Module

2
CASEL: A Framework for
Caring School Communities

A Module for Teachers

Mabuhay, dear fellow Teachers!
As educators, we all know that our classrooms are more than just four walls. They
are like a second home for our learners, a pamilya (family) where they learn not
just academics but also how to be good people. In today's fast-paced 21st-century
world, the role of education has truly expanded. It is no longer enough to fill our
learners' to fill our learners' minds with facts; simply we must also equip them to
navigate an increasingly complex world that is becoming , with social challenges,
emotional ups and downs, and tough ethical choices.

Socio-Emotional Learning (SEL) is a vital tool that nurtures learners' holistic

development, balancing intellectual with emotional and social growth. It focuses on
five key competencies: 1. Self-awareness (Kamalayan sa sarili) helps learners
recognize and understand their emotions; 2. Self-management (Pamamahala sa
sarili), teaching them to regulate emotions and behaviors with discipline and
resilience; 3. Social awareness (Kamalayang Panlipunan) fosters empathy and
pakikipagkapwa-tao by understanding others' perspectives; 4. Relationship skills
(Kasanayan sa Pakikipag-ugnayan), develops communication, teamwork, and
bayanihan spirit for strong connections; and 5. Responsible decision-making
(Responsableng Pagdedesisyon), guides g learners to make ethical, thoughtful
choices grounded in pananagutan and katarungan. These five (5) competencies—
like fingers on a hand—work together to equip learners with the emotional
strength, cultural empathy, and community spirit needed to thrive in both life and
learning.

Research firmly establishes that Social and Emotional Learning (SEL) has a
profound impact on the lives of students and teachers. Studies by CASEL (2020)
demonstrate that students who master SEL skills consistently outperform
academically, show greater emotional resilience, and foster stronger relationships
with their peers and teachers. Moreover, recent investigations by Cipriano et al.
(2023) confirm that SEL effectively reduces behavioral problems and significantly
improves students’ mental health. This is especially critical given the alarming rise
in anxiety and depression reported among Filipino youth (UP Population Institute
& DRDF, 2022). Classrooms that implement SEL become more peaceful, respectful,
and inclusive environments. They evolve into safe spaces where every learner is
valued, supported, and empowered to grow—not just as students, but as
compassionate, responsible, and engaged members of their communities

Why SEL is Especially Relevant for Us in the Philippines

In the Philippines, where our education is shaped by cultural and institutional
issues, adding Social-Emotional Learning (SEL) to our curriculum is not just a
choice; it is a necessary step forward. It has the potential to create school
communities that are not just safe and inclusive, but also truly healthy and deeply
anchored in the values we hold dear as Filipinos.

Our government has already laid down the necessary and legal foundations to
safeguard our learners rights. The Anti-Bullying Act of 2013 (RA 10627), which
mandates schools to implement anti-bullying measures. The Safe Spaces Act (RA
11313) addresses gender-based harassment and promotes diversity, while various
local anti-discrimination laws uphold inclusivity. These policies provide a strong
legal framework for learner welfare. youth, and various forms of discrimination
still persist. This highlights the urgent need to go beyond mere compliance with
laws. We need to adopt proactive strategies like SEL to genuinely address these
growing concerns and create a culture of care, not just rules.
SEL is also very important for making our Child Protection Policy (DepEd Order No.
40, s. 2012) stronger. This strategy put in place ways to keep our kids safe from all
kinds of abuse, violence, exploitation, neglect, and bullying. It requires Child
Protection Committees (CPCs) to be set up and lists ways to improve the health and
safety of children. By giving teachers SEL information and skills, we can make our
classrooms psychologically safe places and show students how to behave in a
respectful and moral way. In this kind of classroom, every child feels safe enough
to speak up, their feelings are understood, and they know that an ate (older sister
or brother) teacher is always there to listen and help, just like in their "nipa hut" of
learning.
The Department of Education (DepEd) itself aligns its strategic plans with the
United Nations Sustainable Development Goals (SDGs), particularly SDG 4: Quality
Education. Through our curriculum, DepEd aims to shape learners who embody
our core Filipino values: Maka-Diyos (God-fearing), Maka-tao (pro-people, humane),
Makakalikasan (pro-environment), and Makabansa (pro-country). These
aspirations perfectly resonate with SEL's aims. SEL provides the practical means to
cultivate these values in our learners by helping them develop empathy, integrity,
and civic responsibility. It is about teaching them to be true Filipino citizens in
every sense of the word, embodying traits like paggalang (respect) and katapatan
(honesty).
The national data highlights the urgent need for SEL. The Philippine Statistics
Authority (2021) reports that over 27 million young Filipinos are enrolled in basic
education. The 2021 Young Adult Fertility and Sexuality Study (YAFS5) shows
rising anxiety and depression among Filipino youth (UP Population Institute &
DRDF, 2022). These findings emphasize the essential role of SEL in improving our
learners' mental health and well-being. As teachers, we are often their first source
of support, observing their daily challenges and successes.

DepEd has made progress with values education through initiatives like DepEd
Order No. 41, s. 2003, and Memo No. 406, s. 2022. SEL competencies are
integrated into the Edukasyon sa Pagpapakatao curriculum (DepEd Order No. 71,
s. 2009) for character formation. Mental health awareness is also promoted in all
DepEd events (Memo No. 074, s. 2021). Regional efforts, such as those in Region
VIII, support psychosocial aid and SEL-STEM integration. These steps highlight the
need for ongoing teacher training and tailored approaches to our diverse Filipino
learners.
SEL is endorsed globally by organizations like OECD, UNICEF, and the World
Economic Forum. Meta-analyses show SEL programs improve academic success,
social behavior, and mental health. We can adapt these practices to fit the Filipino
context and teaching styles, much like tailoring foreign dishes to local tastes.
Real Classroom Challenges That SEL Can Address
Bullying in our schools is an issue we can no longer ignore. According to the 2022
Programme for International Student Assessment (PISA) survey, the numbers
are deeply concerning. Back in 2018, about 15% of Filipino students reported
being bullied frequently. Fast forward to now, and we’re looking at one in three
students experiencing it weekly—an alarming increase.

A report from Philippine Institute for Development Studies (PIDS) based on the
same data sheds even more light on the issue. A staggering 76% of Filipino
students have faced bullying at least once, with 36% being among the world's
"most bullied." These figures place us near the top globally, highlighting the
seriousness and scale of the problem.
It’s clear that the impact goes beyond emotional harm. Bullying can hinder our
nation’s future progress. Experts suggest that learning losses caused by bullying
could lead to a reduction in GDP growth by as much as 0.08% annually, with a
financial cost reaching up to PHP20 billion. EDCOM 2 Report has rightly labeled
this issue as "silent and persistent," even though we already have laws in place.
These statistics are a wake-up call for all of us. We need proactive and effective
measures to address this problem—not just for our students’ well-being but for
the growth and future of our country.

Now, let’s take a closer look at some scenarios that might resonate with what we
see in our own classrooms:

Maria, a shy Grade 7 learner from Quezon City, began receiving cruel messages
through fake social media accounts. The anonymous posts ridiculed her
appearance and spread false rumors, leaving her feeling isolated and helpless.
Despite the school having an anti-bullying policy, teachers found it challenging to
address digital harassment effectively. They struggled to identify the perpetrators
and lacked strategies to support Maria, whose self-esteem and academic
performance were visibly declining. Through Socio-Emotional Learning (SEL),
educators can gain the tools to spot early signs of cyberbullying, offer a safe space
for victims to share their experiences, and teach students the values of digital
etiketa (etiquette) and empathy. By fostering a supportive community both online
and offline, SEL empowers learners like Maria to rebuild their confidence and
navigate their digital interactions with resilience.

Let me introduce you to John, a Grade 10 student from a small school in the
Visayas. After experiencing a heartbreaking family tragedy, John started showing
signs of depression—he became withdrawn, quiet, and visibly sad. We, as his
teachers, wanted to help, but many of us felt out of our depth. Without proper
training, it was difficult to respond effectively or connect him to the support he
needed. This is where Socio-Emotional Learning (SEL) could be a game-changer.
Imagine being equipped to spot these red flags early, offer a listening ear and
basic support, and know exactly when to refer learners like John to professional
help. SEL reminds us that even something as simple as showing empathy, like a
caring uncle or aunt would, can make a world of difference.

Let’s talk about Sarah, a senior high school student from Mindanao. Sarah faced
harassment and discrimination from her peers because of her sexual orientation.
Even though there are anti-discrimination laws in place, our initial hesitation or
discomfort sometimes allowed the issue to continue unchecked. This situation
took a toll on Sarah’s sense of safety and belonging in school. So, how can we
address this? That’s where Socio-Emotional Learning (SEL) comes in—it equips
us to actively embrace diversity and inclusion. Imagine creating a classroom
environment where open conversations about respect happen, where biases are
challenged head-on, and where every learner, no matter their background or
identity, feels genuinely supported and valued. It’s like a Filipino home, where
everyone is welcomed and accepted wholeheartedly, no questions asked.
It is clear that legal policies alone are insufficient to address the profound
challenges our schools face. What is urgently needed are actionable tools and
consistent strategies that truly empower learners to thrive. Socio-Emotional
Learning (SEL) is not just a recommendation—it is an imperative. SEL equips
students with vital skills such as empathy, emotional regulation, and a
profound respect for diversity, enabling them to navigate life's challenges with
strength and resilience. Schools must prioritize the integration of SEL into
their curriculum, treating it as an essential foundation for fostering a safe,
inclusive, and nurturing learning environment.

