Socio Emotional Learning and Its Effects on Classroom Environment
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 Emotional Learning (SEL) in the classroom is a growing part of the curriculum for elementary schools all across the U.S. The term SEL refers to the teaching and understanding of using different strategies to develop meaningful skills for students to create and maintain healthy relationships with others and also develop self identity. CASEL (2020) characterizes SEL through five social and emotional competencies (i.e., self awareness, self management, social awareness, relationship skills, and responsible decision making). These five competencies are being taught throughout the lifespan of students but focused on in many different environments throughout life. The environment I focused on was school and the classroom. When including SEL in the classroom it allows students to identify emotions and be able to understand and apply skills to help them cope with their emotions. The incorporation of SEL in early elementary is especially important for students and allows them to develop these emotional skills at an early age. I conducted my research in a first grade classroom in Illinois. I had fifteen students and classroom data was collected through my semester of student teaching. The students had daily lesson plans on SEL and were able to participate in responding to the lessons we learned through verbal conversations as well as anchor charts. Unit 5 lessons used the strategy of zones of regulation which includes four zones (i.e., red, blue, green, yellow) each zone having multiple emotions attached to it. The important emphasis being that no zone was negative, but knowing how to move throughout the zone being the most important part for students to comprehend. I used a chart for my students to record their zone in the morning as well as right before they left school for the day and recorded both of these everyday throughout my study. Students recognizing their emotions and using the tools they learned to work through them was a high area of growth in my classroom.
Socio Emotional Learning and Its Effects on Classroom Environment
State Farm Hall
Social Emotional Learning (SEL) in the classroom is a growing part of the curriculum for elementary schools all across the U.S. The term SEL refers to the teaching and understanding of using different strategies to develop meaningful skills for students to create and maintain healthy relationships with others and also develop self identity. CASEL (2020) characterizes SEL through five social and emotional competencies (i.e., self awareness, self management, social awareness, relationship skills, and responsible decision making). These five competencies are being taught throughout the lifespan of students but focused on in many different environments throughout life. The environment I focused on was school and the classroom. When including SEL in the classroom it allows students to identify emotions and be able to understand and apply skills to help them cope with their emotions. The incorporation of SEL in early elementary is especially important for students and allows them to develop these emotional skills at an early age. I conducted my research in a first grade classroom in Illinois. I had fifteen students and classroom data was collected through my semester of student teaching. The students had daily lesson plans on SEL and were able to participate in responding to the lessons we learned through verbal conversations as well as anchor charts. Unit 5 lessons used the strategy of zones of regulation which includes four zones (i.e., red, blue, green, yellow) each zone having multiple emotions attached to it. The important emphasis being that no zone was negative, but knowing how to move throughout the zone being the most important part for students to comprehend. I used a chart for my students to record their zone in the morning as well as right before they left school for the day and recorded both of these everyday throughout my study. Students recognizing their emotions and using the tools they learned to work through them was a high area of growth in my classroom.