Social Emotional Learning

Social Emotional Learning (SEL) is the ability to understand and manage one's emotions. It "enhances student' capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges" (CASEL, 2018, par. 1). SEL is composed of five core competencies. These are, self-awareness, self-management, social awareness, relationship skills and responsible decision making. Together, they help build a foundation for teaching and learning in schools. (See Appendix B). Once students become comfortable in these five competencies, they can deal with challenging situations inside and outside of school. SEL is a fundamental part of high quality teaching and when instruction is delivered in a positive learning

This does not mean poor behavior is being excused, but rather that students learn to deal with issues in a constructive and cooperative way with fair and equitable practices. "Even the smallest child is able to understand the impact her actions have on others" (Korr, & Mirsky, 2012 par. 19). Through circles, conferences and mediation, they are given a chance to make things right and determine ways that damage can be repaired. Children who are taught to learn from their mistakes through natural consequences learn far more than those who are only given punishments and restrictions (Brendtro, Brokenleg, & Van Bockern,

8). The restorative approach helps to repair harm, build community and relationships. It is a set of principles that encourage people to take responsibility for their own actions. RP is "an emerging social science that studies how to strengthen relationships between individuals as well as social connections within communities" (International Institute for Restorative Practices, 2018). RP uses affective statements as a powerful way of modeling and expressing feelings. It believes that people work best and conflicts are best solved when they are involved in the decision making (Costello, Wachtel, & Wachtel, 2009). By sharing the premise of restorative thinking, while focusing on relationships and communication, a significant shift can be made from punitive-oriented thinking. Rather than teach RP and character development in isolation it needs to be infused throughout the curriculum, school and every possible aspect of our culture (Goldys, 2016). Through the restorative process students are taught to learn from their mistakes, make amends and take responsibility in order to repair any harm they caused. In a restorative conversation, the educator is genuinely clear about the inappropriateness of the behavior and the impact that the