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Social emotional learning-- Social emotional learning--

Social emotional learning-- - PowerPoint Presentation

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Social emotional learning-- - PPT Presentation

infusing it into school culture to affect positive change in lcap lcff priorities of school climate student engagement amp student achievement 3RD ANNUAL ALTERNATIVE ACCOUNTABILITY POLICY FORUM ID: 616122

compassion sel emotional www sel compassion www emotional mindfulness learning social http org students empathy emotions berkeley greatergood climate

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Slide1

Social emotional learning--infusing it into school culture to affect positive change in lcap/lcffpriorities of school climate, student engagement, & student achievement

3RD ANNUAL ALTERNATIVE ACCOUNTABILITY POLICY FORUM - NOVEMBER 14-15, 2014

Joelle M. HoodSlide2

I’m not making this stuff up!Slide3

“Go to” sources on selCASEL (Collaborative for Academic, Social, & Emotional Learning)Edutopia Greater Good Science Center– UC BerkeleyCommittee for ChildrenSocial & Emotional Learning Research Group – University of Illinois at ChicagoNational School Climate CenterIllinois State Board of Education SEL Learning Standards

Daniel GolemanMaurice Elias and so many more…Slide4

Local control funding formula (LCFF)Under the new system, districts will receive a uniform base grant for every district, adjusted by grade level, plus additional funds for students with greater educational needs, defined as low-income, English learner and foster youth students. Districts will get an additional 20 percent of the base grant based on the numbers of these students enrolled in a district, and even more when they make up more than 55 percent of a district’s enrollment.School districts will have more authority than before to decide how to spend their money. But they will also face new obligations to show that their spending improved student performance. Districts must adopt a Local Control and Accountability Plan (LCAP), after soliciting suggestions from teachers, parents and the community, and update it annually.The plan must spell out the district’s goals for improving student outcomes according to 

eight priorities set by the state, and align spending to meet the goals. http://edsource.org/publications/local-control-funding-formula-guide#.VERc8_ldUnpSlide5

Local control accountability plan (LCAP)EIGHT PRIORITIY AREAS— THREE KEY CATEGORIESCONDITIONS OF LEARNINGAccess to Core ServicesImplementation of Common CoreCourse AccessPUPIL OUTCOMES

Student AchievementOther Student OutcomesSTUDENT ENGAGEMENTStudent EngagementParent Involvement

School Climate

http://edsource.org/publications/local-control-funding-formula-guide#prioritySlide6

5 keys to social & emotional learning successhttps://www.youtube.com/watch?v=DqNn9qWoO1MSlide7

WHAT sel can do…https://www.youtube.com/watch?v=DqNn9qWoO1MSlide8

So what is SEL?The processes through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. 

www.casel.org http://www.newteachercenter.orgSlide9

So what is SEL?SEL is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging and meaningful. www.casel.org http://www.newteachercenter.orgSlide10

So what is SEL?The development of SEL skills and competence is a parallel process for students, teachers, mentors, and administrators.www.casel.org http://www.newteachercenter.orgSlide11

SEL CORE COMPETENCIESPAIR SHARE--What is SEL and why would it be important for both students and adults in any school or work environment?

www.casel.orgSlide12

So what is sel?The SOCIAL aspect of SEL indicates a concern for fostering positive relationships with others. This part of SEL reflects INTERPERSONAL

development.Merrell, Kenneth W, and Barbara A Gueldner.

Social and emotional learning in the classroom: Promoting mental health and academic success

. Guilford Press, 2012.Slide13

So what is sel?The EMOTIONAL aspect of SEL indicates a concern for fostering self-awareness, especially involving emotions or feelings, but also the cognitions or thoughts connected to our emotions. This part of SEL reflects INTRAPERSONAL development.

Merrell, Kenneth W, and Barbara A Gueldner. Social and emotional learning in the classroom: Promoting mental health and academic success. Guilford Press, 2012.Slide14

So what is sel?The LEARNING aspect of SEL implies that social and emotional growth can be taught and learned through instruction, practice, and feedback.Merrell, Kenneth W, and Barbara A Gueldner. Social and emotional learning in the classroom: Promoting mental health and academic success. Guilford Press, 2012.Slide15

IMPROVING STUDENT ENGAGEMENT, SCHOOL CLIMATE, & student achievement Through key character traitsKindnessEmpathyCompassionGratitudeForgivenessMindfulnessHardwiring HappinessSense of PurposeSlide16

Practice makes better practionersContinued practice in SEL make great sense because of neuroplasticity– the fact that repeated experiences shape the brain. The more one practices self-discipline, empathy, and cooperation, the stronger the underlying circuits become for these essential life skills.

http://greatergood.berkeley.edu/article/item/secret_successSlide17

Survival of the kindestSlide18

Compassion and cooperation… over competition?http://www.ted.com/talks/frans_de_waal_do_animals_have_moralsSlide19

SEL FOR COLLEGE & CAREER READINESSThe SCANS report from the U.S. Dept. of Labor identified the ability to communicate effectively, work in teams, solve problems creatively, and adapt to changing conditions as more important than content knowledge and technical expertise in one’s field.

