Social Emotional Habits

Learners consciously apply key social emotional habits necessary for lifelong success to their interpersonal and intrapersonal activities.


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Exhibit self-awareness and self-regulation in self-directed and group settings

Evidence of Learner Behaviors

  • Move their seating or change their learning method during self-directed work to avoid distractions

  • Redirect their peer group during group work if they are off task or disrupting other groups

Questions to Ask Learners

  • How do you manage your own focus and behavior during your individual work?

  • How about during group work?

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Demonstrate social awareness and responsiveness, empathy, and compassion with peers

Evidence of Learner Behaviors

  • Offer support to a classmate when they seem upset or in need of help

  • Demonstrate awareness of an issue that the learning facilitator needs to address related to the Code of Cooperation

Questions to Ask Learners

  • If you saw a classmate upset or in need of help, what would you do?

  • Why does this matter?

  • If you saw something in your learning environment that was affecting how you and your classmates felt, what would you do?

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Demonstrate perseverance, academic tenacity, and growth mindset in learning experiences

Evidence of Learner Behaviors

  • Describe how they are stuck on a learning topic or task and what they plan to do to improve at it

  • Offer their thinking on their own growth via protocols and processes (i.e. PLP) and how they have exceeded their own expectations

Questions to Ask Learners

  • When you get stuck or find learning difficult, how do you feel about it?

  • In that situation, what do you do?

  • How have you succeeded in an area of learning that surprised you?

  • Why do you think that is?

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Build and maintain positive relationships with both peers and adults

Evidence of Learner Behaviors

  • Demonstrative inclusive language with peers during academic and social situations

  • Describe how they feel connected to their learning facilitator

Questions to Ask Learners

  • How do you include your classmates when you are working during class or out at recess (or other social setting)?

  • Why is that important?

  • What are some ways you are connected to your learning facilitator?


Social emotional habits support many key learning processes, including metacognitive thinking, self-directed learning, collaboration, and more. Such habits also support the regulation of risky behavior and trauma.


Learners’ social emotional habits are developed through explicit instruction and modeling, opportunities to practice and receive feedback, and a socially and emotionally positive, respectful, and supportive culture.

Educator Actions

Learning facilitators support learners in developing the social emotional habits that contribute to lifelong success.

CSTPs: 2.1, 2.5, 6.6, 6.7

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Engage learners to give authentic feedback for their learning environment on the performance of the Code of Cooperation on areas like growth mindset, class behavior, and peer support.


  • Model habits in planned and unplanned moments during instruction (P/F)

  • Provide explicit direct instruction on key habits (P/F)

  • Emphasize the importance of particular habits at key points (P/F)

  • Acknowledge learner demonstrations of habits as positive reinforcement (F)

P = planned F = facilitated spontaneously
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Lindsay’s Lifelong Learning Standards are a natural fit for developing Social Emotional Habits.