Transcript Research Questions

Social Emotional Learning in the
World of Work
A Framework for PEACE Curriculum in
Developing Success
Sara Salmon, Ph.D.
3663 Vestal Loop
Denver, CO 80023
P: 303.828.9733 F: 303.828.4589
[email protected]
http://www.centerforsafeschools.org
http://drsarablog.com
Historical Background of Social
Emotional Learning
Shift in National Focus Starting in the
School Setting
• No Child Left Behind—Concern about student
achievement
• Shift in focus from activities (what is taught) to
outcomes (what students can do)
• Sanctions
Because of No Child Left Behind,
Schools Focused on Reading and
Math Only
What did most schools do?
Dropped many programs, focused on
reading and math and experienced
sanctions if they didn’t do well!
What has happened?
100
Proficiency has hit a plateau
80
60
40
20
0
Initial increase
•What happened?
•
•
•
•
Initial increases in # of students proficient
Proficiency has leveled off
Not all students are reaching proficiency
Schools are in “improvement”
• Multiple sanctions
What are States Doing?
• Learning Supports Framework
– Howard Adelman & Linda Taylor
• http://smhp.psych.ucla.edu/
• These researchers have developed a social emotional
learning model to be used for all instructional agencies
• Daniel Goleman at CASEL has also developed a social
emotional learning model at the University of Illinois
What Teachers Do Well
Instruction
Classroom Teaching
& Enrichment
Successful
Youth
A question…
Instruction
• How many students
come to class every day
completely ready to
hear what you have
prepared with nothing
preventing them from
giving you their full
attention?
Classroom
Teaching &
Enrichment
Successful
Youth
Barriers to Learning Model
Group 1
Motivationally ready and
able to learn
• The % of students
who come ready and
able to learn varies
from 0-75%
• The number is
decreasing every year
Instruction
Classroom
Teaching &
Enrichment
Successful
Youth
Group 2
Group 1
Motivationally ready and
able to learn
Instruction
Classroom
Teaching &
Enrichment
Group 2
Encounters some barriers
Successful
Youth
• Group 2
Lacking prerequisite skills &
knowledge
Different learning styles &
rates
Minor vulnerabilities
Group 3
Group 1
Motivationally ready and
able to learn
Instruction
Classroom
Teaching &
Enrichment
Group 2
Encounters some barriers
Successful
Youth
Group 3
Encounters many barriers
• Group 3
Highly deficient in current
capabilities
Has a disability
Has major health problems
Barriers to Learning
Instruction
Group 1
Classroom
Teaching &
Enrichment
Motivationally ready and
able to learn
Group 2
Encounters some barriers
Barriers to
Learning
Group 3
Encounters many barriers
Successful
Youth
Sole focus on instruction doesn’t help
Instruction
Group 1
Classroom
Teaching &
Enrichment
Motivationally ready and
able to learn
Group 2
Encounters some barriers
Barriers to
Learning
Group 3
Encounters many barriers
 Improving instruction ALONE will
NOT help students in Groups 2 &
3 succeed
 Most barriers cannot be
eliminated
Successful
Youth
Learning Supports
Instruction
Group 1
Classroom
Teaching &
Enrichment
Motivationally ready and
able to learn
Group 2
Not very motivated
Barriers to
Learning
Group 3
Avoidant
Learning
Supports
Successful
Youth
Learning Supports
• Continuous attention to the implementation
of learning supports ensures that all students
have an equal opportunity to succeed
• Learning supports address a student’s
social/emotional needs
Social Emotional Learning (SEL)
• SEL is the knowledge, habits, skills and ideals that are at the
heart of a child's academic, personal, social, and civic
development.
• This type of learning enables individuals to
– recognize and manage emotions,
– develop caring and concern for others,
make responsible decisions,
– establish and maintain positive relationships, &
– handle challenging situations effectively.
SEL Research shows…
• Students who are most likely to succeed
academically, at work and in their personal lives—
– are socially and emotionally competent, with strong
personal and interpersonal skills.
– know what their strengths are and are optimistic about
the future.
