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Fostering Social-Emotional Learning in the Classroom

2003; Project Innovation Austin; Volume: 124; Issue: 1 Linguagem: Inglês

0013-1172

Linda K. Elksnin, Nick Elksnin,

Education Methods and Practices

It is estimated that between 15 and 22 percent of U.S. youth have social-emotional difficulties warranting intervention (Cohen, 2001; Mogno & Rosenblitt, 2001). Students at risk for school failure are particularly vulnerable for social-emotional problems. For example, 75 percent of students with learning disabilities (LD) exhibit social skills deficits (Kavale & Forness, 1996), and the U.S. Department of Education (1996) reported that 29 percent of adolescents with disabilities required social skills instruction beyond high school. Regular education classrooms include ever-increasing numbers of at-risk students. For example, special education students receive most, if not all, of their education in regular education classrooms (U.S. Department of Education, 2001). It is clear that teachers face enormous challenges meeting learners' academic and social-emotional needs. In this article we discuss ways in which teachers can promote social-emotional learning in their classrooms. First we discuss the construct of emotional intelligence and how it can be improved through social-emotional learning. We then review strategies teachers can use to improve learners' emotional, social, and interpersonal problem solving skills. Emotional Intelligence and Social-Emotional Learning The term emotional intelligence was first used in 1990 by Salovey and Mayer, who offer this definition: Emotional intelligence involves the ability to perceive accurately, appraise, and express emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth (Mayer & Salovey, 1997, p. 10). Goleman (1995) popularized the construct of emotional intelligence in his book, Emotional Intelligence: Why It Can Matter More Than IQ. The term EQ, or emotional quotient, was coined by Bar-On (1997) to differentiate emotional intelligence from cognitive intelligence, which is measured by intelligence tests. EQ is thought to be comprised of five domains (Goleman, 1995; Mayer & Salovey, 1997): * knowing ones' emotions * managing one's emotions * motivating oneself * recognizing emotions of others * effectively using social skills when interacting with others Less genetically determined than IQ, emotional intelligence can be taught by teachers and parents. Even more encouraging is that EQ skills overlap, creating a spillover effect: Teaching one skill improves other EQ skills. Social-emotional learning (or social-emotional education) involves using procedures and methods to promote EQ. Within two years after publication of Goleman's book, more than 700 school districts implemented social emotional learning (SEL) programs designed to teach students social-emotional skills (Ratnesar, 1997). SEL programs focus on emotional awareness, social skills, and interpersonal problem solving (Cohen, 2001). In the sections that follow, we discuss ways in which teachers can foster social-emotional learning in their classrooms. Emotional Awareness The ability to perceive and understand emotions develops with age. Children as young as three can identify sadness, happiness, and fear using nonverbal cues such as facial expression, gestures, and voice tone (Nabuzoka & Smith, 1995). At this age they begin to understand causes of feelings. However, children who are at risk for school failure may only acquire these skills through direct instruction (Gumpel & Wilson, 1996; Most & Greenbank, 2000). In addition, many children (and some adults) may require help in understanding subtle shifts in emotion represented by family groupings as identified by Bodine and Crawford (1999): Anger: Fury, outrage, resentment, wrath, exasperation, indignation, vexation, acrimony, animosity, annoyance, irritability, hostility Sadness: Grief, sorrow, cheerlessness, gloom, melancholy, self-pity, loneliness, dejection, despair (p. …