As I work through these sessions, I see how SEL techniques can be valuable for any age level. As so many above pointed out, we are seeing higher and higher levels of anxiety and other mental challenges in our students. I work for a VLA, and most of my students have Mental or Behavior challenges that won't allow them to be in a school building. For my middle schoolers, I have seen great benefits to a routine of asking SEL questions as a bellringer and doing a week closing activity. When there are behavior issues, we are able to take a moment out of class and ask "What went well, and what went not so well." Students are learning to speak up about their emotions and when they feel frustrated. Its awesome to see. In my high school classes, we talk a lot about self-motivation, as project based learning is key to my science classes. Often they have projects that they need to self-direct. Learning how to schedule and plan is helping, along with creating short and long term goals.
While I always thought I had SEL "in the bag", I realize I'm not including families and community partners enough, if at all. I am changing that and this is something big I've discovered through this program thusfar.
Yes! having some sort of monthly newsletter with tutorials on the skills you're practicing could help with this! Getting families involved will help students practice and internalize skills:)
That was the exact same realization I had! I was so focused on SEL in the classroom and school and hardly thought about the ways to bring in the families. I've seen "outreach" as so common place but extended it to the actually authentic engagement is the next big piece to the puzzle.
As I work through module 6 I am finding that what some of my district is already doing like community circles is a valuable component of SEL teaching. I have been in a classroom a few times during the time they are doing a community circle and have been invited to join. I myself find them to be a nice way to begin my day and I could tell that the students also enjoy having that time that is a safe place to talk and share. I really like the CASEL Wheel and will be sharing it with my leaders soon.
It's been valuable reviewing the tenets of SEL through the Module 6 sessions. As I worked through session 4 (self-direction/awareness), I was reminded of how personal values can be an effective motivator for setting and achieving goals. I think the process of understanding what drives us (or what impacts our motivation) is valuable for teachers and students alike, and these factors can be effectively explored through the lens of the CASEL SEL competencies and how they relate to engagement in the school community. Inspired by this module's content, I'm developing a personal mission statement writing activity that underpins a goal-setting and task creation process. As a tech coach, my primary audience is other educators, so I'm interested in how to develop self-direction and awareness within that audience as well.
After being out of the classroom for 9 years, I did not see the gradual increase for SEL needs. In a short time, the anxiety levels and needs of young children have changed dramatically. I intend to use the content from module 6 to enhance the SEL opportunities in my classroom. I agree with Vicki's comment, "... a safe and supportive learning space for my students is my number one priority." I teach in an affluent district and my children are provided for. However many have faced traumatic experience and several have anxiety that is unexplained and just a part of their lives at this time. Much of Module 6 has opened my mind to new philosophies and ideas that will directly benefit my students.
I've been out of the classroom for a while too! However, working directly with teachers during the pandemic has given me a window into the changing anxiety levels you mention. It's deeply unfortunate that recent times have increased the spread of trauma amongst students and their families, but the renewed focus on SEL can hopefully be a positive piece of the outcome.
As I go through Module 6, it brings back a lot of past learning from various school districts I have worked in and my doctoral program. In addition to reviewing this important material and realizing how I can improve my instruction, I am also finding new strategies to use in my current virtual teaching/learning environment. Creating a safe and supportive learning space for my students is my number one priority. A number of my current students are in very difficult home and life circumstances or exhibit trauma-based responses. As I go through each session of this module, I am making notes about practices I can incorporate (some for all students/some for individual students). At this point, I am going back through Session 2 and I have a copy of the CASEL Wheel and Competencies readily available. I have chosen to focus on explicit modeling of positive self talk with my students as we talk more about earning (and recovering) credit and how we will begin preparing for Regents exams in a couple of months.
As I work through these sessions, I see how SEL techniques can be valuable for any age level. As so many above pointed out, we are seeing higher and higher levels of anxiety and other mental challenges in our students. I work for a VLA, and most of my students have Mental or Behavior challenges that won't allow them to be in a school building. For my middle schoolers, I have seen great benefits to a routine of asking SEL questions as a bellringer and doing a week closing activity. When there are behavior issues, we are able to take a moment out of class and ask "What went well, and what went not so well." Students are learning to speak up about their emotions and when they feel frustrated. Its awesome to see. In my high school classes, we talk a lot about self-motivation, as project based learning is key to my science classes. Often they have projects that they need to self-direct. Learning how to schedule and plan is helping, along with creating short and long term goals.
While I always thought I had SEL "in the bag", I realize I'm not including families and community partners enough, if at all. I am changing that and this is something big I've discovered through this program thusfar.
As I work through module 6 I am finding that what some of my district is already doing like community circles is a valuable component of SEL teaching. I have been in a classroom a few times during the time they are doing a community circle and have been invited to join. I myself find them to be a nice way to begin my day and I could tell that the students also enjoy having that time that is a safe place to talk and share. I really like the CASEL Wheel and will be sharing it with my leaders soon.
It's been valuable reviewing the tenets of SEL through the Module 6 sessions. As I worked through session 4 (self-direction/awareness), I was reminded of how personal values can be an effective motivator for setting and achieving goals. I think the process of understanding what drives us (or what impacts our motivation) is valuable for teachers and students alike, and these factors can be effectively explored through the lens of the CASEL SEL competencies and how they relate to engagement in the school community. Inspired by this module's content, I'm developing a personal mission statement writing activity that underpins a goal-setting and task creation process. As a tech coach, my primary audience is other educators, so I'm interested in how to develop self-direction and awareness within that audience as well.
After being out of the classroom for 9 years, I did not see the gradual increase for SEL needs. In a short time, the anxiety levels and needs of young children have changed dramatically. I intend to use the content from module 6 to enhance the SEL opportunities in my classroom. I agree with Vicki's comment, "... a safe and supportive learning space for my students is my number one priority." I teach in an affluent district and my children are provided for. However many have faced traumatic experience and several have anxiety that is unexplained and just a part of their lives at this time. Much of Module 6 has opened my mind to new philosophies and ideas that will directly benefit my students.
As I go through Module 6, it brings back a lot of past learning from various school districts I have worked in and my doctoral program. In addition to reviewing this important material and realizing how I can improve my instruction, I am also finding new strategies to use in my current virtual teaching/learning environment. Creating a safe and supportive learning space for my students is my number one priority. A number of my current students are in very difficult home and life circumstances or exhibit trauma-based responses. As I go through each session of this module, I am making notes about practices I can incorporate (some for all students/some for individual students). At this point, I am going back through Session 2 and I have a copy of the CASEL Wheel and Competencies readily available. I have chosen to focus on explicit modeling of positive self talk with my students as we talk more about earning (and recovering) credit and how we will begin preparing for Regents exams in a couple of months.