Teaching and Learning: Social and Emotional Learning Webinar Series Part 1

Introduction to Social and Emotional Learning Webinar

Welcome and Overview

• Amanda Taylor introduces the webinar, emphasizing its focus on social and emotional learning (SEL).

• Participants are encouraged to engage in the chat, sharing their introductions.

• Resources for the session can be found at ed tech team's website, with links provided in the chat.

Structure of the Webinar

• The format differs from previous webinars; this session will focus more on discussion rather than tool demonstrations.

• A high-level overview of SEL will be presented, followed by foundational questions for teacher self-assessment.

• The goal is to help educators understand their current position regarding SEL implementation in classrooms.

Panelist Introductions

Amanda Taylor's Background

• Amanda Taylor shares her role as Director of Professional Development with Ed Tech Team, based in California.

Jonathan Durbin's Introduction

• Jonathan Durbin introduces himself as an art teacher at Liberty Tree Elementary School and 2018 Ohio Teacher of the Year. He expresses his passion for SEL.

Michelle Cara Williams' Introduction

• Michelle Cara Williams identifies herself as a high school social studies teacher and 2018 Virginia Teacher of the Year. She teaches various subjects including sociology and psychology.

Robert's Introduction

What is Social and Emotional Learning?

Introduction to the Webinar

• The host introduces participants and encourages them to follow on social media, highlighting excitement for the session.

• Acknowledgment of previous experiences with streaming platforms, indicating a shift in focus towards educational content.

• Resources for the session are shared, directing attendees to access materials at "attack team slash ICL resources."

• Participants from various locations introduce themselves, showcasing a diverse audience.

Understanding Social and Emotional Learning (SEL)

• The first question addresses the definition of SEL, emphasizing its importance in education.

• Robert discusses the significance of connecting with students emotionally before diving into academic subjects.

Core Concepts of SEL

• Emphasizes that teaching is about forming connections rather than just delivering content; this connection is essential across all subjects.

• Highlights that emotional bonds must be prioritized to effectively reach students, especially in today's technology-driven environment.

Importance of Teacher-Student Relationships

• Discusses how understanding students' emotional and mental states can enhance learning experiences.

• Stresses that meaningful learning occurs when educators connect deeply with their students beyond mere subject matter.

Key Takeaways from Michelle's Insights

• Michelle shares a quote: "You can't teach what you don't know," underscoring the need for teachers to understand their students personally.

• She notes that teachers often feel pressured to be experts in their subject but should also strive to become experts in knowing their students.

Building Connections Beyond Content

• Teachers should foster relationships rather than solely focusing on curriculum delivery; personal connections enhance student engagement.

Understanding Teacher Self-Assessment and Social-Emotional Learning

The Importance of Collaboration Among Teachers

• Acknowledgment that not all teachers find certain skills, like math, come naturally; emphasizes the diversity in teaching abilities.

• Jennie Boggs highlights the competitive feelings among teachers, stressing the importance of recognizing individual strengths rather than competing against one another.

• The speaker shares personal experiences with impostor syndrome, indicating that many educators feel this way.

Non-Judgmental Approach to Self-Assessment

• Emphasis on a non-judgmental environment for discussions about self-assessment; encourages open conversation without fear of criticism.

• Recognition that social-emotional learning (SEL) is a journey where everyone is at different stages; no one is an expert from the start.

Understanding Levels of Proficiency

• Introduction to standards-based grading terminology: emerging, developing, proficient, and mastery levels in understanding SEL concepts.

• Emerging: Beginning learners with minimal awareness.

• Mastery: Individuals who model skills and share knowledge within their community.

Navigating Challenges in Learning

• Discussion about the "pit of despair" or "valley of despair" when learning new concepts; initial excitement can lead to frustration as challenges arise.

• Encouragement to push through difficult phases instead of avoiding them; true learning occurs beyond superficial understanding.

Continuous Journey in Teaching

• Acknowledgment that teaching is an ongoing journey with each year presenting new challenges and experiences; no two years are alike.

Self-Awareness in Emotional Responses

• Introduction to self-awareness regarding how student responses affect teacher emotions; emotional reactions are part of personal interactions in teaching.

Understanding Emotional Responses in the Classroom

The Impact of Student Interactions on Educators

• Educators often realize they are affected by students' words and emotions, leading to reflections on their reactions. Apologizing to students for emotional responses can foster understanding and connection.

