Transcript Slide 1

Cultivating Our Inner Resources:
Emotional Literacy for School Staff
LIASCD
October 16, 2009
Presented by the LI SEL Forum
Dr. Ron Smith
Dr. Kathleen Corbett
Joan R. Fretz
For further information about SEL Initiatives on Long Island, contact Joan at
[email protected] or 631-673-2106
Expanding our Frame of Reference:
“Knowledge of self
is as important as
knowledge of curriculum.”
K. Smith
The more we understand the self,
the more successful we will be in positively
influencing a student’s choice of behavior
and effort in school.
NY State Education Department
Releases SEDL Guidelines
•Schools have a responsibility to promote social and
emotional development and learning.
What is it?
•A process for helping children and adults develop
fundamental skills for managing their lives.
•Schools that implement sequential SEDL in all grades
improve academic achievement (11 percentile points) and
decrease behavioral issues significantly.
Link to NY State Ed Dept SEDL website:
http://www.emsc.nysed.gov/sss/sedl/
What is SEL?
According to the Collaborative for Academic, Social and
Emotional Learning (CASEL), SEL is the process through
which we learn to:
•
Recognize and manage our emotions,
•
Develop care and concern for others
•
Establish positive relationships
•
Make responsible decisions
•
Handle challenging situations constructively and
ethically.
•
SEL teaches students skills, not just values
or rules of behavior
SEL Competencies
Recognizing one’s emotions and
values as well as one’s strengths
and limitations
Managing
emotions and
behaviors to
achieve
one’s goals
Making ethical,
constructive
choices about personal
and social behavior
Self-awareness
Selfmanagement
social &
emotional
learning
Social
awareness
Showing understanding
and empathy for others
Responsible
decisionmaking
Relationship
Skills
Forming positive relationships,
working in teams, dealing
effectively with conflict
SEL in National News
• Positive Behavior for Safe and Effective Schools Act
Legislation Introduced in House of Rep. (5/09):
http://www.chadd.org/AM/Template.cfm?Section=CHADD_Public_Policy&Te
mplate=/CM/HTMLDisplay.cfm&ContentID=11109
• Congressional Testimony – Linda Lantieri, Goldie
Hawn
• December Forum in D.C. with Linda Darling
Hammond – focus on pre-service training for
teachers.
• Fall 09: Journal of Child Development will
acknowledge Meta Analysis of SEL programs
achieving average of 11 Percentile Points on
Standardized Achievement Tests for students who
have had sequential SEL skill development. Long
term studies show students who receive this training
are more productive, happy adults.
SEL in National News
• Multi-Year Study Funded by National Institute for
Education Sciences: Studying transforming
teachers’ INNER RESOURCES and linking this to
their instruction of SEL.
• There is a focus on SELF- AWARENESS in business,
leadership, 21st century skills - as people realize
that the current approach to academic press is not
producing young adults ready for a global economy.
SEL in Action
Model
School adults model the social and emotional skills that
we want to teach students.
Teach
Social and Emotional skills are taught through direct instruction as well
as infusing the concepts into all areas of the curriculum.
Practice
Schools provide opportunities for students and staff to practice
skills.
these
Current Trends in SEL
• Developing Adult skills and mindsets
• It’s not about “fixing” the kids.
• A belief that skilled and reflective adults who
are intentional in how they interact with
students, are best able to create a caring and
supportive learning environment and provide
effective instruction in SEL for students.
Expanding our Frame of Reference:
“Knowledge of self
is as important as
knowledge of curriculum.”
K. Smith
The more we understand the self,
the more successful we will be in positively
influencing a student’s choice of behavior
and effort in school.
J. Fretz
Creating an Intentional
Performance Culture
Nurture a Growth Mindset through
Perception Theory
Self-Concept Theory
Democratic Practice
Apply these concepts to all words and actions:
our Messages to students
A New Point of Entry:
GROWTH MINDSETS
The research of Dr. Carol Dweck
Successful individuals are mastery-oriented:
• They love learning,
• They seek challenges,
• They value effort, and
• They persist in the face of obstacles.
Why do some people exceed our expectations
and others fail to fulfill their potential?
The answer lies in the experiences that create their
SELF-THEORIES.
Dweck (2000)
Common Beliefs in Our Society: True or False?
1.
Students with high ability are more likely to display
mastery-oriented qualities.
2.
Success in school directly fosters mastery-oriented
qualities.
3.
Praise, particularly praising a students’ intelligence,
encourages master-oriented qualities.
4.
Students confidence in their intelligence is the key to
mastery-oriented qualities.
Dweck (2000)
The Fixed Mindset
“Mindset” : Carol Dweck
I have a set amount of intelligence and a certain character.
I feel the need to validate myself. Success is about proving I’m
smart or talented…smarter or better than others. Superior.
I avoid challenges and risk taking.
