|Sumár projektu:||Social and emotional learning has often been an umbrella term for a wide range of competencies from emotional intelligence to
social competence to self-regulation.
SEL competencies encompassthree areas:
Emotional processes include understanding and labeling feelings accurately; regulating emotions and behaviors for the situation
(e.g., calmly sorting through a disagreement rather than storming out of a faculty meeting when angry); taking another’s perspective, and displaying empathy.
Social/interpersonal skills include understanding social cues (such as body language and tone of voice); correctly attributing the intent of others’ behaviors (e.g., understanding a student’s defiance as a desire for independence rather than a personal
insult); interacting positively with students and other adults, and acting in prosocial ways (e.g., offering help and kind words).
Cognitive regulation includes maintaining attention and focus; engaging working memory, inhibiting impulses that are not appropriate to the ededevelop SEL and build positive school culture have focused exclusively on students. Educators typically receive little training and support for implementation and for effectively supporting students’ social and emotional development
and even less training and support for implementationvand for effectively supporting students’ social and emotional development
Teachers’ SEL competencies influence students in at least three ways:
First, SEL influences the quality of teacher-student relationships.
Teachers who are good at regulating their emotions are more likely to display positive affect and higher job satisfaction
Teachers who are calm, positive, and content are likely to be better equipped to treat students warmly and sensitively, even when students behave in challenging ways.
When students have high-quality relationships with teachers, they have better social adjustment and higher academic competence
Conversely, when teachers and students have negative or conflict-fi lled relationships, students are less likely to be engaged in school and more likely to have low academic achievement.
Second, teachers model SEL skills for students — intentionally or not. Teachers navigate stressful situations nearly every day, and
students are watching. Studentsl earn from the way teachers manage frustration, maintain control of themselves and the classroom, stay focused in the face of distractions, and shift tactics when needed.
They also learn from the way teachers handle students who need better SEL skills, such as when students act cruelly toward one
another or use inappropriate language, such as “that’s so gay.” That is why teachers need to possess certain “habits of mind,”
or dispositions, such as awareness, attention, fl exibility, and intentionality.
It is also why one intervention program begins with activities to build school leaders’ and teachers’ SEL skills as a precursor to
Third, teachers’ SEL abilities likely influence their classroom organization and management. As every teacher knows, maintaining
a calm, organized, and wellregulated environment is essential. Such environments include effective behavior management approaches as well as practices that encourage creativity, student choice and autonomy, and student reflection.
To build such environments, teachers must maintain a sense of calm, be organized, feel in control of the classroom, and develop social trust with students and families who may be different from them.
Our project wants to create a culture of continuous improvement and learning for teachers and students:
* Appropriately gathers information and formulates written assessments about individuals, families, groups or community situations
* Able to make assessment of situation and prioritize interventions at the appropriate level and target group.
* Conceptualizes and articulates the rationale and theoretical framework behind: assessment, choice of intervention strategies, techniques, and case plan implementation.
* Opportunity to formulate plans & goals with groups that include cultural &/or ideological perspectives and to work with groups on the basis of mutually.
* Opportunity to interview or interact groups, or staff who are from socio-cultural backgrounds different from the student.
* Opportunity to communicate effectively, orally and in writing.
* Evidences competence in: listening and attending; reflection and acceptance of feelings; paraphrasing and summarizing content; confrontation; recognition of strengths; incorporating cultural and/or ideological perspectives of clients, and reinforcing.
Support for SEL skills must be embedded into the daily life of the school for everyone: students, teachers and staff.This is essential because SEL skills are developed in and needed for everyday interactions.