SEL in ESL

S.E.L in E.S.L (lessons)

90% of our lives: EMOTIONAL

USEFUL

So worth studying...

ALL LEARNING HAS AN EMOTIONAL BASE.—PLATO

YET

If we are comfortable, we're not learning!

Hence... our vulnerability

Emotion (To move out) and Motivation (Serving to move) are etymologically related.

Our armored shield

Our collective strength

If we are comfortable, we're not learning!

Am I going to be safe here?

Let's get rid of our 10 ton armored shield:

We perfect, we perform, we please...

Let's be vulnerable: let's face uncertainty, expose ourselves emotionally, and take risks: this is the definition of vulnerability and therefore, courage, confidence...

We’re all human. We're all imperfect. None of us has all the answers. How could we? Even as you examine the reasons for your self-doubt, recognize that it is a completely normal experience. No one feels confident and courageous all the time. But once you notice your feelings and let them lead you to your values, you’ll find it within yourself to be brave. Don’t let your doubt paralyze you. Remember, courage is not the absence of all fear. As I say in Emotional Agility, Courage is taking actions based on your values, even when you're afraid. Susan David

Easier said than done...

Magna Carta

We all listen to one conversation at a time

Everyone is free to contribute or to remain silent

All contributions are sources of growth

We all keep our electronic devices off unless required to use them

10 Good ideas to keep

5 Main SEL Teaching skills to remember

A few unanswered questions

1. Let's rumble!

Meeting each other in the Alpha circle and recapping ideas on Wooclap

Debunking myths on Kahoot

Speed meeting activity

Recaping issues on Wooclap

2. Let's discover and play with

the CREST!

Matching concepts with definitions

Playing with quotes

Playing with school reports

Enjoying the SEL Carrousel

Recapping on PollEv

3. Let's share

what we've learnt!

Sharing and enriching our Carrousel lessons

Recapping our Typical lessons' and Language activities' key points

on PollEv

1. Let's rumble!

Meeting each other in the Alpha circle

Debunking myths on Kahoot

Speed meeting activity

Recaping issues on Wooclap

The Story Rumble Process

A GUIDE FOR GROUPS AND TEAMS

One of the most useful applications of the Learning to Rise process is how we can use it when an organization, or a group within an organization, experiences a conflict or a failure or a fall. We call this the Story Rumble.

Let’s set the intention for the rumble and make sure we are clear about why we’re rumbling.
What does everyone need to engage in this process with an open heart and mind? Container-building is important, even if there’s established trust in the group.
What will get in the way of you showing up?
Here’s how we commit to showing up: from #2 and #3.
Let’s each share one permission slip. More container- and trust-building.
What emotions are people experiencing? Let’s put it out there, and let’s name emotions.
What do we need to get curious about? Building more trust and grounded confidence by staying curious.
What are your SFDs? The Turn & Learn is very helpful here. These are vulnerable rumbles, and having someone with more influence go first, versus having everyone write their thoughts down and put them up on the wall at the same time, can change the outcome for the worse.
What do our SFDs tell us about our relationships? About our communication?
About leadership? About the culture? About what’s working and what’s not working? Stay curious, learn to resist needing to know.
Where do we need to rumble? What lines of inquiry do we need to open to better understand what’s really happening and to reality-check our conspiracy theories and confabulations?

What’s the delta between those first SFDs and the new information we’re gathering
in the rumble?
What are the key learnings?
How do we act on the key learnings?
How do we integrate these key learnings into the culture and leverage them as we work on new strategies? What is one thing each of us will take responsibility for embedding?
When is the circle-back? Let’s regroup so we can check back in and hold ourselves and one another accountable for learning and embeddin

At the heart of daring is a deeply human truth that is rarely acknowledged: Courage and fear are not mutually exclusive. Most of us feel brave and afraid at the exact same time. We feel vulnerable. Sometimes all day long. During those moments, when we’re pulled between our fear and our call to courage, we need shared language, skills, tools, and daily practices that can support us through the rumble.

The word rumble has become more than just a weird West Side Story way to say, “Let’s have a real conversation, even if it’s tough.” It’s become a serious intention-setter and a behavioral cue or reminder.

