Instructional Introduction - Randy and Dan

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Из курса от партнера University of Colorado Boulder

The Teacher's Social and Emotional Learning

47 оценок

University of Colorado Boulder

The Teacher's Social and Emotional Learning

47 оценок

Курс 1 из 5 — Specialization The Teacher and Social and Emotional Learning (SEL)

Social and emotional learning, or SEL, programs have flourished in schools during the last decade. While this growth has been impressive, inadequate attention has been paid to teachers’ social and emotional learning. In this course Dan Liston and Randy Testa introduce you to various rationales for why teacher SEL is needed as well as examine and reflect on various emotions in teaching and learning. 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.

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Why SEL and the teacher?

Here we introduce what SEL is and why it is important for all teachers. We elaborate the need for the teacher to enhance her/his knowledge of self, especially his/her own social and emotional terrain. A guiding premise is that deeper teacher self-understanding facilitates and enhances deeper student relations and greater chances for the transformative possibilities for student and teacher. A related premise is that by examining our deeply held cherished beliefs and emotional responses to situations and texts, we create opportunities for further insights into why and the ways we teach.

Instructional Introduction - Randy and Dan7:15

Every Kid Needs a Champion - Rita Pierson7:48

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Dan Liston
Professor
School of Education, University of Colorado Boulder
Randy Testa
Associate Director PreK-16 Programs
Harvard Graduate School of Education

Welcome to the first course of our MOOC titled,

The Teacher and Social and Emotional Learning from the University of Colorado at Boulder.

This first module was titled,

The Teacher's Social and Emotional Learning.

I'm Dan Liston and with my colleague Randy Testa.

We'll provide an overview of module one's themes,

readings and learning activity,

by posing this central question: why

focus on the teacher's social and emotional learning?

We're going to examine the rationale for

the following claim which comes from the writing of Arthur Jersild.

"To facilitate students' social and emotional learning,

a teacher must know the pupil as a person.

This means that the teacher must strive to know him or herself."

Today, we're going to elaborate on the importance of the teacher's understanding of self;

especially one's on social and emotional terrain.

Our guiding premise here is that

deeper teacher self-understanding facilitates deeper student relations,

and greater chances for the transformative possibilities for teachers and students.

Randy has a mini-presentation to tease out the origins of these premises.

It concerns Sigmund Freud's daughter,

Anna, and her work with little children.

Take it away Randy.

Anna Freud was the youngest child of Sigmund and Martha Freud.

As a young adult in 1918,

she entered analysis with her father.

And by 1922, she had become a full fledged member of the Vienna Psychoanalytic Society.

Anna Freud made her father's profession her own and child analysis her specialty.

Anna Freud wrote a very important book titled,

Psycho-Analysis for Teachers and Parents,

first published in 1935.

In it, Miss Freud took her father's central analytic premises and apply them to teaching.

She attempted to explain to educators how and why

psychoanalysis could help teachers better their work with children.

In particular, it was the idea of transference,

that is, the unconscious redirection of feelings from one person to another.

In the case of psychotherapy,

from patient to therapist,

and in the classroom,

from children to their teachers;

which when applied to education was of such importance.

The corollary to transference, countertransference,

refers to the unconscious transference of

feelings from the therapist to patient and in schools,

from teacher to student.

In Psycho-Analysis for Teachers and Parents,

Miss Freud gives concrete examples of how

transference and countertransference play themselves out in classrooms.

Miss Freud's genius is a careful explanation of a stunningly simple truth.

"The deepest impulses driving children's responses to their teachers,

and teachers' responses to the children in their charge are unconscious-

which is to say,

unknown to them both − unless teacher or child undergo

a certain kind of inner work whereby unconscious motivations are made conscious."

Unfinished business we have with people from our past plays itself out in the

present with people who remind us of those with whom we have this unfinished business.

The idea of teachers becoming more aware of their emotions and

perhaps unconscious motivations underlies this course.

We're not suggesting that you need to go into Freudian or any other kind of

psychological analysis but we do hope you'll see

the need for a greater awareness of your personal emotional terrain.

We begin here because we've noticed an irony,

a tendency in the ready-made social and emotional learning programs

to overlook the social and emotional well-being of teachers.

Absent are the materials to help teachers

understand and modulate their inner responses to

their students before beginning the work

of social-emotional learning on behalf of their students.

Two readings and a video will elaborate these ideas.

Both Randy and I have found Arthur Jersild's chapters rich and engaging,

and Tish Jenning's essay timely.

Here's an excerpt from Teacher's College Record Obituary of Arthur Jersild.

"Arthur Jersild was a developmental psychologist who spent decades

studying the ways in which schools can foster self-awareness in children and teachers.

One study, involving interviews with 3,000 students ranging from fourth grade to college,

revealed that children have more self-awareness than is commonly perceived.

Jersild discovered that students had a great deal of

common understanding in matters pertaining to their own character traits,

their emotional tendencies and feelings about other people."

Here's a quote from Arthur,

"The little child knows what it is like to have his feeling hurt,

to be sad or to be disappointed with

as much the same basic meanings as are experienced by the post-graduate student."

Jersild also urged that teacher preparation programs should

help teachers face their own conflicts and anxieties.

His analysis of teacher's self-understanding in his book,

'When Teachers Face Themselves,'

was published in 1955 by Teachers College Press.

Now, why are we starting off with material from the

1930's and 50's as well as material from this decade?

The reason is actually pretty simple.

These are foundational writings and

their authors speak truths about teachers and teaching.

Teaching is emotional labor and it is high time we recognize that.

For more than 80 years,

thoughtful teachers have said so.

Now, it is time to MOOC it.

And we don't expect you to agree with everything you read or view in this MOOC.

But we do hope that you will find yourself challenged to think,

feel and respond to the ideas and sentiments expressed.

So with that in mind, off we go.

For the first learning activity,

we'll ask you to consider what insight and understanding you might need

in order to teach well and champion the students in your charge.

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