Let’s act now—for the sake of our learners’ personal, social, academic, and
career success—and build a future where every child rises above adversity with
puso (heart) and tino (sound judgment).

EMPOWERING FILIPINO T
AIM: EAC
HE
OR RS
AJ
M !
UR
O
Our ultimate aim with this Social-Emotional Learning (SEL)
Program is crystal clear: to empower every Filipino teacher with
the essential knowledge, skills, attitudes, values, and tools they
need. Through dedicated professional development, we will
ensure they can make a lasting impact in every classroom and
school, aligning with DepEd Order No. 42, s. 2017.

Our mission is simple: transform classrooms into safe learning

environments where every student feels seen, supported, and
inspired to thrive. We are committed to building caring, truly
inclusive (walang maiiwan!), and resilient (matibay sa hamon ng
buhay!) school communities. This is how we'll nurture the
holistic growth of our students with puso and tino, making a
genuine difference, one learner, one classroom, one school at a
time.
How Are We Going to Do This in Our Classrooms? Our Training
Modules!
We've designed a comprehensive yet practical program for us, the teachers,
divided into five helpful modules, like the different floors of a sturdy school
building:

THE “WHY” AND “WHAT” OF SEL

Think of this module as the exciting first day of
our SEL journey! We'll explore the core
principles, competencies, and compelling
benefits of SEL. We will dive into the theory and
evidence, understanding why SEL is so
important for our learners' well-being and
academic outcomes in the Philippine setting. It is
about building our foundational understanding,
like mastering the Alibata (ancient Filipino
script) of SEL.

OUR BLUEPRINT FOR A CARING SCHOOL!

This module is like getting a special blueprint for
building a truly caring school environment! We'll
be trained in using the CASEL framework, a
widely recognized guide for integrating SEL at a
school-wide level. This includes learning
practical strategies for fostering safe, inclusive,
and collaborative learning environments that are
perfectly aligned with DepEd's MATATAG
curriculum. We'll learn how to extend the
pamilya atmosphere beyond our classroom
walls, ensuring that kapwa (fellow human
beings) is valued in every corner.

TEACHERS BECOMING SUPERHEROES

THEMSELVES!
Here is where we, as teachers, get to develop our
own SEL superpowers! This module enhances
our personal SEL competencies and encourages
reflective practices. It emphasizes our crucial
role as models of emotional intelligence and
empathy. We will explore the key attributes of
effective SEL facilitation in Filipino classrooms,
strengthening our tiwala sa sarili (self-
confidence) and kakayahan (capability) to guide
our learners. It's about honing our own galing
(excellence) in this important area.
 MAKING SEL ALIVE IN OUR CLASS!
This is where the rubber meets the road—applying SEL
directly in our teaching! We will get practical strategies
for embedding SEL in our daily lessons and activities.
The emphasis will be on interactive, culturally relevant
approaches. Imagine using role-playing to address
conflicts, telling exciting alamat (legends) or kwento
(stories) that teach important values like utang na loob
(debt of gratitude, a deep sense of reciprocity) or hiya
(sense of propriety/shame in a positive way, leading to
respectful behavior), and facilitating values-based
discussions grounded in rich Filipino traditions. It is
about making SEL a natural part of our every subject,
from Araling Panlipunan to Science, making learning feel
like a true salu-salo (gathering).

CHECKING OUR PROGRESS, TOGETHER!

This module is your essential guide to charting our
collective progress in SEL! We will equip you with the
tools and methods to track your own social-emotional
learning strategies, and how you integrate SEL into your
practice. You will learn to assess, monitor, and evaluate
SEL strategies to continually improve your teaching and
better support every learner's development.

ED REFLECTION AND
AR KE
SH YT
UR AK
O EA
As Filipino teachers, we hold a unique and
W

beautiful responsibility to shape not just the minds but also

AY

the hearts of our learners. Our mission isn’t just about ticking
boxes in a curriculum; it’s about guiding them toward becoming
S

emotionally intelligent, socially responsible, and resilient

individuals who can confidently face life’s twists and turns.
Through this SEL initiative, we’re embarking on an exciting
journey together—a journey to empower ourselves and, in turn,
enrich the lives of our students. Let’s embrace this opportunity
with open hearts and minds, knowing that every step we take
brings us closer to creating a brighter, more connected future
for everyone in our classrooms and communities.
Here are some key takeaways as we embark on this SEL journey:
SEL is Not Just an Add-on; It is Essential for Holistic Growth: In our fast-paced
world, preparing learners requires more than just academic knowledge. SEL
provides the vital skills for emotional intelligence, healthy relationships, and
responsible decision-making, which are crucial for their overall well-being and
success in life.

SEL Empowers Us to Create Safer, More Inclusive Classrooms: With the

persistent issues of bullying, mental health challenges, and discrimination, SEL
equips us with proactive strategies. It moves us beyond mere compliance with
policies, allowing us to cultivate environments where every learner feels safe, valued,
and genuinely belongs, fostering a true kapwa-tao spirit.

SEL Naturally Aligns with Filipino Values and DepEd's Goals: The principles of
SEL—empathy, integrity, and responsibility—are deeply embedded in our Filipino
values of Maka-Diyos, Maka-tao, Makakalikasan, at Makabansa. By integrating SEL,
we are not just teaching new skills; we are reinforcing the very essence of what it
means to be a good Filipino.

Teacher Empowerment is Key: We cannot expect our learners to develop strong

SEL skills if we, the teachers, are not fully equipped. This capacity-building program
recognizes that our own social and emotional competencies are foundational to
effectively modeling and teaching these skills in the classroom.

Context Matters: Localizing Global Best Practices: While global research strongly
supports SEL, the true impact comes from adapting and implementing these
practices to our unique Filipino cultural context. We need to integrate our lessons
with local stories, traditions, and the spirit of bayanihan to make SEL truly resonate
with our learners.

Let us embrace the profound reality that as educators, we

hold the power to transform lives. By cultivating and
strengthening our SEL skills, we not only become better
mentors but also champions of holistic development,
nurturing our learners into buo and pagkatao—complete
individuals equipped to brave the challenges of life with
puso (heart), galing (skill), and tibay (resilience). This
journey is not merely about instruction; it is about
igniting potential and shaping futures. Together, let us
rise to this extraordinary calling and create a lasting
impact on every learner we guide. Are you ready to
become the catalyst for change and growth in our
learners’ lives?

WRITERS
Shiela Marie G. Hocson
John Mark S. Distor
 Developed in the Philippines by the
Department of Education through the
National Educators Academy of the Philippines

CASEL: A Framework for

Caring School Communities

WRITER

Maria Agnes B. Bonifacio

1 Module Overview

1 Duration

2 Objectives

2 Introduction

43 Summary

43 Insights and Reflections

43 Summative Test
 Module 2

COLLABORATIVE FOR ACADEMIC, SOCIAL AND EMOTIONAL

LEARNING (CASEL):
A FRAMEWORK FOR CARING SCHOOL COMMUNITIES

Welcome to Module 2 on Collaborative for Academic, Social and Emotional Learning

(CASEL): A Framework for Caring School Communities!

As educators, you hold the incredible power to shape not just minds, but also hearts,
fostering a culture of understanding and connection. This module is designed to
inspire and equip you with the tools to create a supportive, inclusive, and emotionally
intelligent environment where every learner feels seen, valued, and understood.

Together, we’ll look into the CASEL framework’s transformative five core SEL
competencies—self-awareness, self-management, social awareness, relationship
skills, and responsible decision-making. You’ll uncover practical strategies that
seamlessly integrate these competencies into your teaching, while discovering
classroom activities tailored to different developmental stages.

Imagine the impact of cultivating empathy and resilience in your learners, guiding
them to thrive both within and beyond the classroom. By the end of this module,
you’ll be empowered not only to implement SEL practices but to weave them into the
very fabric of your teaching, creating a ripple effect of positive change.

Let’s embark on this journey together—because every caring community begins with
one passionate, empowered teacher ready to make a difference.

🕒🕒 Approximate Total Time: 4 hours

1
By the end of this module, the teachers will be able to:

a) define the CASEL framework and its five core competencies within two
hours of module engagement;
b) identify three real-life applications of each competency in classroom
settings through interactive discussions;
c) compare the CASEL framework with at least two other related frameworks
using provided materials within the first hour;
d) apply SEL practices through case scenario reflections completed in group
activities during the final hour;
e) integrate the SEL core competencies into five key areas of teaching through
hands-on exercises by the end of the modulComplete a summative
assessment with scenario-based questions to evaluate understanding
within the last 30 minutes of the session.

SEL: Preparing Learners for Life, Not Just for School

Learners face challenges that extend beyond textbooks and classrooms in our ever-
changing world. It’s not just about acing exams or scoring high grades—it’s about
preparing learners to navigate life with confidence, empathy, and resilience.

Think about it: success isn’t just tied to academic achievements. It’s about
understanding and managing emotions, building connections, bouncing back from
setbacks, and making choices that lead to personal growth and stronger
communities. These aren’t just school skills—they’re life skills.

