Teaching Social-Emotional Learning Through Read-Alouds
Major
Educational Studies
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
State Farm Hall
Start Date
4-13-2024 9:00 AM
End Date
4-13-2024 12:00 PM
Abstract
Social skills and the ability to regulate one’s emotions are important in and outside the classroom. Students who have stronger abilities in these skills are more successful in school and have more positive behaviors (Britt, Wilkins, Davis & Bowlin, 2016). I had the opportunity to observe students and create lessons in a first-grade classroom. In this qualitative study, I had the freedom to teach lessons regarding social-emotional learning (SEL) competencies through books. SEL is an approach that allows the teaching of skills regarding self-regulation of emotions, awareness of other people, awareness of one’s self, relationship skills, and decision-making skills (LaRue, 2022). I taught SEL by reading books aloud to the class and asking discussion questions. As I got to know the students, the subjects of the books I chose matched the social-emotional needs of the students. By reviewing complementary literature and analyzing field notes and lesson plans I crafted and executed during student teaching I was able to experiment with strategies to teach SEL in lower elementary classrooms. Having spent only one semester in the classroom there were limited opportunities to observe students growth over time. Additionally, as a student teacher I did not have full control over how the classroom was set up which has implications in students’ social-emotional states.
Teaching Social-Emotional Learning Through Read-Alouds
State Farm Hall
Social skills and the ability to regulate one’s emotions are important in and outside the classroom. Students who have stronger abilities in these skills are more successful in school and have more positive behaviors (Britt, Wilkins, Davis & Bowlin, 2016). I had the opportunity to observe students and create lessons in a first-grade classroom. In this qualitative study, I had the freedom to teach lessons regarding social-emotional learning (SEL) competencies through books. SEL is an approach that allows the teaching of skills regarding self-regulation of emotions, awareness of other people, awareness of one’s self, relationship skills, and decision-making skills (LaRue, 2022). I taught SEL by reading books aloud to the class and asking discussion questions. As I got to know the students, the subjects of the books I chose matched the social-emotional needs of the students. By reviewing complementary literature and analyzing field notes and lesson plans I crafted and executed during student teaching I was able to experiment with strategies to teach SEL in lower elementary classrooms. Having spent only one semester in the classroom there were limited opportunities to observe students growth over time. Additionally, as a student teacher I did not have full control over how the classroom was set up which has implications in students’ social-emotional states.