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My Place Principles


Social Emotional Learning (SEL)

Communication & Relationships

When our students can minimize their anxiety, they can perform at much higher levels. Being able to make friends, work in groups and grow socially is a core fundamental of the student experience. In order to create socially-adjusted students, we work on a number of activities:

  • Group Activities
    Play time in groups that require social interaction

  • Partner Learning
    Working with a partner on a project

  • Recess
    Self-directed interaction with students

  • Direct Training
    Reviewing concepts of respect, emergency protocols, etc.

When students are confident socially, it translates directly into their overall levels of happiness, nurturing and education. It also creates post-school skill sets for professional development.

Our teachers benchmark and monitor our students’ interaction and report on a regular basis. Lesson plans in our curriculum are designed to address safety, privacy, foster a respect for one another while teaching effective methods of communication.

The value of social development cannot be overstated. Our ability to communicate ideas and create relationships directly impacts our overall quality of life from our scholastic journey, to our professional career as well as personal relationships. In order to fully develop socially, we need to see examples of good relationships to follow, have relationships of our own to learn as well as be taught social conventions which is all done at My Place. We teach our students how to interact with others in a respectful way, discuss safety and privacy as well as encourage engagement between the students so they may learn and grow organically. We also educate the students about social risks, discuss the dangers of peer pressure and educate on the differences between “tattle-telling” and reporting.

Socially-adaptable children that are comfortable creating relationships with their peers is a skill that develops during the early stages of life just like many of our core skills. By being intentional with our lesson plans for social growth, we not only provide the students with the tools they need to be safe and create healthy relationships at school, but beyond the campus where it’s important to know about negative, social influences and how to mitigate risk.

Just like learning a language is easier while we are young, we risk a child not knowing proper safety procedures with strangers, the confidence to report improprieties, the ability to reach out to a memorized emergency contact, knowing social conventions for making friends, etc. Should a child not receive the important social skills we teach at an early age, the risk is increased difficulty to acquire these social abilities at a later age as well. So not only are there short-term effects, but the student is impacted for years to come.

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