Social and emotional learning (SEL)

Social and emotional learning (SEL) There is a daunting list of issues which face students and educators alike. A growing number of genuinely effective educational establishments are now coming to realise that competence in socio-emotional development and academic achievement are intrinsically linked and an integrated, coordinated approach (i.e. not just teaching children how to pass exams but educating them in how to develop life skills and deal with social challenges) in each of these areas not only helps students maximise their potential in school but throughout their lives. Educational establishments are now viewed as an important if not central arena for health promotion [and] primary preventionà ¢Ã¢â€š ¬Ã‚ ¦ in addition to the education of students (Roeser, Eccles, Samoroff, 2000, p. 467). This information however, is far from new. Wang et al. (1997) examined 28 learning influence categories which were based on handbook chapters, surveys of national experts and research syntheses. Of their findings they discove red that of the 11 most influential categories, 8 of them involved factors which were socio-emotional (classroom climate, peer group, social interaction, etc). In support of this work the (American) National Center for Education Statistics (2002) cited that among the predominant reasons given for children dropping out of school several involved socio-emotional factors. Generally feeling left out made up 23.2% whilst those who did not get on with peers or teachers accounted for 20.1% and 35% respectively. 12.1% of the students said they did not feel safe. These worrying figures led Wang et al. to conclude that intervention of a direct kind in the psychological determinants of learning promises the most effective avenues of reform (p. 210) which also supports the cohesive provision of social and emotional learning throughout school-life. Social and emotional learning (SEL) is the ability within the student to recognise emotions and manage them effectively whilst establishing positive and healthy relationships with others around them (competencies which are inarguably essential for all pupils). Accordingly, the objectives of SEL are a combination of cognitions, behaviours and emotions. It is this process of knowledge acquisition and its effective application regarding attitudes and the development of related skills (including managing emotions, developing concern and care towards others, decision-making in a responsible manner and capably handling situations which may be challenging) (Beaty, 2008). Through positive engagement in activities within the classroom and outside the learning environment the students can learn SEL skills in a similar fashion to the manner in which they learn academic skills, then apply them and put them into practice. The increasingly complex situations which todays children face have are bet ter faced when these integrated and enhanced skills are applied (Elias et al., 1997). Much of prevalent practice and methodologies on SEL has evolved largely from research conducted by Goleman (1995) and Gardner (1993), both of whom started a great interest in SEL throughout the 1990s which has continued to the present day. On-going research has increasingly shown that those schools which make efforts to employ SEL and adopt its requirements produce outcomes which are positive. Parents and educators alike are progressively recognising the relationships across socio-emotional learning and academia, in particular within the systems of support found within the context of schools (Kearns, 2010). Within the context of safe, caring, well-managed and participatory school, classroom and extraneous learning environments, these learned skills are reinforced in the home, at school and within the community. All children benefit from instruction in social and emotional learning, although those who are already at risk, are beginning to engage in behaviour that is negative or those who may already display problems which are significant are particularly suited to SEL development. This is why early implementation of SEL programming is essential in order to allow children to develop their skills throughout their early childhood into adolescence. SEL programming focusses mainly on the universal prevention of behavioural problems and the promotion of socio-emotional competence as opposed to direct intervention. There may be smaller numbers of pupils who may require treatment which is moderate to intensive in order to develop socio-emotional competence but the intention of SEL programming is to enhance and promote growth in these areas for all children and to allow them to develop healthy behaviour structures as opposed to behaviours which may be mal-adaptive or unhealthy (Rice et al., 2006). A comprehensive and continuous system of support services which are based on student needs is the context within which SEL should be viewed. As such a support system, SEL is a concept which unifies the integration and coordination of school-based promotion and prevention programmes which reduce marginalisation and minimises fragmentation of these efforts. The most sustained and effective approaches should involve a partnership between educators, parents, students and community members in order to continuously and effectively plan, implement and evaluate the efforts of SEL. Socio-emotional education should begin in pre-school and continue throughout formal education. It should also be intentionally entwined to academic development and is an integral element of the national curriculum (Elias et al., 1997; Talay-Ongan Ap, 2005). With so many situations that can have negative effects on both the socio-emotional and the academic development of children, ultimately affecting their happiness in their lives, it is crucial that children are given SEL from an early age. An increased and generalised sense of fear and insecurity is purveyed throughout the media, from fanatical terrorism and government fear