Implementation of Teacher Competence to Develop Social and Emotional Development of Students

 

Implementation of Teacher Competence to Develop Social and Emotional Development of Students

Research has shown that social-emotional learning (SEL) skills help reduce violence, enhance cooperation and problem-solving, and foster academic achievement. Socially and emotionally competent teachers develop supportive relationships with students, build on student strengths and abilities, establish behavioral guidelines, coach students through conflicts, encourage cooperation, and model respect and appropriate communication.

The five core constructs of SEL (Jonathan Cohen, 2001) include:
(a) Reflectiveness
(b) Safe and Responsive Environment
(c) Creative and Authentic Learning Activities
(d) Collaborative, Problem-Solving Atmosphere
(e) Building Community, School, and Home Connections

a) Reflectiveness: Reflective capacities or enhanced awareness of ourselves and others form the foundation for all learning and development.

· Teachers foster deep relationships among students.

· They provide challenges to help students achieve higher levels.

· They encourage individual strengths.

· Opportunities are provided to accept differences in others without judgement.

· Teachers encourage creative and critical thinking.

b) Safe and Responsive Environment: Creating a safe, caring, and responsive environment is essential for learning to take place.

· Teachers believe in the potential of every student.

· They connect peers, teachers, and the community.

· Teachers exhibit a welcoming and friendly demeanor.

· They ensure the physical environment is safe and interesting.

c) Creative and Authentic Learning Activities: An awareness of self and others enhances students' ability to learn and be creative in various ways.

· Teachers provide activities that are challenging, interesting, and delivered with passion and meaningful application.

· Active participation, involvement, and hands-on activities are promoted.

· The learning environment allows students' voices to be spoken and heard.

· Authenticity of purpose in the curriculum is maintained through meaningful activities.

d) Collaborative and Problem-Solving Atmosphere: Awareness of self and others supports students' ability to solve problems flexibly.

· Teachers promote peer connections.

· They are perceptive about student capabilities and alter the curriculum or instruction accordingly.

· Teachers exhibit engaging personalities, extraordinary compassion, investment in students' personal lives, and acts of love.

· Fun and active participation are encouraged.

· Teachers share decision-making power with students.

· Diversity and respect are actively promoted and encouraged.

e) Building Community, School, and Home Connections: Collaboration between school, home, and community is integral to long-term SEL implementation.

· Connecting activities foster sensitivity between home culture and global awareness. i.e, Teachers help students embrace their culture and the cultures of their peers.

· Use the classroom to provide a larger culture for the individual to flourish.

 

 

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