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Transcript of Socio-Emotional Learning
Group 8: Aliya, Deirdre & Jennifer
Historical influence of the book by Daniel Coleman "Emotional Intelligence: Why It Can Matter More Than IQ" in which the concept of emotional intelligence was popularized has promoted a great deal of research in the field of education.
Since mid 1990s researchers conducted studies in which they investigated the importance and influence of social competence and social and emotional learning on academic achievement in public education.
Extensive research studies show that:
Social and emotional learning is important as it promotes better adjustment and increased academic performance in school across all levels from preschool to high school.
It has positive effect on peer and student-teacher relationships, and classroom climate.
All students including students at-risk and special education students benefit from systematic instruction in social and emotional learning.
Systematic teaching of social competence skills and embedding them in academic curriculum guarantee success in school as students not only learn academic skills, but also essential life skills.
Parent and community involvement and support are important in reinforcing social and emotional learning across all settings.
Teacher training in social and emotional competencies promotes better teacher-student relationships, teachers serve as role models for students on how to manage stress and be proactive and teachers' proactive behaviors in dealing with stress influence their classroom management and organization.
Brackett, M.& Rivers, E. Transforming student lives with social and emotional learning. Yale Center for Emotional Intelligence.
Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a
climate for learning, participation in democracy, and well-being. Harvard Educational Review, 72(2), 201-237.
Elias, M., Zins, J., Graczyk, P., & Weissberg, R. (2003). Implementation,
sustainability, and scaling up of social emotional and academic innovations in public schools. School Psychology Review, 32(3), 303-319.
Jones, S., Bouffard, S., Weissbourd R., (2013). Educators' social and emotional
skills vital to learning. Phi Delta Kappan, 94, 62-65.
Ryan, A., Gheen, M., & Midgley, C. (1998). Why do some students avoid asking for
help? an examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90(3), 528-535.
Weissberg, R., Cascarino, J., (2013). Academic learning + social emotional learning
= national priority. Phi Delta Kappan, 95, 8-13.
Zins, J., Elias, M., (2007). Social and emotional learning: Promoting the development
of all students. Journal of Educational and Pschycological Consultation, 17, 233-255.
Development through Academic Environment
"Classrooms characterized as caring, supportive, and friendly are likely to make students feel more comfortable interacting with the teacher and other students. In an environment in which students feel that others know and relate to them beyond their academic abilities, they may be less likely to feel that asking for help will incur negative judgments."
(Ryan, Gheen & Midgley 1998)
Students who avoid asking for help are the students that need it the most. Teachers should foster a comfortable learning environment that makes a student feel safe and appeals to their social and emotional needs. This will have a correlation between performance and academics.
Connection to Classroom
There are many different ways teachers can facilitate Social-Emotional Learning (SEL) in their classrooms (including programs and management systems), however, before this can begin, it is imperative that teachers understand SEL and develop their own social-emotional skills for it to be meaningful for students.
SEL is grounded in positive youth development. In facilitating SEL, one should think about creating an environment that promotes school achievement, mutually supportive relationships with adults and peers, problem solving, and civic engagement. Schools and teachers can take a whole-child approach to help cultivate assets (Brackett & Rivers).
What is Socio-Emotional Learning?
Socio-emotional learning occurs when students' quality of life benefits from social interactions in and outside of the classroom that connect their personal lives and feelings to academic learning.
Complexities of modern life faced by students and educators: high-stakes tests, academic standards.
Societal changes, media and technology.
Changes in families: divorce, blended families and etc.
High demand in creating developmentally and culturally appropriate classrooms.
Recognition that today's schools need to prepare children how to succeed in complex and globalized society.
Improved overall mental health and positive outlook on life.
