Secondary school: pre stage yo the society

define social and emotional skills and formal curriculum

in real situation society the skill interacting and communicating negotiating with
oters are more important than the acadamic qualification attained

i believe that socail skills and emotional skill can be developed and improved
through ecxperence

chinese old saying

formal curriculum is said to be spoon feeded no actual values after hkale and hkcee

There is little doubt of the educational and social merits of developing children and
young people’s social and emotional capabilities. But there lacks consensus on what
these capabilities are; what
should be assessed or shown to have developed over time; and the most appropriate
methods for
doing this. Through the conceptual framework of ‘social and emotional dispositions
and skills’
(SEDS), and based on research in Wales, we present the argument for an alternative
assessment
methodology designed to challenge dominant discourses in the field and present a
‘minoritarian’
perspective of children and young people’s social and emotional learning. The
intention of this pa-per is to present a rationale for the co-construction of an
understanding of the concept of SEDS and
engage in critical debate with researchers and practitioners from a wide range of
services for children
and young people.
It has long been recognised that children and young people are more than just
learners of academic knowledge; and that their wider achievements as individuals
who contribute to society, should be regarded. This appears, superficially, to be a
laudable aspiration for anyone working with children and young people and some-
thing that all educators and children’s services workers should prioritise. There is,
however, little consensus on what such wider achievements or capabilities constitute
and how they can be taught/learnt and assessed/measured.

This project is
meant to provide teachers with a process for infusing the critical life skills
inherent in conflict resolution into the formal and informal curriculum. As such,
this resource guide is designed as a framework to build upon and not a
prescribed set of lessons to be taught. Teachers from around the country have
told us that what they want most is a process for helping them create a
comprehensive and coordinated school climate program that integrates and
infuses the key principles and practices of conflict resolution into both the
classroom culture and academic curriculum. This guide is a first attempt at
doing just that.

2)i believe that socail skills and emotional skill can be developed and improved
through ecxperence
1) Demand of the society
+pre society stage
Imagine for a moment what you would want a student entering the 21st century
to know? What kind of education would you want them to have had? What kind
of classroom would you have liked them to learn in? For many people today,
they might answer that students should be prepared to live in a complex,
multicultural world able to solve problems, communicate effectively and
participate as an empowered citizen in a democracy. Many would also answer
that students would be able to think critically and reflectively about real world
issues and apply this knowledge in a productive, meaningful way. All recognize
the importance of preparing youth to become caring citizens and skilled
problem solvers.

Caring citizens and skilled problem solvers--these are key words that describe
the focus of this integrated effort. Students are caring when they can appreciate
the feelings and needs of self and others, when they can see beyond their own
interests, and when they can demonstrate their concern during times of peace
and times of need. Students are citizens when they act as participating
members of a democratic community, when they are concerned and
empowered to do good and work toward democratic, peaceable solutions.

Preparing students to be caring citizens and skilled problem solvers requires

our focused attention because our world has changed and our kids have
changed. We are teaching different youth than we have in recent years and our
strategies must accommodate to meet their needs as individuals and the needs
of a world that changes at an exponential rate. Education must move with our
times, and our times right now call for strengthening our communities, building
leaders, and renewing our commitment to democratic ideals and practices. We
are at a turning point as a country and the classroom is a critical place to teach
the skills and attitudes of democracy, caring, problem solving and intergroup
relations.

Students learning to be a caring member of a democratic community often learn

first and most powerfully through the lessons taught and modeled in the
classroom. Students learning to be skilled problem solvers also learn this when
working through complex problems, analyzing problems and conflicts in history
and literature, and practicing effective communication skills in the classroom.

2. Cooperative Learning (Johnson and Johnson), Multiple Intelligences

(Gardner) and Learner-Centered Psychological Principles (McCombs)
Cooperative, student centered learning environments that focus on a variety of
intelligences, beyond the cognitive intelligence, creates more effective learning for
students of all backgrounds

3) Enhance acadamic learning

Most teachers recognize that students benefit when their learning is connected
to real life events, issues and concerns. No longer are students passive vessels
in which static knowledge is to be poured and good grades are determined by
how well they recite what was put in. Students require active engagement-with
knowledge, with teachers and with their peers. And, in order for their active
engagement to be productive, it is best done in a safe, caring and respectful
classroom environment. When students feel they belong to a community of
learners, ideas can be expressed openly without attack or judgment. When
students don't feel safe to be themselves, when they are more worried about
their status and image, when they don't have the skills to make good decisions
and handle day-to-day conflicts, they are less likely to tap into the full extent of
their potential as students-and as members in a learning community

1. Emotional Intelligence (Goleman), Learning Readiness and Brain Based

Learning (Sylwester)
Emotion is critical to the education process because it drives attention, which
drives learning and memory. Learning is a relational process that improves
when student relationships are attended to and included in the learning
process.

