1 supporting social and emotional learning (sel): teachers’ matter kimberly a. schonert-reichl,...
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Supporting Social and Emotional Learning (SEL): Teachers’ Matter
Kimberly A. Schonert-Reichl, Ph.D.
University of British Columbia
Learning Forward and DLC
May 17, 2012
In referring to important characteristics in school culture . . . “among the most salient are the quality of relationships among students, the
quality of students relationships to teachers and their relationship with the school.” (Higgins-
D’Alessandro & Sadh, 1997, p. 556)
School & Community Context; District, State & Federal Policy
Healthy Relationships
Effective Classroom
Management
Instructional Support
Effective SEL Implementation
Academic, Achievement,
Behavioral, and Emotional Health
CASEL Five Core Domains of S-E Competence
Self-Awareness
Responsible Decision- Making
Self-Management
Social Awareness Relationship Skills
Soci
al a
nd E
moti
onal
Com
pete
ncie
s
Clas
sroo
m C
onte
xt: C
limat
e an
d In
tera
ction
sTeacher Social and Emotional Competence & Pedagogical Skills
CASEL Heuristic Framework
The Prosocial Classroom:
A Model of Teacher Social and Emotional Competence and Classroom and Child Outcomes
Healthy Teacher/Stud
ent Relationships
Healthy Classroom
Climate
Effective SEL implementati
on
Teachers’ Social &
Emotional Skills & Well
Being
StudentSocial,
emotional & academic outcomes
Effective classroom
management skills
School/Community Context Factors
Jennings & Greenberg, 2009
The Burnout Cascade
50% leave within first 5 years of teaching (NEA, 2006)
Depression and stressdisorders at work account for more than 30% of all disability
recorded at major Canadian corporations (2002)
• Evidence supports the need for specialized professional development that promotes teachers’ social and emotional competence (SEC) and well-being to improve teachers’ emotional resilience and prevent emotional stress, thus reducing burnout and attrition and improving teachers’ capacity to provide well organized and instructionally and emotionally supportive classrooms, especially in high risk settings (Jennings & Greenberg, 2009).
• Enhance regulatory processes that buffer against psychological distress
• Promote flexibility and self-reflection
• Overcome the tendency to make automatic, reactive appraisals of student behavior that contribute to emotional exhaustion
• Improve SEL program implementation quality
Supporting Teachers
SMART Only: Positive Effects on Teaching
• Made me more compassionate and kinder to little kids.
• More encouraging [to students]; before wasn’t aware of present moment.
• Try to think and realize what I need to do and pick one goal and accomplish that in the classroom.
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SMART Only
• I have noticed if I’m calm, my students are also calm. If students are really hyper, I just ask them to take 5 deep breaths.
• Students tend to be a lot calmer.• Before I was more stressed; now, I deal with it
and slow down; it impacts how the kids respond.
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• Cultivating• Awareness• Resilience• Education
CARE for Teachers• 30 Contact Hours over 4 weeks + booster• Emotion awareness
– Didactic lessons on nature of emotion– Emotions in relation to teaching & learning– Experiential exercises to promote emotional awareness
• Mindfulness Practice• Empathy & Compassion for self and other
– Caring practice– Mindful listening exercises
• Applications of these to teaching through discussion and role plays
Pre Post6.3
6.4
6.5
6.6
6.7
6.8
6.9
7
7.1
7.2
7.3
Sense of Self-Efficacy
Treatment
Control
Pre Post3.25
3.3
3.35
3.4
3.45
3.5
3.55
3.6
3.65
General Hurry
Treatment
Control
Pre Post4.35
4.4
4.45
4.5
4.55
4.6
4.65
4.7
4.75
4.8
4.85
Personal Accomplishment
Treatment
Control
Pre Post0
5
10
15
20
25
Daily Physical Symptoms
Treatment
Control
Self-Regulation/De-centering
“I’m much more calm. Even when I’m at home, drinking coffee, my mind’s not racing in a thousand different places, I’m just liking my coffee. I’ve learned how to just take things for what they are and not keep everything on my shoulders all the time. And because I’m not doing that anymore, that allows me to treat my kids better and address their needs better and try and teach them to be that way through my example.”
Teacher Education Programs at UBC
Teacher Education Programs at UBCProgram Options
UBC Teacher Ed. Program
Elementary Cohort Options for 12-Month Program
Arts-Based
Community of Inquiry in Teacher Education (CITE)
French Specialist
French Language and Global Studies (FLAGS) Generalist
Generalist
Generalist - Intermediate
KG and Primary
Problem-Based Learning (PBL)
Social and Emotional Learning (SEL)
Teaching English Language Learners (TELL) – July Start
Self-Regulated Learning (SRL)
Teaching from the Heart – July Start
Teacher Education Programs at UBCElementary Cohort Options (Cont’d)
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Fostering Resilience in Students: The Mindset of Teachers
“The assumptions educators possess about themselves, their role as teachers, and their students’ capabilities play a significant role in determining expectations, teaching practices, and ultimately student happiness and success.” (p. 1)
48Brook s& Goldstein (2008). Canadian Journal of School Psychology
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Fostering Resilience in Students: The Mindset of Teachers (Cont’d)
The Mindset of Effective Educators
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Brook s& Goldstein (2008). Canadian Journal of School Psychology
Looking Ahead
Implications for Practice
Future Directions