Syllabus Design

 

Syllabus Design---“Training teachers about Social Emotional Learning”

 

Group Members	Roles	Commented On
Peggy Dessing	Introduction, Rationale, Syllabus, post on blog	Group 2
Faisal Aljohani	Rationale, Reflection, table, syllabus
Dalton Coers	Retrieved articles

 

Introduction

Social Emotional Learning is a very important part of education and development. Young people and adults learn and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve goals, feel and show empathy, establish and maintain healthy relationships, and make responsible decisions through social emotional learning.

Through school, family and community partnerships, social emotional learning helps to advance the educational equity by establishing learning environments, experiences with trusting and collaborating relationships, rigorous curriculum and meaningful instruction and continuous evaluation. Social emotional learning helps to empower students and teachers and address various forms of inequity. By doing this, it helps schools to thrive in a healthy and impartial community.

Rationale

Teachers are affected by stress. Because of engaging in high-pressure work, including dealing with leadership, students, parents, and their families. Low job satisfaction could result from this, which would then affect students' academic performance. Teachers can manage the stress and frustration they experience by implementing SEL. As I am a teachers' trainer, I can help them in my training programs. 

For teachers and parents, we may run programs at local schools or nonprofits.  

• We can introduce wellness and self-care programs for teachers during professional development meetings or at the training facility
• We can find out how the leadership supports teachers by finding solutions to avoid or reduce stress
• Make time to talk with others because, like children, adults too need a place to express their feelings

For Teachers and other adult learners:

• Pick creative approaches to motivate them to give self-care priority.
• Provide professional self-development workshops and training sessions that emphasize adult self-care.
• Offer activities team-building activities.
• Make time or space for wellness and fitness, like areas for teachers to practice yoga or meditate.
• Start meetings with a few minutes of meditation.
• Find resources to help teachers cope with stress.
• Offer discounted membership at different gyms.

Social Emotional Learning is an educational method designed to enhance social and emotional skills within the curriculum. SEL for Adults: Self-Awareness and Self-Management. By emphasizing self-care, creating wholesome connections, and learning techniques for better stress and emotion management, adults can develop social-emotional skills.

In these crucial points, adults learn how to manage the social and emotional aspects of their lives: 

• Recognizing, addressing, and controlling emotions. 
• Establishing values and their purpose Acquiring self-assurance that does not touch on the conceit. 
• Having organized thought processes and Gaining a thorough understanding of their advantages and disadvantages. 
• Developing and strengthening self-control Taking on the problems of life. 
• Fostering wholesome relationships.
• Make time or space for wellness and fitness, like areas for teachers to practice yoga or meditate
• Start meetings with a few minutes of meditation. 
•  Find resources to help teachers cope with stress. 
•  Offer discounted membership at different gyms.

 

Syllabus

 

The Program topic:

Social emotional learning, workshop, and training program for teachers

 

Instructors:

Trainers:

E-mail:

Peggy Dessing                                                            pcdessing@bsu.edu

Dalton Coers                                                              dmcoers@bsu.edu

Faisal Aljohani                                                           Faljohani@bsu.edu

 

Location:

Ball State University, Teachers College, Room 107

 

Dates and time:

Saturday, November 12, 2022, 9am-4pm

 

Course Objectives

1. Be able to demonstrate awareness and understanding of your own emotions; demonstrate awareness of personal strengths, challenges, personal rights, and responsibilities.
2. Define self-management and how it develops over time; learn strategies to develop self-management; develop steps to implement practices that support self-management. 
3. Build a deeper understanding of social awareness; have a specific strategy or technique that can help develop social awareness and identify how you can help others to develop social awareness by modeling strategies of social awareness. 
4. Demonstrate communication and social skills to effectively interact with others; be able to develop constructive relationships; and identify and demonstrate approaches on how to address interpersonal conflict. 
5. Able to make intelligent choices in a variety of situations regarding the other's behaviors.

Learning activities

Ice Breaker

Discussion on Self-awareness: 

Self-awareness affects everything that we do. It helps us to have emotional wellness and self-esteem. Self-awareness is who a person is and why they react in a certain way. It helps them determine what they can do to improve themselves. There are five elements of self-awareness: Self-concept, thoughts, feelings, emotions, and body.

