Social and emotional learning, or SEL, programs have flourished in schools during the last decade. In this course the instructors (Emily Price and Ben Kirshner) introduce and help you examine community based and youth-empowerment approaches to social and emotional learning. Some of these approaches address the impact of social and political systems, such as immigration and structural racism, on children’s social and emotional experiences. This course is a part of the 5-course Specialization “The Teacher and Social Emotional Learning (SEL)”. Interested in earning 3 university credits from the University of Colorado-Boulder for this specialization? If so check out "How you can earn 3 university credits from the University of Colorado-Boulder for this specialization" reading in the first module of this course for additional information. We want to note that the courses in this Specialization were designed with a three-credit university course load in mind. As a participant you may notice a bit more reading content and a little less video/lecture content. Completing and passing the SEL Specialization allows the participant to apply for 3 graduate credits toward teacher re-certification and professional enhancement. We want to ensure the quality and high standards of a University of Colorado learning experience. Interested in earning 3 graduate credits from the University of Colorado-Boulder for The Teacher and Social Emotional Learning (SEL) Specialization? Check out "How you can earn 3 university credits from the University of Colorado-Boulder for this specialization" reading in the first week of this course for more information.
Instructional Introduction - Emily and Ben
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Expanding SEL
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Курс 3 из 5 — Specialization The Teacher and Social and Emotional Learning (SEL)
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Moving Forward: A Critical Examination of the Self Competencies
In this module we move from articulating tensions within SEL to exploring ways forward. In this module, we focus on the two self-oriented competencies, self-awareness and self-management. In looking at more equity-oriented means of approaching self-awareness and self-management, we look at two examples in particular - mindfulness and testimonials.
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Emily Claire PriceInstructor
School of Education, University of Colorado Boulder
Ben KirshnerProfessor of Learning Sciences and Human Development
School of Education, University of Colorado Boulder
Welcome to module four of this third course expanding SEL titled,
Moving Forward: A Critical Examination of the Self Competencies.
In the fourth and fifth modules of this course,
we will revisit the five core competencies of SEL and
consider how we might approach them with issues of identity and culture in mind.
As you might recall, if you joined us in course two,
SEL programs almost universally adhere
to the five competencies as an organizing framework.
To briefly review, the five core competencies are:
Self-awareness or the ability to understand one's emotions,
personal goals, and values;
Self-management or the ability to express and manage one's emotions;
Social awareness or the ability to empathize, feel compassion,
take the perspective of others,
and to understand social norms for behavior;
Relationship skills or the ability to
establish and maintain healthy and sustainable relationships.
And finally, responsible decision making or the ability to make
constructive and well-reasoned choices about personal behavior and social interactions.
As evidenced, by the color coordination in the competency wheel,
the first two competencies are self or internally oriented,
focusing on one's understanding and management of their own emotions.
The second two competencies are externally
oriented and understanding and relating to others.
The final competency, responsible decision making,
carries across both the self and externally oriented domains.
This week in module four will be conducting
a critical exploration of the self-competencies, self-awareness, and self-management.
In the fifth and final module of this course,
we will do the same with the externally-oriented domains.
Before we introduce the readings and videos for this week,
lets first review how the competencies of self-awareness
and self-management are traditionally discussed in SEL programming.
Then we will discuss how this approach can be enhanced through
making an effort to understand the life experiences of students,
particularly those facing institutional racism or inhospitable school environments.
Finally, we identify and describe several practices that can promote
greater critical awareness of self and promote student agency.
As we just highlighted,
self-awareness is defined as understanding one's emotions,
personal goals, and values.
The ability associated with self-awareness in particular include,
accurately assessing one's strengths and limitations,
having positive mindsets, possessing a well-grounded sense of efficacy and optimism,
and recognizing how thoughts,
feelings, and actions are interconnected.
While these are all important skills,
there's a notable absence of any mention of identity,
social constructs, or culture.
I argue that an exploration of one's emotions, personal goals,
and values is not only an incomplete analysis of self-awareness,
but it is impossible to complete without attending to the ways in which our identity and
the ways in which we are positioned in
a social world impact our emotions, goals, and values.
I contend that a critical approach to self-awareness must be expanded to
include greater awareness of issues of power, privilege, and identity.
