SEL Teaching Coach
Safety --%
Opening Goal
You are about to begin a lesson on self-awareness. Students are seated and waiting. Some students may not know what “personal traits” means, and some may feel nervous about describing themselves in front of others. How would you open the lesson?
Your Response…
Transcript
Engagement --%
Pacing --%
SEL Teaching Coach
Opening Goal
You are about to begin a lesson on self-awareness. Students are seated and waiting. Some students may not know what “personal traits” means, and some may feel nervous about describing themselves in front of others. How would you open the lesson?
[Introduce today’s topic] → [Explain personal traits simply] → [Normalize different answers] → [Set a respectful tone]
Introduce today’s topic
Preview later activities
Normalize different answers
Explain personal traits simply
Invite students to look at examples
Smile
Pause for quiet thinking
Call on one student immediately
Transcript
Choose an opening sequence that introduces the lesson topic, explains “personal traits” in simple language, and helps students feel comfortable sharing about themselves.
Emphasize correct answers
Set a respectful tone
Compare students’ answers
Move directly into the first activity
Safety --%
Engagement --%
Pacing --%
SEL Teaching Coach
Safety 100%
You: Today we are going to learn more about ourselves and each other. When we talk about personal traits, we mean words or short descriptions that help show what someone is like. Everyone may describe themselves differently, and there is no perfect answer. In this class, we listen respectfully and do not judge each other’s answers.
Your Response…
Transcript
Engagement 100%
Pacing 100%
You: [Introduce today’s topic] → [Explain personal traits simply] → [Normalize different answers] → [Set a respectful tone]
SEL Teaching Coach
Safety — 90%
You: Today we are going to learn more about ourselves and each other. When we talk about personal traits, we mean words or short descriptions that help show what someone is like. Everyone may describe themselves differently, and there is no perfect answer. In this class, we listen respectfully and do not judge each other’s answers.
Your Response…
Transcript
Engagement 100%
Pacing 100%
Safety: 100% → 90% ; Engagement: 100% → 100% ; Pacing: 100% → 100%
SEL Teaching Coach
Safety ++ 100%
[Use a personal example], ask student to [Think alone]. [Wait for silent thinking]. Then [Call volunteer for examples]
Read the slide aloud
Paraphrase the definition
Use a personal example
Check for understanding
Think alone
Quick pair-share
Group discussion
Call volunteer for examples
Call everyone for examples
Start the musical chairs game
Transcript
Praise responses
Comfort the student
Wait for silent thinking
Redirect the discussion
Engagement - 25%
Pacing+ 80%
You: [Use a personal example], ask student to [Think alone]. [Wait for silent thinking]. Then Call volunteer for examples]
Student: A student raised their hand
Safety: 98% → 100% ; Engagement: 25% → 25% ; Pacing: 75% → 80%
SEL Teaching Coach
Safety ++ 100%
[Use a personal example], ask student to [Think alone]. [Wait for silent thinking]. Then [Call volunteer for examples]
Read the slide aloud
Paraphrase the definition
Use a personal example
Check for understanding
Think alone
Quick pair-share
Group discussion
Call volunteer for examples
Call everyone for examples
Start the musical chairs game
Transcript
Give students time to think, don't rush to fill the silence.
If a student doesn't respond, try a more easily understood approach.
Start with a student who is willing to speak.
Positively affirm all responses.
Praise responses
Comfort the student
Wait for silent thinking
Redirect the discussion
Engagement - 25%
Pacing+ 80%
You: [Use a personal example], ask student to [Think alone]. [Wait for silent thinking]. Then Call volunteer for examples]
Student: A student raised their hand
Safety: 98% → 100% ; Engagement: 25% → 25% ; Pacing: 75% → 80%
SEL Teaching Coach
Safety ++ 100%
Mike I talk a lot, and I don't think that's a good thing.
[Thanks for answering],[This can be your advantage], [This indicates you have an active mind]
Check for understanding
You can try saying less
This can be your advantage
You are right
This indicates you have an active mind
Think alone
Quick pair-share
Group discussion
Call everyone for examples
Call volunteer for examples
Transcript
Give students time to think, don't rush to fill the silence.
If a student doesn't respond, try a more easily understood approach.
Start with a student who is willing to speak.
Positively affirm all responses.
Praise responses
Comfort the student
Wait for silent thinking
Redirect the discussion
Thanks for answering
Engagement - 25%
Pacing+ 80%
Student: A student raised their hand
SEL Teaching Coach
Safety ++ 100%
You: Thank you for sharing that, Mike. It sounds like you see being talkative as something negative, and I appreciate you being honest about that. Let’s try looking at it from another angle: talking a lot may also mean you have many ideas, enjoy connecting with people, and and good at supporting conversations. The important thing is learning when and how to use that strength in a helpful way
Your Response…
Transcript
Engagement - 25%
Pacing+ 80%
Student: A student raised their hand
You: [Thanks for answering],[This can be your advantage], [This indicates you have an active mind]