Learning Forward
Equity and excellence in teaching and learning.
TOOLS
What does SEL look like in the classroom?
By Nick Yoder and Liz Nolan
Categories: Social & emotional learningAugust 2018
Vol. 39 No. 4
Many teachers and administrators recognize the importance of social and emotional development for student success inside and outside of school. However, they often feel as though they do not have the time or tools to support social and emotional learning (SEL) (Bridgeland, Bruce, & Hariharan, 2013; DePaoli, Atwell, & Bridgeland, 2017). In our work with schools, we are frequently asked, “What does SEL look like in the classroom — both in teacher implementation and student behavior?” and “How can we facilitate discussions and strategies that simultaneously build students’ social, emotional, and academic growth?” The American Institutes for Research developed the Social and Emotional Learning Coaching Toolkit: Keeping SEL at the Center (Yoder & Gurke, 2017) to answer those questions and help schools embed SEL into
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. For permission to adapt the Social and Emotional Learning Coaching Tool, please contact the Copyright and Permissions Help Desk at the American Institutes for Research: copyright_PS@air.org.
COACHING TEACHERS THROUGH THE CHALLENGE OF CHANGE
The American Institutes for Research developed the Social and Emotional Learning Coaching Toolkit: Keeping SEL at the Center to help schools embed SEL into academic instruction. Built into the tool kit is the understanding that, if we want teachers to support students’ social and emotional development, we first need to consider coaching as an SEL process for adults. Coaching is a way to support teachers as they work through the challenge of change, and effective coaching considers the humanness of teachers and incorporates best practices of SEL.
The tool kit focuses on 10 teaching practices that research shows promote social, emotional, and academic development:
• Student-centered discipline
• Teacher language
• Responsibility and choice
• Warmth and support
• Cooperative learning
• Classroom discussions
• Self-assessment and self-reflection
• Balanced instruction
• Academic press and expectations
• Competence building
References
Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national teacher survey on how social and emotional learning can empower children and transform schools. Washington, DC: Civic Enterprises.
Bridges, W. (2009). Managing transitions: Making the most of change. Philadelphia, PA: DeCapo Press.
DePaoli, J.L., Atwell, M.N., & Bridgeland, J. (2017). Ready to lead: A national principal survey on how social and emotional learning can prepare children and transform schools. Washington, DC: Civic Enterprises.
Yoder, N. & Gurke, D. (2017). Social and emotional learning coaching toolkit: Keeping SEL at the Center. Washington, DC: American Institutes for Research.
Categories: Social & emotional learning
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