Let's now turn to the second self-oriented competency, self-management,
which as explained is defined as the skills that
facilitate the ability to regulate emotions and behaviors.
The abilities associated with self-management include delaying gratification,
managing stress, controlling impulses,
and persevering through challenges in order to achieve personal and educational goals.
As you complete the readings and activities for this week,
consider how these abilities might be revisited and
expanded upon to better reflect the role of identity and
culture in approaching SEL instruction in the same way
that we did above with the competency of self-awareness.
Now, let's take a look at the specific readings and videos that guide this exploration.
We have an engaging set of articles and videos.
Overall, the message I want you to think about is this relationship between
an individual child's social emotional learning and on one hand and
on the ways in which our institutions and laws can pose a threat to SEL,
particularly for African-American and Latino youth in the United States.
In the first article, a short blog called,
Black and Brown Boys Don't Need to Learn Grit;
They need Schools to Stop Being Racist.
Dr. Andre Perry worries that an emphasis on grit places
too much blame on black and Latino youth for unjust systems and inadequate schools.
This is an important point and it could
strike some as counterintuitive to think there's a problem with grit.
What could be wrong after all we're encouraging youth to be gritty?
In my opinion, there's actually quite a few problems and I'm going to highlight
two for today particularly as they relate to these readings.
First, in a healthy democracy,
we should not be telling black and Latino students just to
adapt to systems that are unequal or actively poisoning them,
such as in Dr. Perry's example from Flint,
Michigan with the water.
Too often the grit message asks students to put their heads down and grit it out
without encouraging them to also make sense of
the world around them and how to change that world for the better.
Our democracy needs young people who learn to
speak up about issues that affect them directly.
The second problem is that an overemphasis on grit can add absolve the policymakers,
researchers like myself, and educators of the responsibility to improve our systems.
It's a quick fix. It avoids some of the deep entrenched challenges
facing education for youth of color and
youth from low income families in the United States.
Take a look at the article by Dr. Perry and see what you think.
The next article focuses on the experiences of undocumented youth in Southern California.
The article draws on a Latin American indigenous tradition called
testimonio whose origins involve a person who has witnessed state violence or oppression.
Telling a first person account of
their experiences and raising the awareness of the listeners.
In this adaptation of testimonio,
the authors recount their stories growing up and
attending school as undocumented youth in American schools.
We read this article for two reasons.
First, we want you to pay attention to
the emotional demands that children and youth face growing up as
immigrants in the U.S. especially if they or a member of their family is undocumented.
What strengths do they demonstrate in these stories in terms of
persistence and even grit in the face of adversity?
What kinds of emotional challenges are they facing?
Just as important as listening and taking in these stories,
I want you to ask what would it mean to support the social and emotional development of
students facing this kind of precarious situation?
You should know that all undocumented children have
a legal right to obtain a free public kindergarten through
twelfth grade education according to
the United States Supreme Court case Plyler v. Doe from 1982.
But how might creating safe and brave spaces for students to bring some of
their experience and identity into your classrooms affect their participation in class?
We should think about how the opportunity to speak
one's truth and not have to hide one's experiences could be
risky on one hand but also very important for
young people's development and their own trust in their teacher.
Although it is against the law for teachers to
ask students about their documentation status,
there are ways to be an ally without intruding into student's personal lives.
For example, it could be as simple as putting up posters indicating that
your classroom is a safe space for immigrant students or undocumented students.
You might also share readings written by and about the experiences
of immigrant families as a way of making this part of the discourse of your class.
As you learn more, you might also be interested in getting involved in
the policy realm for making education more accessible for undocumented students.
We have posted some resources for you to learn more about how to be an ally for
children and youth who are undocumented or who have undocumented family members.
After taking some time to reflect on the relationship between
personal SEL and institutional barriers to SEL,
we focus on one strategy gaining steam in education, mindfulness.
The article by Lauren Davis provides a terrific overview of
the new mindfulness movement that discusses
the views of both its adherents and its critics.
The video from Edutopia shows one example of a school in San Francisco that
incorporated a silent meditation practice and how people within the school felt about it.
In closing, this module introduces two distinct practices
related to the self-competencies: testimonial and mindfulness.
Because they are rooted in different histories and cultural context they
both call for further learning before trying them out in your classroom.
We hope this provides a useful introduction as you
explore ways to expand approaches to SEL.
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