Promoting Self-Awareness and Social Awareness in Middle School Students Through Literature Featuring Diverse Characters

2021 ◽  
pp. 112-133
Author(s):  
Roberta Linder
Keyword(s):  
Critical Literacy ◽  
Literacy Practices ◽  
Social Awareness ◽  
Informational Texts ◽  
Self Awareness ◽  
Social Emotional ◽  
School Students ◽  
High Quality ◽  
Reader Response Theory ◽  
Quality Literature

High-quality narrative and informational texts can provide young adolescents with mirrors which reflect their lived experiences and windows into the lives of those with whom they are less familiar. These texts can connect with the social-emotional learning (SEL) competencies of self-awareness and social awareness. Connections between SEL programs and integration with literacy practices are described. Literacy approaches grounded in reader response theory and critical literacy theory provide the basis for reading and understanding diverse texts and support the development of SEL competencies. The chapter presents criteria for selecting high-quality literature, 13 text recommendations for self-awareness and social awareness, and ideas for activities and discussion.

scholarly journals Application of Behavioural Emotional Rating scale (BERS 2nd ed.) to Study Social and Emotional Behaviour of Students at Middle Level in District Mirpur Azad Jammu Kashmir

2019 ◽  
Vol 7 (11) ◽  
pp. 599-607
Author(s):  
Dr. Razia Rizve ◽  
Dr. Saira Farooq Shah ◽  
Nimra Khalid ◽  
Maryam Iqbal
Keyword(s):  
Decision Making ◽  
Teacher Training ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Middle Level ◽  
Social Awareness ◽  
Self Management ◽  
Self Awareness ◽  
Social Emotional ◽  
Relationship Skills

Social Emotional Learning (SEL) is an ‘Umbrella term’ which covers all the aspects of development of an individual and can increase positive attitude towards self and others, hence reduces negative thinking. Social Emotional Learning is necessary to provide awareness to develop five core competencies i. Self-Awareness, ii. Self-Management, iii. Relationship skills, iv. Social-Awareness, v. Responsible decision making in students, as it is prerequisite for learning process. It creates a stable person who knows, how to behave in certain circumstances. The objectives of the study were to analyze the self-management in students at Middle level, identify the factors associated with responsible decision making, to develop better relationship skills that associates confidence in children, to explore the social awareness rate, to examine the abilities of children self-awareness. This study was quantitative in nature as it was implementation of BERS Scale (2nd Ed.) which is accurate & valid scale to measure attitude & is based on 4-point Likert Scale. Data was collected through BERS Questionnaires which are authentic and comprises of 55 questions. Data was analyzed trough applying of statistical techniques. Results showed majority of the students said that they are stable which indicate that Education system in Mirpur (A.J.K) has been improved in the past few years due to teacher training programs and facilities provided to the students. The study recommended that Social Emotional learning is essential for students. It also suggested that students can be saved from getting into depression, anxiety, regression, aggression and other mental disorders trough proper parental care, eradication of poverty, teacher training, gifted & talented education (GATE) of teachers and turning of schools into homelike environment.

Developing Social Emotional Learning Competencies Through Virtual Internships

2021 ◽  
pp. 273-296
Author(s):  
Daniel Basil Kerr ◽  
Tom Gore
Keyword(s):  
Social Issues ◽  
Social Awareness ◽  
Self Awareness ◽  
Social Emotional ◽  
Host Countries ◽  
Relationship Skills ◽  
Schlossberg's Transition Theory ◽  
Cultural Orientations ◽  
The Social ◽  
Learning Competencies

This chapter explores the experiences of four virtual interns working with organizations tackling social issues in Ecuador, Morocco, South Africa, and Vietnam. These internships provided a unique opportunity to develop and apply the social, emotional, and academic development (SEAD) competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Schlossberg's transition theory provides a framework for transitioning to another culture and cultural mapping is used as a tool to identify, plan, and mitigate differences in cultural orientations between interns and colleagues in their host countries. The chapter draws upon student narratives and reflections, and supervisor feedback to capture what they learned and the challenges they faced as they completed their virtual internships. The results contribute to the literature related to the development of SEAD competencies through virtual internships for high school and college students.

scholarly journals Pengembangan Media Evaluasi Hearsmon Berbasis SEL (Social Emotional Learning) dalam Pembelajaran IPA Materi Sistem Pendengaran Bagi Siswa SD

2020 ◽  
Vol 2 (01) ◽  
pp. 1
Author(s):  
Dyah Aniza Kismiati
Keyword(s):  
Social Emotional Learning ◽  
Development Stage ◽  
Emotional Learning ◽  
Self Management ◽  
Self Awareness ◽  
Social Dimensions ◽  
Social Emotional ◽  
School Students ◽  
Analysis Design ◽  
Hearing System

This study aims to develop a media evaluation based on monopoly games combined with the values of Social Emotional Learning (SEL) on hearing system material for Grade IV Primary School students. This type of research is a Research and Development (RnD) with ADDIE design (Analysis, Design, Develop, Implement, and Evaluate). The stages carried out for this research are limited to the Development stage. The results of this study are in the form of a monopoly evaluation media, hereinafter referred to as Hearsmon, which contains test instruments related to the hearing system material for grade IV students. The values of Social Emotional Learning (SEL) developed through this media include personal dimensions (self-awareness, self-efficacy, self-management) and social dimensions (respect for others).

