Elementary Teachers’ Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention

2020 ◽  
pp. 074193251989686
Author(s):  
Holly M. Menzies ◽  
Wendy Peia Oakes ◽  
Kathleen Lynne Lane ◽  
David James Royer ◽  
Emily D. Cantwell ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Classroom Management ◽  
Focus Groups ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Teachers Perceptions ◽  
Tiered System ◽  
Management Approaches ◽  
Perceptions Of Teachers

This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus groups with a total of 18 elementary teachers who implemented Ci3T for 2 years. While the Ci3T model comprised elements addressing academics, behavior, and social-emotional learning, teachers were predominately concerned with issues related to students’ behavior. Teachers reported difficulty moving from reactive to proactive classroom management approaches theoretically grounded in behavioral principles.

scholarly journals Fostering Classroom Communities through Circling With Teacher Candidates

2017 ◽  
Vol 51 (3) ◽  
pp. 1103-1120
Author(s):  
Karen L. Bouchard ◽  
Trista Hollweck ◽  
J. David Smith
Keyword(s):  
Teacher Education ◽  
Focus Groups ◽  
Sense Of Community ◽  
Teacher Candidates ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Pedagogical Approach ◽  
Classroom Communities

Classroom circles have been recognized as a valuable pedagogical approach to develop students’ social-emotional learning and to establish a sense of community within a classroom. Until recently, there has been little consideration that teachers, themselves, may benefit from circling experiences. To garner a deeper understanding of circling for teachers, this study examined teacher candidates’ experiences with circling in a teacher education course. Focus groups with former teacher candidates procured three themes: circling creates safe and engaging spaces for learning, productive tensions create opportunities for connection, and, teachers create effective circles with authenticity. The results suggest that circling should be similarly used with educators, in addition to use with students, and could be embedded within current teacher-education programming.

Social-Emotional Learning for Adolescents on the Autism Spectrum: High School Teachers’ Perspectives

2020 ◽  
pp. 1-16
Author(s):  
Anita Gardner ◽  
Michelle Wong ◽  
Belinda Ratcliffe
Keyword(s):  
High School ◽  
High School Students ◽  
Social Emotional Learning ◽  
School Setting ◽  
Autism Spectrum ◽  
Emotional Learning ◽  
Social Emotional ◽  
School Students ◽  
Teachers Perceptions ◽  
Core Characteristics

Abstract Social-emotional learning (SEL) is key to student success. Teachers can effectively implement SEL programs to a variety of school populations, with demonstrated improvements in emotional, social, and academic outcomes. Research also suggests that SEL for students on the autism spectrum can result in improved outcomes. Although social-emotional difficulties are core characteristics of autism, there is a dearth of research identifying the SEL needs for high school students on the autism spectrum and how to meet these needs. The aim of this preliminary qualitative study was to explore teachers’ perceptions of SEL needs in a high school setting with adolescents on the autism spectrum. A focus group was conducted with 8 experienced teachers from mainstream and special needs settings. The thematic analysis identified 3 themes: (a) SEL needs of students on the autism spectrum, (b) teaching SEL in high school settings, and (c) gaps in SEL. The study also revealed suggestions for how a SEL program could be developed so that it best meets the needs of the teachers who would be implementing it. Outcomes from this study provide important insights into SEL in adolescents on the autism spectrum in special education and have practical implications for intervention models.

Social Emotional Learning as a Lever for High School Student Mental Health and Academic Success

2021 ◽  
pp. 148-165
Author(s):  
Kimberly Reed ◽  
Tara Madden-Dent
Keyword(s):  
Mental Health ◽  
High School ◽  
Academic Success ◽  
Classroom Management ◽  
Management Practices ◽  
Social Emotional Learning ◽  
American Southwest ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social Studies Teacher

The following case study demonstrates how one high school Social Studies teacher embedded social emotional learning (SEL) into content and classroom management practices for eight years at a large urban school in the American Southwest. The collected data (e.g., teacher reflections, student reflections) provide a variety of viewpoints around how SEL influenced the teacher and student experience. Through collective analysis, this study's qualitative data contributes to new understanding of the importance of social, emotional, and academic development practices in high schools for students and teachers, especially around supporting classroom safety, mental health, and wellness.

scholarly journals Teachers’ Perceptions of Sustainability of the Social Emotional Learning Program in Latvia: A Focus Group Study

2017 ◽  
Vol 19 (2) ◽  
pp. 5-20
Author(s):  
Baiba Martinsone ◽  
Sabine Vilcina
Keyword(s):  
Focus Group ◽  
Program Effectiveness ◽  
Social Emotional Learning ◽  
Active Role ◽  
Emotional Learning ◽  
External Support ◽  
Learning Program ◽  
Social Emotional ◽  
Focus Group Study ◽  
Teachers Perceptions

AbstractThe aim of this study was to provide an initial evaluation of the sustainability of the first Social Emotional Learning (hereafter SEL) program in Latvia, which to date is still the only SEL program in our country. Initiated during the 2012/13 academic year, this program has already been implemented in 41 Latvian schools. In order to address the teachersí perceptions of program effectiveness and sustainability seven focus groups were organized. Thematic analysis of the focus group discussions pointed to various benefits of the program, including a general dissemination of SEL principles, and teachersí reflections on the importance of their own active role in the process of social and emotional learning. The value of the support of the school administration for program sustainability was also noted. The views expressed by the teachers were aligned with previous studies, indicating the importance of external support, the teachersí own understanding of SEL principles, and the willingness to be actively engaged in facilitating quality maintenance of the program.

scholarly journals Exploratory Study of Ecuadorian Teachers’ Understanding of Social Emotional Learning: An Examination of Primary School Teachers

2021 ◽  
pp. 125-146
Author(s):  
Ximena Burgin ◽  
Sheila Coli ◽  
Mayra C Daniel
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Exploratory Study ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
School Teachers ◽  
Behavioral Issues ◽  
Teachers Perceptions ◽  
Teachers Perspectives

Direct instruction of Social Emotional Learning (SEL) has been suggested for improving academic performance and reducing behavioral issues in classrooms (CASEL, 2020). This exploratory study provides insight into how a group of Ecuadorian elementary school teachers define and understand SEL. It examined changes in teachers’ perspectives and beliefs about their role in SEL integration in elementary school classrooms, after a full-day workshop focused on SEL integration. Quantitative and qualitative data collected before, during and after the SEL workshop indicated a positive change in the teachers’ foundational knowledge of SEL after participation in the workshop; however, there was no observed change in the teachers’ perceptions of their role in the actual implementation of SEL. Challenges and future implications for an effective integration of SEL are discussed in this research article.

scholarly journals Motivating and Meeting Students’ Diverse Needs with Positive Classroom Design and Social-Emotional Learning

2020 ◽  
Vol 7 (3) ◽  
pp. p107
Author(s):  
Dr. Stefanie R. Sorbet
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Classroom Design ◽  
Primary Concern ◽  
Social Emotional

Classroom management has been a primary concern of teachers ever since we can remember. Excellent classroom managers are teachers who understand their own needs as well as the needs of their students. Teachers must get to know their students, where they come from, what motivates them, and what they need in order to best understand them. Through establishing a positive classroom environment, teachers can work to encourage and motivate students through promoting self-discipline while utilizing social-emotional learning.

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