SEL strategies for classroom management

Modern classrooms are often characterized by behavior that interferes with learning. Traditional disciplinary measures offer quick fixes but often fail to address the root causes. Social-emotional learning (SEL) holistically emphasizes the social and emotional needs of students. Integrating SEL into classroom practice encourages students to develop self-awareness, empathy, and practical communication skills, creating a more positive and supportive learning environment. Restorative practices, which emphasize the removal of harm and the restoration of relationships, offer an alternative to traditional disciplinary measures that can deepen resentment.

In addition, promoting a growth mindset helps students see challenges as opportunities, encouraging resilience and reducing negative behaviors by changing their perception of failure. Teachers must develop emotional intelligence to effectively teach and model the SEL CASEL competencies: responsible decision-making, self-awareness, self-control, relationship skills, and social awareness. By developing these skills, teachers can better model, discuss, and teach students to manage their emotions and interactions.

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

The foundation of SEL is creating a space where students feel safe, respected, and valued. Negative behavior often stems from feelings of insecurity or alienation. You can start by setting clear classroom expectations about 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 that 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. During the week, I randomly meet with each student to encourage them to share their thoughts, feelings, and concerns. During these “meetings,” I model active listening and ensure that each student can speak without fear of judgment. I also include group assignments that promote teamwork and collaboration, allowing students to work together and understand each other’s perspectives.

During these meetings, I learned, for example, about the anger a student felt at feeling abandoned by his biological parents, and how students stated that they did not feel capable of learning in the classroom they were in at the time. Like all people, students have feelings and thoughts that can overwhelm them mentally and emotionally. Building trust with your students is crucial so that they feel safe telling you anything. You never know what the outcome might be.

I also implemented ClassDojo to reinforce these values ​​by awarding points for positive behaviors such as collaboration, empathy, and respectful communication. I can track improvement with ClassDojo by scoring when the class is working together to ensure that all members are engaged in group tasks, helping others, or working hard. I’ve noticed that my students are more considerate of each other, hold each other accountable, and work together to make sure our classroom is clean and we take care of each other, even if it’s something as simple as encouraging a classmate when they show signs of sadness.

Many negative behaviors arise from students’ inability to recognize and manage their emotions. Teaching emotional literacy enables students to understand and clearly articulate their feelings. You can include lessons that help students identify emotions in themselves and others. Once students are able to identify their emotions, you can teach them strategies to manage those emotions, such as deep breathing, counting to 10, or using “I feel” statements. These practices help prevent emotional outbursts and encourage more constructive ways to deal with frustration or anger.

I always find a way to integrate lessons on recognizing and managing emotions. At the beginning of the year, I introduce emotionally intelligent vocabulary such as evil, sorryor unhappyteaching students to identify their own emotions and recognize the emotions of others. I also show the wheel of emotions and the chart of feelings on the projector. We discuss using “I feel” statements to express emotions, such as “I feel frustrated when I can’t finish my work.” I also teach and model coping strategies for difficult emotions, such as deep breathing and counting to 10. It doesn’t hurt to include a hug, which is sometimes all students need when they’re struggling to control their emotions.

This reduced emotional outbursts. Students began to use their “I feel” statements more often, which helped resolve peer conflicts. For example, instead of one of my students, known for his random outbursts and tantrums, storming out of class, he came up to me (with tears) and used the stem of the sentence “I feel” to tell me what happened between him and another student . This allowed us to have a conversation that ended with a hug between the two students, an understanding of why the student felt the way they did, and smiles as they returned to their seats.

Empathy is a critical component of SEL and is critical to correcting negative behaviors. When students learn to see things from another’s perspective, they are more likely to act with kindness and understanding. To teach empathy, you can regularly engage students in activities that require them to pay attention to the feelings of others. Additionally, you can model empathic behavior in your interactions with students.

Empathy is very important to me. I include regular activities and discussions to help students understand and consider the feelings of others. Role-play scenarios where students take on different perspectives, such as resolving playground disputes or helping a classmate who feels left out, are also implemented when time permits. I read stories that explore multiple points of view and have discussions about what the characters might feel and why they act the way they do. In everyday communication, I strive to build empathy by actively listening to students, validating their emotions, and responding with compassion when they express concerns.

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

SEL offers an effective strategy for dealing with negative classroom behavior by focusing on students’ emotional and social development. Educators can transform negative behaviors and foster a respectful, supportive classroom community by fostering a safe, inclusive environment, teaching emotional literacy, modeling empathy, using restorative practices, and fostering growth mindsets.