●       Self- Integrating personal and social identities

●       Identifying personal, cultural, and linguistic assets

●       Identifying one’s emotions

●       Demonstrating honesty and integrity

●       Linking feelings, values, and thoughts

●       Examining prejudices and biases

●       Experiencing self-efficacy

●       Having a growth mindset

●       Developing interests and a sense of purpose

 Activities:

• Students will write a list of things that they like about themselves and have them keep this and put it somewhere that they will see it every day.  
• Discuss thoughts, actions, and feelings: Have a group discussion on how thoughts lead to actions, actions lead to feelings, which then leads us back to thoughts. Come up with situations that people have been in or could be in. Discuss how the situations make them feel, what they think and how they could act based on those feelings. 
• Students will need to set two realistic goals and write down steps they can use to meet those goals. 
• Have students work in pairs to discuss their strengths. By finding strengths in themselves, they can build confidence.

 

Article: Self-awareness: a quick guide. - The Myers-Briggs Company

 

Self-Management:

Self-management skills are essential for success in school and work. It is having the control to be able to manage time, workflow, and communication. To be able to engage in self-monitoring, self-evaluation, and self-reinforcement are strategies that can help to build independence.

●       Managing one’s emotions

●       Identifying and using stress-management strategies

●       Exhibiting self-discipline and self-motivation

●       Setting personal and collective goals

●       Using planning and organizational skills

●       Showing the courage to take initiative

●       Demonstrating personal and collective agency

Activities:

•  Student will complete a pre- and post- self-evaluation, then compare the two after this section. 
• Have students design a self-management plan that includes a time-management log, checklists, and task lists. 
• Reflect on this plan and how you can set goals by using this plan. 
• Create a learning log that will help show how and what was learned during this process.

Article: Self-Management - Pearson

  

Social Awareness:

Social Awareness is being able to empathize with others and see things from others perspectives. Social awareness can help people to form deeper connections and interact positively and kindly with others. People can identify and understand what others may be feeling or thinking. Social skills are improved by interacting with people who may have different perspectives.

•        Taking others’ perspectives
•        Recognizing strengths in others 
•        Demonstrating empathy and compassion
•       Showing concern for the feelings of others
•      Understanding and expressing gratitude
•        Finding diverse social norms, including unjust ones
•        Recognizing situational demands and opportunities
•        Understanding the influences of organizations and systems on behavior

Activities: 

• Come up with a list of social cues that can show how a person is feeling or what they may be thinking.  How can facial expression, body language, tone of voice, etc. help to determine how someone may be feeling?
• Plan something that you can do with students that can show them social awareness.

Article: SOCIAL AWARENESS - Transforming Education

 

 Relationship Skills:

Relationship skills are critical to work and life success. A person’s behavior can affect how others perceive them. Communication is the most important relationship skill. By effectively and efficiently communicating, you can create clarity, conciseness, and coherence among all involved.

 

●       Communicating effectively

●       Developing positive relationships

●       Demonstrating cultural competency

●       Practicing teamwork and collaborative problem-solving

●       Resolving conflicts constructively

●       Resisting negative social pressure

●       Showing leadership in groups

●       Looking for or offering support and help when needed

●       Standing up for the rights of others

Activities: 

• Create a situation with your group where you can use what you learned to resolve the conflict in a healthy manner.
• Create two groups, each group will have a different puzzle to work on, but both groups have pieces of the other groups puzzle. Designate one person in your group who will be able to switch pieces with the other team. See if you can complete the puzzle in 10 minutes by working as a group and communicating.

  Article/Video:  Relationship Skills

 

Responsible Decision-Making:

In order to be a responsible decision-maker, you must understand all of the parts that make up decision making. Identifying the problem, analyzing the situation, solving the problem, considering ethical responsibility, and evaluating and reflecting on what happened.

 

●       Demonstrating curiosity and open-mindedness

●       Learning how to make a reasoned judgment after analyzing information, data, and facts

●       Finding solutions for personal and social problems

●       Anticipating and evaluating the consequences of one’s actions

●       Recognizing how critical thinking skills are useful both inside and outside of school

●       Reflecting on one’s role to promote personal, family, and community well-being

●       Evaluating personal, interpersonal, community, and institutional impacts

      Activities:       Role playing- responsible decision making.

Article: Responsible Decision-Making

 

Grading criteria and standards

Attendance and participation throughout the entire training session will result in a passing score.

