Encourage students’ wellbeing and promote social and emotional learning (SEL):
Wellbeing:
Wellbeing is central to learning and learning contributes to wellbeing (William Light School, n.d.). The Role of teacher in promoting student wellbeing is shown below. The curriculum strategies and pedagogical approaches to enrich students’ academic success and wellbeing is shown below.
Social and Emotional Learning (SEL):
Social and emotional learning (SEL) refers to programming that is deliberately designed to teach social and emotional skills within existing school curricula in ways that contribute to better social and emotional adjustment and higher academic achievement (Elias et al., 1997). It is the process through which people acquire knowledge, attitudes and skills associated with the five interrelated sets of cognitive, affective and behavioural competencies: Self-awareness, Self-management, Social-Awareness, Relationship-Skills and Responsible-Decision making (Weissberg & Cascarino, 2013; Segal & Smith, 2010). Mastering SEL competencies leads to acting in accordance with internalised beliefs and values, caring and concern for others, making logical decisions, and taking responsibility for one’s choices and behaviours (Bear & Watkins, 2006). These physiognomies make students feel valued, experience greater intrinsic motivation to achieve, and develop a broadly applicable set of social-emotional competencies that mediate better academic performance, health-promoting behavior, and citizenship (Greenberg et al., 2001).
References:
Bear, G. G., & Watkins, J. M. (2006). Developing self-discipline. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 29–44). Bethesda, MD: National Association of School Psychologists.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., et al. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention & Treatment, 4, 1–62.
Segal, J., & Smith, M. (2010, September). Emotional intelligence: Five key skills for raising your emotional intelligence. Santa Monica, CA: HelpGuide.org. Retrieved from
http://www.helpguide.org/mental/eq5_raising_emotional_intelligence.htm
Weissberg, R.P., & Cascarino, J. (2013, October). Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 95(2), p8-13.
William Light School. (n.d.). Student wellbeing. Retrieved from
http://www.wlightr12.sa.edu.au/student-well-being/
Wellbeing:
Wellbeing is central to learning and learning contributes to wellbeing (William Light School, n.d.). The Role of teacher in promoting student wellbeing is shown below. The curriculum strategies and pedagogical approaches to enrich students’ academic success and wellbeing is shown below.
Social and Emotional Learning (SEL):
Social and emotional learning (SEL) refers to programming that is deliberately designed to teach social and emotional skills within existing school curricula in ways that contribute to better social and emotional adjustment and higher academic achievement (Elias et al., 1997). It is the process through which people acquire knowledge, attitudes and skills associated with the five interrelated sets of cognitive, affective and behavioural competencies: Self-awareness, Self-management, Social-Awareness, Relationship-Skills and Responsible-Decision making (Weissberg & Cascarino, 2013; Segal & Smith, 2010). Mastering SEL competencies leads to acting in accordance with internalised beliefs and values, caring and concern for others, making logical decisions, and taking responsibility for one’s choices and behaviours (Bear & Watkins, 2006). These physiognomies make students feel valued, experience greater intrinsic motivation to achieve, and develop a broadly applicable set of social-emotional competencies that mediate better academic performance, health-promoting behavior, and citizenship (Greenberg et al., 2001).
References:
Bear, G. G., & Watkins, J. M. (2006). Developing self-discipline. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 29–44). Bethesda, MD: National Association of School Psychologists.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., et al. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001). The prevention of mental disorders in school-aged children: Current state of the field. Prevention & Treatment, 4, 1–62.
Segal, J., & Smith, M. (2010, September). Emotional intelligence: Five key skills for raising your emotional intelligence. Santa Monica, CA: HelpGuide.org. Retrieved from
http://www.helpguide.org/mental/eq5_raising_emotional_intelligence.htm
Weissberg, R.P., & Cascarino, J. (2013, October). Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 95(2), p8-13.
William Light School. (n.d.). Student wellbeing. Retrieved from
http://www.wlightr12.sa.edu.au/student-well-being/