That’s where socio-emotional learning, or SEL, steps in as a game-changer. SEL

equips learners with the tools to handle life’s curveballs, form meaningful
relationships, and grow into adaptable, compassionate individuals. It’s not just
about teaching—it’s about nurturing the whole person, ensuring every learner
has what they need to thrive not just in the classroom, but also in their
relationships, families, workplaces, and beyond.

2
Pathways to Socio-Emotional Learning:

CASEL and Complementary Frameworks

A. The Collaborative for Academic, Social and Emotional Learning (CASEL)

framework

Socio-emotional learning goes beyond just being an extra part of the curriculum. It
serves as a core strategy that empowers learners to face life’s challenges with
confidence, empathy and purpose.

At the heart of SEL is the Collaborative for Academic, Social, and Emotional
Learning (CASEL) framework. This model is a globally recognized model that
defines five core competencies:

� Self-Awareness

� Self-Management

� Social Awareness

� Relationship Skills

� Responsible Decision-Making

These skills are gradually developed through repeated experiences both inside and
outside the classroom. SEL as defined CASEL is an ongoing process that supports
learners in their academic goals, emotional well-being and social interactions
(Collaborative for Academic, Social, and Emotional Learning [CASEL], n.d.)

This framework is seamlessly aligned with the values and vision of Philippine basic
education. The Department of Education (DepEd) emphasizes values formation,
character development and learner-centered teaching in the K-12 curriculum.
Integrating SEL strategies in the classroom practices supports the revised K12
Matatag Curriculum by developing Maka-Diyos, Maka-tao, Makakalikasan,
Makabansa values by nurturing resilient, empathic and socially responsible Filipino
learners (Department of Education [DepEd], n.d.)

The CASEL Wheel

CASEL introduced a helpful illustration called the CASEL wheel, which shows the
5 core competencies at the center and the supportive systems that help bring
SEL to life. Think of it as a roadmap on how SEL can be integrated into the school
community.

The inner circle is composed of the 5 essential SEL competencies, including self-
awareness, self-management, social awareness, relationship skills, and
responsible decision-making.

3
The outer layers of the wheel surrounding the core competencies are the settings
where SEL can be nurtured, including classrooms, schools, families and caregivers,
and communities.

The Five Core Competencies

1. Self-awareness is the ability to:

● Recognize one’s emotions, thoughts, and values and

● Understand how thoughts and feelings influence behavior

� Video: Teaching Self-Awareness:----------------------------------------------------------

-------------[Link]

� Real-life scenario

Lara, a fourth-grade learner, often feels

frustrated after making mistakes in her
quizzes, a pattern her teacher, Ms. Rivera,
begins to notice. To help Lara and her
classmates better process their emotions,
Ms. Rivera introduces a daily “Emotion
Check-in” activity. Each morning, learners
place a card in one of four color-coded boxes
representing their feelings—blue for calm,
yellow for happy, red for frustrated, and
green for anxious. Over time, Lara starts
recognizing her own emotional triggers,
realizing that her frustration stems from a Figure 1 ([Link])
([Link]) 1
fear of failure. With guidance from Ms.
Rivera, she learns to talk openly about her emotions and develops strategies to
approach challenging situations with more confidence and self-control. This simple
exercise becomes a cornerstone of Lara’s growth, fostering resilience and emotional
literacy in the classroom.

� Let’s discuss

The use of “emotion check-ins” promotes self-awareness because it helps Lara

develop the ability to recognize, identify, and understand her emotions by

● Naming emotions – When Lara puts a name to what she’s feeling (like
frustrated, nervous, or proud), she’s building emotional vocabulary—a key
part of emotional literacy and self-awareness.

● Noticing patterns – Over time, regular check-ins help Lara notice

patterns. For example, she might realize that she often feels frustrated after

4
 making a mistake in a quiz. That awareness is powerful—it helps her
connect emotions to specific situations.

● Gaining insight – Once she starts noticing these patterns, Lara can better
prepare for similar situations. Instead of reacting automatically, she can
pause and respond with more understanding and emotional control.

● Being mindful of emotions – Most importantly, check-ins give Lara a safe

space to say, “This is how I feel, and that’s okay.” When learners feel safe to
explore their emotions, they’re less likely to resort to avoidance or shutdown
behaviors.

So, what seems like a small daily habit—just asking how they feel—can become a
foundation for resilience, reflection, and self-growth.

Activity:

� Teacher Insight

Think about your own teaching context. How do you currently help learners
recognize and process their emotions? Could a simple strategy like a daily “emotion
check-in” work with your learners?

Take a moment to reflect on and respond to the following:

1. What are some common emotional patterns you’ve observed in your learners
during specific situations (e.g., before tests, after group work, during
transitions)?

2. How might you create a safe and consistent space for learners to name and
explore their emotions?

3. What small SEL habit (like check-ins, mood meters, or “how are you really?”
circles) could you try in your class this week?

� Optional: Share one idea in the forum so other teachers can try it too!

2. Self-management is the ability to

● Regulate emotions, thoughts and behaviors in different situations

● Setting and working toward personal and academic goals

� Video: Managing Feelings and Emotions:

------------ [Link]

5
� Real-life scenario

Marie was sitting at her desk; her face flushed with frustration as she struggled to
articulate her feelings. The group activity was meant to foster collaboration, but a
disagreement with one of her classmates had left her feeling overwhelmed and teary-
eyed. Her teacher noticed the shift in her demeanor and calmly approached her,
crouching beside her chair.

“Marie,” the teacher said gently, “let’s pause for a moment. I can see you’re feeling
upset. Why don’t we take a few deep breaths together before we figure this out?”

Marie nodded, her lip quivering, and the teacher guided her through a simple
breathing exercise. “Close your eyes if it helps. Now breathe in slowly through your
nose—count to four—and then let it out through your mouth for four counts. Let’s
try it again.”

As they practiced together, Marie’s breathing slowed, and her posture softened. The
tension in her shoulders began to dissipate. The teacher smiled reassuringly. “You
did great, Marie. Now, do you think you’re ready to rejoin your group? If not, that’s
okay too. We can take another moment.”

Marie gave a small nod, her confidence gradually returning. She stood up and walked
back to her group, where the teacher helped mediate the discussion, showing the
learners how to navigate disagreements with respect and understanding.

This small moment not only helped Marie manage her emotions but also
demonstrated to the class how taking a pause and practicing self-regulation could
make a big difference in challenging situations. It was a teachable moment that left
a lasting impression, empowering Marie and her classmates to take ownership of
their emotions with a simple yet powerful tool.

�Let’s discuss

Sometimes, the best way to help a lear manage big emotions is to start with
something small—like a deep breath. Teaching students simple breathing
exercises can be a powerful way to help them stay calm and in control during
tough moments.

● Regulating emotions – Breathing exercises are easy, practical tools that

help students settle their minds and bodies when they feel overwhelmed or
upset. It gives them a way to calm down—right when they need it most.

● Learning to pause – Instead of reacting right away or shutting down,

students can learn to pause, take a few deep breaths, and come back
to the situation with more focus and emotional control. That short pause
can make a big difference.

● Building life skills – The more students practice this, the more it
becomes a go-to strategy in future situations—like when they feel frustrated,

6
 disappointed, or even stuck in a conflict. It’s a small habit that builds a
lifelong skill.

● Owning their emotions – Best of all, it empowers students. They begin to

realize, “I can manage what I feel—I don’t have to wait for someone else to fix
it.” That’s a huge step toward independence and resilience.

So, next time your students feel like they’re about to lose it, try saying:
“Let’s pause for a moment—just breathe with me.”
You might be surprised at how powerful that small act can be.

Activity:

� Try It Out

Use this script to guide your students through a short calming activity when emotions
run high or focus is low.

� Teacher voice: soft, steady, calm.

1. “Let’s take a moment to just pause.”

2. “Sit comfortably, feet on the floor, hands on your lap or your desk.”

3. “Now close your eyes or look down gently at one spot.”

4. “Take a slow breath in… through your nose… 1… 2… 3…”

5. “Now slowly breathe out through your mouth… 3… 2… 1…”

6. (Repeat for 3–5 rounds)

7. “Let your shoulders drop. Relax your jaw. Notice how your body feels.”

8. “You just gave your mind a reset. When you’re ready, gently open your eyes.”

� Reminder: You can do this anytime—before a test, after a tough

moment, or when your brain needs a break.

3. Social awareness is the ability to:

● Understand and show empathy for others

● Appreciate diversity and respect others’ perspectives

7
� Video: How to be socially aware: ----------------------------------------------------------------------------
-----------------[Link]

� Real-life scenario

The class begins a discussion on the importance of understanding diverse cultural

traditions. As the conversation unfolds, a student shares a heartfelt story about how
their family celebrates holidays in a way that reflects their cultural heritage, such as
blending traditional recipes, like pancit, tinola, lechon, with modern festivities. The
teacher seizes this moment to foster an inclusive dialogue, encouraging other
students to share their experiences. Through this exchange, the class learns to
appreciate the rich tapestry of traditions that shape their community while modeling
empathy and respect for one another's stories.

