The 10 permanent guidelines
 SEL Areas: 
Teachers at all levels and levels need clear plans to help students become responsible and knowledgeable, in addition to the need to make efforts to build and enhance skills in four main areas of SEL which are:
Ø Life skills and social competence.
Ø Health promotion and problem prevention skills. 
Ø Adaptation skills and social support for crises, stages of transition and change. 
Ø Participation and positive service. 
The social and emotional learning program 
focuses on emphasizing the reinforcement of social attitudes and values ​​towards oneself and others and working in a balanced way (for more details check: ASCD's book )
Developmental suitability: 
The SEL program provides a set of developmental symmetry such as formal and informal education, education based on the approved and continuous curricula, and instilling this proportionality in students to develop social and emotional skills from childhood to high school. 
The environment in the school and the classroom: 
The care, support and competition between the classes and the general atmosphere in the school helps in the effectiveness of teaching and learning the SEL program. 
Integration and change:
 The SEL programs and activities that are coordinated and integrated with regular curricula, routines, daily life in school and classrooms are likely to continue and have the desired effect for students. 
Inclusion of all phases and levels of students: 
Coordination between the SEL curriculum that is offered to all students and other services provided to students at various levels of difficulty, including the provision of advice and special education services and the creation of an effective, integrated and coherent system to provide these services. 
 Solid infrastructure: 
A coordinator of a specific program or facilitator of social development should lead the SE development committee, and these committees are usually responsible for the vision and the various activities necessary to achieve the goals of the program effectively, as they monitor the efforts related to the SEL program within School and beyond they realize that the adoption of the SEL program in schools usually takes between 3 to  5 years and is approved through the use of the  3 year SEL program plans, and the committees ensure that the SEL program is very clear and recognized, and the activities of the SEL is an integral part of the school / region 's goals, culture and climate.  
Professional Development: 
The program raises the topic of employee development and support for continuous improvement. The main factor here is that instead of being trained once, teachers have frequent and structured opportunities to help each other become better at teaching the SEL program.  
Home and School Communication: 
When individuals at home and school collaborate closely to implement SEL programs, students will gain more knowledge. The effects of the SEL program continue and spread. 
Evaluation and feedback: 
Effective SEL programs are regularly monitored and evaluated using multiple methodological measures and indicators including measuring the school climate with SEL placed on the school report and the data are used to guide positive changes for continuous improvement. 
Implications and future repercussions of these guidelines 
The SEL program offers a valuable lesson which is how much we can learn by studying, continuous success and emptying that success in a way that is participatory and beneficial to others. There is no strength to evolve more than monitoring progress made according to the 10 guidelines mentioned above and using our data for continuous development and the pursuit of access and assistance for all students.

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