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Posts from the ‘Pedagogy’ Category

Removing Barriers to Learning

I just returned from attending the Annual Meeting of the American Educational Research Association (AERA), one of the largest educational research gatherings in the world. Among the thousands of scholars participating in the meeting, there is a special interest group for those passionate about SEL. This year, I organized the program for SEL researchers and was excited to see some new research areas, such as parenting and SEL, cultural competency and diversity, and teachers’ wellbeing. At the same time, I was disappointed to encounter several inquiries that measured social and emotional skills, while ignoring (conscious or unconsciously) the context in which this learning takes place.

SEL implementation is a schoolwide effort to remove barriers to learning, as much as it is a process to teach social and emotional competencies to students. Many schools focus their initial SEL implementation efforts on selecting and implementing an SEL curriculum; that is fine. However, that is not the end of the process. When done well, SEL transforms the fabric of the school and the relationships that take place there. As Kamilah Drummond-Forrester, Director at Open Circle, said during the conference: “We are in the business of human connections.”

In Teaching with the Heart in Mind, my forthcoming SEL book, I discuss the importance of adopting SEL as a transformational process. It does not matter how you get started with SEL, but it does matter that you look at the social and emotional conditions of the learning environment. Here’s a snippet from chapter 4 – Essential Skills for Life. If you want to receive these excerpts directly in your email, sign up  for updates or send me a message. I love hearing from you!

SEL is a tool that guides the social and emotional factors in the context that influence learning. For example, the leadership and management style of school administrators and staff impacts the type of learning environment that is created in schools. When principals are warm with students and approachable to families, it is more likely that they will feel welcome in school. At the same time, the rules and protocols that schools put in place to address students’ misbehavior will influence the learning environment that is created at school. For instance, restorative justice focuses on building relationships and repairing harm, rather than simply punishing students for misbehavior. In schools that incorporate restorative practices, when people make mistakes or cause harm, restorative interventions help these students or adults understand the impact of their actions, heal the harm, and restore the community.

Some schools and districts focus on the teaching of social and emotional competencies as the first step in their SEL implementation efforts. Although that is a common strategy, schools’ efforts shouldn’t stop there. SEL is more than just a program or lesson; it is about considering how classroom’s practices and school policies support (or not) students’ learning and growth, and making appropriate changes when needed.

Imagine a middle school student, Shakti, who doesn’t participate in whole class conversations. She may feel insecure, shy or afraid to make a mistake. The teacher could focus on teaching Shakti strategies to navigate her emotions in these situations. That would be helpful. However, in addition to teaching these management tools, the teacher could also consider adapting her teaching to better meet Shakti’s needs. For example, by providing the question ahead of the classroom conversation, so Shakti can prepare a response or by creating opportunities for the student to participate in group conversations that increase in size over time. The key here is to consider not only the skills that students should develop (and that we will teach), but also how our teaching practices may impact students’ ability to engage with the content or their peers, and learn what they need to learn.

SEL implementation is a schoolwide effort to remove barriers to learning, as much as it is a process to teach social and emotional competencies to students. This long-term effort is most effective when all the stakeholders in the school community are involved-school administrators, educators (including out-of-school time), students, families, and community partners. These partnerships not only enrich students’ experiences in schools, but they also provide a sense that everybody is working together to support students’ learning and growth.

Do you want to be in the loop about the book? Sign up for updates or follow #teachingheartinmind on Twitter. I’ll be sharing another excerpt soon. Stay tuned!

Teaching with the Heart in Mind

You may have been wondering why I haven’t been publishing lately. Well, there is a good reason—I am writing a book! I feel excited, scared and proud all at the same time! My new book, Teaching with the Heart in Mind, is a practical guide to nurturing Social Emotional Learning in the classroom. It will cover many of the topics and tools that I have discussed in this blog (emotions in learning, importance of relationships), and some new ones (how adversity affects learning, teachers’ resilience). Read more

Where did trust go? Strategies to earn your students’ trust

After several months into the school year, you might find that you have established positive relationships with most of your students… but maybe not all of them. Although, as educators, we care deeply about our students, there are certain relationships that may be more challenging and require a bit more work. In my experience, there is one ingredient that allows for honest communication, a sense of respect towards each other, maybe even a shared purpose. Do you know what it is? It’s trust. Trust is at the heart of any successful relationship. Read more

Teachers’ Voices on SEL

Social Emotional Learning (SEL) is becoming a world-wide phenomenon.” These are the words of Dr. Elias and Dr. Hatzichristou in the latest issue of the International Journal of Emotional Education. It appears that SEL competencies are valued across countries and cultures, and more and more teachers and administrators are ready to teach these skills in schools. Great! AND we know that SEL programs and practices help students be more engaged, resilient and ready to learn. So… let’s do it! Read more

Finish the Year with Gratitude

The days are getting longer, the weather is warmer… summer is almost here! For students, this means a few more weeks wrapping up final projects and for teachers, battling to keep students engaged while trying to finish their own final projects. At this point of the school year, everybody is plain done! With this in mind, what are some activities that teachers can do to finish the year on a high note? Read more

Educating for Freedom

In an earlier post, I encourage my readers to explicitly name the great virtues they would like their students to have. It is important that we (educators) ask ourselves these important questions to find and give meaning to the work we do with children and youth. For me, education was (and still is today) the way to freedom; the necessary tool to empower others and create a better future. Paulo Freire, one of the founders of critical pedagogy, believed that all education (in the broadest sense) was part of a project of freedom, a prpaulo-freire6eparation for a self-managed life. In this post, I want to offer an “SEL perspective” on Freire’s work and identify the social and emotional competencies we need to teach and practice in order to fulfill Freire’s dream: to develop self-determined citizens that engage in civic life and critically contribute to society. Read more

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