• It's crucial for teachers to recognize how student behavior influences their emotions and responses. Taking a moment to breathe before reacting can help maintain composure.

• Conversations about feelings between educators and students are essential. Discussing emotional triggers can enhance mutual understanding.

Personal Experiences with Emotional Triggers

• A teacher shares a challenging experience with a difficult group of freshmen, highlighting personal struggles with anger and frustration throughout the year.

• An incident occurred where the teacher's pregnancy was mentioned in class, which led to an emotional outburst directed at a student, showcasing how personal circumstances can affect professional demeanor.

• The educator reflects on studying Brené Brown's work on vulnerability and shame, recognizing that feelings of inadequacy were triggered by students questioning her competence.

Building Trust Through Vulnerability

• Understanding personal triggers allows educators to separate their emotions from student actions. This reflection helps maintain professionalism and trust in the classroom environment.

• A discussion arises about whether it's appropriate for teachers to express hurt feelings to students. Sharing these feelings can be beneficial if done thoughtfully.

Navigating Difficult Conversations

• Emphasizing that feelings are integral to human interactions, educators should approach conversations about hurtful comments as learning opportunities rather than confrontations.

• Teachers should frame discussions around how certain words or actions impact them emotionally while encouraging empathy among students regarding their own behaviors.

Teaching Empathy Through Role Play

• Practicing empathetic language with children is vital; role-playing scenarios where one expresses feeling hurt encourages open dialogue about intentions behind actions.

• By guiding students through expressing their feelings when they feel wronged, educators teach them valuable communication skills that promote understanding and reduce conflict in relationships.

Understanding Cultural Beliefs in Teaching

Personal Struggles with Behavior Management

• The speaker reflects on the difficulty of addressing mismanaged behavior, indicating a personal struggle with how to communicate this to students.

• Transitioning from personal anecdotes, the discussion shifts towards recognizing cultural beliefs and their impact on teaching practices.

Acknowledging Different Life Experiences

• Acknowledgment that most teachers share similar backgrounds (83-85% are white), which contrasts sharply with the diverse experiences of their students.

• Emphasizes the importance of understanding that what worked for the speaker in school may not be effective for all students, highlighting a need for deeper student engagement.

Rethinking Educational Environments

• The metaphor of a sorting toy illustrates how traditional schooling often forces students into rigid molds (circles), neglecting their unique shapes and needs.

• Stresses that recognizing diverse cultural experiences is crucial for social-emotional learning and adapting educational environments accordingly.

Challenging Assumptions About Respect

• The speaker shares an experience where a student's way of addressing her challenged her preconceived notions about respect based on her upbringing.

• An anecdote reveals how assumptions about respectful behavior can lead to misunderstandings; a student’s choice to call her "Miss" was rooted in cultural norms rather than disrespect.

Navigating Invisible Scripts in Education

• Discussion around "invisible scripts" highlights how educators may unconsciously hold onto outdated paradigms regarding classroom conduct.

• Encourages questioning what rules are truly necessary versus those adopted from past experiences, promoting flexibility in expectations.

Empathy and Communication in Classrooms

• Highlights the importance of clear communication regarding expectations; educators should explain their preferences instead of reacting negatively when students do not meet them.

• Emphasizes empathy as essential for building cooperation between teachers and students, advocating for open dialogue about behavioral norms.

Resources and Community Engagement

• Mentions a book titled Why Are All the Black Kids Sitting Together in the Cafeteria? as a valuable resource for understanding racial dynamics within education.

Understanding Emotional Regulation in Education

The Importance of Cultural Background and Emotions

• Discussion on how cultural background influences teaching practices and emotional awareness.

• Emphasis on the significance of self-management and emotional regulation in educational settings.

Modeling Emotional Understanding

• Jonathan shares a personal anecdote about his daughter's first day of kindergarten, highlighting the importance of discussing emotions with children.

• He notes that asking specific questions about emotions can help children articulate their feelings better than general inquiries about their day.

Empathy and Emotional Connections

• Jonathan explains how discussing emotions fosters empathy by allowing children to connect with their peers' experiences.

• He emphasizes the role of adults in modeling emotional expression, sharing his own feelings to create an open dialogue.

Resources for Teaching Emotions

• Mention of a book titled "Tough Guys Have Feelings Too," which illustrates that even stereotypically tough individuals experience a range of emotions.