The Secretary's Commission on Achieving Necessary Skills (1991). What Work Requires of Schools: A SCANS Report for America 2000. Washington, DC: US Department of LaborSlide20

The importance of sel for ADULTS WORKING WITH YOUTHGain self and social awareness. Recognize and manage their own emotions as well as understand how their emotional responses impact others. B

uild strong, supportive relationships with students, colleagues, and parents, deal effectively with conflict, set firm but respectful boundaries, and regularly demonstrate kind, helpful behavior to those around them.http://greatergood.berkeley.edu/article/item/why_teachers_need_social_emotional_skillsSlide21

Sel IMPROVES POSITIVE SCHOOL CLIMATEhttps://www.youtube.com/watch?v=d6vS0UBGSW4Slide22

Back to back activityStand upMove to the music (Let’s see some dance moves!)When the music stops, and I say “Back To Back”, get back to back with the person closest to you that you do NOT know very well.Wait for further instructions.Slide23

Words to think about…“Educating the mind without educating the heart is no education at all.”--Aristotle“If you have a child's heart, you have his head.”--Flip FlippenSlide24

WORDS TO THINK ABOUT“Classroom teachers give young people what they sometimes get nowhere else in society – a sense that they have promise, that they have talents, that they are special. If you’re a young person who is not quite sure that you welcome in this society, one of the most important people in your life could be a teacher who accepts you.”

--Parker J. PalmerSlide25

Words to think about“A community has the power to motivate its members to exceptional performance. Community can set standards of expectations for the individual and provide the climate in which great things happen.”--John W. Gardner, Former Professor, Stanford UniversitySlide26

SEL IMPROVES LEARNINGTeaching students skills like empathy, self-awareness, and how to manage distressing emotions makes them better learners. Because of the way our brains are wired, our emotions can either enhance or inhibit our ability to learn.

(Richard Davidson, neuroscientist at the University of Wisconsin)http://greatergood.berkeley.edu/article/item/secret_successSlide27

Lowering truancy and suspensions… through meditation? Yes.https://www.youtube.com/watch?v=U9-phWL8t08Slide28

What is mindfulness?Mindfulness means maintaining a moment-by-moment awareness of our thoughts, feelings, bodily sensations, and surrounding environment.

http://greatergood.berkeley.edu/topic/mindfulness/definitionSlide29

Why teach mindfulness?Mindfulness is good for our bodies: A seminal study found that, after just eight weeks of training, practicing mindfulness meditation boosts our immune system’s ability to fight off illness.Mindfulness is good for our minds: Several studies have found that mindfulness increases positive emotions while reducing negative emotions and stress

. Indeed, at least one study suggests it may be as good as antidepressants in fighting depression and preventing relapse.Mindfulness changes our brains: Research has found that it increases density of gray matter in brain regions linked to learning, memory, emotion regulation, and empathy.

Mindfulness

helps us focus

: Studies suggest that mindfulness helps us 

tune out distractions

 and

improves our memory and attention skills.

http://greatergood.berkeley.edu/topic/mindfulness/definitionSlide30

Why teach mindfulness?Mindfulness fosters compassion and altruism: Research suggests mindfulness training makes us more likely to help someone in need

and increases activity in neural networks involved in understanding the suffering of others and regulating emotions. Evidence suggests it might boost self-compassion

 as well.

Mindfulness

helps schools

: There’s scientific evidence that teaching mindfulness in the classroom

reduces behavior problems and aggression among students

, and

improves their happiness levels and ability to pay

attention

.

Teachers

 trained in mindfulness also

show lower blood pressure, less negative emotion and symptoms of depression, and greater compassion and empathy.

Mindfulness

helps prisons

: Evidence suggests mindfulness

reduces anger, hostility, and mood disturbances

among prisoners by increasing their awareness of their thoughts and emotions,

helping with their rehabilitation and reintegration.

http://greatergood.berkeley.edu/topic/mindfulness/definitionSlide31

Promoting kindness Slide32

Creating a climate changeSlide33

PRO-KINDNESSexperiential learning activities

SYNERGY DAYS!Slide34

Happiness sprinkling projectSlide35

HAPPINESS SPRINKLING PROJECTwww.happinesssprinklingproject.orgSlide36

WHAT IS EMPATHY?The term “empathy” is used to describe a wide range of experiences. Emotion researchers generally define empathy as the ability to sense other people’s emotions, coupled with the ability to imagine what someone else might be thinking or feeling.http://greatergood.berkeley.edu/topic/empathy/definitionSlide37

Why encourage empathy?http://greatergood.berkeley.edu/topic/empathy/definition#why_practiceIncreases helping behaviorsReduces prejudice and racismDeepens intimacy and boosts relationship satisfactionReduces bullyingPromotes heroic actsFights against inequality

Enjoy better health Managers who demonstrate empathy have employees who are sick less often and report greater happinessSlide38