I am reluctant to put effort into something that doesn’t come
easily to me. You either have ability or you don’t. I feel smart
when I don’t make mistakes or when I finish something fast
and it’s perfect.
I thrive when things are safely within my grasp. If it’s too
challenging, I lose interest.
Effort is for those who don’t have ability. If you have to
work at something, you must not be good at it.
Dweck
(2006)
The Growth Mindset
I believe that my talent and aptitude can change and grow
through effort and experience.
I believe I can develop my ability through learning. Success is
about developing myself by learning something new.
Failure is painful, but it doesn’t define me. I have to face it,
learn from it and work harder.
I feel smart when I work on something hard for a long time hard
and accomplish something I couldn’t do before.
I thrive when I’m stretching myself. The more challenging
something is, the more interested I am.
I admire effort more than natural talent. No matter what
your ability is, effort is what ignites the ability and turns it
into accomplishment.
Dweck, (2006)
Growth Mindset Role Models
• Who has been a Growth Mindset role model for
you?
• How do you model Growth Mindset for your
children?
Long term modeling has the most influence!
Praising Effort instead of Intelligence
Praising students for their performance on easy tasks conveys :
– An easy success means they are intelligent.
– Errors and Effort mean they are not.
Instead of:
“Wow, that’s a really good score. You must be smart at
this.”
Try:
“Wow, that’s a really good score. You must have
worked really hard.”
Dweck, (2008)
A MEANINGFUL SUCCESS REQUIRES EFFORT.
More Growth Mindset Messages:
• “You really stuck to that until you got it. That’s
wonderful.”
• “I like how you chose the tough problems to
solve. You’re really going to stretch yourself and
learn new things.”
• “I know that school used to be a snap for you.
What a waste that was. Now you really have an
opportunity to develop your abilities.”
Dweck (2008)
Growth Mindsets and Brain Research
• You Can Grow Your Brain: “The human brain can and does grow
new neurons. These neurons become functional and are highly
correlated with memory, and this process can be regulated.”
• Learning Environment: “The brain is highly susceptible to
environmental influences- social physical, cognitive and emotional.”
• Teacher Influence: “From K through 12, students spend 13,000 of
their brain development hours with teachers.”
• “A student’s brain will be altered by the
experiences they have in school.
Jensen (2005)
Teaching Kids About
Brain Plasticity
• Neuroplasticity: The lifelong ability of the brain to
reorganize neural pathways based on new
experience.
• In order to learn or memorize a fact or skill, there
must be persistent functional changes in the brain
that represent the new knowledge.
• It’s the ability of the brain to change, or grow, with
learning.
Brainology
An online, interactive multimedia instructional program for
students in grades 5-8:
“Building students’ confidence, fulfillment and
achievement through the understanding of
expandable intelligence.”
www.brainology.us
Children’s Theories About Goodness and Badness
• Young children identify success with goodness and setbacks with
badness.
• “Mastery-oriented children have a sense that they are good, and
setbacks and criticism don’t disrupt that sense of goodness.”
• “Helpless-response” children also have a sense that they are good
until something happens – failure undermines this sense by telling
them that they are bad or unworthy.”
•
“People with contingent self-worth feel worthy only when they
have succeeded. They feel worthy of love only when they
behave in a certain way or meet a certain standard.”
Dweck (2000)
Transition to Middle School and Increased Expectations
Students with Fixed Mindsets:
• More apprehensive and anxious about school work.
• Drops in achievement.
• Desire to minimize effort – school work is a chore.
Students with Growth Mindsets:
• Desire for challenge.
• Expectation that mastery takes time and
prolonged effort
• Built in GRACE PERIOD: Effort continues while
students struggle with increased demands. Dweck (2000)
Growth Mindset and Special Education
JAI Comparison of All Students and Students with Disabilities
90.0%
80.0%
70.0%
Percents
60.0%
50.0%
All
SE
40.0%
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0.0%
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Questions
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Growth Mindset and ELA Results
JAI Comparison Between All Students and Students by ELA Level
100.0%
90.0%
80.0%
70.0%
Percents
60.0%
All
50.0%
ELA 1 or 2
ELA 3 or 4
40.0%
30.0%
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10.0%
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Questions
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Growth Mindset and Free or Reduced Lunch
JAI Comparison beween All Students and those Receiving Free or Reduced Lunch
100.0%
90.0%
80.0%
70.0%
Percent
60.0%
All
50.0%
FRL
40.0%
30.0%
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0.0%
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Question
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Adult Mindsets:
• Belief in the potential to change
intelligence
• Belief in the potential to change social
skills
• Beliefs about what should happen to a
wrong doer
• Judging and labeling others
• Forming Stereotypes
How Can We Foster Growth Mindsets?
Develop a Framework for
Intentional, Positive Influence
1. Perceptions
2. Self-Concept Theory
3. Democratic Practice
Inviting Change
“An invitation is a purposive act.
