SEL strategies for classroom management

Today’s classrooms are often characterized by behaviors that disrupt learning. Traditional disciplinary measures provide quick solutions, but often do not address the root causes. Social and emotional learning (SEL) emphasizes students’ social and emotional needs holistically. Integrating SEL into classroom practice encourages students to develop self-awareness, empathy, and practical communication skills, leading to a more positive and conducive learning environment. Restorative practices, which emphasize repairing harm and rebuilding relationships, offer an alternative to traditional disciplinary measures that can deepen resentment.

Additionally, fostering a growth mindset helps students see challenges as opportunities, encouraging resilience and reducing negative behaviors by changing their perception of failure. Teachers must cultivate emotional intelligence to effectively teach and model CASEL’s SEL competencies: responsible decision making, self-awareness, self-management, relationship skills, and social awareness. By developing these skills, teachers can better model, discuss, and instruct students on how to navigate their emotions and interactions.

Throughout my career, I have learned the benefits of implementing SEL to correct negative behaviors in preschool, elementary, and middle school.

The foundation of SEL is creating a space where students feel safe, respected and valued. Negative behavior often arises from feelings of insecurity or exclusion. You can start by establishing clear classroom expectations for respect and kindness. Encourage students to share their feelings and thoughts without fear of judgment. Regularly involve the class in activities that promote teamwork and understanding, such as group projects or class meetings. When students feel like they belong and are heard, they are less likely to behave negatively.

I start the school year by setting clear expectations for respect and kindness. I meet with each student randomly throughout the week to encourage them to share their thoughts, feelings and concerns. During these “meetings,” I demonstrate active listening and ensure that each student can speak without fear of judgment. I also include group tasks that promote teamwork and collaboration, allowing the students to work together and understand each other’s perspectives.

During these meetings, for example, I learned from the anger one student felt because he felt abandoned by his biological parent, and from students who stated that they did not feel competent to be in the class they were currently in. . Like all people, students have feelings and thoughts that can overwhelm them mentally and emotionally. Building trust with your students is crucial so they feel safe telling you something. You never know what the outcome could be.

I also implemented ClassDojo to reinforce these values, awarding points for positive behaviors such as collaboration, empathy, and respectful communication. I can track improvements through ClassDojo by awarding points as the class works together to ensure all members are engaged in group tasks, helping others, or working hard. I have noticed that my students are more thoughtful in their communication with each other, holding each other accountable and working together to make sure our classroom is clean and that we are taking care of each other, even if it is something as simple as cheering up. a classmate if he shows signs of sadness.

Many negative behaviors stem from students’ inability to recognize and control their emotions. Learning emotional literacy allows students to understand and express their feelings. You can include lessons that help students identify emotions in themselves and others. Once students can identify their emotions, you can teach them strategies to manage those emotions, such as breathing deeply, counting to 10, or using “I feel” statements. These practices help prevent emotional outbursts and encourage more constructive ways of dealing with frustration or anger.

I always find a way to integrate lessons on recognizing and managing emotions. Early in the year I introduce emotionally intelligent vocabulary such as angry, angryor unhappyteaching students how to identify their emotions and recognize those of others. I also show the emotion wheel and feelings graph on the projector. We discuss using “I feel” statements to express emotions, such as “I feel frustrated when I can’t complete my work.” I also teach and model coping strategies for dealing with difficult emotions, such as deep breathing and counting to 10. It doesn’t hurt to add a hug, which is sometimes all students need when they have trouble regulating their emotions.

This has reduced emotional outbursts. Students began using their “I feel” statements more often, which helped resolve conflicts with peers. For example, instead of one of my students being known for his random outbursts and tantrums that would storm out of the classroom, he walked up to me (in tears) and used the sentence stem “I feel” to tell me what was going on between him and a something else had happened. student. By doing this, we were able to have a conversation that resulted in a hug between the two students, an understanding of why the student felt the way he did, and a smile on the way back to their seats.

Empathy is a crucial part of SEL and crucial in correcting negative behavior. When students learn how to see things from someone else’s perspective, they are more likely to act with kindness and understanding. To teach empathy, regularly involve students in activities that require them to consider the feelings of others. Additionally, you can model empathetic behavior in your interactions with students.

I think emphasizing empathy is so important. I regularly include activities and discussions to help students understand and reflect on the feelings of others. Role-play scenarios where students take on different perspectives, such as resolving a disagreement on the playground or helping a classmate who feels left out, are also implemented as time permits. I read stories that explore different perspectives and lead discussions about how characters might feel and why they behave the way they do. In daily interactions, I make it a point to model empathy by actively listening to students, validating their emotions, and responding with compassion when they express their concerns.

Over time, my classroom environment has become more supportive and inclusive. Conflicts are resolved more peacefully and students are more considerate of each other’s feelings, leading to a reduction in negative behavior and an overall increase in positive interactions with peers.

SEL provides an effective strategy for addressing negative classroom behavior by focusing on students’ emotional and social development. Educators can transform negative behaviors and promote a respectful, supportive classroom community by cultivating a safe, inclusive environment, teaching emotional literacy, modeling empathy, using restorative practices, and promoting a growth mindset.