The Teacher As Supportive Practitioner: Guest Post by Robyn Bratica
Within education, it is not uncommon to hear a new “catch phrase” that is touted as the solution to a variety of difficulties or problems. Over the past few years, the phrase, social emotional learning (often simply referred to as the acronym SEL) has gained traction. However, unlike other initiatives or concepts that may be introduced to a district, run its course, and never be spoken of again, SEL truly should be incorporated into schools everywhere, and is not just a “flavor of the week”, but rather an integral part of the educational experience that can produce gains not only emotionally and behaviorally, but also academically.
As a champion for SEL, I have heard the skills it teaches referred to as “soft skills” and concepts that children should be learning at home and not at school. It is true, for some children the fundamental competencies of SEL are taught at home, much like for some children, they develop early literacy and mathematical skills and home, before ever stepping into a school building. But much like we would never expect all children to learn how to read or multiply at home, we must not expect all children to receive the same language around social and emotional competencies either.
When speaking of SEL, there are five core competencies that have been identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL). The first competency, self-awareness, involves reflecting upon one’s own thoughts, feeling, and values and recognizing their influence on behavior. The second competency, self-management, involves managing one’s thoughts, feelings, and behaviors in a variety of settings. The third competency, social awareness, includes the skills of perspective taking and empathy, along with the ability to feel compassion for others. The fourth competency, relationship skills, both includes the ability to develop and maintain healthy relationships, but also the ability to navigate interpersonal situations with a wide range of individuals. The final competency, responsible decision making, refers to the ability to make constructive decisions reflective of ethical and safety standards.
Recently, schools have been adopting SEL into their infrastructure through the purchasing of curriculum materials addressing these competencies. Though this is an integral component of SEL implementation, another, and arguably more important, aspect is infusing SEL into the school culture. When SEL begins being discussed at a school, many teachers view it as, “one more thing” that they are now expected to do. However, good teaching itself IS SEL.
Helping a student manage stress about tests and assignments is SEL
Listening to a student talk about a concern they have is SEL
Assisting a student in organization of materials is SEL
Effective classroom management is SEL
Once teachers notice that SEL is in their day to day practices, it no longer feels like a burden to incorporate into the classroom.
Below are examples to easily incorporate each competency in classroom instruction:
Though SEL curricula and lessons are an important part of SEL instruction, having safe and supportive classroom environments is the way to shift school culture to encourage the social and emotional development of all students.