2. Good grades depend not just on brains, but on hearts

3. Levels of Academic Assessment high achievers average achievers low achievers What we usually do

4. Social and Emotional Learning

5. SEL has been shown to be an effective method of reducing negative social interactions and increasing academic achievement.

6. Students’ awareness Teacher’s awareness Students’ feelings academic achievement in ELT EMOTIONAL INTELLIGENCE EMOTIONAL INTELLIGENCE Hillside Press

7. EMOTIONAL INTELLIGENCE A more reliable predictor of academic achievement than the IQ Goleman (1995) EMOTIONAL INTELLIGENCE Our emotions play a far greater role in thought, decision making and individual success than it is commonly acknowledged. Hillside Press

8. Emotional Intelligence (EQ) includes Self-awareness Impulse control Persistence Zeal and motivation Empathy Social deftness Hillside Press

9. EMOTIONAL INTELLIGENCE empathy: awareness of the feelings of others EMPATHY empathy: as a result of experience & interaction with others empathy: a lifelong skill through learning experience lack of empathy: negative impact on: interpersonal relationships academic achievement Hillside Press

10. Goleman (1995) EMOTIONAL INTELLIGENCE to make good decisions Knowing what one’s feelings are and using that knowledge to make good decisions use problem solving approach develop students’ critical thinking let students make decisions Hillside Press

11. NO CHILD LEFT BEHIND (Education Reform Law) Closing the achievement gap

12. Old-fashioned approaches & new trends

13. Key skills in Social and Emotional Learning Self-Awareness Self-Regulation of Emotion Self-Monitoring and Performance Empathy and Perspective Taking Social Skills in Handling Relationships

14. What is CASEL? The Collaborative for Academic, Social and Emotional Learning

16. Practice opportunities Play Sharing Turn taking Being helpful Giving compliments Apologies Increasing “feeling words” Controlling anger and impulse Problem solving

17. Aim to encourage Ss’ involvement in the teaching process (understanding the reason and circumstances for feeling as one does) to develop social skills and autonomous learning (showing sensitivity to social cues) Learning objectives to develop learners’ reading skills & vocabulary knowledge to develop learners’ grammar knowledge (There is/There are) Including SEL in Lesson Plans

18. STEP 5 (10 minutes) Specific objectives  to develop learners’ social skills (cooperation) (understanding others’ perspectives, points of view and feelings)  to ask learners to make decisions through exchanging information – individual work/class work) (exercising social decision-making and problem-solving skills) ___________________  to develop learners’ reading comprehension skills

19. ELT CLASSWORK ELT PAIRWORK GROUPWORK Hillside Press

20. GROUPWORK GW for homework (projects) In class  Problem solving  Report back Hillside Press

21. Forming the GROUPS Basic principles the coordinator members of the group mixed ability students multi-cultural background students set the time assign specific tasks problem solving approach Hillside Press

22. Don’t forget to include principles of SEL in your teaching!