SOCIAL AND EMOTIONAL LEARNING

Social and Emotional Learning

BY PARISA NOMAN KHAN

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What is Social & Emotional Learning?

What it means?

Self awareness: Recognizing one’s emotions and values as well as one’s strengths and limitations.

Responsible decision making: Making ethical, constructive choices about personal and social behavior.

Relationship skills: Forming positive relationships, working in teams, dealing effectively with conflict.

Social awareness: Showing understanding and empathy for others.

Self Management: Managing emotions and behaviors to achieve one’s goals.

FRAME WORK OF SEL FOR IMPROVED BEHAVIOR AND ACADEMICS

  • SKILL DEVELOPMENT
  • Communication.
  • Self-regulation.
  • Risk assessment.
  • Consequential thinking (if-then).
  • Assertiveness.
  • Empathy.
  • Perspective taking.
  • Emotion knowledge.
  • Attention regulation.
  • Goal setting.
  • Conflict resolution.
  • Problem solving.
  • Emotion management.
  • Friendship.

 

WHY DOES SEL MATTERS?

  • Emotions affect how and what we learn.
  • Schools are social places – relationships provide foundation for learning.
  • Reduces barriers to learning such as stress.
  • Increases school connectedness and essential skills.
  • Aligns with the academic agenda of schools.
  • Critical to success in school and life.

21st CENTURY SKILLS:

  • Global literacy- basic, visual, scientific, information, economic.
  • Problem solving.
  • Communication.
  • Creativity.
  • Innovation & change.
  • Teach students basic literacy skills and SEL skills along with technology.
  • Train students how to use technology effectively to enhance their performance.
  • Design lessons to create environments that are flexible.

 

SOCIAL INTERACTION

Our social interactions play a role in reshaping our brain, through “neuroplasticity”, which means that repeated experiences sculpt the shape, size, and number of neurons and their synaptic connection.

By repeatedly driving our brain into a given register, our key relationships can gradually mold certain neural circuitry.  In effect, being chronically hurt and angered, or being emotionally nourished by someone we spend time with daily over the course of years can refashion the brain.”

Daniel Goleman

  • Positive Learning Environments
  • Challenging and engaging.
  • Safe, supportive learning community with respectful relationships and trust.
  • Evidence-based.
  • Engaging students actively and experientially in the learning process.
  • Opportunities for participation, collaboration, and service.
  • Involvement of families.

 

 

What Does Research Say?

Improvement in:

  • Attitudes (motivation, commitment).
  • Behaviors (participation, study habits).
  • Performance (grades, subject matter).

 

What Does Research Say?
Attitudes

  • Stronger sense of community.
  • Higher academic motivation and educational aspirations.
  • Better understanding of consequences of behavior.
  • Better ability to cope with school stressors.
  • Increased positive attitudes toward school and learning.

 

What Does Research Say?
Behaviors

  • Participate in class more.
  • Demonstrate more pro-social behavior.
  • Have fewer absences and improved attendance.
  • Show reductions in aggression and disruptions
  • Are on track to graduate and are less likely to drop out.
  • Are more likely to work out their own way of    learning.

What Does Research Say?
School Performance

  • Improved studies skills.
  • Higher achievement test scores and grades.
  • Improved learning-to-learn skills.
  • Better problem solving and planning ability.
  • Use of higher level reasoning strategies.
  • Improvements in reading comprehension.
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