Much of what leads to Social-Emotional Development is in play when an educator seeks to build meaningful relationships with students and encourages the development of similar relationships with peers, friends, family, and others (LEAP Innovations, 2019).
To foster the development of a Social and Emotional nature, it is important that educators demonstrate and teach principles of Social and Emotional learning (Jones & Kahn, 2018). We must also create safe, stable learning environments for all of their students (Goodwin & Hubbell, 2013).
To foster the development of a Social and Emotional nature, it is important that educators demonstrate and teach principles of Social and Emotional learning (Jones & Kahn, 2018). We must also create safe, stable learning environments for all of their students (Goodwin & Hubbell, 2013).
5 Keys to Social and Emotional Learning Success
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This Edutopia video discusses strategies in various classrooms where SEL has found successful footing. Though the video focuses on K-12 education, it bears applicability in adult education, too.
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Social-Emotional Strategies for the Classroom
- Four Corners Inquiry – Students are given an opportunity to formulate their own views and opinions. Students are asked to consider the topic and determine whether they strongly agree (SA), agree (A), disagree (D), or strongly disagree (SD) with a statement. They are then asked to move to the appropriate corner of the classroom identified with one of the options. Students should discuss their positions with the others in their group and present their opinions to the rest of the class.
- PASTA Protocol for Sourcing Documents-Students will work through the sources in their groups to complete the PASTA Protocol through model, demonstrate, and lead students to practice learning skills.
- Student Led Feedback-Students will receive peer feedback during many stages of a lesson. For instance, during the pre-assessment stage of a lesson students will be hearing their peer’s opinions. Students will also hear peer opinions during the closing/summary part of the lesson when the peer groups discuss their partner work with one another. They will be using the “warm and cool” technique. When giving feedback about what the peer student did well it is “warm” and what they “raise the temperature” on for next time is “cool,” (Assessment for Learning, n.d.).
- Think-Share-Write-Students will discuss ideas and use a variety of resources to talk about their thinking before answering any question orally to the whole class or individually on paper. Students will also benefit for instructional strategies such as explicit teaching, modeling, collaborative work time, and independent guided practice before being asked to produce work individually.
- Teacher Check-Ins-Teachers should also work directly with individual students to determine their needs through check ins throughout the lesson. Students who form close and healthy relationships with teachers generally have “stronger social skills, fewer externalizing behaviors, and overall higher academic performance” (Lieber, 2017).