Students at Eleanor Roosevelt High School are taking part in a new social and emotional learning program integrated into the curriculum. The program teaches skills in five competency areas: social awareness, self-awareness, self-management, relationship skills, and responsible decision making. In health class, students observe social behaviors in the cafeteria and discuss empathizing with others. In English class, students discuss how labeling and stereotyping can divide people and brainstorm ways to create an inclusive community. Research shows social and emotional skills are crucial for success in school, work and life. Employers especially value skills like teamwork, communication, ethics and social responsibility. Integrating social and emotional learning into core subjects helps students develop these skills.
This document summarizes perspectives on education and poverty from different socioeconomic classes in the United States. It finds that while all classes view education as important, children from lower socioeconomic classes face more barriers to educational achievement. Working class students often feel isolated in higher education due to cultural differences. Democrats are more likely than Republicans to support policies that could help low-income families, such as early childhood education, but political divides have prevented comprehensive solutions. Significant achievement gaps exist along racial and income lines in the U.S. education system.
Chiara Ferotti: "The survey of gender differences in high schools of Palermo"Elisabeth Vierheller
The document summarizes the results of a survey of gender differences conducted with 156 teachers from 18 high schools in Palermo, Italy. The survey found that there are differences in the ways boys and girls learn and behave in classroom. Specifically, it was found that girls tend to be more orderly, listen better, and collaborate more, while boys are less orderly, take more time to focus, and lag behind academically. The survey confirms that teachers should consider these gender differences in their teaching approaches to help all students overcome challenges and maximize their learning.
This document summarizes a research study that examined the influence of different parenting styles (authoritarian, authoritative, and permissive) on the social interaction of senior secondary school students in Imo State, Nigeria. The study utilized a questionnaire to collect data from 1,517 students. The results indicated that most parents adopted an authoritative parenting style and that parenting style had a significant influence on students' social interaction. Authoritative parenting was found to enable positive social skills and behaviors while authoritarian and permissive parenting were linked to poorer social outcomes and behaviors. The document recommends authoritative parenting to enhance students' social interaction.
This document provides an overview of interactionism and its key themes, including how individuals seek status and develop their self-concept through social interaction. It discusses interactionist critiques of functionalist and Marxist accounts of educational underachievement, focusing on their deterministic views and neglect of internal factors. The document also examines interactionist perspectives on how the organization of schools, teacher expectations, and labeling can influence student achievement and self-concept.
Observing male and female in clasrooms: A behavioural and learning observatio...Elisabeth Vierheller
This document presents research on developing a behavioral observation schedule to observe differences in learning and behavior between male and female students in primary schools. It discusses a study conducted over three years that involved observing classrooms, interviewing teachers, and refining descriptors of behaviors commonly seen in boys and girls. The study identified 10 key aspects of behavior with multiple indicators and descriptors for each. The goal was to help teachers understand differences and tailor their teaching approaches to better support both male and female students.
This document summarizes a presentation on culturally relevant practices and Positive Behavioral Interventions and Supports (PBIS). It introduces the presenters and defines important terms. National and state discipline data show racial disparities that common justifications do not explain. A three-tiered approach to PBIS incorporates culturally relevant practices at each level, including embedding culturally relevant teaching, examining data, and understanding student and practitioner cultures. Family involvement and using data to identify patterns are important. The presentation provides resources and emphasizes that culturally relevant PBIS is emerging but must be systematically implemented for lasting impact.
This chapter summarizes the findings, conclusions, and recommendations of the study about factors affecting career preferences of senior high school students. The study aimed to determine the top three career choices of students and understand the influences of childhood aspirations, family, peers, and in-demand jobs on their preferences. It found no significant relationships between students' profiles or preferences and their chosen careers. It concludes with recommendations for improving career guidance.
The document is a sociology essay analyzing the impact of the "hidden curriculum" in schools. The hidden curriculum refers to the unofficial lessons learned through routines, rules and reinforcement in schools. The essay discusses different sociological perspectives on how the hidden curriculum can positively teach values like respect and teamwork but may also negatively impact achievement for some students. It suggests the hidden curriculum structure may not be the best fit for all pupils and could result in labeling students as "troubled" if they do not conform. While functionalists support teaching values through the hidden curriculum, Marxists and feminists disagree believing it exploits and undermines students. The essay concludes the hidden curriculum benefits many but alternatives are needed so all students have equal chance at educational
This document summarizes perspectives on education and poverty from different socioeconomic classes in the United States. It finds that while all classes view education as important, children from lower socioeconomic classes face more barriers to educational achievement. Working class students often feel isolated in higher education due to cultural differences. Democrats are more likely than Republicans to support policies that could help low-income families, such as early childhood education, but political divides have prevented comprehensive solutions. Significant achievement gaps exist along racial and income lines in the U.S. education system.
Chiara Ferotti: "The survey of gender differences in high schools of Palermo"Elisabeth Vierheller
The document summarizes the results of a survey of gender differences conducted with 156 teachers from 18 high schools in Palermo, Italy. The survey found that there are differences in the ways boys and girls learn and behave in classroom. Specifically, it was found that girls tend to be more orderly, listen better, and collaborate more, while boys are less orderly, take more time to focus, and lag behind academically. The survey confirms that teachers should consider these gender differences in their teaching approaches to help all students overcome challenges and maximize their learning.
This document summarizes a research study that examined the influence of different parenting styles (authoritarian, authoritative, and permissive) on the social interaction of senior secondary school students in Imo State, Nigeria. The study utilized a questionnaire to collect data from 1,517 students. The results indicated that most parents adopted an authoritative parenting style and that parenting style had a significant influence on students' social interaction. Authoritative parenting was found to enable positive social skills and behaviors while authoritarian and permissive parenting were linked to poorer social outcomes and behaviors. The document recommends authoritative parenting to enhance students' social interaction.
This document provides an overview of interactionism and its key themes, including how individuals seek status and develop their self-concept through social interaction. It discusses interactionist critiques of functionalist and Marxist accounts of educational underachievement, focusing on their deterministic views and neglect of internal factors. The document also examines interactionist perspectives on how the organization of schools, teacher expectations, and labeling can influence student achievement and self-concept.
Observing male and female in clasrooms: A behavioural and learning observatio...Elisabeth Vierheller
This document presents research on developing a behavioral observation schedule to observe differences in learning and behavior between male and female students in primary schools. It discusses a study conducted over three years that involved observing classrooms, interviewing teachers, and refining descriptors of behaviors commonly seen in boys and girls. The study identified 10 key aspects of behavior with multiple indicators and descriptors for each. The goal was to help teachers understand differences and tailor their teaching approaches to better support both male and female students.
