Educ 206 Trends and Problem

Republic of the Philippines
Commission on Higher Education

DANIEL B. PEÑA MEMORIAL COLLEGE FOUNDATION, INC.
Graduate Studies
Ziga Avenue, San Juan, Tabaco City
Subject : EDUC 206 Trend, Problems and Issues in Education

Topic : Social-Emotional Skills
Reporters : Mary Ali Grace C. Revilla, AIieen Barotilla and
Karen Balangitan
Course : MAED – Administration and Supervision
Professor : Arline Lugo
What is social emotional learning?

Social emotional learning helps students build social skills, form healthy
relationships and manage their emotions.
According to the Collaborative for Academic, Social and Emotional Learning
(CASEL):
“SEL is the process through which children and adults understand and manage
emotions, set and achieve positive goals, feel and show empathy for others, establish
and maintain positive relationships, and make responsible decisions.”
CASEL lists five core social emotional learning competencies:
1. Self-awareness — Recognizing emotions and thoughts, understanding how they
influence behavior and assessing personal strengths and weaknesses.
2. Self-management — Regulating thoughts, emotions and behaviors. Setting goals,
controlling impulses and managing stress.
3. Social awareness — Understanding the perspective of others, showing empathy for
diverse groups of people and finding support through family, school and community
relationships.
4. Relationship skills — Communicating, cooperating, resisting negative pressure
and offering help. Building and maintaining healthy relationships.
5. Responsible decision-making —Making ethical and respectful choices about
personal behavior and relationships, and evaluating the consequences of decisions.
Why is social emotional learning important?
Social emotional learning equips students with skills they’ll use well after they
leave school, and is essential part of the way students learn in a rapidly changing
society
The earlier social emotional learning skills are developed, the better
Graduate Studies
According to a study commissed by the OECD , teaching basic social and

emotional skills“[can] have long-term academic benefits on students’ reading and
vocabulary, including in high poverty schools, suggesting that SEL may assist in
closing achievement gaps.”
Overall, students with strong social and emotional skills are:
 More engaged in learning
 Less likely to drop out of school
 Less likely to have behavior issues
 More confident and have higher self-esteem
Social emotional learning activities for all ages. These activities can be
adapted to help teach core social and emotional skills.
1. Art activities
Art is a great way for students of all ages to relieve stress and express their
emotions in a positive, healthy way.
2. Practical tasks
Your classroom is a busy place, and there’s a lot happening. Keep it organized with a
chart that encourages students to take responsibility and complete simple, age-
appropriate classroom tasks like:
 Watering plants
 Sharpening pencils
 Erasing the chalkboard
 Keeping track of timed activities
 Delivering attendance to the office
 Keeping the classroom library organized
 Turning the lights on and off in the classroom
 If you’re teaching remotely, put students in charge of:
 Tracking attendance
 Moderating the chat section
 Giving a short weather report
 Choosing from a list of brain breaks
3. Mindfulness Activities
Graduate Studies
Mindfulness breaks can help students of all ages learn how to identify and
regulate their emotions when they’re sad, scared or stressed.
Pay attention to the senses. Ask students to identify:

 Five things they can see
 Four things they can touch
 Three things they can hear
 Two things they can smell
 One thing they can taste
4. Goal-setting Activities
A big part of social emotional learning is cultivating a growth mindset — and
what better way to do that than setting goals?
Make goal setting a regular part of your classroom routine, whether you:
Host student-led conferences — Set academic and behavioral goals

