Social+Emotional+Learning

Social and emotional competence is the ability to understand, manage, and express the social and emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. It involves self-awareness, control of impulsivity, working cooperatively, and caring about oneself and others. Social and emotional learning is the process through which children and adults develop the skills, attitudes and values necessary for the acquisition of social and emotional competence. Whereas character education programs promote a set of values and directive approaches that presumable lead to responsible behavior, social and emotional education efforts typically have a broader focus. They place more emphasis on: Social emotional education is targeted at helping students to develop socially, emotionally academically, and physically. It is provided through diverse efforts such as classroom instruction, extracurricular activities, supportive school environments, and involvements in community service. Brain research and Social and Emotional Learning (Robert Sylwester) Caring is a product of a community that deems that all members are important, that each member has something to contribute, and that acknowledges that everyone counts. The more emotionally troubled the student, the more attuned her of she is to “caring” in the school environment. At-risk students could be considered the most vulnerable to growing up without “caring.” Caring is rooted in the social and emotional development of childhood. Skills that could be emphasized in a social-emotional learning curricula: Attributes that can be taught and reinforces in a social and emotional learning curricula can include:
 * Social-Emotional Learning  **
 * Active learning strategies/techniques
 * Generalization of skills across content/context settings
 * Development of social decision making
 * Problem solving skills that can be applied to many situations
 * Accepting and controlling our emotions
 * Using metacognitive activities
 * Using activities that promote social interaction
 * Using activities that provide an emotional context
 * Avoiding intense emotional stress in school
 * Recognizing relationship between emotions and health
 * Valuing the social basis and interrelation between multiple intelligences
 * Sensitivity towards others
 * Self-monitoring strategies
 * Self-evaluation
 * Self-control
 * Self-reward
 * Emotion-focused coping
 * Problem awareness
 * Feeling awareness
 * Realistic and adaptive goal setting
 * Awareness of self and others
 * Awareness of adaptive response strategies
 * Productive thinking
 * Stress Management
 * Consequential thinking
 * Decision making
 * Persistence
 * Planning
 * Accepting individual differences
 * Being willing to work hard
 * Honesty
 * Willingness to care for oneself
 * Working cooperatively with others
 * Being motivated to solve problems
 * Being aware of values – personal, familial, communal, societal
 * Having motivation to contribute
 * Having values that are pro-social
 * Feeling capable and positive towards self
 * Feeling likable
 * Feeling respect for self and other
 * Having concern and compassion for others
 * What do you see in the film that is consistent with principles of social emotional learning? What evidence is there in the classroom, student interactions, community that is evidence of successful transfer from classroom to other contexts?  **