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Relationship Skills
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Microcredential ID : 2692
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Social and Emotional Learning: Fostering SEL Skills in Students
Credits
0.5 USBE Credit

Description
This microcredential represents educators' instruction on the skills necessary to build and maintain positive relationships. Relationship skills include the ability to establish and maintain healthy and rewarding relationships. Relationship skills also include the ability to communicate clearly, listen, work with others, resist inappropriate social pressure, negotiate conflict effectively, and seek and offer help when necessary.
How To Earn This Microcredential
To earn this 0.5 USBE credit microcredential you will submit two different types of evidence from the list below to demonstrate your support of learners' relationship skills. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more.
Fees
If you submit this microcredential for review, you will be assessed an administrative fee of $20.00.
Clarifications
Relationship skills include the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.
Important Terms
Healthy Relationships: A healthy relationship is a shared responsibility and requires effective communication.

Problem Solving Skills: The ability to evaluate the consequences of actions and the impact on oneself and others.

Assertiveness/Refusal Skills: The ability to express one's point of view (speak up for yourself), while respecting the right of others to do the same. This promotes mutual respect and results in trust, acceptance and cooperation.

Communication Skills : Include active listening, adapting your communication style to your audience,friendliness,confidence,giving and receiving feedback, volume and clarity, empathy, and respect.

Social Engagement: The process of communicating (engaging) in a community.

Relationship-Building: A combination of soft skills that a person applies to connect with others and form positive relationships.

Teamwork: The combined action of a group of people, especially when effective and efficient.
Background Scenario / How This Will Help You
Mr. Ross has split the his 5th grade class into groups. He would like the groups to choose a topic and work together. After assigning the groups, he immediately sees some issues arise. One group is not including one of the girls into the group. Another group cannot agree on a topic.
Rather than ignoring the problems and hoping they resolve themselves, he decides to help them learn about healthy relationships. When Mr. Ross sees a conflict, he becomes a mediator and helps students communicate constructively, listen to each other, and come to a compromise that works for everyone. By teaching students about responsibility it helps students think about consequences of their actions before doing what their peers do and making poor choices. This improves behavior and learning outcomes.
Evidence Options
Category: Preparation and Planning
Select ONE of the evidence options below to demonstrate your preparation and planning for relationship skills instruction to support social and emotional learning.
Unit Plan: Submit the outline of a multi-day unit plan you have used in your instruction demonstrating how you teach and assess relationship skills with the learners you support. This unit plan should demonstrate your effective and consistent instruction in relationship skills to support social-emotional learning. In a separate section of the lesson plan, include citations for research supporting your instructional approach. (See the resources section for examples to cite.)
Lesson Plan: Submit lesson plans you have used in your instruction demonstrating how you teach and assess relationship skills with the learners you support. These lesson plans should demonstrate your effective and consistent instruction in relationship skills to support social-emotional learning. These lesson plans should include all phases of instruction, including learning standards, learning outcomes, instructional materials, instructional activities, and assessment techniques. In a separate section of the lesson plan, include citations for research supporting your instructional approach. (See the resources section for examples to cite.)
Category: Implementation
Select ONE of the evidence options below to demonstrate your effective instruction on relationship skills to support social and emotional learning.
Video: Submit a 5-8 minute video of your instruction with learners in at least 3 different relationship skills. This video should demonstrate your effective and consistent instruction in relationship skills to support social-emotional learning. Video submissions should follow all relevant LEA (district/charter) and FERPA guidelines.
Student Performance Data: Submit data from a 12 week period demonstrating how teaching communication skills has affected behavior in your classroom. This data should demonstrate your effective and consistent instruction in relationship skills to support social-emotional learning. Be sure to follow your district/charter guidelines for student privacy.
Observation Results: Submit observation results from a colleague, administrator, or other leader describing your instruction on relationship skills and their impact on learners. These observation notes should demonstrate your effective and consistent instruction in relationship skills to support social-emotional learning. Be sure to follow your district/charter guidelines for student privacy.

Review Criteria
Criterion 1: Evidence demonstrates that the educator effectively teaches learners to communicate clearly, listen well, and cooperate with others.
Criterion 2: Evidence demonstrates that the educator effectively teaches learners to apply problem solving skills to resolve differences.
Criterion 3: Evidence demonstrates that the educator effectively teaches learners to use refusal skills to resist unwanted pressures and maintain personal health and safety.
Reflection Prompts
Describe how you use communication skills as an instructional tool to help students learn how to form and maintain better relationships within your classroom.
Give specific examples of the the types of communication skills students use in your classroom and how it helps them learn.
Explain how your students benefit from your instruction and support with communication skills.

