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Here are eight of our favorite documents about specific SEBL activities. They are not sequential and don't constitute a plan. They are presented as examples.
For more activities you can download our publication, "Improving Academic Achievement through Social and Emotional Learning". You can also survey a variety of curricula in "Safe And Sound," at www.casel.org . Refer also to the Resources menu for additional publications and websites that lead to a wide range of activities for all ages and learning styles
"Social and Emotional
Learning: A way of Thinking and a Set of Practices."
A
summary of one middle school's odyssey in discovering
the power of Social and Emotional Learning.
 (16KB / 2 pages)
"The Ways We
Want Our Group To Be"
This example
of building community by creating agreements on how
we will treat each other comes from a high school . The
activity takes place in several sessions early in the school
year.Can you identify the SEBL competencies that are taught
and practiced?
(20KB / 2 pages)
"It Was Hard And I Did
It Anyway"
This activity was created in a fifth
grade classroom in which peer helping is a key practice. What
SEBL competencies are taught and practiced here?
(8KB / 1 page)
"A Commitment To A Peer"
The
fifth grade class that created "It Was Hard And I Did
It Anyway" developed this companion piece to help document
the support they offered to each other. Helpers and helpees
receive copies of the Commitments and review their progress
regularly - a few minutes a week. In this class
the review occurs without adult supervision, unless the
adult is invited, and all agree that this level of student
autonomy and empowerment is what makes it work. Can you
see the SEBL competencies at work?
(6KB / 1 page)
"Commitments made in a fifth
grade classroom..."
Documents efforts of the classroom
referenced in the previous two activities. SEBL, well
implemented, is a great protective factor in any school.
(18KB / 1 page)
"My Behavior
Plan"
Self-management is a key SEBL competency. This form
was created by RITAP staff, teachers, teacher assistants and
students in a middle school . Everyone completed a Plan
and reviewed them regularly - a few minutes a week. Some
students formed small mutual support groups with the teacher's
guidance. Two outcomes emerged - (1) behavioral planning
was demystified and destigmatized and (2) many students assumed
more responsibility for their own behavior. "Less unpleasant
work for me!" proclaimed a teacher. Can you identify
the embedded SEBL competencies in this exercise?
(19KB / 3 pages)
"Our Playground Is
Safe And Everyone's Included"
Teacher assistants who supervise
second and third grade recess developed this tool to help students
monitor their behavior on the playground, a step towards self-management. The
idea came from a workshops on self-management,
peer helping and Restitution Discipline. www.realrestitution.com .
What SEBL competencies are practiced here?
(76KB / 1 page)
"Connecting
with Families"
Many teachers lament the lack of time
to communicate positively with families. A ninth grade teacher developed
this simple process in which students document their own performance
and the teacher signs if he agrees. Many students
have become more accountable for their academic and behavioral
performance and families receive timely communication from
the school via their children. Many SEBL competencies
are interwoven in this process. What are they?
(36KB / 1 page)
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