This document summarizes a presentation on culturally relevant practices and Positive Behavioral Interventions and Supports (PBIS). It introduces the presenters and defines important terms. National and state discipline data show racial disparities that common justifications do not explain. A three-tiered approach to PBIS incorporates culturally relevant practices at each level, including embedding culturally relevant teaching, examining data, and understanding student and practitioner cultures. Family involvement and using data to identify patterns are important. The presentation provides resources and emphasizes that culturally relevant PBIS is emerging but must be systematically implemented for lasting impact.
This chapter summarizes the findings, conclusions, and recommendations of the study about factors affecting career preferences of senior high school students. The study aimed to determine the top three career choices of students and understand the influences of childhood aspirations, family, peers, and in-demand jobs on their preferences. It found no significant relationships between students' profiles or preferences and their chosen careers. It concludes with recommendations for improving career guidance.
The document is a sociology essay analyzing the impact of the "hidden curriculum" in schools. The hidden curriculum refers to the unofficial lessons learned through routines, rules and reinforcement in schools. The essay discusses different sociological perspectives on how the hidden curriculum can positively teach values like respect and teamwork but may also negatively impact achievement for some students. It suggests the hidden curriculum structure may not be the best fit for all pupils and could result in labeling students as "troubled" if they do not conform. While functionalists support teaching values through the hidden curriculum, Marxists and feminists disagree believing it exploits and undermines students. The essay concludes the hidden curriculum benefits many but alternatives are needed so all students have equal chance at educational
The document discusses high-ability students from disadvantaged backgrounds who have not been identified for gifted programs. It summarizes research showing these "tough bright" students face abuse, neglect, and unsupportive home and school environments. Through interviews with 11 such middle school students, the study found they displayed signs of resilience like verbal skills and wisdom beyond their years, despite difficult personal experiences. It suggests identification methods and programming should account for these students' needs and circumstances to help them succeed.
Dynamics of Deviant Behaviour on the Academic Participation of Early Adolesce...ijtsrd
Once students enter the school setting, their behaviors, interpersonal relations, and emotional adjustments contribute to their successful academic development. Positive school behaviors and interpersonal relations represent good adjustments in the school setting, whereas negative school behaviors and interpersonal relations represent poor school adjustments. The purpose of this study was to assess the influence of deviant behaviour on the academic achievement of early adolescents in the Limbe I Sub Division. This study used the descriptive survey as a design for the research study. The main instruments used were the questionnaire an interview and observation. Purposive sampling was adopted. Three secondary schools were selected. A pilot study was used on one school to improve on the clarity and relevance of the instruments. The study revealed that deviant behaviour has a very detrimental effect on academic achievement of students. Most teachers use corporal punishment as a means of managing deviant behaviour in schools. The teachers used exclusion as the last resort to pupils who have deviant behaviour. The Results also indicated that individual inattentive behaviors and classroom-level of externalizing behaviors negatively and significantly predicted academic performance three years later. Overall, results here confirmed the previous literature supporting the negative effects of inattentive behaviors and classroom-level externalizing behaviors on the students academic grades and achievement test scores. Therefore, indicators of deviant behavior (aggression, withdrawal and bullying) had an influence on the academic achievement of students with deviant behaviours. Recommendations were made to teachers, parents and other stakeholders to help curb deviant beaviours not just in schools but at home and in the community. Patrick Fonyuy Shey | Tani Emmanuel Lukong"Dynamics of Deviant Behaviour on the Academic Participation of Early Adolescents, Limbe Sub-Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-2 , February 2018, URL: http://www.ijtsrd.com/papers/ijtsrd9417.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/9417/dynamics-of-deviant-behaviour-on-the-academic-participation-of-early-adolescents-limbe-sub-division-south-west-region-of-cameroon/patrick-fonyuy-shey
This study examined the social adjustment of 264 third grade students with and without learning disabilities in integrated classrooms. Students' social status, friendships, and self-perceptions of social acceptance were measured through peer nominations, identification of reciprocal friendships, and self-reports. Results showed that most children with learning disabilities were well socially integrated - they received positive nominations from classmates at rates similar to children without disabilities. While boys with disabilities received more negative nominations than girls without disabilities, having at least one friend was more important to self-perception than overall popularity. The study suggests that children with learning disabilities can be well socially adjusted in inclusive classrooms.
Individual factors like poor academic performance, unstructured free time, and certain personality traits can lead to school violence. Environmental factors in the immediate surroundings like overcrowded schools, neglectful communities, and abusive or chaotic family lives can also influence violent behaviors. The media's influence showing violence and lack of moral messages can negatively impact children as well. Teachers need to be aware of these risk factors and implement strategies like counseling, engaging lessons, and positive reinforcement to prevent and address school violence.
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
The document discusses factors that influence students' career preferences and decisions. It outlines several challenges facing the country as well as theories on career development. The study aims to determine what influences the career preferences of senior high school students in San Pablo City, including childhood aspirations, family/peer influences, and job demand factors. It also examines how students' backgrounds, such as gender, age, parents' education and jobs, and socioeconomic status relate to their preferences. The theoretical framework is Donald Super's theory of career development over the lifespan.
Maintaining a positive relationship among family members creates a harmonious learning environment. When children are nurtured in such surroundings, they are likely to increase their emotional, social, and academic accomplishments and learn more effectively. The purpose of this paper was to analyze the familial role in emotional, social and academic adaptation of middle school students. The sample consisted of 9,728 middle school students from different parts of a Middle East country. The size of the sample was determined using multistage random sampling. Data were obtained using an emotional, social and academic survey and a family structure questionnaire. The study showed that most students have average or better behavior adaptation. Moreover, healthy family structures, favorable economic situation, and high-end paternal professions facilitate behavior adaptation. On the other hand, maternal employment has no effect upon behavior adaptation.
This document provides an introduction and theoretical framework for a study on the relationship between parenting styles and academic achievement in high school students. It discusses four parenting styles (authoritative, authoritarian, permissive-indulgent, and permissive-uninvolved) and how they may influence a student's academic achievement. The study will use a non-experimental design, surveying parents of 40 randomly selected high school students to determine parenting style. It will then examine students' academic records to identify which parenting styles are most positively correlated with high academic achievement. The hypothesis is that learning about parenting styles may influence how parents raise their children, potentially improving students' academic success and future opportunities.
Coping Skills for Children: Social Skills and Assertiveness TrainingCarmen Y. Reyes
Social skills training has been used since the 1980s to teach essential social skills to students with emotional or behavioral problems (EBD students) that are lacking these skills. These students need more than just placement in a regular classroom; they require explicit instruction in social skills like interacting positively with teachers and peers. Deficits in social skills in early years can lead to long-term negative consequences including more severe problems in adolescence and adulthood. Social skills training involves introducing, modeling, and practicing skills through role-playing with feedback to help students learn and strengthen appropriate interpersonal behaviors.