It is intended to offer
something beneficial
for consideration.”
Purkey, W. and Novack, J. (1996)
The goal: To provide ample opportunities for students
to choose a more beneficial behavior.
Consider Perceptions

Human behavior is based on the way that
individuals view the world.

“Every person is behaving in the way that
makes the most sense to her or him at that
particular instant.”
•
What may seem illogical from an external
point of view, is only an inadequate
understanding of what the world looks like
from the internal viewpoint of the
behaving person, at the moment of
action.”
Purkey and Novak (1996)
Self Concept Is:
•What a person thinks to be true about him or
herself.
•A very complex organization of the many
characteristics and attributes that make up
who you think you are.
•Hard to change: The more you identify with
a trait, the harder it is to let go of it.
Messages and Mindsets:
An “M & M” Analogy
What is
the
function
of the
M&M
shell?
All Behaviors Serve a Function
• All behaviors are to help us gain something
or avoid something.
• We select a behavior based on how we
perceive our world at that moment.
• The behavior is chosen to protect,
maintain or enhance our self concept.
• We are all striving for personal adequacy.
Self Concept Influences Effort
“For struggling students, to study hard and
still fail provides unbearable proof of their
inadequacy.
It is better, from the students’ viewpoint, not
to try than to try and be embarrassed or
humiliated.
A person with a negative selfconcept defends himself or herself
against further loss.” Zimmerman and Allebrand (1965)
Self-Concept Guides Behavior
A disruptive student may be choosing
that action in order to
maintain, protect or enhance
his or her self-concept.
Educators “who are not aware of the
conservative nature of self-concept are
likely to expect quick or miraculous
changes in others.”
Purkey and Novak(1996)
Establish a Democratic Environment
“Democratic practice is a continuous
dialogue and mutual respect among people,
regarding shared aspects of their lives.”
“People close to the issues have something
important to offer.
The ideal of democracy is a “doing-with”
approach to people at all levels.”
Purkey and
Novak (1996)
Genuine Dialogue
“The Challenge to Care” : Nell Noddings
Genuine dialogue is open-ended and “neither party
knows at the outset what the outcome or decision will
be.”
If we enter into a conversation when we know that
our decision is already made, it’s not a dialogue and
will be very frustrating for the student.
Noddings (2005)
Putting Theory into Practice:
The Invitational Teaching Stance
Respect
Trust
Optimism
Care
Intentionality
Positive Mindsets and Messages to Students
The Mindset:
The Message:
I am optimistic
I see you as able, valuable and
responsible.
I see your talents, strengths and potential.
I believe you can make responsible
choices
I am respectful I respect your unique individuality.
I will not embarrass, insult or humiliate
you.
My respect for you is unconditional.
Positive Mindsets and Messages to Students
The Mindset:
The Message:
I am
trustworthy
I am consistent in my behavior.
I am truthful and genuine.
The intent of my actions is for your benefit.
You can depend on me.
I am caring.
I care about you as a person, not just as a
student.
I wish to be a beneficial presence in your
life.
I strive to help you to realize your potential
Positive Mindsets and Messages to Students
The Mindset:
The Message:
I am
intentional.
I intentionally choose words and actions
that are:
•Optimistic,
•Respectful,
•Trustworthy and
•Caring.
Final Thoughts
•“Students will do things for people they like and
trust.”
•“They listen to people who matter to them and to
whom they matter.”
•“Subject matter cannot carry itself. Relation
precedes any engagement with subject matter.”
Nel Noddings, 2005
Suggested Reading
Dweck, Carol S. (2008) “Brainology: Transforming Students’
Motivation to Learn”. National Assoc. of Independent Schools.
www.nais.org/ismagazinearticlePrint.cfm?print=Y&ItemNumber=15050
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Dweck, Carol S. (2006) Mindset: The New Psychology of Success.
New York, NY: Random House, Inc
Dweck, Carol S. (2000) Self-Theories: Their Role in Motivation,
Personality, and Development. New York, NY: Psychology Press
Greene, Ross (Nov 2008) “Kids Do Well if They Can.” Phi Delta
Kappan
Jensen, Eric (2005) Teaching with the Brain in Mind.” 2nd ed.
Alexandria, VA: Assoc. for Supervision and Curriculum Development
Suggested Reading
Noddings, N., (2005). The Challenge to Care, 2nd edition. New York,
NY: Teachers College Press
Purkey, W. and Novak, J. (1996). Inviting School Success, 3rd
Edition. Belmont, CA: Wadsworth Publishing
Purkey, W. and Siegel, B. (2003). Becoming an Invitational Leader.
Atlanta, GA: Humanics Trade
Purkey, W. and Strahan, D. (2002). Inviting Positive Classroom
Discipline. Westerville, OH: Nat Mid Sch Assoc.
Brainology website: www.brainology.us
CASEL website: www.casel.org
Invitational Education website: www.invitationaleducation.net