Friday, June 14, 2013

Social Emotional Learning

The Children’s Health Market actively supports the effort to make our schools more socially and emotionally healthy places to work and to learn. To that end, we have integrated five social/emotional learning competencies into the curriculum. There are a number of lessons and activities, as well as the NEW Social/Emotional Learning (SEL) Journal, which are designed to build the following five competencies:

Self-awareness:  accurately recognizing emotions and thoughts and their influence on behavior; assessing one’s strengths and limitations; possessing a sense of confidence and optimism

Self-management: regulating emotions, thoughts, and behaviors; managing stress, controlling impulses, motivating oneself; setting personal and academic goals; perseverance

Social awareness: exploring different points of view; empathizing with others from diverse backgrounds and cultures; understanding social and ethical norms for behavior; recognizing family, school, and community resources

Relationship skills: establishing and maintaining healthy relationships; communicating clearly, listening actively; cooperating; resisting harmful social pressure; negotiating conflict; seeking and offering help when needed

Responsible decision-making: making healthy, constructive, and respectful choices about personal behavior and social interactions; making healthy decisions regarding safety concerns; predicting consequences of various actions on the well-being of self and others

In an effort to support districts that have prioritized SEL for all students, THE GREAT BODY SHOP provides the opportunity for students to apply these competencies to each unit through the use of the SEL Journal. The SEL Journal is a sub-component of the overall Portfolio experience. The purpose of the Portfolio is to demonstrate learning progress by collecting student work as they apply the lesson concepts and skills to other areas of their lives, including substance abuse prevention, violence prevention, and social/emotional learning. At the conclusion of each lesson, students are asked to either write in their SEL Journal and/or place their work into the Portfolio.

In order to properly prepare students for the application of the SEL competencies to THE GREAT BODY SHOP SEL Journal, use of the lessons and practice sessions in the 2013 Getting Started section are encouraged. Just as teachers need to teach the critical thinking skill lessons prior to their application, the same is true for the behaviors and skills needed for the SEL Journal. If you plan to use the SEL Journal with your students, please teach the lessons found in the Getting Started section, titled "Instructions for Completing the SEL Journal". Once you have completed each of the four Journal Writing Sessions, repeat the same pattern of expectations, music, and procedures for each SEL Journal Portfolio activity found in THE GREAT BODY SHOP monthly units.

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