Advertisement
The Edutopia Poll
The Illinois State Board of Education has added a social and emotional learning (SEL) component to its state learning standards. Do you believe that emphasizing social and emotional learning supports academic success? We're interested in your opinion.
This is a particular concern
Submitted by Chanell Gautreaux (not verified) on February 9, 2007 - 20:44.
This is a particular concern of mine as I live in New Orleans where students have all sorts of post Katrina issues that are not being adequately addressed in addition to the usual emotional problems. Just yesterday I had to have a talk with a child about taking resposibility for his own actions after he blamed his behavior on his sisters, who were not present. This is a kid who gets picked on constantly at school and at home and has figured out how to turn it around to get attention from me. He has serious emotional needs that are not being addressed at school or at home and I only see him 2 hours a day, twice a week.
It's true that teachers have more than enough on their hands trying to address the academic needs of their students, many of whom are lagging behind in a rapidly advancing technological age. (Another reason to extend the school day/calendar.) I teach in an afterschool enrichment program where the coordinators have introduced afternoon meeting and the use of cooperative games. My classes are structured a little differently in that we have an art activity the first day and spend the entire second day in a cooperative game or some activity devised to address a particular behavior or build self esteem.
I have made adjustments to the art activities based on how well the students are able to manipulate materials and I've chosen games and activities to specifially address issues I targeted in the student population last term. All that is required to start implementing social and emotional learning is a little needs assessment and some creative lesson plans.
In an instance where SEL programming may not be an option and where there may not be support in place in the way of supplemental programs teachers might try using some of the activities like "To you but from who" (from "104 Activities That Build: Sef-Esteem, Teamwork, Communication, Anger Management, Self-Discovery, Coping Skills" by Alanna Jones.) where students are given several sheets of paper to write positive traits about each other that are placed in envelopes and given to each afterward.
Another thing I would like to point out is that teachers, aides, volunteeers, parents and others who contribute to the development of children need to recognize their own need for continued social and emotional learning. We can't be there for our kids if we are struggling to keep things together ourselves.
I completed my teaching
Submitted by Mary Ann Rosser (not verified) on July 22, 2006 - 00:03.
I completed my teaching requirements back in 1993 at the height of Multiple Intelligence, Cognitive Learning and Philosophies about teaching the whole child. I therefore, believe that unless we view the developing learning (i.e. the student), in this whole person view point we will continue to experience major problems in public education. Some of the main problems have manefested themselves in failing test scores, drop-out rates, increasing and widening gap between genders, races, and socio-economic groups. Not only should we approach teaching and educating our students from a social emotional standpoint, we need to model for them what it is and why they must follow the model. There also was once a great debate on whether it was the responsibility of school systems to teach Social Skills and while many school districts still side step this vital issue it's good to see at least one district has taken a definitive step towards saying yes it's the responsibility of the school to assist developing learnings to know what social emotional growth is and how they will someday demonstrate their understanding of it.
Very interesting website.
Submitted by cbs news (not verified) on June 18, 2006 - 06:03.
Very interesting website. Keep up the outstanding work and thank you...
Cool guestbook, interesting
Submitted by dog toy (not verified) on June 10, 2006 - 00:57.
Cool guestbook, interesting information... Keep it UP. excellent site i really like your stuff.
Students who come to school
Submitted by Bobbie Infelise (not verified) on May 31, 2006 - 03:48.
Students who come to school with social and emotional skills at a level of positive self-confidence seem best equipped to work through the challenges faced by students in our society today. Those who hold self-doubts, as well who need positive support from home and peers, would benefit from classes that help accuate the development of skills of responsibility, self-assurance, respect of self and others, and goal attainment.
Requiring teachers to add yet another element to their instructional program at a time when they need practice in determining how to implement instruction that leads to mastery of state standards by all students may incite some to riot, and others to pack their bags. Funding for support staff who can provide play theray opportunities for younger students and preteen/teen counselling time for students in crisis or just in need of time to talk it out has to supplement the over stretched budgets first. Looking for alternatives for effective learning opportunities for preteens, teens, students with special needs, and students with special talents already exists in communities that respond to the educational needs of their youth with alternative use of space and educational experiences.
Thanks to the resources of interested individuals like George Lucas, educators will have the opportunity to share what might be, as well as what is available for our youth. Thanks to our teachers in the classrooms, in homes, and in virtual schools students have the opportunity to choose from a variety of menues what most interests them in their own learning and how it relates to a bigger picture outside of themselves. Thanks to our students of all ages who are still interested in knowing more and expanding their thinking beyond the here and now.
There is no doubt on the
Submitted by Dee Speese-Linehan (not verified) on May 24, 2006 - 16:57.
There is no doubt on the critical role of social and emotional learning in the wholistic education of all students. We must realize and support that learning is an emotional process, schools are social networks and that all students don't have the pre-requisite skills in the social and emotional arena to navigate in an increasingly complex world. As one of the older SEL programs in the country we continue to strive to keep it on the radar of educators and decision-makers. We must also fight against the emergent trend that under No Child Left Behind it is OK to sacrifice social and emotional learning for the technical aspects of literacy and mathematics. I've seen too many people think that SEL happens innately or accidentally, not purposefully like the approaches used in reading and math, and we need to keep saying it and keep saying it.
Yes. I absolutely believe
Submitted by Terry (not verified) on May 12, 2006 - 17:17.
Yes. I absolutely believe that emphasizing social and emotional learning supports academic success. The foundations of meaningful relationships and self esteem are the very basics of what people need to be successful in life. Everything else can and will come after that. A good academic education can be a result of this emphasis. How can a child who has unmet emotional needs sit in class every day and really learn and understand why it matters? How can children who never learn about their own emotions ever effectively communicate them to others? Yes, I think it is VERY important and yes, I think it is largely ignored by our schools. Ignored, that is, until a child expresses him/herself in an antisocial way because he doesn't know of another way. Then it becomes a problem for all of us and our children.
The addition of social and
Submitted by Larry Leverett (not verified) on May 7, 2006 - 00:57.
The addition of social and emotional learning (SEL) to the state learning standards by the Illinois State Board of Education models the leadership vision for other state and local school boards across America. The evidence continues to mount that students benefit academically when they incorporate SEL competencies in their approach to standards based learning. It is often said that you can't expect, what you don't inspect. An NCLB "tough love" approach to SEL will not generate the buy-in needed to support the adaptive changes necessary to embrace a commitment to social emotional learning. The approach of the Illinois Board of Education sends the message that the state policymakers know and understand the linkage between the attributes of evidence based SEL competencies and the academic work. The Illinois framework, while clear on what is expected, provides schools and districts with sufficient flexibility to identify strategies and approaches that conform with the local context. This is a smart policy move that should be studied by the Chief State School Officers and others professional organizations with the capacity to influence the federal, state and local policy environment. It is time for SEL to become a center stage strategy for the preparation of today's students.
Post new comment