Katelyn Barton

Social Emotional Learning Framework

In every classroom, the way students behave depends greatly how much control and

awareness they have over their emotions. However, factors like family relations, heredity factors,

and social environments all affect how well a student develops the ability to control his/her

emotions. To help students learn how to properly control their emotions, the Social Emotional

Learning (SEL) Framework should be implemented into the classroom dynamic. According to

Yoder (2017), “SEL is the process through which students develop the skills necessary to

recognize and manage emotions, build relationships, solve interpersonal problems, and make

effective and ethical decisions” (p. 1). Normally, it is taught through modeling, coaching,

dialogues, and role-play. Furthermore, SEL lessons are either taught as free-standing lessons or

integrated into the academic curriculum. In order to teach SEL in the classroom, the lessons must

be based around SEL’s five main competency areas: self-awareness, self-management, social

awareness, relationship skills, and responsible decision-making (O’Conner, De Fevter, Carr,

Luo, & Romm, 2017).

According to the Casel organization (2018), the implantation of SEL lessons, show

attitude improvements, less emotional destress, increased positive social behavior, and fewer

conduct reports. In an essence, if implemented, teachers can use this framework to stop

unwanted behaviors before they have a chance to arise. It also allows the teacher to address

behavior issues head-on, as well as gives students the tools to be able to work with their peers in

a positive and supportive manner. Overall, this creates an encouraging and safe classroom

environment for everyone. Additionally, from researching this the SEL framework, it has

influenced me to adopt it into my own classroom as an integrated part of my academic

curriculum. The main reasons behind deciding to implement SEL is that I want my students to be

able to be knowledgeable and well-rounded citizens that can essentially work with any team of

people, as well as control their emotions in a healthy manner. This will result in them being a

model to others and have more positive attitudes in their everyday lives. The other reason for my

decision to implement SEL lessons is based upon the helpful impact it will have on allowing me

to manage my classroom. To effectively manage my classroom, I must set boundaries and

frameworks in place starting the first day of school so that I won’t have to deal with

unacceptable behaviors down the road. This framework allows me to do that. It also gives me a

baseline of how to teach my students teamwork skills, which they will need since I plan to

incorporate a plethora of student-centered groupwork activities into my class. Through SEL

lessons, my students will be able to get the most out of their learning during groupwork lessons

through cooperating with their peers instead of fighting with them over minute details.

Taken as a whole, the SEL framework is a powerful tool to use in every classroom. It

benefits teachers’ ability to manage their classrooms and creates a positive classroom dynamic,

in which student will act out less because they will know how to properly address and deal with

their emotions. As a result of these teachings, students will use their learned skills to become

productive and collaborative future citizens.

 References:
Castel Organization. (2018). Approaches. Retrieved from:
https://casel.org/what-is sel/approaches/

O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature
on social and emotional learning for students ages 3-8: Characteristics of effective social
and emotional learning programs (part 1 of 4). REL 2017-245. Regional Educational
Laboratory Mid-Atlantic, 1-31. Retrieved from
http://search.proquest.com.ezproxy.gvsu.edu/docview/1895979762?accountid=39473

Yoder, N. (2014). Self-assessing social and emotional instruction and competencies: A tool for
teachers. (2014). Center on Great Teachers and Leaders, Available from: American
Institutes for Research. 1000 Thomas Jefferson Street NW Washington, DC 20007-3835;.
Retrieved from ERIC Retrieved from
http://search.proquest.com.ezproxy.gvsu.edu/docview/1697492666?accountid=39473