A rumble is a discussion, conversation, or meeting defined by a commitment to lean into vulnerability, to stay curious and generous, to stick with the messy middle of problem identification and solving, to take a break and circle back when necessary, to be fearless in owning our parts, and, as psychologist Harriet Lerner teaches, to listen with the same passion with which we want to be heard. More than anything else, when someone says, “Let’s rumble,” it cues me to show up with an open heart and mind so we can serve the work and each other, not our egos. BRENE BROWN Dare to lead

Positive reinforcements

Belonging

Self-efficacy

Psychological Safety

Mindfulness

Self-determination

Self- esteem

Social-Emotional Learning

Social-

Emotional

Learning

Consolidation (Retrieving the information (self-testing, reciting, summing up, mind-mapping, gridding) , Feedback, Spacing, Sleep)

Attention (Perception, Intention, Manner: balance to keep)

Retroaction (PISA)

Engagement (Risk and encouragement, contribution and impact: generative activities, deliberative activities, Interest and Importance, Effort, Success)

Learning

Repeating the information

Transferring the information and using it in another context :

generative activities (making hypotheses, making links)

Deliberative activities (micro-debates with MCQ, Think-Compare-Share)

Let's rumble!

Vulnerability is a sign of strength, negative empotions serve a purpose, they have us grow
Process regrets, reframe how we see ourselves with compassion, it is defanging these negative emotions
~~Never look backwards~~ nooooo humility and integrity
Everybody has regrets on what matters
Useful for it instructs us
Life with reflection
No regrets no reflection
Regret is a function of empathy
It teaches but it hurts : Fair but tough teacher
Openness to lessons
Negative emotion =a regret serves a purpose
it is socially adaptive
If we respond to them appropriately
Building a muscle squats don’t feel good

Let's rumble!

2. Let's discover

the CREST!

Matching concepts with definitions

Playing on Wooclap

Playing with quotes

Playing with school reports

Let's discover the CREST!

Confidence

Resilience

Empathy

Self-esteem

Trust

Let's discover the CREST!

Emotional strategies: RULER tool

Emotions never lie but they are data that mean to tell us something about ourselves, about the needs we have

https://www.rulerapproach.org/about/what-is-ruler/

Emotions Matter

Research shows that emotions influence:

Attention, memory, and learning
Decision making
Creativity
Mental and physical wellbeing
Ability to form and maintain positive relationships
Academic and workplace performance

By acknowledging the value of emotions in our everyday effectiveness, RULER aims to infuse the principles of emotional intelligence into the immune system of each school, informing how leaders lead, teachers teach, students learn, and families support students.

The RULER Skills

RULER is an acronym for the five skills of emotional intelligence:

Recognizing emotions in oneself and others
Understanding the causes and consequences of emotions
Labeling emotions with a nuanced vocabulary
Expressing emotions in accordance with cultural norms and social context
Regulating emotions with helpful strategies

RULER skills help people of all ages to use their emotions wisely, opening opportunities for us to succeed in school, at work, and in life. These skills are both personal and social, such that a network emerges with positive changes reinforced.

Recognize

Recognizing emotions in oneself and others

Understand

Understanding the causes and consequences of emotions

Label

Labeling emotions with a nuanced vocabulary

Express

Expressing emotions in accordance with cultural norms and social context

Regulate

Regulating emotions with helpful strategies

Emotions

Learning is a journey

What are Life Skills?

The World Health Organization has defined life skills as, "the abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life".

LEARNING: Feedback Attention Memorizing Engagement = FAME in English = CARE in French

Consolidation, Attention, Retroaction, Engagement : CARE

Self-determination, self-efficacy, belonging

Empathy and Listening

THE FOUR ATTRIBUTES OF EMPATHY ARE

Perspective taking: Perspective taking refers to being willing and able to see and feel the world through the eyes of the other, walking in their shoes as the saying goes. This requires putting aside our own stuff and really just listening to what they are going through.
Staying out of judgment: Brené notes that judgement of another person’s pain or challenge discounts the experience and is an often an attempt to protect ourselves from the pain they are feeling. Staying out of judgment means being open to what they are feeling and refraining from comments that invalidate their experience or make them feel wrong such as, “that’s nothing“ or “I don’t know why you’re getting so upset about it”.
Recognise emotions: Recognising the emotion means looking within yourself and remembering what it is like to have the feeling the other person seems to be feeling. It is a willingness to acknowledge fully what they are feeling and perhaps naming it. You might ask them if you’ve identified what they’re feeling correctly by saying something like, “It sounds like you are feeling really frustrated” or “I’m sorry, it sounds like you’re feeling so sad about that”.
Communication: Rather than saying, “At least you…” try really communicating that you understand where they are at and validate what their feeling and experience is. You might for instance say something like, “I’m so sorry you’re hurting. I’ve been there, and it sucks” or to quote Brené directly you could try, “It sounds like you are in a hard place now. Tell me more about it”.

