Social Emotional Learning State Standards
Highline’s SEL instruction is aligned with Washington State Social-Emotional Learning Standards.
|Sample Instruction provided and application skill in a typical classroom
Standard 1: Self-Awareness
Standard 2: Self-Management
Standard 3: Self-Efficacy
Standard 4: Social Awareness
Standard 5: Social Management
Standard 6: Social Engagement
Students learn how to recognize the emotions they are feeling i.e. I don’t feel confident in my math ability and sometimes that makes me nervous before a math test.
Students learn a variety of strategies to manage their behavior, i.e. because I get nervous before a math test, I can learn deep breathing strategies to help calm my body so I can activate my prefrontal cortex and perform to the best of my ability on my math test.
Students learn strategies to set goal. i.e. I want to improve my math skills so I can set goals related to that including clear steps to attaining that goal like working on my multiplication facts daily.
Students learn how to take perspective and have empathy. i.e. the person sitting next to me broke their pencil and appears to be frustrated and unable to find another so I can empathize with them and ask them if they would like to borrow one from me.
Students learn how to manage themselves in social situations. i.e. we are doing a group project and my teammate and I want to do the same part of the project so we use strategies for managing conflict and problem solving to figure out a solution that works well for both of us in order to complete the project.
Students learn strategies to overcome academic obstacles. i.e. during a math test, a student reaches a problem they don't know how to solve. They do no get triggered emotionally by this because they have learned and practiced several strategies for overcoming obstacles and preserving and utilize one of those strategies allowing them to complete the assessment with confidence.