WELCOME students to another week in the Open School for the Second term of the academic or school year 2022 to 2023.
The school is open to parents, guardians, teachers, students and members of the public. It is my hope that students will acquire knowledge and skills which will enable them to improve on students’ academic, social and emotional learning.
Today’s lesson is the first in a two-part series on “Academic and Social-Emotional Learning.” At the end of the lesson, students will be able to (1) Explain in their own words positive behaviour. (2) Give two ways in which a teacher or facilitator of learning could manage emotions.
In this article the writer will emphasize social-emotional learning as an important aspect of student achievement. Yes, we want our children, our students to achieve academically. However, the social and emotional factors greatly influence academic achievement.
Now school is closed for the Easter Vacation. The lesson in Part Two of this series will be done when school is re-opened for the third and final term of the academic year 2022 to 2023.
Learning requires caring. Effective, lasting academic and social-emotional learning is built on caring relationships and warm but challenging classroom and school environments.
In my many years in the teaching profession, I have seen many children who yearned for family love and caring. And I am sure that the situation has not changed dramatically today.
Research findings have found that lasting social-emotional learning, sound character and academic success are founded on classrooms and schools that are non-threatening to students and challenge them to learn more, but do so in ways that do not discourage them. Indeed, in the absence of caring from home, students welcome and are always very pleased when their classes and the school that show caring.
Now what are some of the things that the teacher and facilitators of learning can do to show that they care about their students?
Teachers and facilitators of learning should be at school before the students arrive so that they can greet them as they enter the school and classroom. Here we underscore the importance of regularity and particularly, punctuality, at school. Teachers and facilitators of learning should know the names of all the students entrusted to their care and call them by their names as they enter the classroom.
Teachers and facilitators of learning should give students an opportunity to reflect on what they have learned recently. This could be done after prayers at the beginning of the school day, at the start of a lesson, or before dismissal at the end of the school day.
Create rules in the classroom that recognize positive behaviour, such as cooperation, caring, helping, encouraging and support. But be sure that rules that relate to discipline and procedures are clear, firm, fair and consistent. Teachers and facilitators of learning must always remember that students would be paying close attention to the administering of the rules.
Teachers and facilitators of learning must show interest in the personal lives of their students outside of school. For example your student has not showed up for school, and chances are that the parent has not sent in an excuse. Interest should be showed in finding out about the student and even visiting him or her at home if that is possible.
Teachers and facilitators of learning should be able to detect those learning environments that have been most successful for the students in the past, and use the information to guide instruction. For example, students would show that when they relate to each other in small groups they perform better. Then that information should inform the way instruction is organized.
Another critical area of social-emotional learning is teaching everyday life skills.
Life skills that promote academic and social emotional learning must be taught explicitly at every grade level. By explicitly I mean that when teachers and facilitators of learning are imparting those skills, they should be clear and detailed, leaving no room for confusion and doubt.
Now what are some essential skills for academic and social-emotional learning? Some examples are:
(1) Manage students’ emotions. But what are emotions. Very simply emotional and mental states brought about by thoughts, feelings, behavioural responses which bring about pleasure or displeasure.
For example, a teacher or facilitator of learning might raise his or her voice at a student for not giving a desired response during a lesson. And that student, feeling hurt, may begin to cry.
Teachers or facilitators of learning should manage emotions in a way that would regulate feelings so that they aid rather than prevent the handling of situations.
(2) Teachers should try their very best to understand situations; by that I mean accurately understand the circumstances one is in.
(3) Set goals and plans that establish and work towards the achievement of specific short and long term outcomes.
(4) Solve problems creatively; by that I mean engage in a creative, disciplined process of exploring alternative possibilities that lead to responsible action including overcoming obstacles to plans;
(5) Show empathy. Meaning identifying and understanding the thoughts and feelings of others;
(6) Show respect for others;
(7) Communicate effectively;
(8) Build a healthy relationship with the home;
(9) Negotiate fairly;
(10) Seek help, if that becomes necessary.
Now two questions for you: (1) Explain in your own words positive behaviour. (2) Give two ways in which a teacher or facilitator of learning could manage emotions.