)

🧸🎀🍓💞

[stylinsoncity]

Previous anon again! Something else I think about when it comes to SEL is… Why is Louis so jealous of Jude (besides the obvious)? Even when they were young, he always knew that Harry’s heart stuttered for him. I just reread the draft you recently shared and that’s what triggered this question (although like I said, I think about it sometimes). In class, when Louis would watch Harry watch Jude, did he ever hear Harry’s heart stutter for Jude or was it that it was actually stuttering for Louis just being in his presence or feeling Louis’ eyes on him and Louis just assumed it was behaving like that for Jude? I know when they go on their trip to Rio, Louis tells Harry he had heart eyes for Jude but how did he think it could be more than a silly crush? This all leads me to the hot tub scene when he picks up on Harry’s heart stutter and just knows something happened with Jude… is it because it reminds him of what he’d hear in class? Did he ever hear the same on Jude’s end? I also love the future scene when he’s jealous of their interaction and overhears their conversation about happiness.but yeah, did Louis think Harry would actually fuck Jude if given the chance?

lol round two! unfortunately, harry did have a real crush on jude rip.. so i do think there would've been an instance where his heart stuttered if jude like paid him a compliment in class or something. and i think louis' jealousy was exacerbated by that along with the 'heart eyes'.

there's no denying that harry's infatuation with jude is superficial. at the start of the story, he doesn't actually know concrete things about jude. he hasn't spent significant time with him. he only has an idealized version of him to admire and fixate on. (the more harry gets to know jude, the less interested he becomes in him lol... )

but as silly as all of that is, it's still a crush and at least for me, even with my most meaningless crushes, i still got butterflies or felt my heart stutter a little bc in the moment, it felt like it could be meaningful.

the logic behind the heart stuttering is that it happens for various emotional reasons (i.e. arousal, deceit, anxiety etc), which louis is aware of. in the hot tub, harry's heart 'does a thing' bc he gets a jolt of anxiety thinking about his conversation with jude. louis' mind doesn't go to the classroom bc the context is different and bc he and harry have spoken about jude in moments prior without harry's heart jolting. so when it happens in the hot tub, it's very distinct and out of the ordinary and louis correctly deduces that something must've happened recently.

in later parts of the story, a lot of louis' jealousy re: jude is obviously irrational bc harry isn't interested in that man anymore and louis has his vampire bond warping his brain. but in earlier parts, when louis returns to ravenoir and doesn't know harry as well as he used to and doesn't know what to expect of him, he could very well conclude that harry might fuck jude if given the chance. he's going to assume the worst case scenario is possible. he doesn't know what will come of harry's crush. he just doesn't like it!

also! in 'always yours, louis', louis does actually tell jude that he heard his heart miss a beat when he looked at harry.

the bottom line is any heart stuttering that happened with regards to jude is purely biological, inconsequential and short-lived!!

[worldoflittledude]

Social emotional curriculum for elementary

Discover the Big World of Little Dude, a social emotional curriculum for elementary kids that nurtures empathy and kindness. Designed for ages 3-7, this engaging SEL resource offers interactive activities, fostering emotional intelligence and positive behaviors. Perfect for schools and parents, it helps young learners develop essential life skills while creating a supportive, compassionate environment.

[dropintomanga]

A Shout-Out to the “Manga in Libraries” Guide

For those who don’t know, I’m a fan of borrowing manga from my local library. I’m very thankful that I’m in a situation where my library has managed to hold off budget cuts every year. And more importantly, there’s some damn good librarians in New York City who care about manga. Around 2021, I found out about a librarian in my area specializing in Japanese pop culture who started a website curating information on how to advocate for manga in libraries. The librarian’s name was Jillian Rudes, who has gone on to do amazing things in the North American library scene for manga. She’s the founder of Manga in Libraries and earlier this year, she released a book for teen librarians called “Manga in Libraries: A Guide for Teen Librarians” on how to get started in promoting manga for educational purposes at their respective library branches.

I managed to borrow a copy from my library and I’ll say that it’s a solid resource.

At first, I was surprised at the size of the book (it’s about 130+ pages) because I was somewhat expecting a huge book due to reading various large books on manga over the years. Don’t be fooled though because there’s a lot of great information found carefully catered to the librarian and educator audiences. Jillian starts off by saying “Why Manga?” followed by a introduction to manga itself, how the text needs to be read, the various genres, U.S. publishers, etc. 

