ENGLISH LANGUAGE TEACHING INTEGRATED WITH SOCIAL EMOTIONAL LEARNING (SEL) IN RESPONSE TO STRESS EXPOSURE AT HIGHER EDUCATION

2020 ◽  
Vol 65 (11) ◽  
pp. 93-109
Author(s):  
Linh Le Thuy
Keyword(s):  
Higher Education ◽  
Stress Responses ◽  
Social Life ◽  
English Language ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
English Language Teaching ◽  
Self Awareness ◽  
Social Emotional ◽  
K 12

Under the internationalization of education context and globalization, at tertiary level, students benefit from opportunities for academic and professional development. However, they also face pressures ranging from academic burdens to social life, which cause huge stressors. In responding to this challenge, the suggestion from K-12 education, so-called social emotional learning (SEL) can be integrated in higher education due to its effectiveness in self-awareness, social relation and responsible decision. For supporting evidences, a trans-disciplinary study was conducted at National Economics University, where SEL materials were integrated into English lessons of 100 research participants, including those from traditional and partnership programs. This research aimed at equipping students with SEL knowledge to better deal with their stressors. Successfully, after getting the input of SEL intervention, students changed their stress responses from avoidance-oriented to problem- and emotion-oriented. The SEL knowledge should be delivered to students. Especially, this study also provided other recommended SEL integrated approaches for higher education in Vietnam to help students tackling stressors.

A Co-Teaching Insight on SEL Curriculum Development and Implementation

2021 ◽  
pp. 39-63
Author(s):  
Abigail Rose Smurr ◽  
Candace M. Cano
Keyword(s):  
English Language ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Learning Needs ◽  
Self Awareness ◽  
Social Emotional ◽  
Self Reflection ◽  
Social And Emotional ◽  
School Year

Cano and Smurr became co-teachers and developed a social emotional learning (SEL) supplementary curriculum to use along their mandated English Language Arts curricula in their seventh and eighth grade classes. Through a process of research and development, their primary purpose was to identify the effectiveness of social emotional learning curriculum. This chapter will expand on the implementation and the impact of SEL curriculum created by Cano and Smurr; this curriculum was developed and implemented throughout the 2018-2019 school year and demonstrated student responsiveness towards learning and personal well-being. The SEL curriculum is strongly based off CASEL (Collaborative for Academic, Social, and Emotional Learning) standards: self-efficacy, growth mindset, self-management, social awareness, and self-awareness. The assignments impacted student learning in multiple areas such as an avenue of advocacy for learning needs, normalized stigmatized topics in the classroom, and assistance in student self-reflection and metacognition skills.

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.

Pilot Evaluation of K-12 School Security Professionals Online Training: Understanding Trauma and Social–Emotional Learning

2020 ◽  
Author(s):  
Dorothy L. Espelage ◽  
Alberto Valido ◽  
America J. El Sheikh ◽  
Luz E. Robinson ◽  
Katherine M. Ingram ◽  
...  
Keyword(s):  
Social Emotional Learning ◽  
Online Training ◽  
Emotional Learning ◽  
School Security ◽  
Social Emotional ◽  
K 12

Centering Equity and Caring in Leadership for Social-Emotional Learning: Toward a Conceptual Framework for Diverse Learners

2019 ◽  
Vol 29 (6) ◽  
pp. 473-492 ◽  
Author(s):  
Kate Kennedy
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
Social Emotional Learning ◽  
Diverse Learners ◽  
Emotional Learning ◽  
Empirical Literature ◽  
Social Emotional ◽  
Barriers To Learning ◽  
Leadership Framework ◽  
K 12

School leaders must navigate nonacademic barriers to learning. One type of affective, nonacademic reform is social-emotional learning (SEL), a quickly growing K–12 school initiative. Yet scant empirical literature exists on the actions, interactions, and beliefs of school principals charged with leading SEL reforms. The needs of diverse learners in SEL reforms—and how school leaders might create culturally relevant, gender-aware, queer-friendly SEL programming—are ignored by empirical research. This article seeks to contribute conceptually by exploring two questions: To what extent does current research inform school leadership of SEL implementation for diverse learners? How might school leaders conceptualize the implementation of SEL reforms from a caring, equity-oriented lens? A leadership framework for SEL reforms, rooted in caring and equity, is proposed.