“Language not just as words”: Supporting new literacies through a design project in disadvantaged schools in Chile

2020 ◽  
pp. 204275302098216
Author(s):  
Patricia Thibaut ◽  
Lucila Carvalho
Keyword(s):  
High School Students ◽  
Literacy Practices ◽  
New Literacies ◽  
Meaning Making ◽  
Phase 1 ◽  
School Students ◽  
Disadvantaged Schools ◽  
Analysis And Design ◽  
Digital World ◽  
Everyday Classroom

Young people are increasingly connected in a digital and globalized world, but technology-mediated interactions alone do not necessarily lead to a culture of meaningful participation and meaning making processes. Students from disadvantaged contexts are especially vulnerable to this. Drawing on the Activity-Centred Analysis and Design framework this paper discusses a case study situated in disadvantaged schools in Chile. Phase 1 of the study revealed that high school students’ literacy practices in the everyday classroom mostly reflected low conceptual and procedural understanding of new literacies, confirming that these young learners enacted passive forms of technological use in and out-of-school spaces. Phase 2 of the study involved the development and implementation of a digital project at a Chilean school. Results offer insights on how alterations in tools, learning tasks, and social arrangements, led to reconfigured literacy practices. Findings also show that the relationship between access, use and outcomes is not straightforward, and students’ cultural capital varies, even in disadvantaged schools. Implications of the study stress the pivotal role of schools and the potential of well-orchestrated educational designs, for introducing and encouraging meaningful literacy practices, and for leveling up the access to the digital world.

Madam Secretary, help us improve social-emotional learning

2017 ◽  
Vol 98 (8) ◽  
pp. 64-69 ◽  
Author(s):  
Maurice J. Elias ◽  
Samuel J. Nayman ◽  
Joan C. Duffell ◽  
Sarah A. Kim
Keyword(s):  
Education System ◽  
Character Development ◽  
Social Emotional Learning ◽  
Social Emotional ◽  
High Quality ◽  
College Career ◽  
Life Success ◽  
Quality Programs ◽  
The U.S

Considering the key role of social-emotional and character development (SECD) competencies in college, career, and life success — and considering that many of those competencies are teachable — there is no excuse for failing to incorporate them systematically into our education system. That would be the equivalent of depriving children of oxygen. This article is addressed to the U.S. Secretary of Education and other education policymakers and offers them specific recommendations to guide policy that would yield high-quality programs of support for SECD in all schools.

After the Blackbird Whistles: Listening to Silence in Classrooms

2010 ◽  
Vol 112 (11) ◽  
pp. 2833-2849 ◽  
Author(s):  
Katherine Schultz
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Longitudinal Research ◽  
Research Question ◽  
Ethnographic Study ◽  
School Students ◽  
Student Talk ◽  
The Individual

Background/Context Students spend a large part of their time in schools in silence. However, teachers tend to spend most of their time attending to student talk. Anthropological and linguistic research has contributed to an understanding of silence in particular communities, offering explanations for students’ silence in school. This research raised questions about the silence of marginalized groups of students in classrooms, highlighting teachers’ role in this silencing and drawing on limited meanings of silence. More recently, research on silence has conceptualized silence as a part of a continuum. Purpose/Objective/Research Question/Focus of Study The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. I explore the question, How might paying attention to the productivity of student silence and the possibilities it contains add to our understanding of student silence in educational settings? Silence holds multiple meanings for individuals within and across racial, ethnic, and cultural groups. However, in schools, silence is often assigned a limited number of meanings. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. Research Design The article is based on two longitudinal qualitative studies. The first was an ethnographic study of the literacy practices of high school students in a multiracial high school on the West Coast. This study was designed with the goal of learning about adolescents’ literacy practices in and out of school during their final year of high school and in their first few years as high school graduates. The second study documents discourses of race and race relations in a postdesegregated middle school. The goal of this 3-year study was to gather the missing student perspectives on their racialized experiences in school during the desegregation time period. Conclusions/Recommendations Understanding the role of silence for the individual and the class as a whole is a complex process that may require new ways of conceptualizing listening. I conclude that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students’ participation. I suggest that teachers redefine participation in classrooms to include silence.

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