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Social-Emotional Learning

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A
Social/Emotional Learning and Future Success
Marie Pindara
SOE 115 Psychology of Teaching and Learning
Kendall College
Overview of Strategy
Social Emotional learning encourages students’ success. The Teachers
responsibility is to create an environment that the student feels safe and
welcome.
By providing these types of positive environment, social interactions and
activities, the teacher can shape individual development and learning.
(Vygotsky)
As children develop, thinking becomes more organized
and adaptive. (Piaget)
Why Social and Emotional Learning
is Essential for Students
As schools are becoming more socially diverse, educators and
community agencies are working together to motivate students to learn
how to manage their emotions. Social and Emotional learning must be
added to the curriculum. This curricular approach embeds Social and
Emotional Learning instruction into content areas. Teacher model these
skills to promote student engagement and build better Teacher-student
relationships.
Students must self-regulate and be able to manage themselves
before they can understand the perspectives of others and effectively
relate to them.
School leaders can organize activities the encourage positive
relationship and sense of community with the school.
Social Emotional learning is essential
to Classroom Management
In every classroom there are strategies for daily routines. This helps to keep the class
under control. Effective strategies will also support students to manage themselves in class
while they learn.
Four Principles to encourage social and emotional learning are:
o Planning and preparation
o Quality of relationships in the class
o Embedded management in the environment
o Includes ongoing processes of observation and documentation
Executive control predicted aspects of their social cognition. Emotional knowledge
predicted emotionally regulated/prosocial behavior.
Young students will need support and reminders so they will become successful with
managing emotions.
New Evidence that Teaching Social and Emotional Skills to
Inner-city Students Can Contribute to Their Academic
Achievement
In the race to close academic achievement gaps between
children in the United States and other developed countries there
has been little time for development for non-academic skills.
Many school are restricting classroom time to any subjects
that do not appear to directly prepare children for high-stakes
testing in reading , writing and math.
This project focused on students with the
lowest level of proficiency. Students with Social
Emotional Learning Curriculum were able to
achieve basic proficiency and reduce the onset of
high-risk behaviors.
Summary
Each article has given conclusive information on the benefits of
Social and Emotional Learning whether it be used for classroom
management, academic achievement or self-awareness.
The teacher must apply appropriate planning of the environment as
well as the academic curricula. The teacher must also help to build
relationships with students so they feel safe and be able to focus on
their academic goals.
By having the students take responsibility for self-management the
teacher can focus on lesson plans and academic goals.

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Pindara marie week 6_db_pp

  • 1. A Social/Emotional Learning and Future Success Marie Pindara SOE 115 Psychology of Teaching and Learning Kendall College
  • 2. Overview of Strategy Social Emotional learning encourages students’ success. The Teachers responsibility is to create an environment that the student feels safe and welcome. By providing these types of positive environment, social interactions and activities, the teacher can shape individual development and learning. (Vygotsky) As children develop, thinking becomes more organized and adaptive. (Piaget)
  • 3. Why Social and Emotional Learning is Essential for Students As schools are becoming more socially diverse, educators and community agencies are working together to motivate students to learn how to manage their emotions. Social and Emotional learning must be added to the curriculum. This curricular approach embeds Social and Emotional Learning instruction into content areas. Teacher model these skills to promote student engagement and build better Teacher-student relationships. Students must self-regulate and be able to manage themselves before they can understand the perspectives of others and effectively relate to them. School leaders can organize activities the encourage positive relationship and sense of community with the school.
  • 4. Social Emotional learning is essential to Classroom Management In every classroom there are strategies for daily routines. This helps to keep the class under control. Effective strategies will also support students to manage themselves in class while they learn. Four Principles to encourage social and emotional learning are: o Planning and preparation o Quality of relationships in the class o Embedded management in the environment o Includes ongoing processes of observation and documentation Executive control predicted aspects of their social cognition. Emotional knowledge predicted emotionally regulated/prosocial behavior. Young students will need support and reminders so they will become successful with managing emotions.
  • 5. New Evidence that Teaching Social and Emotional Skills to Inner-city Students Can Contribute to Their Academic Achievement In the race to close academic achievement gaps between children in the United States and other developed countries there has been little time for development for non-academic skills. Many school are restricting classroom time to any subjects that do not appear to directly prepare children for high-stakes testing in reading , writing and math. This project focused on students with the lowest level of proficiency. Students with Social Emotional Learning Curriculum were able to achieve basic proficiency and reduce the onset of high-risk behaviors.
  • 6. Summary Each article has given conclusive information on the benefits of Social and Emotional Learning whether it be used for classroom management, academic achievement or self-awareness. The teacher must apply appropriate planning of the environment as well as the academic curricula. The teacher must also help to build relationships with students so they feel safe and be able to focus on their academic goals. By having the students take responsibility for self-management the teacher can focus on lesson plans and academic goals.
  • 7. Analysis When we think of Social-Emotional Learning skills we think of self- awareness, self-management, social awareness, relationship skills and responsible decision making skills. These skills all interact and build upon one another. All researchers agreed that students need to have social-emotional learning skills in order to achieve better academic scores. As students enter school, they become more socially aware of their surroundings and need to work on self-awareness and relationship skills before they can work on self-management and responsible decision making skills. Teacher need to help build relationships and guide these skills.
  • 8. Connections Ways for the teacher to guide her students would be through cueing and prompting of good behavior and choices. By planning and creating a safe environment for students to learn in the teacher will be able to focus on academic skills. By setting goals, monitoring and evaluating the progress of her students the teacher will help to shape their social-emotional skills. Once these skills are in place the student will be able to focus on building academic skills.
  • 9. Conclusions After reviewing my research I have come to the conclusion that it is beneficial for students to be taught Social and Emotional skills that they may not receive at home. These articles have shown that students who can self regulate their emotions are more likely to focus on academic learning provided they have quality support of the teacher, school and community. This will enable them to have the support they need to problem solve and be able to advance their learning.
  • 10. Communication with Families Keeping open communication with families about their child’s learning is one way for teachers to help build social-emotional skills. The teacher is there to help guide the student in developing awareness of themselves and their surrounds so they will be able to interact with others. They must also be able to learn to problem solve through academics that will help them to later with life skills.
  • 11. References Jones, S. M., Bailey, R., & Jacob, R. (2014). Social-Emotional Learning is Essential to Classroom Management. Phi Delta Kappan, 96(2), 19-24. Schonfeld, D. J.; Adams, R.E.; Fredstrom, B. K.; Weissberg, R. P.; Gilman, R. P.; Voyce, C.; Tomlin, R.; Speese-Linehan, D. (2015). Cluster-randomized trail demonstrating impact on academic achievement of elementary social- emotional learn. School Psychology Quarterly, 30(3), 406-420. http://dx.doi.org/10.1037/spq0000099 Weissberg, R., Why Social and Emotional Learning Is Essential for Students, (2016), Retrieved from Web. May, 2017, https://www.edutopia.org/blog/why-sel-essential-for-students- weissberg-durlak-domitrovich-gullottaRoger Weissberg Woolfolk, A. (2016). Educational Psychology (13th ed.). Boston, MA, Pearson