I have observed the consequences of the deficiencies in children's social-emotional learning: anxiety, inability to self-regulate and focus, inability to get along with others, lack of empathy, self-awareness, and awareness of others. I have also observed the positive impact of the implementation of social-emotional learning: more calm, focused, self-regulated, and empathetic children, who have better self-awareness, and awareness of others. Social-emotional learning is the foundation that must exist before we can address academic learning. We must start with the inside.
This video, "Educate the Heart", by the Dalai Lama Centre for Peace and Education, is a brief introduction to the value of SEL. |
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Essential Skills for Life
As Pamela Randall, Director of Practice for the Collaborative for Academic, Social, and Emotional Learning (CASEL) states in the following video, "Social-emotional skills are the essential skills for success in school, work, and life".
In the video below, "Why Educate the Heart", Dr. Kim Schonert-Reichl, a renowned expert in SEL, explains why SEL is so important, and why we need to teach it in our schools.
SEL Relates to Maslow's Hierarchy of Needs
Many kids are coming to school with a deficit in their social-emotional intelligence. They are seemingly unable to get along with others, unable to self-regulate, unable to manage emotions, unproductive, and unhappy. As educators know, all behaviour is communication, and we are charged with the responsibility to try to understand what is being communicated through the behaviours we are observing. When considering this, I am reminded of Maslow's Hierarchy of Needs.
In the 1950's, Humanistic Psychologist Abraham Maslow put forth a theory that all behaviour is motivated by the human need to fulfill basic needs before more complex ones can be addressed....children need to feel safe and secure in order to trust, take risks, learn, achieve and grow. When they are coming to school without experiencing a fulfillment of those basic needs, they cannot begin to develop the more complex ones- they cannot learn and take risks when they do not feel safe, or comfortable, or a sense of belonging/connection. Nor are they able to build caring/empathy, the ability to work with others, and the many skills that come with the development of their interpersonal and intrapersonal intelligences. We can help them develop and fulfill those basic needs, and their interpersonal and intrapersonal intelligences by teaching to, and attending to their social-emotional needs.
Below is a screenshot of Maslow's Hierarchy of Needs next to a Classroom's Hierarchy of Needs (from http://www.classroom20.com/profiles/blogs/a-classrooms-hierarchy-of), illustrating those same needs in the classroom context:
Many kids are coming to school with a deficit in their social-emotional intelligence. They are seemingly unable to get along with others, unable to self-regulate, unable to manage emotions, unproductive, and unhappy. As educators know, all behaviour is communication, and we are charged with the responsibility to try to understand what is being communicated through the behaviours we are observing. When considering this, I am reminded of Maslow's Hierarchy of Needs.
In the 1950's, Humanistic Psychologist Abraham Maslow put forth a theory that all behaviour is motivated by the human need to fulfill basic needs before more complex ones can be addressed....children need to feel safe and secure in order to trust, take risks, learn, achieve and grow. When they are coming to school without experiencing a fulfillment of those basic needs, they cannot begin to develop the more complex ones- they cannot learn and take risks when they do not feel safe, or comfortable, or a sense of belonging/connection. Nor are they able to build caring/empathy, the ability to work with others, and the many skills that come with the development of their interpersonal and intrapersonal intelligences. We can help them develop and fulfill those basic needs, and their interpersonal and intrapersonal intelligences by teaching to, and attending to their social-emotional needs.
Below is a screenshot of Maslow's Hierarchy of Needs next to a Classroom's Hierarchy of Needs (from http://www.classroom20.com/profiles/blogs/a-classrooms-hierarchy-of), illustrating those same needs in the classroom context:
As you can see from the two pyramids, Maslow's Hierarchy of Needs can be addressed in a classroom, with purposeful attention to the physical and emotional classroom environment, and teaching of social-emotional learning to all students. Something as simple as becoming aware when students are hungry, (Check-In at the beginning of the day is a great way to determine who has come to school hungry), ensuring students have snacks and regular water breaks help to meet some of those basic needs. To read more about the Classroom's Hierarchy of Needs, and strategies to meet them, visit http://www.classroom20.com/profiles/blogs/a-classrooms-hierarchy-of and http://www.edutopia.org/blog/addressing-our-needs-maslow-hierarchy-lori-desautels .
Teachers cannot force learning into beings that do not have the capacity to learn because their basic needs are left unmet. We have to help children address and meet those needs before expecting that they can invest and engage in the learning process. Research is telling us that addressing social-emotional needs benefits learning: The Collaborative for Academic, Social and Emotional Learning (CASEL), states that “satisfying the social and emotional needs of students does more than prepare them to learn. It actually increases their capacity for learning” (Protheroe, 2012). SEL matters.
Teachers cannot force learning into beings that do not have the capacity to learn because their basic needs are left unmet. We have to help children address and meet those needs before expecting that they can invest and engage in the learning process. Research is telling us that addressing social-emotional needs benefits learning: The Collaborative for Academic, Social and Emotional Learning (CASEL), states that “satisfying the social and emotional needs of students does more than prepare them to learn. It actually increases their capacity for learning” (Protheroe, 2012). SEL matters.
I observed a great deal of growth in the students in my class- both academically and social-emotionally. I have no doubt in my mind that the substantial growth in literacy and numeracy in my class would not have been as successful if I had not integrated SEL into each day. There were many factors that contributed, but I feel certain that SEL was a critical factor.
References
Protheroe, N. (2012). Social and emotional factors in student learning. Principal’s Research Review, 7(5).
References
Protheroe, N. (2012). Social and emotional factors in student learning. Principal’s Research Review, 7(5).