Academy for Social-Emotional Learning in Schools

SEL Basics

7

Jan

Buying on line.

Tweens/Teens and Technology: What You Need to Know What You Need to Do

by Michelle McCoy Barrett, Ph.D., College of Saint Elizabeth, Associate Professor and Director, Psy.D. in Counseling Psychology, Licensed Psychologist

Technology has made our lives easier, more efficient, and even more enjoyable. Socially, a new world has opened up allowing many to connect in ways that are no longer dependent on proximity. With all of these benefits, there comes a growing number of concerns, particularly for tweens/teens of Generation Z, the “Always on Generation” (born 2001-present).

Lack of Connection and Relatedness

Communication, although more frequent, can lack genuine meaning and connection when done primarily through text or social media outlets. Today’s tweens/tees may be less equipped to understand social cues and may hide behind technology to avoid genuine and meaningful interactions. Texting as a primary mode of communication lacks face-to-face interaction. How often are text messages misinterpreted because of a lack of eye-contact, tone of voice, and body language?

Can’t unplug or Disconnect

Many parents and educators worry about the amount of time tweens/teens spend online and on their phones. Some of the strongest research suggests that our sleep is being affected by technology, specifically cell phone use at nighttime. Phone notifications being on at night affects our sleep and this is especially problematic for tweens/teens. Concerns exist about attention spans, multi-screening, and the constant need to find out what others are doing, known as “Fear of Missing Out” (FOMO).

Consequences of Bad Decisions

Perhaps the most frightening concern has to do with the consequences of what kids put out there (e.g., hurtful words, inappropriate images). Emotional regulation and impulse control take on new meaning when one considers how quickly and widely messages can be broadcast. Developmentally, this age group struggles with things like planning, thinking ahead, and making good decisions. It can be a disastrous combination for this group to have instant access to an audience. In addition, there is often the false belief that once something is deleted, it disappears. Teens/tweens need to know that once something is out there, it stays out there!

Today’s parents have an additional job as soon as they allow their kids to enter the world of technology/social media. Often the issue of privacy is raised, however it’s crucial remember that what tweens/teens are doing online is PUBLIC. A diary is private, while a text or post is public. The time to set up monitoring is sooner rather than later, as it’s easier to set up rules with a 12-year-old versus a 16-year-old.

Social Emotional Learning

Given what today’s tweens/teens are facing, there is an increased need to focus on social and emotional learning in schools and at home. Developing an awareness of one’s own emotional state is crucial for healthy development and building relationships. This awareness also serves as the building blocks for understanding other people’s emotional states. With a decrease in face to face communication and an increase in electronic communication, there are fewer opportunities to develop that understanding of others and more room to make errors. Because texting has become the primary mode of communication for tweens/teens that have a phone, this generation may be lacking in social awareness and understanding and the need for these skills to be intentionally discussed and taught is tremendous.

Suggestions

  1. Charge phones at night in a charging station, not in a tween/teens’ bedroom.
  2. Model unplugging as parents.
  3. Be familiar with the types of technology that your kids use.
  4. Know passwords and monitor communications. Start off with this understanding.
  5. Discuss what you see. Mistakes will happen and can be important conversations; the key is to catch these early.

References

Weiss, R., Schneider, J. (2014). Closer together, further apart: The effect of technology and the internet on parenting, work, and relationships. Gentle Path Press: Arizona.

Weir, K., (2017). Disconnected. Monitor on Psychology, Vol 48, No. 3, APA: Washington DC.

 

30

Nov

Ajudando os Alunos a Identificar os seus Valores (Spanish)

This Article is the translation, with the kind permission of the author, Maurice J. Elias, of the post Helping your Students Identify Their Values that has been published in Edutopia, the third July 2017. Due to its extension, it will be published in three parts.

Este artigo é a tradução, amavelmente autorizada pelo autor, Maurice J. Elias, do artigo publicado em Edutopia a 3 de Julho de 2017. Devido à sua extensão, será publicado em 3 partes.

Convide os seus alunos a escrever sobre os princípios orientadores segundo os quais eles querem viver, usando estes tópicos motivadores para os ajudar a começar.