During a discussion about recent events, a Grade 4 class started talking about a
powerful typhoon that had recently hit their province. Stephanie, a new student in
the class, grew quiet as the topic turned personal—her family had been deeply
affected by the storm. Noticing this, the teacher gently encouraged the class to think
about how disasters might impact people in different ways. The students decided to
write “empathy notes” to those affected by the typhoon, creating a space where
Stephanie felt safe enough to share her story. Her openness not only helped her
classmates understand her experience but also fostered a stronger sense of
connection and compassion in the room.

� Let’s discuss

In the case examples we just explored, students aren’t just learning facts—they’re
learning to step into someone else’s shoes and life’s experiences. They’re
beginning to understand that other people may see, feel, or experience things
differently—and that’s okay.

Let’s take Case 1 as an example. Here’s what it helps promote:

● Appreciating diversity – When students are exposed to different cultural

traditions or ways of thinking, they start to realize that there’s more than
one “normal.” This can help break stereotypes and expand their view of the
world.

● Seeing different perspectives – Through guided discussions, students

hear how their peers experience the same situation in completely
different ways. This helps them understand that everyone carries their
own story—and it’s worth listening to.

● Practicing empathy – Most importantly, this is a great moment for teachers

to model what respectful listening looks like. When we create a space
for inclusive and open dialogue, we show students how to value people

8
 from all walks of life.

These small classroom moments build the foundation for big life skills—
understanding, compassion, and connection.

In Case 2, students and the teacher get a chance to slow down and really tune in to
how others are feeling. It’s not just about what happened—but about how people
felt when it happened. Here’s what this case brings out:

● Noticing emotional cues – The teacher plays a big role here by modeling how
to pay attention to what someone might be feeling, even if they’re not saying
it outright. It’s about reading between the lines with care.

● Encouraging empathy and compassion – Students begin to see that even if

they’ve been through the same kind of situation, someone else might feel it
differently. That reflection helps build deeper emotional understanding.

● Creating a safe space for sharing – Writing “empathy notes” is a gentle way
for students to show they care. It helps the student who shared feel seen and
supported—without pressure or judgment.

It’s these small, quiet moments that remind students: your feelings matter, and so
do the feelings of others.

Activity:

� Reflect & Plan

Think about the flow of your daily or weekly classes. Where can you naturally
insert moments that build empathy and connection?

What empathy-building routines can I include in my class?

☐ Morning “mood check-in” with emojis or colors

☐ End-of-week “kindness shoutouts”

☐ Weekly “empathy circles” or sharing prompts

☐ Anonymous compliment box or “I noticed…” notes

☐ Partner reflections: “What’s something your classmate did well today?”

9
Draft Your “Empathy Ritual” Plan

Use this sentence frame:

Every [day/week], I will include [strategy] in my class to help students

[goal, e.g., feel seen, support each other, process emotions].

4. Relationship skills are the ability to:

● Establish and maintain healthy and supportive relationships

● Communicate clearly and cooperate wiht others

� Video: Social skills: [Link]

� Real-life scenario

Imagine a scenario during a group project in the classroom where two students,
Jenny and Paul, begin to discuss their ideas for the task at hand. Jenny proposes
creating a visual presentation, while Paul suggests writing a detailed report. At first,
their disagreement creates a bit of tension as they struggle to see each other's
perspective.

The teacher steps in and facilitates a guided discussion. They start by asking Jenny
and Paul to explain their ideas and the reasoning behind them, encouraging the rest
of the group to listen without interrupting. This provides an opportunity for everyone
to practice active listening—focusing on understanding rather than preparing
to respond.

As Jenny speaks, Paul begins to see the value of a visual element in making their
project more engaging. Similarly, as Paul shares, Jenny recognizes how a detailed
report could add depth and credibility. With the teacher’s guidance, they brainstorm
together and eventually come up with a compromise: they will combine both
approaches—crafting a visual presentation supported by a concise report.

Through this process, the class learns more than just completing the task.
They gain firsthand experience in navigating disagreements, appreciating diverse
perspectives, and building solutions collaboratively. This scenario becomes a
practical lesson in teamwork, communication, and empathy—skills that they’ll
carry with them far beyond the classroom walls.

�Let us discuss

When we invite students into a real dialogue—not just calling on them for the
“right answer,” but actually asking them to share, listen, and respond—we
give them space to practice some truly essential life skills. Here’s what happens
during those moments:

10
 ● They learn to listen, not just wait to talk. By encouraging students to really
hear each other out first, they start building empathy and understanding. This
kind of active listening sets the tone for a more respectful and collaborative
classroom.

● They learn how to speak up—constructively. With a little structure,

dialogue becomes a way to model how to share ideas respectfully, take turns,
and express disagreement without blame or drama. It’s about talking with
each other, not at each other.

● They practice collaboration and compromise. Guided dialogue helps

students learn how to find common ground. It’s a great way to strengthen
teamwork skills and prepare them for group work that’s more than just
“dividing the tasks.”

● They build confidence in resolving conflict. As students navigate

disagreements in real time, they start to feel more equipped to handle tricky
situations in the future—with clarity, calm, and mutual respect.

In short, classroom dialogue becomes rehearsal for real life—where listening,

speaking kindly, and working things out are skills they’ll use long after the bell
rings.

Activity:

� Reflect & Plan

Think of one student in your class who might be:

• Struggling emotionally: A student who seems overwhelmed during

group activities, often tearing up or withdrawing when faced with
challenging tasks.
• Withdrawing socially: A student who consistently chooses to sit alone
during lunch or avoids eye contact and conversation with peers.
• Having frequent conflicts: A student who often ends up in arguments
with classmates, especially during teamwork or shared activities,
demonstrating frustration or blame.
• Easily frustrated or overwhelmed: A student who reacts strongly to
small setbacks, such as losing a game or being corrected during lessons,
showcasing visible signs of agitation or distress.

11
Now take 5–10 minutes to reflect on the following questions:

1. What do I notice about this student’s emotional or social behavior?

2. What might be going on beneath the surface? (You don’t need all the
answers—just your observations.)

3. Which SEL strategy could help this student feel more supported?
(e.g., daily check-ins, breathing break, emotion journal, buddy system, private
encouragement note)

4. What’s one small action I can try this week?

� Reflection Prompt:

“When I think of [student’s name/initials], I want them to feel ___. This

week, I will try ___ to support their emotional growth.”

5. Responsible decision-making is the ability to:

● Make constructive choices about personal and social behavior

● Consider ethical choices, safety and consequences of behavior

� Video: How to make better decisions: ----------------------------------------------------

----------- [Link]

� Real-life scenario

During a collaborative group project in a senior high school class, Paolo stumbled
upon a website that appeared to contain all the answers they needed for the
assignment. However, as he reviewed the material, he began to question the ethics
of simply copying the information verbatim. Recognizing the importance of
academic integrity, he brought the issue to his group’s attention. The teacher,
noticing the discussion, joined in and facilitated a conversation about responsible
research practices and the importance of citing sources accurately. Together, the
group decided to paraphrase the content and properly credit the website in their
final submission, turning the situation into a valuable learning experience about
honesty and accountability.

�Let’s discuss

In this scenario, the teacher used a real classroom moment to help students
practice responsible decision-making—not by lecturing, but by guiding them
through the process of thinking things through.

12
 ● Encouraging ethical thinking – When a student noticed a possible act of
academic dishonesty, the teacher didn’t just brush it off. Instead, they
opened up a meaningful conversation about doing what’s right—even when
it’s hard. That kind of discussion helps students connect their choices to
their values.

● Helping students weigh consequences – By talking through the possible

outcomes of certain actions, the teacher helped students realize that every
decision—big or small—can affect their relationships, academics, and self-
respect.

● Modeling group responsibility – Rather than handling it alone, the teacher

guided the whole group to think about how honesty and accountability play
out in team settings. It was a chance to practice making constructive
choices as a community, not just individuals.

These kinds of real-world conversations help students build a deeper

understanding of integrity—and how to live it out, one decision at a time.

Activity:

� Reflect & Plan

Take a moment to look at your usual classroom routines—group work, seatwork,

breaks, clean-up time, or even online etiquette.

Now reflect on or jot down answers to the following:

1. Where do students make small but meaningful decisions in your class?

(e.g., choosing partners, handling mistakes, managing time, resolving minor
conflicts)

2. How can I structure these moments to encourage thoughtful, values-

based choices?
(e.g., setting clear expectations, adding reflection questions, giving students
voice in decisions)

3. Write one question you can ask your students this week to
spark responsible decision-making.

Examples:

○ “What might happen if we choose to rush this?”

○ “What would be the fair thing to do here?”

○ “How could this affect others?”

13
D. Other SEL Complementary Frameworks

While CASEL is the most adopted framework in education, there are also other
existing SEL models that have a common goal but with a different perspective.
Some of the other frameworks are discussed below:

� CASEL Framework

Author: Collaborative for Academic, Social, and Emotional Learning (CASEL)

Core Focus: Five core competencies—Self-Awareness, Self-Management, Social
Awareness, Relationship Skills, and Responsible Decision-Making
Use: School-wide SEL implementation, K–12 integration, teacher training, and
policy development

� Ideal for establishing consistent SEL practices across grade levels,

classrooms, and policies.

