D186 Task 4

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Western Oregon University *

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D186

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Health Science

Date

Oct 30, 2023

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pdf

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Uploaded by emilycalcagno

2051.2.4: Teaching Social-Emotional Skills Emily C Calcagno MSCIN Program, Western Governors University D186: Learning as a Science Professor: Terrance Siler October 2023

Impact of Self-Awareness The submission accurately explains the positive impact that teaching self-awareness skills has on students’ growth and development. The impact that teaching self- awareness skills has on students’ growth and development positively is by building students social and emotional skills. These social-emotional skills include identifying and coping with emotions, being aware of one's actions, gaining empathy for others, and establishing an overall positive mindset and confidence in oneself. The impact of self-awareness allows one to have confidence in themselves, have a growth mindset and have an overall positive and optimistic outlook on their lives. Self-Awareness Skill Activities The submission accurately describes 2 different activities the candidate can use to teach students effective self-awareness skills throughout the academic year, and both activities would plausibly help students develop these skills. The submission includes 1 professional source as support. One instructional activity I can use to teach my students effective self-awareness skills throughout the academic year is to be using my district elementary SEL (Social Emotional Learning) curriculum called Kimoch is curriculum . The Kimochis curriculum homepage describes the curriculum by stating “The Kimochis elementary program is a universal, school- based, social emotional Learning (SEL) curriculum designed to give children the knowledge, skills and attitudes they need to recognize and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging situations constructively”( Kimochis, 2018). I will use the curriculum daily for morning meetings to help guide students to have self- awareness of their feelings, as well as listen and empathize with others around them. The article Cultivating self-awareness to move learning forward supports my approach by stating, “ By becoming aware of the impact of their own behaviors and actions on others, the self-aware students attune with the feelings and needs of others and begin to regulate behaviors and actions and hang-back more readily .” ( Kamath, 2019) Another instructional activity I can use to teach my students effective self-awareness skills throughout the academic year is assisting students with discovering their learning profiles. Students can reflect on their strengths and weaknesses using a reflection journal to share their strengths and weaknesses at the beginning of the school year. I will then gradually ask students questions about their strengths and weaknesses regarding their academics, along with their skills socially and emotionally. I will then read their journal entries and meet with students to establish goals, considering their strengths and weaknesses. Once we establish goals, I will then progress monitor with students weekly by doing a 1:1 discussion about how they are working towards their goals and what they will continue to do to accomplish their goals. Kamath’s article supports my approach by stating “ By recognizing their own strengths and challenges, the self-aware students begin to experience lessened fear and anxiety and view challenges with a growth mindset.” ( Kamath, 2019)

Impact of Self-Management The submission accurately explains the positive impact that teaching self-management skills has on students’ growth and development. There are many positive impacts that teaching self- management skills has on students’ growth and development. These impacts include guiding students to manage their emotions, thoughts, and behavior in a healthy way, helping students manage stress, motivate students to make positive choices, and lastly help students create and work towards behavioral and academic goals. (Transforming Education, nd) Once students have strong self-management skills, it sets the student up for success and creates a positive classroom environment. The article Transforming Education states the following about the positive outcomes of students with self-management , “ Students with strong self-management skills arrive to class prepared, pay attention, follow directions, allow others to speak without interruption, and work independently with focus. ” (Transforming Education, nd) Self-Management Skill Activities The submission accurately describes 2 different activities the candidate can use to teach students effective self-management skills throughout the academic year, and both activities would plausibly help students develop these skills. The submission includes 1 professional source as support. An instructional activity I can use to teach students effective self-management skills throughout the academic year is to create a classroom agreement at the beginning of the year and use that agreement as our classroom foundation we follow every day. We will create our classroom norms together as a class so that students feel connected and heard within our classroom. The article Tools for Student Self-Management supports this approach by stating “When students create norms, they are more likely to follow them.” ( Edutopia, 2019). By involving students in their classroom norms, it allows students to feel validated and create an inclusive classroom environment, as well as sets boundaries for students to follow with themselves and others. Another instructional activity I can use to teach students effective self-management skills throughout the academic year is using flexible seating to promote engagement and allowing students to take ownership of their learning. The article Tools for Student Self-Management expresses the positive effects of flexible seating to promote self-management skills by stating “As the teacher, you can coach them through the process of selecting appropriate spaces to work and learn, and students will learn to self-manage this choice as well .” ( Edutopia, 2019). When students feel comfortable and safe in their classroom, it allows them to take control of their learning and engage in instruction. Impact of Social Awareness and Relationship

