A handbook for

The Indian Social and Emotional

Learning Framework (ISELF)
A handbook for
The Indian Social and Emotional
Learning Framework (ISELF)

2019
Indian Social and Emotional Learning Framework

Researched and Developed by

The Teacher Foundation
37/10, Yellappa Chetty Layout
Ulsoor Road, Bangalore 560042, INDIA

Published in 2019

Designed by
Salil Divakar Sakhalkar + Snehal W Balapure
Sixth Sense Corporate Communications
Bangalore

Printed at
Nevellos Grafifiti Scanning (India) Private Limited
Bangalore

ISELF is a free downloadable resource under a Creative Commons Attribution 4.0 International Licence.

Any reference to ISELF, either in part or whole, towards the development of content or related material,
must be attributed to The Teacher Foundation (www.teacherfoundation.org)

For more information on ISELF, please visit http://www.teacherfoundation.org/about-iself/

 A handbook

The Indian Social and Emotional

Learning Framework (ISELF)

for meaningful, fun and engaging

Social and Emotional Learning practice

Researched and Developed

by The Teacher Foundation
1
Sections
S1. What are the Guidelines to use ISELF? 01
S2. What is the Support available
for SEL facilitators? 03
S3. What are the different Strategies
to nurture SEL among students? 04
S4. What are some of the Ground Rules
for SEL Sessions? 10
S5. What are the criteria for planning
and conducting SEL sessions? 11
S6. What is the role of ISELF
in SEL Assessments? 13
S7. How can facilitators Reflect
on their SEL practices? 15
S8. SEL Initiatives of
The Teacher Foundation 17
2
Annexures

A1. Themes for focussed SEL programmes 19

A2. SEL Activities & Exercises for Students 22

A3. SEL Activities & Exercises for Facilitators 35

A4. SEL Readings for Facilitators 38

 Sections

The ISELF Handbook consists of

guidelines and SEL Resources that
provide facilitators with direction,
guidance and the wherewithal to
achieve their SEL goals.

ISELF is under Creative Commons Attribution 4.0 International Licence. Use of ISELF, in part or whole,
towards content development must be attributed to The Teacher Foundation (www.teacherfoundation.org)

1. It is necessary that the facilitator be:
familiar with all the five Social-Emotional Competencies
and their purpose in the overall development of children;
aware of the current lacunae in Social Emotional Learning
(SEL) of children and the dire need to fill in this widening
gap; and
convinced of the positive long-term benefits of SEL in a
child’s life.
Readings in SEL are recommended to help facilitators with
this in Annexure A4. SEL Reading for Facilitators.
2. It is important for the facilitator to note that each of the
competencies is of extreme significance, and one must
not be prioritised over the other. All the competencies are
inter-related and each competency feeds into another.
For e.g. students can work on their ‘self-management’ skills
only by being ‘self-aware’. Similarly, ‘Social Awareness’ and
‘Relationship Management’ have a symbiotic relationship
and ‘Decision Making’ involves aspects of all the other four
competencies. Hence it is recommended that the facilitator
focuses on all the five competencies concurrently while
working with students.
3. It is recommended that the facilitator uses the
competencies in their own lives with conscious thought
and effort, in order to be an authentic role-model for the
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S1
What are the Guidelines to use ISELF?
An essential point to consider while using ISELF is to
ensure it is being used purposefully and meaningfully
with the sole intent of nurturing social and emotional
competencies in children. It is to help facilitators
adhere to this important, single-point agenda that the
following guidelines are provided. All facilitators are
recommended to go through the guidelines in detail
before they start doing SEL work with their students.
children they work with. A few exercises / activities are
provided in Annexure A3- SEL Activities and Exercises
for Facilitators to help facilitators understand the
competencies better and recognise how they play out in
their everyday lives.
4. It is important for the facilitator to keep in mind that acquiring
of the five SE competencies is a continual process without
a conclusive end. The acquiring and refinement of these
competencies is work-in-progress all through our lives.
5. It is critical that the facilitator uses the ISELF as a guide
to aid the development of SE behaviours in the children
they work with, and NOT to assess and judge them, neither
in a complimentary manner nor in a derogatory manner.
6. The facilitators are strongly urged to refrain from
moralising and ‘teaching’ about SE competencies. They
are expected to engage the children in activities and
discussions that would facilitate the development of
the five SE competencies. This Handbook has different
sections (mentioned earlier) to help them in this kind of
facilitation.
7. The facilitators are recommended to maintain a SEL
journal, to periodically pen down their observations of
children and their reflections, which could include their
01
 own views about the activity, any change they observe
in the children, changes they see in themselves, follow-
up action, etc. To enable this process, a few reflective
questions are provided in Section S7. How can facilitators
Reflect on their SEL practices?
8. The facilitator could sometimes face a situation in which
an SEL activity could surface some deeper and intense
feelings for the student and there could be a change in
the behaviour of the student, even outburst of emotions
or withdrawn behaviour. The facilitator is urged to be
alert and watchful for such responses in her students, is
recommended to have a one-on-one conversation with
the student or refer the student speak to the counsellor
or any other adult the student is comfortable with.
9. ISELF should be used with a sense of purpose and intent
and activities need to be planned with thought & effort,
to engage children in a fun but purposeful manner.
10. ISELF can be used with different SEL approaches:
integration with the academic curriculum
separate time-tabled period
focussed SEL programs
specialised interventions
A brief description for each is given in the ISELF Book, Ways
in which ISELF can be used.
13. To ensure all the students get an opportunity to share
their views, interact and engage effectively during
the SEL sessions, the facilitator is encouraged to use
collaborative strategies like:
pair work – 2 students working, discussing together
small group – a group of 4-5 students working
and discussing
whole group – all the students come together to
share their views, ask questions, etc.
14. The facilitator is encouraged to proactively reach out to
other facilitators for sharing and brainstorming ideas
to use ISELF. Please also refer to the next section for
ways to offer support to all SEL efforts in the school or
organisation.
Note:
1. The terms Social-Emotional (SE) skills, Social-Emotional
(SE) behaviours and Social-Emotional Learning (SEL) have
been used interchangeably throughout the Handbook. The
facilitator is requested to bear this in mind while going
through the different sections in the Handbook.
2. In this context the term ‘facilitator’ refers to any person
(teacher, counsellor, parent, care-giver, etc.) responsible for
leading or coordinating SEL related activities, sessions and
programmes with children in any setting.

11. The facilitator is encouraged to use different strategies

to foster the 5 Social-Emotional Competencies. In
this context, strategies refer to different techniques or
methods that can be used to achieve more focussed
SEL objectives. Examples of SEL Strategies include role-
play, storytelling, group discussion, etc. The Handbook
has a Section S3. Different Strategies to nurture SEL
wherein some of these have been listed. However,
this is just an indicative list and not an exhaustive one.
Hence, the facilitators are expected to attempt going
beyond what is given in this section.

12. The facilitators can refer to Annexure A2-SEL Activities

& Exercises for Students wherein resources (web links,
names of organisations, people, etc.) for planned activities
are mentioned for each Learning Standard under each
Competency. However, this list is not exhaustive. The
facilitators are requested to actively refer to this section,
but also not to restrict themselves to only what is given
here. They are encouraged to be innovative & creative to
look up similar resources as well as come up with their
own ideas and activities.

02

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1. Circles of Support
SEL facilitators are encouraged to form Circles of Support
in their organisation or school to regularly engage in
discussions and dialogues on different SEL approaches,
concepts and activities they have read about or tried out
in the class, what worked & what did not, the challenges
and the success stories, etc. This sort of regular exchange
of experiences and ideas provides facilitators emotional
support, creative stimulation as well as the energy and
enthusiasm to be more imaginative and innovative in their
approach to foster SEL in their students.
2. SEL Readings
It is recommended that facilitators regularly read about SEL,
to get a wider and deeper understanding and perspective
of SEL. The readings could include research on SEL, long-
term and short-term benefits of SEL, integration of SEL in
classroom practices, SEL practices from around the world,
SEL for adults etc. This handbook has an Annexure A4.
SEL Readings for Facilitators with a list of recommended
readings, which serves as a starting point for facilitators.
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S2
What is the Support available
for SEL Facilitators?
SEL facilitators in any organisation or school would need
support and assistance to foster SEL in their students.
The support could be in the form of encouragement,
inspiration and reassurance or in the form of ideas,
opinions and suggestions. Here, in this section, are some
recommendations that could help facilitators progress
towards their SEL goals.
3. SEL Activities & Exercises for Facilitators
The facilitators are strongly encouraged to go through
the activities mentioned in Annexure A3. SEL Activities &
Exercises for Facilitators and use these for themselves. By
engaging in SEL activities and getting a first-hand experience
of it, facilitators get a deeper understanding of the SE
Competencies and how they play out in their everyday lives.
Consciously following some of these SEL activities also helps
facilitators role-model it with their students.
4. School Counsellor Referral
In case the facilitator faces a situation wherein an SEL activity
elicits emotions or behaviour in a student that the facilitator
does not feel comfortable or equipped enough to handle,
they could refer the child to speak to the school counsellor or
an adult the child trusts. It is also important however for the
facilitator to have a follow up with the child / counsellor to
ensure the issue has been addressed.
03
 S3
What are the different Strategies
to nurture SEL among students?