Start a new unit — Use a KWL (Know, Want to Know, Learned) chart to help
students identify which skills they want to develop
Give feedback on a project — What did students do well? What should they focus
on next time?
5. Student check-ins
When students learn, they bring their emotions with them.
Prodigy teachers like Arpie M. and Amber A. recommend starting your day
with a check-in to understand what students are feeling:
“We check in every morning and share how we feel. We usually start our day with fun
“would you rather” questions. We take a lot of brain breaks throughout the day. Also,
we do a show and tell if students really want to share something. It makes them happy
and they enjoy talking to each other!”
“Just teaching students how to listen and have a true conversation is vital right now.
Sometimes you have to stop the lesson and listen to your students, respect what they
have to say and validate their feelings.”
6. Reading books
Graduate Studies
Boost reading comprehension and social emotional learning with books

designed to teach key social emotional learning skills. Co-learner and elementary
teacher Lesley P. says:
“I like to use books that help talk about feelings. This helps open the door to
questions and conversations that allow me some insight into how my students are
feeling, and how I can plan for more lessons and activities to help support their
growth and development.”
 Use social emotional learning books as an opportunity to introduce your students

to diverse authors, characters and emotions.
7. Setting aside time for online community

It’s hard to build a community when you can’t engage with students face-to-
face. So try setting aside a few minutes a week where students (and their parents) can
drop in and chat about:
 Non-school things
 Clarification on recent assignments or lessons
 Challenges or opportunities from the past week
8. Icebreaker activities
Icebreakers are a fun and easy way for students of all ages to share a little bit
about themselves in a low-pressure environment. They also give students a chance to
reflect on their own emotions and desires for the year, and help them build
relationships with each other.
9. Daily greetings
Get students excited about a new school day and give them the chance to set
personal boundaries.
When students arrive in the classroom — either virtually or in person — give them a
list of different greeting options.
Some popular choices are:
 Wave
 Foot tap
 High Five
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 Fist bump
 Thumbs up
 Jazz hands
 Elbow bump
10. Emotion identifiers
The best social emotional learning strategies are incorporated into regular
classroom instruction.
Try this simple craft: Hand out paper plates and have students draw faces that
represent simple emotions — happy, sad, angry and confused can be good places to
start.
Attach the plates to popsicle sticks and use them as masks during read-alouds.
While you’re reading a story, ask your students how they think the characters are
feeling.
You can even use the masks as a quick morning check-in to understand student
emotions at the beginning of the day.
11.Calm-down corners
Create a calm-down corner to help students deal with hard emotions. A
calm-down corner looks different in every classroom, but try adding:
 Books
 Fidgets
 Flexible seating
 Calm-down jars
Send students to the calm-down corner when they need some quiet time alone,
and encourage students to pay attention to their own emotions and use the resources
on their own.
12. Encouraging positive self-talk
Gently correct students when you hear negative self-talk throughout the day,
and use it as an opportunity to suggest kind thoughts:
 “I’m going to work hard and get this right.”
 “I can do better.”
Graduate Studies
 “How are my classmates solving this problem?”

Model this throughout your teaching, too — if you make a mistake, don’t
berate yourself. Use it as an opportunity to demonstrate positive self-talk and try
again.
13.Learning about student interests
Build connections between students with a fun game of bingo! Hand out cards
to students and ask them to find classmates that match the description on each square.
Use our bingo card to customize your set with descriptions like:
 Plays soccer
 Likes spinach
 Has two or more siblings
 Likes cats better than dogs
 Speaks more than one language
 Likes pancakes more than waffles
 Favourite ice cream flavour is chocolate
14.Random acts of kindness

