How Can Social Emotional Learning Support Pre-Service Teachers in Their Practicum Experience?

Abstract

This thesis explores how implementing strategies in social-emotional learning (SEL) in the classroom may improve classroom management skills for pre-service teachers. Nearly half of novice teachers leave the profession within their first five years of teaching. Of all the factors that lead to this decision to resign, the one factor that educators have the most control over is their classroom management implementation plans. However, effective classroom management is one area in which many educators, especially preservice teachers, report feeling the most underprepared. Countless studies have indicated that the most effective classroom management strategies focus on the prevention of disruptive behaviors and the development of students' social and emotional skills. Implementing SEL programs is an approach that teaches students how to monitor and regulate their social and emotional needs and has been shown to improve classroom management, resulting in both increased student achievement and job-satisfaction among educators. If pre-service teachers have opportunities to develop strategies for classroom management, based on the principles of SEL, during their practicum experiences, they may be better equipped to handle behavioral issues in their first years of teaching. This, in return may increase the rate of teacher retention. Included in this thesis is an easy-to-follow guide, heavily based on the research of social-emotional learning programs and strategies, that pre-service teachers can utilize during their practicum experience.

Lucinda Orne | Education | Faculty Sponsor Laurie Link