Learned, changing, in action

Confidence

Confidence:

success

encouragement

Models

Emotions

Forces

Outcomes

Nondirectivity, Unconditional Positive Regard

Self-Esteem

Realism, Daring, Humor

Resilience

Realism: clear-sightedness on facts/ High objectives

Improvisation: daring to try things and act/ Engagement

Sense of humor and sense out of it: assessing what is going on/ Benevolence

Interpersonal/Communication skills

Coping and self-management skills

Critical thinking skills/Decision-making skills

Mindfulness

Actively here and now

Success

Knowing you've done your best and peace of mind!

CAP

Closeness

Autonomy

Proficiency

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Social-Emotional Learning

Social- Emotional Learning

Social-Emotional Learning

Let's debunk our professional myths: Kahoot

Prenez confiance en vous

Ils copient les réponses sur Internet

Participez davantage

Ils ne savent même pas ce que c'est que l'apartheid

Ils préfèrent avoir zéro que faire le travail

Ils ne sont pas motivés

Ils m'empêchent de faire cours

Les Compétences Psycho-Sociales

Renforcements positifs

Appartenance

Auto-efficacité

Sécurité psychologique

Disponibilité au moment présent

Auto-détermination

Estime de Soi

Let's turn theory

into practice!

Carrousel: E-FAME vs CREST

and

PollEv

Learning is a journey

What are Life Skills?

Consolidation, Attention, Retroaction, Engagement : CARE

Self-determination, self-efficacy, belonging

Empathy and Listening

THE FOUR ATTRIBUTES OF EMPATHY ARE

Perspective taking: Perspective taking refers to being willing and able to see and feel the world through the eyes of the other, walking in their shoes as the saying goes. This requires putting aside our own stuff and really just listening to what they are going through.
Staying out of judgment: Brené notes that judgement of another person’s pain or challenge discounts the experience and is an often an attempt to protect ourselves from the pain they are feeling. Staying out of judgment means being open to what they are feeling and refraining from comments that invalidate their experience or make them feel wrong such as, “that’s nothing“ or “I don’t know why you’re getting so upset about it”.
Recognise emotions: Recognising the emotion means looking within yourself and remembering what it is like to have the feeling the other person seems to be feeling. It is a willingness to acknowledge fully what they are feeling and perhaps naming it. You might ask them if you’ve identified what they’re feeling correctly by saying something like, “It sounds like you are feeling really frustrated” or “I’m sorry, it sounds like you’re feeling so sad about that”.
Communication: Rather than saying, “At least you…” try really communicating that you understand where they are at and validate what their feeling and experience is. You might for instance say something like, “I’m so sorry you’re hurting. I’ve been there, and it sucks” or to quote Brené directly you could try, “It sounds like you are in a hard place now. Tell me more about it”.

Learned, changing, in action

Confidence

Confidence:

success

encouragement

Models

Emotions

Forces

Outcomes

Nondirectivity, Unconditional Positive Regard

Self-Esteem

Realism, Daring, Humor

Resilience

Realism: clear-sightedness on facts/ High objectives

Improvisation: daring to try things and act/ Engagement

Sense of humor and sense out of it: assessing what is going on/ Benevolence

Interpersonal/Communication skills

Coping and self-management skills

Critical thinking skills/Decision-making skills

Mindfulness

Actively here and now

Success

Knowing you've done your best and peace of mind!

CAP

Closeness

Autonomy

Proficiency

Lorem ipsum dolor sit amet

CONFIDENCE

Confidence is not a trait, it's a skill. It can be learnt, providing Psychological Safety is ensured!

