Academy for Social-Emotional Learning in Schools

Emotional Intelligence

22

Nov

GRATITUDE: At Work, Home, and School

 

by Edward DeRoche, Ph.D., Character Education Resource Center, Director, University of San Diego

“GRATITUDE CAN TRANSFORM COMMON DAYS INTO THANKSGIVINGS, TURN ROUTINE JOBS INTO JOY AND CHANGE ORDINARY OPPORTUNITIES INTO BLESSINGS.” William Arthur Ward

In December 2014, I wrote a blog about “gratitude and empathy.”

I noted that Robert Emmons (see below) called gratitude the “queen of the virtues,” and I suggested that empathy might be the “king.”

Let’s focus on the “queen” during this Thanksgiving month.

Thanks to research, here is what we know. Gratitude properly understood and rendered “leads to active appreciation of others.” Gratitude has “positive effects on health,” “fosters positive relationships” and “joy;” that is, the stronger our relationships, the happier we are.

Emmons and other researchers have found “three surprising ways that gratitude influences what one does at work.”

One, gratitude facilitates better sleep because “grateful people enjoy more restful, restorative, and refreshing sleep, and reap the benefits at work the next day.”

Two, gratitude is the “antidote to entitlement” and “to other aspects of a toxic workplace culture….When people are experiencing gratitude, they are “less likely to be annoyed, irritated, and aggressive.”

Three, grateful people make better “organizational citizens” — “more likely to volunteer for extra work assignments, take time to mentor co-workers, be compassionate when someone has a problem, encourage and praise others, and are more likely to be creative at work….Gratitude promotes innovative thinking, flexibility, openness, curiosity, and love of learning.”

A National Association of School Psychologist’s article titled “Fostering an Attitude of Gratitude: Tips for Parents” suggests that parents at home help their children develop an attitude of gratitude through a variety of simple acts and activities.

These every day activities include modeling practicing gratitude, encouraging children to think about it, sharing and reinforcing grateful behaviors, using visual reminders, making grateful posters, and keeping a “good stuff” journal.

They suggest that every night parents take a few minutes with each child to write down the positive experiences that happened during the day. They recommend that next to each positive event, their child write a reflection using questions such as:

Why did this good thing happened and what did you learn from it?

What does this good thing mean to you and how can you help have more of it tomorrow?

What ways will you or others contribute to this good thing?

Studies also show that positive parent relationships are associated with gratitude. (Gratitude Works Program, wwwnaspoliner.org)

Now that we know how gratitude influences the workplace, and have some ideas on how to nurture and foster gratitude at home, let’s examine three gratitude lessons.

The lessons come from an article by Vicki Zakrzewski in the November 2016 issue of Greater Good. I selected it because I liked the format of the lessons. That is, I found it to be an excellent idea for formatting all instructional lessons that teachers create.

The format is this:

(a) a lesson objective

(b) a lesson concept –in this case the concept is gratitude

(c) a social-emotional competency

(d) the materials needed

(e) a list of instructional activities

(f) “extension” suggestions for the lesson

The three lessons described in the article all related to the topic of gratitude:

1. “Acts of Kindness” for K-2 students

2. “Food Gratitude” for students in grades 3-5

3. “People Who Make a Difference” for students in grades 6-8

One final point, researchers at Berkeley surveyed 400 students ages 12-14 and found that students “who were more likely to be grateful to others showed higher academic interest, grades, and extracurricular involvement, and had lower interest in risky behaviors.”

Who is Robert A. Emmons, Ph.D.?

He is the world’s leading scientific expert on gratitude. He is a professor of psychology at the University of California, Davis, and the founding editor-in-chief of The Journal of Positive Psychology. He is the author of the books Thanks! How the New Science of Gratitude Can Make You Happier, Gratitude Works!: A 21-Day Program for Creating Emotional Prosperity, and The Little Book of Gratitude.

13

Oct

Developing Professional Relationships That Work

Summary:  This article shares reflections on the importance of developing positive professional relationships with colleagues and supervisors, offering some “guiding principles” on developing a positive climate.

Source:  Carl Draeger, Education Week, September 27, 2017

Categories:  Positive Relationships, School Culture/Climate, Teacher Collaboration, Emotional Intelligence

11

Oct

Social-Emotional Learning Can Begin on the Bus Ride

Summary: This article reports on a project at Butler University where bus drivers were trained on how to form positive relationships with students during their rides to and from school and how to teach them ways to cope with stressful situations at home or during the school day.

Source:  Amelia Harper, Education DIVE, October 10, 2017

Categories:  SEL Basics, Emotional Intelligence, School Culture/Climate, Positive Relationships

11

Oct

Empathy Instilled Through Fictional Literature Can Curb Bullying

Summary:  This article supports the idea that fictional literature can help students understand relationships and help to curb bullying.  “When students read works of fiction that reflect the diversity they will encounter in their daily lives, they are less likely to bully those who are different from them”, author Michael Dahl writes for eSchool News.