scholarly journals SOCIAL EMOTIONAL LEARNING PROGRAM FOR BUILD RESPONSIBLE CHARACTER OF STUDENTS IN ELEMENTARY SCHOOL

2021 ◽  
Vol 5 (1) ◽  
pp. 67
Author(s):  
Lu’lu’a Farah Adiba Farah Adiba ◽  
Asep Ediana Latip
Keyword(s):  
Elementary School ◽  
Social Emotional Learning ◽  
Sampling Technique ◽  
Emotional Learning ◽  
Self Awareness ◽  
Learning Program ◽  
Social Emotional ◽  
Relationship Skills ◽  
Library Research ◽  
Analysis Technique

The aim of this research was describe Social Emotional Learning (SEL) Program for build responsible character of students in elementary school. The approach for this study was qualitative. The main method of this study was library research that supported with filed research. Library research that referred in this study was an activity to collected data, read, took notes, and processed the data that related with Social Emotional Program in Schools. It was obtained from books, journals, and articles. There are 5 main journals supported by 10 other. The researcher was collected the data from documents, research notes, and interviews. The interviewees are people who have direct contact with Social Emotional Program such as Head of Social Emotional Program Department, teachers, students and parents of Kharisma Bangsa Elementary School. This study used purposive sampling technique. The instruments of this research were document check list, notes, and interview guidelines. Data analysis was achieved through a content analysis technique. The result showed that Social Emotional Learning Program can build responsible character of students in elementary school. It can be obtained by growing social awareness, self-management, self-awareness, responsible decision making, and relationship skills after implementing Social Emotional Learning Program. The Social Emotional Learning Program was effective to build the responsibility by using some approaches there were Explicit SEL Instruction, Teacher Instructional, and Integrated with curriculum areas that supported by several strategies between PATH, RC, 4R’s, and RULER.

Social-Emotional Learning in a Multitiered System

2021 ◽  
pp. 126-132
Author(s):  
Sheri Olson ◽  
Brenda Coble Lindsey ◽  
Kevin Tan
Keyword(s):  
Social Workers ◽  
Progress Monitoring ◽  
Social Emotional Learning ◽  
Work Practice ◽  
Emotional Learning ◽  
School Social Workers ◽  
Self Awareness ◽  
Social Emotional ◽  
Case Examples ◽  
Monitoring Tools

This chapter discusses not only the use and application of social-emotional learning within school social work practice but also the role school social workers play in its use. Social-emotional learning is the process of developing knowledge, attitudes, and skills that improve student self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. It is strongly associated with improved grades and test scores, attendance, and positive behaviors. This chapter describes how the National School Social-Emotional Learning Standards that can be used as a framework and highlights assessment and progress-monitoring tools appropriate for multitiered systems of supports in schools. Examples of interventions at tiers 1, 2, and 3 are presented, along with case examples that illustrate how school social workers have been successful at implementing these interventions. The chapter closes by discussing social, racial, emotional, academic, and health challenges school social workers face in its implementation.

Adopting a Trauma-Informed Approach to Social-Emotional Learning

2020 ◽  
pp. 96-116
Author(s):  
Maurice J. Elias ◽  
Erica R. Powlo ◽  
Ava Lorenzo ◽  
Brian Eichert
Keyword(s):  
Ethical Decision Making ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Self Awareness ◽  
Tier 2 ◽  
Social Emotional ◽  
Social And Emotional ◽  
Relationship Skills ◽  
Trauma Informed ◽  
Comprehensive Curriculum

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has identified 5 sets of social-emotional learning (SEL) skills (the CASEL 5): self-awareness; self-management; social awareness and empathy; relationship skills; and responsible, ethical decision-making. SEL is critical for students to be able to manage their own internal stressors, navigate their social environment successfully, and then access a comprehensive curriculum. It provides students with critical life skills such as problem-solving and perspective-taking that will span well beyond their schooling years, helping them to become productive members of society. In this chapter, the authors describe how to assess a school system’s infrastructure for SEL and discuss how to implement SEL at both Tier 1 and Tier 2 levels in an urban disadvantaged school district where many students have been impacted by trauma. A case study is presented.

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