Social Emotional Learning in the Socially Distant Classroom
Submission Type
Synchronous Research Talk
Area of Study or Work
Educational Studies
Zoom Meeting
https://us02web.zoom.us/j/85138860792?pwd=VVFMcEJuenBhcUt2K1QvSVhBZmU1UT09
Faculty Advisor
Leah Nillas
Expected Graduation Date
2021
Start Date
4-10-2021 10:00 AM
End Date
4-10-2021 10:15 AM
Abstract
The importance of solid, foundational Social Emotional Learning (SEL) for students of all ages is growing in relevance, especially since COVID-19 has seen so many children forced to learn from home without direct peer and teacher interaction. SEL is defined as, “The process of acquiring core competencies to recognize and manage emotions, set and achieve positive goals, appreciate the perspectives of others, establish and maintain positive relationships, make responsible decisions, and handle interpersonal situations constructively” (Durlak et al., 2011, p. 406). SEL ties into the engagement section of the Universal Design for Learning framework which states that for children to learn best, they must be in an environment that facilitates proper coping skills, guides personal reflection, fosters a collaborative community, and is threat-free (CAST, 2018). Since all students are different, incorporating intentional SEL activities into everyday curriculum gets a classroom one step further to being able to accommodate intellectual and social differences, just as the Universal Design for Learning suggests. In this classroom research, I evaluate various SEL strategies that I presented to 15 third-graders during my student teaching. I presented SEL lessons to the full class and collected and analyzed data such as environmental artifacts, classroom observations, and student work in the form of various surveys, email correspondence, and assignment submissions. The relevance of this study reaches beyond the classroom and into the world of child care in general, as Social Emotional Learning acts as the foundational stepping stone in getting children ready to function in the adult world.
Social Emotional Learning in the Socially Distant Classroom
The importance of solid, foundational Social Emotional Learning (SEL) for students of all ages is growing in relevance, especially since COVID-19 has seen so many children forced to learn from home without direct peer and teacher interaction. SEL is defined as, “The process of acquiring core competencies to recognize and manage emotions, set and achieve positive goals, appreciate the perspectives of others, establish and maintain positive relationships, make responsible decisions, and handle interpersonal situations constructively” (Durlak et al., 2011, p. 406). SEL ties into the engagement section of the Universal Design for Learning framework which states that for children to learn best, they must be in an environment that facilitates proper coping skills, guides personal reflection, fosters a collaborative community, and is threat-free (CAST, 2018). Since all students are different, incorporating intentional SEL activities into everyday curriculum gets a classroom one step further to being able to accommodate intellectual and social differences, just as the Universal Design for Learning suggests. In this classroom research, I evaluate various SEL strategies that I presented to 15 third-graders during my student teaching. I presented SEL lessons to the full class and collected and analyzed data such as environmental artifacts, classroom observations, and student work in the form of various surveys, email correspondence, and assignment submissions. The relevance of this study reaches beyond the classroom and into the world of child care in general, as Social Emotional Learning acts as the foundational stepping stone in getting children ready to function in the adult world.