The book is followed by chapters on developing a manga collection in a library, representation in manga, social-emotional learning, manga programming, and teaching in manga. Several interviews with notable manga experts are featured as well.

While every chapter is great, the strongest parts of the guide in my opinion are the chapters on social-emotional learning and teaching in manga. Jillian does an excellent job in explaining the core concepts of SEL and how they can be applied to libraries. She even discusses topics like emotional intelligence and the feelings wheel as well. Jillian makes a powerful case in how manga supports SEL using Komi Can’t Communicate as an example.

Jillian would later highlight Komi Can’t Communicate among other titles when she discusses how to use manga as a teaching tool in the classroom. She provides a template on how to go about creating a course on manga using her own experience in teaching manga to 12th graders at her school. It’s a very thorough one as Jillian explains specific activities she would incorporate to slowly get students engaged in learning through manga over a certain amount of weeks. The payoff is getting students REALLY involved in the teaching/learning process as they are told to create their own manga reading guides for the manga titles being discussed in their class.

As someone who doesn’t work in a library, I can only speak for the two chapters on SEL and teaching manga honestly because of my experiences and background in researching community-based initiatives for mental health. I’m all about thoughtful reflection with the help of peers and support systems outside of healthcare. I think Jillian does a wonderful job in explaining how manga can help in that area with those 2 chapters.

Reading the Manga in Libraries guide makes me glad that there are people who are trying to promote manga to teenagers in an educational manner. I think manga can change young lives for the better and I’ve seen it over time. Personally, I credit reading comics at a young age that got me on a journey to become a lifelong reader. I also like that the Manga in Libraries guide is in print because trying to find information on manga online can be a bit of a mess and very scattered. Jillian manages to condense a lot of resources in an easy-to-find manner for her guide.

Jillian makes a note in the end of the book that reading manga can create joy for those who read it. I believe it does for many people, especially teens who often feel out of place in the world we live in. And on that note, the Manga in Libraries guide is a joy that anyone interested in and/or advocating for manga education should not pass up on. 

[wevillage]

Discover Quality Childcare at WeVillage in Sherman Oaks

In today's busy world, finding reliable, safe, and engaging childcare can be a challenge for parents. WeVillage Childcare in Sherman Oaks understands the diverse needs of families, providing a supportive and innovative approach to early childhood care that combines safety, learning, and fun. Our commitment to high-quality childcare focuses on creating a space where children can thrive socially, emotionally, and academically—all while giving parents peace of mind.

The WeVillage Difference: Flexible and Customized Care

At WeVillage, we understand that every family is different, and so is every child. Our approach is built around flexibility and personalization, offering a range of options to suit parents' varying schedules and children's unique personalities. We provide half-day, full-day, and after-school programs that fit seamlessly into busy family routines.

Our experienced and caring staff is dedicated to building trusting relationships with each child. This means knowing their interests, nurturing their strengths, and providing encouragement that helps them grow into confident, independent individuals. With low child-to-staff ratios, WeVillage ensures that each child receives the attention and guidance they need.

A Safe, Inspiring Environment for Learning and Growth

Safety is our top priority at WeVillage Childcare. Our Sherman Oaks facility is designed to offer children a safe, comfortable, and stimulating environment. We adhere to strict health and safety protocols, ensuring that both the physical and emotional well-being of children are maintained.

Beyond safety, we’ve created a space that inspires curiosity and creativity. The classrooms are equipped with age-appropriate materials and resources that promote exploration, critical thinking, and cooperative play. Whether children are building with blocks, painting, or engaging in sensory activities, they are encouraged to express themselves freely while learning through play.

Educational Enrichment Through Play-Based Learning

Our philosophy at WeVillage is that play is essential to a child's growth. Through play-based learning, we promote cognitive and social skills, fine and gross motor development, and emotional awareness. Each activity is carefully curated to help children achieve important developmental milestones, setting the foundation for lifelong learning.

Our curriculum is designed to inspire curiosity and wonder. From storytelling and music to hands-on science experiments and creative arts, we offer a diverse range of activities that stimulate young minds and encourage a love of learning. By making learning fun, WeVillage helps children build confidence and a strong sense of self.

