Think about your own experiences.

Write a memory about the adult who comes to mind for you.

• What do you remember about that person?

• How did you feel when you were with them?

A senior who is 3 years older than me.

He is the one who is the first one to counsult me and give advice about the problem i faced. I remember i have struggle on how
my life works and relationship problems during high school. He gave me alot of time to think about what should i do, suggested,
and help me realise the core of the problems.

I can feel someone is reliable when they really listening to the others problems, and give advices.

Connect with others’ experiences.

• What common threads do you see?

The one who given us the support when the life is struggling. The adult often gave us a sense of belonging and makes up feels
alive.
 How do you want young people to feel? What do you see and hear if they feel this way?
Cope even though you have been look down from society. Stay true to your own.
True to your heart, everyone has their own justice. Realizing not everying will goes into that way.
Its okay to have different personalities, you have to develop it
adapt to the society.
Do what you think it is right, because there is no true "right"
things.
Fight if you have to defend. Run if you feel like escaping.

Everyone has a role to play in the society.

What needs to be true about their relationships What skills might they need support with to strengthen
and the environment? their relationships and contribute to this environment?
Move on, if you are not comfortable with that particular Interpersonal skill
environment. Intapersonal skill
you will find the environment that are comfortable to you
eventually. Adaptability
Faith.
Accept the truth. Everyone will have the any opinions toward Accept.
you regardless.
 In the classroom, teachers can teach social and emotional
skills directly and also create opportunities for students to
Self-Awareness is about how we think about ourselves and who we are. practice and apply SEL skills during academic subjects.
It includes understanding our culture, our thoughts and feelings, and what Classroom environments that are nurturing, trusting,
we believe we're capable of. It's also about understanding how these relationship-rich, and student-centered strengthen SEL.
things can influence our behaviors and beliefs.
Beyond the classroom, a student’s SEL development can be
nurtured throughout their school experience: for example,
the way they are greeted in the hallways, the clubs they
Self-Management is about managing our emotions, thoughts, and join, or their interactions with other students and staff in
actions as we work toward goals. This includes coping with stress and
the cafeteria, playground, bus, and main office. Adults in
anxiety, persevering through challenges, and developing a sense of
the schools can intentionally promote
personal agency (a willingness and ability to take action to make a
difference). SEL by listening to students’
opinions, being thoughtful
about how they collect and
reflect on data, and planning
Social Awareness is how we understand others, how we learn to take for academic and behavioral
on different perspectives and have empathy for people, even those who support.
are different from us. It also includes understanding how what's
happening around us can influence us and how we create and feel a sense Families and caregivers are
of belonging. children's first teachers and bring
deep expertise about their children’s
growth, experiences, culture, and learning needs. It is
essential that schools listen to and work with families to
Relationship skills are how we get along with others and how we form
better understand student needs and shape how schools
lasting friendships and connections. This includes communicating clearly,
can effectively support their children’s social and emotional
solving problems together, managing conflicts and disagreements, and
standing up for ourselves and others. development.

Similarly, when schools connect with community

organizations during and outside school, students have
Responsible Decision-Making is how we make positive and additional and aligned opportunities for SEL. Community
informed choices. This includes thinking about the consequences of our programs offer space for young people to practice social
actions, being curious and open-minded to new perspectives and and emotional skills in settings such as sports, arts, clubs,
information, and identifying solutions that benefit us and the community work experiences, and service.
How are you already promoting social and emotional learning for young people?
We all play an important role in modeling SEL for young people and supporting them as they practice skills and grow. When we recognize these
moments and understand that they are learning from us, it helps us choose our words and actions with intention.

I do this …
I promote self-awareness when I … This could sound like …
Often Sometimes Never
Ask open-ended questions and show interest in “If you could change one thing about how your day
what they think. went today, what would it be?” /
Use “I statements” – I say what I am feeling and “I felt frustrated today because I was having such a /
what happened that led me to feel that way hard time focusing on the work I needed to finish up.”
(without blaming others).
Show interest in them as unique individuals and “I heard you recently got a job at a restaurant. Which
invite them to share about their lives. one? What’s the best thing on the menu?” /
Set aside time for them to reflect on what they are “Let’s take five minutes to write about what it was like /
learning and make connections to their lives. to work on this group project. How will this experience
impact the way you work with teams in the future?”
Highlight their contributions. “I noticed how you invited the new person to sit with /
you. I bet that made them feel welcome. I appreciate
that you did that without even being asked.”

