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Teacher CenterClassroom culture, relationships and SEL
A calm, kind, predictable room is where learning happens. Routines, relationships, responses to behavior, SEL and CR-S Education.
General information, not legal advice. Your district's evaluation plan, its Code of Conduct and your union contract decide the details for you. When something matters for your job, ask your building union representative and your district (principal, human resources or the special education / ENL office). Facts here were checked Nov 7, 2026 from the official sources listed at the bottom.
1. The first two weeks: teach routines like content
| Routine | Teach it | Practice it | Keep it |
|---|---|---|---|
| Entering and do-now | Model exactly: where to go, what to take, what to start | Practice the entry twice on day 1 | Praise specifically: "Row 2 started in 30 seconds" |
| Getting attention | One signal (hand up, chime, countdown) | Practice until everyone is quiet in 5 seconds | Use the same signal every time |
| Partner and group talk | Who talks first, voice level, how to disagree kindly | Practice with a fun topic first | Assign roles (reader, recorder, checker) |
| Getting help | Ask 3 before me; help cards; the 'I'm stuck' ladder | Model each step | Point back to the ladder |
| Transitions and materials | Who hands out, where things go | Time it; try to beat the record | Short countdown |
| Leaving | Exit ticket first, then dismissal by the teacher (not the bell) | Practice | Same every day |
2. Relationships: small, steady actions
- Names and greetings: learn every name in week 1; greet students at the door.
- 2-by-10: pick one student you are not connected with; talk 2 minutes about anything but school, 10 school days in a row.
- Interest survey in week 1; use the answers in word problems and examples.
- Positive contact first: make a short good-news call, email or note to every family before you ever call with a concern.
- Fair and predictable: same rules, same responses, for everyone. Students notice.
- Words matter: say "not yet", "you're learning this", "let's try another way". Never label students; talk about the work, not the person.
3. Responding to behavior: least to most
| Step | What you do |
|---|---|
| 1 | Check yourself: calm voice, slow down. Is the task clear and possible? |
| 2 | Proximity: walk over and keep teaching. |
| 3 | Non-verbal cue: a look, a gesture, a tap on the desk. |
| 4 | Quiet private redirect: "You need to start problem 1. I'll check in a minute." |
| 5 | Choice: "You can work here or at the back table. Your choice." |
| 6 | Reset: a short break space or a pass to a colleague, as your school allows. |
| 7 | Restorative talk later: What happened? Who was affected? What will make it right? |
| 8 | Family contact and referral according to your district's Code of Conduct. |
Safety comes first: follow your school's emergency and crisis procedures. If behavior includes harassment, bullying or discrimination, you also have DASA reporting duties (see Rights). If you suspect abuse or neglect, you are a mandated reporter (see Rights).
4. Social emotional learning (SEL)
New York's SEL Benchmarks (voluntary; revised 2022) describe what students should know and be able to do in social emotional development. Many schools also use the CASEL framework, which names five competencies:
| CASEL competency | Quick classroom routine |
|---|---|
| Self-awareness | Mood check-in at the door (thumbs, colors or a 1-5 scale) |
| Self-management | One-minute breathing before a test; a goal for today's lesson |
| Social awareness | "Two different ways we solved it" share-outs; perspective questions in reading |
| Relationship skills | Sentence frames for agreeing and disagreeing; group roles |
| Responsible decision-making | Class problem-solving circle; "what are the options and results?" |
NYSED SEL page · NYS SEL Benchmarks · CASEL framework (checked Nov 7, 2026).
5. Culturally Responsive-Sustaining (CR-S) Education
NYSED's CR-S Framework has four principles. What they can look like in a grade 6 classroom (our examples):
| NYSED principle | In your classroom |
|---|---|
| Welcoming and Affirming Environment | Pronounce names correctly; show students' languages and cultures on the walls; respect for every family |
| High Expectations and Rigorous Instruction | Same grade-level goal for all, with supports; "Goal: 100%" for everyone |
| Inclusive Curriculum and Assessment | Texts, examples and problems that reflect many cultures, including students' own; more than one way to show learning |
| Ongoing Professional Learning and Support | Reflect on your own assumptions; learn from families and colleagues; CTLE on this topic |
NYSED CR-S Framework · Four principles (NYSED PDF) (checked Nov 7, 2026).
6. Working with families
- Good news first (see above). Keep a simple contact log: date, who, topic, next step.
- Use the family's language: ask your school for interpretation and translated letters.
- For a concern: start with a strength, describe what you saw (evidence), ask what works at home, agree on one step, follow up in a week.
- Share private information only with the parent or guardian and staff who need to know (see data privacy).
Sources
- NYSED: Social Emotional Learning (checked Nov 7, 2026)
- NYSED: NYS Social Emotional Learning Benchmarks, revised 2022 (PDF) (checked Nov 7, 2026)
- CASEL: What is the CASEL Framework? (checked Nov 7, 2026)
- NYSED: Culturally Responsive-Sustaining Education Framework (checked Nov 7, 2026)
- NYSED: What are the four principles of the CR-S Framework? (PDF) (checked Nov 7, 2026)
- NYSED: The Dignity for All Students Act (checked Nov 7, 2026)
Teacher Center · written for New York State teachers · last checked Nov 7, 2026. Robert Frost Middle School and Deer Park UFSD do not publish every local procedure online, so always confirm local steps with your building.