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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

Looking for suitable SEL curriculum

Looking for suitable SEL curriculum

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I’m a math instructor at San Jose Job Corps, a federal training program for “at risk” youth 16-24. We have small open-enrollment, open-exit classes. Students typically stay between a few weeks to a few months. In order to find ways to improve out statics, we’re exploring the realm of SEL. Recently, one of my colleagues and I have started to take note of some social-emotional problems displayed in our classes. (below) I’m under a deadline of next Friday to find a list of SEL that will potentially work for our students. Your assistance will be greatly appreciated. Thank you in advance! Student #1 finishes assignment and just sits quietly waiting for me, but does not even alert me that he is finished, says, “I do make real dumb mistakes with fractions. I always have.” Student #2 prefers to draw on board or go to computer to check email before finishing work, also takes at least one bathroom break every period, has trouble following directions and wants to put feet on chair or sleep in class Student #3 wants to draw all period, cannot follow my directions to study first and then draw, has no interest in doing math, problems with multiplication tables, distracted by all passersby Student #4 obsessed with texting, arrives late for class Student #5 talks all period and will not follow my instructions Student #6 takes ten minutes to settle down, says hi to everybody and gives hugs, socializes a lot, distracted easily Student #7 arrives late, more interested in new job coming up than doing math Student #8 Feels too cold in the room even though it’s 70°F and would not want to do anything. Doesn’t feel good and doesn’t want to be told by the teacher to start working. Doesn’t turn off cell phone after repeated reminders. Tells the teacher that it’s important to have her cell phone on and that she should be treated like an adult, not a child. Student #9 Attention drifts to other people talking in class even in the middle of doing a problem with the teacher. Student #10 Absent often. Sleeps in class. Texting always. Sits by another peer and shows personal rather than professional interaction. Doesn’t see the value of taking the class. Student #11 Slow learner. Has trouble understanding some materials. Doesn’t communicate proactively and avoids teacher inquiries. Sleeps in class in order to mask deficiency. Other problems that interfere with learning are not enough sleep (fear, worries, playing video game, watching video or not enough hours) doesn’t eat breakfast (I don’t like it. I woke up late, etc.)

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