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Social Emotional Learning in the World of Work

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Title: Social Emotional Learning in the World of Work


1
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 centerforsaf
eschools_at_comcast.net http//www.centerforsafeschoo
ls.org http//drsarablog.com
2
Historical Background of Social Emotional Learning
3
Shift in National Focus Starting in the School
Setting
  • No Child Left BehindConcern about student
    achievement
  • Shift in focus from activities (what is taught)
    to outcomes (what students can do)
  • Sanctions

4
Because of No Child Left Behind, Schools Focused
on Reading and Math Only
5
What did most schools do?Dropped many programs,
focused on reading and math and experienced
sanctions if they didnt do well!
6
What has happened?
Proficiency has hit a plateau
Initial increase
7
What happened?
  • Initial increases in of students proficient
  • Proficiency has leveled off
  • Not all students are reaching proficiency
  • Schools are in improvement
  • Multiple sanctions

8
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

9
What Teachers Do Well
Instruction Classroom Teaching Enrichment
Successful Youth
10
A question
Instruction Classroom Teaching Enrichment
  • 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?

Successful Youth
11
Barriers to Learning Model
Instruction Classroom Teaching Enrichment
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

Successful Youth
12
Group 2
Instruction Classroom Teaching Enrichment
Group 1 Motivationally ready and able to learn
Group 2 Encounters some barriers
Successful Youth
  • Group 2
  • Lacking prerequisite skills knowledge
  • Different learning styles rates
  • Minor vulnerabilities

13
Group 3
Instruction Classroom Teaching Enrichment
Group 1 Motivationally ready and able to learn
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

14
Barriers to Learning
Instruction Classroom Teaching Enrichment
Group 1 Motivationally ready and able to learn
Group 2 Encounters some barriers
Successful Youth
Barriers to Learning
Group 3 Encounters many barriers
15
Sole focus on instruction doesnt help
Instruction Classroom Teaching Enrichment
Group 1 Motivationally ready and able to learn
Group 2 Encounters some barriers
Successful Youth
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

16
Learning Supports
Instruction Classroom Teaching Enrichment
Group 1 Motivationally ready and able to learn
Group 2 Not very motivated
Barriers to Learning
Successful Youth
Group 3 Avoidant
Learning Supports
17
Learning Supports
  • Continuous attention to the implementation of
    learning supports ensures that all students have
    an equal opportunity to succeed
  • Learning supports address a students
    social/emotional needs

18
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.

19
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.

20
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!

21
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?

22
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23
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

24
Framework for Student Success SEL Instruction
Recognizing ones emotions and values as well as
ones strengths and limitations
Making ethical, constructive choices about
personal and social behavior
Managing emotions and behaviors to achieve ones
goals
Forming positive relationships, working in
teams, dealing effectively with conflict
Showing understanding and empathy for others
25
Integrated Academic, Social, and Emotional
Learning
Coordinated work force, mental health and health
services that reinforce SEL instruction
Planned, systematic classroom-based SEL
instruction and a supportive school climate
After-school , community and job training
activities that are coordinated with SEL efforts
leading to success on the job
School-Family-Community partnerships to enhance
social, emotional, and academic competence
26
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

27
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

28
What Employers Want-US Dept of Laborwhat 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

29
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)

30
Impacts SEL Attitudes
  • Stronger sense of community (bonding) and view of
    situation as caring
  • Higher academic motivation and educational
    aspirations
  • Better understanding of consequences of behavior
  • Able to cope more effectively with stressors
  • More positive attitudes toward school and learning

31
Impacts SEL School Behaviors
  • Greater effort to achieve
  • More classroom participation/higher engagement
  • Fewer absences maintained/improved attendance
  • On track to graduate fewer drop-outs
  • More prosocial behavior
  • Reductions in aggression and disruptions
  • Lower rate of conduct problems
  • Fewer suspensions

32
What Works?
  • Programs that teach pro-social behavior
  • Social skills instruction
  • Instruction in decision-making and problem
    solving
  • Mentoring
  • Experience in real world activities

33
Examples of SEL Activities
These activities have evidence demonstrating
their effectiveness Immersion Programs Goal
Settingstands alone Social Skills
Practice Anger Management Appropriate Language
Training G Rated Empathy Training
Character Education
34
Here are some Examples of SEL Activities used
around the country
35
  • From ASCDs 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

36
Character Programs are Essential for Job Success
and start teaching Respect
37
Start the year defining respect
  • What does respect look like?
  • For self?
  • For others?
  • For property?
  • For authority?