– are able to set and achieve goals and solve problems
effectively.
– are concerned about other people, empathize with and
show respect for others, appreciate diversity, and make
positive contributions to their communities.
Learning Support Activities
• All activities should relate to achievement and
relevancy
• Learning support activities will circumvent
barriers to learning that have been preventing
students from succeeding academically!
Reflection Question
•
Think about the qualities of the most
successful possible graduate from your
school. What would be the one most
important skill or characteristic that
student would have developed as a result
of attending your school?
A Classic SEL
“Meta-Cognitive” Model
•
STOP, CALM DOWN, & THINK before you act
•
Say the PROBLEM and how you FEEL
•
Set a POSITIVE GOAL
•
Think of lots of SOLUTIONS
•
Think ahead to the CONSEQUENCES
•
GO ahead and TRY the BEST PLAN
Framework for Student Success:
SEL Instruction
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
Self-awareness
choices about personal
and social behavior
SelfResponsible
management social &
decisionmaking
emotional
learning
Social
awareness
Showing understanding
and empathy for others
Relationship
Skills
Forming positive relationships,
working in teams, dealing
effectively with conflict
Integrated Academic, Social, and
Emotional Learning
Planned, systematic classroombased SEL instruction and a
supportive school climate
Coordinated work force, mental
health and health services that
reinforce SEL instruction
School-Family-Community
partnerships to enhance social,
emotional, and academic
competence
After-school , community
and job training activities
that are coordinated with
SEL efforts leading to
success on the job
Why SEL?
• Relationships provide a foundation for learning
• Emotions affect how and what we learn
• Positive effects on academic performance, health,
relationships, and citizenship
• Relevant skills can be taught
• Demanded by employers
• Essential for lifelong success
• A coordinating framework to overcome fragmentation
Research Showing the Need for SEL for the
Adult Work Community
• Current studies are demonstrating the need
for social intelligence on the job
• It is now recommended that these skills be
taught in all job preparation programs
What Employers Want-US Dept of Labor—what is
needed today
Learning to learn skills
Written and oral communication
Adaptability, creativity and problem solving
Personal management, self esteem and goal setting
Group effectiveness,interpersonal skills, team work, cooperation
and negotiation
Organizational effectiveness and leadership
Competence in reading, writing and computation
What Does the Research Say About
Impacts?
• Zins, Weissberg, Wang, and Walberg (2004)
summarized growing evidence-based support for
improvements in:
Attitudes (motivation, commitment)
Behavior (participation, study habits)
Performance (grades, subject
mastery)
Impacts: SEL & Attitudes
l Stronger sense of community (bonding) and view of
situation as caring
l Higher academic motivation and educational
aspirations
l Better understanding of consequences of behavior
l Able to cope more effectively with stressors
l More positive attitudes toward school and learning
Impacts: SEL & School Behaviors
l Greater effort to achieve
l More classroom participation/higher engagement
l Fewer absences; maintained/improved attendance
l On track to graduate; fewer drop-outs
l More prosocial behavior
l Reductions in aggression and disruptions
l Lower rate of conduct problems
l Fewer suspensions
What Works?
• Programs that teach pro-social behavior
• Social skills instruction
• Instruction in decision-making and problem
solving
• Mentoring
• Experience in real world activities
Examples of SEL Activities
These activities have evidence demonstrating their effectiveness
Immersion Programs
Goal Setting—stands alone
Social Skills Practice
Anger Management
Appropriate Language Training “G” Rated
Empathy Training
Character Education
Here are some Examples of SEL
Activities used around the country
From ASCD’s Connecting Character to Conduct
Figure 1.4 – Demonstrations of Appropriate Respect and Listening Behaviors
High School
Goal: To improve student respect, listening, and speaking during cooperative
learning activities.
In his Job Corps class, Mr. Elmore assigns students to work in heterogeneously
grouped teams to complete activities. Students must listen to and follow directions
so that everyone successfully completes the lab experiment. Everyone has a
different role in the activity, but each role involves listening and speaking at
appropriate times.
