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Inspiring the Best in Students

Inspiring the Best in Students

Improving Character and Academics through Social-Emotional Learning (SEL)

Presenter: Jon Erwin

Improving Character and Academics through Social-Emotional Learning (SEL)

Presenter: Jon Erwin

Cultivating the Desire To GrowCultivating the Desire To Grow

Agenda• Social – Emotional Learning (SEL)

What is SEL?What is the need for SEL?What does the research tell us about SEL?The Behavioral Car as a metaphor to teach SELHow can we integrate SEL into the curriculum without it becoming one more thing we have to do?

Personal Reflection

• Reflect on the significant accomplishments and successes you have achieved so far in your life:

AcademicProfessionalPersonal/Relational

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Personal Reflection

• What personality or character traits helped you achieve these p ysuccesses and accomplishments?

• Examples: Strong work ethic• Optimism

•

Did they include:RespectHonestyCompassionKindness

DedicationIntegrityConsiderationConfidenceKindness

ResponsibilityStrong Work EthicOptimismFlexibilityPerseverance

ConfidenceSelf-disciplinePatienceCourageSense of HumorOthers?

Successful Students

• Which of these character traits we’ve listed dotraits we ve listed do students need to be successful in school?

• In life?

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Effective Social/Emotional Learning is essential for character development andcharacter development and academic success.

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are needed to see this picture.

Five Human DimensionsPhysical – the body

Intellectual – the mind

Emotional the relationship with SelfEmotional – the relationship with Self

Social – the relationship with others

Spiritual – the relationship with something greater than yourself (God, Allah, Yahweh, Nature, Humankind)

• Higher Power, Nature, Humankind)

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Contemporary Education addresses the development of:

• 1 The Mind• 1. The Mind• 2. The Body

• The rest is left to chance

Leaving SEL to Chance• Just as there is a developmental window of

opportunity for more easily acquiring a second language, the time when the frontal cortex gradually matures (elementary middle andgradually matures (elementary, middle, and high school years) is the optimal time to encourage social, emotional, and moral development:

• “By leaving the emotional lessons children learn to chance, we risk largely wasting the window of opportunity presented by the slow maturation of the brain to help children cultivate a healthy [social and] emotional repertoire” (Goleman, 1995).

BEING a Person of Character

• Telling a person to “Be responsible!” or “Be respectful!” is aresponsible! or Be respectful! is a lot like telling a person to “Be literate!” or “Be mathematical!” or “Be athletic!”

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Emotional Learning• Acquiring the knowledge, desire, and ability (the head, the

heart, and the hand) to use intrapersonal skills:Self-awareness (motivation, actions, thoughts, perceptions, feelings)Self-control (managing impulses, actions, and words)Self-regulation (controlling /transforming thoughts, feelings, and physiology)Self-motivationSelf-efficacy (visioning, goal-setting, planning, and following-through)Personal responsibility

Social Learning• Acquiring the knowledge, desire, and ability

(the head, the heart, and the hand) to use interpersonal skills:

Awareness of others’ motivation, actions, th ht ti d f lithoughts, perceptions, and feelings

Concern, understanding, empathy, and compassion

Relationship-building and maintenance

Appropriate behavior, language, manners, and rituals in a variety of social contexts

Social Responsibility

Research Findings (CASEL, 2008) :Students who participate in school-based SEL improve significantly with respect to:

Social and emotional skillsAttitudes about themselves, others, and schoolSocial and classroom behaviorConduct problems such as classroom misbehavior and aggressionEmotional distress such as stress, anger, and depression and the destructive behaviors that accompany them (drugs/alcohol, violence, sexual acting out, suicide)Achievement test scores and school gradesSEL improved students’ achievement scores by 11 to 17 percentile points.