CONFIDENCE

A skill that can be taught and learnt providing psychological safety is ensured, it is walking the fear and emotional exposure, it is accepting the risk of doing something, and accepting uncertainty of outcome

Not permanent, learnt, not without fear but in action

Emotions

Successes

Positive

reinforcements

Forces

Inspiring

models

Visualizing success

RESILIENCE

Drawing meaning in a strong value system, facing reality, daring resourcefulness and ingenuity

Situation

Perception

Affects

FEEDBACK:

Positive

Immediate

Specific

Authentic

Goal, Strategy, Regulation

Reaction

Consequences

Daring Feedback

THE ENGAGED FEEDBACK CHECKLIST

I know that I’m ready to give feedback when ...

I’m ready to sit next to you rather than across from you.

I’m willing to put the problem in front of us rather than between us (or sliding it toward you).

I’m ready to listen, ask questions, and accept that I may not fully understand the issue. I’m ready to acknowledge what you do well instead of picking apart your mistakes.
I recognize your strengths and how you can use them to address your challenges.
I can hold you accountable without shaming or blaming.

I am open to owning my part.
I can genuinely thank someone for their efforts rather than criticize them for their failings. I can talk about how resolving these challenges will lead to growth and opportunity.
I can model the vulnerability and openness that I expect to see from you.
I am aware of power dynamics, implicit bias, and stereotypes.

EMPATHY

EMPATHY: “Rarely can a response make something better. What makes something better is connection.” // Compassionate communication = NonViolent Communication

– Dr. Brené Brown

Perspective Taking, or putting yourself in someone else’s shoes.

Staying out of judgement and listening: observing

Recognizing emotion in another person that you may have felt before: feeling

Communicating that you can recognize that emotion: expressing (needs and requests)

CURIOSITY

and FAITH

ATTENTION:

Perception

Intention

Method

LISTENING

Listening

Clarifying

Investigating

Rephrasing

Welcoming

attitude

Focusing on

the other's experience

Caring for the other,

not the problem

Showing respect

Acting

as a mirror

Self-love

Self-worth and self-respect

Discrepancy between real self and ideal self

Judgment and mirror effect

Mastery vs competition goals: growth mindset vs fixed mindset

Height

Stability

Harmony

Autonomy

No-overinvestment

Well-being if self-esteem

Strong decision-making and motivation( individual energy enabling to start an action towards a goal) if self-esteem

R. Viau (1997) : « La motivation est un état dynamique qui a ses origines dans les perceptions qu’un élève a de lui-même et de son environnement, et qui l’incite à choisir une activité, à s’y engager, et à y persévérer dans son accomplissement afin d’atteindre un but ».

Réfuter l’idée selon laquelle les élèves ne sont pas motivés : « tous sont motivés, parfois sur-motivés, mais motivés pour de mauvaises raisons, des raisons qui ne coïncident pas avec la logique scolaire ou sportive » (J.-P.Famose, 2001).

L’estime de soi est souvent présentée (avec le sentiment d’auto-détermination) comme l’un des ressorts principaux de la motivation intrinsèque (E.Deci, 1975).

Self-image, self-conscience and self-knowledge

Self-worth

Values

Forces (authenticity, performance and energy)

Competencies and skills (school, sport): the perception of a capacity to implement a set of actions to reach goals

Qualities

Physical appearance

The better known the self is, the bigger the self-esteem

Self-efficacy

Success experiences (perceived real self); progress assessment

Encouragement (SMART goals, Feedback on task: PISA)

Models

Emotions (self-complacency bias) / psychological safety (inclusion, learning, contribution, challenge; LMFO)

Behavior and engagement valued (risk taking, contribution and impact) (Confidence therefore)

Causal links: skills, efforts, task difficulty, luck

Belonging: worthy of love and belonging

Social acceptance

Discrepancy between the perceived real self and ideal self

This enables coping strategies and resilience: assessing situation, managing the emotions felt, developing adaptation strategies in order to reduce their impact.