� UNESCO SEL Guidelines

Author: UNESCO (2023)

Core Focus: Empathy, resilience, cultural sensitivity, and global citizenship
Use: Promotes inclusive education, peacebuilding, and sustainable development

� Emphasizes intercultural understanding, community cohesion, and

SEL for marginalized groups.

� Aspen Institute SEAD (Social, Emotional, and Academic Development)

Author: The Aspen Institute (2019)

Core Focus: Integrating SEL and academics for whole-child development
Use: School reform, curriculum planning, educator capacity-building

� Strengthens the connection between emotional development and

academic learning.

� Learning for Well-Being Framework

Author: Universal Education Foundation (Learning for Well-Being Foundation,

n.d.)
Core Focus: Self-awareness, personal growth, and holistic well-being
Use: Rights-based, child-centered approaches in wellbeing education

� Promotes personalized learning and nurturing individual learner

potential.

14
🇵🇵🇵🇵 DepEd Core Values (Philippines)

Author: Department of Education (DepEd, n.d.)

Core Focus: Maka-Diyos, Maka-tao, Makakalikasan, and Makabansa
Use: Values education and national identity development under the K–12 Basic
Education Curriculum

� Aligns SEL with character formation and culturally rooted Filipino

values.

E. Summary and Integration of the SEL Frameworks

Socio-Emotional Learning (SEL) has become a cornerstone of modern education,

transcending borders, cultures, and educational systems to equip learners not only
for academic achievement but for a fulfilling life. While each SEL framework brings
unique perspectives and strengths, they share an unwavering commitment to
nurturing emotionally intelligent, socially connected, and ethically grounded
individuals.

When merged thoughtfully, these frameworks create a robust foundation for

programs tailored to the Philippine context—programs that are globally inspired
but deeply rooted in Filipino values. They adapt seamlessly across age groups,
fostering character formation and socio-emotional growth. This synthesis empowers
educators to build learning experiences that are both flexible and structured,
addressing diverse learner needs while ensuring consistent application across
classrooms and schools.

Together, these frameworks pave the way for learners to excel academically and,
more importantly, to grow into compassionate, resilient, and socially
responsible individuals—the very essence of the MATATAG Curriculum’s vision for
the future of education in the Philippines.

15
VI. Integration of SEL in the Key Stages of the MATATAG Curriculum:
Developmental Strategies and Classroom Practices

In this section, you’ll find practical strategies and signs to look out for that match
each of the CASEL core competencies—all tailored to fit different age groups. Whether
you’re teaching kindergarten or senior high, these approaches grow with your
students. At the end of each discussion, you will also reflect on your SEL skills as a
teacher. This will be an opportunity for you to embody socio-emotional learning
before facilitating this to your students.

Self-awareness

From Emotion to Insight: Teaching Self-Awareness Across the key stages

“Knowing yourself is the beginning of all wisdom.” - Aristotle

GRADE BEHAVIORAL SUGGESTED

CORE SKILLS CITATIONS
LEVEL INDICATORS ACTIVITIES
Kinder ● Recognizing ● Identifies Courbet and ● Listening
and naming and labels Villemonteix Games
basic emotions (2022), Thierry ● Emotional
emotions (e.g., happy, et al. (2016), Collage/ Self-
sad, angry) Boyer, Carlson, Portrait
● Understandin and Pasnak ● I am a Thinker
g what causes ● Explains (2012), Van de ● Sensory
certain simple Sande, Segers, Exploration
feelings causes of and Verhoeven ● Animal
feelings (“I’m (2013), and Movements
● Developing mad Becker, Miao, ● Circle
body because he Duncan, & Breathing
awareness grabbed my McClelland Exercise
and self- toy”) (2014) ● Feeling Faces
concept ● Buddy Reading
● Shows ● Feelings
● Learning to awareness of Check-in
manage body (e.g., ● A Day at a
impulses and size, Farm
follow movements) ● Picture
routines Sequencing
● ● Describes ● Color Hunting
self with
basic traits
(“I’m fast,” “I
like
drawing”)

● Follows
directions
with
minimal
support

16
 ● Waits for
turn and
resists
interrupting

● Stays
focused on
short tasks

● Begins
organizing
simple
materials or
activities

Grades 1- ● Recognizing • Identifies Ikävalko et al. ● Pair and Share

3 and labeling and names a (2025), Viera et ● Nature Art
emotions range of al. (2021), ● Story Web
emotions Pupikova et al. ● Classroom
● Understandin (e.g., (2020), Ruit et Chores
g how feelings confused, al. (2021), ● Action Songs
affect proud, Rumenapp et al. ● Five Finger
behavior nervous) (2015), Hoang et Breathing
al. (2024) Exercise
● Beginning • Explains ● Mindful
self-reflection how Walking
and personal emotions ● Gratitude
goal-setting influence Journal
actions (“I ● The
● Building a didn’t speak Community
sense of self because I Helpers
and felt shy”) ● Story Map
confidence ● Friendship
• Reflects on Collage
● Practicing personal
emotional performance
regulation after tasks
and (“Next time,
expressivenes I’ll listen
s better”)

● Developing • Describes
patience, strengths
motivation, and areas
and social for growth
skills
• Uses words
to express
frustration
instead of
hitting or
shouting

• Waits
patiently for
turns and
follows
group
routines

17
 • Sets simple
goals and
works
toward them

• Engages
respectfully
with
classmates
and teachers

Grades 4- ● Evaluating ● Evaluating Bayly & ● Rainbow

6 personal personal Bierman (2022), breathing
strengths and strengths Cavas, Arslan- ● Note-taking
areas for and areas Cansever, & and
growth for growth Ünver (2020), summarizing
Bruhn,
● Monitoring ● Monitoring McDaniel, &
and adjusting and Kreigh (2015),
behavior adjusting Cassoni,
behavior Correia-Zanini,
● Managing Marturano, &
emotions and ● Managing Fontaine (2020),
thoughts emotions Dias & Del
during and Prette (2022)
challenges thoughts
during
● Using positive challenges
self-talk and
realistic self- ● Using
assessment positive self-
talk and
● Making realistic self-
choices while assessment
considering
consequences ● Making
choices
● Strengthening while
social considering
awareness consequence
and peer s
interactions
● Strengtheni
● Setting ng social
learning goals awareness
and planning and peer
steps to interactions
achieve them
● Setting
● Following learning
through with goals and
plans and planning
staying steps to
focused achieve
them

● Following
through

18
 with plans
and staying
focused

Junior ● Identifying ● Recognizes Hesari et al. • Five Senses

High and and names (2019), Bozgun Exercise
School understandin nuanced & Akin- • Emotional
g complex emotions Kosterelioglu Check-ins
emotions (e.g., (2023), Varetsa • Reflective
overwhelme et al., (2025), Writing
● Conducting d, Mitranun et al., • Dance
accurate self- discouraged, 2022) Expression
assessment hopeful) • Trust Falls
• Group
● Building self- ● Evaluates Discussion
confidence personal • Identity Art
and belief in strengths
one’s and
judgment limitations
with honesty
● Responding
constructively ● Uses self-
to challenges assessment
and feedback to set
improvemen
t goals

● Demonstrate
s confidence
when
making
decisions

● Accepts
challenges
and persists
despite
difficulties
or failure

● Reflects on
experiences
to improve
future
performance

Senior ● Developing ● Accurately Bayly & ● 4-7-8

High emotional identifies Bierman (2022), Breathing
School awareness and names Case et al. Exercise
across emotions in (2023), Davis et ● Reflective
situations different al., 2023), Willis Portfolios
scenarios & Fugate, 2025) ● Community Art
● Refining self- Project
concept ● Demonstrate ● Probing Activity
through s increased
reflection and confidence
assessment in abilities
and

19
● Strengthening decision-
self- making
confidence
and self- ● Reflects on
efficacy emotional
experiences
● Recognizing and uses
personal insights for
needs, growth
boundaries,
and rights ● Clearly
expresses
● Regulating personal
thoughts, needs,
emotions, and values, and
behaviors in preferences
varied
contexts ● Seeks
appropriate
● Engaging in support or
reflective resources
thinking and when
self-direction needed

● Sets
personal
goals and
actively
monitors
progress

● Manages
stress and
copes
effectively
with
pressure

● Writes
reflective
journals
with self-
insight

● Analyzes
behavior
patterns to
inform
future
actions

20
Activity:

🪞🪞 Looking Inward: Mapping My SEL as a Teacher

Reflect on a recent classroom moment that triggered a strong emotional

response. This activity will help you explore how your self-awareness impacts
your responses and your modeling of emotional regulation for students.

1. What happened and how did you feel?

(Describe the situation and name the emotions you experienced.)

2. What thoughts went through your mind?

(Include automatic or reflective thoughts that arose during the moment.)

3. What value was affirmed or challenged in that moment?

(Think about whether the situation touched on something important to you—
like fairness, respect, or structure.)

4. How did you respond?

(Describe your verbal and non-verbal reaction.)

5. What would you possibly do differently next time?

(Explore alternative actions or words you could use if a similar situation
arises.)

6. How might your self-awareness affect how you model emotions for
students?
(Reflect on how your emotional insight shapes your influence as a role model
in the classroom.)