By Maurice J. Elias

O início do ano escolar é uma ocasião propícia para pedir aos alunos que reflitam sobre aquilo que traz um sentido orientador às suas vidas. E colocar por escrito os seus princípios orientadores de vida é uma tarefa perfeita para esta reflexão.

Os professores de alunos a partir do 5º ano podem pedir-lhes que descrevam os princípios segundo os quais desejam viver as suas vidas. Para os ajudar a sintonizar a ideia, podem conversar sobre biografias que eles tenham lido ou visto em filmes (Também podem ver juntos extratos de vídeos ou lerem juntos excertos de livros); depois organizem um diálogo ou enumerem um resumo das regras pelas quais essas pessoas parecem ter pautado as suas vidas. Também podem colocar aos alunos a mesma questão sobre personagens de romances, adultos presentes nas suas vidas ou figuras históricas.

Para Começar:

Algumas questões motivadoras podem ajudar os alunos a começar a pensar mais profundamente sobre os seus próprios valores ou princípios.

  • Quem admiras? Enumera três qualidades admiráveis dessa pessoa.
  • Descreve um incidente ou um evento em que tenhas aprendido uma lição da forma mais dura.
  • O que poderias mudar em ti próprio para te tornares uma pessoa melhor?
  • Quais são as três qualidades que valorizas num amigo? Num Professor? No Pai ou na Mãe?
  • Quem foi mais importante na tua vida em ajudar-te a estabelecer os teus valores? Por favor explica.
  • Quais são os três valores mais importantes que pensas serem essenciais para encorajar os teus próprios filhos, um dia mais tarde?
  • Qual é a regra única que tu crês ser a essencial para orientar a tua vida?
  • Se nós vivêssemos num mundo perfeito, como é que as pessoas poderiam proceder de forma diferente do que fazem agora?

(Continua)

Sobre o Autor: Maurice J. EliasProf. of Psychology, Director, Rutgers Social-Emotional and Character Development Lab (www.secdlab.org), Director, the Collaborative Center for Community-Based Research and Service (engage.rutgers.edu)@SELinSchools

LINK…

http://cadescrita.edublogs.org/2017/07/08/ajudando-os-alunos-a-identificar-os-seus-valores-i/

1

Nov

Practice Learning Knowledge

It’s About Skill Development!

by Ed DeRoche, Character Education Resource Center, Director, University of San Diego

A “skills” quote:

“Expressing care for another is not an innate ability present more naturally in some people than others, but rather a skill that can be taught and nurtured through a supportive educational environment.”

-Scotty McLennan, Dean for Religious Life, Stanford University

A “skills” memory:

”I loved playing baseball. Our city had open try-outs for minor league teams. On day four, one of the coaches said to me, ‘Son, we can’t have players on this team without skills in every area.’ I had ‘grit’ but couldn’t hit. I also had ‘perseverance’ so I became a teacher, a principal, a dean.”

(The question of how skillfully is open to debate.)

At our Character Matters Conference (June 2017), sitting with a few teachers over our delicious box lunches, we started talking about “21st Century Skills” and the “new” character education movement – the focus on the social-emotional needs of students. I expressed the opinion that I thought the programmatic/instructional emphasis was on the emotional side of the SEL (follow the money) with some, but not too much, attention helping students develop their “social skills.”

As I noted in my 2013 blog , “The Skills Game” recent employee surveys showed that employers are looking for certain qualities in employees such as listening and communication skills, adaptability, creative thinking skills, problem-solving skills, goal setting skills, and competence in reading, writing, and computation skills. It has been reported that 85% of those who lose jobs do so because of inadequate social skills.

It seems to me that social skill development should be an essential part of schools’ character education initiatives (with character strengths and emotional skills as the other two).

A survey conducted through Pew Research Center’s American Trends Panel, asked the question: What are the best skills for kids to have these days?