CULTIVATING EMPATHYhttp://www.youtube.com/watch?v=bfEJBFr5VxcSlide39

WHAT IS compassion?Compassion literally means “to suffer together.” Among emotion researchers, it is defined as the feeling that arises when you are confronted with another’s suffering and feel motivated to relieve that suffering.Compassion is not the same as empathy or 

altruism, though the concepts are related. While empathy refers more generally to our ability to take the perspective of and feel the emotions of another person, compassion is when those feelings and thoughts include the desire to help. Altruism, in turn, is the kind, selfless behavior often prompted by feelings of compassion, though one can feel compassion without acting on it, and altruism isn’t always motivated by compassion.

http://greatergood.berkeley.edu/topic/compassion/definitionSlide40

Why teach compassion?http://greatergood.berkeley.edu/topic/compassion/definitionCompassion makes us feel good: Compassionate action (e.g., giving to charity) activates pleasure circuits in the brain, and compassion training programs, even very brief ones, strengthen brain circuits for pleasure and reward and lead to lasting increases in self-reported happiness.

Being compassionate—tuning in to other people in a kind and loving manner—can reduce risk of heart disease by boosting the positive effects of the Vagus Nerve, which helps to slow our heart rate.

One compassion training program has found that it

makes people more resilient to stress;

it lowers stress hormones in the blood and saliva and

strengthens the immune response.

Brain scans during loving-kindness meditation, which directs compassion toward suffering, suggest that, on average,

compassionate people’s minds

wonder

less about what has gone wrong in their lives, or might go wrong in the future; as a result, they’re happier.Slide41

Why teach compassion?Feeling compassion for one person makes us less vindictive toward others.Employees who receive more compassion in their workplace see themselves, their co-workers, and their organization in a more positive light, report feeling more positive emotions like joy and contentment, and are more committed to their jobs.

More compassionate societies—those that take care of their most vulnerable members, assist other nations in need, and have children who perform more acts of kindness—are the happier ones.Compassionate people are more socially adept

,

making

them less vulnerable to loneliness

; loneliness has been shown to cause stress and harm the immune system.

http://greatergood.berkeley.edu/topic/compassion/definitionSlide42

compassion IN ACTIONhttps://www.youtube.com/watch?v=0Ejh_hb15FcSlide43

Why is SEL essential for youth and adults?SEL skills and the supportive learning environments in which they are taught contribute to the resiliency of ALL children—those without identified risks and those at-risk for or already exhibiting emotional or behavioral problems and in need of additional supports

.www.casel.org Merrell, Kenneth W, and Barbara A Gueldner.

Social and emotional learning in the classroom: Promoting mental health and academic success

. Guilford Press, 2012.Slide44

Why is SEL essential for youth and adults?Up to one out of every five students in a typical classroom may experience mental health problems in the course of a school year, but only a few of these students receive appropriate intervention services. SEL provides an alternative approach for delivering preventative classroom-based mental health services that will reach ALL students.www.casel.org Merrell, Kenneth W, and Barbara A Gueldner. Social and emotional learning in the classroom: Promoting mental health and academic success. Guilford Press, 2012.Slide45

Why is SEL essential for youth and adults?Just as we can’t take it for granted that our students will learn to read without instruction, we can’t assume that they will learn the social emotional skills they need to navigate the world in a positive way. We must teach them. Social-emotional Resilience should become the fourth R.

www.casel.org Merrell, Kenneth W, and Barbara A Gueldner. Social and emotional learning in the classroom: Promoting mental health and academic success. Guilford Press, 2012.Slide46

INFUSING CARE into common coreIn schools where students feel respected and thought their teachers wanted to be there and cared about one another, bullying and other forms of school violence were much less prevalent.Maurice Elias stresses

that if we really want to help our students achieve Common Core mastery, our first objective should be promoting the social-emotional competence of the young people in our care.http://www.njea.org/news-and-publications/njea-review/feb-2014/common-coreSlide47

INFUSING CARE INTO COMMON COREELIAS’ PEDAGOGY OF POSSIBILITYBy attending to what we know about students’ social-emotional and character development, we can create a “pedagogy of possibility” as a hallmark of school culture and climate. The orientation is not

“what I cannot do,” but rather, “what I can do, and what I will do next.”  http://www.njea.org/news-and-publications/njea-review/feb-2014/common-coreSlide48

TABLE TALKSocial Emotional Learning is no longer a “MIGHT DO”…Social Emotional Learning is a “MUST DO” in schools. It is a MUST

for improving school climate, student engagement and student achievement.What are your thoughts?Slide49

WORDS TO THINK ABOUT“I have come to the frightening conclusion that I am the decisive element in my classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make life miserable or joyous. I can be a tool of torture or an instrument of inspiration, I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person is humanized or de-humanized. If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming.”

--Haim G. GinottSlide50

Sel—creating a positive climate changehttps://www.youtube.com/watch?v=632CHpeHYZESlide51

Thank you!!Please keep in touch.jhood@rcoe.us joelle@joellehood.com FB/Joelle Hood—Catalyst Coaching & ConsultingFB/Hood’s Kindness Revolution ExperimentTwitter: @

joellethecoachInstagram: JoelleHoodtheCoachPinterest: @joellethecoachWebsite: www.joellehood.com