The table below is a ready reckoner of the various

strategies that can be used across grades and the
relevant SEL competencies that will be developed in the
process - Self Awareness (SA), Self Management (SM),
Relationship Management (RM), Social Awareness (SoA)
and Decision Making (DM).

It is recommended that wherever appropriate, more

than one SEL strategies be used to foster specific SE
competencies at a class level.

Strategy Grades Key SE competencies

Talk & Dialogue 6 to 12 SM - regulation of emotions

i. Debate RM - communicative skills
ii. Group Discussion SoA - social sensitivity & responsibility
DM - analytical and critical thinking

Whole School Quality Circle Time (QCT) 1 to 12 SA - self-expression, confidence

SM - regulation and expression of emotions
RM - communicative skills
SoA - empathy
DM - problem-solving, following norms

Story Telling 1 to 12 SA - self-expression, creative thinking

RM - communication skills
SoA - empathy
DM - problem solving

Simulated discussions 5 to 12 SA - develops confidence

i. Role-plays RM - conflict resolution skills
SoA - empathy
DM - problem solving, decision making
04

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Strategy Grade Key SE competencies

ii. Case-study Analysis 8 to 12 RM – conflict resolution skills

SoA - understanding others’ perspectives
DM - critical thinking, problem solving,
decision making

iii. Scenarios 3 to 12 DM - critical thinking, ethical decision making,

problem solving

Awareness Campaigns 8 to 12 SA - creativity

SM - work and time management skills
RM - working in a team, leadership skills,
communicative skills
DM - decision-making and problem-solving skills

Film-viewing 5 to 12 SoA - understanding others’ perspectives and

feelings, empathy
DM - analytical and reasoning skills, ethical
decision-making

Reflective journaling 4 to 12 SA - self-exploration, self-awareness,

self-expression, reflective thinking skills
SM - regulation of emotions
SoA- empathy

Poster Making 4 to 12 SA - creative thinking

RM - team work, communication skills
SoA - social sensitivity and responsibility
DM - analytical thinking

Survey Projects 9 to 12 SA - creative thinking

RM- questioning skills, team work,
communication skills
SoA - social sensitivity and responsibility
DM - analytical & critical thinking

Community Service Projects 5 to 12 SA- creative thinking

RM- team work, communication and leadership skills
SoA- social sensibility and responsibility
DM- analytical & critical thinking, problem solving
05

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 These strategies are explained below.
Kindly note that this is not an exhaustive list.
Talk & Dialogue
It could be used across different activities to facilitate
exchange of ideas, opinions and feelings of the students.
Particularly activities like debates and group discussions
focus on talk and dialogue in a more concerted and
purposeful manner.
Objective: To encourage awareness and critical thinking
among students on any given topic – be it everyday issues
or current affairs.
Here is a more detailed explanation of each of these two
methods:
i. Debate: The facilitator could hold debates around
controversial topics, either in an informal manner or
following a structured format. The facilitator divides the
class into 2 groups – one arguing in favour of the statement
and one group against. Each team member speaks, taking
turns to make their point, and end the debate with a
concluding point within the time limit. There are certain
instructions that are provided before the debate starts.
ii. Group Discussions: is a group setting which allows for
students to share their views and opinions about a certain
topic with other students, in a structured and systematic
manner. The facilitator (student or an adult) ensures all the
students are participating, following the rules and to take
the discussion towards a conclusive end. The participants
are made aware of the format and rules of the group
discussion ahead of time.
Examples of topics: Community service should be
mandatory in high school; Animals should not be used
for entertainment; Violence is a justified response to
oppression; Organ donation should be compulsory for all
Indian citizens; Is the youth of India confident or confused?
Do brands rule our lives?
06
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Whole School Quality Circle Time (QCT)
Developed by Jenny Mosley, the reputed UK based
teacher–educator and author, QCT is a group listening
format, with a democratic approach that allows for each
member of the circle, teachers and students included,
an equal opportunity to speak up and share their views.
It involves the facilitator sitting in a circle along with the
students of her class and discussing a topic in a structured
manner. There are certain ground rules that need to be
followed that ensures the entire process is democratic,
safe and sensitive, for both the facilitator and the children.
The topics are non-academic and could range from solving
class / school related problems to talking about their likes /
dislikes or expressing their thoughts on any given topic like
exam stress, bullying, etc.
Objective: The objective of the QCT is to allow for a
democratic approach to discussing and solving problems,
building rapport between the facilitator and students,
allowing children to express their views and listening to
others and getting children to understand other’s feelings
and perspectives.
Note: The Teacher Foundation (TTF) is the sole accredited
training provider in India for Jenny Mosley Consultancies, UK.
Storytelling
This can be used across age groups, though with age
appropriate theme and content. The process used could
also vary in complexity levels. The facilitator could start the
activity by introducing one or two characters, giving basic
details about them – maybe just gender and age. The entire
activity is planned such that all students, turn by turn, add
details to the characters (their names, the language they
speak, the city they belong to, etc.) and then develop the
story. The facilitator uses open ended questions to elicit
answers from the children that could add to the story line.
Objective: The objective of this ‘storytelling’ activity is
to have a complete story by the end of the session, with
contribution from all the students. The story should have
characters, a story-line and an ending.
Example: The facilitator, as part of this activity, could
introduce two characters, saying two girls of age 10 were
playing in a park. What were their names? What language
were they speaking? What were they talking about? They
saw something that made them scared. What could they
have seen? What about it could be scary? Could you
describe what they might have seen?
Simulated discussions
They provide students the opportunity to explore their own
views, thoughts and feelings on different issues, through
hypothetical situations. The issues could vary from everyday
matters and concerns, to larger societal issues. Provocative
discussions are conducted around hypothetical situations
which could either be played out as a role-play, presented
as a case-study or a scenario. Given below is a more detailed
explanation of each of these three methods:
i. Role-plays is an activity where two or more people
enact out an imaginary situation, imitating the character
and behaviour of someone else. Often the situation
being enacted is around an existing interpersonal issue
that needs to be resolved. The rest of the class observes
the role-play and has a whole group discussion around
it – What was happening in the role play? What was the
main concern / issue? When have you been in a similar
situation? What would they do if they were in a similar
real-life situation? The group size recommended for this
activity is 2 to 5 people. The facilitator plans the role-play
and shares it with the students assigned to enact it. As part
of the activity the facilitator also plans the questions for
discussion after the role-play enactment.
Objective: The objective of a ‘role-play’ activity is to
sensitise children about certain key interpersonal or social
issues or problems, help them have a discussion around it
and come up with ways to resolve it.
Example: A situation to enact can be about A, B and C,
where A is the bully, B is the bullied and C is the bystander.
The role-play could be just for a couple of minutes or even
a bit longer. The students who are observing, get into a
discussion after the role-play.
ii. Case-study Analysis involves the reading of a short
story or incident (real life or imaginary) and getting
the students to critically analyse and discuss it based
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on a few questions. The facilitator chooses the story /
incident depending on the theme to be discussed. As
part of the activity the facilitator also plans the questions
for discussion to get the children to analyse the merits
and faults of a situation, understand it from different
perspectives and arrive at a solution.
The case-study analysis could also be done in a more
structured manner following the 5 steps:
Step 1 – Situation analysis
Step 2 – Problem definition
Step 3 – Statement of objectives
Step 4 – Evaluation of alternatives
Step 5 – Recommendation
Objective: The objective of a ‘case-study analysis’ is
to help children examine a controversial, topical or
problematic situation in different angles, understand why
people behave the way they do and arrive at a plausible
conclusion or solution, as the situation requires.
Example: If the facilitator wants the students of Grade
10 to engage in a discussion on gender discrimination,
the case-study could be around this topic. For the
discussion, the facilitator could include relevant questions
that could get the students to closely examine the
gender discrimination that happens around them, the
consequences of it and what could be done about it.
iii. Scenarios is an activity wherein the facilitator develops
worksheets with brief scenarios and questions asking
students what they would do in a similar situation. This
could be done with students writing down their individual
responses on the worksheet, discussing it with their
partner, and then the facilitator could draw them into a
whole group discussion, with a couple of challenging,
provocative questions.
Objective: The objective of this activity is to help students
think through different kinds of ethical or moral challenges
they are likely to face in their everyday lives and what they
would do in these kinds of situations.
Example: The case-scenario could be: You overhear your
classmates planning to pull a very nasty prank on another
classmate. What would you do?
Awareness Campaigns
They are mostly student-led but supported by the adults.
The campaigns are planned around a core message or
theme that is considered important for people to be
07
 aware and sensitised about. Based on the theme, a series
of activities are planned within a time-frame to create
awareness among the adults and children in the school.
These campaigns could also be done outside of schools,
in specific neighbourhoods based on the theme.
Objective: To create awareness and sensitise the adults
and children in the school or neighbourhood about an
important issue.
Example: Themes could be related to social issues, physical
health & hygiene or mental & emotional well-being such as
bullying, peer pressure, substance use.
The campaign could include a mix of activities like poster-
making, role-plays, case-study analysis, group discussions, etc.
Film-viewing
It involves all the students watching a film together
followed by either answering questions about it on a
worksheet or having a group discussion or some quiet
individual reflection time. The facilitator chooses a film
with a powerful or profound message or theme that is
relevant for the particular student group, prepares a
worksheet with questions about the film to be filled by the
students as they are watching it, plans thought-provoking
questions around the film for a lively group discussion and
then allows for the students to quietly reflect and write
down their own thoughts and feelings about it.
Objective: One of the key objectives of ‘film-viewing’ is to
help students examine the different angles of a story and
the different characters in it; analyse the occurrences - the
causal factors and the consequences; and arrive at their
own learning from it.
Example: The facilitator could have her students watch
the movie The Blue Umbrella, a movie around emotions
like jealousy, greed, forgiveness, etc. As they are watching
the students answer the questions in the worksheet. The
facilitator could pause the movie every half hour or so,
for the students to reflect and answer the questions. After
the movie the facilitator engages all the students in a
group discussion about some key issues pertaining to the
characters in the movie. To bring the session to a close, the
facilitator could ask the students to quietly reflect on their
own and complete the sentences: One new thing I learned
today was...
Note: Book reading as an activity could be also be done in
a similar fashion. In this case all the students read a book
and do a similar reflective exercise around it.
08
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Reflective journaling
It is an activity wherein students write out their personal
insights, reflections or learnings. This could be done as a
follow-up activity after a book-reading, movie-viewing, a
real-life incident, etc. or could also be done as a stand alone
activity with some reflective stem sentences or some broad
introspective questions that the students have to answer.
Objective: This activity makes students pause from the
busyness of their lives, introspect and reflect on their
underlying thoughts, motivations and needs, and thus
understand themselves better.
Example: The facilitator could get the students to do
simple to complex reflective exercises like completing
the following stem sentences: My happiest moment was…,
The one thing I worry most about is…, If I had magical
powers I would...; OR answering questions like: On what
occasion do you lie? What do you most value in your
friends? What is your motto?
Poster-making
It is a simple activity which involves students designing
and creating a poster around a theme. The theme could
be around topical social or political issues, environmental
concerns, health and hygiene practices, mental health
awareness, etc. The activity could be done individually or
as a group.
Objective: The key objective of this activity is to create
awareness and sensitise students about certain key social,
ecological or human welfare issues by getting them to
analyse a related problem, concern or issue from different
perspectives and arrive at one key message they want to
convey in an effective and compelling manner.
Example: The facilitator could engage the students in a
poster-making activity on themes like child labour, stress
management, child rights, child safety, substance use, etc.
Survey projects
In a school, it involves students collecting views, opinions
and feelings about certain issues from survey respondents;
assessing them, arriving at a conclusion based on the
findings and taking decisions accordingly. The survey
respondents are decided based on certain criteria
(age, gender, occupation, etc.) depending on the survey
topic. The information could be gathered either by
administering a simple questionnaire or conducting
an interview.
Objective: One of the key objectives of this activity Example: Students could take up projects on cleanliness
is to create awareness and sensitise students about & hygiene awareness; literacy programs for children from
people’s views regarding pertinent social, ecological & disadvantaged backgrounds; campaign on anti-corruption;
human welfare issues, world affairs, etc. and arriving at animal-welfare, etc.
appropriate conclusions and recommendations if required.
Note: Though most of these strategies are appropriate
Example: Students of Grade 12 could conduct a survey on for all ages (Grade 1 to 12), please note the complexity
Student Conflicts in School. The survey respondents could levels would vary accordingly. The facilitator is advised to
be a sample of students (30% of the student strength from consider the age group and accordingly plan the theme
each grade) from Grade 5 to 12, teachers from Grade 1 and the process of the activity.
to 12 and the school principal. The survey would include Facilitators should remember that most of the strategies
administering a questionnaire to the respondents. The given here could be modified and conducted in many other
questions in the questionnaire would be based on the ways, depending on the SE competencies they want to
survey objectives, which would be to understand students’ emphasise on.
and teachers’ views on – What types of conflict occur often
in school? How are they usually resolved? How effective
are these methods? What do they suggest the students and
the school (principal and teachers) could do to help resolve
these conflicts? Once the above data is gathered, students
analyse it and arrive at the key findings. Based on these
findings, they take informed decisions on what could be
done to help resolve conflicts in their school, involving
both students and teachers.