1) The document discusses how different audiences have varying needs and interests when it comes to student assessments. Teachers, administrators, parents, students, and community members all want different types of information from assessment reports.
2) For example, teachers primarily want information on how to support students academically and behaviorally in their classrooms, while parents are more interested in long-term outcomes like their child's ability to gain independence and marketable skills.
3) The document emphasizes that assessment authors should consider the diverse perspectives and try to provide information relevant to multiple audiences, rather than just their own interests, so that assessment results can truly benefit all stakeholders.
Parenting Styles, Academic Achievement and the Influence of Culture | Crimson...CrimsonpublishersPPrs
There is robust evidence on the influence of parenting styles on children and adolescents academic achievement. Based on Baumrind’s model of parenting styles, the majority of studies conclude that the authoritative parenting style is the most efficient to enhance academic achievement, in contrast to authoritarian and permissive parenting styles that are most commonly associated with academic achievement in a negative direction. However, there is an important line of research that indicates that culture plays a crucial role in the relation between parenting and academic success and that Baumrind´s model may not always fit the parenting styles observed in non-western societies.
Perception of work, relationships and career: a study with undergraduate stud...Fábio Nogueira, PhD
RESUMO: Esta pesquisa investigou como uma população de 40 universitários percebe o trabalho, sua carreira e a relação desses com relacionamentos interpessoais. O objetivo geral foi analisar como universitários participantes de um projeto de extensão de planejamento de carreira num centro universitário privado percebiam o trabalho, sua carreira e a existência de relação desses fatores com relacionamentos interpessoais. Foram objetivos específicos desta pesquisa: a) pesquisar aspectos da construção do projeto de carreira dos participantes; b) investigar a influência percebida dos relacionamentos na construção deste projeto; c) descrever percepções sobre o trabalho dos participantes; e, d) verificar possíveis relações entre esses fatores. Buscou-se com este estudo contribuir para o crescente campo de pesquisa dos relacionamentos interpessoais e para a exploração novos eixos temáticos dentro da área da orientação profissional, bem como agregar conhecimento para o planejamento de novas modalidades de intervenção em jovens adultos e universitários. Os dados foram colhidos através de questionário composto por uma questão fechada e seis abertas e foram tratados a partir de análise de conteúdo. A maioria da população relatou percepção positiva do trabalho através de quatro concepções diferentes e também perceber a dimensão social do trabalho. Metade dos participantes relatou não perceber que as pessoas em geral trabalham com o compromisso de transformar a sociedade. Ao nomear pessoas que conheciam que se dedicavam ao trabalho segundo deles mesmos, os sujeitos citaram o pais, o(a) chefe e a mãe; ao nomear pessoas que não se dedicam ao trabalho segundo sua concepção, citaram colegas de trabalho, amigos e irmãos, e o pai, a mãe, os professores e os filhos como as pessoas mais importantes para a carreira. As respostas sugeriram um cenário complexo no qual há participação de diversos relacionamentos no processamento de informações e na elaboração de percepções e concepções relativas ao trabalho e à carreira.
PALAVRAS-CHAVE: carreira; relacionamento interpessoal; trabalho.
The document provides annotations for 5 sources on the topic of educating girls.
[1] The first annotation summarizes a book that discusses how identities, including gender identities, shape economic and social outcomes. It notes that schools must promote belonging for all students.
[2] The second annotation summarizes an article that discusses perceived biological differences between boys and girls. It questions relying too heavily on stereotypes and recommends getting to know individual students.
[3] The third annotation analyzes interviews with girls in STEM programs that found girls felt they had to work harder than boys for the same achievements and feared abilities would be attributed to gender.
[4] The fourth annotation discusses research finding benefits of
The document provides an introduction to a study that aims to determine the factors affecting career preferences among senior high school students. It discusses the background and context of the problem, which includes various socioeconomic, political, and financial crises faced by the country. It then states the objectives and scope of the study, which are to identify the key factors influencing students' career choices, such as their socio-demographic characteristics, top three career interests, and preferences related to childhood aspirations, family, peers, values and anticipated challenges. The theoretical framework draws from Donald Super's theory of vocational development and David Tiedeman's self-development approach to career decision-making.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document discusses teacher code of ethics and its application among teachers at SMP N 5 Cilegon school. It defines teacher code of ethics as moral guidelines that govern teachers' conduct and responsibilities. A study was conducted among 35 teachers through observations, questionnaires, and interviews to assess their understanding and implementation of ethics. The results showed that while 79.92% of teachers applied the codes, 19.42% were familiar with them, and 0.66% were unaware. This indicates that most teachers understand their responsibilities, though further implementation is still needed. The document concludes that strictly following the code of ethics upholds the teaching profession and improves education quality.
The document discusses different models of home-school partnerships. It describes Epstein's Overlapping Spheres of Influence model which emphasizes reciprocity between families, teachers, and students. It also outlines Hoover-Dempsey and Sandler's model of parental involvement which examines why and how parents get involved. Finally, it summarizes the Family Enabling and Empowerment model which focuses on mutual exchange and learning between parents and teachers based on attitudes, beliefs, and behaviors.
Feminist perspectives focus on exposing gender inequalities in education. From a feminist viewpoint, education has maintained gender inequality by using gendered language, presenting traditional gender roles and stereotypes in textbooks and curriculum, and discriminating against girls in subject choice, exams, and encouragement for further education. While research and feminist perspectives have revealed these issues and led to changes reducing sexism, ongoing issues include the "hidden" presence of women in history and some subjects seen as masculine, as well as current concerns about boys' underachievement.
This document provides a scope and sequence guide for assessing and prioritizing social skill development for individuals with autism spectrum disorder and related social cognition challenges. It includes a student record form, data collection sheets to record observed social behaviors in different settings (one-to-one, structured group, natural, generalized), and forms to summarize skills and prioritize instruction. The guide is intended to track progress in social skill development in a flexible way, from early childhood through postsecondary levels.
Journal of Education and Social Policy_Shifting the Learning Paradigm of Pres...Antwuan Stinson
Seven preservice teachers participated in a study examining their reflections on 30 hours of required classroom observations at two urban, predominantly African American schools with high rates of poverty. The preservice teachers observed instruction across various subject areas and provided feedback in response to questions about their observations. Their responses indicated that conducting observations as a group facilitated richer reflection compared to individual observations. Key themes that emerged from their reflections included classroom management, student engagement, and pedagogical practices.
- Pensacola's tourism economy generates over $527 million in direct spending annually from 3.5 million overnight visitors, supporting 20,000 local jobs and $131 million in lodging spending.
- Research from the Travel Industry Association forecasts travel in 2010 will be similar to 2009, with Americans taking fewer, shorter, and less expensive trips due to the economy.