I do this …
I promote self-management when I … This could sound like …
Often Sometimes Never
Support them to set a goal and plan out the steps “If that’s the grade you want on your next report card,
needed to accomplish it. what steps can you take this week?” /
Ask questions to help them prioritize tasks and “It sounds like there’s a lot that needs to get done. /
decide how to use their time. Right now you can probably do one thing. What makes
sense to work on between now and soccer practice?”
Discuss strategies for dealing with difficult emotions “I know that when I feel nervous, it helps me to imagine
like frustration, stress, nervousness, or anger. how I will feel after the performance is over.” /
Give constructive feedback and offer opportunities “Most of the class had difficulty with this question … /
to improve. Here’s how that works … I’ll give credit if you turn in
your corrected assignment and show your thinking.”
Allow them to take on meaningful responsibilities “So far I have been coming up with the questions we /
and lead routines. discuss during our class meetings. I’m going to ask you
to start taking this on.”
 I do this …
I promote social awareness when I … This could sound like …
Often Sometimes Never
Discuss how others might feel and ways to show “How do you think the character felt at that moment?
empathy. How could her friend have supported her?” /
Highlight differing opinions and perspectives. “Some of you said on your survey that you really love /
working in groups, but more than half of you do not.
Let’s hear more about that.”
Recognize and apologize when something I have “I yelled at you earlier because I was feeling stressed
done or said has harmed other people. about something else. I’m sorry I took it out on you.” /
Demonstrate respectful awareness of important “I understand that several of you are fasting in /
events, traditions, and cultural expression. observance of Ramadan. There are some activities set
up in the library if you prefer not to join the class in the
cafeteria today.”
Build trusting relationships with other significant “I know he really looks up to you, and I want to thank
adults in their lives. you for being a role model for him.” /

I do this …
I promote relationship skills when I … This could sound like …
Often Sometimes Never
Model active listening (give full attention, give “I want to make sure I understand what happened – /
nonverbal signs of listening, check for here’s what I understood … is that right?”
understanding).
Get to know and follow up about their interests, “How did the audition go?”
strengths, and concerns. /
Create opportunities for them to learn about “Soon we are going to be welcoming a few families who /
cultures, experiences, and views different from their are refugees into our school and community. Before
own. we meet them, let’s explore some primary sources to
learn more about their country and the conflict there.”
Practice ways to affirm/build on or respectfully “Thanks for being the first to share an idea. Does /
disagree with others. anyone want to build on that or offer something
different?”
Communicate caring and continued positive regard “I’m still feeling upset about what happened, but I want /
even when their behavior is harmful. you to know that I know you’re a good person, and
tomorrow can be a better day.”
I promote responsible decision-making I do this …
This could sound like …
when I … Often Sometimes Never
Offer choices and support them to think through “Here are the books you can choose from for literature /
pros and cons of each. circles. On your page you’ll see a summary, a book
review, the page count, and the difficulty level.”
Invite them to participate in decision-making by “We have a budget of $240. What should we use it for?”
offering their perspective and generating ideas. /
Discuss who will be impacted by a decision and “The space for the mural is at the corner of 22 and
nd
/
prioritize hearing their perspectives. Village Drive. Who should we hear from in the
community as we start making plans?”
Allow them to correct mistakes and “make things “I understand you didn’t mean to, but he’s still feeling
right.” hurt right now. What could you do to make it right?” /
Help them investigate the root causes of “I’m glad you brought that up – homelessness has risen /
problems they see. here in the past three years. I wonder what is causing
the change. How could we find out?”
This Month in SEL…
Think about what is happening in your life this month. Describe moments when you will need each of the five SEL competencies. Then
imagine what you want to do or say to model SEL and what you need to be successful.

Describe a moment you expect you’ll What do you want to say or do in What would help you be
SEL competency
need this competency this month the moment to model SEL? successful?

Self-Awareness
Understand my own emotions,
thoughts, values, and how they
influence my behavior

Self-Management
Manage my emotions, thoughts,
and behaviors effectively to reach
goals
 Describe a moment you expect you’ll What do you want to say or do in What would help you be
SEL competency
need this competency this month the moment to model SEL? successful?

Social Awareness
Understand the perspectives of
and empathize with others,
including those from diverse
backgrounds, cultures, and
contexts

Relationship Skills
Establish and maintain healthy
and supportive relationships and
work with others to solve
problems

Responsible Decision-
Making
Make caring and constructive
choices about what I do and how I
interact with others
First Edition, December 2022
For more information, tools, and resources, visit schoolguide.casel.org
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