Some of our favorite ideas are:
 Talk to a classmate that looks lonely
 Lend a friend your favorite book or movie
 Write thank-you notes for the school janitor
 Hold the door open for the person behind you
 Donate old towels and blankets to a local animal shelter
Students will learn the value of being kind to others and build relationships in
and outside of the classroom.
15.Writing a story together
Graduate Studies
Hand out cue cards with story prompts or pictures. Start the story with “Once
upon a time,” then move to the next student. Students must use the prompt on the card
and their social awareness skills to work together and build a compelling story.
Record the stories students come up with! Afterwards, ask them questions like:
How did the story make you feel?
What was the happiest part of the story?
What was the saddest part of the story?
Here are five key steps to help you implement social emotional learning in a
responsible, effective way:
1. Talk to your stakeholders
Students don’t just develop social emotional skills in the classroom. They cultivate
them in school hallways, the larger community and at home.
Student development occurs in multiple contexts, and some programs might require
you to collaborate with other stakeholders and build connections.
A stakeholder is anyone with an interest in bringing effective social emotional
learning to your school, including:
 Parents
 Teachers
 Students
 School and district administrators
 Community members and leaders
 Counsellors and other school staff
Communicate with stakeholders before, during and after implementation
to understand their needs, resources, limitations and goals. Get a wide variety of
perspectives using:
 Surveys
 Focus groups
 Hands-on demonstrations
Graduate Studies
 One-on-one conversations
When stakeholders feel like their opinions are taken seriously, they’re more likely to
be active partners in social emotional learning.
2. Define your goals
Teachers stand in front of a whiteboard with colorful post-it notes and plan
social emotional learning activities.
There’s a good chance you have a school mission statement or school
vision. How does social emotional learning help your school reach its goals? Use
stakeholder feedback to answer key questions:
 What specific skills do you want your students to build?
 How will social emotional learning address challenges and opportunities in your
school?
 What resources do you have to support social emotional learning? What do you
need?
3. Start small
Teachers in a conference room look at laptop screens.
Implementing social emotional learning in your school requires thoughtful planning
and implementation in coordination with all your stakeholders.
Consider starting with a small pilot program. Talk to the teachers you think
would be the most receptive to social emotional learning in their classrooms and work
with them to create a plan. Then check in frequently, collect regular feedback and
adjust your efforts as needed.
If all goes well, those teachers will become experts who can guide, support and
encourage the next group of teachers who join the program.
Don’t try to do everything all at once, and make sure you regularly ask for feedback to
assess the effectiveness of your program.
4. Implementation
Now it’s time to bring social emotional learning to life in your school!
According to researchers at the University of British Columbia, there are eight
factors of effective social emotional learning program implementation:
Fidelity — Was the program delivered as intended?
Graduate Studies
Dosage — How much of the program was delivered?

Quality — How competent and well-trained were the teachers delivering the
program?
Adaptation — Was the program changed in any way?
Participant engagement — How engaged were students?
Differentiation — Was the intervention unique, compared to other programs?
Monitoring of the control condition — What activities took place in the control
group while the experimental group received instruction?
Reach — What portion of eligible students participated in the intervention?
To make your classroom or school district collaborative for academic learning

alongside SEL instruction takes time and patience. But these social emotional learning
activities can begin to bridge the gap by pairing academic learning with development
of the whole child.
Students can achieve at a high level while learning maturity, responsibility and
self-control, and build toward a positive mental health outlook.
Social emotional learning can go a long way to promoting a better school
experience for every student!A stakeholder is anyone with an interest in bringing
effective social emotional learning to your school, including:
 Parents
 Teachers
 Students
 School and district administrators
 Community members and leaders
 Counsellors and other school staff
 Communicate with stakeholders before, during and after implementation to
understand their needs, resources, limitations and goals. Get a wide variety
of perspectives using:
 Surveys
 Focus groups
Graduate Studies
 Hands-on demonstrations
 One-on-one conversations
When stakeholders feel like their opinions are taken seriously, they’re more likely to
be active partners in social emotional learning.

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Republic of the Philippines

Commission on Higher Education

Subject : EDUC 206 Trend, Problems and Issues in Education

What is social emotional learning?

According to a study commissed by the OECD , teaching basic social and

Pay attention to the senses. Ask students to identify:

Host student-led conferences — Set academic and behavioral goals

Boost reading comprehension and social emotional learning with books

 Use social emotional learning books as an opportunity to introduce your students

7. Setting aside time for online community

 “How are my classmates solving this problem?”

14.Random acts of kindness

Dosage — How much of the program was delivered?

To make your classroom or school district collaborative for academic learning

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