propaganda to adverts and unattainable levels of exquisiteness in teen magazines and music television. This is compounded by a continually increasing level of inequity between the rich and the poor (Wollman et al., 2003). The media constantly bombards the unprepared public with lurid stories of sleaze and corruption, spanning across all walks of previously respected life. Politicians, businessmen, people in positions of esteem, sports icons and popular culture figures (to name but a few) are all regularly featured in relentless stories and reports of unethical conduct and questionable behaviour. This was not a conc ern for generations gone by when the media was less forthright about the delivery of messages which encouraged unhealthy behaviour, nor was the threat of online danger via internet chat rooms and violent video games so prevalent. With so many role models with publicly tarnished reputations, and unethical behaviour increasingly commonplace, more and more students are finding a feeling of uncertainly with their lives and their futures. This disenfranchisement, insecurity, disillusionment, and in many cases, fear, provides a palpable case for stating that perhaps SEL is now more than ever an essential element of educational reform (Zins, et al., 2004). Many SEL initiatives which currently exist are fragmented in methodology and approach which detracts from their collective effectiveness. Extreme action such as the introduction of metal detectors, searching pupils upon entrance to school property, alongside school change management, recreational activities, school architecture and information materials (brochures, posters, etc.) can help prevent problem behaviours whilst promoting a safe environment but are far from the provision of a coordinated and cohesive programme. Rather the outcome is the loss of opportunities to reinforce skills across activities and initiatives along with a seemingly inevitable competition for resources. By using SEL as the organisational framework for such initiatives it can serve a broad array of positive promotional efforts whilst delivering effective prevention of negative behaviours (Gottfredson Gottfredson, 2001). There are several key competencies that are regarded as essential to be reinforced in SEL programming. They consist of: Self-awareness (the identification and effective regard for ones own emotions, a recognition of strength in both ones self and in others and a sense of self-confidence), a social awareness (which involves a sense of empathy and respect for others), responsible decision making (evaluating and reflecting upon personal, ethical responsibilities), self-management (controlling ones impulses, managing stress, developing persistence, setting goals and developing self-motivation) and relationship skills (learning cooperation, seeking and providing help and developing effective communication) (Bear, 2005). As previously noted, it is when they are taught and developed in a caring, well-managed and supportive learning environment that these competencies are they delivered most effectively. Autonomic development, ethical advancement and self-discipline are all more effectively furthered in environments whereby care, consideration, mutual respect, cooperation and decision making are normal conduct. These contexts find themselves structured in such a way that they encourage exploration among students to try new or innovative learning activities. They can also provide accessible opportunities in order to address personal problems or requirements and allow support with the establishment of positive peer and adult relationships. The result is that students feel a sense of safety and security, and are not fearful of making mistakes. A reciprocal relationship should exist in the classroom between SEL and the climate of the school. The school environment which is positive and promotes SEL effectively is affected positively by the development of SEL in its students. This synergistic process exists due to the interdependent nature of social, emotional and academic growth (Dolby, 2007). Given the continuing positive outcomes of research conducted on SEL it seems clear that the responsibility to deliver effective programmes is evident. This means that educators should not only teach and assess SEL for all students within their care but should also be responsible for the conduction of reliable assessment of socio-emotional, health related and academic outcomes in tandem with acknowledgement and development of the school climate. All of this should be based on input gained from a range of constituencies, including, but not limited to, the students themselves, parents, community members and teachers. The assessment of SEL is an area which is still in need of further development and may soon become an area of particular interest to school psychologists. For acceptability and accountability purposes, a determination needs to be made regarding the value-assessable outcomes of SEL with regards to student learning and socio-emotional development, and to enable adequate devel opmental strategies in order to effectively review and improve the instruction delivered (Stormont, 2007). It is essential for todays students to be prepared not only to pass academic exams but pass tests that they will encounter in day to day life. Socio-emotional competence is closely related to academic achievement and to remain effective, educators should focus efforts on coordinated and integrated instruction on each area thoroughly in order to maintain the greatest potential among pupils to succeed both in academia and throughout their lives. Growing research concludes that SEL intervention of an evidence-based nature is increasingly becoming associated with health, academic achievement and ethical conduct. This creates the constant challenge of how to implement SEL as a core element of the national curriculum and perhaps more importantly how to develop relevant programming which is sustainable and effective.