Http://www.scribd.com/doc/10052263/Social-and-Emotional-Learning

Should Social-Emotional Learning Be Part of Academic Curriculum?§

By: Greater Good Magazine§
The Secret to Success
New research says social-emotional learning helps students in every way.
– by Daniel Goleman

Schools are beginning to offer an increasing number of courses in social and emotional
intelligence, teaching students how to better understand their own emotions and the emo-
tions of others.

It sounds warm and fuzzy, but it’s a trend backed up by hard data. Today, new studies
reveal that teaching kids to be emotionally and socially competent boosts their academic
achievement. More precisely, when schools offer students programs in social and emo-
tional learning, their achievement scores gain around 11 percentage points.

That’s what I heard at a forum held last December by the Collaborative for Academic,
Social, and Emotional Learning (CASEL). (Disclosure: I’m a co-founder of CASEL.)
Roger Weissberg, the organization’s director, gave a preview of a massive study run by
researchers at Loyola University and the University of Illinois, which analyzed evalua-
tions of more than 233,000 students across the country.

Social-emotional learning, they discovered, helps students in every way.

Their analysis reveals that students receiving lessons in social and emotional skills
improved on every measure of positive behavior;such as classroom discipline, attendance,
and liking school—and were less likely to engage in anti-social behavior, from bullying
and fights to substance abuse. Among these students, there was also a drop in the number
who were depressed, anxious, and alienated.

What’s more, the study showed that the positive gains were biggest among “at-risk” kids,
who are most likely to fail in their education. In the era of No Child Left Behind, where
schools are rated on how well students score on standardized tests, that’s a huge advan-
tage for individual students and schools alike.

Teaching students skills like empathy, self-awareness, and how to manage distressing
emotions makes them better learners, says Richard Davidson, a neuroscientist at the Uni-
versity of Wisconsin and a presenter at the CASEL forum. He pointed to data showing
that when the brain’s centers for distress are activated, they impair the functioning of the
areas involved in memory, attention, and learning. In other words, because of the way our
brains are wired, our emotions can either enhance or inhibit our ability to learn.

Courses in social and emotional learning also make great sense, Davidson argues,
because of neuroplasticity—the fact that repeated experiences shape the brain. The more
a child practices self-discipline, empathy, and cooperation, the stronger the underlying
circuits become for these essential life skills.

These results don’t surprise film director and producer George Lucas (of Star Wars fame),
whose main philanthropic efforts focus on schools through the George Lucas Educational
Foundation. (Editor’s Note: Daniel Goleman is now conducting a great series of audio
interviews,§ including one with George Lucas on Educating Hearts and Minds: Rethink-
ing Education.§)
Lucas sees social-emotional learning as vital to the future of education. As computers
take over teaching raw knowledge to kids, teachers will have more time to help students
with motivation, cooperation, and other elements of emotional intelligence. “Anybody
who’s an adult, working in the adult world, realizes that your ability to encourage other
people, form groups, and get the best out of everybody is the secret to success,” says
Lucas, who I interviewed at the forum.

Lucas argues that learning must consist of more than just assigned reading and lectures.
Instead, we must embed social and emotional lessons into the educational process, for
example, by assigning students to work with others and grading the group on teamwork
and emotional relationships with each other, as well as their individual achievement.
“These are the things, ultimately in the real world, that are the main factors in getting
hired and getting fired,” says Lucas.

Research supports these observations. For example, when Claudio Fernando-Araoz, head
of research for the executive recruitment firm Egon Zehnder International, looked at
CEOs who had succeeded and those who had failed, he found the same pattern in Amer-
ica, Germany, and Japan: Those who failed were hired on the basis of their drive, IQ, and
business expertise, but were fired for their lack of emotional intelligence. They simply
could not win over, or sometimes even just get along with, their board of directors, or
their direct reports, or others on whom their own success depended.

And yet, these human skills—how to get along, how to cooperate, how a group can
exhibit emotional intelligence—are absent from the standard academic curriculum. As
initiatives like CASEL—along with similar organizations, such as the Committee for
Children and the Open Circle Program—spread social-emotional learning curricula to
schools, I think we’ll see more and more hard evidence that these programs are helping
students succeed.

– Daniel Goleman, Ph.D., is the author of the bestsellers Emotional Intelligence and
Social Intelligence. His website is www.danielgoleman.info§. Goleman’s full conversa-
tion with Daniel Siegel can be heard as part of the audio series Wired to Connect: Dia-
logues on Social Intelligence, available through More than Sound Productions§.

We bring you this post thanks to our collaboration with Greater Good Magazine§, a UC-
Berkeley-based quarterly magazine that highlights ground breaking scientific research
into the roots of compassion and altruism.