Additional Research Findings and
Other Positive Outcomes of
Social and Emotional Learning (SEL):
"We can't teach what we don't know"
The CASEL (The Collaborative for Academic, Social, and Emotional Learning) has created a list of 5 competencies that should be explicitly taught, modeled, and reinforced daily in order to teach SEL. These competencies include:
1. Self-Awareness: assessing one's feelings and interests
2. Self-Management: regulating & expressing emotions, controlling impulses, and monitoring progress towards goals
3. Social Awareness: taking perspective of others, recognizing & appreciating individual and group differences
4. Relationship Management: establishing & maintaining healthy cooperative relationships, resisting social pressure
5. Responsible Decision Making: making decisions based on standards
One way teachers can instill these competencies is through Responsive Classroom (RC), an approach to education that integrates the social, emotional and academic needs of students. It is designed to optimize learning and creating a classroom where students feel safe, challenged, and joyful.
Examples of Responsive Classroom:
1. Morning Meeting
2. Use of teacher led collaborative problem solving strategies such as role playing and conferencing
3. Encourage meaningful choices
Plan for it!
Research-based social, emotional, ethical, and academic educational guidelines can predictably promote the skills, knowledge, and dispositions that provide the foundation for the capacity to love, work, and be an active community member."
The integration of social and emotional education into traditional academic learning will be a process that take research and evidence based planning. It should eventually lead to academic and social skills that will help them function better in every day life.
Prevention of potential behavioral problems and engagement in maladaptive and unhealthy behaviors.
Prevention of negative perception of school.
Prevention of substance abuse and interpersonal violence.
(Zins & Elias, 2007)
"Establishing effective partnerships between educators and families, and using complimentary strategies to promote learning in school and at home, create optimal conditions to promote children's academic, social, and emotional skill development".
"Teachers with stronger SEL competencies have more positive relationships with students, manage their classrooms more effectively, and implement SEL programs targeted to students with greater fidelty"
(Jones, Bouffard & Weissbourd, 2013)
"Social and emotional learning involves the processes through which children and adults acquire and apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions".
(Weissberg & Cascarino, 2013)
What Researchers Say About the Impact of SEL:
Why SEL is Important:
The Collaborative for Academic, Social and Emotional Learning is an organization that conducts research, training to enhance student success through social and emotional learning.
Social-Emotional Learning Plays an Essential Role in Academic Success
"It is well established that social and emotional competencies, such as the ability to manage one’s emotions, solve problems effectively, and work cooperatively with others, are an integral part of academic success."
"Leads to more risk reduction, asset building, and greater attachment and engagement in school."
(Elias, Graczyk, Weissberg & Zins 2003)
Students are given the opportunity to learn in an environment that promotes positive relationships and social interactions that allow them to achieve success inside and outside of the classroom.
What Does Responsive Classroom Look Like?
Morning Meeting in Action
1. What is at the core of the social-emotional theory?
. Independent work systems that assist students with the development of independence skills.
. Philosophical traditions that were developed several centuries ago.
Development and teaching social and emotional skills that help children relate themselves to academic learning and build positive relationships within the school and outside of the school.
The No Child Left Behind.
2. The theory of social and emotional learning was developed due to the influence of:
. B. F. Skinner's philosophy of radical behaviorism.
Daniel Coleman's book, "Emotional Intelligence: Why It Can Matter More Than IQ".
The classical conditioning by Ivan Pavlov.
Matt Wertheimer, the founder of Gestalt theory.
3. What do some of the research findings say about the impact of social and emotional learning (SEL)?
Better adjustment at school and increased academic performance.
Positive affect on student-teacher relationships.
Prevention of substance abuse and interpersonal violence.
All of the above.
4. What is the role of educators and administrators in facilitating social and emotional learning in schools?
Create a safe learning environment, modeling proactive stress management skills and supporting positive peer relationships.
. Modify antecedents.
Create a plan for students' with behavior problems.
Enforce the referral system.
5. How can SEL be implemented in the classroom?
. Teaching key social competencies: self-awareness, self-management, social awareness, relationship management and responsible decision making.
Creating a responsive classroom.
. Integrating academic, social and emotional needs of students.
All of the above.