Note: It is recommended the facilitator refers to other

material for more detailed information on how to
implement survey projects in school.

Community Service Projects

This aims at undertaking work that would benefit a
community or a neighbourhood that has been identified
to have some concerns and needs that could be met
by the students. The ideas usually focus on children,
senior citizens, people with disabilities, animals and the
environment. This involves the students forming a group
that would be involved in the community project, under
the supervision of the facilitator. The steps included would
be – to identify the need or concern they would like to
help address; put a plan in place with clear outcomes and
timelines; allocate the work amongst the team members;
discuss other logistics like travel, costs, etc.; decide on
methods of monitoring and reviewing progress.

Objective: One of the key objectives of this activity would

be to sensitise students about the larger world around
them, the existing concerns and needs that need to be
addressed and their responsibility as young citizens of
the country.

09

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 S4
What are some of the Ground Rules
for SEL sessions?

Creating a safe, sensitive and participatory environment

for students that is required to make them feel
comfortable and confident to share their views,
opinions and feelings. One way to make this happen
would be to ensure certain Ground Rules are followed
by all the students as well as the facilitator, during the
SEL sessions.

It is recommended the facilitator decides on the Ground

Rules in collaboration with the students. However, in this
section we have provided a list of Ground Rules that the
facilitator could propose to the students before finalising
with their inputs.

1. We will listen attentively, without interrupting, when

others are talking.

2. We will ask for clarification when we are confused.

3. If we have something to say or ask, we will raise our hand.

4. Even if we don’t agree with others’ point of view, we will

do so respectfully.

5. During a discussion, we will give others a chance to

share their thoughts.

6. We will not talk behind others and will consider anything

they say as confidential.

10

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 S5
What are the criteria for planning
and conducting SEL sessions?

A criteria for the success of any SEL session depends

on the facilitators conducting them in a meaningful
and purposeful manner. This would make the sessions
reflective & insightful for the students, and at the same
time fun & engaging.

To achieve this, the facilitators need to keep in mind three

important aspects while planning and conducting SEL
sessions – the topic or theme chosen which determines the
objective of the SEL activity; the process followed to achieve
this objective and their own demeanour. To help facilitators
with this challenging task, this section has a checklist under
the three aspects. Facilitators are recommended to refer
to this checklist before planning and conducting an SEL
session. This could also be used as a ready-reckoner by
facilitators to do a quick self-assessment of themselves and
their sessions.

Topic
1. The focus of my SEL lesson plan is to develop a specific
SE skill.
2. The topic is meaningful and relevant to the age
of the students.
3. The topic considers the sensitivities of students
coming from different cultural and family backgrounds.

Process
1. I plan my lessons and choose the relevant SE Competency
and Learning Outcome based on the topic and content
2. I develop objectives, questions, and activities that allow
for reflective and critical thinking as appropriate to the
content and the age of the students.

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 3. I remind students of Ground Rules before every SEL
session.
4. I explore student understanding by asking open ended
questions.
5. I provide opportunities to students to share their honest
thoughts and opinions, as appropriate to the content
and the age of the students.
6. I keep an open mind and accept all views, even if I do not
agree with some of them and allow healthy discussions
and debates in the class.
7. I am mindful and sensitive to what students share during
the session and do not talk about it with other teachers.
8. I seek the help of the counsellor or a trustworthy teacher,
in case I am concerned about any student because of
what they did or said during the session.
9. I pen down my own reflections – on what I did, the
students’ responses and my own responses, after every
SEL session.
10. I believe that I would enjoy being a student in my class.

Demeanour:
1. I am enthusiastic and genuine when I interact with my
students.
2. I am respectful and fair to all my students and treat
them equally without showing any favouritism.
3. I listen with attention and interest when my students
are sharing something in the class.
4. I communicate in a clear and simple manner and repeat
my instructions with patience.
5. I show an interest in my students’ lives outside school.
6. I refrain from moralising and ‘teaching’ about any of the
SE competencies.
7. I refrain from any form or judgement based on their
demonstration of the SE competencies.

