Cultural Compentency P2

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Western Governors University *

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D020

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Communications

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Apr 3, 2024

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docx

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Uploaded by PresidentHedgehog4010

1 Rickita Banks D020 Cultural Competency and Social-Emotional Learning Performance Task Two January 13, 2024

2 A. Social and emotional learning competencies can contribute to a supportive and inclusive school environment and help students become more successful in school. Social-emotional learning reaches the whole child, not just the academic part of students, but it helps develop their social skills and helps them to recognize their feelings and how to cope with their emotions and feelings. Social-emotional learning competencies help contribute to a supportive and inclusive school environment through relationship building. Teaching social-emotional lessons helps classroom teachers and students build the important relationships that are needed to help students learn and succeed in school. Social-emotional learning helps build trust between students and teachers. When students trust their teachers, this builds a supportive learning environment. When students feel they have the support they need in the classroom, students begin to thrive, students feel they are in a safe place to learn and a safe place to make mistakes. Trust, relationship building, and embracing diversity can also help contribute to a more inclusive classroom environment. Through an inclusive classroom, students learn to accept and appreciate diversity. Students with disabilities and students who are English Language Learners also feel a part of the classroom culture. When students feel supported and heard, this leads to student academic growth. “When students are motivated and feel a sense of belonging, their learning improves (Darling-Hammond, 2019). When students are engaged in social-emotional learning activities, research has shown that students' academic performance increases. Darling-Hammond (2019) reports that an 11% increase in academic performance was found in students who engaged in social-emotional learning. Social-emotional learning has led to an increase in high school graduations in some schools across the country that include social-emotional learning in their daily curriculum.

3 B . A social-emotional practice that I use in my classroom is morning meetings. Morning meetings help develop students' social-emotional skills. During our morning meetings, I use the Caring Schools program to help guide our discussions and lessons. Students this year have learned how to disagree respectfully, students have learned strategies to help resolve conflict, students have learned how to name their feelings, and how to use strategies to calm down. In addition to learning these social-emotional skills, students are allowed to share things about themselves and their home life. Through these conversations, students learn to respect the differences of others and understand that we all come from different backgrounds, and to be respectful of the different cultures, ideals, and beliefs that are held by others in our classroom. B1 . One practice in the educational setting that discourages social-emotional development is taking away a student’s recess. The practice of taking away a student’s recess is a prevalent practice not only in my classroom and school but also in several classrooms within my district. Teachers use this as a form of discipline to correct student behavior, while this is a popular choice for a consequence, withholding recess from students has been proven to be ineffective in changing student behavior (CASEL, n.d.). Withholding recess from students can affect their social-emotional development. During recess, students can learn how to work cooperatively with others and how to resolve conflicts. Working cooperatively and learning to resolve conflicts are part of two of the five core social-emotional competencies.

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4 B2. One strategy that I can use to modify the practice of taking away recess and to further cultivate students’ social-emotional learning is to use and incorporate restorative practices. Restorative practices allow students to see how their actions not only affected themselves but how their actions affected others. Restorative practices permit students to take time to reflect on their choices and think of choices they could have made differently. The strategies used during restorative meetings allow harm to be repaired between the student and teacher, therefore leading to the rebuilding of the student-to-teacher relationship. Using restorative practices helps students gain social-emotional development in self-awareness, social awareness, and responsible decision-making. Allowing students to play and interact with their peers during recess helps students to apply the social-emotional skills they have developed, and to continue to develop and build upon the other core social-emotional skills. C. The five core social-emotional competencies from Collaborative for Academic, Social, and Emotional Learning (CASEL) influence my teaching practices because I know that I must teach the whole child, no longer only focusing solely on a student's academics. To teach the whole child, I must teach social-emotional skills. As an educator, I include opportunities for students to work collaboratively with others and learn how to work through issues that may occur during group work. My students learn the correct way to talk to their peers when they are having a discussion or a disagreement and understand the feelings and opinions of others. CASEL has influenced my practice of teaching by giving students a safe place to discuss their thoughts and feelings. I also practice teaching students how to take ownership of their actions and explore ways to make wiser decisions in the future.

