Understanding SEL in the Spotlight

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Social emotional learning is certainly become quite a buzz word lately. Efforts have been made at the local level in several organizations to make social and emotional learning more of a well-known concept that is not only grasped, but a movement that teachers are thirsty for more of. Organizations like the Collaboration for Academic and Social Emotional Learning (CASEL)  have made it their mission to define and dissect the competencies of social emotional learning and how they should be integral component of not just within the classroom walls, but outside as well.

Often times the concept of  social emotional learning is intertwined in the world of educational and education services. For example, the Every Student Succeeds Act was  introduced to establish a set of academic competencies for students, including social and emotional competencies. For this author, this thrills me to end because it connects both the heart and the mind in the learning process. Children should be able to emotionally brilliant and feel good about themselves and others while soaring academically. 

Other various government bills such as S. 897, named after the six-year-old student Jesse Lewis who was killed at Sandy Hook Elementary School,  have made an addendum to pre-existing educational reforms or acts to include provisions that involve school-wide professional development to ensure that all adults involved in children’s lives at school have the well-needed tools and training to not only understand but implement the principles and concepts of social emotional learning.

All of these efforts  imply that there has been work made beyond the classroom walls, that teachers have more than a fundamental grasp of what it means when the term social emotional learning is used at school. I do think that there is a thirst for teachers and professionals to want to integrate these concepts in the learning process, but that comes with a waning feeling felt by teachers of already feeling taxed and burdened by what is already being asked of them. What I wish I could shout out across the buildings for everyone to hear is that if you are teaching your child well, either in our outside the classroom, you are already doing this. Teach your child to love not just others, but themselves for not just who they are, but what and how they learn.

Nonprofits like Un-included Project empower children to increase their self-esteem and self-worth through engagement both academically and emotionally in various arenas. Efforts made nationally reflect the desire to include social emotional learning and concepts into the academic and professional development framework for both teachers and students.  I am more thrilled that it has reached national attention, but if this is all about the children, let’s start with them. 

For more information on Social Emotional Learning please visit:

Collaboration for Academic and Social Emotional Learning (CASEL)

Emotional Intelligence As Standard Intelligence

Neuroscience Behind Academic, Social, and Emotional Learning

 

 

A Child’s Magic: a learner’s self-empowerment

I am not a doctor. It sounds like an infomercial that you hear around 2 am when you can’t sleep blasting from the t.v., right? What I do have is eleven years of teaching under my belt in some of the lowest neighborhoods where most of the parents barely graduated high school, residencies for my counseling degree at a residential treatment center where girls had been in the foster system for most of their life, and working as a school counselor in a variety of settings.

Think of the fairy tales you read as a child, none of them spoke of a magic formula where everything you ever wanted came true just because you did something you were told to. Fairy tales happened because of what the character, usually an adorable girl with pig tales or a handsome young chap with an earnest desire to explore, did something about. They made it happen, mistakes and all. Shouldn’t children have that same opportunity?

Sometimes it’s all about working with what the child or learner brings to the classroom. Sometimes you have the unwillingness learners, the ones that  are sleepy, almost zombie like, like this kiddo I observed last week.

He was sluggish, and unmotivated, but given the appropriate content, I knew I could capture his attention. With those types of learners, I work with what he  is interested in learning  on his own.  Using the wiggle seat gave him a constant ripple of motions that sparked his body to engage physically, and working on something he liked the first thing in the morning, made his brain engage mentally. Connecting the brain and body made his learning relevant, which in turn, helped him take an active role in his learning.

Like I said, I’m not a doctor, but aren’t these simple adjustments with working with our children something we can all do? I am all about magic and children, I just feel that they should be in charge of their own destiny .

New Year, New Resolution

 

 

With the end of a year coming to a close, the new year begins with potential and promise. And so, as adults, the common tradition of creating a resolution begins: what can I accomplish this year and what steps must I take to see it happen? And as a parent, this often becomes the million dollar question of how do I explain setting a goal for new years to my child?

Children often see parents creating their new year’s resolutions and although it’s incredibly productive and progressive to allow your child to do so, let them be a child. Studies have shown that the increased role of play with children not only increases their sense of self, but has a neurological benefit as well. Although the function of the amygdala’s responsibility for emotion in the brain is well-documented, during childhood it begins to associate cues and responses with both positive and negative events. In other words, by letting your child explore their own world and more importantly, at their own pace , as a parent you are not only cultivating a better relationship with your child, but you are providing them with the greatest goal of all that is already accomplished: learning.

Mirroring Our Stresses

Over the Thanksgiving break, a fellow mom and I were talking about the politics of mommy hood. She had a birthday party for her seven year old, and only invited a few of the girls from school. My friend pulled this off swimmingly like a true professional. However, when another mom heard she wasn’t inviting her daughter, she snubbed her by saying that she would no longer to business with her via text message.

The thought of mirrors and mirroring comes to mind when I heard this story. As parents, we have the responsibility of showing our children how they should act. If we are behaving and treating each other like we should, then this should and never is a challenge. However, when we let the stress stay within then that is what becomes mirrored and in turn, what our children mimic as normal.

The question then remains, what we can do to change our mirrors?