SEL and RP

Instead of jumping ahead to brainstorming solutions, first explore why a problem is occurring.

Students reflect on the way their advisory or class has worked together and consider the values that are most important to them as a group now and going forward.  

Well-facilitated circles can give students a chance to listen and share their thoughts and feelings about difficult or emotional subjects. Here are some suggestions for facilitating a circle in which strong emotions surface.

Encouraging students to use put-ups can improve the climate in your classroom. But many put-ups are about surface qualities. (I like your shoes!) Help students craft deeper put-ups with these simple steps.
 

Once your students have identified their personal anger triggers, have them share those triggers with each other. This can foster empathy, increase students' awareness of themselves and others, and reduce conflicts.

  Students hear and discuss the words of a group of trans teens, see a video of them speaking to their future selves, and consider what obstacles transgender teens face.   

Students consider their own identities and hear the voices of transgender people discussing their different identities, as well as challenges they face.  

Students learn the definition of "transgender," discuss the controversy over ensuring safe access to bathrooms for transgender people, and consider ways they can be allies or upstanders for transgender students.   

Sometimes students become aware only later, after reflection, that they could have handled a situation in a better way. Lay the groundwork for students to request a "do-over" so they can address a mistake or misunderstanding after the fact.

Students are often stumped when it comes to finding a resolution to a conflict beyond saying “I’m sorry.” To get over this hump, encourage students to take two additional steps: Ask creative questions to understand the other person’s needs, and make a written commitment to change.