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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

Reforming Social, Emotional, and Technical Learning

Reforming Social, Emotional, and Technical Learning

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5 Replies 320 Views
In the classrooms, there are many personalities and attitudes. A teacher have to deal with those who treat their peers differently because they don't look like them, act like them, or because of the influence they have in their lives. Then, we have those who are acting out because of how they feel on the inside; there is something deeper going on within them that justifies their misdirected anger. Students inherit habits from their home and family that are hard for teachers to compete with. How do an instructor manage the mindset of all the students while not offending their parentals or guardians? How do we teach to where they understand while still taking their personal life and feelings into consideration?

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sushma sharma's picture
sushma sharma
Ninth - welfth grade english teacher Govt girls school Jabalpur India

I often use soft stories which arouse children emotions,like act of kind ness,at of help.I have always found students becoming softer after listning these stories.

Laura Beltchenko's picture

As a doctoral student I have found this information to be very valuable. SEL is extremely important for all K-12th grade students. Thank you

Harvey Hoyo's picture
Harvey Hoyo
Professor- National University- California

Misdirected anger in a classroom is very common place. One thing that could help is for the teacher to include periodic inclusion activities that are integrated into the regular curriculum. These activities are designed to build teamness while engaging the students with eachother.
Sort of like a coach who has to take individual players and create a team. Respecting individual cultures is also a must. This is not an easy thing to do; but it can and has been done by many teachers.

sushma sharma's picture
sushma sharma
Ninth - welfth grade english teacher Govt girls school Jabalpur India

Harvey Hoyo
I would like to share one personal experience with you.I taught a story to my class and asked them to bring projects on it.The story was about a blind man and a lame man, who were good friends and wanted to go to a fair.The blind man carries the lame on his shoulder and the lame man guides him through the path, and both reach and enjoy the fair.What was astonishing was that children reacted very passionately in the projects.So all their project works showed good balance of emotion and expression and concern.What I want to say is that through this type of sensitive stories we can streamline them in to an emotionally educated being.For it we will have to construct stories or any other proper tools.

Eric Zeissig's picture

The important thing is to not limit instruction to only abstract concepts. Children need activities that give them the opportunity to learn from experience. Once you have taught the skill, students need to practice it with guidance and feedback in a real-world setting. As their skills improve, I encourage my students (and my own kids) to engage in problem-solving strategies before bringing the concern to me whenever possible. The ultimate success is when the students can demonstrate the skill by independently (and appropriately) problem-solving their issues.

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