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Teaching the Foundational Principles

Teaching the Foundational PrinciplesFoundational PrinciplesFoundational Principles

Benefits for StudentsStrategies for TeachingCurriculum Connections

Benefits for StudentsStrategies for TeachingCurriculum Connections

Foundational Principles• Students will demonstrate an understanding that:

1. Every human being experiences multiple influences.2. Every human being experiences adversity.3. Human beings have free will:• a. An internal locus of control• b. An ability to choose our behavior

despite our circumstantial influences and challenges.

4. Every choice has a consequence: positive, negative, or neutral.5. Humans, therefore, are responsible for the actions they choose and, indirectly,their consequences.

The Behavioral Car Metaphor:

How are people like cars?

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We’re all on the road of life.

We’re constantly faced with choices!

As drivers we face:

1. Adverse driving conditions:

Rough roads, inclement weather, etc.Rough roads, inclement weather, etc.

2. Other influences:

Bad drivers, back seat drivers, speed limits, etc.

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Adversity

Influence

The Circles of Life

Control

AdversityPhysical and mental illnessPovertyNatural Disaster

DiscriminationNeglect/AbuseLoss of loved onesNatural Disaster

OppressionWarAccidentPhysical challengesEmotional disorders & challenges

Loss of loved onesDivorceJob lossRelationship problemsDay-to-day stressors (homework, bullying, “drama”, fatigue, etc.)

Influences include:

Genetic influences: predispositions to personality traits, personal strengths, talents, physical and mental health, etc.

Physical influences: Body type, overall health, appearance, strength.

Cultural influences: national, regional, religious, family, etc.

Social/Interpersonal influences: family, friends, peers, education, the media, groups to which we belong.

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The Fist Activity

Partner A: Make a fist and keep it closed for one minute no matter what PLEASEfor one minute, no matter what. PLEASE.

Partner B: Convince Partner A to open his or her fist, using ANY MEANS NECESSARY (within legal limits).

Interpersonal InfluencesAskingReasoningTellingRewarding (Bribing)NegotiatingTrickingGuiltingUsing reverse psych.Withd i ff tiWithdrawing affectionNaggingYellingThreateningImposing ConsequencesCriticizingPunishingPhysical intimidationPhysical force

YOU have the keys to your behavioral car!

• In other words, everything you do is YOUR choice.

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Student “Have-to” list:Go to school

Do Homework

Eat

Wash dishes

Go to sports

Follow school rules

Get on the bus Eliminate

Handing over the KeysMost of the “Have-to’s” are choices.

We metaphorically are choosing to lend our keys to people or institutions we trustour keys to people or institutions we trust (parents, teachers, coaches, the school)because:

1. We know they have our best interests in mind

2. And/Or because of the natural or imposed consequences involved.

Then there are times:•We non-consciously let others drive our cars, allowing them to:

“ k ” d• “make” us mad• hurt our feelings• stress us out• “get in our heads”• intimidate us

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Adversity

Influence

If we focus our time and energy on the outside circles . . .

ControlControl

Adversity

Influence

If we focus on our inner circle . . .

ControlControl

Curriculum Connections• Research topics: Famous people (from every content area) who have overcome difficult obstacles.

• Mathematics: John Forbes Nash (mental illness)

• Science: Isaac Newton (mental illness)

Histor Rosa Parks (racial discrimination)• History: Rosa Parks (racial discrimination)

• Literature: Frank McCourt (poverty)

• Athletics: George Foreman (poverty)

• Music: Stevie Wonder (racial discrimination, blindness, poverty)

• Entertainment: Lucille Ball (debilitating shyness)

• Others???

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Curriculum Connections

• What If’s:1. Assign students or groups of students to g g p

read and report on one chapter in one of the What If books (Robert Cowley).

2. Have students choose a person or event in your content area and have them predict what might have happened if that person or event were different in some way.