Self-acceptance, self-respect and self-assertiveness

ASSERTIVENESS:

self-respect and respect for others + Self-protection and protection of others

as opposed to

PASSIVENESS and AGGRESSIVENESS

Behavioral skills: listening and empathy

Dignity

The importance and value that a person has, that makes other people respect them or makes them respect themselves

SELF-ESTEEM

Social and affective capacity which enables to know one's worth in various domains. It's a set of beliefs and attitudes that enable one to face the world's challenges. It assesses the distance between the real self and the ideal self

A realistic assessment of one’s value by the yardstick of skills, qualities, resources, forces… whereas SELF-WORTH is a synonym for SELF-RESPECT

SELF-ESTEEM

MEMORIZING:

Feedback

Spacing

Retrievals

Sleep

ASSERTIVENESS: protecting oneself and respecting others

PASSIVENESS: disrepecting oneself

AGGRESSIVENESS: disrespecting others

TRUST

B = Boundaries
R = Reliability
A = Accountability
V = Vault
I = Integrity
N = Non-judgment (Observation)
G = Generosity

TRUST: BRAVING connection with SOMEONE and YOURSELF

Choosing to make something important to you vulnerable to the actions of someone else
Distrust is what I have shared with you that is important to me is not safe with you

Care Sincerity Reliability Competence= not a sum but a product for most of us and yet no…. Behavioral approach > moral approach, to overcome the discomfort in order to be open and generous and empathetic no matter what

Anatomy of trust
Boundaries: respect them and have them respected
Reliability again and again deliver on commitments
Accountability: when you mess up, own it, apologize, make amends
Vault: hold trust in confidence, completely diminished if acknowledged confidentiality
Hot wiring connection, common enemy intimacy, counterfeit trust, respect people's stories
Integrity: choose courage over comfort, right over fast fun and easy, and practice values and do not just profess them
Non judgment: when needing help, do not be judging, it is reciprocal do not think the less of someone in need of help
Generosity: generous assumption about people, I know you care

If you can’t count on yourself, you can’t ask other people to give you what you don’t have because you think
you’re not worthy of receiving

3. Let's share

what we've learnt!

Carrousel

PollEv: ESL typical lesson phases

PollEv: 5 language activities

10 Good ideas to keep

5 Main SEL Teaching skills to remember

A few unanswered questions

Reading

Listening

Speaking

Talking

Writing

Greeting

HW checking

Objective setting

Anticipating

Regulating

Activity sharing

Note building

HW instructions

Learning is a journey

What are Life Skills?

Consolidation, Attention, Retroaction, Engagement : CARE

Self-determination, self-efficacy, belonging

Empathy and Listening

THE FOUR ATTRIBUTES OF EMPATHY ARE

Perspective taking: Perspective taking refers to being willing and able to see and feel the world through the eyes of the other, walking in their shoes as the saying goes. This requires putting aside our own stuff and really just listening to what they are going through.
Staying out of judgment: Brené notes that judgement of another person’s pain or challenge discounts the experience and is an often an attempt to protect ourselves from the pain they are feeling. Staying out of judgment means being open to what they are feeling and refraining from comments that invalidate their experience or make them feel wrong such as, “that’s nothing“ or “I don’t know why you’re getting so upset about it”.
Recognise emotions: Recognising the emotion means looking within yourself and remembering what it is like to have the feeling the other person seems to be feeling. It is a willingness to acknowledge fully what they are feeling and perhaps naming it. You might ask them if you’ve identified what they’re feeling correctly by saying something like, “It sounds like you are feeling really frustrated” or “I’m sorry, it sounds like you’re feeling so sad about that”.
Communication: Rather than saying, “At least you…” try really communicating that you understand where they are at and validate what their feeling and experience is. You might for instance say something like, “I’m so sorry you’re hurting. I’ve been there, and it sucks” or to quote Brené directly you could try, “It sounds like you are in a hard place now. Tell me more about it”.

Learned, changing, in action

Confidence

Confidence:

success

encouragement

Models

Emotions

Forces

Outcomes

Nondirectivity, Unconditional Positive Regard

Self-Esteem

Realism, Daring, Humor

Resilience

Realism: clear-sightedness on facts/ High objectives

Improvisation: daring to try things and act/ Engagement

Sense of humor and sense out of it: assessing what is going on/ Benevolence

Interpersonal/Communication skills

Coping and self-management skills

Critical thinking skills/Decision-making skills

Mindfulness

Actively here and now

Success

Knowing you've done your best and peace of mind!

CAP

Closeness

Autonomy

Proficiency

Lorem ipsum dolor sit amet

Our professional posture

Our teaching

levers

Our teaching

levers

SEL in ESL

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Transcript

Emotions Matter

The RULER Skills

THE FOUR ATTRIBUTES OF EMPATHY ARE

THE FOUR ATTRIBUTES OF EMPATHY ARE

THE FOUR ATTRIBUTES OF EMPATHY ARE