Mr. Elmore begins each lab by demonstrating the steps the students will follow and
requiring the students to check for their own understanding before they begin the
experiment. As a matter of routine, Mr. Elmore expects the students to
•Listen to directions as he state them
•Restate the directions in their own words
•Check for their own understanding and that of their partners
•Apply the same listening and checking for understanding skills in their
cooperative group activity
Character Programs are Essential for Job
Success and start teaching “Respect”
Start the year
defining
respect
What does respect look
like?
For self?
For others?
For property?

For authority?
Goal Setting Stands Alone
It leads to academic and job success
It moves kids forward
It links to successful behavior
Set easy goals, improvement goals and stretch
goals

Goal Setting Activity
Set a goal that you can achieve within the next week.
Write that goal here:
I will_____________________________________________.
Check to make sure that your goal follows these rules:
1.
2.
3.
4.
Is your goal something you can do easily?______
Do you want to do this?________________________
Is the goal written in a positive way?____________
Can you count that you did your
goal?_____________
*************************************************************
How can you use positive self talk to help you achieve
your goal?
I can say _______________________________________
to myself.
*************************************************************
How did I do on this goal?
Not that great____
Okay_______
Did a good job_____
Super job_____
My new goal
is:___________________________________________________________
My Plan for Success
Goals I selected to work on: (from one strength/one weakness)
1)______________________
2)______________________
My “stretch goal” (a goal I have to really work at!)
Date of completion:_______________________
People who will help
me:____________________________________________________
______________________________________
Other things I will need (information, skills, practice)
______________________________________________________
_________________________________
Character traits I will practice
______________________________________________________
____________________________________________
Positive self talk I will
use:____________________________________________________
______________________________________________________
______________________________________
Ways to get feedback on
progress:_______________________________________________
______________________________________________________
_______________________________________
Two people who will sign off on your plan and support your success:
Person 1___________________________________________
Person 2_________________________________________________________________
The Importance of Social Skills
Training. What social skills have
an impact twenty years later?
#12.
Joining a Group
I want to play
Jump Rope.
today.
1.
2.
Decide if you want to play.
Ask in a friendly way.
3. Wait for
4.
your turn.
Have fun playing with others.
Can I please
join you?
#9.
Waiting Your Turn.
1.
Decide who goes first.
2.
Wait nicely for your turn.
3.
Take your turn.
4.
Wait again while your friend
takes a turn.
#11. Taking “No” For an Answer
1.
Look at the person in a calm way.
2.
Listen carefully to the person telling you “No.”
Why can’t I go
to the store
with you?
3.
Ask questions if you don’t understand.
Okay, Mom, I
understand.
4.
Say, “Okay, I understand.”
#3.
Listening Carefully
1.
Look at the person who is speaking.
2.
Keep mouth quiet and body still.
3.
Think about what the person is saying.
4.
Say what you have to say.
Playground
rules keep
us safe.
“I won’t jump off
the swing.”
The Peace Curriculum
One evidence-based Social Emotional
Learning Program
The Peace4Kids and
Families Model
Aggression Replacement Training
(A.R.T.) is the base
The Peace Curriculum (primary,
elementary, middle and secondary)
Parent Empowerment
Character Education Through
Music, Media and Performances
Structured Discipline System
Restorative Justice
48
Peace Curriculum
P
Parent Empowerment
E
Empathy
A
Anger Management
C
Character Education
E
Essential Social
Skills
49
Design of Peace Curriculum
 This is a thorough,
target teaching model
 It leads to transfer to
the outside
 Students will be able to
transfer their skills to
other environments
 Teachers need to teach
the entire lesson
Design of Curriculum
(using a Madeline Hunter model)
1.
2.
3.
4.
5.
6.
Anticipatory Set. We use a “grabber”—
what, why, where or when, picture, story
Objectives. Students are explained the goal
or objective of the lesson
Instruction. There is an instructional part
of the lesson where students learn a concept
or a skill
Guided Practice. Students are given a
chance to practice the skill with the teacher
giving feedback and checking for
understanding.
