Just as it’s important to model SEL for students in the classroom, it’s also important for adults to consistently model social-emotional competencies with each other.
TOOL: Modeling SEL as a Staff provides examples of how adults can model social-emotional competencies while simultaneously influencing the learning climate. This list, of course, is not all-inclusive. School staff may wish to create their own chart aligned with the staff shared agreements.
Use feeling words: “I feel ___ when things like this happen.”
Admit mistakes and say how you’ll make things right.
Become aware of one’s own cultural lens and recognize the biases that may exist as a result of that lens.
Be aware of how your emotions impact others, and seek feedback from others.
Notice events and ideas and how your body responds to them.
Notice personal behaviors, tone of voice, and personal affect that arise with various emotions/situations.
View challenges with a growth mindset.
Cultivate self-regulating and calming strategies.
Be willing to ask for help from others.
Manage conflict effectively by finding win-win solutions.
Approach new situations as learning opportunities.
Use and return school materials with care.
Model respectful disagreements with courteous language and a restorative mindset.
Engage in self-care strategies.
Consider others’ perspectives and understand that everyone has their own set of truths and beliefs based on their own experiences.
Actively support the school’s mission and goals.
Model upstanding behaviors.
Be willing to compromise.
Model appreciation and acceptance of others’ beliefs and cultural differences.
Treat students’ families and community organizations as partners who can support your work with students
Greet others by name daily.
Build a connection with someone in your school with whom you do not normally interact.
Get to know others while respecting individual comfort level and boundaries.
Take time to reflect on potential outcomes before responding.
Allow others to get to know you within your individual comfort level and appropriate boundaries.
Be willing to give and receive constructive, helpful feedback during collaboration.
Model fairness, respect, and appreciation for others.
Acknowledge the efforts of others with encouragement and affirmation.
Use a range of communication skills to interact effectively with individuals of diverse backgrounds, abilities, languages, and lifestyles.
Actively participate in a healthy support network of valued relationships.
Responsible Decision Making
Model problem-solving strategies, like gathering all relevant information before drawing a conclusion.
Consider legal and ethical obligations before making decisions.
Place the needs of students ahead of personal and political interests.
Consider how your choices will be viewed through the lens of others.
Adapted from the Collaborative for Academic, Social, and Emotional Learning (CASEL)