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ISELF is grounded in the Indian social & cultural context
and provides the benchmarks against which schools
and institutions may attempt to measure something as
ephemeral as social and emotional learning. It’s useful to
ponder on this old quote:
If you can measure and you do not,
Then of you it shall be said
“with your eyes you did not see
with your ears you did not hear”
So whether the academic curriculum or the SEL curriculum,
what we teach must be assessed and what is assessed must
be taught! An authentic assessment of SEL competencies
that are largely ‘invisible’ is obviously a challenge as they
are difficult to accurately measure. Moreover there is always
a judgemental element in all assessments and it would be
deeply detrimental if this aspect comes into play in the very
sensitive domain of social and emotional learning.
Having said that, it is important to look at the overall role
and purpose of SEL assessments – What is the purpose
of assessing students’ SEL competencies? Is it to assess
individual students’ learning competencies and provide
them feedback? Or is it to track the progress of the entire
class of students with regard to the reaching of learning
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S6
What is the role of ISELF
in SEL Assessments
The Indian Social-Emotional Learning Framework (ISELF)
has been developed as a guide for educators to nurture
essential, developmentally appropriate Social and
Emotional competencies in children in 5 clear age bands.
standards and outcomes in each SEL competency? Or should
the purpose be to check where schools across a geographical
region or state are, with regard to social and emotional
learning competencies of different age groups of students?
The development of ISELF has been a significant step in
bringing about some structure in the otherwise fuzzy area
of SEL. Depending on the purpose of assessment, ISELF can
be appropriately used in assessing the SEL competencies
across the age groups. These would include self
administered student surveys, teacher surveys, interviews
and observations.
If the purpose of assessment is to assess individual
students’ SEL competencies as per the learning outcomes
of the relevant age band, then there needs to be a strong
component of self-assessment by the student alongside an
assessment by the teacher. The outcome of this assessment
needs to be a conversation between the teacher and student
on a one-on-one basis to set individual growth targets and
support systems.
If the purpose is to periodically track the progress of
children undergoing SEL focussed programmes through
an academic year, at a class or school level or for schools
across the state, then it needs to be seen in the context of
whether teachers are providing sufficient opportunities for
13
 students to develop these competencies with respect to the
appropriate age-banded learning outcomes under each of
the 5 SE competencies. Such an assessment would help in
modifying existing interventions across the grade levels.

Schools, organisations or state education departments could

also use ISELF based assessment tools designed specifically
for each of the 5 age bands to evaluate current levels of
SEL competencies amongst students before commencing
an SEL intervention. This will help understand the gap(s),
if any, and feed into designing appropriate SEL curriculum/
interventions according to the age band of the students and
mapped to the relevant Learning Outcomes of ISELF.

In all of the above cases, assessment of SEL must be

diagnostic and formative. It must NEVER be summative and
final! Children’s social and emotional learning need to be
seen as very personal paths that they take with guidance
and support from sensitive and compassionate educators!

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 S7
How can facilitators
reflect on their SEL practice

An integral part of being an effective practitioner

is to constantly review and reflect on what we
do, and constantly attempt at refining our practice.

To help facilitators with this cyclical process of review »»

reflect »» implement »» review, we have provided a set
of questions below which would help facilitators consider
different aspects of their SEL sessions, give them alternate
perspectives and decide on the required follow-up action.

1. Do you think the SEL objectives for the session were

met? Yes / No? How do you know that?
2. What were some of your observations of students’
behaviour / responses that elicited the following
reactions from you. Kindly provide reasons.
a. Surprised you:
b. Pleased you:
c. Worried you:
3. What were some of the observations of your own
behaviour / responses that elicited the following
reactions from you? Kindly provide reasons.
a. Surprised you:
b. Pleased you:
c. Worried you:
4. Based on your observations, what follow-up action do
you think you need to take?
5. What could you have done differently to make the SEL
session more insightful for your students?

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 S8
SEL Initiatives of
The Teacher Foundation

In this context we would like to give a brief introduction

to the extensive work The Teacher Foundation (TTF) has
done in the area of Social-Emotional Learning over the
past many years.

TTF has an enduring commitment to making schools safe
and sensitive for all students. The organisation carries out
programmes and whole school interventions to help schools
cater effectively to the social and emotional aspects of all
their students.
These programs include:
Whole School Quality Circle Time (QCT), developed by Jenny
Mosley, a reputed UK-based teacher-educator and author, is
a group listening format, with a democratic approach that
allows for each member of the circle, teachers and students
included, equal opportunity to speak up and share their
views, on different issues. It involves the whole class sitting in
a circle – non-hierarchical and inclusive – to learn relationship
skills and explore issues relating to personal, social, moral
and health education. The structures and techniques within
Circle Time teach individuals to communicate more clearly,
directly and honestly with each other.
Kindly refer our website www.teacherfoundation.org and
Jenny Mosley’s https://www.circle-time.co.uk to know more
about Quality Circle Time
Safe and Sensitive School (SASS) is a whole-school
intervention that supports schools to create a learning
environment that is safe and sensitive, through embedding
policies, spaces and interactions that are positive,
constructive, nurturing and collaborative for all – students
and staff alike. SASS also helps to put in place a clear
listening and appreciation system which will eventually
contribute to a whole school behaviour policy that is
inclusive, positive, caring and assertive for students and
staff so that all experience success at school. The Whole
School Eco-systemic model of Circle Time developed by
Jenny Mosley forms the backbone of this intervention.
The Teacher Foundation has also designed a Child
Safeguarding Policy Programme (CSP) in adherence to best
international practices and legal mandate. The programme
aims to support schools in protecting their students from
intentional as well as unintentional harm through awareness
sessions for heads and teachers as well as a pre and post
child safety audit.
TTF offers its expertise and support on ISELF to schools
and organisations working to foster SEL using ISELF through
orientation sessions on the different components of ISELF
and its accompanying Handbook and help integrate in their
daily work; review existing or aid in development of new
curriculum / programmes through mapping it to the age
appropriate Learnig Outcomes of ISELF.

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 17

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 Annexures

18

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Annexure A1
Themes for focussed SEL programmes

ISELF can be used to both develop the
5 competencies as well as help address
persistent issues that are regularly dealt
with in schools.
The table below represents certain key themes which have
been mapped across the 5 competencies, wherever relevant.
Facilitators can select a specific theme (gender sensitivity,
building empathy and preventing bullying, etc.) that they
would want to address and look at the corresponding
Learning Outcomes or Learning Opportunities for relevant
competencies that focus on the theme.

*All learning opportunities under this learning outcome

address the corrosponding theme

Identified Theme Descriptors Codes 6 to 8 9 to 10 11 to 13 14 to 15 16 to 18

Understanding of Self Awareness of their UoS SA.2.1* SA.2.1* SA.2.2* SA.2.1* SA.2.1*
interests, values
and strengths;
Developing self
esteem

Managing emotions Appropriate emotional ME SA.1.1* SA.1.1* SM.1.1* SM.1.1* SM1.1*

expression, managing SM.1.1* SM.1.1* SM.1.2*
stress / anger SM.1.3*

Being Empathetic Understanding BE SoA.3.1* SoA.3.1* SoA.3.1* SoA.3.1* SoA.3.1*

other’s feeling and SoA.3.2* SoA.3.2* SoA.3.2* SoA.3.2* SoA.3.2*
perspectives, and DM.1.2*
Accepting other’s
views

Gender sensitivity Understanding and GS RM.1.1.4 RM.1.2.1 SA.2.2.5 RM.1.1.4 SoA.1.1.1

developing positive SoA.1.1.2 SoA.1.1.4 SoA.1.1.5 SoA.1.1.1 SoA.1.1.3
interactions with the SoA.1.1.5 SoA.1.2.2 SoA.1.1.2 SoA.1.2.1
opposite gender SoA.3.1.4 SoA.1.3.9 SoA.1.1.4 SoA.3.1.5
SoA.3.1.1 SoA.1.1.8
SoA.3.1.5 SoA.1.1.9
SoA.1.2.4
SoA.3.1.2
SoA.3.1.6
19

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 Identified Theme Descriptors Codes 6 to 8 9 to 10 11 to 13 14 to 15 16 to 18

Resolving conflicts Handling RC RM.2.1* RM.2.1* RM.2.1* RM.2.2* RM.2.1*

disagreements RM.2.2* RM.2.3* RM.2.2*
Taking no for RM.2.3*
an answer

Prevention of Bullying Responding to PB SA.1.1.2 SA.1.1.2 SA.1.1.1 SA.1.2.1 SA.1.1.4

bullying and initiating SA.1.1.5 SA.1.1.4 RM.1.1.4 SA.1.2.4 SA.1.1.6
pro-active steps to SA.1.1.6 SA.1.1.5 RM.1.2.6 SA.2.1.6 SM1.1.3
preventing bullying in SM.1.1* SM1.1.2 RM.2.1.3 SM.1.1.4 SoA.2.1.7
school space SoA.3.1* RM.2.1.6 SoA.1.1.5
DM1.1.1 RM.2.1.7 DM.1.3.2
RM.2.1.8
SoA.1.2*
SoA.1.3*

Peer Pressure Resisting peer PP RM.1.1* RM.1.2.4 RM.1.2.4 RM.2.1* SoA.2.1.7

pressure and RM.1.2.5 RM.1.2.5 DM.1.2.4
practising RM.2.1.2 DM.2.2.1
assertiveness and the DM.1.3.1 DM.2.2.2
ability to say ‘No’. DM.2.2* DM.2.2.3

Accepting diversity Acceptance of others, ADD SoA.1.1* SoA.1.1.1 SoA.1.1* SoA.1.1* SoA.1.1*
and differences respect for differences, SoA.1.2.4 SoA.1.1.2 SoA.1.2* SoA.1.2* SoA.1.2*
and demonstrating SoA.1.1.4 SoA.1.3* SoA.1.3*
care respect, support DM.1.3.5