Independent Practice. Students are
assigned opportunities to practice the skill
outside class.
School-Home Link. Students can practice
the skills with their families.
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Explain the Relevancy of the Training in terms of
Current Job Practices
• Explain to students how the
lessons are relevant
• Give examples from current life
situations to show specific
relevance
• Use confidence when
explaining this
• Persevere over time as the
students learn to enjoy the
lessons
• Lawyers in NYC are practicing
the skills monthly including
anger management, emotional
intelligence
• Pfizer uses role plays in all
training
• Physicians are required to
learn empathy
• Little league coaches are
being required to learn ethics
• Managers at IBM are trained in
the handshake
• Moving up the corporate ladder
requires emotional intelligence
• Business schools are requiring
ethics training
• Cab drivers in New York are
learning social skills
Empathy and Emotional
Intelligence
The first component of the Peace
Curriculum
Emotional Intelligence is
Critical to the Workforce –
Daniel Goleman, PRIMAL
LEADERSHIP
• Employers are looking for
these capacities in those
they hire
• Goleman from the
University of Illinois
suggests this training be
included in all job training,
in colleges and all work
preparation courses
• Empathy is critical for all
workers and leaders!
The Empathy
Section
Empathy can be
trained
You will include
listening skills and
emotional
intelligence
We have written
lessons helping with
dyssemia
54
You
Will train Your
Students in
Empathy
Outcomes
these Empathy Skills!
• Respecting others’
space
• Identifying and naming
feelings correctly
• Listening postures
• Looking at the speaker
• Voice tone, gestures
• Summarizing the
speakers words
• Summarizing the
speaker’s feelings
55
Key Steps of Empathy
HEARS Model
•Hold the correct posture
•Eye contact when someone is speaking
•Assess the person’s feelings correctly
To Listen, Use H E A R S !
Hold your body to listen
Eyes--look at
person
Ask the feeling
(mad, sad, glad or afraid)___________________
Respect-- Show on your face
_________________
_____________
Say the feeling back to the person.
___
•Respond appropriately with your face
•Say the person’s feelings in your own
words
56
Future workers need to be trained to overcome
dyssemia!
Steve Nowicki-noted author
about social
intelligence in work
Daniel Goleman
writes about
dyssemia in the
work place
Teaching the Respect of Space
Have you Seen This Person?
He has “dyssemia” – a learning
disability with regard to space.

Intrudes into someone’s
space inappropriately
Voice Tone and Volume
 Facial Expression
 Body Posture
 Gestures
 Gets “too close”
 Words and jokes
 Rhythm
We need to teach kids how
to read clues ASAP!

58
Students will be Trained in Dyssemia to
Help Them be Successful at Work
We know dyssemia
hurts kids and adults
Training works
Use the lessons to
transform kids with
new skills to relate
to others
59
Facial Expressions
This person has a “stuck” expression that seldom changes
60
Close Talker
This person is a space invader
Fails to read individual cues
61
Talking Too Loud
This person shouts or talks with great volume
62
Inappropriate Gestures
Calling attention to self with out-of-place
gestures
63
Inappropriate Gestures
Calling attention to self with out-of-place
gestures
64
Off Pace and Rhythm
This person has individual sense of time
Often off kilter with others’ rhythm
65
Inappropriate Touching
66
Teach Emotional Intelligence through
Literature
 Several colleges are
teaching students how
to teach SEL in schools
 Irma Ghosn uses this
example in “Teaching
Emotional Intelligence
through Literature”
67
68
 Understanding about anger and impulse control
 Learning the terminology of the Anger Cycle
 Talking about and using Reducers
 Using the Chill Out Log
 Working with the Angerometer
 Understanding the consequences
 PEACE/Reframing Activities
 Practicing the MELT
69
The MELT
What: A two-minute relaxation activity that
helps children focus and get ready to learn
Why: Because many children come to school
with issues that create barriers to learning.
How:
1.
2.
3.
4.
5.