Review Criteria
Criterion 1: Reflection demonstrates that the educator effectively teaches learners to communicate clearly, listen well, and cooperate with others.
Criterion 2: Reflection demonstrates that the educator effectively teaches learners to apply problem solving skills to resolve differences.
Criterion 3: Reflection demonstrates that the educator effectively teaches learners to use refusal skills to resist unwanted pressures and maintain personal health and safety.
Resources
Common Sense Education: Social Emotional Learning
https://www.commonsense.org/education/toolkit/social-emotional-learning
This website has a toolkit for educators to support students' social and emotional learning skills. Common Sense is a nonprofit organization dedicated to improving the lives of kids and families by providing the trustworthy information, education, and independent voice they need to thrive in the 21st century.

CASEL: Core SEL Competencies
https://casel.org/core-competencies/
Social and emotional learning (SEL) enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges. Like many similar frameworks, CASEL’s integrated framework promotes intrapersonal, interpersonal, and cognitive competence. There are five core competencies that can be taught in many ways across many settings. Many educators and researchers are also exploring how best to assess these competencies.

My Mouth is a Volcano. Cook, Julia, (2006).
My Mouth Is A Volcano is a picture book that takes an empathetic approach to the habit of interrupting and teaches children a witty technique to capture their rambunctious thoughts and words for expression at an appropriate time. This story provides parents, teachers, and counselors with an entertaining way to teach children the value of respecting others by listening and waiting for their turn to speak. (Ages 5-8)

A Bad Case of Tattle Tongue. Cook, Julia. (2005).
A Bad Case of Tattle Tongue is a picture book that gives teachers and counselors a humorous, cleverly creative way to address the time-consuming tattling-related issues that often sap classroom energy and thwart teaching opportunities. Every adult that desires to help children understand the differences between unnecessary tattling and the necessity of warning others about important matters needs this book! (Ages 5-8)

Beyond Texting: The Fine Art of Face-to-Face Communication for Teenagers. Fine. Debra, (2014).
Beyond Texting presents communication tools and conversation skills to boost confidence, survive AND thrive. This book describes how to develop the ability to have a 3-D conversation while gaining interpersonal communication skills. Grades 7-11 This how-to-communicate guidebook offers young readers active tips for putting forward their best selves clearly and accessibly in all manner of social situations. From basics such as breaking the ice, keeping a conversation humming, and speaking with adults to more advanced topics making romantic connections, handling confrontation, dealing with cyber bullying, and integrating digital and in-person interactions, this slim volume offers a wealth of information.

Second Step SEL Curriculum
http://www.secondstep.org/
Second Step is a program rooted in social-emotional learning (SEL) that helps transform schools into supportive, successful learning environments uniquely equipped to encourage children to thrive. More than just a classroom curriculum, Second Step’s holistic approach helps create a more empathetic society by providing education professionals, families, and the larger community with tools to enable them to take an active role in the social-emotional growth and safety of today’s children. It’s a difference you can feel the moment you step through the doors to a Second Step school: a sense of safety and respect grounded in the social-emotional health and well-being of the entire school community.

Activities for Building Character and Social-Emotional Learning Grades 1–2, by Katia S. Petersen, Ph.D (2012)
Build attitudes of respect and caring, reduce problem behaviors, empower students to solve problems, and educate the whole child with this flexible, user-friendly activity guide. The lessons' literature-based connections allow teachers to "build in" rather than "add on" social-emotional learning (SEL) throughout the day. Field-tested in classrooms across the United States, these activities when fully implemented have resulted in improved school climate, greater parent engagement, increased academic achievement, and reduction in discipline referrals.

Activities for Building Character and Social-Emotional Learning Grades PreK-K, by Katia S. Petersen Ph.D (2012)
Build attitudes of respect and caring, reduce problem behaviors, empower students to solve problems, and educate the whole child with this flexible, user-friendly activity guide. The lessons' literature-based connections allow teachers to "build in" rather than "add on" social-emotional learning (SEL) throughout the day. Field-tested in classrooms across the United States, these activities when fully implemented have resulted in improved school climate, greater parent engagement, increased academic achievement, and reduction in discipline referrals.