Building Social Skills and Emotional Resilience

WeVillage Childcare places a strong emphasis on social-emotional learning (SEL), understanding that these skills are essential for healthy development. In our programs, children learn important skills like empathy, cooperation, and conflict resolution through group activities, shared play, and guided interactions. By learning to communicate and connect with others, children develop the resilience and interpersonal skills that will serve them throughout their lives.

Supporting Parents and Creating a Community

At WeVillage, we see ourselves not only as a childcare provider but as part of a community. We aim to support parents by offering reliable childcare solutions and providing a network of resources and support. WeVillage’s friendly and knowledgeable staff are always available to discuss a child’s progress, answer questions, and provide advice.

We also host family events, workshops, and information sessions, giving parents a chance to connect, learn, and share experiences. We believe that by building a supportive community around our families, we’re creating a stronger foundation for children’s growth and development.

Why Choose WeVillage Childcare in Sherman Oaks?

With our safe and engaging environment, dedicated and caring staff, and commitment to educational and social development, WeVillage Childcare in Sherman Oaks offers a unique childcare experience. We give parents peace of mind, knowing that their children are in good hands, receiving the care, attention, and education they deserve.

If you’re looking for a flexible, dependable, and enriching childcare solution in Sherman Oaks, WeVillage is here to support your family. Discover a childcare center where your child’s curiosity, creativity, and potential are celebrated every day.

[infosanjay]

What’s Next in Education? Trends Shaping the Future

As an education researcher, I have conducted numerous experiments to uncover the trends shaping the future of education. These trends, driven by technology and a better understanding of learning processes, promise to transform how we teach and learn.

Personalized Learning

Personalized learning adapts to each student's needs, making education more effective. Research shows that using adaptive learning technologies can improve student engagement and performance. For example, my experiments have found that students using productive or personalized learning tools often understand material better and retain information longer.

Blended Learning

Blended learning mixes traditional classroom teaching with online learning or you can use youtube playlist by knowing their length. This approach offers flexibility and lets students learn at their own pace. Studies, including my own, show that blended learning can help students do better than those in traditional classes. It combines the best of both worlds, making learning more accessible and effective.

Project-Based Learning (PBL)

Project-based learning focuses on real-world problems, encouraging students to apply what they learn. My research shows that PBL boosts critical thinking and creativity. Students working on projects tend to be more motivated and develop better problem-solving skills.

Gamification

Gamification adds game elements to learning, making it more engaging. Experiments show that students are more motivated and participate more when learning feels like a game. Points, badges, and leaderboards can make studying fun and competitive.

Social and Emotional Learning (SEL)

Social and emotional learning helps students develop important life skills. My studies show that SEL improves academic performance and reduces behavioral problems. Students in SEL programs are better at managing their emotions and interacting with others.

Microlearning

Microlearning breaks information into small, easy-to-understand chunks. This method helps students learn complex subjects more effectively. Research, including my own, shows that microlearning improves understanding and retention of information. For instance, knowing the YouTube playlist length can help organize and manage educational content more efficiently.

Virtual and Augmented Reality (VR/AR)

VR and AR provide immersive learning experiences. These technologies can simulate real-world environments, making learning more engaging. My research shows that VR and AR help students understand complex subjects better by allowing them to interact with the material in a hands-on way.

Lifelong Learning

Lifelong learning encourages continuous education. As the job market changes, it's important to keep learning new skills. My studies suggest that promoting lifelong learning helps individuals stay competitive and adapt to new challenges.

Learning Analytics

Learning analytics uses data to improve education. By analyzing student performance, educators can make better decisions to support learning. My experiments show that data-driven insights can personalize learning and enhance teaching methods.

Collaborative Learning

Collaborative learning helps students work together to achieve common goals. This method improves communication and teamwork skills. Research, including my own, shows that students who learn collaboratively tend to do better academically and are better prepared for the workplace.

By understanding and embracing these trends, educators can create more effective and engaging learning environments. 

