Social – Emotional Learning Competency

Goal 

Rating 

Examples of how you implement this goal

Barriers to achieving this goal

Next steps

Self-Awareness

I prompt students to make sense of problems by restating the problem or re-representing the problem.

I prompt students to relate the content to their personal interests or community.

I regularly prompt students to reflect on their thoughts, and feelings during and/or after learning experiences.

I prompt students to reflect on their personal or academic strengths as a learner or member of the learning community.

Self-Management

I model and/or encourage students to monitor and evaluate their progress during and/or after a problem-solving experience

I model and/or encourage students to make sense of problems and consider available tools before jumping into a solution.

I encourage persistence by acknowledging that feeling frustrated or challenged is an important part of the learning process.

I encourage students to set goals for themselves and regularly reflect on those goals relative to routine assessments or other measures of progress.

I encourage students to communicate and justify their thinking and ask questions. 

Social Awareness

I provide students with real-world scenarios that could promote perspective-taking and empathy.

I encourage students to consider the resources available to them in terms of tools and people. 

I design lessons and  projects that provide  space for students to  express their diversity, including their religious  or non-religious identities.

I provide culturally relevant and diverse problem-solving scenarios that avoid stereotyping or  tokenism of groups of people. 

I obtain support from families so that students can share their families’ backgrounds, traditions,  and customs.

Relationship Skills

I provide opportunities for students to communicate their ideas to their peers and to provide one another feedback.  

I encourage students to listen to others’ feedback, to be aware of their own responses, and to be receptive to new ideas and different opinions, while simultaneously assessing the validity of the feedback. 

I provide students with meaningful opportunities for group work.

I model for students how to actively listen by maintaining eye contact, restating what is said, and asking follow-up questions.

I model for students how to disagree respectfully by listening without interrupting, remaining calm, asking clarifying questions, and using “I” statements.  

Responsible Decision Making

I model and/or encourage students to apply the concepts of honesty, integrity, justice, fairness to their personal and learning contexts.

I encourage students to understand physical and emotional safety and demonstrate safe choices in the learning environment. I encourage students to actively consider the physical and emotional safety of others. I teach students how safety can be tied to identity.

I model and/or encourage students to make a reasoned judgment after analyzing information, data, and facts.

I encourage students to anticipate the most likely consequences of their own and others’ actions.