The effective finishing of this program requires participation and attendance at all training meetings. There is a certificate of completion of this training program.

 

Reflection

 

Highlights

The key point in this project is agreement about the importance of Social Emotional Learning for teachers in the group. All the group's members were flexible and professional, they did the necessary research about our topic.

Teachers must be able to establish trusting connections with students, colleagues, and parents, solve problems quietly, establish clear rules, and regularly show kindness and helpfulness to others around them.

In this program, we focus on adults, especially teachers. At the end of the program, adults, parents, and teachers will be intelligent enough to understand, manage, and maintain the relationships around them, also time management, collaboration skills, responsible and they will be ready to transfer this knowledge to their children and students and spending some classroom time teaching social-emotional skills for them.

 

Process

First, we had a meeting via ZOOM. We came up with different ideas and topics after one of our members came up with a topic about training the teacher how they teach SEL, another member of our group suggested changing it to training teachers about SEL because SEL is an important thing for children and Adults as well. All the group agreed, and everyone showed up ready to study this topic directly.

We started to research it, brought our ideas and resources about our topic, and we communicated with each other by email and canvas Inbox. We did a folder in OneDrive to collect our resources and work together on the documents and our project.

 

Table 1: Summary of Syllabus Design

	Aims you wish to achieve in your design	Main theoretical ideas	Main activities in your syllabus	Main methods/tool/strategies in syllabus
1	Being self-aware, self-assured, and capable of making a correct assessment of one's abilities and limitations	Self-awareness	Lecture and storyline	Practice self-care, Self-awareness exercises. Providing stories of challenges of racism and privilege.
2	Able to control reactions to different conditions	Self-Management	Worksheets, experience	Sharing different experiences and bring thoughts, and behaviors effectively in different situations.
3	Understand social and ethical norms for behavior, and to recognize cultures, family, school, and community, resources and supports.	Social Awareness	Role play, share opinions,	Open discussion about our community and visiting communities and doing voluntary work in the international student center in an event.
4	Building positive relationships, especially with diverse individuals and groups, active listening, and communication and conflict resolution skills, help others.	Relationship Skills	partner up, Groups works	Assign projects, train them observation, and giving feedback for each other's
5	Able to make intelligent choices in a variety of situations regarding the other's behaviors.	Responsible Decision-Making	problem solving, critical thinking	Reflect on past experiences and share ideas and different responses and better opinions.

 

 References:

 

‌Cooke, T. P., & Apolloni, T. (1976). Developing positive social-emotional behaviors: a study of training and generalization effects1. Journal of Applied Behavior Analysis, 9(1), 65–78. https://doi.org/10.1901/jaba.1976.9-65

 Dietrich, L. (2021). Higher expectations of teachers are not sufficient: How to take the next big step in social‐emotional teacher training. International Journal of Applied Psychoanalytic Studies, 18(3), 319–329. https://doi.org/10.1002/aps.1724

Executive Summary for Educators Self-Management. (n.d.). https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/efficacy-and-research/skills-for-today/Self-Management-ExecSum-Educators.pdf

‌Reason, R. D. (2013). Infusing Social Responsibility into the Curriculum and Curriculum: Campus Examples. New Directions for Higher Education, 2013(164), 73–81. https://doi.org/10.1002/he.20076

Relationship Skills. (n.d.). https://education.mn.gov/mdeprod/groups/educ/documents/hiddencontent/bwrl/mdcz/~edisp/mde073495.pdf

Responsible Decision-Making Responsible Decision-Making Learning Goals. (n.d.). https://education.mn.gov/mdeprod/groups/communications/documents/hiddencontent/bwrl/mdcz/~edisp/mde073493.pdf

Schonert-Reichl, K. A. (2017b). Social and Emotional Learning and Teachers. The Future of Children, 27(1), 137–155. https://doi.org/10.1353/foc.2017.0007

 

Self-awareness: a quick guide. (n.d.). https://www.themyersbriggs.com/-/media/Myers-Briggs/Files/Resources-Hub-Files/Practitioner-Resources/Self-Awareness-quick-guide-2018.pdf

‌SOCIAL AWARENESS Sample Strategies. (n.d.). https://www.transformingeducation.org/wp-content/uploads/2018/07/2018_Social-Awareness-Strategies_website.pdf