Promoting Social and emotional learning Ken Topham Kathleen Novak

Summary of Book Schools are confronted with an increasing variety of challenges and new roles in education Challenges: students’ ability to successfully manage life tasks and demands in addition to challenges of academics, economic status, student competency, data, safety, competing with use of personal technology, availability of resources. Schools need to clarify set of methods that produce desired outcome Role(s) of schools: collaborate with parents, community members, school personnel, teachers to provide opportunities for social/emotional growth - school’s role as provider is increasing.

What is social/emotional learning ? “the ability to understand, manage, and express the social and emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, an d adapting to complex demands of growth and development” (p2) Broader focus, active learning techniques Development of skills across settings

High Quality Program New Haven, CT K-12 Social Development Project SEI provided through variety of diverse opportunities: Classroom instruction, extracurricular activities, supportive school climate, involvement in community service. Structured learning with specific SEI goals Goal 1: acquire a knowledge base plus set of basic skills, work habits, and values for meaningful work Goal 2: feel motivated to contribute responsibly and ethically to their peer group and extended community.

K-12 Social Development Project Continued Goal 3: Develop a sense of self worth and feel effective to deal with daily challenges Goal 4: Socially skilled and have positive relationships Goal 5: Engage in positive, safe, health-protective behavior * Collaboration among school district, staff, parents, students, and community to model, reinforce, maintain cohesive expectations. * These goals encourage a reflective, ready-to-learn approach in all areas of life-promotes knowledge, caring, and responsibility

Examples of Problematic Behaviors

Example I Grade 6 Student A Student B Very immature, hypersensitive, meek. Little to no sense of inappropriate language/timing. Tattle tale. Self-advocates to excess, making self a target for “bullying.” Little to no sense of personal responsibility Student B Inflated sense of maturity. Controlling, bossy Focuses more on attempting to correct other peoples’ behavioral missteps than on own well-being. Overly critical of timid/meek students. Example I

Example ii Grade 7 Student A Student B Soft-spoken, emotional tightrope, reserved. Nonparticipant due to fear of failure and subsequent criticism from peers. Overly self-critical Does not advocate for self. Will not ask for help. Student B Intellectually advanced. Emotionally immature (tantrums). Irrational fear of assumed consequences Unaware of socially inappropriate language and behavior Does not recognize or acknowledge value of social interaction Example ii

Example iii Grade 8 Student A Student B Textbook overachiever Simultaneously outwardly confident and internally hypercritical of self Perfectionist to the point of obsession and anxiety Selfless nurturer and caregiver to peers Fear of failure (fear of others witnessing failure?) Student B Depressed No inspiration nor motivation to apply oneself Distractive, disruptive behavior around peers. Outspoken negativity In social setting, outwardly displays indifference toward idea of intellectual and emotional growth Example iii

Reflection on the process The process of this project was extremely beneficial, as it ensured that we are cognizant of Social Emotional Learning (SEL) and its benefits. Making note of our findings and discussing them contributed to our ability to form a more substantial understanding of the impact of the subject. However, the acknowledgement of the significance of SEL are simply not enough. We must act upon our findings and implement them in our daily lives, both in the classroom and in our personal lives. Only then will it become the automatic response, engrained in our routine. This new knowledge and the process by which it was realized are pivotal in the progression and evolution of our understanding and empathy for our students and for ourselves.

Implications for the district/student learning Need for the development of comprehensive, supported and trained program with specific goal sets to develop desired SEI outcomes Targeted analysis and development of related data that will guide practice of SEI. Improved behavior, esteem, motivation which therefore increase learning

Next Steps Gradual implementation of Monson School District PBIS program Development of SEI goals, behavior matrix, data analysis Opportunities to meaningfully acknowledge school-wide positive behaviors in classroom, community, transition times, home life Develop parent and community support