There is no education without ethics. This is the way my former Philosophy professor, Joan-Carles Mèlich, started each class. As I was getting trained to become a teacher, this was a powerful reminder of the responsibility I had as an educator with my students. I had to carefully consider how my relationship with children and youth could serve as a tool for positive change or, on the contrary, as a way to maintain the status quo. As educators, we have choices in the ways we discuss expressions of racial and religious hatred, like the recent events in Charlottesville (US), or analyze the response to NFL players kneeling during the US anthem. There is no education without ethics. Read more
Posts tagged ‘Self-awareness’
A few weeks back, I registered my daughter for kindergarten in the local school district. It was a moment filled with different emotions: excitement for the new experiences she will have, worry for the challenges, and also a bit of sadness because she is no longer my little “baby”. A moment of true self-awareness! Read more
I recently met with a fantastic group of principals. Two weeks into the new school year and they were already discussing serious issues taking place at their schools. You could almost touch the tension in the room. We started the meeting with a simple breathing exercise, so we could all (including myself!) get our minds ready to engage and participate in meaningful ways. Learning ways to navigate emotions and deal with the stress of daily life is a major goal in Social Emotional Learning that applies to both students and adults. Read more
“Mama! Remember… You cannot say stupid”. My 4-year old daughter does not let me forget that she is watching and learning from the way I behave, what I say and how I relate to others. As a parent, I need to be able to model the behaviors and skills that I expect her to develop and practice on a regular basis. As you have probably experienced at some point, children and youth are watching adult behavior all the time, and they often feel puzzled when we ask them to do things they don’t see adults doing. Intentionally or not, adults model social and emotional skills for children and youth. Read more
Melissa Pelochino is the Director of Professional Development at the K12 Lab, Stanford University Design School, known as the d.school. She plays at the intersection of design thinking and K12 education. We talked about design thinking, empathy and the connections between the two. Follow her on Twitter @mpelochino. Read more
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 preparation 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
Resilience is the ability to withstand stress and catastrophe. Humans have an amazing capacity to adapt and overcome adversities and even after devastating tragedies, individuals and communities find ways to move forward and rebuild their lives. Linda Lantieri founded the Inner Resilience Program (IRP) in 2002 in response to the effects of the events of September 11, 2001 on New York City schools. Read more
In an earlier post, I discussed the concept of emotion and offered a few suggestions to build self-awareness and self-management in your students. After reading the blog, did you start identifying your different emotional responses during the day? Did you find yourself paying more attention to how your emotions predispose you to act? Understanding how emotions work is key to build our awareness! Today, we’ll explore how emotions affect learning.
Students bring to the classroom emotions from life outside of school; they might be dealing with an ongoing stressful situation at home, like a divorce or a parent losing their job, or maybe something more momentary, like an argument with a sibling. If students didn’t have a chance to manage their emotions before getting to school, they will need your support to cool off and re-focus before they can move on with their day.
In addition, students also experience emotions that originate in the classroom and that are especially relevant for students’ learning (Pekrun, 2014):
- Achievement emotions relate to success and failure resulting from classroom activities. Students might feel hope and pride can they have been successful, but they can also feel anxiety, shame or fear of failure. Taking tests, for example, is an achievement activity that tends to create high levels of anxiety and stress in our students. These emotions will influence how students approach the task and how well they perform. Remember our discussion on growth mindset?
- Topic emotions pertain to the topics/subjects presented in class. Students might feel excited about a new art class, disgusted with certain lab experiments or saddened by the fate of a character in a novel.
- Social emotions relate to teachers and classmates, as students (and teachers) work together and interact in the classroom. Compassion, envy, sympathy, anger or social anxiety can be present at different times during the day with any and all of our students.
As a teacher, it might be difficult to respond to your students’ emotions at all times, while you manage the classroom and attend to academic content. However, there are things you can do to incorporate students’ emotions when you are planning and also during class.
- Offer a variety of tasks and activities, so students can feel successful during your class/period, and combine both achievement and performance tasks. Building self-confidence in your students by providing opportunities for success and accomplishment is key to promote a joy for learning and to avoid achievement anxiety.
- Provide contents that are meaningful to students and, when possible, allow students to define their own learning. You can make tasks more meaningful by connecting content to students’ current interest or relating them to their career goals. When possible, give students autonomy to select tasks or topics for learning. Both of these strategies promote students’ engagement and offer opportunities to practice social and emotional competencies.
- Build regular check-ins with students (both at the beginning and during the day/class). This can take the form of a classroom meeting, but could also be a silent activity where students quickly show you how they are feeling. Check out this example. You can also use check-in time to ask for feedback about lessons, classroom routines or particular projects students are developing.
Students bring emotions from life outside of school that influence their disposition to learning. In the classroom, students experience emotions based on the activities, topics and social interactions that are presented to them. Offering a variety of tasks and activities for students to feel successful, providing engaging content and allowing for students’ autonomy in learning are a few examples of strategies teachers can use to incorporate students’ emotions in their planning. And don’t forget to have regular check-ins with your students to continue building awareness!