Learning Throughout the Day By George Johnson, Rachel Poliner and Susan Bonaiuto Educational Leadership September 2005 Vol. 63 No. 1 Summarized by Kristin Kern ED 522 School Curriculum

Social and Emotional Learning (SEL) Programs Designed to teach social skills to students of all ages Prevent “unwanted “student behaviors -bullying -harassment -drug/alcohol abuse -violence CASEL (Collaborative for Academic, Social and Emotional Learning)- research shows that students that participate in SEL programs develop knowledge about social and emotional decision making Do these programs change student behavior on the playground or on weekends?

Needham Public Schools SEL Program Determine the social and emotional skills Self-management Decision making Social communication Problem solving Researched programs recommended by CASEL Selected and implemented a program that taught skills Students learned to… Articulate problems, risks and consequences Read body language Name emotions Apply social and emotional skills in scenarios

Problems & Conclusions Students did not consistently apply these skills to solving interpersonal conflicts on the playground, cafeteria or after school Accomplished cognitive change…failed to change students’ behavior Teaching social and emotional skills was only one part of changing behavior Needed to find ways for students to practice skills throughout the school day Led to the development of three school structures which encouraged students to apply their social and emotional skills in everyday situations.

Gatherings -- regular opportunities for students and staff to meet Elementary Level Morning Meeting – greeting, sharing, group activity and news/announcements Middle School Level Daily sentences “Get-to-know-you” activities Debates High School Level Mentor groups Students form connections with teachers and one another Learn social skills (cooperation, communication, self-restraint, listening) Reduce classroom conflicts A “safe” way to discuss students problems Strong sense of community

Cooperative Groups – “Not Groupwork” Elementary Level Coach students on cooperative skills (listening, encouraging, leading, sharing) Understanding of group dynamics that takes advantage of varied perspectives and skills Middle School Level Give students a chance to identify, collaborate and reflect Work in cooperative groups to create survey questions to learn about others High School Level Science department – group students for lab assignments Students preferred that teachers form groups because they felt pressured to choose and had trouble separating work time from social time. They learned more when groups stayed together for longer periods of time. Improves academic achievement Social skills are taught, practiced and assessed

School Routines and Schedules – opportunities to practice SEL skills in safe and reinforcing environments Elementary Level Switch the order of recess and lunch with recess coming first -expend energy, eat in less of a rush, use lunch to calm down Consistency between rules and consequences used by recess teacher and classroom teacher Meet with recess teachers at Morning Meetings – helps to form connections Middle School and High School Level Decided 45 minute classes led to a rushed and disjointed schedule and day Long blocks of time would provide more authentic learning experiences –core subjects taught in double block times (90 minutes) Students are more calm and focused Students understand limits and responsibilities during the school day

SEL Programs… Observing students practicing S & E skills at lunch, recess and in the classroom Spending more productive time on learning Gives students opportunities to see skills modeled, practice skills, apply skills and receive feedback Not perfect yet Calls for schools to rethink structures, routines and practices Produces immense payoffs for all