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Social and Emotional Learning Factors
Factor
Emotional Regulation The ability to recognize your own and others’ emotions and talk about emotions, manage
emotions and impulses, and cope with stress.
Identifying Emotions The ability to accurately recognize one’s emotions and thoughts and their influence on behavior.
Emotional Self-perception The capacity to tune into your own feelings, sense inner signals, and recognize how your feelings
affect you and your performance.
Impulse Control The degree to which a person can control the desire for immediate gratification
Delaying Gratification The ability to delay an impulse for an immediate reward to receive a more favorable reward at a
later time.
Stress Management Range of strategies that help people better deal with stress and difficulty (adversity) in life.
Coping The thoughts and behaviors mobilized to manage internal and external stressful situations.
Cognitive Regulation The ability to focus attention and stick with a task to completion, make decisions responsibly,
and resolve problems, both independently and with others.
Metacognition The ability to monitor and adaptively control one's cognitive processing or thinking about thinking
Attention The ability to actively process specific information in the environment while tuning out other
details.
Goal-setting The process of taking active steps to achieve your desired outcome.
Recognizing and resolving problems Defining a problem; determining the cause of the problem; identifying, prioritizing, and selecting
alternatives for a solution; and implementing a solution.
Help seeking Searching for or requesting help from others via formal or informal mechanisms, such as through
mental health services
Decision making The process of making choices by identifying a decision, gathering information, and assessing
alternative resolutions.
Organizational skills Set of techniques used by an individual to facilitate the efficiency of future-oriented learning,
problem-solving, and task completion.
Social Skills Ability to respond to social cues and interpret other people’s behavior, navigate social
situations, communicate effectively, interact positively with peers and adults, and pro-social
behavior such as having empathy and helping others, sharing and collaboration.
Prosocial skills Voluntary actions specifically intended to benefit or improve the well-being of another individual
or group of individuals.
Sharing The joint use of a resource or space. It is also the process of dividing and distributing.
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Teamwork Involve a group of people working together to complete a shared goal.
Relationship building Identifying shared values, activating the give-get cycle, and accomplishing goals together.
Communication A process by which information is exchanged between individuals through a common system of
symbols, signs, or behavior
Empathy The action of understanding, being aware of, being sensitive to, and vicariously experiencing the
feelings, thoughts, and experience of another of either the past or present without having the
feelings, thoughts, and experience fully communicated in an objectively explicit manner
Relationship repair Reconciliation, Intention Assignment,. Forgiveness, and Conflict Resolution
Public Spirit The Integrated model of Frey and her colleagues includes public spirit, which is not observed in
many prominent SEL models today. First and foremost, public spirit is related to respect for
others, understanding and taking responsibility for upholding ethical principles and social
justice. These are the characteristics of social responsibility. Leadership qualities and public
service are part of Public Spirit.
Respect for others Accept somebody for who they are, even when they're different from you or you don't agree with
them.
Courage Mental or moral strength to venture, persevere, and withstand danger, fear, or difficulty.
Ethical Responsibility Abilities to identify, interpret, and perform upon multiple values and principles as per the
standards within a specific context and/or field.
Civic Responsibility Active participation in the public life of a community in an informed, committed, and constructive
manner, with a focus on the common good.
Social Justice The view that everyone deserves equal economic, political and social rights and opportunities.
Service Learning A form of experiential learning where students apply academic knowledge and critical thinking
skills to address genuine community needs.
Leadership The ability of an individual or a group of individuals to influence and guide followers or other
members of an organization.
Identity and Agency This has a lot to do with sense of self (e.g., identity), voice and to the sense that you can make
personal choices and pursue these choices with directed actions (e.g. sense of agency). With a
strong sense of self and agency, students are more likely to be active in their learning and take
personal responsibility for their learning and their progress (internal local of control). They
believe in their ability to improve with hard work is facilitated by having a growth mindset.
These dispositions, in turn, lead to confidence, self-efficacy and the inner strength cope and
bounce back from setbacks (resilience).
Strength recognition Positive traits, such as kindness, teamwork, or hope, that is morally valued in its own right and
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contributes to the fulfillment of the self and others.
Self-efficacy Belief in his or her capacity to execute behaviors necessary to produce specific performance
attainments.
Growth mindset Having a growth mindset means believing that a person's abilities aren't innate but can be
improved through effort, learning, and persistence.
Grit The ability to persist in something you feel passionate about and persevere when you face
obstacles. This kind of passion is not about intense emotions or infatuation. It’s about having
direction and commitment. When you have this kind of passion, you can stay committed to a task
that may be difficult or boring.
Resiliency The ability to withstand adversity and bounce back from difficult life events.
Template for the SEL Competencies
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Grade level: _____________ Subject: ___________________
School: _________________ Division: ___________________
Name of teachers: _________ e-mail address: ____________ cell phone: ____________________
Quarter:
Content Standard MELC SEL Factor SEL Subfactor SEL Competency
Guidelines in writing SEL competencies
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1. Indicate the following information as indicated in the template 5. When writing the SEL competency, follow SMART:
Grade level
Subject Specific: The competency has observable behavioral terms.
School Measurable: The competency indicate the target level of
Division achievement.
Name of teachers Attainable: The competency can be realistically attained given the
e-mail address conditions
cell phone Results-Oriented: The competency has a corresponding performance
indicator
2. The content standards and learning competencies are copied from Relevant: The competency is relevant to the specific SEL factor and
the curriculum (MELC). When the MELCS are changed or updated, subfactor.
map the same contents with the old competencies. Time-bound: The competency can be implemented within the given
time frame.
3. Indicate the SEL factor(s) that will be integrated with each learning
competency. You can select one or more out of the five SEL factors to 6. The SEL competency that will be written needs to match the
be integrated with the learning competency. When selecting the content of the learning competency.
number of SEL factors to be made, consider the complexity of the
learning competency, amount of content, and how helpful is the SEL 7. The SEL competency can be attained either in the school or out of
factor to be taught in that learning competency. the school setting (i. e. home, community, etc)
4. Indicate the corresponding SEL subfactor for the SEL factor
selected. This will focus the content of the learning competency to be
written.
Example
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Template for the SEL Competencies
Grade level: 1 Subject: Science
School: ABC Division: X
Name of teachers: XX e-mail address: xx@[Link] cell phone: 123456789
Quarter: First
Content Standard MELC SEL Factor SEL Subfactor SEL Competency
external parts of Describe the parts of different Social Skills Empathy Identify the feelings of the plant when the leaves
plants and their kinds of plants are picked.
functions, and
importance to The specific behavior is identifying feelings
humans The learners will give different feelings
Can be attained after the students have realized
the plant is a living thing with parts like humans
The performance indicator is providing more
than one feeling of the plant
Both competencies are about plants
Can be easily integrated with one question to
survey the feelings of learners.
State the importance of plants Emotional Delay of Give ways to control oneself when playing near
to humans Regulation gratification plants with flowers.
The specific behavior is to give ways
The learners can state different ways when they
know the importance of plants
Can be attained with one segment of the lesson
The performance indicator is simple to
enumerate ways
Both competencies are about plants
Can be easily integrated with one activity