5 C1. When reflecting on my current class of students, one practice that I can use to help grow their social-emotional development is to teach my students how to work cooperatively and talk through conflict with discussions. This practice helps to continue to build upon students' relationship skills. This is a very important tool for students to learn and it applies to many aspects of their lives. When my students transition to middle school next year, they will be in a new school with hundreds of new faces with different personalities. These students will be required at some time during their educational experience in middle school to work collaboratively in a group and to work with a group of diverse students. Preparing students for this stage of social-emotional development is very important and can make students successful academically and socially in middle school. Students will have the skills needed to work collaboratively with others and have healthy conversations that can contribute to their academic success as well as their social-emotional success. D. A practice in educational procedures and policies that causes oppression to marginalized groups is the frequency of school suspensions that African American students receive. In 2023 Charlotte Mecklenburg School District reported 5,504 students had received at least one day of out-of-school suspension; 3,751 of those students were black (Morrison, 2023). The practice of suspending black students more frequently than white, Hispanic, or Asian students is an inequity that black students face within the school district. High suspension rates of African American students are not only occurring in Charlotte but across the United States of America. Several studies show that black students, particularly black males are suspended at a higher rate than

6 white males. According to CASEL (n.d.), African American students are four times as likely as white students to be suspended for similar behaviors. D1. As educators, we must advocate for social justice for all students that we encounter. Our role as educators is to speak up for the students who may seem voiceless. Educators must help the voiceless students be heard and feel heard. Educators must empower those students to also learn to use their voices to advocate for themselves and the issues they stand for and against. As the world changes, so do the social issues of the world, those social issues can spill over into the home and eventually into the classroom. It is the teacher's role to create a safe and inclusive learning environment for all students to feel safe and supported to share their opinions about social justice issues. For example, allowing students who may be gay, lesbian, or transgender to discuss the concerns that they experience within their community and ensuring that the classroom environment is a safe place to do so. Teachers who allow students to speak about their cultural differences are teachers who advocate for social justice for all students. Teachers should also advocate against the unfair practices that school districts and school boards put in place that can contribute to the oppression of a particular group of people. The teachers' role is to ensure that students are learning about educational material that addresses the diversity in their classrooms and to ensure that students have the materials and resources they need to learn and be successful. Advocating for social justice guarantees that students get to learn about content that is relevant to their culture and not only the culture of power.

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7 D2. A behavior that I can use as an educator to cultivate awareness and acceptance of diverse cultures is to begin getting to know my students and to build relationships with them. Getting to know my students, is more than just figuring out what their favorite color is, or what extracurricular activities that they participate in. Getting to know my students is knowing where my students come from, learning about their culture, and how they are raised. Knowing these important facts about my students helps to build an inclusive classroom environment that embraces diversity in the classroom. Another behavior that I can use to cultivate awareness and acceptance of diversity is to allow students to research and learn about one another’s cultural background (NDT, 2014). This also creates respect among students, through the conversations with their peers, students can learn to respect the differences of each other. Lastly, to continue to cultivate awareness and acceptance of diversity I can invite people from diverse backgrounds whom my students can relate to and people from different and new cultures that my students may not be aware of (NDT, 2014). This opportunity allows students who share the same background to make connections to their cultural background and students who are not culturally aware to learn something new about the culture. Including this behavior shows students that I care about diversity and that I am also willing to learn about new diverse cultures alongside them.

8 References Collaborative for Academic, Social and Emotional Learning (CASEL) (n.d.). Establish Discipline Policies that Promote SEL. https://schoolguide.casel.org/focus-area-3/school/establish-discipline-policies-that- promote-sel/#:~:text=Punitive%2C%20subjective%2C%20and%20exclusionary %20approaches,detention%2C%20suspension%2C%20or%20expulsion . Darling-Hammond, L. (2019). What Makes Social-Emotional Learning So Important? Education Digest, 84(6), 4–10. Accessed January 13, 2024. https://eds.p.ebscohost.com/eds/detail/detail?vid=0&sid=ea9d0255-d5cb-4273-9ede- 4d6d63ff10ff%40redis&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d %3d#AN=133861568&db=asn Morrison, Shamarria. (2023). CMS Leaders: Schools are Suspending Black Students at a Disproportionate Rate. https://www.wcnc.com/article/news/education/cms-schools- suspending-black-students-disproportionate-rate/275-48154fff-6a6c-4bfe-b4ad- 1ff534805619 NDT Education Resource Center. (2014). Appreciating and Valuing Diversity. https://web.archive.org/web/20190913233527/https://www.nde-ed.org/ TeachingResources/ClassroomTips/Diversity.htm

Cultural Compentency P2

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