Safe Behaviour Physical Safety SB DM.1.1* DM.1.1.1 DM.1.1* DM.1.2* DM.1.1.4

Demonstrating DM.1.2* DM.1.1.2 RM.1.1.2 DM.2.1* DM.2.2*
Responsible Behaviour DM.1.1.3 RM.1.1.3 RM.2.1.2
(following norms, RM.1.1.4
taking responsibility RM.2.1.2
of one’s actions,
being Informed
about harmful effects
of substance use,
practising safe sex)

20

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Annexure A2
SEL Activities & Exercises for Students
This annexure provides teachers with a list of resources
that include planned SEL activities for children from grades
1 to 12, for each of the 5 Social Emotional Competencies.
The resources are largely web-links. The key themes that
these SEL activities focus on and the grades targeted are
mentioned to make it easy for the facilitator to choose
and decide on a SEL activity for her class. However, this is
not an exhaustive list of SEL activities and facilitators are
recommended to use this as reference and plan their own
activities and exercises.
A few points to be kept in mind while referring to this
section:
The list of resources given here is not an exhaustive list,
but just a sample of the kind of activities that could be
done to foster specific SE competencies. The facilitator is
strongly recommended to plan their own SEL activities to
make it more contextual and relevant to the children in
the class.
It is important for the facilitator to note that while all the
activities included in this section are focussed towards
developing specific SE competencies, they also help
in the development of all the five SE competencies at
different levels.
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Some of the activities mentioned use real-life situations
and historical examples that may not be relevant your
school context. The facilitator is recommended to adapt
the activity to the cultural context of the children in the
group.
The facilitator is recommended to modify the activities, as
required, keeping in mind the age & size of the group and
time available, but at the same time ensuring the purpose
of the activity is met.
The facilitators are expected to consider the safety aspect
of each child while conducting these SEL activities and
exercise caution as required.
Note:
Many of the web resources included in this section are
copyrighted. Hence it is mandatory that the facilitator cite
the source when using it by mentioning the original title and
author, at all times.
This is a curated section of web resources. TTF does not take
responsibility for weblinks that may stop working or if the
content changes.
21
 Self Awareness (SA) SA - Learning Standard 1
The ability to recognise one’s feelings and emotions and how they
influence one’s decisions and behaviour; accept oneself as a unique
person; appreciate one’s personal traits; develop positive self-
worth; take pride in one’s skills, talents and achievements; assess
one’s strengths and weaknesses accurately, thereby developing an
overall sense of confidence and optimism.

SA - Learning Standard 1: Identify one’s emotions and their

influence on one’s behaviour, performance and decisions

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

1. Self-Identity 1 to 12 Children have a strong sense http://bit.ly/children_identity

of identity

2. Identifying and 1 to 12 Feelings worksheets http://bit.ly/feeling_worksheets

expressing emotions

3. Identifying and 1 to 12 On My Two Feet http://bit.ly/on_feelings

expressing emotions

4. Self Confidence 1 to 12 Teaching Strategies to Build http://bit.ly/build_confidence

Student Confidence

5. Self Confidence 1 to 12 How to Build a Student’s Self http://bit.ly/build_self-confidence

Confidence

6. Identifying and 1 to 3 Identifying Emotions Activity: http://bit.ly/identifying_emotions

expressing emotions Chameleon Moods

7. Identifying and 4 to 12 Exploring Emotions through http://bit.ly/exploring_emotions

expressing emotions Activities

8. Self-Identity 5 to 12 My Multicultural Self http://bit.ly/my_multiculturalself

9. Optimism 7 to 12 10 essential optimism skills http://bit.ly/optimism_skills

10. Optimism 8 to 12 Cultivating Practical Optimism: http://bit.ly/practical_optimism

A Key to Getting the Best from
Your Brain

11. Self Awareness 8 to 12 5 Ways to Promote http://bit.ly/5waystopromoteSA

Self-Awareness in the Middle
and High School Classroom

12. Emotions and emotion 8 to 12 Getting to know yourself; getting http://bit.ly/knowing_yourself

regulation along with yourself

13. Self-exploration and 9 to 12 The Proust Questionnaire http://bit.ly/proustquer

self-awareness

14. Self-Identity 9 to 12 Exploring Identity http://bit.ly/exploring_identity

15. Positive Self Talk 9 to 12 How to practise positive self-talk http://bit.ly/positive_self-talk

22

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 SA - Learning Standard 2

SA - Learning Standard 2: Recognise personal qualities and

assess personal strengths and challenges

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

1. Knowing Oneself & 1 to 12 Confidence Activities http://bit.ly/confidence_activities

Confidence Building

2. Knowing Oneself 1 to 7 Knowing Oneself http://bit.ly/knowing_oneself

3. Building a sense of 3 to 5 Getting to Know Me http://bit.ly/getting_to_know_me

identity and
acceptance of self

4. Recognising and 5 to 7 Myself and my Attributes http://bit.ly/myself_myattributes

valuing the
uniqueness of oneself

5. Self-image and Self 8 to 12 Getting to know yourself; getting http://bit.ly/knowing_yourself

concept along with yourself

6. Self-concept & Self 8 to 12 Ten Activities to Improve http://bit.ly/student_self-concept

esteem Students’ Self-Concepts

Self Management (SM) SM - Learning Standard 1

The ability to express one’s emotions appropriately; deal
with personally upsetting situations in healthy and effective
ways; identify sources of help and form a self-support
system; set goals (personal, academic and career) and work
towards them in an organised manner.

SM - Learning Standard 1: Manage one’s emotions and

behaviour and develop a positive attitude

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

1. Managing emotions 1 to 12 On My Two Feet http://bit.ly/on_feelings

2. Emotion regulation 5 to 10 Importance of Emotions http://bit.ly/emotion_regulation

3. Mindfulness 6 to 12 5 Mindfulness Practices to Bring to http://bit.ly/mindfulness_practices

Your Classroom

4. Mindfulness 8 to 12 Mindfulness in the Classroom http://bit.ly/mindfulness_classroom

5. Emotion regulation 8 to 12 Cognitive Emotion Regulation http://bit.ly/cognitive_emotion_

strategies regulation

6. Emotion regulation 8 to 10 Students in Action - Handling Emotions http://bit.ly/handling_emotions

23

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 SM - Learning Standard 1

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

7. Managing stress 8 to 12 Resources for Stress http://bit.ly/children_stress_

Management management

8. Managing stress 9 to 12 Getting along in the world and http://bit.ly/getting_along

planning for the future

9. Managing stress 9 to 12 Stress http://bit.ly/children_stress

10. Managing stress 9 to 12 Dealing with Stress http://bit.ly/children_dealing

-with-stress

Note: Due to the nature of this Learning Standard, no specific resource SM - Learning Standard 2
has been included here. Most of the Performance Indicators under each of
the Learning Outcomes themselves are activities which the facilitator can
conduct in different ways, using different SEL strategies.

SM - Learning Standard 3: Work towards achieving personal SM - Learning Standard 3

and academic goals in an organised manner

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

1. Personal 1 to 5 Teaching Responsibility http://bit.ly/personal_responsibility

in the Classroom

2. Responsibility 1 to 5 Teach Responsibility in the http://bit.ly/responsibility_

Elementary Classroom classroom

3. Responsibility 1 to 5 Teaching Strategies that Instruct http://bit.ly/teaching_strategies_

Responsibility responsibility

4. Responsibility 1 to 7 7 ways to teach kids http://bit.ly/responsibility_inschool

responsibility in school

5. Responsibility 1 to 8 Perseverance Activities http://bit.ly/perseverance_activities

6. Perseverance 9 to 12 Confidence Activities http://bit.ly/confidence_activities

7. Responsibility & Work 9 to 12 Getting along in the world http://bit.ly/getting_along

management and planning for the future

8. Time management 9 to 12 Confidence Activities http://bit.ly/confidence_activities

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 SM - Learning Standard 3

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

9. Goal setting 9 to 12 Goal Setting Worksheets http://bit.ly/goalsetting_worksheets

10. Identify what 9 to 12 What Motivates You? http://bit.ly/what_motivates_you

motivates students

11. Perseverance 9 to 12 History Lessons on Character http://bit.ly/children_perseverance

Education automatically downloads a pdf

Relationship Management (RM) RM - Learning Standard 1

The ability to form and sustain healthy and rewarding relationships
with diverse individuals and groups; have meaningful social
interactions with friends, family, peers, colleagues, etc.; have clear,
timely and assertive communication; express authentic views and
opinions; offer constructive feedback; resist inappropriate social
pressure and negotiate conflicts in mutually beneficial ways.

RM - Learning Standard 1: Use communication and social skills to

interact effectively with others

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

1. Friendship Skills 1 to 5 Teaching Friendship Skills http://bit.ly/teaching_

friendshipskills

2. Friendship Skills 1 to 5 Teaching Friendship Skills in the http://bit.ly/friendship_skills_

Classroom classroom

3. Social Behaviour 1 to 5 Teaching Strategies: How to Teach http://bit.ly/teach_socialskills

Social Skills

4. Social Behaviour 1 to 5 8 Social Skills Students Need (And http://bit.ly/student_socialskills

How to Teach Them Step by Step!)