- Escambia County ranks #6 as an auto destination and #7 as an air destination in Florida. The target market includes the I-10 and I-65 corridors.
The document discusses high-ability students from disadvantaged backgrounds who have not been identified for gifted programs. It summarizes research showing these "tough bright" students face abuse, neglect, and unsupportive home and school environments. Through interviews with 11 such middle school students, the study found they displayed signs of resilience like verbal skills and wisdom beyond their years, despite difficult personal experiences. It suggests identification methods and programming should account for these students' needs and circumstances to help them succeed.
Dynamics of Deviant Behaviour on the Academic Participation of Early Adolesce...ijtsrd
Once students enter the school setting, their behaviors, interpersonal relations, and emotional adjustments contribute to their successful academic development. Positive school behaviors and interpersonal relations represent good adjustments in the school setting, whereas negative school behaviors and interpersonal relations represent poor school adjustments. The purpose of this study was to assess the influence of deviant behaviour on the academic achievement of early adolescents in the Limbe I Sub Division. This study used the descriptive survey as a design for the research study. The main instruments used were the questionnaire an interview and observation. Purposive sampling was adopted. Three secondary schools were selected. A pilot study was used on one school to improve on the clarity and relevance of the instruments. The study revealed that deviant behaviour has a very detrimental effect on academic achievement of students. Most teachers use corporal punishment as a means of managing deviant behaviour in schools. The teachers used exclusion as the last resort to pupils who have deviant behaviour. The Results also indicated that individual inattentive behaviors and classroom-level of externalizing behaviors negatively and significantly predicted academic performance three years later. Overall, results here confirmed the previous literature supporting the negative effects of inattentive behaviors and classroom-level externalizing behaviors on the students academic grades and achievement test scores. Therefore, indicators of deviant behavior (aggression, withdrawal and bullying) had an influence on the academic achievement of students with deviant behaviours. Recommendations were made to teachers, parents and other stakeholders to help curb deviant beaviours not just in schools but at home and in the community. Patrick Fonyuy Shey | Tani Emmanuel Lukong"Dynamics of Deviant Behaviour on the Academic Participation of Early Adolescents, Limbe Sub-Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-2 , February 2018, URL: http://www.ijtsrd.com/papers/ijtsrd9417.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/9417/dynamics-of-deviant-behaviour-on-the-academic-participation-of-early-adolescents-limbe-sub-division-south-west-region-of-cameroon/patrick-fonyuy-shey
This study examined the social adjustment of 264 third grade students with and without learning disabilities in integrated classrooms. Students' social status, friendships, and self-perceptions of social acceptance were measured through peer nominations, identification of reciprocal friendships, and self-reports. Results showed that most children with learning disabilities were well socially integrated - they received positive nominations from classmates at rates similar to children without disabilities. While boys with disabilities received more negative nominations than girls without disabilities, having at least one friend was more important to self-perception than overall popularity. The study suggests that children with learning disabilities can be well socially adjusted in inclusive classrooms.
Individual factors like poor academic performance, unstructured free time, and certain personality traits can lead to school violence. Environmental factors in the immediate surroundings like overcrowded schools, neglectful communities, and abusive or chaotic family lives can also influence violent behaviors. The media's influence showing violence and lack of moral messages can negatively impact children as well. Teachers need to be aware of these risk factors and implement strategies like counseling, engaging lessons, and positive reinforcement to prevent and address school violence.
Science & Arts Academy
1825 Miner Street
Des Plaines, Illinois 60016
847-827-7880
http://www.scienceandartsacademy.org
Science & Arts Academy is an independent, non-denominational, co-educational, not-for-profit day school for gifted students in Junior Kindergarten through eighth grade.
The document discusses factors that influence students' career preferences and decisions. It outlines several challenges facing the country as well as theories on career development. The study aims to determine what influences the career preferences of senior high school students in San Pablo City, including childhood aspirations, family/peer influences, and job demand factors. It also examines how students' backgrounds, such as gender, age, parents' education and jobs, and socioeconomic status relate to their preferences. The theoretical framework is Donald Super's theory of career development over the lifespan.
Maintaining a positive relationship among family members creates a harmonious learning environment. When children are nurtured in such surroundings, they are likely to increase their emotional, social, and academic accomplishments and learn more effectively. The purpose of this paper was to analyze the familial role in emotional, social and academic adaptation of middle school students. The sample consisted of 9,728 middle school students from different parts of a Middle East country. The size of the sample was determined using multistage random sampling. Data were obtained using an emotional, social and academic survey and a family structure questionnaire. The study showed that most students have average or better behavior adaptation. Moreover, healthy family structures, favorable economic situation, and high-end paternal professions facilitate behavior adaptation. On the other hand, maternal employment has no effect upon behavior adaptation.
This document provides an introduction and theoretical framework for a study on the relationship between parenting styles and academic achievement in high school students. It discusses four parenting styles (authoritative, authoritarian, permissive-indulgent, and permissive-uninvolved) and how they may influence a student's academic achievement. The study will use a non-experimental design, surveying parents of 40 randomly selected high school students to determine parenting style. It will then examine students' academic records to identify which parenting styles are most positively correlated with high academic achievement. The hypothesis is that learning about parenting styles may influence how parents raise their children, potentially improving students' academic success and future opportunities.
Coping Skills for Children: Social Skills and Assertiveness TrainingCarmen Y. Reyes
Social skills training has been used since the 1980s to teach essential social skills to students with emotional or behavioral problems (EBD students) that are lacking these skills. These students need more than just placement in a regular classroom; they require explicit instruction in social skills like interacting positively with teachers and peers. Deficits in social skills in early years can lead to long-term negative consequences including more severe problems in adolescence and adulthood. Social skills training involves introducing, modeling, and practicing skills through role-playing with feedback to help students learn and strengthen appropriate interpersonal behaviors.
1) The document discusses how different audiences have varying needs and interests when it comes to student assessments. Teachers, administrators, parents, students, and community members all want different types of information from assessment reports.
2) For example, teachers primarily want information on how to support students academically and behaviorally in their classrooms, while parents are more interested in long-term outcomes like their child's ability to gain independence and marketable skills.
3) The document emphasizes that assessment authors should consider the diverse perspectives and try to provide information relevant to multiple audiences, rather than just their own interests, so that assessment results can truly benefit all stakeholders.
Parenting Styles, Academic Achievement and the Influence of Culture | Crimson...CrimsonpublishersPPrs
There is robust evidence on the influence of parenting styles on children and adolescents academic achievement. Based on Baumrind’s model of parenting styles, the majority of studies conclude that the authoritative parenting style is the most efficient to enhance academic achievement, in contrast to authoritarian and permissive parenting styles that are most commonly associated with academic achievement in a negative direction. However, there is an important line of research that indicates that culture plays a crucial role in the relation between parenting and academic success and that Baumrind´s model may not always fit the parenting styles observed in non-western societies.