Source:  Linda Jacobsen, Education DIVE, October 11, 2017

Categories:  Empathy, Anti-Bullying, Classroom Practice, Emotional Intelligence

1

Oct

Opt for Dignity: Teach Children to Value Themselves and Others

Summary:  This article contains a podcast where Tim Shriver, chair of CASEL and of the Special Olympics,  shares information about his life and about the importance of Social-Emotional Learning.

Source:  Tom VanderArk, Education Week, September 27, 2017

Categories:  SEL Basics, SEL Research, Character Education, Emotional Intelligence

22

Sep

Happy students

‘Kindness Curriculum’ Shown to Improve Grades and Relationship Skills

Summary:  This article reports on the success of the “Kindness Curriculum” in a pilot study with pre-K classrooms in Madison, Wisconsin.  While the study was relatively small, the researchers felt that the positive results warrant further studies to determine the effectiveness of the curriculum with a larger sample size and over the long term.

Source:  Brenda Iasevoli, Education Week, September 20, 2017

Categories:  Core Values, Empathy, Emotional Intelligence, SEL Basics

22

Sep

Compassion as a Classroom Management Tool

Summary:  This article shares the reflections of a second-year teacher on her change of heart in how she managed her classroom.  Instead of using an approach characterized by strict rules enforcement, she adopted an approach based on compassion and caring for her students.

Source:  Andrea Marshbank, Edutopia, September 19, 2017

Categories:  SEL Basics, Emotional Intelligence, Positive Relationships, Classroom Practice

10

Sep

Study: SEL Tends to Produce More Engaged Citizens, Increased Voter Turnout

Summary:  This article reports on anew Princeton study examined the long-term effects of a 20-year-old program known as Fast Track, one of the earliest and largest programs designed to improve life outcomes for at-risk students by teaching psychosocial skills.  The study found benefits gained from teaching SEL in a variety of categories.

Source:  Amelia Harper, Education DIVE, September 5, 2017

Categories:  SEL Basics, SEL Research, Empathy, Emotional Intelligence

23

Aug

Helping Teachers Thrive

Summary:  This article offers suggestions for school leaders to help their teachers build resilience as the new school year starts.  This is important in weathering the day-to-day storms but it also helps teachers to thrive!

Source:  Elena Agullar, Edutopia, August 21. 2017

Categories:  Leadership Qualities, Emotional Intelligence, Classroom Practice, Performance Values, Positive Relationships

23

Aug

Teaching Love Over Hate: A Response to the Charlottesville Incident

by Karen Niemi, President and CEO, CASEL (Collaborative for Academic, Social, and Emotional Learning)

Dear CASEL friends:

Like so many of you, I’ve been shaken and horrified by the events of this past weekend in Charlottesville, Va. The prospect of overt and violent hatred and bigotry once again entering the American public square of ideas is abhorrent, and again, a very real threat.

I couldn’t help being struck that so many of the participants in the violence were so young, like 20-year-old white supremacist James Alex Fields Jr., who drove a car into a crowd of counter-protesters, injuring dozens and killing 32-year-old Heather Heyer. So much tragedy. . . a life cut short, and the living are left with pain, heartache, loss, and, for some, the inspiration for violence yet to come.

How could a society capable of nurturing so much beauty and compassion have also produced Mr. Fields? What forces stoked his fears of diversity and emboldened him with hate? How could his life have been different — not to mention the lives of hundreds of KKK members, alt-right supporters, white nationalists, and violent extremists — if he possessed the skills to understand and manage his emotions, feel empathy, and build positive relationships? We will never know.

I’m more convinced than ever that the work we do here at CASEL is part of the solution to this type of bigotry and fear. We believe in the power of education to teach nonviolence, promote understanding, endow children with purpose and meaning, and provide the skills and behaviors that can create a more inclusive, healthy, and positive future.

Our board chairman, Timothy Shriver, perfectly summed up what we must do to succeed when he said, “I want to change the cycle of stigma and prejudice that destroys lives all over the world every day. Until we can get in front of people and awaken them to the idea that this is not acceptable, it’s very difficult for people to appreciate what we do and change the way we act as a society.”

We are the educators who teach love over hate, the helpers who run toward disaster to comfort the afflicted, and the change agents who will help destroy prejudice and stigmatization.

I ask each of you not to disengage after the tragedy of this past weekend but instead to see it as a call to redouble our efforts because this work is vital, perhaps now more than ever. And we must succeed. Our children are counting on us. Our communities are counting on us. Our country is counting on us.

Together we will build a better tomorrow!

Karen Niemi

President and CEO

CASEL: Collaborative for Academic, Social, and Emotional Learning

Read the Full Post on CASEL’s Website