Social-emotional learning can be simple, part 2

In follow-up to this post, I wanted to share a quick strategy that is deceptively simple yet sets the stage for social-emotional learning:

Edutopia recently shared this video about Peace Corners:

 

It’s simple, right? Set up a comfy corner, invite students to use it to take a break, add in a little reflection sheet. Yet, there are so many layers to how this can help students:

  • Honors and respects students’ autonomy by choosing when to take a break
  • Gives students a safe and non-shaming “out” (since it’s open to everyone in the class)
  • Encourages reflection and development of self-knowledge through reflection sheets
  • Creates space within the classroom community rather than asking to students to leave the classroom community completely
  • Provides sensory tools for self-regulation
  • Helps students internalize self-management skills that are transferable across settings
  • Communicates care and a whole-school commitment to social/emotional support

Peace corners – or any other name you choose to call this self-regulation space – are a simple, visible way to incorporate social/emotional support. It’s a trauma-informed strategy that benefits all students. I’m trying one this year with a mixed-elementary age extracurricular class – I’ll update on how it goes!

Social-emotional learning can be simple

While the buzzword factor may loom large, it doesn’t have to be complicated to get started with social-emotional learning in the classroom. SEL “programs” or curricula may certainly be helpful in providing a common language or structure for educators across a school, but you don’t need to buy anything to provide social/emotional learning opportunities. It can be as simple as acknowledging emotions, making space to understand them, and reflecting on the intersection of academic and social/emotional learning.

I teach a community college first semester seminar. The goals of the course are around reading, writing, and research for college, and there’s an overarching mission that the course will help students start their college careers successfully. We learn good habits of college work and identify resources. I also incorporate social/emotional learning because I value emotional self-awareness as a key tool of college (and life) success.

Social skill-building in 5 minutes or less

In an ongoing way, we do a quick rose-and-thorn check-in at the start of each class. Rose- something good that’s going on for you. Thorn – something not so good. It brings everyone’s voice into the room (even if just to say “pass”) and it acknowledges that we’re all bringing things to the classroom that evening with us. It helps set the stage for our interactions with one another – if you shared about your really bad day, I can offer you some extra kindness. If you shared that you’re feeling good this evening, I can borrow some of your enthusiasm. It also provides a platform for creating social connections. I’ve watched students connect with one another over shared interests that they might not have known about if not for check-in. You have a two-year-old too? You also play soccer? You drive a motorcycle? Healthy social interactions are easier when you have a place to start, and this structure provides a platform for students to share something authentic with their community. It’s a really simple structure that takes less than five minutes, but the benefits are huge.

Incorporating emotional awareness into content

For a more focused social/emotional learning experience, I’ve been slowly transforming the section of the course that explores the concept of systemic oppression and privilege to incorporate emotional self-awareness as a key concept. We begin by reading Margaret Wheatley’s essay “Willing to be Disturbed.” We discuss the emotional barriers that can get in the way of hearing one another’s stories. Then, students read and dig in to the concept of privilege and write a reflection – not just on the content, but on their emotional experience with the content. They answer the question, “why is it so hard to talk about privilege?”

When students arrive in class to discuss privilege with one another, we start with a self check-in: what emotions am I feeling right now, and how is that going to impact my ability to listen? I use a chart with a list of common emotions arranged by intensity, and students reflect on how intensity of feeling might help or hinder your listening skills. I’m transparent when we do this activity: I know this may feel childish or unrelated to academics, but at the heart of academic discussion lies empathy. Our healthy emotional management supports our capacity for empathy, and our social skills support our capacity to build empathetic relationships. Students take this reflection seriously and bring the self-awareness into their conversations.

With all of these proactive steps, I’ve experienced an improvement in the depth of conversation, the risks students are willing to take when trying on a new perspective, and their ongoing growth as learners.

SEL is just like any other teaching strategy

None of these social/emotional learning strategies are complicated or groundbreaking. They don’t take a lot of prep work. They cost nothing. Social-emotional learning is an investment of time – but it doesn’t have to be that much time. It’s an investment of energy – but as with all new classroom strategies, after the first go-around it gets easier. It doesn’t need to take time away from content, but rather can enhance students’ ability to dive into content and skill.