The
M
E
L
T
Students sit up in their chairs
Start with three 3-part breaths
Add two shoulder raises
Students go into the Hook-Up position
Breathe normally for the two minutes
acronym stands for – (our kids did this_
Mellow out
Empty out the negatives
Laid Back
Tranquillity
70
71
Social Skills are Critical
Students will learn to role play these
skills until they are proficient
Essential Social Skills Through Roleplay
Over 50 Social Skills with steps to roleplay
Grounded in long-term research
Based on simulation and behavior rehearsal
Is not deep—not therapy, not in-depth
discussions and analysis
Simple-short simulations over time
73
Social Skills for Job Preparation
1. Introduction to Essential Social Skills
2. Coming into a Room
3. Handshake
4. Making an Introduction (includes shaking hands)
5. Identification of Social Skills
6. Start to Talk
7. How to Question
8. Asking for Assistance
9. Following Directions
10. Sportsmanship
11. 10a. More Sportsmanship
Book 2
12. Staying out of Trouble
13. Permission to do Something
14. Introduction of Others
15. Complimenting Someone
16. Receiving Compliments
17. Avoiding Fights
18. Complaining Appropriately
19. How to Join Others
20. Focusing on your Work
21. Thanking Someone
22. Saying You are Sorry
23. Finding a Solution to a Problem
24. When Someone Accuses You, then What?
25. Listening to a Lecture (SLANT)
26. Knowing When to Tell if Someone Might Get Hurt
Book 3
27. Reacting to Failure Effectively
28. Requesting a Favor
29. Handling Complaints
30. Interrupting Appropriately
31. Giving Help
32. Labeling Your Feelings Accurately
33. Labeling the Feelings of Others
34. Expressing Your Feelings Appropriately
35. Learning to Control Yourself
74
Social Skills
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
Handling Someone’s Anger
Giving Yourself a Reward
Embarrassing Situations
What to Do When You’re Left out
Managing Your Stress
Getting Ready for a Tough Talk
How to Negotiate Solutions
Refusing Group Pressure
Handling Teasing
Handling Consequences Effectively
Accepting “No” for an Answer
What Caused the Problem
Finding Resources and Information
Putting Problems in Order
Solving the Problem
How to Make a Convincing Argument
Standing Up for What you Believe
Supporting a Friend
Handling Statements that Don’t Make Sense
Quality Decision Making
Getting Ready for a Tough Talk
Handling Difficult Team Members
75
The Correct Handshake
In Project Strive in New York City, people who have never worked are
taught an initial skill. This involves approaching someone, smiling,
giving eye contact and shaking hands. The three negative handshakes
are fun to do and make a point.
The fourth is the assertive handshake that is given with the palm with
two firm shakes.
We’ve also added a fun handshake that was just written about in the
“Wall Street Journal” as a “must” handshake if you are visiting places
like New York or San Francisco’; it is called the “half hug”
Here are the handshakes:
76
The Limp Fish
 Communicates
neediness
 Weakness
 Insecurity
 Non desire to
handshake
77
The Grip
 Communicates
aggression
 Desire for control
 Dominance
78
The Eternal Handshake
Communicates Neediness
Insecurity
Control
Non desire to shake a hand
79
Assertive Handshake
Centered palms
No sweat!
Two pumps in the center
80
The Half Hug
Written in the Wall Street Journal
The “newest”, fashionable handshake
Teach our students to be prepared!
81
Teach students the skill of asking for
help which is crucial to work
success!
Here is an example of the steps and
activities from the curriculum
Asking for Help
Step One—Decide
Step Three—Tell the
what the problem is
person the problem
and if you need help
Step Four—Ask for
(be specific)
help
Step Two—Think
Step Five—Say “Thank
about 2-3 people who
you”.
can help you and
choose the best one
83
After Role Playing, Do an InClass Activity
With Asking for Help—Directions for your
activity
Divide into small groups of 3 or 4
After the instructor gives you a scenario, think
of three people who could help you, select the
best one and describe to the class
Next, Practice the Skill Outside in the
Real World!