[lawrenciumhehe]

The Department of Education (DepEd) emphasized the importance of socio-emotional support for learners in the first episode of "Research O'Clock 2023." Assistant Secretary Dexter Galban outlined initiatives like the Career Guidance Program and National Drug Education Program to increase learners' resilience and address mental health needs. The first episode featured Helen Maasin discussing Project Digi-SEL or Digital Media as a Tool for Social Emotional Learning Opportunities, targeting least mastered skills in Edukasyon sa Pagpapakatao(EsP). Ronnel King, an associate professor at the Chinese University of Hong Kong, also support the socio-emotional learning (SEL) programs and includes having explicit SEL instruction, SEL integrated with academic instruction, youth engagement, supportive school, classroom climates, and focus on adult SEL. DepEd plans to revive the After School Sports Program, expand initiatives like Barkada Kontra Droga Plus, and strengthen new and existing partnerships, and the Mental Health Program for the holistic development of the learners. Galban highlighted these efforts alongside learning recovery activities.

As a student who has actively participated in these programs, I can attest to the profound impact they have had on my academic journey and personal mental wellbeing. During a recent Career Guidance Program and National Drug Education Program, we delved into self-discovery exercises that not only guided me towards potential career paths but it also elevated my self-awareness to heights comparable to Mt. Everest. After reflecting on these significant steps outlined by Assistant Secretary Dexter Galban in the episode "Research O'Clock 2023", I remembered the profound words of Victor Hugo: "He who opens the door of the school, closes the prison." The Department of Education's emphasis on socio-emotional support through initiatives such as the Career Guidance Program and the National Drug Education Program reflects the urgent need to safeguard students' resilience in order to improve their academic performance and have a balanced lifestyle. Being a student today is undeniably stressful, given the number of tasks that demand our attention and timely completion. This program becomes important as many students face the challenges of adjusting to the new normal. For some, the pressure feels as terrifying as navigating a nightmare with Freddy Krueger - an anxiety-inducing experience that emphasizes the urgency of having effective support mechanisms in place

[emkathleennn]

Readerly exploration #1 & #2

Due: Aug. 28th

“Toward an Educationally Relevant Theory of Literacy Learning”  

Takeaway: A student’s engagement is key! If a student does not engage in literacy or language, no learning will occur.

Nugget: Sometimes we don’t realize the simple things like how habits are best formed by associating a desired response with the appropriate stimulus. This all relates back to dynamic systems theory. When a human perceives something as appealing or motivating, they are more likely to act.

“Building a Literacy Community: The Role of Literacy and Social Practice in Early Childhood Programs”

Takeaway: It is so beneficial for teachers or aides to extend a child’s need to maintain sel- direction as well as their problem- solving abilities. This gives the child a sense of ownership and independence. 

Nugget: I think it’s so crazy that teachers have the ability to recognize patterns in a young student’s writing/ print and they can use this as a guide in selecting appropriate reading materials and sound games to focus on that individual student.

Activity

For these readings I decided to learn something about the author(s) of the readings and note how what I’ve learned impacted my motivation and/ or purpose for the reading.

“Toward an Educationally Relevant Theory of Literacy Learning”:

Brain Cambourne is currently an associate professor and Principal Fellow at the University of Wollongong in NSW, Australia. He began teaching in 1956 and has since become one of Australia’s most eminent researchers for literacy and learning. He is best known for creating the 7 conditions for learning. Cambourne believes that these seven factors must be in place to provide an optimal learning environment for all students. It is clear that Cambourne is very passionate about this topic. He has spent over 20 years researching in finding an educationally relevant theory of learning. He knew that what he observed day to day in a classroom conflicted with what he knew these children could do. These children did not display the deficits of understanding and mastering skills. He knew he needed to act.

“Building a Literacy Community: The Role of Literacy and Social Practice in Early Childhood Programs”:

Susan J. Britsch is an associate professor of Literacy and Language Education in the Department of Curriculum and Instruction at Purdue University. Britsch is also a formal preschool teacher. She has published several other academic articles about children’s language and literacy development and about the ways in which teachers are able to research perspectives of young children’s behavior. Daniel R. Meier is a professor of Elementary Education at San Francisco State University. Dr. Meier works with local early childhood inquiry groups and teaches preschool in the area of language and literacy development. He, too, has written multiple articles and books on early childhood education, language, literacy education, international education, etc. Britsch and Meier both have expertise in the area of young children and you can tell they worked very diligently to write such an informative article. It is important to recognize that there is attention being called to direct instruction in reading skill development from preschool to third grade. Together, they were able to address and research the needs of young students. There is community in literacy and it can all be tied to notions of literacy teaching and learning as a social practice.

@sfischer819