Emotional awareness--What it is and how it can help people take charge of their lvies
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Module 3 (of 6) of the Learning to Get Along course for teachers and school staff. This module focuses on the 'E' of SEL, and on the role of teachers in building students' ability to understand and regulate their emotions.
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Emotional awareness--What it is and how it can help people take charge of their lvies
- 1. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice Module 3 Emotional awareness – What it is and how it can help people take charge of their lives 1
- 2. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice “Self control is strength. Calmness is mastery. You have to get to a point where your mood doesn’t shift based on the insignificant actions of someone else. Don’t allow others to control the direction of your life. Don’t allow your emotions to overpower your intelligence.” −Nelson Mandela (1918-2013) South African political leader and statesman 2
- 3. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice Module 3 Objectives Upon completion of this module, you will be able to… Explain why it is important for children and young people to be aware of their emotions. Give one or more examples of how emotional awareness can enhance learning. Describe an activity that would help your students to build emotional awareness, including self-regulations skills. 3
- 4. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice A lesson for Mr. Munro The story of Mr. Munro’s lesson is fictional, but it is based on real incidents that that take place every day in schools around the world. As you listen, think about: Why the students are unruly The objective of the teaching strategy suggested by Mrs. Malcolm Whether this kind of strategy would work at your school 4
- 5. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice What is ‘emotional awareness’? Emotional awareness is the ability to: perceive ourselves as individuals understand and express our emotions think deeply about our feelings, thoughts and actions Emotional awareness leads to: self-management (focus attention, set goals) self-regulation (control impulses) emotional intelligence 5
- 6. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice Why is emotional intelligence important? Emotional intelligence (EI) enables us to: handle new situations with confidence make better choices have more clarity about our interactions with others and the world around us become more resilient and open to change At school, EI helps students: develop a ‘growth mindset’ face increasingly complex challenges reduce stress get along and collaborate with others 6
- 7. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice What do the scientists say? Emotional awareness is regulated by executive functioning, located in the brain’s frontal lobe. Emotions that originate in other areas of the brain, such as the temporal lobe, are regulated by executive functioning. Temporal Lobe Brain facts: Weight: 1.46 kg (3 lbs.) Nerve cells (neurons): 86 billion Synapses: 1 quadrillion 7
- 8. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice Classroom strategies to help engage learners emotionally Working with students to set realistic learning goals Using calming techniques such as guided meditation and breathing Linking subject matter to current issues and students’ lives Considering more than one perspective on events and issues Child labor in 19th century England and 21st century Indonesia 8
- 9. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice Why should we help students set realistic learning goals? 1. Realistic goal-setting teaches children and young people to take responsibility for their own behavior and actions 2. It promotes a positive ‘can-do’ attitude 3. It forms a life-long habit that enables people to reach longer- term life and career goals. 9
- 10. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice Goal-setting in four easy steps 1. Define a big goal, for example for a term or year. 2. Discuss the purpose of the goal. 3. Break down the big goal into smaller steps. 4. Brainstorm the potential obstacles. MY BIG GOAL My first step 10
- 11. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice Role models matter Renee Level, Dean of Discipline at Cumberland High School in St. Catherine, Jamaica UNICEF/Jam/Ross Sheil 11
- 12. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice How to be a good role model Display self-awareness and emotional self-control Practice careful and engaged listening Offer guided advice and coaching Create subject related SEL activities around issues that students care about. Pollution flowing from land to sea at Kingston Harbor, Jamaica 12
- 13. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice Examples of SEL strategies from around the world Context Location Strategy Objective Pre-school China Close observation of children’s emotional states; calm intervention when necessary. Children learn to control impulses and regulate negative behaviors. Lower primary Uganda Teacher orchestrates a ‘shower’ of positive reinforcement from the whole class for individual child’s accomplishment. Motivates children to demonstrate skills and achieve goals. Upper primary Bhutan Infusion of ‘Gross National Happiness’ principles and skill areas into the curriculum. Develops students’ emotional well-being and open- mindedness, among others. Secondary Yemen Students design masks that illustrate a range of emotions, then discuss how they feel while wearing each mask. Creates a ‘safe’ context for adolescents to be able to identify, describe and share emotional states. 13