21
Self-management

Cultivating Calm and Control: Teaching Self-management Skills by Grade Level

“He who controls others may be powerful, but he who has mastered himself is
mightier still” - Lao Tzu

GRADE BEHAVIORAL SUGGESTED

CORE SKILLS CITATIONS
LEVEL INDICATORS ACTIVITIES
Kinder ● Self- ● Focuses and Martin et al. ● Listening
regulation completes (2024), Games
and impulse tasks with Neitzel et al., ● Emotional
control minimal 2016), Niu et Collage/
distraction al. (2022), Self-Portrait
● Beginning Wyatt et al. ● I am a
goal setting ● Delays (2025), Yu et Thinker
and simple gratification al. (2024) ● Sensory
planning and Exploration
manages ● Animal
● Time impulses Movements
awareness ● Circle
and task ● Engages Breathing
persistence consistently Exercise
in classroom ● Feeling
● Basic self- activities Faces
reflection and ● Buddy
confidence ● Sets simple Reading
building goals and ● Feelings
tracks Check-in
● Shifting and progress ● A Day at a
maintaining Farm
attention ● Uses time ● Picture
effectively Sequencing
● Positive and follows ● Color
motivation routines Hunting
and task
engagement ● Begins to
reflect on
strengths
and areas
for growth

● Expresses
needs
confidently
and
interacts
positively
with peers

● Shifts
attention
when
needed and
adapts to
changes

22
 ● Shows
persistence,
patience,
and a
positive
attitude
toward
learning

● Demonstrate
s motivation
and belief in
their
learning
abilities
Grades 1-3 • Goal setting • Sets clear Jackman et ● Pair and
• Time goals and al. (2019), Share
management outlines Son & ● Nature Art
• Self- simple steps Berdychevsk ● Story Web
regulation to achieve y, 2024), Van ● Classroom
• Self- them De Sande et Chores
assessment • Uses time al., 2023) ● Action
• Self- wisely, Songs
monitoring follows a ● Five Finger
• Cooperation schedule Breathing
• Impulsivity and Exercise
control prioritize ● Mindful
tasks Walking
• Persistence
• Manages ● Gratitude
• On-task
emotions, Journal
behavior
monitors ● The
progress Community
and adjust Helpers
actions ● Story Map
when ● Friendship
needed Collage
• Reflects on
performance
and
identifies
ways to
improve
• Tracks
behavior
and learning
habits,
makes
necessary
changes
• Works well
with peers,
shares
materials
and
contributes
to group
tasks

23
 • Pauses
before
acting,
shows
patience and
manages
impulsive
responses
• Keeps trying
even when
tasks are
challenging,
demonstrate
s resilience
• Stays
focused,
avoids
distractions
and
maintains
attention
during
activities
Grades 4-6 ● Self- ● Plans and Cavas, ● Emotion
regulation follows Arslan- al
● Goal setting through Cansever, & awarene
● Time with tasks, Ünver (2020), ss art
management stays Kamps,
● Self- focused on Conklin, &
monitoring goals and Wills (2015),
● Self- adjusts Menéndez
evaluation actions as Santurio
● Emotional needed (2025),
regulation ● Sets Muluk,
academic or Akmal,
personal Andriana,
goals, Habiburrahi
prioritizes m, & Safrul
tasks and (2021),
evaluates Smolkowski
progress et al. (2023),
over time Torrington,
● Schedules Bower, &
tasks, meets Burns
deadlines (2023),
and Ünver,
balances Cansever, &
schoolwork Cavas 2022),
and other Vouyoukas &
responsibilit Tsikouras
ies (2021)
● Observes
personal
behavior
and
performance
, reflects
and makes
adjustments

24
 when
necessary
● Assesses
own work,
identifies
strengths
and areas
for growth
and seeks
constructive
feedback
● Manages
emotions,
stays calm
in stressful
situations
and uses
coping
strategies
effectively
Junior • Goal setting • Sets clear, Belogai et al. • Entrepreneu
High • Self- achievable (2018), rship
(Grades 7- monitoring goals and Huang et al. Projects
10) • Time organizes 2020), Ma, • Conflict
management tasks Smith, & Resolution
• Self- accordingly; Barber • Digital Story
regulation engages in (2025), Telling
• Decision- activities Muluk et al. • Group
making aligned with (2021), Discussion
• Problem personal Munsell et al. • Identity Art
solving objectives (2022), • Dance
• Self- (e.g. writing, Prasertsin, Expression
reinforcement reading Srihaset, & • Reflective
reflection) Loanoi Writing
• Tracks own (2023),
• Trust Falls
behavior Shamionov et
and al. (2021),
progress Sirk (2025),
toward Yong &
goals, uses Abdullah
tools like (2022)
checklists or
journals to
assess
readiness
and task
completion
• Plans and
organizes
time
effectively,
meets
deadline and
balances
academic
and
personal
activities
• Manages

25
 emotions
and
behavior in
various
settings,
stays
focused
during
stress and
adapts to
change (e.g.,
managing
test anxiety)
• Makes
thoughtful
choices
based on
goals and
values,
considers
potential
consequence
s before
acting
• Identifies
challenges,
breaks them
into
manageable
steps and
develops
practical
solutions
• Uses
positive self-
talk and
rewards to
stay
motivated;
celebrates
progress
and small
successes
Senior ● Goal setting ● Sets clear Sharafutdino ● Stress
High ● Self- academic va & Check-In
(Grades monitoring and Nizovskikh ● Fitness for
11-12) ● Self- personal (2019), Mental
evaluation goals; Moohr, Health
● Self- prioritizes Balint-
reinforcement tasks to stay Langel,
● Time aligned with Taylor, &
management priorities Rizzo, (2021),
● Self- ● Tracks Toharudin,
regulation personal Rahmat, &
● Analytical progress, Kurniawan
thinking observes (2019),
● Initiative behavior, Howard,
● Conceptual and adjusts Morrison, &
thinking actions Collins

26
 based on (2020),
self- Muluk,
reflection Akmal,
● Reflects on Andriana,
performance Habiburrahi
, identifies m, & Safrul
strengths (2021),
and areas to Yüksel &
improve, Kermen
and revises (2024)
strategies
● Uses self-
encouragem
ent
techniques
such as
positive self-
talk and
rewards
progress
● Plans and
organizes
time
effectively;
meets
deadlines
while
balancing
multiple
responsibilit
ies
● Controls
emotions
and
behavior;
stays
focused
under
pressure
and adapts
to changes
● Examines
choices and
actions
critically;
considers
different
outcomes
and
strategies
● Proactively
takes steps
toward
goals; seeks
support and
resources
when
needed
● Understands

27
 complex
ideas and
develops
creative or
strategic
solutions

Activity:

🧠🧠 Stress, Triggers, and Tools: My Emotional Toolkit

Reflect on your stress triggers, emotional responses, and coping strategies—and

discover ways to co-regulate with your students.

Part 1: Identify Your Triggers

List three common school-related situations that cause you stress, frustration, or
overwhelm.
Triggering Situation My Emotional Response My Behavioral Response

Part 2: Reflect on Coping Strategies

For each situation above, describe the strategy you currently use—or could try—to
manage your response.
Situation Current or Ideal Coping Strategy

Part 3: Adapting Strategies for Co-Regulation

Think about how you can model and apply these strategies to support your students'
emotional regulation.

How can I show students what healthy coping looks like?

(e.g., Deep breathing before class starts or naming how I’m feeling
out loud in a calm way)

How can I turn moments of stress into teachable moments?

(e.g., “I’m starting to feel overwhelmed, so I’m going to take a few

deep breaths before we continue.”)

Part 4: My Coping Strategy Menu for Students

Create a simple, student-friendly menu of strategies you can teach, post, or use during
the day.

28
✅ Examples:
- 3 Deep Breaths
- Get a drink of water
- Use a calm-down card
- Stretch or move quietly
- Write or draw your feelings
- Ask for help or space
� Write your own list below:
� My Classroom Coping Menu
1.
2.
3.
4.
5.

