FACILITATING

LEARNER-CENTERED
TEACHING
Module 23
The Classroom Climate and
Social-Emotional Learning (SEL)
Presented by:
Babylyn Simbulas Irene Salagubang

Rosemae Santiana Ronalyn Saldevia

 In this Module, challenge yourself to attain the
following learning outcomes:
L.O Describe the classroom climate that is conductive
INTRODUCTION for learning by the use of simile or metaphor.
ENGAGE Create a conductive classroom climate in a
EXPLORE simulation.
EXPLAIN
Explain the five competencies of social and
EXPLAIN
emotional learning.
SEL
CASEL
EXAMPLE
MODULE 24
 The classroom climate is more a product of the
interaction between and among teacher and students
L.O than that of the physical condition of the classroom.
The classroom
INTRODUCTION The physical condition of the classroom may exert climate is a by-
product of the
ENGAGE
influence but it may not contribute as much as the social
interactions
EXPLORE classroom social interaction does. between and
among
EXPLAIN What is a classroom climate that facilitates teachers and
students.
EXPLAIN
learning? It is something business-like and yet non-
SEL
CASEL threatening. What takes place in a classroom where a
EXAMPLE business-like and a non-threatening atmosphere
MODULE 24 prevail? This is the concern of this Module.
INTRODUCTION
 Read this poem:
L.O
INTRODUCTION Bring your papers, pencils and books, Sometimes you’ll sit, sometimes you’ll walk,
Unless you want my dirty, looks. Sometimes you’ll listen, sometime you’ll talk
ENGAGE Class will start---I know I’m pushy--- Please do each of these on cue.
When in your seat, I see your “tushy” Listen to me. I’ll listen to you.
EXPLORE
EXPLAIN You need to know that it’s expected These rules exist so we can learn.
EXPLAIN That you respect and feel respected. Obey them and rewards you’ll earn.
SEL Watch your words and be polite, I also feel compelled to mention.
Avoid aggression, please don’t bite. Breaking rules will mean detention.
CASEL
If these rules seem strict and terse,
EXAMPLE
Please make suggestions but only in verse.
MODULE 24
INTRODUCTION
EXPLAIN
 1. Do you like the poem? Why or why not?
L.O
2. When do you think was this poem introduced by the teacher?
INTRODUCTION
Beginning, middle or end of the school year?
ENGAGE
3. In your opinion, what was the purpose of the poem? Will it make a
EXPLORE
difference if the teacher simply announced her class rules? Why did
EXPLAIN
EXPLAIN
the teacher make use of a poem as a strategy?
SEL 4. Based on the poem, what kind of classroom atmosphere does the
CASEL
teacher want to establish?
EXAMPLE
MODULE 24 5. What conditions must be present in order to establish such
INTRODUCTION atmosphere?
EXPLAIN
6. What class rules did the teacher want to introduce?
QUIZ
 L.O
The classroom climate that is conductive for learning is one that is non-
INTRODUCTION threatening yet business-like.
ENGAGE It is a classroom where:
EXPLORE  Specific classroom rules and procedures are clear (#1)
 These classroom rules and procedures are discussed on the first day of class
EXPLAIN (#2)
 Students are involved in the design of rules and procedures (#3)
EXPLAIN
 Techniques to acknowledge and reinforce acceptable behavior and provide
SEL negative consequences are employed (#3)
CASEL  Clear limits for unacceptable behavior are established (#4)
EXAMPLE  There is a healthy balance between dominance and cooperation (#5)
MODULE 24  The teacher is aware of the needs of different types of students (#5)
 The teacher is fully aware of the happenings in class (#6)
INTRODUCTION
 Students responsibility for their own behavior is enhanced (#6)
EXPLAIN
QUIZ
 L.O
INTRODUCTION
ENGAGE
EXPLORE
The conductive classroom climate is one that is business-like yet
EXPLAIN non-threatening. It is a classroom where:

EXPLAIN 1. Expectations, rules and procedures, limits on behavior are

SEL made clear from the very first day of school;
CASEL
2. The teacher, who is the leader, is fully aware of what is
EXAMPLE
happening and is in control of the classroom proceedings and yet
MODULE 24
INTRODUCTION conveys the message that s/he is interested in the concerns of
EXPLAIN students as individuals and the class as a whole;
QUIZ
3. Students are made responsible for their own behavior.
INTRODUCTION
ENGAGE
EXPLORE Social-Emotional Learning (SEL)
EXPLAIN
EXPLAIN The classroom climate definitely becomes highly favorable with