- 14. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice The Takeaway The ‘emotional’ component of SEL is closely linked to the social component as well as to the ability to think rationally. Being aware of our emotions enables us to control them. The ability to regulate our emotions is also known as self- control, self-regulation or ‘emotional intelligence’ (EI). Emotional intelligence is increasingly recognized as essential to achieving academic success as well as realizing one’s full potential in the workplace. Teachers can help to build this skill set from early childhood up through adolescence by connecting lesson content to learners’ lives and by acting as exemplary role models. 14
- 15. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice Self-Checkout 1. Which of the following best defines ‘self-awareness’? o capacity to understand and feel the emotions of others o ability to perceive ourselves as individuals and manage our emotions o skill of working with others to solve problems o knowing how to perform well on examinations 2. The lesson that Mr. Munro learned was… o how to enforce the school’s disciplinary codes o where to go to get help in assessing student performance o how to use group work in place of whole class instruction o how to help students focus by engaging them emotionally 15
- 16. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice Self-Checkout (continued) 3. Which of the following is NOT a direct benefit of building emotional intelligence? o ability to handle new situations with confidence o increased incidences of bullying o capacity to solve complex problems o ability to control impulses 4. What is the role of executive functioning in helping students learn? o it acts to regulate emotions o it is located in the frontal lobe of the brain o it acts to improve fine motor skills o it helps us breathe and digest food 16
- 17. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice Self-Checkout (continued) 5. What is the first step in helping children and young people set goals? o discuss students’ career opportunities o brainstorm potential obstacles o help to define the goal o identify assessment measures 6. Which of the following is an example of ‘scaffolding’? o sitting down with students to find out what is troubling them o modeling a step-by-step approach to problem solving o linking the lesson with contemporary issues o suspending disruptive students from school 17
- 18. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice Think like a TEACHER Describe a strategy that you would like to try out in your class, school or other learning environment to improve students’ emotional well-being. What is the objective of the strategy, and what are the first steps you would take? Strategy Objective (What will students be enabled to do?) What are the first steps? 1. 2. 3. 18
- 19. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice What’s next? The first three modules have introduced you to some of the concepts that underpin social and emotional learning. The main topic of Module 3, how to build emotional awareness leads to the next big question. How can teachers help students build strong social relationships? Module 4 begins with the story of how a football coach in Cambodia helps students build more positive and inclusive social relationships at their school. 19
- 20. Learning to Get Along How to Integrate Social and Emotional Learning into Your Teaching Practice Self-Checkout 1. ability to perceive ourselves as individuals and manage our emotions 2. how to help students focus by engaging them emotionally 3. increased incidences of bullying 4. it acts to regulate emotions 5. help to define the goal 6. modeling a step-by-step approach to problem-solving 20
Hinweis der Redaktion
- Hello and welcome back to the Learning to Get Along course. In Module 3, we will be looking more deeply at the ‘E’ in SEL; that is, at the concept of emotional awareness—what it is and how it can help people—whether they are young, old or somewhere in the middle—think more, make better decisions and take charge of their lives.
- “Self control is strength. Calmness is mastery. You have to get to a point where your mood doesn’t shift based on the insignificant actions of someone else. Don’t allow others to control the direction of your life. Don’t allow your emotions to overpower your intelligence.” −Nelson Mandela
- 4
- Emotional awareness—also known as self-awareness—is defined as the ability to perceive ourselves as individuals and to think deeply about our emotions, thoughts and actions. Being self-aware also allows us to have more clarity about our interactions with others and with the world around us. A young person with well developed emotional awareness skills is more likely to be able to handle new situations with confidence, make better choices and to succeed at school as well as in his or her personal life.
- Emotional awareness is the starting point for building emotional intelligence, or EI. This set of skills enables us to…(read from slide). Emotional awareness has been identified by business leaders and other employers as essential to success in the 21st century workplace.
- Scientists who study the brain and its functioning (neuroscientists), tell us that both emotions and rational thinking are regulated by executive functioning that is located in the brain’s frontal lobe, while emotions such as fear, excitement, and anger may originate in other areas of the brain, such as the temporal lobe. As you may recall from Module 1, executive functioning (EF) acts as a kind of central routing system or ‘switchboard’ for receiving and sending messages to and from all parts of the brain. This is an amazingly complex task, as the brain contains around 86 billion neurons or nerve cells that are constantly communicating with each other through connectors called ‘synapses’. Among its other capacities, executive functioning enables us to focus attention, take in new information, plan, and control impulses. Recent research based on classroom observations and scans showing brain activity have found that that students learn more and better when they are emotionally engaged, that is, when they CARE about what and how they are learning.
