Beruflich Dokumente
Kultur Dokumente
Reference
Jones,
S.
M.,
&
Bouffard,
S.
(2012).
Social
and
emotional
learning
in
schools
from
programs
to
strategies.
Society
for
Research
on
Child
Development
Social
Report
Policy
,
26(4),
1-
22.
This
article
had
a
profound
impact
on
my
current
teaching
practice
as
it
emphasizes
the
importance
of
teachers
social
emotional
competencies
and
an
integrated
approach
to
social
emotional
learning
into
the
academic
class.
Many
teachers
do
not
see
the
effect
that
their
own
state
of
mind
has
on
their
students.
I
am
much
more
aware
of
it
now
than
I
was
in
the
past
after
suffering
from
a
traumatic
car
accident
three
years
ago.
I
can
see
the
effects
of
my
state
of
mind
not
only
on
my
students
but
also
on
my
three
children.
I
am
much
more
honest
with
them
now.
As
a
new
teacher
we
are
often
told
to
never
let
them
see
you
sweat
or
to
never
show
fear.
The
balance
between
classroom
management
and
a
supportive
environment
is
often
a
discussion
had
between
new
teachers
and
those
of
us
who
have
been
around
for
many
years
(
20
years
plus).
It
is
difficult,
if
not
impossible,
for
adults
to
help
students
build
the
skills
they
themselves
do
not
possess.
It
is
vital,
then,
for
adults
working
in
educational
settings
to
have
strong
social
emotional
learning
(SEL)
skills
themselves.
(Jones
&
Bouffard,
2012,
page
14).
Jones
and
Bouffard
(2012),
focus
on
the
idea
of
shifting
from
a
program
implementation
approach
of
SEL
to
an
integrated
strategies
approach.
They
explore
the
idea
that
new
research
warrants
a
new
perspective
(Jones
&
Bouffard,
2012,
pg.1)
of
the
integration
of
SEL
into
the
academic
classes
instead
of
a
separate
SEL
curriculum.
This
time
effective,
low
cost
alternative
to
separate
SEL
curriculum
provides
a
range
of
new
approaches
that
can
be
explored
in
the
general
classroom.
Jones
and
Bouffard
(2012)
propose
an
organized
framework
for
integrated
SEL
based
on
the
five
components
of
social
and
emotional
learning
(SEL):
self-management,
social
awareness,
relationship
skills,
self-
awareness
and
responsible
decision
making.
I
can
draw
comparison
to
the
Ministry
of
Educations
new
curriculum
that
incorporates
these
SEL
ideas
within
the
new
curriculum
framework
for
British
Columbia.
As
a
High
school
teacher,
I
have
seen
the
curriculum
draft
for
the
10-12
grades
and
look
forward
to
learning
more
about
how
social-emotional
learning
maybe
integrated
into
the
curriculums.
Will
it
be
subject
specific
or
across
the
board
in
all
areas?
Teaching
a
very
content
driven,
academic
class
such
as
mathematics,
SEL
is
not
integrated
unless
it
comes
from
the
teacher.
Jones
and
Bouffard
explain
that
because
academic
skills
and
SEL
skills
develop
and
operate
together,
efforts
to
promote
them
should
be
designed
to
promote
both
at
the
same
time.
(Jones
&
Bouffard,
2012,
page
9).
Were
as
in
the
past
I
might
have
been
inclined
to
believe
they
were
seperate
things
(
academic
and
social-emotional
learning),
I
am
under
the
firm
belief
that
they
are
completely
intertwined.
Math
anxiety
runs
rampant
through
my
classes
with
students
who
feel
they
are
dumb
or
cant
do
math.
I
have
slowly
built
a
program
for
grade
9
students
to
build
their
self
esteem
and
provide
them
with
an
adapted
program
so
that
they
can
celebrate
their
math
accomplishments
and
successes.
Given
the
way
in
which
I
have
changed
my
practice
over
the
years
my
classes
are
usually
full
of
students
who
are
at-risk,
who
need
an
extra
special
touch
or
struggle
with
self-esteem
issues.
I
would
say
that
I
take
an
integrated
approach
to
SEL
and
while
not
being
able
to
specifically
label
it
SEL
in
the
past,
can
now
see
how
my
practice
relates
to
research.
I
can
also
see
that
making
sure
that
teachers
are
aware
of
their
own
SEL
competencies
can
enhance
their
practice
and
provide
a
better
learning
environment
for
their
students.