Perception of work, relationships and career: a study with undergraduate stud...Fábio Nogueira, PhD
RESUMO: Esta pesquisa investigou como uma população de 40 universitários percebe o trabalho, sua carreira e a relação desses com relacionamentos interpessoais. O objetivo geral foi analisar como universitários participantes de um projeto de extensão de planejamento de carreira num centro universitário privado percebiam o trabalho, sua carreira e a existência de relação desses fatores com relacionamentos interpessoais. Foram objetivos específicos desta pesquisa: a) pesquisar aspectos da construção do projeto de carreira dos participantes; b) investigar a influência percebida dos relacionamentos na construção deste projeto; c) descrever percepções sobre o trabalho dos participantes; e, d) verificar possíveis relações entre esses fatores. Buscou-se com este estudo contribuir para o crescente campo de pesquisa dos relacionamentos interpessoais e para a exploração novos eixos temáticos dentro da área da orientação profissional, bem como agregar conhecimento para o planejamento de novas modalidades de intervenção em jovens adultos e universitários. Os dados foram colhidos através de questionário composto por uma questão fechada e seis abertas e foram tratados a partir de análise de conteúdo. A maioria da população relatou percepção positiva do trabalho através de quatro concepções diferentes e também perceber a dimensão social do trabalho. Metade dos participantes relatou não perceber que as pessoas em geral trabalham com o compromisso de transformar a sociedade. Ao nomear pessoas que conheciam que se dedicavam ao trabalho segundo deles mesmos, os sujeitos citaram o pais, o(a) chefe e a mãe; ao nomear pessoas que não se dedicam ao trabalho segundo sua concepção, citaram colegas de trabalho, amigos e irmãos, e o pai, a mãe, os professores e os filhos como as pessoas mais importantes para a carreira. As respostas sugeriram um cenário complexo no qual há participação de diversos relacionamentos no processamento de informações e na elaboração de percepções e concepções relativas ao trabalho e à carreira.
PALAVRAS-CHAVE: carreira; relacionamento interpessoal; trabalho.
The document provides annotations for 5 sources on the topic of educating girls.
[1] The first annotation summarizes a book that discusses how identities, including gender identities, shape economic and social outcomes. It notes that schools must promote belonging for all students.
[2] The second annotation summarizes an article that discusses perceived biological differences between boys and girls. It questions relying too heavily on stereotypes and recommends getting to know individual students.
[3] The third annotation analyzes interviews with girls in STEM programs that found girls felt they had to work harder than boys for the same achievements and feared abilities would be attributed to gender.
[4] The fourth annotation discusses research finding benefits of
The document provides an introduction to a study that aims to determine the factors affecting career preferences among senior high school students. It discusses the background and context of the problem, which includes various socioeconomic, political, and financial crises faced by the country. It then states the objectives and scope of the study, which are to identify the key factors influencing students' career choices, such as their socio-demographic characteristics, top three career interests, and preferences related to childhood aspirations, family, peers, values and anticipated challenges. The theoretical framework draws from Donald Super's theory of vocational development and David Tiedeman's self-development approach to career decision-making.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document discusses teacher code of ethics and its application among teachers at SMP N 5 Cilegon school. It defines teacher code of ethics as moral guidelines that govern teachers' conduct and responsibilities. A study was conducted among 35 teachers through observations, questionnaires, and interviews to assess their understanding and implementation of ethics. The results showed that while 79.92% of teachers applied the codes, 19.42% were familiar with them, and 0.66% were unaware. This indicates that most teachers understand their responsibilities, though further implementation is still needed. The document concludes that strictly following the code of ethics upholds the teaching profession and improves education quality.
The document discusses different models of home-school partnerships. It describes Epstein's Overlapping Spheres of Influence model which emphasizes reciprocity between families, teachers, and students. It also outlines Hoover-Dempsey and Sandler's model of parental involvement which examines why and how parents get involved. Finally, it summarizes the Family Enabling and Empowerment model which focuses on mutual exchange and learning between parents and teachers based on attitudes, beliefs, and behaviors.
Feminist perspectives focus on exposing gender inequalities in education. From a feminist viewpoint, education has maintained gender inequality by using gendered language, presenting traditional gender roles and stereotypes in textbooks and curriculum, and discriminating against girls in subject choice, exams, and encouragement for further education. While research and feminist perspectives have revealed these issues and led to changes reducing sexism, ongoing issues include the "hidden" presence of women in history and some subjects seen as masculine, as well as current concerns about boys' underachievement.
This document provides a scope and sequence guide for assessing and prioritizing social skill development for individuals with autism spectrum disorder and related social cognition challenges. It includes a student record form, data collection sheets to record observed social behaviors in different settings (one-to-one, structured group, natural, generalized), and forms to summarize skills and prioritize instruction. The guide is intended to track progress in social skill development in a flexible way, from early childhood through postsecondary levels.
Journal of Education and Social Policy_Shifting the Learning Paradigm of Pres...Antwuan Stinson
Seven preservice teachers participated in a study examining their reflections on 30 hours of required classroom observations at two urban, predominantly African American schools with high rates of poverty. The preservice teachers observed instruction across various subject areas and provided feedback in response to questions about their observations. Their responses indicated that conducting observations as a group facilitated richer reflection compared to individual observations. Key themes that emerged from their reflections included classroom management, student engagement, and pedagogical practices.
- Pensacola's tourism economy generates over $527 million in direct spending annually from 3.5 million overnight visitors, supporting 20,000 local jobs and $131 million in lodging spending.
- Research from the Travel Industry Association forecasts travel in 2010 will be similar to 2009, with Americans taking fewer, shorter, and less expensive trips due to the economy.
- Escambia County ranks #6 as an auto destination and #7 as an air destination in Florida. The target market includes the I-10 and I-65 corridors.
Este blog trata sobre temas de informática y tecnología. La autora Jenifer Tatiana Guerra Castaño, estudiante de grado 11 especializada en salud, creó un mapa conceptual para organizar los temas a tratar en el blog sobre informática.
This document contains several diagram slideshow examples including site diagrams, bubble diagrams, and site and circulation diagrams that use arrows and selective color to depict focal points and references for using diagrams.
Jing is a free screencasting software that allows users to take snapshots of webpages or documents, record short videos, and share content easily through email or instant messaging. It has a simple interface that is easy to learn. Camtasia Studio costs $299 but offers more advanced editing features and the ability to record full presentations. It produces high-quality videos suitable for online courses. While Jing is sufficient for basic sharing, Camtasia is recommended for creating professional online course content.