• Jonathan stresses the importance of having explicit conversations about emotions in elementary education.

Classroom Dynamics and Student Behavior

• Robert reflects on Jonathan's insights, agreeing on the value of addressing emotional questions rather than traditional queries about daily activities.

Modeling Authenticity in Education

The Importance of Vulnerability and Authenticity

• The speaker shares a personal experience of vulnerability during a conference, emphasizing the significance of being authentic with students.

• A commitment to never disrupt a student's flow is highlighted as an essential modeling behavior for educators.

• The speaker reflects on how disruptive behaviors can be addressed without assuming negative intentions from students.

Social-Emotional Learning Through Example

• Educators serve as role models, demonstrating desired traits through their actions, which aligns with social-emotional learning principles.

• References to children's programming like Daniel Tiger illustrate the importance of modeling emotional expression and understanding feelings.

Challenging Assumptions About Student Knowledge

• The need to remove assumptions about what students should inherently know is discussed; educators must teach skills explicitly rather than expect prior knowledge.

• Recognizing that developmental factors affect student behavior is crucial; frontal lobe development impacts decision-making abilities.

Harnessing Teacher Influence

• Teachers are encouraged to embrace their influence over students' lives, akin to parental roles, fostering a supportive environment for learning.

Understanding Student Participation

• A shift in focus towards understanding reasons behind student participation or lack thereof is introduced as a key topic for discussion.

Engaging Students Beyond Traditional Methods

Creative Approaches to Teaching Math

• An educator shares an innovative plan involving engaging people at Venice Beach with math concepts, highlighting the challenges faced during this outreach effort.

Addressing Emotional Barriers in Learning

• The speaker discusses recognizing deeper emotional issues such as fear and judgment that may hinder student engagement in learning environments.

Zero Tolerance for Disrespectful Behavior

• Establishing a zero-tolerance policy for eye rolling is presented not just as a matter of respect but addressing underlying resentment among students.

Understanding Student Behavior and Root Causes

The Role of Insecurity in Over-Participation

• Discussion on why students may over-participate, suggesting it could stem from insecurity or control issues. Identifying these deeper issues can help educators avoid personalizing behavior and foster a more supportive environment.

Incremental Breakthroughs in Education

• Emphasis on making incremental breakthroughs with students rather than expecting immediate change. The speaker plans to create a poster titled "I have a zero eyeball policy," highlighting the importance of respect in classroom interactions.

Shame as a Root Cause of Behavioral Issues

• Acknowledgment that out-of-character behavior in students often relates to underlying shame. Punishing such behavior without understanding its roots can exacerbate the issue, leading to continued negative behaviors.

Addressing Root Causes Instead of Symptoms

• Importance of addressing root causes rather than just symptoms (e.g., behavioral issues). Using the analogy of spraying flames versus the fire itself illustrates that without tackling underlying problems, changes will not occur.

Real-Life Example: Attendance Issues Linked to Clothing Access

• A principal discovered attendance problems were linked to students lacking access to clean clothes. By installing washers and dryers at school, attendance improved significantly, demonstrating how addressing basic needs can lead to positive outcomes.

Misconceptions About 'Bad Apples' in Classrooms

• Discussion about the misconception that some students are inherently 'bad apples.' The speaker emphasizes that every student has potential for growth and improvement if their needs are understood and addressed appropriately.

Communicating Expectations Effectively

• Highlighting the need for clear communication regarding behavioral and academic expectations tailored to individual student needs. This is crucial for building relationships and fostering social skills within educational settings.

Developing Character Education Programs

Understanding School Culture and Social Skills

Developing Common Expectations in Schools

• The staff at Liberty Tree developed a set of expectations, creating visual aids to represent behaviors throughout the school, fostering a common vocabulary.

• A unified behavior system across classrooms enhances understanding and consistency, allowing for collaborative lesson planning that addresses key behavioral concepts.

• Four crucial words—respect, perseverance, empathy, and awareness—are emphasized as essential skills for both behavior management and academic relationships.

• The speaker reflects on a visit to Whitehall schools where a third-grade teacher effectively taught students about perseverance through storytelling.

• The book "After the Fall" is highlighted as an excellent resource for teaching resilience and perseverance in both personal interactions and academics.

Importance of Language in Building Relationships

• The discussion transitions to how language can create meaningful relationships between teachers and students while cultivating social-emotional learning skills.

