Unit 4: Social and Emotional Learning.
- Social Emotional Skills are a strong predictor of academic achievement and career success.
- Teachers with high social emotional competence are better at interpreting the roots of misbehaviour and, consequently, at responding to misbehaviour.
- The ability to regulate emotions is essential for the successful completion of any cognitive task.
Practical Activities and Recommendations.
Activity 1 (from EPSE 307):
- Without verbal communication, students should sort themselves from the one whose birthday is closest to January 1st to the one whose birthday is closest to December 31st.
- Benefits: Develop competence in non-verbal communication. It is said that 90% of communication is non-verbal, hence mastering non-verbal communication is essential for successful social interactions.
Activity 2 (from EPSE 307):
- Hula Hoop circle.
- Benefits: Development of cooperation.
Activity 3 (from EPSE 307):
- Helium Stack.
- Benefits: Takes cooperation to a higher level, develop the group's ability to engage in concerted and synchronized activity.
A teacher with high social emotional competencies will...
- Understand that misbehavior might be the result of poor emotional regulation: "A young student with emotion regulation difficulties may exhibit challenging classroom behavior. Rather than reprimanding a student for such behavior, a well-informed teacher might find ways to help the student self-regulate. To do this, the teacher must understand how emotion regulation develops and how to support its development" (Jennings and Greenberg, 2009, p. 512).
- Better interpret situations of misbehavior and understand their roots: "students with self-regulation problems often become classroom scapegoats and may be intentionally provoked by their peers in ways that can be very subtle. Because of their more obvious aggressive response to this subtle yet effective provocation, teachers often reinforce these students’ scapegoat status by punishing them without noticing and addressing the behavior of the provocateur. A more socially and emotionally aware teacher may notice this dynamic and handle this situation in a way that responds to both behaviors more effectively" (Jennings and Greenberg, 2009, p. 493).
- Better implement SEL programs: "A teacher who is aware of his or her emotional responses and can recognize and empathize with a student’s emotional responses may be better prepared to implement an SEL program explicitly through lessons [...] and also as an exemplary role model. In a study of teachers using the PATHS Curriculum, Buss and Hughes (2007) found that teachers’ awareness of their own emotions (the self-awareness dimension of SEC) was predictive of curriculum implementation quality" (Jennings and Greenberg, 2009, p. 505).
Recommendations (From Video):
- Organize truth telling sessions.
- Incorporate interviewing and writing essays about others into your lessons.
Recommendations (From Discussion in Class):
- Besides asking students to share their ideas and their opinions, ask them to also present the ideas and opinions of others. This activity helps develop attentiveness to others and active listening among students.
- Adolescence is almost always represented as a period of turmoil and risks. Share with students positive stories and representations of adolescence. For example, the story of Ann Makosinski: