4 group presentation compiled minani sel edited

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  • Our mission is to establish social and emotional learning (SEL) as an essential part of education. We envision a world where families, schools, and communities work together to promote children's success in school and life and to support the healthy development of all children.
    Current Priorities
    This is a time of exciting change for the SEL field. In the past two decades, through scientific research CASEL and our collaborators have demonstrated the effectiveness of evidence-based SEL programming and its positive effects on young people and schools. Now we are working to take SEL to scale in schools across the country in a national SEL initiative.
  • 4 group presentation compiled minani sel edited

    1. 1. A child’s deficiencies in social-emotional competencies adversely affect his performance in school Social-Emotional Learning
    2. 2. Awareness of Self & Others • Awareness & management of feelings • Constructive sense of self • Perspective-taking Positive Attitudes & Values • Personal responsibility • Respect for others • Social responsibility Responsible Decision-making • Problem-identification • Social-norm analysis • Adaptive goal-setting • Problem-solving Social Interaction Skills • Expressive communication • Cooperation • Negotiation • Help-seeking • Refusal SOCIAL-EMOTIONAL LEARNING COMPETENCIES Adapted from: http://www.casel.org/downloads/Safe%20and%20Sound/3B_SEL_Framework.pdf
    3. 3. SOCIAL-EMOTIONAL LEARNING Problem • Student is lethargic and listless in class Theory • Responsible decision-making • Unable to identify problem situations  unable to make responsible and helpful decisions.
    4. 4. SOCIAL-EMOTIONAL LEARNING Problem • Student does not perform well academically in school Theory • Awareness of self • Unable to recognize his strengths and weaknesses • Responsible decision-making • Unable to act on his strengths and weaknesses • Unable to solve problems • Did not practise adaptive goal-setting • Does not seek help
    5. 5. SOCIAL-EMOTIONAL LEARNING Problem • Student is ostracized by friends in school Theory • Social interaction skills • Did not expressively communicate his opinions and feelings to his peers • Unable to issue refusals
    6. 6. SOCIAL-EMOTIONAL LEARNING Problem • Teachers’ insensitive remarks about student  student lost control of himself Theory • Awareness of self • Student is unable to manage stress and control impulse
    7. 7. SOCIAL-EMOTIONAL LEARNING Problem • Parents’ lack of attention and encouragement to student. Theory • Social interaction skills • Parents did not demonstrate expressive communication skills
    8. 8. Solutions Inability to practise responsible decision- making Lack of awareness of self and others Lack of social interaction skills Exploit teachable moments in class to practise SEL skills Create emotionally- and psychologicall y- safe learning environment Foster positive relationships in class Role Models

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