Effective Communication in the Workplace

As a baby, you learn that if you cry and fuss, Mom and Dad will rush over to comfort you; however, as you mature, you realize that there are better ways of communicating. I will present my message here today on â€Å"Effective communication in the work place. † Communication in the work place is essential because first, communication skills prepare you to perform specific duties in the work place making you a better employee. Second, communication skills in the work place prepare you to exercise flexibility. Last, communication skills form better relationships and understanding amongst other employees and managers. Body I. Communication skills prepare you to perform specific duties in the workplace making you a better employee A. Good communication passes information along and if you can effectively communicate, then people understand you much better, and information you are trying to tell or receive will get across without being misunderstood. 1. Marsha Ludden states in a book he had written that, â€Å"if you can communicate effectively what you need or want, you are more likely to be successful in getting it. An example will be a bigger salary. 2. Effective communication also helps you to convince others to agree with you in a persuasive setting. B. Good communication helps you to think better which are essential to make you perform well when performing duties in the workplace. 1. In order to communicate effectively, you have to think ahead and organize your thoughts. 2. When performing job duties this teaches you not only how to learn how to organize, but how to plan ahead. II. Communication skills in the work place prepare you to exercise flexibility A. Communication in the workplace reflects key personality traits, as well as key competencies for success. Show yourself, your staff or your employer you have the necessary intellectual, creative and behavioral flexibility to handle what each work day brings. 1. Studies show to suggest positive aspects of a challenging situation. Examine how a change in a supplier, for instance, can improve a product you manufacture or a service your company provides. Resist insisting that a change cannot work, advises the University of Bradford, Career Development Services office. 2. Have a scheduled time with each department in your company. Add to your skills set to enable you to better understand new issues that may arise in each department. B. Find the secret of effective, easy performance to get more equip with difference task including other workers. 1. Implement team problem-solving measures. Meet with key staff members when changes arise. 2. Get brief insight and solutions from your team if, for example, a valued client decides not to interact in certain situations. III. Communication skills form better relationships and understanding amongst other employees and managers A. Good communication passes information along and if you can effectively communicate, then other employees understand you much better, and information you are trying to tell them will get across without being misunderstood. 1. This prevents arguments, especially between co-workers, explain your thoughts and feelings, and then you won't misunderstand each other. 2. If you can effectively communicate, then you can get along better with other employers. Most arguments are caused by people not communicating effectively and not being able to negotiate with each other. B. Being respectful and using manners in the work place sets a great tone in the environment and forms better relationships with managers 1. Good listening skills are part of good communication; you need to understand what you’re manager is saying to you as well as to say what you want. 2. Communication often includes non-verbal clues such as tone of voice, facial expression, gestures, and body posture. Good communicati on includes being observant and focusing on the other person. Conclusion I. There is always room for improvement when it comes to communication skills. The more you practice by interacting with others, the better you will be. In addition, you will be better able to tell when you are getting your ideas across effectively, and how to improve if you are not. The better you are at communicating, the easier it will be to do your job and work with others- making the workplace more enjoyable, and making you a more successful employee. II. In the words of Tony Robbins, â€Å"To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others. †

Machine Essay

Society is in all shapes and forms a lie. Consumerism drives our economy, our government, and our lives. As a people we are amazed and enthralled by the new technology that has become available to us in recent years. From smart phones to 3-d televisions we have it all, technology may as well be an extention of our bodies at this rate, it is creeping in. The speed at which technology has developped is impressive to say the least, we are able to make the blind see, the def hear, or the mute able speak. Computers have connected the world, opening a wealth of information to anyone witch access. With the annoucement of a new wearable computer called â€Å"Google Glass† we have taken a step forward into the cyborg age, not only that but we have taken a step into the what will be known as Surveillance States. We have given the oppurtunity to the government to control us even further. There are many positive and negative developments that come with the age of information, like the ease of accesing information from anywhere, to constantly being watched by our government or even to the militirization of these technologies. How could this affect our lives today, and more importantly tomorrow? Mann is an innovator, a man who excels in the field of technology. He had created a portable CD player before they