Cultural Compentency P2
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School
Western Governors University *
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Course
D020
Subject
Communications
Date
Apr 3, 2024
Type
docx
Pages
8
Uploaded by PresidentHedgehog4010
1
Rickita Banks
D020 Cultural Competency and Social-Emotional Learning
Performance Task Two
January 13, 2024
2
A.
Social and emotional learning competencies can contribute to a supportive and inclusive school environment and help students become more successful in school. Social-emotional learning reaches the whole child, not just the academic part of students, but it helps develop their
social skills and helps them to recognize their feelings and how to cope with their emotions and feelings. Social-emotional learning competencies help contribute to a supportive and inclusive school environment through relationship building. Teaching social-emotional lessons helps classroom teachers and students build the important relationships that are needed to help students
learn and succeed in school. Social-emotional learning helps build trust between students and teachers. When students trust their teachers, this builds a supportive learning environment. When
students feel they have the support they need in the classroom, students begin to thrive, students feel they are in a safe place to learn and a safe place to make mistakes. Trust, relationship building, and embracing diversity can also help contribute to a more inclusive classroom environment. Through an inclusive classroom, students learn to accept and appreciate diversity. Students with disabilities and students who are English Language Learners also feel a part of the classroom culture. When students feel supported and heard, this leads to student academic growth. “When students are motivated and feel a sense of belonging, their learning improves (Darling-Hammond, 2019). When students are engaged in social-emotional learning activities, research has shown that students' academic performance increases. Darling-Hammond (2019) reports that an 11% increase in academic performance was found in students who engaged in social-emotional learning. Social-emotional learning has led to an increase in high school graduations in some schools across the country that include social-emotional learning in their daily curriculum.
3
B
. A social-emotional practice that I use in my classroom is morning meetings. Morning meetings help develop students' social-emotional skills. During our morning meetings, I use the Caring Schools program to help guide our discussions and lessons. Students this year have learned how to disagree respectfully, students have learned strategies to help resolve conflict, students have learned how to name their feelings, and how to use strategies to calm down. In addition to learning these social-emotional skills, students are allowed to share things about themselves and their home life. Through these conversations, students learn to respect the differences of others and understand that we all come from different backgrounds, and to be respectful of the different cultures, ideals, and beliefs that are held by others in our classroom. B1
.
One practice in the educational setting that discourages social-emotional development is taking away a student’s recess. The practice of taking away a student’s recess is a prevalent practice not only in my classroom and school but also in several classrooms within my district. Teachers use this as a form of discipline to correct student behavior, while this is a popular choice for a consequence, withholding recess from students has been proven to be ineffective in changing student behavior (CASEL, n.d.). Withholding recess from students can affect their social-emotional development. During recess, students can learn how to work cooperatively with
others and how to resolve conflicts. Working cooperatively and learning to resolve conflicts are part of two of the five core social-emotional competencies.
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