The responses:

90% – Communication

86% – Reading

79% – Math

77% – Teamwork

75% -Writing

74% – Logic

58% -Science

25% – Athletics

24% – Music

23% -Art

Social skills include habits and attributes that some call “Habits of the Heart.” This includes providing instruction and practice in helping students to be respectful, be responsible, be honest, be trustworthy, be caring, be courageous, be courtesy, be compassionate, and be fair.

These learned skills are coupled with “Habits of the Mind” – being a critical thinker, appreciating the importance of knowledge and learning, learning how to learn, practicing self-discipline, making ethical decisions, learning to problem solve, controlling anger and emotions, resisting peer pressure, and thinking before acting.

The third skill set is often labeled, “Habits of the Hands,” which includes knowing and practicing the Golden Rule, being of service to others, and becoming an active, participating citizen.

In my research for this blog, I found a program developed by Stephen Elliott (Vanderbilt Peabody education and psychology researcher) and co-authored with Frank Gresham, of the newly published The Social Skills Improvement System Classwide Intervention Program (SSIS-CIP).

They identified the top 10 skills that students need to succeed based on surveys of over 8,000 teachers and over 20 years of research in classrooms across the country. The skills are:

  • Listen to others.
  • Follow the steps.
  • Follow the rules.
  • Ignore distractions.
  • Ask for help.
  • Take turns when you talk.
  • Get along with others.
  • Stay calm with others.
  • Be responsible for your behavior.
  • Do nice things for others.

They report: “In our research, we found that elementary kids and teachers value cooperation and self-control. When we teach and increase those behaviors, we reduce problem behaviors and maximize learning time…. “

“If we increase social skills, we see commensurate increases in academic learning. That doesn’t mean that social skills make you smarter; it means that these skills make you more amenable to learning.”

More information about the SSIS Program can be found at: http://www.PearsonAssessments.com.

Another discovery – a web site, called SKILLSYOUNEED (https://skillsyouneed.com), which provides information and resources for each of the following category of skills: Personal, Interpersonal, Leadership, Learning, Presentation, Writing, Numeracy, and Parenting skills.

As a reminder, I published two blogs on this topic that may be worth your review:

  1. “The Skills Game: Who’s on First? What’s on Second? How’s on Third!” [Published by SmartBrief-Education, 11/12/2013]
  1. “The Skills of Question-Asking,” [February 2015 Blog]

http://sites.sandiego.edu/character/blog/2015/02/23

And finally, think about this each month during the new school year:

Children who scored high on social skills were four times as likely to graduate from college than those who scored low.”

Teaching Social Skills to Improve Grade and Lives, David Bornstein, http://opinionator.blogs.nytimes.com/2015/07/24

Question/Comments: deroche@sandiego.edu

25

Oct

Bully

Teachers Can Impact Bullying More Than They Realize

Summary:  This article reports on programs that can help stop bullying and the role that SEL can play in creating safe spaces for students. The role that teachers can play in stopping bullying is also outlined in this article.

Source:  Amelia Harper, Education DIVE, October 24, 2017

Categories:  Anti-bullying, Positive Relationships, Classroom Practices, SEL Basics

11

Oct

Survey

No State Will Measure Social-Emotional Learning Under ESSA. Will That Slow Its Momentum?

Summary:  In a review of state ESSA plans, no state has included measures of Social-Emotional Learning as an indicator.  The article suggests that measures of SEL are not sufficiently developed to be used across all schools. Roger Weissberg of CASEL, said “a group of 20 states that are cooperating to explore social-emotional-learning plans largely favor allowing districts to select and design their own measures to ensure they fit into their strategies.”

Source:  Evie Blad, Education Week, October 4, 2017

Categories:  Student Achievement, SEL Basics, SEL Research, Assessment Tools

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

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

1

Oct

Measurement

Measuring Social-Emotional Skills: Designs Show Current State of Assessment

Summary:  This article reports on the results of CASEL’s design challenge for measuring social-emotional skills.  Methods ranged from puzzle-solving, to organizational skills, to reactions of high school students to videos.  CASEL’s work groups has determined that more work is needed to create measurement systems that would be able to be implemented on a large-scale basis.

Source:  Linda Jacobson, Education DIVE, September 27, 2017

Categories:  SEL Basics, SEL Research

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