were officially marketed, in time he began working on a portable computer that would allow him to access any of the information he needed. He even created a program that would replace ads on bilboards with things he felt were more important, and that he wanted to see. Some may wonder when this technology may be available but the fact of the matter is, it is available. It is all around us, Mann began experimenting with portability and computer in 1987. It is now the year 2013, and the technology has developped at an exponential rate, with the release of Google Glass we will be able to live the way Mann lived, replacing ads we dont want to see with other things that interest us. Another thing this technology will allow us to accomplish is having a better understanding of dissabilities, and how we can â€Å"correct† them; that is to say giving a blind individual the ability of sight. We’ve had the technologies to accomplish these feats for some time, but is only until now that we have seen them begin to surface. Not everything about these technological advancements are good, although they may seem that way we must always think about the way this tech can change our lives, potentially for the worst. With the route government is taking these technologies might end up being used against us, inventions like Google Glass will permit the government to have 24/7 surveillance of everything we do. Countries have slowly been turning into Surveillance states, all illusions of privacy are slowly being taken away and we are doing nothing to change this. The population has been made docile, we sit at home on computers and walk around with phone in hand while the world around us closes in; slowly suffocating us until we can no longer catch our breath. Soon enough all of this technology will be implemented into our bodies, turning us into, basically, cyborgs. Can we expect to live life like Mr. Roboto, becoming the â€Å"modern man†. Imagine seeing Robocop prowling the streets for miscreants while we all access our own personal â€Å"HUD† the song that is playing. These are the things we can come to expect, along with a number of severe problems; cyber terrorism, iruss, trojan horses, â€Å"key stroke† programs (that is to say, in this context, a program able to acces your mind and watch everything you do). How will these issues be resolved is a mystery as it is nearly impossible to eradicate and keep up with the number of programs that are being made even today. Will the human race become â€Å"more machine than man†? Can we still consider ourselves human if we are made up of more computer and metal then we are of flesh? How will we experience life differenty? Do we really want to take this direction with technologie, considering the repercussions of such an act and the sacrifice involved? It may be safe to say that we may be going too far. Although the technological advancements we are creating are phenomenal we cannot expect them to be used to only improve our lives; it is a well known fact that the human race is a self-destructive creature, and seems to be addicted to finding new and more efficient ways to kill eachother. That being said the technological era we are moving into brings a great many benefits to society, and to the army. The militirization of these innovations will be inevitable. This can be both seen as good and bad, depending on your point of view. War often incites change and pumps up the economy, although with these technologies we will be experiencing a different kind of war, one that could quite possibly affect us all. What will happen to these technologies in the coming years is somewhat of a mystery, perhaps â€Å"Johny Mnemonic† will be the world of tomorrow, those who chose to augment themselves versus those who did not. This technology brings a number of opportunities to better our lives, we will be able to improve our life span and cure more illness and disease, amputees will be able to live normally and those with ental dissabilities may be â€Å"cured† with the use of microchips. With the direction we are taking concerning technology we will have to come to expect that the government will take advantage of these technologies, with profit in mind, and it is very likelly that the uneven distribution of wealth and power will be easily distinguishable in the world of tomorrow. It is impossible to know exactly what the future holds and so we must simply do what we can today, to ensure that tomorrow is the way we want it too be. With that said, how far away are we from being able to see into the future?

Kubla Khan - - 1289 Words

#8220;Kubla Khan#8221; by Samuel Taylor Coleridge is a poem about the creative powers of the poetic mind. Through the use of vivid imagery Coleridge reproduces a paradise-like vision of the landscape and kingdom created by Kubla Khan. The poem changes to the 1st person narrative and the speaker then attempts to recreate a vision he saw. Through the description of the visions of Kubla Khan#8217;s palace and the speaker#8217;s visions the poem tells of the creation of an enchanting beautiful world as the result of power of human imagination. The second part of the poem reveals that although the mind has the ability to create this paradise-like world it is tragically unable to sustain this world. It is believed that #8220;Kubla†¦show more content†¦The river metaphorically represents nature as the source of life of all mans creation. As men cannot measure these caverns, the poet can not completely comprehend the power and dimension of natures influence on poetry but is de pendent on it. In the second stanza the poem shifts focus from the perfect #8220;pleasure dome#8221; created by #8220;Kubla Khan#8221; to the tumultuous landscape that surrounds it. The #8220;sunny spots of greenery#8221; in Khan#8217;s realm in the first stanza are interrupted with the exclamation of #8220;But Oh!