fostering positive peer relationships
Post on 04-Apr-2022
17 Views
Preview:
TRANSCRIPT
Fostering Positive Peer Relationships
Breakfast with the Principals Dr. Arouty and Mrs. Flanagan
November 2015
“Everything the teacher does as well as the manner in which he
does it incites the child to respond in some way or another and each response tends to set the child’s attitude in some way
or another.” John Dewey
What is Social Emotional Learning?
Social and emotional learning is the process through which people learn to recognize and manage emotions, care about others, make responsible decisions, develop positive relationships and handle challenging situations effectively.
Social and emotional learning is a framework for school improvement that focuses both on teaching social and emotional skills and creating and maintaining a safe, caring learning environment.
Why SEL is important to teach... Social and emotional factors are integral, rather than
incidental to learning Children with highly developed social skills perform better
academically than peers who lack these skills Social and emotional skills create higher achievement The basic unit of human memory is information in context
connected to feelings. This means that how someone learns is as important as what someone learns.
Five Competencies for Social Emotional Learning
Self-awareness
Self-management
Social awareness
Relationship skills
Responsible decision making
Two Main Ingredients Positive School
Environment
Safe and supportive environment
Challenging curriculum High expectations Respectful, caring
relationships
Social and Emotional Skills Training
Self- Awareness Self-management Social awareness Relationship skills Responsible decision-making
Student Outcomes
Academic Success Positive Relationships
Good Health
Engaged Citizens
Infusing SEL Through Literature
Use literature to build community and establish relationship skills, build empathy, redirect leadership skills in positive channels.
Community: We have so much in common Differences: We are all different yet it doesn’t make us better or worse Thinking, Feeling, Acting: Behaviors and actions toward others are a
reflection of our beliefs and feelings, thoughts and values When others are not thoughtful, caring and kind: Look at the actions of
characters who are unkind and consider alternative behaviors and choices
Getting focused for action: We have a responsibility to take action when we know there is wrong doing
School Wide Programs
Peaceful School Bus Book of the Month Character Education Committee Bullying Awareness and Intervention Month Second Step
Support Systems in Unstructured Environments
Unstructured Environments – Lunchroom – Playground – Bus
Support Systems – Lunch Monitors – Recreational Specialist – Psychologist
My Role and How You Can Apply These Strategies at Home
Direct intervention in unstructured settings – Problem Solving – Conflict Resolution – Facilitate peer interactions between students
At Home Situations – Playdates – Birthday Parties – Sleepovers – Sibling Interactions
Strategies Empathy
– How would you feel if..? – What do you think this student is feeling?
Assertive Communication – Identifying emotions (self awareness) – Expressing feelings to others respectively using “I statements”
Reflective and Active Listening Tolerance and Acceptance Self Esteem/Self Awareness and Confidence Coping Skills for difficult moments/situations Modeling
Situations and Scenarios Two friends with differing opinions argue at recess
– Tolerance and Acceptance – Meaning of a friend
Group of three girls- Feeling left out and misunderstood/ Two friends fighting because of a misunderstanding – Assertive Communication – Empathy – Reflective and Active Listening – Coping Skills
A child was sitting alone on a bench at recess – Self Esteem – Initiating social interaction – Joining a group
Questions and Comments
top related