Urban Project

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University of Wisconsin, Eau Claire *

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500

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Sociology

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Apr 3, 2024

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docx

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Introduction Urban setting is sometimes a different learning experience for each student. The students are faced with challenges at school and outside the school. Urban schools should implement social emotional learning (SEL) to help students regulate their emotions, set goals, relationships, and make decisions. Social emotional competencies are important to use in schools but to implement them teachers will need to add this to curriculum. SEL learning helps students comprehend their own emotions and start to develop empathy for others. Casel has five cores of social emotional learning which help teach students friendship skills, support emotion regulation, help students set goals, help students have positive relationships and make some smart decisions. Importance Students in urban settings are often faced with more challenges than students who are not in urban setting. They go through hardships that make learning more challenging which makes succeeding in learning hard. When teachers are able to implement social learning it can help students with their emotions, make goals, and take responsibility for their education. This topic is important to me because I currently teach kindergarten and I have implemented social learning with them, and I have watched them succeed. I think it is important for children to be able to teach children these techniques to help them. I also think it is important as a teacher to keep learning and I would love to learn more about this topic and different ways I could implement it into my classroom on a daily basis. Significance The social emotional learning in urban schools will help families, students, and teachers. This topic is worth studying because it can help educate and support students. Students should know what they are capable of and help them cope. Social emotional learning can help students cope with things going on in the outside world. I think it is important for students to understand their full potential and with social emotional learning they will also have the support of their teachers. In urban settings we sometimes see

broken families, and this could be an outlook to students. There can always be more to learn about a topic, and I am interested in learning more so I can help educate more students, families, and teachers. Impact “The promotion of social emotional competence (SEC) and implementation of social emotional learning (SEL) programs have increased substantially in schools, however little is known about teachers’ perceptions of such programs” (Humphries, Williams, May. 2018.). I think it is important for teachers to understand how this could help their students but on the other hand we need to think about teachers and give them the education they need to help learn about this. It is important to ask questions about “How will urban schools implement social learning? Why is social learning important? Why is it important to learn about social learning through curriculum?” I think it is important to learn about it and then implement it into the classroom to test on students. All people involved in the child’s learning process need to learn about and how to implement it. Biblical Worldview “I give you a new command: Love one another. Just as I have loved you, you are also to love one another. By this everyone will know that you are my disciples if you love one another” (John 13:34-35). This verse teaches us empathy and decision making. It helps us by teaching us the responsibility of our emotions. If we can teach others to control emotions, then that will help students progress in schools. Conclusion Social emotional learning is a very big topic in the school systems. Students in urban settings are faced with several different issues that can make it hard for them to succeed in school. Teaching students about social emotional learning is very important. If we implement it, it can help students with emotions, friendships, goal setting, and making better decisions for themselves.

References Battal, J., Pearrow, M. M., & Kaye, A. J. (2020). Implementing a comprehensive behavioral health model for social, emotional, and behavioral development in an urban district: An Applied Study. Psychology in the Schools , 57 (9), 1475–1491. doi:10.1002/pits.22420 Fullam, J. P. (2017). From seeing to believing: Using instructional video to develop culturally responsive teaching. Journal for Multicultural Education , 11 (2), 131–148. doi:10.1108/jme-09-2016-0053 God. (1611). The Holy Bible . God. Griffin, C. B., Gray, D., Hope, E., Metzger, I. W., & Henderson, D. X. (2020). Do coping responses and Racial Identity Promote School adjustment among Black Youth? applying an equity-elaborated social– emotional learning lens. Urban Education , 57 (2), 198–223. doi:10.1177/0042085920933346 Humphries, M. L., Williams, B. V., & May, T. (2018). Early childhood teachers’ perspectives on social- emotional competence and learning in urban classrooms. Journal of Applied School Psychology , 34 (2), 157–179. doi:10.1080/15377903.2018.1425790 Rogers, L. O., Griffin, C., & Warren, C. A. (2020). Race and social emotional learning for black students in urban schooling contexts. Urban Education , 57 (2), 187–190. doi:10.1177/0042085920933337 Weger, B. D., Weger, M., Görling, B., Schink, A., Gobet, C., Keime, C., … Dickmeis, T. (2016). Extensive regulation of diurnal transcription and metabolism by glucocorticoids. PLOS Genetics , 12 (12). doi:10.1371/journal.pgen.1006512 What is the Casel Framework? (2023). Retrieved from https://casel.org/fundamentals-of-sel/what-is-the- casel-framework/

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