#8221; and the reader is exposed to a vision of a #8220;deep romantic chasm#8221;. This landscape is described with extremely contrasting adjectives. It is #8220;savage#8221;, but it is #8220;holy#8221; and #8220;enchanted#8221;. The enchantment is compared to that of a #8220;woman wailing for her demon lover.#8221; This sexual image gives an impression of the earth as mourning for the fulfillment of an evil urge. This chasm below the paradise of Kubla#8217;s #8220;pleasure dome#8221; is plagued with #8220;ceaseless turmoil#8221; or chaos. The result of this turmoil upon the earth is further personified as the earth #8220;breathing#8221; in #8220;fast pants#8221 ;. The earth breaks though it#8217;s constraints and creates a mighty eruption. The power of this eruption sends fragments of rocks dancing and causes the sacred river to beShow MoreRelatedKubla Khan1621 Words   |  7 Pagesâ€Å"Kublah Khan† Samuel Coleridges poem â€Å"Kubla Khan† is an example of romantic creative thought which uses idealistic process to capture a dream of another world. Through the use of strong imagery, Coleridge produces a paradise like vision of a rich landscape, which is surrounded by a dome built by the main character named for the title, Kublah Khan. This alludes to an important aspect of the poems theme, man verses nature. The overriding theme of the work contains extensive imagery that allows forRead MoreThe Paradoxes Of Kubla Khan1658 Words   |  7 PagesThe Paradoxes of â€Å"Kubla Khan† The Romantic poem â€Å"Kubla Kahn† by Samuel Taylor Coleridge contains many paradoxes in its description of a certain euphoric scene. 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The five lines of the poem Kubla Khan sound like a chant or incantation, and help suggest mystery and supernaturalRead MoreKubla Khan Essay4320 Words   |  18 PagesKubla Khan If a man could pass thro Paradise in a Dream, have a flower presented to him as a pledge that his Soul had really been there, found that flower in his hand when he awoke -- Aye! and what then? (CN, iii 4287) Kubla Khan is a fascinating and exasperating poem written by Samuel Taylor Coleridge (. Almost everyone who has read it, has been charmed by its magic. It must surely be true that no poem of comparable length in English or any other language has been the subjectRead MoreKubla Khan: A Dream, or Something Greater Essay2208 Words   |  9 Pages and so borrow as to repay by the very act of borrowing. Examine nature accurately, but write from recollection, and trust more to the imagination than the memory.† Coleridge followed his own advice in the crafting of Kubla Khan; which presents his interpretation of the Kubla Khan court when under the influence of opiates. Due to the complexity of the poem, many have found that the poem lacks a true theme but instead focuses on â€Å"the nature and dialectical process of poetic creation.† Coleridge createdRead More Poetic Inspiration in Kubla Khan and Rime of the Ancient Mariner2238 Words   |  9 PagesPoetic Inspiration in Kub la Khan and Rime of the Ancient Mariner      Ã‚  Ã‚   An examination of the characters that Coleridge presents in The Rime of the Ancient Mariner and Kubla Khan and the situations in which they find themselves reveals interesting aspects of Coleridges own character that are both similar to and different from the characters named in the titles of these poems. In particular, an examination of these characters with an eye toward Coleridges conception of poetic inspirationRead MoreCritical Analysis of Kubla Khan by S.T. Coleridge1627 Words   |  7 PagesIn the poem Kubla Khan by Samuel Coleridge, language is used to convey images from Coleridges imagination. This is done with the use of vocabulary, imagery, structure, use of contrasts, rhythm and sound devices such as alliteration and assonance. By conveying his imagination by using language, the vocabulary used by Coleridge is of great importance. The five lines of the poem Kubla Khan sound like a chant or incantation, and help suggest mystery and supernatural themes of the poem. Another importantRead MoreKubla Khan Essay1578 Words   |  7 Pagesof Samuel Taylor Coleridge’s paradoxical poem â€Å"Kubla Khan,† we see an approach to literacy that is far different than his predecessors. This is partly due to his role as one of the founders of the Romantic Era. Coleridge, along with William Wordsworth, published an anthology of poems entitled â€Å"Lyrical Ballads.† This collection was the beginning of an overwhelming movement to praise the power of imagination rather than that of reason. While â€Å"Kubla Khan† was not a part of this work, it is still a clearRead More Coleridges Kubla Khan and the Process of Creativity Essay1922 Words   |  8 PagesColeridges Kubla Khan and the Process of Creati vity Coleridges Kubla Khan is an extremely enchanting poem which is based around the stately pleasure dome of the emperor, Kubla Khan. Although the poem is set around this pleasure dome, it can be noticed that the poem had profound depth to it. If one is able to understand the hidden symbols and meanings within the poem, it becomes clear that Coleridges Kubloa Khan does not simply describe a pleasure dome, it is also a prolongedRead MoreContrast and Comparison of Wordsworths Tintern Abbey and Colderidges Kubla Khan1591 Words   |  7 PagesContrast and Comparison of Wordsworths Tintern Abbey and Colderidges Kubla Khan When comparing William Wordsworths Tintern Abbey, and Samuel Colderidges Kubla Khan, one notices a distinct difference in the use of imagination within the two poems. Even though the two poets were contemporaries and friends, Wordsworth and Colderidge each have an original and different way in which they introduce images and ideas into their poetry. These differences give the reader quite a unique experience when