Premium SEL Program: How They Transform Student Success in the Classroom

Number 2

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Note: To help out, we will use the available tools to help busy teachers build lessons within their curriculum. These prompts will align with your state standards when designing the lesson and activities to implement SELs.

SEL works, and I’ve seen and used them firsthand in my classroom. It only takes 10-15 minutes, which can be built into your “homeroom” time. Subscribe to our premium service and receive a new prompt (plus other cool things like Tool kits, Assessment prompts, and “In-Action” Case Studies) every week that will help build a library of lessons for your kiddos regardless of grade level (SEL prompts are for PK-5, 6 - 8, and 9-12 grade levels).

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FOR Grades PK-5

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For this week in PK-5, we will look at how students visualize themselves in their minds.

Visualization of self through artistic expression benefits PK-5 children by fostering self-awareness, emotional regulation, and creativity (Eddy et al., 2021). Activities like self-portraits and storytelling help children explore identity and emotions while building cognitive and social-emotional skills (Eisner, 2003; Winner et al., 2013).

Research also highlights the role of art in developing critical thinking and resilience in early learners (Eddy et al., 2021; Winner et al., 2013). These practices support holistic growth, making art a vital tool in early education.

Prompts are after the explanation of the High School summary.

References

Eisner, E. W. (2003). The arts and the creation of mind. Language arts, 80(5), 340-344.

Eddy, M., Blatt-Gross, C., Edgar, S. N., Gohr, A., Halverson, E., Humphreys, K., & Smolin, L. (2021). Local-level implementation of Social Emotional Learning in arts education: Moving the heart through the arts. Arts Education Policy Review, 122(3), 193-204.

Winner, E., Goldstein, T. R., & Vincent-Lancrin, S. (2013). Art for art’s sake. The impact of arts education. Doi, 10.

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FOR Grades 6 - 8

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This week, at the 6th to 8th-grade level, we will examine how emotional vocabulary helps students communicate and articulate their feelings.

Developing emotional vocabulary is a crucial skill that helps students communicate and articulate their feelings effectively, fostering better relationships and enhancing emotional regulation. When children have the words to express their emotions, they are more likely to resolve conflicts constructively, seek help, and build empathy for others (Denham et al., 2019).

Research indicates that emotional literacy supports social-emotional learning (SEL) by promoting self-awareness and interpersonal skills, which are critical for academic and personal success (Brackett et al., 2011). Teaching students to identify and label their emotions equips them with tools for navigating challenges and building resilience.

Prompts are after the explanation of the High School summary.

References

Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and personality psychology compass, 5(1), 88-103

Denham, S. A., & Bassett, H. H. (2019). Early childhood teachers’ socialization of children’s emotional competence. Journal of Research in Innovative Teaching & Learning, 12(2), 133-150.

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FOR Grades 9th - 12th

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Reflecting on personal values helps students understand what drives their actions, fostering ethical decision-making and a sense of purpose.

When students identify and examine their values, they are better equipped to align their behaviors with their beliefs, leading to more intentional and consistent actions (Rokeach, 1973). Research shows that value reflection enhances self-awareness and strengthens resilience and motivation as students draw from their core principles during challenging situations (Schwartz, 2012).

Integrating value reflection in education encourages students to develop a moral framework, promoting personal growth and positive social interactions (Lavy, 2020).

References

Rokeach, M. (1973). The nature of human values. Free press.

Schwartz, S. H. (2012). An overview of the Schwartz theory of basic values. Online readings in Psychology and Culture, 2(1), 11.

Lavy, S. (2020). A review of character strengths interventions in twenty-first-century schools: Their importance and how they can be fostered. Applied Research in Quality of Life, 15(2), 573-596.

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