Embedded Files
Affective learning is demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern, and responsibility, ability to listen and respond in interactions with others, and ability to demonstrate those attitudinal characteristics or values which are appropriate to the test situation and the field of study (Krathwohl)
Talking Circles
- highs/lows
- problems/solutions
- group chooses one to problem solve
- student with problem follows-up on how they have solved it
- skill based
- social/emotional goals
- role-playing
- identifying sources of stress
- situational
- conflict between our values and the values of others
- interpersonal disharmony
- lack of intellectual stimulation or challenge
- challenges beyond our capability to respond
- threats to emotional or physical well being
- lack of resources to accomplish a task
- time constraints
- self-imposed
- setting excessively high standards for ourselves
- fear of failure
- fear of success
- negative self-talk
- emotionally loaded/highly evaluative beliefs about ourselves and our environment
- believing that everyone should love, respect, and praise us
- buying into others' negative evaluations of us
- catastrophizing
- worrying
- existential
- global concerns (e.g., nuclear disaster, war, poverty, world hunger, apartheid, the environment, etc.)
- idealism
- anger at fate
- Isolation
- need for meaning and purpose
- situational
Mindfulness
Process
- Goals are set for each student depending on what they need
- Students work on naming their emotions
- The Coordinator will pull students in small groups based on needs to model and practice strategies
- The Coordinator and classroom teacher will observe students in the classroom
Talking Circles
Talking Circles
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