Social Awareness

Empathy in Action: Building Social Awareness

“Empathy is seeing with the eyes of another, listening with the ears of another, and
feeling with the heart of another”- Alfred Adler

GRADE CORE BEHAVIORAL SUGGESTED

CITATIONS
LEVEL SKILLS INDICATORS ACTIVITIES
Kinder ● Empathy ● Identifies Andrade & de ● Listening Games
● Understa emotions in Carvalho (2024), ● Emotional
nding others and shows Cornell et al. Collage/ Self-
social caring through (2017), Kruty et Portrait
cues sharing and kind al. (2024), Wang ● I am a Thinker
● Respect actions & Zhang (2024) ● Sensory
for ● Interprets facial Exploration
others expressions and ● Animal
● Effective body language; Movements
communi understands that ● Circle Breathing
cation others have Exercise
different thoughts ● Feeling Faces
and feelings ● Buddy Reading
● Uses polite words ● Feelings Check-
and manners; in
respects others’ ● A Day at a Farm
space, ● Picture
belongings, and Sequencing
listens attentively ● Color Hunting
● Uses “I”
statements to
express needs
without blame;
shows
understanding by
paraphrasing
others’ words
Grades 1- • Empathy • Recognizes Jackman et al. ● Pair and Share

29
3 • Understa others’ feelings (2019), Son & ● Nature Art
nding using facial Berdychevsky ● Story Web
social expressions, tone, (2024), Van De ● Classroom
cues or body language; Sande et al. Chores
• Respect responds with (2023) ● Action Songs
for care and support ● Five Finger
others when someone is Breathing
• Appreciat upset or needs Exercise
ion of help ● Mindful Walking
diversity • Interprets tone, ● Gratitude
gestures, and Journal
context to ● The Community
respond Helpers
appropriately; ● Story Map
follows rules like ● Friendship
sharing and Collage
taking turns in
social situations
• Listens without
interrupting;
shows kindness
by helping others
and inviting them
to join activities
• Recognizes and
values individual
and cultural
differences;
includes diverse
peers in group
work and play
Grades 4- ● Empathy ● Recognizes Carpendale et • Word wall
6 ● Respect emotions in al. (2025), buddies
for others using Coelho et al. • Visual
others verbal and non- (2015), brainstorm
● Understa verbal cues; Martinsone
nding shows care and (2025),
social concern for peers’ Santamaría-
cues well-being Villar et al.
● Prosocial ● Listens (2021), Van De
behavior attentively and Sande et al.
responds (2023)
appropriately;
values different
perspectives and
backgrounds
● Identifies
expected behavior
in various
settings; adjusts
responses based
on social context
and cues
● Offers help,
shares resources,
and works
cooperatively with
others toward
shared goals

30
Junior • Empathy • Identifies others’ Knight et al. ● Peer Support
High • Respect emotions and (2019), Olson et Groups
(Grades for perspectives; al.(2021), Van ● Group
7-10) others shows genuine De Sande et al. Discussion
• Social care for others’ (2023) ● Identity Art
responsi feelings and well- ● Entrepreneurshi
bility being p Projects
• Prosocial • Communicates ● Dance
behavior respectfully; Expression
values and ● Five Senses
considers diverse Mindfulness
backgrounds and ● Digital Story
viewpoints Telling
• Participates in ● Trust Falls
service-oriented
or advocacy
activities; acts
ethically in group
and community
settings
• Cooperates with
peers, offers help,
and engages in
positive, team-
based social
interactions
Senior ● Empathy ● Recognizes and Van De Sande ● Narrative
High ● Understa understands et al. (2023), Sharing
(Grades nding others’ emotions; Van De Sande ● Social Scenario
11-12) social practices et al. (2022), Skits
and perspective- Martinsone ● Advocacy Posters
ethical taking to build (2025)
norms inclusive and
● Recognizi supportive
ng relationships
family, ● Demonstrates
school awareness of
and expected
communi behaviors and
ty ethical standards
resource in school and
s community
settings; respects
cultural and
individual
diversity
● Identifies and
uses support
systems (e.g.,
guidance
counselors,
family members,
youth
organizations);
engages in
community-based
initiatives to
promote well-
being and

31
 belonging

Activity

👁👁 Seeing Through Another’s Eyes: A Perspective-Taking Reflection

Reflect on a moment when a student or colleague had a different perspective,

belief, or background than yours. This activity is designed to deepen your empathy
and strengthen your ability to connect across differences.

1. What was the situation?

(Briefly describe the event and context.)

2. What was your initial reaction or assumption?

(How did you feel or what did you think in the moment?)

3. What did you learn about the other person’s perspective?

(What experiences, values, or cultural context might have shaped their views?)

4. How did this moment challenge or expand your thinking?

(What insight did you gain by trying to see things from their point of view?)

5. How might you respond differently in the future?

(Consider a more inclusive or empathetic response if the situation reoccurs.)

6. How can this experience shape your classroom practice?

(How might you create space for multiple perspectives in your teaching?)

32
Relationship Skills

Connected Classrooms: Teaching Relationship Skills

“We rise by lifting others”- Robert Ingersoll

GRADE BEHAVIORAL SUGGESTED

CORE SKILLS CITATIONS
LEVEL INDICATORS ACTIVITIES
Kinder ● Empathy ● Understands Thomas et al. ● Listening Games
● Communication and shares (2020), ● Emotional
skills the feelings of Goldschmidt & Collage/ Self-
● Conflict others; shows Pedro (2020), Portrait
resolution kindness and Andrade & de ● I am a Thinker
● Cooperation concern in Carvalho ● Sensory
● Attachment interactions (2024), Exploration
● Expresses Hosokawa et ● Animal
emotions and al. (2024), Movements
ideas clearly; Winsler et al. ● Circle Breathing
listens to (2014) Exercise
others and ● Feeling Faces
engages in ● Buddy Reading
respectful ● Feelings Check-
conversations in
● Works ● A Day at a Farm
through ● Picture
disagreement Sequencing
s calmly; uses ● Color Hunting
problem-
solving to find
fair and
peaceful
solutions
● Participates in
group
activities;
works well
with peers
toward shared
goals
● Builds strong,
trusting
relationships
with peers
and adults;
shows
comfort in
secure
connections
Grades 1-3 • Communication • Expresses Andrade & de ● Pair and Share
skills feelings Carvalho ● Nature Art
• Cooperation clearly and (2024), Coelho ● Story Web
and teamwork appropriately; et al. (2023), ● Classroom
• Conflict listens Hassan & Chores
resolution attentively; Mouganie ● Action Songs
• Empathy and uses (2014), ● Five Finger
understanding assertive, Santamaría- Breathing

33
 respectful Villar et al. Exercise
communicatio (2021), ● Mindful Walking
n during Wattanawong ● Gratitude
interactions wan et al. Journal
and conflict (2021) ● The Community
• Works well Helpers
with others in ● Story Map
group ● Friendship
settings; Collage
shares
materials,
takes turns,
and helps
peers achieve
shared goals
• Uses
problem-
solving to
address
conflicts;
negotiates
calmly and
seeks help
when needed
to resolve
disagreement
s
• Identifies
others’
emotions,
shows
compassion
toward peers;
respects and
appreciates
divers
perspectievs
and
backgrounds

Grades 4-6 ● Communication ● Communicate Coelho et al. • Trivia games

skills s clearly (2023), Tomé- • Project-based
● Conflict using verbal Fernández et learning
resolution and non- al. (2024), Cho
● Empathy verbal cues; et al. (2019),
● Cooperation expresses Wattanawong
● Social ideas wan et al.
Awareness assertively (2021),
and listens McGuire &
actively in Meadan,
conversations 2022), Van De
● Manages Sande et al.
disagreement (2023),
s calmly; Andrade & de
applies Carvalho
problem- (2024),
solving Santamaría-
strategies; Villar et al.

34
 seeks support (2021)
when needed
● Understands
and shares
others’
feelings; acts
with
compassion
and respects
diverse
viewpoints
● Works
effectively in
groups;
shares tasks
and
responsibilitie
s; contributes
to team
success
● Recognizes
social cues
and norms;
understands
how behavior
affects others;
adjusts
actions to fit
different
social
situations
Junior • Behavioral • Clearly Atkins et al. Emotional Check-ins
High expression expresses (2023), Group Discussion
(Grades • Emotional thoughts and Wattanawong Entrepreneurship
7-10) regulation feelings using wan et al. Projects
• Social appropriate (2021), Van De Peer Support
awareness verbal and Sande et al. Groups
• Relationship non-verbal (2023), Conflict Resolution
management communicatio Portela-Pino et Digital Story Telling
• Responsible n; actively al. (2021), Iyer Trust Falls
decision- participates in & Iyer (2019),
making group tasks Andrade & de
and Carvalho
discussions (2024)
• Manages
emotions
under stress;
applies coping
strategies to
handle
pressure or
frustration
• Demonstrates
empathy and
concern for
others;
notices and
appropriately
responds to

35
 social cues
• Resolves
conflicts
respectfully;
collaborates
effectively and
shows respect
in peer
interactions
• Evaluates the
consequences
of actions;
makes ethical
choices that
consider the
well-being of
self and
others
Senior ● Self awareness ● Recognizes Davis et al. ● Resolving
High ● Social and reflects (2014), Conflict
(Grades awareness on emotions, Eriksen & Bru ● Work Immersion
11-12) ● Self- thoughts, and (2023), ● Collaborative
management values; González et al. Problem-Solving
● Relationship understands (2019), ● Team Leadership
skills how these Martinsone Strategies
● Responsible influence (2025),
decision- behavior and Salavera et al.
making decisions (2019, Soto-
● Shows Romero et al.
empathy and (2023),
respect for Trigueros et al.
others; (2020), Van De
demonstrates Sande,
understandin Fekkes, et al.
g of diverse (2022), Van De
perspectives, Sande,
social norms, Leonardus
and cultural Kocken, et al.
differences (2023)
● Regulates
emotions and
impulses;
manages
stress, stays
motivated,
and adapts to
various
situations
● Builds and
maintains
positive
relationships;
practices
effective
communicatio
n,
collaboration,
and conflict
resolution

36
 ● Makes
thoughtful,
ethical
choices by
weighing
consequences
and
considering
the well-being
of self and
others

Activity:

🤝🤝 Building Bridges: Strengthening Teacher Relationship Skills

This reflective activity helps you explore how you build and maintain relationships in
the classroom and with your colleagues. It encourages you to consider your
communication style, conflict management strategies, and ways to foster connection
and trust.
1. Describe a recent moment where you built a strong connection with a student
or colleague.
(What happened? What made the interaction meaningful?)

