Title: Social Emotional Learning in the World of Work
1Social 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
2Historical Background of Social Emotional Learning
3Shift 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
4Because of No Child Left Behind, Schools Focused
on Reading and Math Only
5What did most schools do?Dropped many programs,
focused on reading and math and experienced
sanctions if they didnt do well!
6What has happened?
Proficiency has hit a plateau
Initial increase
7What happened?
- Initial increases in of students proficient
- Proficiency has leveled off
- Not all students are reaching proficiency
- Schools are in improvement
- Multiple sanctions
8What 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
9What Teachers Do Well
Instruction Classroom Teaching Enrichment
Successful Youth
10A 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
11Barriers 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
12Group 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
13Group 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
14Barriers 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
15Sole 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
16Learning 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
17Learning 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
18Social 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.
19SEL 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.
20Learning 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!
21Reflection 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?
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23A 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
24Framework 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
25Integrated 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
26Why 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
27Research 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
28What 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)
30Impacts 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
31Impacts 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
32What Works?
- Programs that teach pro-social behavior
- Social skills instruction
- Instruction in decision-making and problem
solving - Mentoring
- Experience in real world activities
33Examples 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
34Here 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
36Character Programs are Essential for Job Success
and start teaching Respect
37Start the year defining respect
- What does respect look like?
- For self?
- For others?
- For property?
- For authority?
38Goal 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 -
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42The Importance of Social Skills Training. What
social skills have an impact twenty years later?
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47The Peace Curriculum
- One evidence-based Social Emotional Learning
Program
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49Peace Curriculum
50Design 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
51Explain 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
52Empathy and Emotional Intelligence
- The first component of the Peace Curriculum
53Emotional 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!
54The Empathy Section
- Empathy can be trained
- You will include listening skills and emotional
intelligence - We have written lessons helping with dyssemia
55Empathy Outcomes
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56Key Steps of Empathy HEARS Model
- 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
57Future 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
58Teaching the Respect of Space
59Students 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
60Facial ExpressionsThis person has a stuck
expression that seldom changes
61Close Talker
- This person is a space invader
- Fails to read individual cues
62Talking Too Loud
- This person shouts or talks with great volume
63Inappropriate Gestures
- Calling attention to self with out-of-place
gestures
64Inappropriate Gestures
- Calling attention to self with out-of-place
gestures
65Off Pace and Rhythm
- This person has individual sense of time
- Often off kilter with others rhythm
66Inappropriate Touching
67Teach 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
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69Anger 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
70The MELT
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72Social Skills are Critical
- Students will learn to role play these skills
until they are proficient
73Essential 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
74Social Skills for Job Preparation
75Social Skills
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77The Limp Fish
- Communicates neediness
- Weakness
- Insecurity
- Non desire to handshake
78The Grip
- Communicates aggression
- Desire for control
- Dominance
79The Eternal Handshake
- Communicates Neediness
- Insecurity
- Control
- Non desire to shake a hand
-
80Assertive Handshake
- Centered palms
- No sweat!
- Two pumps in the center
-
81The Half Hug
- Written in the Wall Street Journal
- The newest, fashionable handshake
- Teach our students to be prepared!
82Teach 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
83Asking 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.
84After 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
85Next, 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
86Character Education/ Ethics
- This is an integral part of a good social
emotional learning program
87Character Education
- Three models are included
- A basic character education model
- Teaching students fifteen specific character
traits - Kohlbergs Moral Reasoning debates
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90A 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
91The Agenda of the Gathering
- The MELT
- General Announcements
- Student /Staff Recognitions for Specific Behavior
- A Story or Song About Character
92Remember Goal Setting Stands Alone
- Give students practice and more practice in
establishing short term, improvement, and
stretch goals!
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94Some additional information from Brain Rules
- Consider this in preparing your students for the
world of work
95Recent 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
96Short 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
97Long 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
98Vision is the key sense
- Use computer animations
- Use pictures more than words
- Make new powerpoints with heavy use of pictures
99The 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!
100Review of SEL Competencies
101SEL Competencies
- Social Effectiveness
- Accurate perspective
- Empathy
- Appreciating diversity
- Respect for Others
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105Social 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!
106See the Center for Safe Schools Web Site for More
Information
- Centerforsafeschools.org
- http//drsarablog.com
- 3663 Vestal Loop, Denver, Colorado 80023
- 303 828 9733