Effective implementation of daily SEL into my elementary classroom: a self-study
Subject
Abstract
Social-emotional learning (SEL) in education is becoming increasingly important and is reflected in curriculum changes being made throughout North America. It is being more widely recognized as a means for helping students improve their academic achievement. When I started my research, I sought to examine the link between SEL and academic achievement of school-aged children. I was able to access a vast field of research that supports the link and suggests integration of academic, social, and emotional learning yields the best outcomes. For my thesis, I chose to do a self-study with a mixed methods approach to data collection. I collected qualitative data in the form of weekly reflective journals and interviews with two critical friends. I also collected quantitative data in the form of an online survey tool. The data collection process gave me the opportunity to improve my teaching practice through more focused attention on effective integration of SEL into my elementary classroom community. My study found that providing daily opportunities for students to learn and practice SEL skills creates a more cohesive classroom community where students are less anxious, communicate better, and are more ready to learn. Using what I have learned while conducting my self-study, my goal is to inform and keep momentum going for SEL in my district. I feel there needs to be a larger emphasis placed on the importance of creating welcoming and inclusive school and classroom communities that prioritize teaching students to be socially responsible, respectful, and good decision makers.