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According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), classrooms focused on Social and Emotional Learning (SEL) typically consist of 3 main aspects: establishing a nurturing classroom environment, incorporating SEL into academic lessons, and delivering direct SEL instruction. An evidence-based program can aid in strengthening any or all of these components.
In our AIG classroom, Mrs. Roy works to tailor SEL learning to meet the unique needs of the high-ability students at WLES.
Mrs. Roy does this through:
Emotional Support - Gifted students might face unique emotional challenges due to their advanced cognitive abilities. This SEL approach creates a supportive environment that acknowledges their emotional needs, allowing them to feel understood and supported while addressing difficulties they might encounter.
Emphasis on Individual Growth: SEL in our AIG classroom also focuses on personal development, emphasizing a growth mindset and resilience/grit. This approach encourages gifted students to embrace challenges, view failures as learning opportunities, and develop self-awareness and self-regulation skills.
Flexible Instruction: Given the diversity among our gifted learners, an SEL approach allows for differentiated instruction that caters to their individual SEL needs. I work to adapt strategies to support their unique strengths and challenges, ensuring that each student receives appropriate social and emotional guidance through their studies.
Community and Peer Relationships: SEL strategies can promote community among gifted students, fostering positive relationships and peer interactions. Group activities encouraging collaboration, empathy, and understanding of diverse perspectives can enhance students' social skills while engaging with other high-ability peers.
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