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The submission accurately explains the positive impact that teaching social awareness and relationship skills has on students’ growth and development. Social awareness is the ability to understand and empathize with others through social interactions. The Landmark Outreach article title Social Awareness describes the positive influence social awareness by stating, “A developed sense of social awareness allows for successful interactions with others based on reactions and modifications that take place during the interaction.” (Landmark Outreach, nd.,) The impact that teaching social awareness and relationship skills has on students’ growth and development is allowing students to learn how to see things from another perspective, and to empathize with their peers emotionally. Social Awareness Skill Activities The submission accurately describes 2 different activities the candidate can use to teach students effective social awareness skills throughout the academic year, and both activities would plausibly help students develop these skills. The submission includes 1 professional source as support. One instructional activity I can use to teach students effective social awareness skills throughout the academic year is engaging in a morning meeting daily and allowing each student the opportunity to talk in a respectful, uninterrupted environment. I ask students a morning question every day and pass around a talking stick. Students are taught early in the school year what the purpose of the talking stick is and how to act when someone else has it. The expectation is for students to be looking, listening, and not talking while others are answering the morning meeting questions. This allows students to engage with their peers positively and practice social awareness skills. The article Social and emotional learning part 3 of 5: Social awareness strategies in the classroom supports my approach by stating the following about social awareness skills, “Active listening skills do not necessarily come naturally for everyone. Teach, model, and provide opportunities for students to practice using eye contact and respectful body language; asking questions to show interest; celebrating good news with smiles, high-fives, and congratulatory words; and making connections to what others share .” ( Rockwell, 2019) Another instructional activity I can use to teach students effective social awareness skills throughout the academic year is by implementing a variety of diverse social stories into my instruction. By implementing diverse social stories, it allows students to listen to other perspectives, seeing a representation of all backgrounds and cultures and growing empathy and respect for others. The Connecting Link Article, Social and emotional learning part 3 of 5: Social awareness strategies in the classroom states , “ Constructive communication, conflict resolution, peer learning, responsible decision-making, perspective-taking, empathy, an appreciation for diversity, and respect for others are at the heart of social awareness. When students demonstrate these skills, they maximize their learning potential. ” (Rockwell, 2019) When students are surrounded by diverse social stories, it allows them to grow an appreciation and respect for others around them. Relationship Skill Activities

The submission accurately describes 2 different activities the candidate can use to teach students effective relationship skills throughout the academic year, and both activities would plausibly help students develop these skills. The submission includes 1 professional source as support. One instructional activity I can use to teach students effective relationship skills throughout the academic year is to have daily morning meetings and closing circles. By fostering an environment where students feel seen and heard, it allows students to feel connected to myself and their classmates, and to form relationships with one another. The article Social and Emotional Learning Part 4 of 5: 5 Strategies to Improve Relationship Skills in the Classroom supports my approach by stating “Foster a sense of community in your classroom by facilitating regular class meetings or “circle time.” Class meetings give students the opportunity to voice their concerns, opinions, and ideas.” (Rockwell, 2019). During morning meetings and closing circles, students can voice their opinions, connect with others, and engage in discussions that allow one another to learn about each other. Impact of Responsible Decision-Making The submission accurately explains the positive impact that teaching responsible decision- making skills has on students’ growth and development. Rockwell explain Responsible Decision-Making in their article Social and emotional learning part 5 of 5: 5 Responsible Decision-Making as “The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms.” The positive impact of responsible decision-making has is that it allows others to use other social emotional skills such as social awareness, self-management, and self-awareness to make constructive choices regarding their own behavior in each situation, and to solve problems in a responsible and respectful manner. (Rockwell, 2019) Decision Making Skill Activities The submission accurately describes 2 different activities the candidate can use to teach students responsible decision-making skills throughout the academic year, and both activities would plausibly help students develop these skills. The submission includes 1 professional source as support. One instructional activity I can use to teach students effective decision-making throughout the academic year is to use the Kelso’s Choices resources to guide students with responsible decision making. (Kelso's Choice, 2017) By using Kelso’s Choice lessons, it teaches students how to solve both big and small problems using a variety of approaches. Some examples include talk it out and walk away . (Kelso's Choice, 2017). The article Responsible decision making (social emotional learning) supports my approach of using Kelso’s Choices to guide students responsible decision- making skills by stating, “After students have sufficiently identified, analyzed, and considered the problem, they then need to develop and practice methods for solving problems. They need to identify possible options and explore the potential consequences of each option .” ( Landmark Outreach, nd.,)

Another instructional activity I can use to teach students effective decision-making throughout the academic year is construct a pro-active approach with my class on how to solve a big problem you are responsible for, for example hitting someone else or name calling. As a class we brainstorm ideas on what we would like to happen if someone did something to us that hurt us emotionally or physically. Then we make a list of options to choose from if we find ourselves in these situations. One example my class made this year was to write an “I'm sorry” note. The article R esponsible decision making (social emotional learning) supports this approach by stating, “After students have sufficiently identified , analyzed, and considered the problem, they then need to develop and practice methods for solving problems. They need to identify possible options and explore the potential consequences of each option.” (Landmark Outreach, nd.,)

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References Kamath, S. (2019, October 22). Cultivating self-awareness to move learning forward. Education Dive. https://www.educationdive.com/spons/cultivating-self-awareness-to-move- learning-forward/565498 Kelso's Choice. “About.” Kelso’s Choice , 24 Jan. 2017, kelsoschoice.com/about/#program. Kimochis. “Elementary - Kimochis.com.” Www.kimochis.com , 7 Nov. 2018, www.kimochis.com/teachers/elem/. Accessed 11 Oct. 2023. Landmark Outreach. (n.d.). Responsible decision making (social emotional learning). https://www.landmarkoutreach.org/strategies/responsible-decision-making Landmark Outreach. (n.d.). Social awareness (social emotional learning). https://www.landmarkoutreach.org/strategies/social-awareness-sel Rockwell, J. (2019, January 28). Social and emotional learning part 3 of 5: Social awareness strategies in the classroom. The Connecting Link . https://www.connectinglink.com/blog/social_awareness_strategies_in_the_classroom Rockwell, J. (2019, February 5). Social and emotional learning part 4 of 5: 5 Strategies to Improve Relationship Skills in the Classroom. The Connecting Link . https://www.connectinglink.com/blog/5_strategies_to_improve_relationship_skills_in_the_classr oom Rockwell, J. (2019, February 18). Social and emotional learning part 5 of 5: 5 Responsible Descion-Making. The Connecting Link . https://www.connectinglink.com/blog/responsible_decision-making Transforming Education. (n.d.). Self-management. https://www.transformingeducation.org/wp- content/uploads/2018/07/2018_Self-Management-Strategies_website.pdf