Social-Emotional Learning and Classroom Management
McKensey Ogletree
EDU 631
Embedded Files
Why do our classroom management practices matter?
Why do our classroom management practices matter?
Classroom management has the ability to create a happy productive environment in which our students can learn, or it can prevent student success.
What is Social-Emotional Learning?
Social-emotional learning is a method of teaching that focuses on helping students identify and feel their and others’ emotions. Teaching students these skills allows them to cultivate stronger peer relationships, make well-thought-out decisions, and decide and achieve their goals.
According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), SEL involves five core competencies that can be used in the classroom, at home, and in students’ communities: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
Self-Awareness
Self-Awareness
to understand your emotions and their effect on your behavior; knowing your strengths and weaknesses
Self-Management
Self-Management
to take responsibility for your thoughts, emotions, and actions in all situations; setting and working on goals
Social Awareness
Social Awareness
to act with empathy and in an ethical manner toward another person who may have a different background or culture than you within your home, school, and community
Relationship Skills
Relationship Skills
to be able to listen to and communicate with people from a diverse range of backgrounds while cultivating healthy relationships.
Responsible Decision-Making
Responsible Decision-Making
to be able to choose how to act during a situation based on the consideration of ethics, safety, consequences, and the well-being of others and yourself.
What does SEL have to do with classroom management?
What does SEL have to do with classroom management?
Social-emotional skills, or lack thereof, are a basis for children's positive or negative behavior in school. Important social-emotional skills include focusing, listening attentively, following directions, managing emotions, dealing with conflicts, and working cooperatively with peers (Jones & Bouffard, 2013). Children who have a firm grasp of social-emotional skills are equipped for a classroom environment. Those who do not are likely to struggle to remain on task and maintain good relationships with their peers and adults.
Ways to Promote Social-Emotional Learning in Your Classroom
Relationships!
Relationships!
It is crucial that we build and maintain relationships with our students. It is also essential that we repair those relationships when broken. We understand our students better and have that knowledge and understanding of them to draw on when problems arise.
greetings, student-led activities, check-ins, acknowledging achievements, fresh start every day!
Positivity!
Positivity!
Students are very perceptive. Studies show that being able to interact with students and model positive behavior and attitudes increases students’ motivation and success.
Show interest in students, give positive feedback and encouragement (even in the face of failure), positive nonverbal cues such as smiling and having a relaxed posture, and understanding their point of view.
Praise!
Praise!
Focusing on and praising students displaying preferred behaviors rather than small disruptions allows the teacher to continue modeling positive behaviors and attitudes.
Gives the student doing what they’re supposed to a boost!
Gives the disruptive student a reminder.
References
Gage, Scott, T., Hirn, R., & MacSuga-Gage, A. S. (2018). The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School. Behavioral Disorders, 43(2), 302–315.
Jones, S.M., Bouffard, S.M. (2013). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26 (4).
Nagase, K., Tsunoda, K., Fujita, K. (2020). The Effect of Teachers’ Attitudes and Teacher Efficacy for Inclusive Education on Emotional Distress in Primary School Teachers in Japan. Frontiers in Education Volume 5.
Poulou, Garner, P. W., & Bassett, H. H. (2022). Teachers’ emotional expressiveness and classroom management practices: Associations with young students’ social‐emotional and behavioral competence. Psychology in the Schools, 59(3), 557–573.
Simonsen, Fairbanks, S., Briesch, A., Myers, D. G., & Sugai, G. M. (2008). Evidence-based Practices in Classroom Management: Considerations for Research to Practice. Education & Treatment of Children, 31(3), 351–380.
Ulug, M., Ozden, M.S., Eryilmaz, A. (2011). The Effects of Teachers’ Attitudes on Students’ Personality and Performance. Procedia - Social and Behavioral Sciences, Volume 30, 738-742.
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