CASEL Framework

(source: https://casel.org/casel-sel-framework-11-2020/?view=true) By way of SAFE (Sequenced, Active, Focused, Explicit) practices, the role of an EA evolves away from reactive behavior management towards a proactive co-regulating approach that builds social-emotional competency. Behavior viewed as an indicator of emotional prowess, or lack thereof, shifts the paradigm into a process aimed at improving the lagging skills. Developing our own abilities to self regulate allows us to model for our learners to help them achieve more positive outcomes. Reflecting on the ways I have grown in these areas, I am reminded of the struggles I had as a little human with big emotions. This framework, built on research, provides me with a structured approach to using my experience to augment the social-emotional skills of my learners; a process I endeavour to weave into all aspects of daily school life.

This starts before the tricky moments, before the positive acknowledgement of even the smallest successes, before the daily greeting that lets my learner know I'm glad they're a part of this community. It starts with the recognition that any emotional baggage I bring with me is an encumbrance to the entire process of learning. I will continue to work on my own emotional prowess, and attempt to impart those skills wherever possible by getting curious enough to discern and model the lagging skills.