The document is a resume for a graphic designer. It outlines the designer's education including a Bachelor of Fine Arts degree from SUNY Fredonia. It details design experience at various companies and as a freelance designer. It also lists skills with design software, honors and exhibitions, volunteer work, teaching experience, and recreational interests.
This short document appears to be testing slides or documents related to Mumbai IT Pro. It references sharing slides and includes the terms "Test", "Test 2" and "Test2", indicating it may involve testing different documents or slides. The document provides limited contextual information to understand its purpose or content.
The document summarizes common faults with monitors, printers, keyboards, and mice and their solutions. It describes several issues that can occur with monitors like the power light not coming on or the display being inaccurate. It provides solutions like using a dust cover and avoiding magnetic fields. For printers, issues include lights not turning on or improper printing, and solutions involve cleaning and checking paper paths. Keyboard faults involve incorrect keystrokes or stuck keys, and mice can have movement or button issues. The solutions recommend cleaning, proper installation, and handling devices gently.
Jan Brett is an American illustrator and author known for her beautifully detailed illustrations in children's picture books. She was born in 1949 in Massachusetts and studied art at Colby-Sawyer College and the Boston Museum of Fine Arts. Brett has written and illustrated over 30 books, many of which incorporate folktales and traditions from different countries. Her books often take a year or more to complete due to the level of detail in her illustrations. Brett's books have received numerous awards and honors.
Are social and emotional learning programs effective tools to improve student...Fundació Jaume Bofill
In the education sector, there is now the conviction that, alongside the “classic” cognitive skills related to curriculum areas such as mathematics and language, there are other vital skills which are of great importance for the personal development and social opportunities of children and youth in the 21st century: namely, on the one hand, the so-called social and emotional skills, and on the other, metacognitive and regulation skills.
Several definitions have been given for both these skills. For example, aspects of awareness and self-management, social awareness and interpersonal skills, or the ability to make responsible decisions would come under the category of social and emotional skills. Regarding metacognitive skills and self-regulation, it is customary to refer to learning to learn strategies and motivational elements, autonomy, planning and critical thinking.
This document discusses strategies for developing social awareness, which is defined as the ability to understand others' perspectives and empathize with people from diverse backgrounds. It explains that social awareness is important for positive classroom climate, relationships, and career success. Specific strategies discussed include using media to recognize emotions, journaling to understand emotions, cooperative learning techniques like the jigsaw classroom and constructive controversy, and incorporating historical music and biographies to promote perspective taking. The document emphasizes that social awareness develops in stages and can be influenced by students' various social identities.
This document discusses strategies for developing social awareness, which is defined as the ability to understand others' perspectives and empathize with people from diverse backgrounds. It identifies five key components of social awareness: emotional intelligence, social capital, perspective taking, cultural competency, and recognizing community resources and supports. The document then provides several classroom strategies teachers can use to support students' social awareness development, including active constructive responding, wise critical feedback, engaging families, journaling, cooperative learning techniques like the jigsaw method, constructive controversy, analyzing media and lyrics, and perspective taking through biographies. The overall goal is to equip students with social-emotional skills that help them succeed academically and socially.
This document discusses social responsibility in higher education institutions. It explores the concept of University Social Responsibility (USR), which focuses on the impacts of learning and research at universities. The study examines perceptions of social responsibility among students at a private university in Puerto Rico through a survey. USR is important for developing socially responsible professionals and strengthening the relationship between universities and their internal and external stakeholders. Universities can enhance quality of life by actively contributing to sustainable development in society through teaching, research, and engagement with communities.
Critical Social Skills for Adolescents wtih High Incidence Disabilities: Par...Sharon M. Kolb, PhD
This document discusses curricula for students with disabilities and the importance of social skills development. It notes that while academics have traditionally been the main focus, many educators now acknowledge the need to increase emphasis on social skills to promote greater social competence. The document outlines research showing that social skills are complex and include communication, problem-solving, and self-management. It also discusses the importance of including parental perspectives in identifying critical social skills, as parents can provide valuable insights from observing their children's social behaviors in different settings. The study aimed to understand parents' views of the meaning of "social skills" and which skills they see as critical for their adolescent children with disabilities.
the paper looks at what socialization is, how the school acts as an agent of socialization and the importance of a teacher in the process of socialization.
This document discusses the importance of teaching "21st century skills" in schools, including skills beyond core academic subjects. It identifies skills like critical thinking, collaboration, grit, resilience, empathy and global stewardship as important for students' future success. Research shows teaching social-emotional skills can boost academic performance and improve student behaviors and well-being. While some argue these "soft skills" are too subjective, the document counters that all curriculum decisions are subjective and that schools already covertly teach skills like following rules and being respectful. It concludes these 21st century skills can benefit all students and be developed through direct instruction, role modeling, stories and real-life experiences.
ECJ_p34-41_4 Education-Engaging the disengagedLouise Kinnaird
This document discusses ways to engage disengaged students in learning. It begins by outlining some of the risks of disengagement, such as lower academic achievement and economic success. It then discusses that disengagement can stem from a combination of internal and external factors. The document provides data on the prevalence of disengagement in the UK. It discusses approaches schools have taken to reengage students, such as building relationships, improving teaching quality, using mentors, and adapting curriculum. Case studies highlight using leadership, working with parents, giving students responsibility, and incorporating arts. The document concludes that high-quality teaching and leadership are especially important for reengaging disengaged students.
Parenting Styles and Academic Performance of Senior High School StudentsAJHSSR Journal
ABSTRACT: The district-wide survey study examined the parenting styles and academic performance among
Grade 12 learners in Social Science amidst the CoViD-19 pandemic. The study involved two hundred forty-four
(244) parents as respondents. The study used descriptive research design through survey questionnaires as the
main instrument in gathering the required data. Descriptive and Inferential statistics were employed in the
computation, analysis, and interpretation of data. Results of the study revealed that most parent-respondents are
female, in their middle adulthood, with a minimum family and a number of children. Parents agree on the
parenting styles they do. The mean academic performance of Grade 12 learners in Social Science was "Very
Satisfactory". There was a significant difference in parents' parenting styles as to authoritarian style when
respondents were grouped according to age and family monthly income. There was a significant difference in
parents' parenting styles as to permissive style when respondents were grouped according to age. There was a
significant difference in parents' parenting styles as to authoritative style when respondents were grouped
according to the number of children in the family. There was a very low positive correlation between the
parenting styles of parents and the academic performance of Grade 12 learners in Social Science. Based on the
study's findings, parents may consider exploring appropriate parenting styles to motivate their children, and
parents are encouraged not to spoil their children. Parents are encouraged to attend any PTA meetings to show
support for their children's learning. The parents may consider equally practiced parenting styles as
authoritarian, permissive, and authoritative regardless of their profile. It may be possible to undertake a
comparative study with a bigger sample size of participants from various places to validate and enhance the
generalizability of the results.