38
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

39
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40
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41
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42
The Importance of Social Skills Training. What
social skills have an impact twenty years later?
43
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44
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45
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46
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47
The Peace Curriculum
  • One evidence-based Social Emotional Learning
    Program

48
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49
Peace Curriculum
50
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

51
Explain the Relevancy of the Training in terms of
Current Job Practices
  • 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
  • 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

52
Empathy and Emotional Intelligence
  • The first component of the Peace Curriculum

53
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!

54
The Empathy Section
  • Empathy can be trained
  • You will include listening skills and emotional
    intelligence
  • We have written lessons helping with dyssemia

55
Empathy Outcomes
55
56
Key Steps of Empathy HEARS Model
  • Hold the correct posture
  • Eye contact when someone is speaking

HEARS
  • Assess the persons feelings correctly
  • Respond appropriately with your face
  • Say the persons feelings in your own words

57
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

58
Teaching the Respect of Space
59
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

60
Facial ExpressionsThis person has a stuck
expression that seldom changes
61
Close Talker
  • This person is a space invader
  • Fails to read individual cues

62
Talking Too Loud
  • This person shouts or talks with great volume

63
Inappropriate Gestures
  • Calling attention to self with out-of-place
    gestures

64
Inappropriate Gestures
  • Calling attention to self with out-of-place
    gestures

65
Off Pace and Rhythm
  • This person has individual sense of time
  • Often off kilter with others rhythm

66
Inappropriate Touching
67
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

68
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69
Anger Management
  • 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

70
The MELT
71
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72
Social Skills are Critical
  • Students will learn to role play these skills
    until they are proficient

73
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 deepnot therapy, not in-depth discussions
    and analysis
  • Simple-short simulations over time

74
Social Skills for Job Preparation
75
Social Skills
76
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77
The Limp Fish
  • Communicates neediness
  • Weakness
  • Insecurity
  • Non desire to handshake

78
The Grip
  • Communicates aggression
  • Desire for control
  • Dominance

79
The Eternal Handshake
  • Communicates Neediness
  • Insecurity
  • Control
  • Non desire to shake a hand

80
Assertive Handshake
  • Centered palms
  • No sweat!
  • Two pumps in the center

81
The Half Hug
  • Written in the Wall Street Journal
  • The newest, fashionable handshake
  • Teach our students to be prepared!

82
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

83
Asking for Help
  • Step OneDecide what the problem is and if you
    need help (be specific)
  • Step TwoThink about 2-3 people who can help you
    and choose the best one
  • Step ThreeTell the person the problem
  • Step FourAsk for help
  • Step FiveSay Thank you.

84
After Role Playing, Do an In-Class Activity
  • With Asking for HelpDirections 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

85
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

86
Character Education/ Ethics
  • This is an integral part of a good social
    emotional learning program

87
Character Education
  • Three models are included
  • A basic character education model
  • Teaching students fifteen specific character
    traits
  • Kohlbergs Moral Reasoning debates

88
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90
A Morning Culture BuilderThe 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

91
The Agenda of the Gathering
  • The MELT
  • General Announcements
  • Student /Staff Recognitions for Specific Behavior
  • A Story or Song About Character

92
Remember Goal Setting Stands Alone
  • Give students practice and more practice in
    establishing short term, improvement, and
    stretch goals!

93
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94
Some additional information from Brain Rules
  • Consider this in preparing your students for the
    world of work

95
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 doesnt show up on IQ tests
  • What you EXPERIENCE in life actually rewires the
    brain

96
Short term memory
  • Making sure students know what something means
    will improve memory
  • Use many relevant examplespeppering the lessons
    with them
  • Start your training with a bang!
  • Repeat to remember

97
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

98
Vision is the key sense
  • Use computer animations
  • Use pictures more than words
  • Make new powerpoints with heavy use of pictures

99
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!

100
Review of SEL Competencies
101
SEL Competencies
  • Social Effectiveness
  • Accurate perspective
  • Empathy
  • Appreciating diversity
  • Respect for Others

102
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105
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!

106
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
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