Coming Back from Break: Social Emotional Learning (SEL) Tips for Teachers

Returning from a winter break means teachers and students are readjusting and transitioning back to their schedules. While the return may dredge up different emotions, think of this as a fresh start and opportunity to make the best of the second half of the school year. Teachers, you can reevaluate how you organize the classroom; refresh class goals; include or develop strategies for growth; or, most importantly, think about what helps you remain successful.

As a past teacher, the return to school meant a mini-syllabus review with my class to discuss what learning awaited my students; discussing behavior expectations and norms that were likely forgotten over the break; and often time for students, and myself, to reacclimate to the more rigorous schedule. Giving yourself and students time to readjust to the classroom schedules can take many forms; find what is best for you and your classroom.

This list of tips and strategies is designed to help create a safe space for you and your students. Here are some tips to incorporate social emotional learning into your teaching practice and develop with your students as the school year progresses.

1. Check-In with Yourself:

Reflect on your own well-being as you return to the classroom. Consider asking yourself what works. Returning to a routine may impact your emotional, mental, and physical well-being. Consistent reflection supports your own ability to model self-awareness to your students; however, quiet time is often challenging to come by on a school day.

One educator recommends “establishing a dedicated reflection time” in your day, which can be at any point that works for you.  Reflecting on your day may allow you to figure out what benefits you and other things to eliminate from your busy schedule.

2. Set a Positive Tone:

This can be challenging some days, but paired with your own reflections, you may find strategies to encourage a more positive classroom environment.  Consider the way students enter the classroom; opening activities or discussion assignments; or expectations on noise level; these are all within your control to help you and students begin the lesson.  As you return from the break, you may reflect on what works and continue encouraging those strategies.

Many teachers find it helpful (or may be required) to list learning goals, instructions, or a greeting on the board to help students (and yourself) transition into class.  Instructions may give students an opportunity to quickly review the day’s agenda, settle themselves, and focus on your expectations.

3. Build Connections:

Fostering strong relationships among students and between students takes time to develop. As you return to the classroom after a break, you may need to help students reconnect.  Create a safe space for students to share their thoughts and concerns about returning to school.  You may share your thoughts or concerns to model vulnerability; be human (you’re not a robot and students may need reminding); or model self-awareness.

Invite students into the conversation with some of these question stems that incorporate social-emotional learning competencies.

• What’s on your mind?
• What are your top three feelings today?
• Ask me two questions about…(model a topic related to the lesson)
• What do you wish you knew more about?

4. Incorporate SEL and Mindfulness Daily:

In an expansive study completed by Christina Cipriano, PhD, in connection with the Yale School of Medicine, she found that social emotional learning is so effective, it has “positive effects that matter for student success in the short and long term” as well as “across the K-12 academic lifespan.” Integration of SEL and mindfulness activities in the classroom has the potential to reduce student stress in difficult situations; encourage acceptance; or recognition of self and others.

One example of a social emotional learning strategy may include a check-in at the beginning of a lesson. This check-in gives teachers a sense of your student’s engagement and allows them to practice self-awareness before the lesson begins.

Children’s books may also be used during the check-in to offer language and illustrations as students learn to articulate their emotional well-being.  (Children’s literature is accessible for students K-12; here is one source providing recommendations for high school classrooms.) Consider reviewing this list of recommended literature from Scholastic; ask your school counselor for recommendations; or check with your district on texts or SEL resources they offer.

5. Promote Open Communication:

As you reflect on your own experiences, offer students an opportunity to do the same in your classroom.  Encourage open communication between you and students that help address successes or challenges during the transition from break back into routine.  Student check-ins; use of an emoji chart to track how they feel; responding to one of your SEL stem questions and more can develop a student’s ability to flex their SEL capabilities.

As you and your students work toward the common goal of incorporating more SEL skills as you return from break, give yourself time to find what works.

Social emotional learning is a vital component of education and can create a positive, supportive learning environment for the students you interact with each day. Your ability to reset, reflect, and reengage with yourself and students is the best way to navigate a successful school year.

PublicSchoolWORKS supports educators who want to create healthy, positive learning environments.  Admin may learn more about supporting teacher’s incorporating social emotional learning with PublicSchoolWORKS curriculum with solutions like StudentWatch or EmployeeSafe.  Develop social emotional learning skills with the help of Positive Behavior Intervention and Support (PBIS) curriculum.