1. Learning Throughout the Day
By George Johnson, Rachel Poliner and Susan Bonaiuto
Educational Leadership
September 2005
Vol. 63 No. 1
Summarized by Kristin Kern
ED 522 School Curriculum

2. Social and Emotional Learning (SEL) Programs Designed to teach social skills to students of all ages
Prevent “unwanted “student behaviors
-bullying
-harassment
-drug/alcohol abuse
-violence
CASEL (Collaborative for Academic, Social and Emotional Learning)- research shows that students that participate in SEL programs develop knowledge about social and emotional decision making
Do these programs change student behavior on the playground or on weekends?

3. Needham Public Schools SEL Program
Determine the social and emotional
skills
Self-management
Decision making
Social communication
Problem solving
Researched programs
recommended by CASEL
Selected and implemented a
program that taught skills
Students learned to…
Articulate problems, risks and consequences
Read body language
Name emotions
Apply social and emotional skills in scenarios

4. Problems & Conclusions
Students did not consistently apply these skills to solving interpersonal conflicts on the playground, cafeteria or after school
Accomplished cognitive change…failed to change students’ behavior
Teaching social and emotional skills was only one part of changing behavior
Needed to find ways for students to practice skills throughout the school day
Led to the development of three school structures which encouraged students to apply their social and emotional skills in everyday situations.

5. Gatherings -- regular opportunities for students and staff to meet
Elementary Level
Morning Meeting – greeting, sharing, group activity and news/announcements
Middle School Level
Daily sentences
“Get-to-know-you” activities
Debates
High School Level
Mentor groups
Students form connections with teachers and one another
Learn social skills (cooperation, communication, self-restraint, listening)
Reduce classroom conflicts
A “safe” way to discuss students problems
Strong sense of community

6. Cooperative Groups – “Not Groupwork”
Elementary Level
Coach students on cooperative skills (listening, encouraging, leading, sharing)
Understanding of group dynamics that takes advantage of varied perspectives and skills
Middle School Level
Give students a chance to identify, collaborate and reflect
Work in cooperative groups to create survey questions to learn about others
High School Level
Science department – group students for lab assignments
Students preferred that teachers form groups because they felt pressured to choose and had trouble separating work time from social time. They learned more when groups stayed together for longer periods of time.
Improves academic achievement
Social skills are taught, practiced and assessed

7. School Routines and Schedules – opportunities to practice SEL skills in safe and reinforcing environments
Elementary Level
Switch the order of recess and lunch with recess coming first
-expend energy, eat in less of a rush, use lunch to calm down
Consistency between rules and consequences used by recess teacher and classroom teacher
Meet with recess teachers at Morning Meetings – helps to form connections
Middle School and High School Level
Decided 45 minute classes led to a rushed and disjointed schedule and day
Long blocks of time would provide more authentic learning experiences –core subjects taught in double block times (90 minutes)
Students are more calm and focused
Students understand limits and responsibilities during the school day

8. SEL Programs…
Observing students practicing S & E skills at lunch, recess and in the classroom
Spending more productive time on learning
Gives students opportunities to see skills modeled, practice skills, apply skills and receive feedback
Not perfect yet
Calls for schools to rethink structures, routines and practices
Produces immense payoffs for all