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)