Understanding Social And Emotional Components Of Student Behavior

First, I think we need more communication between students and teachers. In the article Because I’m Happy According to Christina Hinton “If schools want to support students wellbeing and achievement they should take seriously nurturing positive relationship among teachers

A child's emotions can effect the child's efforts to maintain their goals. A child who reaches their goal or overcomes an obstacle experiences happiness (Santrock, 1996). A teacher should consider a child's emotions as they are evaluating them. Teachers should provide a comfortable environment for the students so they are willing to try and achieve their goals with no criticism. "Life is the curriculum; adaptation is the major objective; development becomes the teaching process; and the child is the learner at the center of the process" (Allen & Marotz, 1998). Most young children find the early school years to be enjoyable (Allen & Marotz, 1998). It is up to teachers to make sure the enjoyment a child receives from school continues throughout their school experience. Teachers need to make learning fun by teaching topics that the children are interested in with a hands on approach. Children need to be able to communicate and get along well with others to do well in school although they may need some guidance from the teacher to do this.

So if we place our students in an environment that supports their efforts to learn we can conclude that our students will learn and actualize their potential. Studies in the health field have shown that when a person is in a socially supportive environment they are known to use positive methods to overcome undesirable situations. So, we can conclude that if a student is in a socially supportive environment and have a good teacher-student relationship then they too will use positive methods for succeeding in the classroom. It is believed by Abraham Maslow that everyone comes to a point of self-actualization, meaning that there is a need to develop all of one’s potential talents and capabilities (Snowman, J. (2015). But this can only be achieved in an environment where one can develop all of the lower “Hierarchy of Needs,” such as safety, belongingness and love, and esteem. Without the lower tiers being developed, one can not come to self-actualization. Only in a supportive classroom can this be

From the perspective of students, positive student/teacher relationships are important in their schooling (Bernstein-Yamashiro and Noam, 29). These relationships are important because it gives students more motivation to come to school and to try harder in class (Bernstein-Yamashiro and Noam, 33). Some example of positive student/teacher relationship includes extra help, encouragement, motivation, learning their identity, how to form and maintain professional relationships, and develop socio-emotional skills (Bernstein-Yamashiro and Noam, 2013). Not only do students do well when they have positive relationships, teachers also benefit from them as they are satisfied when students put effort into their work (Bernstein-Yamashiro and Noam, 35). It is cited that a lack of connection to caring adults in school is a variable of alienation, failure, and dropout (Bernstein-Yamashiro and Noam, 17).

On September 30th, 2016, I observed a class at Ramirez Charter School in Lubbock, Texas. I had the opportunity to observe a third grade class led by Mrs. Yu Kim Johnson. She was assisted by a student teacher from Texas Tech, Abby Crutcher. The main focus of this observation was to observe all areas of the school and analyze how each contributes to or distracts from a positive, productive learning environment. Throughout this experience, I was able to get an idea of what could make a classroom negative or positive.

start through verbal communication. In classrooms itâ€TMs the key to a calm environment. It encourages children to interact with others and promotes understanding, self worth, confidence, shared understanding and co-operation. Talking to and using language that children and young people understand in a friendly way makes them feel valued and promotes self worth and is needed to build foundations on trust and honesty. Allowing children and young people to express their feelings and emotions can help to develop positive relationships with everyone.

In this paper, I will examine Disposition Four, “the educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.” This paper is an effort to contest the many relentless influences affecting learners today. Its focus is the necessity of a partnership of resources for students to succeed. (Schulte, 2009) stated, “Increasing academic performance, enhancing social and emotional skills and even retaining quality teachers are all related to positive school climate” (p.46) .Thus the critically importantance for educator to be skilled at creating meaningful interactions between students and practitioners as well as practitioners with students.

Knowing your students’ moods and identifying when a student is having emotional issues or aggression needs to be a priority and redirecting the student by allowing them to choose to a walk, talk, run a class activity, whatever is required to build the student’s feeling of acceptance and increased self-esteem. Providing opportunities for pleasurable completion, for example Kahoot or Jeopardy, during a unit lesson could increase a student’s academic

John’s behavior moderately effects his learning, but greatly effects his social interactions with others. Academically, John is extremal smart, he achieves proficient or above-grade level on most school assessments. John is easily upset when his efforts, rather it be academic success or desired behavior, are not celebrated or acknowledged. When this daily situation happens, John begins to cry immediately. His actions and outburst, causes distraction from other students learning, his own, and his peers become frustrated. Because of these outburst, John’s social interactions with peers are limited, because of the frustration and annoyances his classmates possess during his outburst. As teachers, we quickly want to solve the problem to eliminate distraction. However, in this case a common mistake a teacher can make is by reinforcing the crying by calling it to attention.

Education is an increasingly difficult and demanding vocation. Educators are tasked with improving student learning, while increasingly receiving students with diverse cultural norms. To help every student succeed, many educators are implementing some form of social and emotional learning (SEL) technique within their class or their school. This broad reaching term refers to a variety of tools that are shown to help establish social norms, teach common values, and ensure that everyone understands and follows the school’s expectations. While SEL helps students succeed, at times it is not implemented because of time constraints, increased effort, and the pressure to improve student learning. Educators who are judged on student performance

Because certain needs must be fulfilled before teaching and pedagogical strategies become effective, lower level needs should be satisfied before higher level needs can be functional and operative. Not only can the satisfaction and motivation of students be affected by the very nature of learning and the outcomes they expect to gain, but also by the learning environment they situate and their relationships with peers, and most specifically, their feelings and perceptions about me. Therefore, constructing an optimal social and learning community is absolutely indispensable to my class and the formation of emotional bonds between my students and me. A learning community serves as a reminder for educators that students come to class to acquire enriching and empowering dispositions, knowledge, skills, and values, which go beyond merely performing tasks and

I conducted my observation on November 3, 2017. I observed a fourth-grade language arts class taught by Robin Smith. Mrs. Smith exudes a love of reading and knowledge from the very moment you meet her. Mrs. Smith’s classroom is a warm, accessible, print rich environment complete with anchor charts, a word wall, and alphabet chart. Mrs. Smith and her classroom environment inspire each one of her students to find a passion for reading and learning. Mrs. Smith demonstrates an understanding of the social-emotional environment, and its importance to the success of a child’s learning experience. Although the social-emotional environment is much harder to grasp and see it is just as important as the physical environment. Mrs. Smith’s approach for classroom management demonstrates how a positive social-emotional environment can lead to an effectively well managed classroom.

When I think about my role as a teacher, one of the most important things I consider is the relationships I build with my students, parents, colleagues, and community members. In the classroom, I need to ensure that I create a safe, loving, and positive learning environment. In order to make all students feel welcome, I get to know their names, the correct pronunciation and spellings, learning their culture and background, and their

What is the emotional climate of this classroom? Is it positive or negative? To determine emotional climate, observe teacher behavior in terms of smiling, movement around the classroom, listening, use of cooperative learning strategies, allowing students’ choices…

As a teacher, I want to help my students’ social skills, emotional skills and overall quality of character. I can promote social and emotional development in my classroom by incorporating specific teaching strategies. Next year, I plan on incorporate social emotional learning in my lessons as a way of teaching students to really understand how to action the skills in a variety of situations and form positive habits.