Activities for Building Character and Social-Emotional Learning Grades 3-5, by Katia S. Petersen, Ph.D. (2012)
Build attitudes of respect and caring, reduce problem behaviors, empower students to solve problems, and educate the whole child with this flexible, user-friendly activity guide. The lessons' literature-based connections allow teachers to "build in" rather than "add on" social-emotional learning (SEL) throughout the day. Field-tested in classrooms across the United States, these activities when fully implemented have resulted in improved school climate, greater parent engagement, increased academic achievement, and reduction in discipline referrals.

Activities for Building Character and Social-Emotional Learning Grades 6-8 by Katia S. Petersen Ph.D (2012)
Build attitudes of respect and caring, reduce problem behaviors, empower students to solve problems, and educate the whole child with this flexible, user-friendly activity guide. The lessons' literature-based connections allow teachers to "build in" rather than "add on" social-emotional learning (SEL) throughout the day. Field-tested in classrooms across the United States, these activities when fully implemented have resulted in improved school climate, greater parent engagement, increased academic achievement, and reduction in discipline referrals.

Social Skills for Kids: Over 75 Fun Games & Activities for Building Better Relationships, Problem Solving & Improving Communication, by Janine Halloran (2018)
The author shares the best play experiences for kids to learn and practice social skills in real places and situations. This rich resource includes reproducible, step-by-step plans for how to play, alternatives to each activity, and debriefing questions to reinforce learning.

19 Children's Books that Teach Social Skills
https://www.teachstarter.com/blog/19-childrens-books-classroom-activities-teach-social-skills/
TeachStarter Blog Post: 19 picture books are highlighted along with activities for each book.

The Inclusive Class: 10 Ways to Teach Social Skills in Your Classroom
http://www.theinclusiveclass.com/2015/08/10-ways-to-teach-social-skills-in-your.html
Teach social skills in your classroom by modeling manners. If you expect your students to learn and display good social skills, then you need to lead by example.

Social and Emotional Learning in Middle School: Essential Lessons for Student Success: Engaging Lessons, Strategies, and Tips That Help Students Navigate Middle School and Focus on Academics, by Tom Conklin (2014)
In an era of Common Core State Standards and accountability, students need to use the time they spend in school focused on academics and ready to learn. However, middle school has always presented special challenges. This is a time when students can spend a lot of time grappling with physical changes, forging interpersonal relationships, managing increased responsibility, and more—all of which can distract them from the primary purpose of school. The researched-based lessons in this book will help teachers delve into key social and emotional learning topics.

Teaching Social Skills to Youth, 3rd Ed.: An Easy-To-Follow Guide to Teaching 183 Basic to Complex Life Skills; by Jeff Tierney M.Ed. (2016)
An Easy-to-Follow Guide to Teaching 183 Basic to Complex Life Skills Teaching Social Skills to Youth is Boys Town s trademark manual, offering the step-by-step component behaviors to 183 skills. The skills range from basic to complex and have been updated to reflect the challenges today s youth face. This third edition still includes hallmark treatment examples, demonstrating how and when to teach the skills. But new insights and information, based on the latest research findings, have been added. Also added are details about multi tiered approaches to social and emotional learning, and how skills relate to executive function. The appendices highlight what skills to include when you want to focus on social and emotional competency, executive function processes, behavior problems and problem situations. An enclosed CD offers printable posters for each skill.

CASEL Relationship Skills Video
https://www.youtube.com/watch?v=XMEm8FjpdSc&list=PLqSvevVI2ir-MthHDHyBhgEvWVsjgqbzO&index=3&t=0s
Communication, cooperation and the ability to successfully resolve conflicts are key to successful relationships. Educators can help students develop these skills by working together in groups and discussing roles. Parents can support their children by spending time with them and encouraging communication. Produced in partnership with CASEL and the Montgomery County Educational Service Center.

Landmark School Outreach: Social Emotional Learning: Developing Relationship Skills
https://www.landmarkoutreach.org/strategies/relationship-skills-sel/
Given the receptive and expressive difficulties experienced by many students with language-based learning differences, relationship skills can be complex to learn, develop, and practice. Relationship skills are the foundation for appropriate engagement with peers and mentors.
Earners
Madison Cushing

Madison Cushing
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