FORMATION OF PUPILS' MUSIC LEARNING EXPERIENCE AND SELF-EXPRESSION SKILLS IN SOCIO-EMOTIONAL ACTIVITIES

2019 ◽  
Vol 2 ◽  
pp. 244
Author(s):  
Iveta Kepule ◽  
Aina Strode
Keyword(s):  
Learning Experience ◽  
Social And Emotional Learning ◽  
Teaching Experience ◽  
Emotional Learning ◽  
The Self ◽  
Social And Emotional ◽  
The Social ◽  
Personal Qualities ◽  
Teaching Music ◽  
And Behavior

When emphasizing a role of education in development of creative personality, attention during the process of teaching music is paid to the pupil’s social and emotional learning which determines formation of self-expression skills based on the pupil’s attitude and personal qualities. Emotions as one of the main mechanisms of mental activity and behavior are directed toward satisfaction of current needs, while social processes determine a way how a pupil assesses intensity of the motivation establishing emotional stimulus. The motivation area of the self-expression formation in teaching music is determined by the social and emotional learning environment of the pupil, facilitating interaction of emotional and cognitive processes, and formation of mutual relationships in family, class, school and among peers. The aim of the study: to characterize the types of social and emotional activity facilitating self-expression of pupils in teaching music, their correlation with the self-expression of the pupil’s personality in social environment. Research methods: analysis of scientific literature, analysis of the author’s teaching experience, thematic analysis of the pupil’s essays in emotional and social context.  

scholarly journals Teaching a Social and Emotional Learning Curriculum: Transformative Learning through the Parallel Process

2017 ◽  
Vol 6 (6) ◽  
pp. 163
Author(s):  
Jennifer Cullen ◽  
Geraldine Bloemker ◽  
Jeannette Wyatt ◽  
Michele Walsh
Keyword(s):  
Transformative Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Social And Emotional Learning ◽  
Teaching Experience ◽  
Parallel Process ◽  
Emotional Learning ◽  
Faculty Members ◽  
Social And Emotional ◽  
Transition From High School

Social and emotional learning (SEL) curriculum included among freshman seminar content for enhanced academic performance and better overall adjustment, can support freshman in the transition from high school to college.  As such, the university participating in this study has increased the number of students taking freshman seminars. To accommodate the increase in SEL sections, several nonclinical faculty members were invited to teach the seminar which required training in the SEL curriculum.  The purpose of this study was an exploratory assessment of the process of teaching the SEL curriculum to determine the perceived impact of both the training and teaching experience on the faculty members and their teaching styles.  This was a qualitative study, using a systematic thematic content analysis of transcribed interviews. Results indicated the emergence of several themes that highlighted a transformative learning experience for the faculty and indicated that there is a parallel process in teaching and learning.  

The Need for Social and Emotional Learning and Teacher Training During the COVID-19 Pandemic

2022 ◽  
pp. 18-32
Author(s):  
Emine Tunc ◽  
Nausheen Hossain ◽  
Ambereen Haq ◽  
Yetkin Yildirim
Keyword(s):  
Online Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Educational Institutions ◽  
Self Awareness ◽  
Social And Emotional ◽  
Educational Productivity ◽  
Relationship Skills ◽  
The Social ◽  
Rapid Spread

In the spring of 2020, the rapid spread of COVID-19 caused schools in the U.S. to shift to online education. With the drastic change to online learning, the transition caused many issues that negatively impacted students' and educators' social and emotional learning (SEL) that helped ensure educational productivity. Social and emotional learning includes five competency areas: self-awareness, relationship skills, social awareness, self-management, and responsible decision making. Virtual learning has shifted the attention of educational institutions away from these competency areas due to the limitations of digital classrooms and the prioritization of academic intelligence over emotional intelligence. The chapter provides recommendations to address the social and emotional learning of educators.

Initial Development and Validation of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form

2020 ◽  
pp. 073428292095324
Author(s):  
Christopher J. Anthony ◽  
Stephen N. Elliott ◽  
James C. DiPerna ◽  
Pui‐Wa Lei
Keyword(s):  
Social Skills ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Self Awareness ◽  
Initial Development ◽  
Social And Emotional ◽  
The Social ◽  
Social Skills Improvement System ◽  
Psychometric Evidence ◽  
Systems Of Support

Despite the need for assessments targeting social and emotional learning (SEL) skills within multitiered systems of support, there are few brief SEL measures available. To address this need, this article describes the development of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form (SSIS SEL b-T), a significantly shorter version of the Social Skills Improvement System—Social and Emotional Learning Edition Rating Form-Teacher (SSIS SEL RF-T). Using the SSIS SEL standardization sample and item response theory, we identified efficient sets of items for each SSIS SEL RF-T scale and examined psychometric evidence for resulting scores. In general, SSIS SEL b-T scales functioned well and very similarly to scores from corresponding SSIS SEL RF-T scales. One exception was the Self-Awareness scale which, similar to its long-form counterpart, exhibited several content and psychometric limitations. Results provide initial psychometric evidence for a time-efficient teacher-informant measure of SEL competencies with promise for use within multitiered systems of support.

Building a Safe Learning Environment by Remembering to Smile

2021 ◽  
pp. 293-300
Author(s):  
Julie Nikiforos Adkins
Keyword(s):  
Learning Environment ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Early Career ◽  
Emotional Needs ◽  
Early Career Teachers ◽  
Classroom Strategies ◽  
Social And Emotional ◽  
The Social ◽  
Safe Learning Environment

This chapter provides the theoretical underpinnings that support the importance of a smile, social and emotional learning and its components, the benefits of integrating social and emotional learning skills within instruction, and specific classroom strategies. Early career teachers will have a solid understanding of each of the five components of social and emotional learning and how they can be effectively implemented into the classroom to develop the social and emotional needs of students required for learning to take place.

Sign in / Sign up

Export Citation Format

Share Document