So I see social-emotional learning more as holding a central value about how I see my students. We do this already in the classroom. If I understand my students to be emerging critical readers, I’ll make room for skill-building. If I understand my students to need practice with the writing process, I’ll build in opportunities to learn. When I understand my students as whole and emotional humans, practicing their self-regulation and social skills, of course I’m going to make time to attend to their needs. It can be that simple.

Wellness: A Guide for Teachers

 

To sustain our work as teachers, we need to take care of ourselves. Wellness as a whole is important, but it’s also essential to look at specific elements of wellness that are all equally necessary to sustaining when the going gets tough.

Coping strategies

These are the tools and skills we need to make it, on a basic level, through a tough day. Coping strategies can be big or small, but we need to have a variety in our toolbox so we can access them as needed. These might be things you do in the middle of a stressful class, during a small break in your day, or right when you get home and need to transition from one part of your day to the next. Many of us have fall-back coping strategies and might benefit from expanding on them – sometimes it takes a little practice.

Examples:

  • Focusing on breathing
  • Drinking a cup of tea
  • Stretching, yoga, other physical movement
  • Texting a supportive friend
  • Looking at a funny comic or silly cat picture online

These are just a few tiny examples, but coping strategies are essentially anything that can help you manage a strong emotion and get yourself regulated. It’s important to remember that not all coping strategies are healthy ones, and it depends on the person and situation (example: eating a snack might be a good coping strategy for someone, but might be problematic for another person). The essential thing is to develop your own list of strategies that are right for you.

Coping strategies are also great to model for students who are having a hard time. If I normalize stopping class for a minute to take a few deep breaths, my students can begin to internalize some healthy coping strategies of their own.

Self-care

Rather than disparate strategies, self-care to me is a more general frame that I am doing things that help me stay well and sustain me as a person. Self-care helps me fill my cup and stay connected to who I am as a person, not just as a helper. Self-care looks different for everyone, but here are some common areas of self-care: 

  • A physical activity practice (running, yoga, cycling, team sports)
  • Spending time with animals or living things (gardening, taking care of fish, snuggling your dog)
  • Spending meaningful time with friends and family
  • Reading, watching TV or movies you enjoy, doing puzzles
  • Making and creating – music, crafts, projects

Self-care requires ongoing attention to balance, and committing to spending time that fills up the well rather than draws from it. Self-care isn’t selfish; instead, it’s what allows us to be of use to others. You can’t give others energy you don’t have, and self-care is what allows us to generate that energy.

Making meaning

This is one area of wellness that often gets missed in our narrative about taking care of ourselves. In addition to coping in the moment and self-care in an ongoing way, making meaning is required when we’re faced with challenging work. When something intense happens, whether it be a challenging class period, a student blow-up, a conflict with a coworker, or at tragedy in the school community, we need to not only cope with our emotions, but to make sense of what happened. Making meaning is the act of grappling with how challenging experiences fit into our sense of self and our worldview, and how they change us and change our work.

As an example, if a student explodes at me in class and ends up hitting me – I will need to cope in the moment, for sure. Beyond that immediate moment, though, I’m likely to be shaken up as a person, and coping alone doesn’t address that core disruption. I will need to use self-care to help me stay grounded in my sense of myself as a whole person. And I will need to make meaning of the big questions that come up from intense experiences: why did that happen? What does it mean about my student? What does it mean about me? What does it mean about my sense of safety at school – and my student’s sense of safety with me? How should I proceed? It takes time, introspection, and support to think through these questions.

Some supports that may be helpful in making meaning:

  • Meeting with a therapist, counselor, or clergy person
  • Supportive coworkers or supervisors
  • Journaling or reflective art practice

Wellness is ongoing

Wellness isn’t something we work on once and then say it’s done. We can’t attend one training and get certified in wellness; we can’t develop a wellness routine and expect that it will hold through all of life’s changes. However, when we put in the work – when we attend to coping, self-care and making meaning, we give ourselves the gift of wellness – a gift that requires maintenance and reinvention, but that gives us the vitality to sustain ourselves in the service of those we help.