• Emphasizing the importance of shared language within the school community helps connect students, teachers, parents, and staff effectively.

• The speaker advocates for thoughtful word choice in classroom settings to foster an inviting atmosphere rather than one that feels mandated or punitive.

• Phrases like "you're invited to" can transform classroom dynamics by encouraging participation without pressure or judgment from peers or teachers.

Teaching Practices and Emotional Needs

Creating a Supportive Learning Environment

• Emphasizes the importance of giving students time and space to articulate their questions, fostering a supportive community focused on teaching practices.

• Highlights the significance of building relationships in educational settings, particularly avoiding sarcasm during learning exchanges to maintain clarity and support.

The Impact of Language in Learning

• Discusses how maintaining literal communication during learning is crucial, as sarcasm can lead to misunderstandings when students are vulnerable.

• Acknowledges that vulnerability in learning environments makes students susceptible to feelings of humiliation; thus, teachers should avoid sarcastic remarks.

Personal Reflection on Teaching Methods

• Shares a personal anecdote about using sarcasm inadvertently, illustrating its potential negative impact on student-teacher relationships.

• Reflects on the need for teachers to be mindful of their language and approach, aiming for meaningful connections with students.

Balancing Emotional and Academic Needs

• Recognizes the challenge of balancing emotional support with academic requirements in teaching practices; emphasizes that both aspects are essential for student success.

• Mentions digital citizenship as an ongoing process rather than isolated lessons, advocating for continuous integration throughout daily teaching activities.

Practical Examples and Strategies

• Introduces a question regarding balancing awareness of students' emotional needs with their academic needs; highlights this as a critical aspect of responsible decision-making in education.

Classroom Management and Student Engagement

Balancing Academics and Emotional Needs

• The speaker emphasizes the challenge of managing a classroom effectively, highlighting the need to balance academic rigor with students' emotional needs.

• A reminder is given for participants to submit entries for a giveaway, indicating engagement with the audience.

Addressing Questions on Personalized Expectations

• A question arises about creating personalized academic and behavioral expectations when administrative support is lacking.

• The speaker acknowledges this as a common challenge in educational hierarchies, stressing the importance of independence within one's classroom.

Creating an Independent Classroom Culture

• The idea of treating one's classroom as an "island" is introduced, suggesting that teachers can cultivate their own culture and implement necessary ideas despite external pressures.

• Leadership in education involves maintaining core values while navigating administrative challenges; teachers are encouraged to hold their ground in their classrooms.

Importance of Holistic Education

• Jonathan expresses excitement about ongoing discussions regarding holistic education, emphasizing its relevance across all content areas.

• He shares insights from a recent trip related to Ohio's new strategic plan for education, which focuses on educating the whole child.

Emphasizing Social-Emotional Learning

• The strategic plan includes four learning domains: foundational skills (literacy/numeracy), well-rounded content (including arts), leadership reasoning, and social-emotional learning.

• Jonathan advocates for social-emotional learning as essential for preparing students to be empowered individuals.

Shifting Educational Paradigms

• Robert comments on the evolution of educational practices, noting that traditional authoritative methods are becoming obsolete.

Discussion on Educational Resources and Support

Importance of Community and Support

• The speaker emphasizes the significance of community in education, encouraging participants to keep moving forward and making connections despite challenges.

• A call to action is made for attendees to reach out for support, highlighting that all speakers are available as resources for educators.

Generational Insights

• The conversation shifts to the hard work involved in teaching, with a focus on being on "the right side of history" regarding educational conversations.

• Discussion about Millennials and Generation Z reveals their preference for emotional engagement over traditional wisdom, stressing the need for educators to adapt their approaches.

Professional Development Opportunities

• An announcement is made about an online course offering graduate credit, emphasizing flexibility and relevance to social-emotional learning.

• Information is shared about a larger program called the Teacher Leader Cohort that integrates various educational topics beyond just online courses.

Engagement with Educational Technology

• The tech team behind these initiatives consists of global educators dedicated to providing high-quality professional development opportunities.

• Participants are informed about how they can access additional resources, including requesting workshops tailored to their needs.

Upcoming Events and Recognition

• Details are provided about future webinars focusing on social-emotional learning, indicating that this topic will be explored further next month due to its complexity.

• A winner is announced for a free online course, showcasing participant engagement and appreciation from the hosts.

Closing Remarks