A morning meeting to see how your students are doing is a great way to help them develop these skills. They develop relationship skills, a key competence in SEL, through communication, listening and collaboration with others. They develop confidence to speak to their peers and use social awareness to empathize with each other and with people from different backgrounds.
Simply starting the day with a morning meeting and establishing a personal connection with the students promotes socio-emotional learning in the classroom. Some teachers make available the first 20 minutes of lessons to prepare students for the days ahead.
They also learn to listen, cooperate with others, and build rewarding relationships with their teachers and peers. Morning meetings provide a safe and caring environment that encourages students to open up and build trust among themselves, which boosts their self-confidence.
The four key areas of social consciousness include understanding and appreciating diversity, self-esteem, empathy and social interaction. In this service, teachers focus on integrating the social emotions of students and their social skills beyond those of academics.
Responsive Classroom is a set of practices that help students, teachers, parents and learning communities develop social and emotional learning skills.
Research by the University of Virginia has shown that the use of the responsive classroom approach correlates with increased positive feelings in school. The greatest effect of this is a joyful, caring and respectful community. This creates a positive learning atmosphere, which is created by positive teaching strategies, which can contribute to increasing the success of students not only in school, but also in life.
Social emotional learning improves performance, improves students “attitudes toward academics, reduces depression and stress, and improves performance. Students are more successful when they develop what experts call “makeup.” Here we will take a look at why socially emotional learning is important and give some teaching strategies that can be used to support it in the classroom.
We believe that in order to succeed at school, students need to develop strong social skills and habits. We use this to focus on making academic learning more attractive, building a positive school community, having a clear and predictable routine and learning structure, and ensuring that teachers have a comprehensive sense of development. Daily lessons strengthen academic and social skills, help children to make the transition from home to school, build community and create a positive learning climate.
The long-term benefits of morning meetings make them an important part of our school’s social-emotional learning curriculum. Morning meetings are held twice a week, once in the morning and once at the end of the school day and twice during the day.
Our social-emotional curriculum follows the philosophy of the Responsive Classroom, and our favorite morning meeting model is also dedicated to the inclusion of academic reviews. We believe this is purely about building social and emotional skills and often involves knowledge of calendars and maths, but there is something about both. My favorite models for morning meetings are those that focus exclusively on social emotional learning and building social skills, and include academic reviews, such as the “Responsive Classroom” program or “Responsive Classroom” courses that involve academics and reviewers.
The results of socio-emotional surveys are a great example of how standardized academic assessments provide only a cursory glimpse of a moment.
I have tried to measure social emotional competence quantitatively, especially in my work with personalized learning, and I have found time and again to no avail that I am doing so. The measurement of SEL leads us to believe that our competencies should be ticked off a report card. In attempting to quantify social and emotional learning, it leads us to believe that we will teach skills when, in reality, the practices that foster emotionally conscious and socially competent children are based on cultural principles used to construct learning environments.
After hearing about the illusion of “extra time” created by integrating content and fostering an environment in which students feel valued, take time to think about your own practices.
Buy time by integrating content and opportunities into the relationships you build in your daily routine to build them. Set a tone in the morning with the routines you have built up in your classroom. In this way, we give students a sense of belonging and value and foster trust and respect for each other.