5. Forgiveness & 1 to 5 Ways to Teach Forgiveness and http://bit.ly/teaching_forgiveness

Reconciliation Reconciliation in the Classroom

6. Forgiveness 1 to 5 Forgiveness: A Virtue-Building http://bit.ly/virtue_building

Lesson Plan

7. Cooperation 1 to 5 How to be a Cooperative Person http://bit.ly/cooperation_

lessonplans

8. Cooperation 1 to 8 6 Awesome Cooperative http://bit.ly/cooperative_games

Classroom Games

9. Gratitude 1 to 8 Nurturing Gratitude from the http://bit.ly/nurturing_gratitude

Inside Out

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 RM - Learning Standard 1

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

10. Team work 4 to 8 Cooperation Games: Teamwork http://bit.ly/teamwork_strategy

and Strategy

11. Social Interaction 5 to 10 Building Social Skills through http://bit.ly/building_social_skills

Activities

12. Communication skills 8 to 10 Listening Skills and Observations http://bit.ly/listeningskills_

vs Judgments observations

13. Forming and maintaining 9 to 12 Getting to know others; getting http://bit.ly/getting_along_

relationships along with others withothers

14. Constructive Criticism 9 to 12 Teaching Students to Accept http://bit.ly/accepting_criticism

Criticism

RM – Learning Standard 2: Demonstrate an ability to prevent, RM - Learning Standard 2

manage, and resolve interpersonal conflicts in constructive ways

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

1. Assertiveness 1 to 5 Teaching Assertiveness to http://bit.ly/teaching_assertiveness

Elementary Students

2. Bullying 1 to 12 Pedagogy and bullying http://bit.ly/bullying_pedagogy

3. Assertiveness 3 to 5 Be strong, Be Mean, or Give In? http://bit.ly/be_strong_be_mean

4. Bullying 4 to 8 Bullying - Lessons and discussion http://bit.ly/bullying_lessonplans

starters

5. Conflict Resolution 5 to 12 Conflict Resolution Skills http://bit.ly/conflict_resolution_

skills

6. Conflict Resolution 5 to 12 Teach Youth How to http://bit.ly/teach_communication_

Communicate & Resolve Conflict skills

7. Peer Pressure 6 to 8 Peer Pressure http://bit.ly/children_peerpressure

8. Peer Pressure 7 to 12 Activities That’ll Help You to http://bit.ly/tackle_peerpressure

Tackle Peer Pressure Effectively

9. Peer Pressure 8 to 12 Peer Group Pressure – Activities http://bit.ly/peerpressure_activities

and Games

10. Conflict Resolution 9 to 12 Conflict Resolution Curriculum http://bit.ly/analysing_conflict

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 RM - Learning Standard 2

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

11. Conflict Resolution 9 to 12 Conflict Resolution http://bit.ly/children_conflict_

resolution

12. Conflict Resolution 9 to 12 Conflict Negotiation Skills http://bit.ly/conflict_negotiation

for Youth

13. Peer Mediation 9 to 12 Conflict Resolution and Peer http://bit.ly/conflict_resolution_

Mediation Toolkit toolkit

14. Peer Mediation 9 to 12 What is Peer Mediation? http://bit.ly/peermediation_skills

15. Peer Mediation 9 to 12 Peer Mediation - Both a program http://bit.ly/peer_mediation

and a process

16. Solving problems in 9 to 12 Getting to know others; getting http://bit.ly/getting_along_

relationships along with others withothers

Social Awareness (SoA) SoA - Learning Standard 1

The ability to work and form positive relationships with people from diverse
backgrounds (e.g. religion, caste, gender, race, ethnicity, economic status); understand
different cultures; empathise with and accept people and practices that are different
from one’s own; be sensitive to one’s surroundings; have a perspective on various
social problems and take the required action to counter them.

SoA - Learning Standard 1: Recognise individual and group similarities

and differences.

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

1. Recognising Similarities 1 to 4 Recognising Our Similarities and http://bit.ly/similarities-differences

and Differences Differences

2. Gender Equality 1 to 8 6 Ways You Can Promote Gender http://bit.ly/promote_gender_

Equality in Your Classroom equality

3. Gender Equity 1 to 12 Promoting gender equity in the http://bit.ly/promoting_gender_

classroom equity

4. Gender Equality 1 to 12 Addressing Gender Equality with http://bit.ly/addressing_gender_

Teaching Strategies equality

5. Recognizing Similarities 4 to 7 We’re all different alike http://bit.ly/different_alike

and Differences

6. Having friends who are 6 to 8 Class Meeting: Different from http://bit.ly/different_from_you

different You — Activity

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 SoA - Learning Standard 1

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

7. Gender Stereotype 7 to 12 Talking to young kids about http://bit.ly/discussing_gender_

gender stereotypes stereotypes

8. Peace, acceptance and 7 to 12 Postcards for Peace http://bit.ly/postcards_for_peace

celebration of diversity

9. Gender identity and 7 to 12 Teachers as Allies: Unlearning http://bit.ly/unlearning_

sexual orientation hetero-sexism in Indian Schools heterosexism

SoA - Learning Standard 2: Contribute to the well-being of SoA - Learning Standard 2

school and neighbourhood

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

1. Social responsibility 1 to 7 35+ Service Projects for Kids http://bit.ly/service_projects

2. Social responsibility 1 to 12 5 Strategies to Teach Social http://bit.ly/teaching_social_

Responsibility responsibility

3. Social responsibility 1 to 12 129 Great Examples of http://bit.ly/community_service_

Community Service Projects projects

4. Social responsibility 1 to 12 Community Service Ideas for Kids: http://bit.ly/community_service_

Why Giving Back Matters ideas

5. Environment 5 to 12 WasteLess http://bit.ly/wasteless_india

conservation

6. Digital Citizenship 9 to 12 How to Teach Kids Social http://bit.ly/social_responsibility_

Responsibility in a Connected connectedworld
World

7. Social Action & Active 9 to 12 Social Action Projects – Making a http://bit.ly/social_action_projects

Citizenship Difference

8. Culture Change in 9 to 12 Changing the Culture: Ideas for http://bit.ly/student_action

Schools Student Action

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 SoA - Learning Standard 3

SoA - Learning Standard 3: Recognise the feelings

and perspectives of others and be empathetic

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

1. Understanding others’ 1 to 12 How to Teach Perspective http://bit.ly/perspective_taking

perspectives -Taking to Children

2. Perspective-taking 1 to 12 3 Ways to Teach Perspective http://bit.ly/perspectivetaking_

Taking Skills skills

3. Empathy 1 to 12 Empathy in Your Classroom http://bit.ly/empathy_classroom

4. Kindness & Empathy 1 to 12 40 Kindness Activities http://bit.ly/empathy_worksheets

& Empathy Worksheets

5. Empathy 1 to 12 A Quick-Guide to Teaching http://bit.ly/teaching_empathy

Empathy in The Classroom

6. Understanding 5 to 8 Activities for Understanding http://bit.ly/understanding_

Respect and Diversity Respect and Diversity respect_diversity

7. Understanding 8 to 12 Diversity Lesson Plans & http://bit.ly/diversity_lessonplans

Diversity Activities

Decision Making (DM) DM - Learning Standard 1

The ability to make constructive choices about personal behaviour,
health, relationships and career, considering existing social, ethical
and safety norms; understand the rationale behind different rules;
examine consequences of one’s actions; respect one’s own and
others’ rights; demonstrate responsible citizenship in the larger
interests of society

DM - Learning Standard 1: Consider ethical, safety and societal

factors in making decisions

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

1. Safety Rules 1 to 3 12 Basic Safety Rules Every Child http://bit.ly/basic_safety_rules

Should Know

2. Safety Rules 1 to 5 Safety Rules for Kids: Home and http://bit.ly/safety_rules_for_kids

School Concerns to Teach

3. Following Instructions 1 to 12 Following Directions: A Skill http://bit.ly/following_instructions

Worth Teaching

4. Following Rules 1 to 12 Bringing Classroom Rules to Life http://bit.ly/classroom_rules

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 DM - Learning Standard 1

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

5. Following Social Norms 1 to 12 5 Unwritten Social Rules http://bit.ly/unwritten_social_rules

6. Following Rules & Social 1 to 12 How to Motivate Your Students http://bit.ly/strategies_classroom_

Norms and Get Them to Listen to You management

7. Following Rules & Social 1 to 12 Behavioural Expectation (Safe http://bit.ly/behaviour_

Norms and Caring Schools Resource expectations
Guide, 2009)

8. Ethical Decision Making 1 to 12 How to Teach Students to Be http://bit.ly/students_ethical

‘Ethical’