- Neuroscientists tend to agree that on average the human brain is not fully developed until the age of 25, which suggests that adolescents and young adults may have unique challenges in controlling their emotions and impulses. For example, they may find it more difficult than younger children and older adults to concentrate, focus and sustain attention in a classroom. Classroom strategies to help students face challenges such as these include: working with students to set realistic learning goals guided meditation and breathing linking subject matter directly to students’ lives considering more than one perspective on events and issues Strategies such as these, regularly practiced, can strengthen young peoples’ ability to regulate their own behaviors in beneficial ways, both in the context of school and life. They are also of benefit to students who have been diagnosed with certain types of learning disabilities, although in these circumstances it is advisable for teachers to consult with special needs professionals to select appropriate strategies for anger management and self control. Arguably, skills that help all children reduce stress, manage anger and keep it from escalating into uncontrollable rage have become essential to the safety of schools and communities.
- Three very important reasons: Research tells us that the great majority of people who have long term life goals do not reach them. This is, at least partially, because most of us never learned to set realistic goals. Realistic goal setting can begin with young children, and is critical for helping students focus and get the most out of their learning, and perhaps just as importantly, to reduce stress and enjoy engaging with the learning process. Setting realistic goals does not mean, however, that students should be discouraged from having and achieving their dreams. Repeated over time, learning to set short-term, realistic goals helps students fully comprehend what they need to do to set the foundation working toward longer-term life and career goals.
- This can be done early and often as a group exercise or when working with children individually. Try to draw out what they hope to accomplish in their own words. You might begin by asking questions like these. What’s something you would like to achieve this year? What’s the first step you can take toward reaching your goal…the second, third, and so on. What might get in the way? If you feel like giving up, what will you do? How will you start again to get back up on that ladder?
- Besides being facilitators of learning and caretakers of their students’ personal growth and well-being, teachers, counselors and school leaders are de facto role models for how to behave, how to solve problems and how to approach difficult challenges. For example, math teachers can use the ‘scaffolding’ technique of thinking aloud to demonstrate to students the step-by-step mental processes we must go through to solve a complex problem. Counselors have a special role and a responsibility to work closely with teachers and parents to address specific problems that individual students are experiencing. Ms. Level, the guidance counselor at Cumberland High School in Jamaica has this to say: “What motivates me is for students to be settled, everyone working towards his or her goals and for us to have incident free days. Conflict will happen but because I have that passion for children, instead of punishing children I will sit down with them and try to find out what’s affecting them so that I can guide them and affect them positively.”
- There is a strong connection between students’ emotional state and their ability to learn. First, teachers need to help each other to be aware of and manage their own emotions, especially when dealing with difficult classroom situations. Second, teachers need to practice the skill of careful and engaged listening and, when appropriate, offer guided advice. A cautionary note – as teachers, we cannot help solve all problems, so there is a need to know when to suggest counseling (based on school guidelines) on dealing with serious personal issues. But we can, for example, help students recognize what triggers their frustration in understanding complex concepts and encourage them not to be afraid to ask for clarification. And fourth, teachers can demonstrate an interest in issues that they know their students care about and, where possible, make a connection between these issues and their subject areas. For example, young children can benefit from becoming engaged in community clean-up projects and in science class teachers can welcome discussions of local and global issues related to climate change.
- As you browse through these examples from such varied places as a Chinese pre-school to a secondary school in Yemen, think about what they have in common. While most of the activities are designed and practiced locally, a more coordinated approach has been taken by the education authorities in Bhutan, where the Gross National Happiness curriculum places students’ emotional well-being on an equal footing with their academic achievement.
- As in Modules 1 and 2, choose the best response to items 1 through six. Make a note of your choices, and if possible, discuss with your colleagues. You can check your answers at the end of the presentation.
- Self checkout answers: ability to perceive ourselves as individuals and manage our emotions how to help students focus by engaging them emotionally increased incidences of bulllying it acts to regulate emotions help to define the goal modeling a step-by-step approach to problem solving
- Reflect on the ideas and information about emotional awareness that have been covered in Module 3. Then describe a strategy you would like to try out in your class, school or other learning environment for the specific purpose of improving students’ emotional well-being. What is the objective of the strategy, and what are the first steps you would take to implement it?