Ask for help three times this next week
Record on your monitoring form, how you did
Look at the reactions of others as you ask
Make sure you follow the steps
Think about it….and set a goal
Character Education/ Ethics
This is an integral part of a good
social emotional learning program
Character Education
 Three models are
included
A basic character
education model
Teaching students
fifteen specific character
traits
Kohlberg’s Moral
Reasoning debates
87
The 15 Character Education Traits
CaringShowing concern for others through words and actions.
CooperationBeing able to work with others to accomplish a task, play a
game.
CourageTaking positive and healthy risks to benefit yourself and
others.
Goal SettingIdentify a desired outcome and plan a line of action to
achieve it.
HonestyA willingness to say openly what is known to be true.
HumanityBelieving that people of different cultures, abilities,
religions, genders, and races are equally valuable members
of our society.
88
PatienceA willingness to wait and endure without complaint.
PerseveranceStaying with a task; not giving up.
RespectShowing regard for self, others, property and those in
authority.
ResponsibilityA willingness to be accountable for your own actions
without blaming others.
Self-ControlManaging your behavior in a positive way.
Self-EsteemHaving and demonstrating a positive belief in you.
ServiceExtending time and effort to help others.
Integrity- (the sum of the others)
Doing consistently what is right and true.
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A Morning Culture Builder
The Gathering
 For only ten minutes a
day
 This morning routine
changes the culture
 Students balance the
brain, get on the same
page, receive
recognitions and
practice character
90
The Agenda of the Gathering
 The MELT
 General
Announcements
 Student /Staff
Recognitions for
Specific Behavior
 A Story or Song About
Character
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Remember Goal Setting Stands
Alone
Give students practice and more
practice in establishing short term,
improvement, and “stretch” goals!
Goal Setting Activity
Set a goal that you can achieve within the next week.
here:
Write that goal
I will_____________________________________________.
Check to make sure that your goal meets the criteria
for effective goal setting.
1.
2.
3.
4.
Is your goal realistic?__________________________
Do you want to do this?________________________
Is the goal written in a positive way?____________
Can you measure your goal easily?_____________
How can you use positive self talk to help you achieve
your goal?
I can say _______________________________________
to myself.
Can you use a character trait to help you achieve your
goal? Write your ideas
here_________________________________________________
______________________________________________________
______________________________________________________
How did I do on this goal?
Not that great____
Okay_______
Did a good job_____
Super job_____
What can I do better next
time?_____________________________________________
93
Some additional information
from Brain Rules
Consider this in preparing your
students for the world of work
Recent Research from brain rules
Every brain is wired differently and develops at
different times
We have a great many ways of showing
intelligence but I doesn’t show up on IQ tests
What you EXPERIENCE in life actually rewires the
brain
Short term memory
Making sure students know what something
means will improve memory
Use many relevant examples—peppering the
lessons with them
Start your training with a bang!
Repeat to remember
Long term memory
Remember to repeat!
Future schools will have the third or fourth day
devoted to review
Deliberately spaced repetitions affect long term
memory
Incorporate new information gradually with
repetition at steady intervals
Vision is the key sense
Use computer animations
Use pictures more than words
Make new powerpoints with heavy use of
pictures
The importance of real world exploration
 The school to work model can be an example of
good learning
 There is consistent exposure to the real world
 There is consistent exposure to people who work in
the real world
 There is daily common exposure to current research
 Design your training with the brain in mind and
encourage practicing their social intelligence in the
real world with feedback and evaluation!
Review of SEL Competencies
SEL Competencies
Social Effectiveness
Accurate perspective
Empathy
Appreciating diversity
Respect for Others
Social Emotional Learning Works
• See the research from CASEL showing that
students increase academics by 20 per cent
• Adults improve their job skills by 20 per cent
as well
• These skills will enable students to obtain jobs
and keep those jobs!
See the Center for Safe Schools Web
Site for More Information
•
•
•
•
Centerforsafeschools.org
http://drsarablog.com
3663 Vestal Loop, Denver, Colorado 80023
303 828 9733