KEYWORDS : academic performance, parenting style, senior high school students, Botolan, Zambales
This chapter discusses social literacy and the roles of parents and teachers in teaching social skills to children. It defines social literacy as understanding social skills, organizational skills, and communication skills. Parents and teachers play important roles in directly teaching and modeling social skills for children. The chapter also examines different types of social skills like greetings, conversations, empathy, and problem-solving. It discusses issues with teaching social literacy like subjective morality standards and human nature. Finally, it addresses the importance of social literacy in the modern age with technology and situational communication skills.
The document discusses the importance of social emotional learning (SEL) in schools. It defines SEL as acquiring skills to manage emotions, develop relationships, and make responsible decisions. The core SEL competencies are self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Research shows SEL improves academic outcomes and student success by promoting better performance, engagement, and less risky behavior. The document outlines Illinois SEL goals and standards and discusses how students acquire SEL skills through explicit instruction, practice, observation, reflection, and application. It emphasizes the importance of focusing on individual student needs, passion, and creativity to help all students develop socially and emotionally.
The document discusses the importance of social emotional learning (SEL) in schools. It defines SEL as acquiring skills to manage emotions, develop relationships, and make responsible decisions. The core SEL competencies are self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Research shows SEL improves academic outcomes and student success by promoting better performance, engagement, and less risky behavior. The document outlines Illinois SEL goals and standards and discusses how students acquire SEL skills through explicit instruction, practice, observation, reflection, and application. It emphasizes the importance of focusing on individual student needs, passion, and creativity to help all students develop socially and emotionally.
This article discusses the importance of school connectedness, which refers to students believing that adults in their school care about their learning and them as individuals. Research shows that as many as 40-60% of high school students feel chronically disconnected from school. The article advocates for strategies to reconnect these students and argues that connectedness is especially important during adolescence, as it can reduce risky behaviors and increase academic success. While much research has studied connectedness, the findings span multiple fields and concepts, so the topic would benefit from a more clearly defined empirical base.
This chapter reviews literature and studies on career preferences and decision making. It discusses several theories on how career choices are influenced by factors like personality, self-concept, experiences in childhood, and social class. Several studies found that increasing career development activities in schools, like setting goals and exploring options, led students to have higher self-esteem and be more satisfied with their education. The chapter concludes that effective career development requires a collaborative effort between educators, parents, and businesses to help students identify career choices and set goals.
The document discusses the key concepts and perspectives in the sociology of education. It examines structural functionalist perspectives that see education as socializing children and sorting them according to achievement. It also considers conflict theory perspectives that view education as reinforcing social inequalities and maintaining the status quo. Finally, it discusses labeling theory and exchange theory as two interactionist perspectives important in the sociology of education.
Holistic education in elementary schoolsSaminah Khan
Holistic education focuses on educating the whole child through connections to community, nature, and spiritual values. It aims to nurture wonder and intrinsic reverence for life. There is no set curriculum; education starts with each unique student and their experiences. The teacher acts as a coach and facilitator rather than just an information provider. Classrooms are democratic communities where students learn through play, activities, and projects rather than textbooks. When students become confident, sincere, hardworking learners who value themselves and their community, the goals of holistic education are achieved.
This document summarizes a treatment approach called Social Thinking for students with social learning and pragmatic challenges. It describes how social skills develop in neurotypical children and introduces the ILAUGH model and Social Thinking vocabulary to teach social concepts. The ILAUGH model covers initiation, listening, abstract thinking, perspective-taking, big picture thinking, humor, and human relationships. Teaching social concepts makes the abstract concrete and provides a framework for intervention.
Sheldon Berman, The Achievement Gap VS the Empowerment GapSheldon Berman
The document discusses reframing the achievement gap as an empowerment gap. It describes how generational poverty and racism can leave students feeling powerless and unable to effect change. The author details Jefferson County Public Schools' approach which focuses on developing student empowerment through building classroom community, engaging inquiry-based curricula, and service-learning opportunities connecting classroom lessons to helping the community. These approaches aim to help students see they can take control of their lives and make contributions to overcome challenges like poverty and racism.
How Character and Social Building Programs Can Benefit our ChildrenJose Rios
This document discusses how character and social skills building programs can benefit children in schools. It analyzes two such programs, Second Step and Skillstreaming, and finds they both teach important skills like empathy, problem-solving, and emotion regulation in evidence-based ways. The author concludes these programs provide structured lessons to help students develop social and emotional intelligence, which supports positive behavior and learning. Implementing one of these programs starting in kindergarten could help students gain skills for respectful interactions and academic success.
Similar to Boosting Social and Emotional Confidence (20)
How Character and Social Building Programs Can Benefit our Children
Boosting Social and Emotional Confidence
1. April 2007 | Volume 64 | Number 7
The Prepared Graduate Pages 68-71
Boosting Social and Emotional
Competence
Only by building relationship skills into high school
curriculums can we help graduates prepare for the world of
work.
Kathy Beland April 2007
Alma, a sophomore at Eleanor Roosevelt High School in Greenbelt,
Maryland, is sitting quietly in the lunchroom, observing the social scene that swirls around her.
This may seem like standard practice for a 16-year-old, but Alma is actually fulfilling an
assignment for health class. Her charge is to identify facial expressions and study behavior in a
public setting. Later, she will discuss with her classmates what she has learned about
empathizing with multiple perspectives. Like naturalists who painstakingly observe animals in
their habitats, Alma and her classmates are becoming trained observers of human nature.
Back in class, Alma expresses surprise at what she hadn't noticed before, such as the number
of students who eat alone and how big and overwhelming the school might seem to new
students. Other students agree. They often focus on their own concerns; looking outside
themselves has opened their eyes to the experiences of others and the challenges of attending
a magnet school that draws students from across the county.
Down the hall, a 9th grade English class discusses the effects of labeling and stereotyping.
Their point of reference is Sandra Cisneros's novella The House on Mango Street about growing
up in a Hispanic section of Chicago. Students share how their own feelings about passing
through unfamiliar neighborhoods compare with those of Cisneros's narrator. The discussion
segues to behaviors and school situations that divide or exclude students. In small groups,
students present ideas on how to form a more inclusive school community. Each student will
eventually write an illustrated autobiographical novella, based on his or her own life
experiences and reflections on these themes.
These students are taking part in a new program that integrates social and emotional learning
into the high school curriculum. Social and emotional learning is the process by which people
develop the skills to recognize and manage emotions, form positive relationships, solve
problems, become motivated to accomplish a goal, make responsible decisions, and avoid risky
behavior. Employers have made it abundantly clear that they now expect from high school
graduates a level of social and emotional competency as high as—if not higher than—the level
2. of any technical skill. There is ample evidence that social and emotional skills are crucial to
success in school, work, and personal life—and affect a person's quality of life in all three
arenas. Students without these skills will be hard-pressed to fulfill their potential, whether they
pursue postsecondary education or head straight to the world of work.