Victors vs. Victims

• Students compare and contrast historic or contemporary figures (from various fields),

h h f llsome who have successfully overcome adversity and some who have not:Molly Ringwald vs. Lindsay Lohan

General McArthur vs. Benedict Arnold

Ronald Reagan vs. Richard Nixon

Technology IntegrationBased on their research or What-If’s students might:

Create a DVD.Develop a blog on people overcoming adversity.Create a website celebrating human resilience.Perform and record a song or rap celebrating people who have overcome adversity.

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Resourceswww.learningrx.com/famous-people-with-learning-disabilities.htmwww.darynkagan.com/overcoming/stories.htmlwww.realmentalhealth.comBeating the Odds: A Teen Guide to 75 Superstars Who Overcame Adversity(Snodgrass, M.E., 2008)What If and What If 2 (Cowley, 1999, 2001)http://quotations.about.com/cs/inspirationalquotes/a/OvercomingAd11.htm

The Behavioral Car Metaphor:The Concept of Total Behavior

FEELING PHYSIOLOGY

ACTING THINKING

Total BehaviorYou choose your Total Behavior

We have the most direct control over: 1) )Doing (Actions) and 2) Thinking behavior

If any “wheel” (or component) changes, the others will change.

We can regulate our feelings through the actions and thoughts we choose!

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Driving Responsibly

Responsible behavior fills your tanks (meets your needs) without taking fuel ( y ) gfrom anyone else (hurting their ability to meet their needs).

• Example:• Responsible: Getting an A on a class project• Irresponsible: Getting an A on a class project

and calling people who didn’t “losers.”

Using the Car MetaphorStress/Anger Management

Front seat drivingDeep breath, positive thoughtDriving to your “happy place.”g y ppy p

Self-evaluation questions:Who has the keys to your car?Are you driving from the front seat or the back seat?Where is your car headed?Do you need to tune-up your carDo you want to drive your car, or do you need me to take the wheel?

The Tune-Up• Accelerating Thoughts

๏ Always or never thinking

๏ Labeling

๏ Fairness

• Braking Thoughts

๏ It’s not worth it to

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The Behavioral Car• Teaching students about the Behavioral

Car:Helps them reflect upon, self-evaluate, and self-regulate their actions, thoughts, f li d h i lfeelings and physiology.Helps them learn to reduce stress, anxiety, and anger.Improves their ability to restrain impulses.Teaches self-discipline and self-control.

Teaching the Concept of The Behavioral Car

Direct instruction

Think Red activity

Class MeetingClass Meeting

Behavioral Car Keys or Driver’s License

Behavioral Traffic Circle

Hagoo

Instant Tune-Up

Trade-In

Mrs. Oliveria’s Multi-age ClassroomMulti-age

ClassroomLewiston-Porter

CSD

ClassroomDrivers’

Licenses

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The Car Poem:1st - 3rd Grade

Lewiston-Porter Primary School

Youngstown,NY

Curriculum ConnectionsVarious Writing Assignments

Health Science: researching and ti th i d b d tireporting on the mind-body connection:

Physical effects of stress

Psychosomatic illness

Panic attacks

Benefits of meditation or biofeedback

Essential Social SkillsEssential Social SkillsEssential Social Skills Essential Social Skills

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Essential Social SkillsEveryday mannersIdentifying emotionsRecognizing

Listening AssertivenessDisagreeing Recognizing

emotions of others through non-verbal cuesPerspective-takingProximity issuesRegulating tone of voice

g grespectfullyAccepting reasonable requests and decisions of authoritiesHolding a conversation

For more information:

Inspiring the Best in Students, ASCD, 2011

For more information:

The Classroom of Choice, ASCD, 2004

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Inspiration for Education• Website: • www.inspiringmotivation.com• Email:• jon@inspiringmotivation.com

Zen Invocation

• The Way is long -- let us go together.• The Way is difficult let us help each other• The Way is difficult -- let us help each other.• The Way is joyful -- let us share it.• The way grows before us -- Let us begin!

• Thank you!

© 2011 ASCD