2. What communication strategies did you use?

(Did you listen actively, ask open-ended questions, use affirming language, or show
empathy?)

3. Recall a time when there was conflict or misunderstanding. How did you
handle it?
(What worked well? What would you do differently next time?)

4. What are your relationship-building strengths?

(For example: patience, approachability, consistency, humor, etc.)

5. What areas would you like to grow in?

(What relationship skills do you want to develop or strengthen?)

6. How can strong teacher relationships support student well-being and

learning?
(Think about how your connections impact classroom climate and individual
students.)

37
Responsible Decision-Making

Making Purposive Choices: Guiding Responsible Decision-Making

“We rise by lifting others”- Robert Ingersoll

GRADE BEHAVIORAL SUGGESTED

CORE SKILLS CITATIONS
LEVEL INDICATORS ACTIVITIES
Kinder ● Ethical decision- ● Understands Andrade & de ● Listening
making right from Carvalho (2024), Games
● Problem solving wrong; Badau & Trifan ● Emotional
● Critical thinking chooses (2022), Chen Collage/
● Self-regulation actions that (2024), Gross Self-Portrait
● Prosocial reflect (2024), Hassan ● I am a
behavior fairness and & Mouganie Thinker
kindness (2014), ● Sensory
(e.g., sharing Jackman et al. Exploration
toys willingly) (2019), Jean & ● Animal
● Identifies Jiar (2016), Ng Movements
simple & Bull (2018) ● Circle
problems and Breathing
suggests Exercise
appropriate ● Feeling
solutions Faces
(e.g., taking ● Buddy
turns or Reading
offering ● Feelings
compromises Check-in
during ● A Day at a
conflicts) Farm
● Asks ● Picture
questions to Sequencing
understand ● Color
rules or Hunting
situations;
shows
curiosity
about cause
and effect
(e.g., asking
why rules
exist)
● Manages
emotions
before acting;
uses calming
strategies to
make
thoughtful
choices (e.g.,
taking deep
breaths when
upset)
● Chooses
actions that
help others

38
 and support
group
harmony (e.g.,
offering help
to classmates
or cooperating
in group
tasks
Grades 1-3 • Problem • Recognizes Hassan & ● Pair and
identification when a Mouganie Share
and analysis problem (2014), Lewis et ● Nature Art
• Generating and exists and al. (2021), ● Story Web
evaluating identifies its Márquez- ● Classroom
solutions cause; Cervantes & Chores
• Making ethical examines Gaeta-González ● Action
and safe choices contributing (2018), Songs
• Making ethic factors before Martinsone ● Five Finger
taking action (2025), Breathing
• Thinks of Santamaría- Exercise
multiple Villar et al. ● Mindful
options to (2021) Walking
address a ● Gratitude
problem; Journal
weighs the ● The
pros and cons Community
or Helpers
consequences ● Story Map
of each option ● Friendship
• Considers Collage
what is right,
fair, and safe
when making
decisions;
selects
actions that
reflect ethical
thinking
• Looks back
on the results
of a decision;
uses the
experience to
make better
choices in the
future
Grades 4-6 ● Ethical ● Understands Carpendale et ● Self-
reasoning concepts of al. (2025), reflection
● Problem solving fairness and Corcoran et al. prompts
● Critical thinking justice; makes (2020), Green et ● Brain Gym
● Self-regulation decisions that al. (2021),
● Social awareness are inclusive Hassan &
and respectful Mouganie
of others (2014),
● Identifies Indraswari et al.
issues and (2024), Kaşkaya
suggests et al. (2017),
multiple Martinsone
possible (2025),
solutions; McCaslin et al.

39
 works to (2016), Miller-
resolve peer Graff et
conflicts al.(2024), Olson
constructively et al. (2021)
● Considers
pros and cons
before making
choices;
reflects on
possible
outcomes of
different
actions
● Manages
emotions to
think clearly
and respond
calmly in
challenging
situations
● Considers
how decisions
affect others;
chooses
actions that
promote
inclusion and
kindness
• Ethical decsion- • Identifies Green et al. • Theme-
Junior High making ethical issues (2021), Agustira Based
(Grades 7- • Problem-solving and considers et al. (2025), Brainstormi
10) • Critical thinking the Martinsone ng
• Goal Setting perspectives (2025), • Group
• Self- and values of Trisnayanti et Discussion
management others when al. (2023), • Entreprene
making Chandler (2017) urship
choices; Projects
applies • Peer
fairness, Support
empathy, and Groups
ethical • Reflective
principles in Writing
decisions • Conflict
• Recognizes Resolution
problems and • Digital
generates Story
multiple Telling
solutions; • Trust Falls
evaluates
options and
selects the
most
appropriate
strategy
based on
outcomes and
context
• Analyzes
information

40
 from various
sources;
considers
multiple
viewpoints
and makes
well-reasoned,
informed
decisions
• Sets realistic
goals;
develops
action plans
and tracks
progress
toward
personal and
academic
objectives
• Regulates
emotions in
stressful
situations;
demonstrates
effective time
management
and balance
between
responsibilitie
s
Senior High ● Problem ● Clearly Martinsone • Conflict-
(Grades 11- identification defines (2025), Driven
12) and analysis problems or Corcoran et al. Brainstormi
● Evaluating dilemmas; (2020) ng
options and gathers • Social
consequences relevant Mirror
● Ethical decision- information; Simulation
making considers
● Reflection and multiple
learning from perspectives
decisions and possible
impacts
● Identifies and
compares
different
solutions;
weighs pros
and cons;
anticipates
short- and
long-term
outcomes
● Applies
ethical
principles and
personal
values;
reflects on
fairness,

41
 integrity, and
social
responsibility
when making
choices
● Evaluates the
effectiveness
of decisions;
identifies
successes and
areas for
improvement;
uses insights
to guide
future choices

Activity:

🧭🧭 Making the Call: A Responsible Decision-Making Reflection

This activity invites you to reflect on a teaching moment that required making
a thoughtful and responsible decision. It aims to enhance your awareness of
how values, consequences, and ethical thinking guide your choices in the
classroom.
1. Describe a recent classroom or school situation that required a
decision.
(What happened? What options were available to you?)

2. What values or principles guided your decision?

(Fairness, honesty, student safety, inclusion, etc.)

3. What were the potential consequences of each option?

(Consider the short- and long-term impacts on students, colleagues, or the
classroom environment.)

4. How did you arrive at your final choice?

(Did you consult others, reflect quietly, act immediately? Why?)

5. Looking back, would you make the same decision? Why or why not?
(What did you learn from the experience?)

6. How can modeling responsible decision-making support your students?

(How do your choices show students how to think critically, ethically, and with
empathy?)

42
Social-Emotional Learning (SEL) creates transformative, lasting impacts when
seamlessly woven into classroom experiences. Through thoughtful strategies and
teacher-led initiatives, SEL becomes more than an added element—it becomes the
backbone of a thriving classroom culture. By integrating SEL into daily practices,
teachers nurture environments that prioritize emotional intelligence, empathy, and
resilience. These efforts empower students to excel academically, exhibit positive
behavior, and cultivate meaningful relationships, ultimately fostering their growth
as confident, well-rounded individuals ready to navigate life's complexities.

What positive changes have you observed in your students as a result of integrating
SEL in your teaching? Share one example that shows how SEL made a difference,
without including any identifying details of the student/students.

Post your response in the forum/discussion board as a way of sharing your best
practice in using SEL skills as part of your teaching strategies.

� Congratulations on finishing Module 2. Let us now proceed to the summative

test.

1. A student from your class frequently avoids participating in recitations. As a

teacher, how can you best support this student’s development of self-
awareness?
A. Ask the student to share what they feel in class.
B. Encourage journaling and use mood-check ins to help the student reflect on
their emotions and identify patterns.
C. Assign the student to lead discussions to promote confidence.
D. Skip participation activities to prevent the student from feeling upset.

2. As a teacher, which of the following best promotes the development of self-

management among students?

A. Encouraging students to memorize classroom rules.

B. Allowing students to take breaks whenever they want.

43
 C. Teaching students how to calm themselves through mindfulness or
breathing strategies when they feel upset.
D. Giving students rewards when they behave properly.

3. As a teacher, how can you best promote social awareness when students express
different cultural traditions during class discussions.

A. Focus on the most popular traditions to avoid conflict.

B. Ask the students to only share traditions common to everyone
C. Facilitate a respectful discussion that highlight differences and models
empathy.
D. Redirect the conversation to stay on the topic at hand.

4. As a teacher, what is the best way to promote relationship skills during group
activities?

A. Assign clear group roles and discourage debates to avoid conflict

B. Allow students to manage all disagreements independently
C. Guide students to use respectful communication, active listening and
collaborative problem solving when differences arise.
D. Avoid group work altogether to maintain classroom order

5. As a teacher, how can you best support students in developing responsible

decision-making during research activities?

A. Give them strisct rules and punish plagiarism immediately

B. Allow students to find answers freely and let them choose how to use them
C. Guide students in evaluating online sources, discuss academic integrity and
model ethical decision making.
D. Remove internet access to reduce temptation.

� Congratulations for finishing the summative test. Let us now proceed to the
next module.

44