Unintended Lessons of SEL Programs

Autor/in	Soutter, Madora
Titel	Unintended Lessons of SEL Programs
Quelle	In: Phi Delta Kappan, 100 (2019) 5, S.59-62 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721719827550
Schlagwörter	Emotional Development; Social Development; Program Implementation; Power Structure; Teacher Attitudes; Student Attitudes; Compliance (Psychology); Program Descriptions; Elementary School Students; Elementary School Teachers; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Gefühlsbildung; Soziale Entwicklung; Lehrerverhalten; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	A mixed-methods study of a large social-emotional learning (SEL) program revealed notable disparities in the ways that teachers and students perceived the program's impact. Teachers believed the initiative empowered students, while the students themselves described the program as one that emphasized compliance. Madora Soutter summarizes her findings and offers three recommendations for teachers and administrators implementing social and emotional learning initiatives: Evaluate the intention behind SEL programming to avoid a deficit mindset; anticipate implementation roadblocks, such as the tension between some SEL programs and the inherent power dynamics in schools; and actively, authentically listen to students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01