Classroom Agreements: A consensus formed by a group that frames how members wish to interact and relate with each other. They are enforced by the group, rather than authority figure (Reference: National Equity Project).
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SEL in the Classroom Self-Assessment This tool can be used to assess strengths and areas to develop for promoting SEL through explicit instruction, integration into academic instruction, and a supportive classroom climate. |
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Sample Lesson Plan: Generating Classroom Shared Agreements This tool presents a process for co-creating agreements as a class community, reflecting how students want to be treated and how they plan to treat others. |
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Provide structures for students to develop, share, and reflect on personal and classwide goals to create a community of learners. |
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SEL 3 Signature Practices Playbook These three signature practices can help integrate SEL practices into any classroom, meeting or youth-serving agency to promote community-building and deeper engagement. |
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SEL 3 Signature Practices Playbook These three signature practices can help integrate SEL practices into any classroom, meeting or youth-serving agency to promote community-building and deeper engagement. |
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Carol Dweck on Fixed and Growth Mindset Thinking Among Teachers In this article in Educational Horizons, Stanford professor Carol Dweck applies her “mindset” theory to the problem of teacher attrition – almost half of new teachers leave the classroom within five years. |
A Supportive Classroom Environment
A supportive and equitable environment in all classrooms serves as a platform for all academic, social and emotional learning. At the core of a supportive classroom is a caring, engaging teacher who establishes authentic trusting relationships with each student.
Foster supportive classroom environments that engage in explicit SEL and integrate SEL throughout instruction.
When instructional practices actively involve students in making meaning of content, they are more deeply engaged in their learning and have meaningful opportunities to practice SEL skills.
By making the time to build the relationships that allow learners to feel a sense of community- that they are “in this together”- teachers create a safer, more equitable environment where all students participate and achieve.