SEL social-emotional learning. SEL integrates academic, social and

CASEL
emotional learning. The Collaborative for Social Emotional Learning

EXAMPLE (CASEL), the leading organization advancing the promotion of

MODULE 24 integrated academic, social, and emotional learning for all children in
INTRODUCTION
preschool through high school, cites5 core competencies:
EXPLAIN
QUIZ 1) self-awareness; 2) self-management; 3) responsible decision-
making; 4)social-awareness; and 5) relationship skills.
 ENGAGE CASEL expounds on the above core
competencies:
EXPLORE Self-awareness means understanding Self-management refers to your ability to
“regulate” your emotions and behaviors in
your emotions and how they influence
different situations and to set and work toward
EXPLAIN your behavior. Skills in self-awareness
goals. Skills include: 1) executive function and
include:
self-regulation, 2) stress-management and 3)
EXPLAIN 1) Identifying emotions, 2) self- self discipline.
perceptions, recognizing strengths, self-
SEL confidence, and self-efficacy. Self-efficacy
Executive function and self-regulation are the
mental processes that enable you to plan, focus
is the belief in your ability to succeed in
attention, remember instructions, and juggle
specific situations or accomplishment of
CASEL tasks.
multiple tasks successfully. Your brains need
this skill set to filter distractions, prioritize
tasks, set and achieve goals, and control.

EXAMPLE
Responsible decision-making Social &
Relationship skills refer to the
MODULE 24 is the ability to make positive choices and
take responsibility for positive and
Emotional ability to establish and maintain
negative outcomes. Skills include: Learning healthy and meaningful relationships
INTRODUCTION 1) Identifying problems,
with others. Skills include:
1) communicating clearly
EXPLAIN 2) Analyzing situations.
2) listening 3) cooperation
3) Solving problems and
QUIZ 4) reflection.
4) Resisting negative pressure
Social Awareness 5) Resolving conflicts and
Is the ability to take perspective of 6) Supporting one another.
and empathize with others. Skills
include: 1) empathy, 2) appreciating
differences and 3) respect.
 EXPLORE
EXPLAIN
EXPLAIN
SEL
The WINGS Way
CASEL
This is how a South Carolina-based
EXAMPLE non-profit organization pioneers a model

MODULE 24 for teaching social and emotional lessons

INTRODUCTION to the least, last and lost among the kids
EXPLAIN to help them beat the odds. The kids are
QUIZ made to recite “ I Sour with Wings”
regularly to help them internalize SEL.
 EXPLAIN

EXPLAIN
SEL
CASEL
EXAMPLE
The Physical
MODULE 24
INTRODUCTION
Learning
EXPLAIN
QUIZ
Environment
 EXPLAIN
SEL
CASEL
Take the
Challenge
EXAMPLE
At the end of this Module, challenge yourself to design a favorable physical learning
MODULE 24
environment.
INTRODUCTION
EXPLAIN
Introduction
QUIZ
We get affected not only by the psychological climate in the classroom.
We are also affected by the physical condition of the learning place. The
learner is put at a disadvantage when the classroom is overcrowded, dark and
damp. We hear of teachers saying “it gets into my nerve” when students are
unnecessarily noisy and unruly in a classroom that is topsy turvy. The physical
learning environment matter, too. In facilitating learning.
 SEL
CASEL
EXAMPLE The physical learning environment has something to do with the condition of
MODULE 24 the classroom, the immediate environment of the learner. A conducive physical
learning environment is one that:
INTRODUCTION
Allows maximum interaction between teacher and student and among students;
EXPLAIN Allows student movement without unnecessary distraction
QUIZ Allows teacher to survey the whole class; is safe, clean, orderly;
Is well-ventilated, spacious, and adequately lighted and makes possible re-
arrangement of chairs as the need arises.
Let us not forget the fact that while the physical condition of the classroom
and the persons that the students interact with constitute their immediate environment,
our students are also influenced by factors outside their immediate environment. Our
students bring to the classroom many attitudes as a result of their being conditioned by
their families, their ethnic groups, their communities: These attitudes influence their
class performance.
 CASEL
EXAMPLE
MODULE 24 1. From the Module on The Classroom Climate and Social-Emotional
INTRODUCTION Learning, I realized that…
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EXPLAIN ______________________________________________________
______________________________________________________
QUIZ ______________________________________________________
______________________________________
2. From the Module on Physical learning Environment, I realized
that…
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______________________________________________________
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3. Is a quiet classroom necessarily favorable for learning?
______________________________________________________
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