9. Following Rules 6 to 12 Broken Rule Assignment http://bit.ly/broken_rules

10. Ethical Decision Making 6 to 12 Determining What is Right http://bit.ly/solving_conflicts

and Solving Conflicts

11. Ethical Decision Making 9 to 12 Excellence Through Ethics – http://bit.ly/ethics_under_pressure

Ethics Under Pressure

12. Understanding the 9 to 12 On My Two Feet http://bit.ly/on_feelings

Effects of Alcohol
& Drugs

DM - Learning Standard 2: Apply decision-making skills to DM - Learning Standard 2

deal responsibly with daily academic and social situations

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

1. Making Decisions 1 to 5 Decision-Making Model http://bit.ly/decision-making_

model

2. Making Decisions 1 to 5 Fun Activities to Teach Children http://bit.ly/fun_activities_

About Decision-Making Skills decisionmaking

3. Making Decisions 3 to 5 Decision Making http://bit.ly/decision_making_steps

4. Decision-making and 6 to 12 Decision-making and Problem- http://bit.ly/problem_solving_

Problem-solving solving: Class Activity class_activity

5. Decision-making and 6 to 12 Making Decisions in Everyday http://bit.ly/making_decisions_

Problem-solving Life everydaylife

6. Informed Decision- 9 to 12 Goal Setting and Decision- http://bit.ly/informed_decision_

Making Making making

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 DM - Learning Standard 2

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

7. Decision Making 9 to 12 Decision Making Wheel http://bit.ly/decision_making_

Strategy wheel

8. Problem-solving & 9 to 12 Getting along in the world and http://bit.ly/planning_for_thefuture

Planning for the Future planning for the future

9. Responsible Decision 9 to 12 Decision Making Guide - A fun http://bit.ly/decision_making_guide

Making course in the art of responsible
decision making!

Others

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

1. Mental Health K to 12 Resource – Community Child http://bit.ly/NIMHANS_

and Adolescent Mental Health ChildAdolescent_Resources
Service

2. Social Skills 1 to 5 10 Ways to Teach Social Skills in http://bit.ly/socialskills_classroom

Your Classroom

3. Social-Emotional Skills 1 to 7 Social Emotional Learning http://bit.ly/SEL_activities

Activities

4. Social-Emotional Skills 1 to 12 13 Powerful SEL Activities - Build http://bit.ly/SEL_activities_

social and emotional skills into classroom
any class

5. Social-Emotional Skills 1 to 12 21 Simple Ways to Integrate http://bit.ly/integrate_SEL

Social-Emotional Learning
Throughout the Day

6. Social Skills K to 12 Tools and activities to address SE http://bit.ly/children_socialskills

related issues

7. SEL Competencies 5 to 12 Lesson plan ideas http://bit.ly/human_rights_

lessonplan_ideas

8. Social-Emotional Skills 6 to 8 Help your students become http://bit.ly/SE_Skills

socially-savvy through lessons
on attitude, boundaries,
and more.

9. Topics for Debates 8 to 12 Middle School Public Debate http://bit.ly/public_debate_program

Program

31

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 Others

Sl. # Key Themes Grades Name of Activity / Exercise Weblink

10. Topics for Group 8 to 12 Top 100 GD topics http://bit.ly/GD_topics

Discussions & Debates

11. Self Awareness & Self 8 to 12 Promoting personal growth - http://bit.ly/mentor_toolkit

Management Self-Discovery Activities

12. SEL Competencies 9 to 12 Social Emotional Activities http://bit.ly/SE_workbook

Workbook

13. Social-Emotional Skills 9 to 12 How to Put Together Surveys for http://bit.ly/survey_school_projects

School Projects

14. SEL Competencies 11 to 12 Examples of Social and Emotional http://bit.ly/SEL_highschool

Learning in High School English
Language Arts Instruction

15. Mental Health K to 12 Knowledge, resources and http://bit.ly/mental_health_

strategies on mental health resourcesforeducators

16. SEL Competencies K to 5 SEL Lesson Plans http://bit.ly/SEL_LessonPlans

32

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Annexure A3
SEL Activities & Exercises
for Facilitators

It is important for all SEL facilitators to be familiar with Note:

the five Social Emotional Competencies, understand their
importance and recognise how they play out in their daily
lives. Hence, it is recommended that the facilitator use the
SE Competencies in their own lives with conscious thought
and effort, and thus be a role-model for the children they
work with. A few exercises / activities are provided here
which the facilitator may do as often as possible to make
these five competencies an integral part of their daily lives.
Many of the web resources included in this section are
copyrighted. Hence it is mandatory that the facilitator cite
the source when using it by mentioning the original title and
author, at all times.
This is a curated section of web resources. TTF does not take
responsibility for weblinks that may stop working or if the
content changes.

Sl. # Competency Key Theme Name of Activity / Exercise Weblink

1. Self Awareness Knowing Yourself Getting to Know Yourself http://bit.ly/know_yourself

Better

2. Self Awareness Emotional 5 Simple Lessons for Social and http://bit.ly/SEL_adults

Awareness Emotional Learning for Adults

3. Self Awareness Awareness of Self 33 Self-Awareness Activities http://bit.ly/SA_activities

for Adults and Students

4. Self Awareness Awareness of Self The Proust Questionnaire http://bit.ly/proustquer

5. Self Awareness Self Confidence Self-Confidence http://bit.ly/self_confidence_

activities

6. Self Management Self-Management 7 Tips for Improving Self- http://bit.ly/improving_

Skills Management selfmanagement

7. Self Management Self-Management 5 Essential Self-Management http://bit.ly/essential_SM_Skills

Skills Skills

8. Self Management Emotional 10 Essential Emotion Regulation http://bit.ly/emotional_

Regulation Skills for Adults regulation_adults

9. Self Management Emotional 3 Ways to Regulate Your http://bit.ly/3ways_regulate_

Regulation Emotions emotions

10. Self Management Managing Stress 11 Strategies for Managing Stress http://bit.ly/strategies_stress_
management

33

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 Sl. # Competency Key Theme Name of Activity / Exercise Weblink

11. Self Management Managing Stress 10 New Strategies for Stress http://bit.ly/managing_stress_
Management adults

12. Self Management Managing Stress Stress Management Strategies - http://bit.ly/deal_with_stress

How to Deal with Stress

13. Self Management Managing Anger Anger Management http://bit.ly/anger_

management_adults

14. Relationship Assertiveness Assertiveness http://bit.ly/assertiveness_

Management adults

15. Relationship Communication Communication http://bit.ly/communication_

Management adults

16. Relationship Forgiveness and Practice Small Acts of Forgiveness http://bit.ly/forgiveness_

Management Reconciliation and Reconciliation Everyday reconciliation

17. Relationship Forgiveness Practising the ‘F’ Word — 5 Steps http://bit.ly/steps_to_

Management to Forgiveness forgiveness

18. Relationship Forgiveness How to Practice Forgiveness and http://bit.ly/practice_

Management Be Happier forgiveness

19. Relationship Constructive Giving Student Feedback: 20 Tips http://bit.ly/giving_student_

Management Criticism to Do It Right feedback

20. Relationship Constructive Using Constructive Criticism to http://bit.ly/constructive_

Management Criticism Help Children Learn at School criticism_with_children

21. Social Awareness Developing Social How to build Social Awareness http://bit.ly/build_social_
Awareness awareness

22. Social Awareness Being Socially 8 Steps to Improve Your Social http://bit.ly/improve_social_
Aware Awareness awareness

23. Social Awareness Diversity & Five Tips to Embrace Diversity http://bit.ly/tips_embrace_
Inclusion and Inclusion in Your Life diversity

24. Social Awareness Celebrating Nine ways to Celebrate Diversity http://bit.ly/ways_celebrate_

Diversity diversity

25. Social Awareness Empathy Empathy Examples that will http://bit.ly/importance_of_

Teach you the Importance empathy
of Empathy

26. Social Awareness Empathy The Importance of Empathy http://bit.ly/power_of_empathy

27. Decision Making Decision Making How Good Is Your Decision http://bit.ly/decision_making_
Making? adults

34

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Sl. # Competency Key Theme Name of Activity / Exercise Weblink

28. Decision Making Decision Making 10 Ways to Improve Your http://bit.ly/improve_DM_Skills

Skills Decision-Making Skills

29. Decision Making Decision Making 7 Unusual Ways to Improve Your http://bit.ly/7ways_DM_Skills
Skills Decision-Making Skills

30. Decision Making Decision Making 7 Steps of the Decision-Making http://bit.ly/DM_process

Process Process

31. Others Emotional Emotional Intelligence: Skill http://bit.ly/EI_skill_building

Intelligence Building

32. Others Resilience 27 Resilience Activities and http://bit.ly/resilience_

Worksheets for Students and worksheets
Adults

33. Others SEL Self- Self-Assessing Social & http://bit.ly/SEL_

assessment Emotional Instruction and Selfassessment
Competencies

35

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 Annexure A4
SEL Reading for Facilitators

Reading is a useful practice for facilitators to ensure they

are updated and well-informed of developments in the area
of SEL. This could include research studies on SEL, ways of
integrating SEL with the academic curriculum, benefits of SEL
as observed by teachers, SEL practices that are simple and
effective, etc. This helps in building facilitators’ knowledge
of SEL, their significance in the overall development of
children and also gives them a wider perspective of ways SE
competencies can be fostered. Here is a list of recommended
readings for which the facilitator can use as a starting point.
However, this is not an exhaustive list, and the facilitator is
urged to go beyond the listing given here.
Note:
Many of the web resources included in this section are
copyrighted. Hence it is mandatory that the facilitator cite
the source when using it by mentioning the original title and
author, at all times.
This is a curated section of web resources. TTF does not take
responsibility for weblinks that may stop working or if the
content changes.

