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Feb. 16 SEL In-House Pro-D: HS Divisional Planning Discussion

 Tool: SEL In the Classroom Self-Assessment (Reflection for Teacher's)

  • "Supportive classroom climate" often comes more naturally for HS classrooms/teachers than "explicit instruction about SEL"
  • Taking the time to set up classroom norms and teaching kids to follow protocol and work together and understand the "why" saves a ton of time later.
  • Being intentional about how you do things ("pick a partner, get in a group, etc") will lower stress as well. 
  • Shared language is really effective.
    • "Do you need some support in this?" 
      • The kids know what this means, 'there is someone I need/want to connect with to solve this problem/to regulate'.
    • "Hands off"
      • Teach ahead of time, no need for further discussion
  • Relationship is key. Be a teacher because you love kids! Greet kids in the hallway, say hello at the door, care about their lives. Having a relationship results in trust, regard, respect, leading to productive classrooms.
  • Often the students you have the hardest time with are the ones who will remember you/come back.
    • Conflict is an opportunity. 

  • Backpacks/Lockers - can we use lockers more regularly? Where do lockers go? 
  • What message does the setup of your room give to your students? What message are you trying to give? 
  • Are the supplies needed available? Can students meet goals (cleanliness, structure, etc) with what is in your classroom? 
  • Throwing stones & Ripple Effect
    • Are you throwing positive stones? Are you throwing negative stones? 

Practicality: What can we do differently?
  • "3 Signature Practices: Classroom" video
    • Welcome & Inclusion
    • Engaging Practices
    • Optimistic Closures
  • Intentional beginnings:
    • Openers that engage critical thinking, reflection, etc
    • Question of the day leading to discussions (some reflecting on prior knowledge, some prepping for coming knowledge)
  • Using an engaging, intentional activity at the end (after cleanup) can help with the frantic end-of-class feeling. 

How are you providing a safe place for all students to shine? 
How are you starting your class? What is the rhythm? Does it start with student autonomy? 
What systems are working for you? What systems do you want to try? 
Think about the physical space -- how are things organized? Not necessarily neatness, but organization. Do students know this is their place? Is it unique to you as a teacher? 



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