The Real Test
Although school districts are now instituting must-pass high school assessments, many
employers say the real test for high school graduates is succeeding in the global economy.
Passing this test requires a new constellation of skills that enable people to excel within a
diverse workforce and a fast-changing marketplace.
In spring 2006, the Partnership for 21st Century Skills and other groups who watch
employment trends asked more than 400 human resource professionals what skills they
believe will be necessary for success in the workplace in this century—and whether new
entrants to the workforce display those skills (Casner-Lotto & Barrington, 2006). Of the 20
skills respondents cited most, the 5 rated most important for high school graduates were
q Professionalism/work ethic
q Teamwork/collaboration
q Oral communication
q Ethics/social responsibility
q Reading comprehension
Much farther down the list were two skills tested in high school assessments: mathematics and
science. A similar top-five ranking for college graduates did not even include reading
comprehension. Although survey respondents checked “basic knowledge/skills” as a
requirement for most jobs, they said “applied skills” trump these basics in the workplace.
Respondents believed high school graduates were largely deficient in applied skills and issued a
plea to K–12 educators to further develop students' personal and interpersonal skills.
William Fitzpatrick of Shell Trading and Shipping summed up the prevailing view:
We're looking for people who can build relationships, have presence, and have
intellectual capacity, people who have been involved in the community and in civic
activities, individuals who can engage with people both inside and outside the
company. (Casner-Lotto & Barrington, 2006, p. 25)
Educators need not view academic learning and social and emotional learning as opposite ends
of a tug-of-war. When both support each other, students are more apt to be engaged in
learning and develop themselves personally.
Social and Emotional Competencies
In the opening vignettes, students were developing skills in social awareness, one of five
competency areas of social and emotional learning delineated by the Collaborative for
Academic, Social, and Emotional Learning (CASEL) at the University of Illinois at Chicago. The
3. other four competency areas are self-awareness, self-management, relationship skills, and
responsible decision making (CASEL, 2005). These competencies serve as the curricular
framework for School-Connect, the program some teachers piloted at Eleanor Roosevelt High
School by integrating it into their English and health classes (Beland & Douglass, 2006). As
educators recognize the centrality of social and emotional competence, they have developed
programs and curriculums like School-Connect to teach these skills in school.
Social Awareness
Social awareness skills—such as recognizing what others are thinking and feeling, empathizing
with people different from ourselves, and showing compassion— form the basis for community
building. Students need a sense of community to perform well academically. Research
correlates school connectedness, a feeling of belonging in school, with academic motivation
(Resnick et al., 1997). When students feel safe to speak up in class and take on academic
challenges and when they have peers and a caring teacher they can turn to for support, they
are more likely to adopt school norms, follow rules, and apply effort in their classes.
Schools can increase social awareness, and school connectedness, by training faculty members
in building relationships and creating supportive learning environments. In the School-Connect
program, teachers take time to find out about their students and help students find out about
one another. Students help create classroom guidelines for behavior, interview and introduce
one another to the class, and interview their teachers to find out what they need from students
in order to be effective teachers. Students share what they need from their teachers to learn
effectively. Teachers foster discussion skills that help students actively and respectfully listen to
their peers.
Key topics for discussion include overcoming barriers to empathy, reducing labeling and
stereotyping, and improving attitudes toward diversity. These topics naturally fit into an English
or health curriculum but can also be worked into history and science classes. For example,
students could explore the historical effects of racism and learn about institutions, legislation,
and movements that sought to right these wrongs. They might study how science has at times
been used to divide people and at other times illuminated people's common needs and
experiences.
Self-Awareness and Self-Management
Self-awareness and self-management are also key to building a learning community. Self-
awareness includes skills in recognizing our own emotions and cultivating our strengths and
positive qualities. Self-management involves managing emotions and establishing and working
toward short- or long-term goals. Teachers can discuss and model these skills as part of any
class.
Self-awareness and stress-reduction skills are especially easy to integrate into classroom life.
Before tests or class presentations, teachers can guide students in practicing positive
visualizations, supportive self-statements, and relaxation techniques. To foster self-
management, students can set goals at the beginning of a course and monitor their progress
throughout the semester.
4. Students can also explore the importance of these skills through academic content. One English
class gave Shakespeare's famous couple, Romeo and Juliet, a stress test and then discussed
what factors in the lives of these star-crossed teens produced such high scores. They
considered whether the pair might have avoided tragedy if Romeo had tried techniques for
reducing anger and controlling his impulses or if Juliet had been more self-reflective. Students
drew parallels to their own lives. This helped students see how emotions—and the presence or
lack of emotional management—are pivotal in works of literature as well as real-life events.
Relationship Skills and Decision Making
The fourth and fifth competency areas, relationship skills and responsible decision making,
relate to the teamwork/ collaboration skills and socially responsible behavior that employers
rated as crucial in the 2006 survey of 400 human resource workers.
In the health course at Eleanor Roosevelt, students role-play the skills involved in relationship
building, such as apologizing. In one class, a male student balked at apologizing, even in a role-
play. Fellow students offered encouragement, reminding him that apologizing is a show of
strength, not weakness. These students had discussed how messages promoted through the
media—especially those related to gender—maintain a powerful grip on people. They had also
analyzed and improved on the actual apologies of public figures and discussed the
consequences of these leaders' errant behaviors and the effects of their apologies.
With the class helping him break through these invisible bonds, the student finally delivered his
lines. But students and teacher agreed: It takes time and practice to make a social skill like
apologizing your own. If this student does learn to apologize gracefully, he will possess a
desirable talent. Taking responsibility for one's behavior is a key component of professionalism
and workplace ethics.
Teachers can weave practice in responsible decision making into the curriculum by having
students apply a problem-solving and decision-making strategy to conflicts found in the study
of almost any subject. This strategy includes developing a problem statement that contains
opposing viewpoints, generating ideas and solutions, evaluating these ideas and solutions using
relevant criteria, and selecting an optimal solution.
For example, students reading The Joy Luck Club by Amy Tan might write diary entries for both
the main character and her mother, contrasting the way each of these characters would view
one of their numerous conflicts. Students could create a dialogue in which mother and
daughter arrive at a neutral problem statement. They can practice the same process with
historical conflicts once faced by real people, and follow up by applying the strategy to a
conflict of their own.
Fostering relationships and making good decisions are also essential elements of the learning
strategies many teachers use. For example, cooperative learning and project-based learning
require students to work in pairs or teams. Such learning strategies simulate a workplace
environment: Students learn to take different roles, plan a project, make decisions, solve
problems, and negotiate with one another to achieve a goal. They also build autonomy through