In teaching, Social-emotional learning refers to the form of acknowledgment and minor re-direction of priority, hierarchy, and practice that prioritizes the student’s psychological well-being
This strategy employs resources, tactics, teaching methods, and curriculum that nurture and exploit both emotions and relationships. That is, it promotes both the capacity to think and act in ways that contribute to the well-being and good relationships, as well as academic success, by leveraging each of these factors’ inherent presence in students’ lives.
There isn’t a single, universal definition for Social-Emotional Learning–and there doesn’t have to be, since there isn’t for many concepts (and frameworks created using those concepts, as SEL is). There isn’t a single, universal definition for Social-Emotional Learning–and there doesn’t have to be, like many concepts (and frameworks created with those concepts, as SEL is). SEL is a style of thinking about learning that focuses on (or at least considers and adjusts for) emotions and their role in well-being, as well as how interactions with others impact emotions and how emotions influence relationships. In consequence, SEL welcomes a more complicated and ‘complete’ (but not totally ‘whole’) youngster into the classroom.
The difference between Social-Emotional Learning and Social-Emotional Learning skills
There will always be a sharp contrast between undertaking a project and project-based learning just as there will always be a contrast between social-emotional learning skills and the framework or the model. To be clear, Social-Emotional Learning does not only entail teaching kids SEL skills or developing academic courses and units that examine, investigate, or otherwise integrate social-emotional concepts, practices, or behaviors. Rather, Social-Emotional Learning is an important step toward making ‘school’ more humanistic and holistic. It’s less pedagogical than compassionate for the obstacles and potential of children’s increasingly complex existence in modern, hyper-connected society (as a model).
Self-monitoring, self-beliefs, goal-setting, decision-making, self-care, and the capacity to create and sustain good relationships with others are all examples of practical behaviors. Humans are inherently social organisms (whether by need, instinct, drive, or necessity), and navigating both social interactions and social relationships plays a significant role in a person’s long-term well-being (Weissberg & Cascarino, 2013).
The impact on academic achievement is straightforward: happy individuals in healthy relationships who are part of a connected community do better in school. As usual, distinguishing cause from effect is tough, but it’s easy to envisage healthy, happy individuals thriving and people who flourish when they are generally ‘happy.’
Categories that are in Social-Emotional Learning
Self-awareness, self-management, social awareness, interpersonal skills, and responsible decision-making were recognized as five areas of socio-emotional competencies by Roger Weissberg and colleagues in 2015.
Other types, on the other hand, are clearly present. Consider how SEL tactics acceptable for a pre-school classroom differ from those appropriate for a university setting. Consider expressing the topic in terms of a student’s thoughts, feelings, and actions, as well as how that student responds to other people’s thoughts, feelings, and behaviors.
Within an SEL paradigm, each physical and digital situation has its own nuance. There are also formal and informal SEL, internal and externally motivated SEL, SEL for short-term success and SEL for long-term sustainability, urgent and direct SEL (response to need or trauma), and passive and indirect SEL (general, preventive, and/or continuing).
These range of skills that learners must acquire in school include:
-the use of emotions to motivate others to perform (seeking out inspiration as a skill, for example)
-affirmative self-talk (i.e., internal dialogue)
-critical and reasonable thinking
-feeling with and for people and bonding with them
-clearly observing one’s own actions and the consequences of those actions
-refraining from blaming and instead of looking for solutions.
-discovering the continuing connection between ideas, thoughts, behaviors, and feelings (or emotions)
-making and attaining desirable objectives
-having empathy for others and expressing it
-maintaining and building positive connections
-making informed judgments
-meditating or using mindfulness techniques
-not instinctively associating myself with ‘thoughts’ (separating self from feelings)