Social Emotional Competence

In order to support social and emotional development and provide positive guidance I make sure the child knows that they are important to me. I do this by acknowledging them from the first day I meet them. I warmly greet my students every day. I ask them how they are feeling and we discuss our feelings during our morning routine. I encourage participation by reminding the children that all feelings are okay and that how we re-act to those feelings is most important. I model empathy, compassion listening skills and encouraging behavior on a daily basis. Children learn by example. When I display a positive outlook and appropriate

Preparing students for life success, requires a balanced education that includes social and emotional education. It is important that families, schools and communities come together to achieve this. This article is researching the positive effects, of social and emotional learning of students in kindergarten to eighth grade. This article summarizes three reviews of research on the impact of social and emotional learning (SEL) programs on elementary school and middle age school students. These programs promote social and emotional skills (Weissberg, Taylor, Schellinger, Payton, Pachan, Dymcicki and Durlak, 2008). The SEL programs showed many benefits in both school and after-school settings for students with and without behavioral and

I believe that each child is unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is my desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invite a sharing of ideas. There are three elements that I believe are conducive to establishing such an environment namely, the teacher acting guide, allowing the child’s natural curiosity to direct his/her learning, promoting respect for all the things and all the people.

According to the textbook, brain based research states that child’s brain is two-and-a half times as active as an adult’s and it creates an estimated one trillion synapses during the first three years of infant’s life. In addition, young children have really powerful learning. They learn through quality experiences and relationships. There are some ideas that teachers of young children need to to keep in mind. From birth to age 4, teachers have to include all the senses in a child’s exploration in order for them to have a healthy and enriched environment. Children from age 4 to 8, teachers have to provide a lot of opportunities to use stories, explore ideas and master activities than using worksheets in order to have rich stimulating activities. In terms of all ages, teachers have to develop a curriculum that promotes collaboration, cooperation and teamwork.

One of the teacherâ€TMs role within the school is to plan, monitor and assess the achievement of children. The lesson plans need to be set so what the children are learning is in line with the

According to their website, CASEL’s mission is to help make social and emotional learning (SEL) an integral part of education from preschool through high school. CASEL defines social emotional learning as “the processes through which children and adults acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.” The Collaborative has also created five SEL Core Competencies, including self-management, self-awareness, social awareness, responsible decision-making, and relationship skills. These competencies are not meant to stand alone, but instead work together to improve school climate, social behaviors, and academic performance. Each of these competencies will be discussed

Emotional Competence. Victims of bullying run high risks of developing depression, and chronic depression if the bullying goes on for prolonged periods (Wonke & Lereya, 2015). Depression in this case results from prolonged feelings of insufficiency (Yen, 2010). Anxiety is also common among victims of school bullying (Wonke & Lereya, 2015). Some of the health risks associated with anxiety include viral infections, ulcers, and migraines (Wonke & Lereya, 2015). Wonke and Lereya (2015) report that most victims report increased bodily pain, poor general health, and slower illness recovery. This anxiety, if left unchecked, overwhelms the individual’s ability to reason, increasing their vulnerability to suicidal feelings (Wonke & Lereya, 2015). Wonke

In Morrison, T. (2007) on Emotional Intelligence (EI), it stated there were five major connections between emotional intelligence and emotion within social work. Assessment/observation, engagement of users, decision making, collaboration/co-operation and dealing with stress were the five core connections of the EI into social work. This piece of literature goes on to stress the relevance between emotions and social work, stating that emotions are the heart of a social worker. Social workers need to have self awareness and management of emotions themselves before they are able to manage others’ emotions. Also, in order for social worker’s to provide the best services, they need to have co-workers that are on the same level

Selecting and implementing Social Emotional Learning programs should follow after a consideration of ‘school needs, goals, interests and mandates; staff skills, workload and receptiveness; pre-existing instructional efforts and activities; the content and quality of program materials; its developmental and cultural appropriateness to the range of recipient student populations; and its acceptability to parents and community members (Novick, Kress & Elias, 2002).’ Social Emotional Learning efforts are implemented and it

While analyzing several research studies, I learned SEL is significantly important in child development and is described as a predictor of future well-being and academic success. Evidence suggests that schools which implement SEL programs show significant improvement in student attitudes, behavior, and academic performance. Working directly with the under-resourced preschool students at Jumpstart allowed me to observe the value of social and emotional learning (SEL) in early education in a clinical setting at a practical

Young children’s emotional competence— regulation of emotional quality and knowledge once necessary, and data of their own and other’s emotions—is crucial for social and educational (i.e., school) success. Thus, it's vital to grasp the mecha- nisms of however young kids develop emotional compe- tence. each folks and academics square measure thought-about as vital socializers of feeling, providing kids experiences that promote or deter the event of emotional competency. However, compared to oldsters, infancy teachers’ roles in meeting young chil- dren’s emotional competency haven't been examined. supported the findings from analysis on parental sociali- zation of feeling, during this theoretical review we tend to explore attainable teacher roles

At the start of the film Jerry has so many clients that it is impossible for him to care about them all. In fact, the only thing that Jerry is concerned with is productivity and making money. As the film progresses Jerry realizes that he should care less about the money and more about the needs of his clients. Bargal (2003) discussed emotional competencies and how it is broken up into two parts: personal competence, which is dictates how an individual manages themselves: and social competence, which dictates how one manages their relationships with others. I believe the night that Jerry wrote the memo “The Things we think and Do Not Say: The Future of Our Business” he was experiencing personal competence, it was during this moment that Jerry

Self-management, The Self-Management group of EI abilities embrace six competencies the are the Emotional Self-Control competence, which manifests largely as the absence of distress and disruptive feelings. The kindergarten children have ability to manage their relationship with other in the classroom.

In the article “Emotional intelligence, emotion and social work”, the author Morrison (2007), stated emotional intelligence (EI) is “the missing ingredient that separate the average from top management or performance” (p1). Demonstrating a level of emotional competence in social work will a help a social worker to perform at a higher success level in the quality work they do or in the information they collect from someone who is seeking help than a social worker who lacks emotional competence. They have the “ability to make a positive impact above and beyond their competent colleagues” (Morrison, p3). As cited by Morrison (2007), Salovey and Mayer (1990) was first to come with

Because self-esteem is influenced by so many different things (e.g. society, media, friends, etc…) it is very important that parents and caretakers take the proper steps in helping a child develop a strong sense of who they are (Nuttall, 1991). By the time a child reaches three years of age they have experienced a very wide range of emotions (Cluff, N.D.) Parents, teachers and caregivers will lay the foundation upon which a child emotionally develops (Cluff, N.D.). Positive emotional development is important for children because this will not only determine their ability to develop healthy relationships with their peers but also how to successfully deal with their own emotions (Cluff, N.D.). Many theorists agree that there is a connection between a child’s emotional levels and development; they also