Sl. # Competency Key Theme Name of Activity / Exercise Weblink

1. Self Awareness Understanding Understanding Emotions and http://bit.ly/understanding_

Emotions and Feelings emotions
Feelings

2. Self Awareness Understanding Understanding Thoughts http://bit.ly/understanding_

Thoughts thoughts

3. Self Awareness Optimism Combatting Learned http://bit.ly/students_optimism

Helplessness and Cultivating
Optimistic Students

4. Self Awareness Self-Identity Developing Your Child’s Healthy http://bit.ly/healthy_selfidentity

Self-identity

5. Self Management Responsibility Teaching Students Responsibility http://bit.ly/teaching_

responsibility

6. Self Management Classroom Self- How Do Teachers Influence http://bit.ly/classroom_self_

Management Students’ Classroom Self- management
Management?

36

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Sl. # Competency Key Theme Name of Activity / Exercise Weblink

7. Self Management Self Confidence How to Build Self-Discipline http://bit.ly/students_

& Self-Confidence in Students selfconfidence

8. Self Management Responsibility for Getting Students to Take http://bit.ly/responsibility_for_

Learning Responsibility for Learning learning

9. Self Management Goal Setting Goal Setting 101: Understanding http://bit.ly/goal_setting_

the Process process

10. Self Management Emotional 10 Tips for Teaching Emotional http://bit.ly/teaching_

Regulation Regulation emotional_regulation

11. Self Management Self-motivation Teaching Self-motivation to http://bit.ly/teaching_self_

Students motivation

12. Self Management Emotional 3 Ways to Regulate Your http://bit.ly/3ways_regulate_

Regulation Emotions emotions

13. Self Management Managing Stress 62 Stress Management http://bit.ly/stress_

Techniques & Tips to Prevent Management_techniques
A Burn Out http://bit.ly/mindfulness_in_
the_classroom

14. Self Management Mindfulness Mindfulness in the Classroom: http://bit.ly/defence_

A How-To Guide mechanisms

15. Self Management Defence Defense Mechanisms among http://bit.ly/improving_

Mechanisms Our Students interpersonal_skills

16. Relationship Interpersonal 5 Tips for Helping Students http://bit.ly/importance_

Management Skills Improve Their Interpersonal Skills interpersonal_skills

17. Relationship Interpersonal Interpersonal Skills Importance for http://bit.ly/student_

Management Skills Teachers, Students & Managers interpersonal_skills

18. Relationship Interpersonal Interpersonal Skills http://bit.ly/student_conflict_

Management Skills resolution

19. Relationship Conflict Conflict Resolution http://bit.ly/teamwork_

Management Resolution classroom

20. Relationship Team work Why Is Teamwork Important in http://bit.ly/teamwork_culture

Management the Classroom?

21. Relationship Team work How to Establish a Culture of http://bit.ly/team_building_

Management Teamwork in the Classroom classroom

22. Relationship Team work Team Building in the Classroom http://bit.ly/modeling_

Management assertiveness

23. Relationship Assertiveness Modelling Assertiveness with http://bit.ly/students_

Management Students assertiveness

37

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 Sl. # Competency Key Theme Name of Activity / Exercise Weblink

24. Relationship Be strong, Be Be strong, Be Mean, or Give In? http://bit.ly/students_

Management Mean, or Give In? assertiveness

25. Relationship How to Teach How to Teach Gratitude http://bit.ly/teaching_gratitude

Management Gratitude to to Tweens and Teens
Tweens and Teens

26. Relationship Forgiveness – Forgiveness – Are you really http://bit.ly/teaching_

Management Are you really teaching your kids how to forgiveness_students
teaching your kids forgive?
how to forgive?

27. Relationship Empowering Empowering Students and http://bit.ly/giving_

Management Students and Lessons in Giving Constructive constructive_feedback
Lessons in Giving Feedback
Constructive
Feedback

28. Relationship How to Approach How to Approach Teaching http://bit.ly/teaching_gender_

Management Teaching Gender Gender Equality to Boys and Girls equality
Equality to Boys
and Girls

29. Relationship Healthy Gender Healthy Gender Development http://bit.ly/healthy_gender_

Management Development and and Young Children development
Young Children

30. Relationship Dealing with Peer Dealing with Peer Pressure http://bit.ly/peer_pressure_in_
Management Pressure in School in School school

31. Relationship Bullying in The Bullying in The Classroom: The http://bit.ly/bullying_classroom

Management Classroom: The Ultimate Guide to Stopping It
Ultimate Guide to
Stopping It

32. Relationship Dr. Ken Shore’s Dr. Ken Shore’s Classroom http://bit.ly/bullying_behaviour
Management Classroom Problem Solver - Bullying
Problem Solver - Behaviour
Bullying Behaviour

33. Relationship Bullying: Bullying: Guidelines for Teachers http://bit.ly/bullying_guidelines

Management Guidelines for
Teachers

34. Relationship Teaching Students Teaching Students to Be Peer http://bit.ly/students_peer_

Management to Be Peer Mediators mediators
Mediators

35. Relationship Teaching Conflict Teaching Conflict Resolution http://bit.ly/teaching_conflict_

Management Resolution resolution

38

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Sl. # Competency Key Theme Name of Activity / Exercise Weblink

36. Understanding Understanding and Teaching

Relationship and Teaching Friendship skills http://bit.ly/teaching_
Management Friendship skills friendship_skills

37. Social Awareness Lessons in Lessons in Similarities and http://bit.ly/similarities_

Similarities and Differences to Help Students differences
Differences to Understand Diversity
Help Students
Understand
Diversity

38. Social Awareness Teaching Social Teaching Social Responsibility http://bit.ly/students_social_

Responsibility responsibility

39. Social Awareness Social Behaviour Social Behaviour Starts with http://bit.ly/four_steps_
Starts with Social Thought: The Four Steps of perspective_taking
Social Thought: Perspective Taking
The Four Steps
of Perspective
Taking

40. Social Awareness 7 Ways to Teach 7 Ways to Teach Perspective http://bit.ly/empathy_muscles

Perspective Taking and Stretch Students’
Taking and Stretch Empathy Muscles
Students’ Empathy
Muscles

41. Social Awareness Teaching Empathy: Teaching Empathy: Essential for http://bit.ly/teaching_empathy_
Essential for Students’ Future Success students
Students’ Future
Success

42. Social Awareness How to Build How to Build Social Awareness http://bit.ly/build_social_
Social Awareness awareness

43. Social Awareness 5 Reasons Why 5 Reasons Why Diversity is http://bit.ly/importance_of_

Diversity is Important in the 21st Century diversity
Important in the
21st Century

44. Social Awareness Diversity Diversity Transforms Us http://bit.ly/diversity_

Transforms Us transforms_us

45. Decision Making Decision-making Decision-making Models Help http://bit.ly/DM-models_

Models Help Students Master Science skills science_skills
Students Master
Science skills

46. Decision Making Ethics in the Ethics in the Classroom: What http://bit.ly/ethics_classroom
Classroom: What You Need to Know
You Need to Know

39

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 Sl. # Competency Key Theme Name of Activity / Exercise Weblink

47. Decision Making Teaching Ethics Teaching Ethics to High School http://bit.ly/teaching_ethics
to High School Students
Students

48. Decision Making 4 Ways to Embed 4 Ways to Embed Morals http://bit.ly/embed_morals_

Morals and Ethics and Ethics in Your Classroom ethics
in Your Classroom

49. Decision Making The Importance The Importance of Learning http://bit.ly/learning_making_

of Learning How How to Make Decisions decisions
to Make Decisions

50. Social Emotional Student Well- Student Well-Being: What http://bit.ly/importance_

Learning Being: What About About It? student_wellbeing
It?

51. Social Emotional Fostering Fostering Student Well-Being: http://bit.ly/nurturing_positivity

Learning Student Well- Nurturing Positivity
Being: Nurturing
Positivity

52. Social Emotional Social Emotional Social Emotional Learning and http://bit.ly/SEL_adult_learning
Learning Learning and Adult Learning: Connecting the
Adult Learning: Dots
Connecting the
Dots

53. Social Emotional Social and Social and Emotional Learning http://bit.ly/_learning_in_action
Learning Emotional in Action!
Learning in Action!

54. Social Emotional It’s Time for Social It’s Time for Social and Emotional http://bit.ly/learning_for_all
Learning and Emotional Learning for All
Learning for All

55. Social Emotional What Makes What Makes SEL Work? http://bit.ly/what_makes_SEL_
Learning SEL Work? work

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www.teacherfoundation.org

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