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Supporting Social and Emotional Learning (SEL): Teachers’ Matter

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.

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Supporting Social and Emotional Learning (SEL): Teachers’ Matter

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  1. 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

  2. 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)

  3. CASEL Heuristic Framework Teacher Social and Emotional Competence & Pedagogical Skills Classroom Context: Climate and Interactions Social and Emotional Competencies Effective SEL Implementation Self-Awareness Healthy Relationships Responsible Decision- Making Self-Management CASEL Five Core Domains of S-E Competence Effective Classroom Management Social Awareness Relationship Skills Instructional Support Academic, Achievement, Behavioral, and Emotional Health School & Community Context; District, State & Federal Policy

  4. The Prosocial Classroom: A Model of Teacher Social and Emotional Competence and Classroom and Child Outcomes Healthy Teacher/Student Relationships • Teachers’ Social & Emotional Skills & Well Being Healthy Classroom Climate Student Social, emotional & academic outcomes Effective classroom management skills Effective SEL implementation School/Community Context Factors Jennings & Greenberg, 2009

  5. The Burnout Cascade • 50% leave within first 5 years of teaching (NEA, 2006)

  6. Depression and stress disorders at work account for more than 30% of all disability recorded at major Canadian corporations (2002)

  7. 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).

  8. Supporting Teachers • 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

  9. 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.

  10. 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.

  11. Cultivating • Awareness • Resilience • Education

  12. 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

  13. 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.”

  14. Teacher Education Programs at UBC

  15. Teacher Education Programs at UBC Program Options

  16. Teacher Education Programs at UBC Elementary Cohort Options (Cont’d)

  17. 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) Brook s& Goldstein (2008). Canadian Journal of School Psychology 48 26

  18. Fostering Resilience in Students: The Mindset of Teachers (Cont’d) The Mindset of Effective Educators 49 27 Brook s& Goldstein (2008). Canadian Journal of School Psychology

  19. Looking Ahead Implications for Practice Future Directions

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