new teacher center's 16 national symposium on teacher induction; social and emotional learning...

Teaching (with) Emotional Intelligence

Ed Dunkelblau, Ph.D.2014

Ed@Teacheq.com847-803-6166

What if….

There was a way to easily and effectively improve student

behavior and attention in your classroom?

What if….

There was a way to improve students’ self esteem while making your job easier?

What if….

We could improve GPA and test scores significantly without major changes to procedure or curriculum?

Would you do it ???

“It is not our abilities that show who we truly are, It is our choices.”

Albus Dumbledore Headmaster, Hogwarts School of

Witchcraft and Wizardry

Destination

Destination

Social Emotional Learning

CharacterEducation

Student Success and optimal learning environment

Success Exercise

WOLVES IN SHEEP’S CLOTHINGA Content Analysis of Children’s TelevisionMARCH 2, 2006P A R E N T S T E L E V I S I O N C O U N C I L

In the 443.5 hours of children’s programming analyzed by the PTC:

•There were 3488 instances of violence – an average of 7.86 violent incidents per hour. There is more violence aimed directly at young children than at adults on television today.•858 incidents of verbal aggression (e.g. abusive yelling, mean-spirited insults and put-downs) foran average of 1.93 instances per hour.•662 incidents of disruptive, disrespectful or otherwise problematic attitudes and behaviors for an average of 1.49 instances per hour.

Stress Response

• Fight or flight

•Amygdala hijack reaction

What Do Marshmallows and SAT Scores Have in Common?

3 Principles of SEL.

•Relationships provide the foundation for learning.•Emotions affect how and what we learn•Goal setting and problem solving provide direction and energy for learning

Key Skills in Emotional Intelligence( Social Emotional Learning)

Self-awareness

•Recognizing and naming one’s emotions•Understanding of the reasons and circumstances for feeling as one does

Self-regulation

•Verbalization and coping with anxiety, anger and depression•Controlling impulses, aggression, and self-destructive, anti-social behavior•Recognizing strengths in and mobilizing positive feelings about self, work and supportive networks

Self-monitoring and Performance

•Focusing on tasks at hand•Setting short and long term goals•Modifying performance in light of feedback•Mobilizing positive motivation•Activating hope and optimism

Empathy and Perspective Taking

•Becoming a good listener•Increasing empathy and sensitivity to others

Social Skills in Handling Relationships

•Managing emotions in relationships, harmonizing diverse feelings and points of view•Expressing emotions effectively•Exercising assertiveness, leadership, persuasion and good character•Working as part of a team (Continued)

Handling Relationships (continued)

•Showing sensitivity to social cues•Exercising social decision making and problem solving skills•Responding constructively and in a problem solving manner to interpersonal obstacles

“No Significant Learning Occurs Without a Significant Relationship”

James Comer

Social Emotional Learning Allows People to Be Successful

• It can be taught•The learning process is lifelong•We can model it for our children• It is beneficial in school, work and family

Examples of Research Support for Effective SEL Instructional Practices Zins et al, 2004

•Stronger sense of community (bonding) and view of school as caring

•Higher academic motivation and educational aspirations

•Better understanding of consequences of behavior

•Able to cope more effectively with school stressors

•More positive attitudes toward school and learning

School Behaviors (continued) Zins et al. (2004):

•Greater effort to achieve

•More classroom participation and higher engagement

•More likely to work out own way of learning

• Fewer absences; maintained or improved attendance

•On track to graduate; fewer drop-outs

•More prosocial behavior

•Reductions in aggression and disruptions

• Fewer hostile negotiations; lower rate of conduct problems

• Fewer suspensions

•Better transition to middle school

What the Research Says:SEL Meta-analysisDurlak, et al (2011)

•Reviewed SEL programs K-12•Examined impact of these programs•Examined long term effects

www.casel.org

The Findings

•Increases social emotional skills performance (88% increase)•Increases in positive self perceptions•Increases in school bonding•Increases in prosocial attitudes

Findings (continued)

•Decreases in aggressive behavior•Decreases in disruptive classroom behavior•Decreases in substance abuse•Decreases in depression and anxiety

Findings (continued)

•More likely to attend school•Less likely to be disciplined •More likely to receive better grades •Strong improvement on achievement test performance

Findings (continued)

•Of the studies that included follow up data(44), all showed significant sustained change after approximately 2 years

Why Social and Emotional Learning (SEL)?

•Emotions affect how and what we

learn

•Relationships provide foundation for

learning

•Relevant skills can be taught

•Positive effects on academic

performance

•Benefits to physical health

(Continued)

Why Social and Emotional Learning? (continued)

•Demanded by employers

•Essential for lifelong success

•Risk of maladjustment, failed

relationships, unhappiness reduced

•A coordinating framework to

overcome fragmentation

What’s needed-- moving from here:

Categorical fragmentation in addressing learning barriers…

To here:

A coordinated approach to promoting students’ academic and life success through SEL

Certification in Social Emotional Learning

Joint venture of College of St. Elizabeth and Rutgers University

SEL is not something else on your plate.

It is the Plate!

Useful web sites

•CASEL.org•Edutopia.org•Gtlcenter.org•CEP.org•Charmmdfoundation.org•Teacheq.com

Contact info:

•Ed Dunkelblau, Ph.D.

•Ed@TEACHEQ.com

•www.TEACHEQ.com

•847-803-6166