Why teach SEL?

Thanks for posting the video, Betty; I really enjoyed it. It's always encouraging to hear of schools implementing SEL education. I agree with your first point, that taking time in the beginning of the year to create behavioral standards with your class pays off. That is something my master teacher taught me during my credential program. The students really got involved and I appreciated how she would turn their suggestions into "do" behaviors. Students would suggest expectations like "no running" and she would ask students a way to say that without the word "no," which resulted in "walk in class." It laid a strong foundation for the year; she posted their behavior expectations and would revisit them as needed.

I do agree that classroom management issues are reduced. I think when you teach SEL it helps you to develop a stronger relationship with each of your students. Simple actions, like greeting each student at the classroom door every morning, makes a difference. Then when behavior problems do arise, the student(s) in question, responds differently. The student is more likely to feel sad that he/she disappointed you, rather than resentful or angry. He knows you're not "out to get him," which is a feeling too common among students with behavior challenges. If a student begins to harbor a grudge against the teacher, he's less likely to listen and participate during lessons, and behavior problems become more frequent. Taking the time to build a strong classroom community makes a difference.

As the folks in Jefferson County understand, education without social-emotional and character development is actually dangerous for students. We don't need any more very smart kids with very poor character and compromised ethical compasses. Why would any teacher not want a classroom of children with good emotion regulation and problem solving and teamwork skills??- Maurice Elias

The most effective way to improve student engagement, I would argue, is to create a space--a learning environment--that recognizes each student as a person of the world as well as a learner. The smallest gestures (shaking each student's hand as they walk in the door and greeting him/her by name) make the biggest and most important differences.
My favorite part of the video is the little girl who agrees to be silent in the hallway because she is aware of the LEARNING going on in the school. She follows the rule because she respects the intention--not because she has to.

Today, I saw a kid crying and I stopped to ask him if he was OK. His parents had been called by a teacher and they weren't happy with what several teachers had to say about his behavior. They decided to "pop" in on him during lunch - I found him at the end of lunch sitting on a bench my himself.

I could have easily walked away or just inquired briefly and kept going. Instead - and to my advantage as a co-teacher - I was able to sit and talk with him for about a half hour.

Having this type of connection with him allowed me to help him stop blaming others and take accountability for his actions. If I hadn't taken the time to help him with his emotions, he would have gone to class really upset and probably gotten in more trouble. (The "source" of all his problems was the teacher he was going to after lunch.)

This is such a critical, important part of what we do as teachers; it's a shame that we often don't have the time to really address these types of things when they arise.