Social Emotional Learning Programs Essay -2

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Lesley Quintero ENG 240 Professor Relf 12/18/21 Social Emotional Learning Programs Essay Social emotional learning programs are designed and implemented in schools for students that may need additional support in acknowledging their own emotions and positively expressing them with others. J. Khan (2013) wrote in “ Reading, Writing, and Emotional Intelligence,” “John Dewey argued against the development of purely vocational elementary schools, insisting that the true purpose of schooling was simply not to teach children a trade but to train them in deeper habits of mind, including “plasticity” and interdependence.” (p.44) As Dewey has mentioned, school is not for students to simply just attend because it is mandatory but rather for them to learn new objectives of what is revolving around them but to learn within themselves mentally and emotionally.. Students are required to attend school to learn how to work in groups and independently. J. Khan (2013) wrote “But while prevention programs tend to focus on a single problem, the goal of social-emotional learning is grander: to instill a deep psychological intelligence that will help children regulate their emotions” (p. 45). Social-emotional learning programs were implemented to provide students mentally and emotional support in and outside of school. To help students understand their feelings, and how they can either prevent or control them in public. Social-emotional learning programs can be beneficial for students’ academics by providing them with support in the classroom, interpersonal dynamics, and expressing themselves often. Every student is unique and learns using different learning modalities. Children need

support and instruction to manage successfully in school. Skills like recognizing and managing emotions, controlling impulses, communicating effectively, and working with others are invaluable in and outside of the school setting. At a young age students are grouped with classmates to learn how to share and work together. Students that may need the most support are the students that are in the age group of five to eighteen years old. When social emotional learning programs are implemented at an earlier stage in their education it is easier for them to be able to communicate their feelings easily. On some occasions it can be extremely difficult for students to work with classmates. Younger students are the individuals that take advantage of these social-emotional learning programs from the beginning. Social emotional learning programs are beneficial for all students especially for k-12 students. When social emotional learning programs are included at an early age students learn to talk about their emotions with others. “Researchers and practitioners have described key social - emotional skills that young children need as they enter school, including self confidence, the capacity to develop positive relationships with peers and adults, concentration and persistence on challenging tasks, an ability to effectively communicate emotions, an ability to listen to instructions and be attentive, and skills in solving social problems.” (Ashdown & Bernard, 2012 p. 76). Implementing social emotional learning programs at an early age will benefit students as they continue their education. They are two ways that implement social emotional learning programs in the school setting. The school can provide social emotional learning programs as a resource for students to work on their interpersonal skills. If it is provided as a resource they work one on one with the resource teacher until they feel comfortable to talk about their feelings with others. After the student is able to communicate their feelings with the resource teacher they start doing group

activities with other students. The teacher serves as a mediator where students talk about their feelings and emotions during the session. The second way that social emotional learning programs are implemented would be in the classroom by their teacher. All students participate in group activities where they are asked about their emotions. Students use an “emotional wheel” with color coded emotion vocabulary where they say or point to how they are feeling at the moment and why they think they feel like that. When social emotional learning programs are implemented in the classroom at an early age students can easily talk about themselves with others as they get older. Having support in the classroom in order to be able to express their needs an additional benefit of social emotional learning programs is interpersonal dynamics. Interpersonal dynamics describes the interaction among individuals in a specific social context such as school. It describes the way students relate to each other. Interpersonal dynamics is fundamental for students of all ages and must be learned at an early age. It involves how one person feels and behaves toward another. Being able to verbally express your feelings positively towards others is one of the major focuses in social emotional learning programs. For example, students that are part of social emotional learning programs are able to feel empathy towards others, participate in the classroom without being called on, and establish and maintain positive relations with classmates. “ The National Academy of Sciences reported that 60% of children enter school with the cognitive skills needed to be successful, but only 40% have the social-emotional skills needed to succeed in kindergarten” (Ashdown, D. & Bernard, M. 201, p 398). Based on the National Academy of Science research, less than half of the students that enter school have the needed social emotional skills to build connections positively with others. It is beneficial for all students, even those that have the fundamental skills to participate

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